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2015

Principal: Margaret Hudson

UW Lab School Accountability Report

2

UW LAB SCHOOL

2014-2015 ACCOUNTABILITY REPORT

TABLE OF CONTENTS

Student Celebrations, Recognitions and Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 3

Staff Celebrations, Recognitions and Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 4

League of Democratic Schools Annual Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 5

Coordinated School Health Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 9

Demographics and School Data Comparison Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 12

Narrative Accountability Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 13

End of Year MATH Data Comparison– PAWS & MAP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 15

End of Year READING Data Comparison– PAWS & MAP . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 16

End of Year K-9 MATH MAP Data by Grade Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 17

End of Year K-9 READING MAP Data by Grade Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 18

PAWS Results (Math and Reading) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.19

PAWS Results (Science) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 21

School Performance Report for Elementary and Middle School Grades . . . . . . . . . . . . . . . . . p.21

Comparison of Percentage of UW Lab School PAWS Proficiency Levels . . . . . . . . . . . . . . . . p. 22

9th Grade ACT EXPLORE Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 24

Disaggregated Data from PAWS Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 25

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ACSD#1 Spelling Bee:

- 1st Place: Lena Weinstein-Warren (8th grade)

- 2nd Place: James Wilson (7th grade)

National Level National History Day Awards:

- 11th Place for Junior Paper: Ruby Novogrodsky

State Level National History Day Awards:

- Noah Dreiling (7th Grade) and James Wilson (7th Grade)

- Ruby Novogrodsky (7th Grade)

- Catie Weathermon (8th grade)

- Ned Shaver (7th Grade) and Ruston Armstrong (7th Grade)

- Connor Hamp (9th Grade)

- Sonja Visnak (9th grade)

- Maggie Clerkin (8th Grade)

- Jackson Page (Grade 8) and Garrett Alameda (Grade 8)

- Chloe

Regional Level National History Day Awards:

Battle of the Books Awards:

- District Champions for Grades 7, 8, 9—Gilbert Hart, Ari Moffett, James Wilson, Ciara

Johnson, and Noah Dreiling

- 3rd Place for Grades Grades 5, 6—Joseph Blasko, Zavria Brizuela, Roby Novogrodsky,

and Joe Kelley

- 4th Place for Grades 3, 4—Leila Johnson, Zane Tillman, Yousuf

Abdelkader, Katie Kvenild, Rece Ziegler, and Charlotte Fraley

Greeley Jazz Festival Awards:

- Show Choir (Superior Rating)

- Jazz Band (Superior Rating)

- Outstanding Soloists (Abijah Ahern and Curtis Carlson)

Music in the Parks Awards:

- Show Choir (Superior Rating)

- Jazz Band (Superior Rating)

- Best Instrumental Solo : Abijah Ahern (7th grade)

ACSD#1 2012-2013 Premiere Art Show

- Leila Johnson

- Eleanor MacConnell

Learning Resource Center Most Books Read:

- Jamison Bade (K)

Arbor Day Poster Winners:

- Aida Bantjes (5th grade)

- Marlena Meyer (5th grade)

Women in Science Participants:

- Lindsey Meyer, Emily Brande, Annalyse Johnston, Sarah Holles, Maggie

Clerkin, Cathryn Lang, Layla Abdelkader, Mireille Tian, Michaiah Jones, Mariana

Gonzales-Garcia, Bronwyn Field, Annika Pelkey, Lena Weinstein-Warren, and Ani

Briere (7th Grade)

- Cannon Stuckert, Dakoata Hardin, Layne Ogle, Sonja Visnak, and Danielle Dillon

(8th Grade)

- Sarah Pope, Kayla Sherrodd, and Lora Sherrodd (9th Grade)

A few STUDENT Celebrations, Recognitions & Awards from 2014-2015 . . .

State Level National History Day Awards:

- 1st Place: Sam Garcia-Gonzales & Zane Tillman (6th Grade)

- 2nd Place: Ruby Novogrodsky, Jadelyn Seegmiller, & Chloe Seitz (7th

Grade)

District Level National History Day Award Winners:

- Sam Garcia-Gonzales & Zane Tillman (6th Grade)

- Ruby Novogrodsky, Jadelyn Seegmiller, & Chloe Seitz (7th Grade)

- Catie Weathermon (8th grade)

- Ned Shaver (7th Grade) & Hank Shave (6th Grade)

- Breanna Gaddis & Aedian O’Connor (8th Grade)

- Ruston Armstrong (7th Grade)

- Sydney Holles (6th Grade)

- Sean Clerkin (7th Grade)

- Ryan Chamberlin (7th Grade)

ACSD#1 Battle of the Books

- 2nd Place for 3rd/4th Grade: Catcher Pannell, Katherine

Meredith, Laura Brande, Bella Rivera, and Sabriyah Seegmiller

- 3rd Place for 5th Grade: Isabel Naschold, Ireland Earl, Grace

Robson, Sadie smith, Beth Ferris, and Corina Slyman

- 1st Place for 6th-8th Grade: Isaac Williams, Katie Kvenild, Melissa Scafe,

Zavria Brizuela, and Jadelyn Seegmiller

ACSD#1 Spelling Bee:

- 3rd Place: Zavria Brizuela (7th grade)

Shepard Symposium Presentation—Involving Youth in Community

Service and Social Action:

- Izzy Lo (8th Grade), Leah Urquhart & Sara Beth Holles (9th Grade)

Shepard Symposium Presentation—Infusing International Issues into

Curriculum: Global Citizenship through a Social Lens:

- Sarah Beth Holles (9th Grade) & Noah Riffee (7th Grade)

All State Band:

- Abijah Ahern (9th grade)

Student Council Elections:

- Breanna Gaddis (President), Sarah Beth Holles (Vice President), & Jadelyn

Seegmiller (Secretary)

College of Education 100 Year Celebration Art Murals:

- 8th and 9th grade Art classes

Learning Resource Center Most Books Read:

- Individual Award: Nicholas Burkhart (Kindergarten)

- Class Award: Mrs. Swanson’s Kindergarten class

Women in Science Participants:

- Sarah Beth Holles, Annika Pelkey, Jordan DeYoung, Mirielle Tan,

Marianna Garcia-Gonzales, Cathryn Lang, Kaylee Ogle, Ani Briere ,

Lena Weinstein-Warren, Taryn Veniegas, Leah Urquart , (9th Grade)

- Savannah Seegmiller, Catie Weathermon, Breanna Gaddis,

Tayiah Graves, Aedian O’Connor, Annie Liu , Ciara Johnson (8th Grade)

- Ruby Novogrodsky, Zoe Pearce, Chloe Seitz, Lucie Gordon-Meeker,

Kendra Nottage, Marlena Meyer (7th Grade)

University of Wyoming World Language Day Liasons:

- Ani Briere, Joe Erickson, Zach Belser, Taryn Veniegas, Lindsay Meyer, and Isla

Skinner (9th grade)

Junior High School Conference Swim Champions:

- Noah Richardson, Catie Weathermon, Kaitlyn Lewis, Tayiah Graves,

Saydree Hendricks, Annie Liu, Jacob Richardson, Max DeYoung, Sean Clerkin,

Ned Shaver, Ruby Slyman, and Rowan Kelly

Non-Perishable Food & turkey Drive Sponsored by Century 21, Interfaith

Good Samaritan, ACSD#1, FedEx Offices, and Dominoes Pizza:

- UW Lab School K-5 Students

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Wyoming Music Educator Association Regional District Music

Educator of the Year Award:

- Jennifer Mellizo

Presidential Award for Excellence in Math and Science Teaching

Award Finalist:

- Joanie James

Funds for Teachers Grant Award—Observe Balkan school

initiatives exemplifying outstanding civic/social justice education

and participate in the Interdisciplinary Social Sciences

international conference in Split, Croatia, to formalize and sustain

the school's social responsibility and civic action efforts :

- Meredith McLaughlin

Wyoming State Historical Society Clara M. and Henry T. Jensen

Outstanding Teacher Award:

- Joanie James

National Network of Educational Renewal Conference

Presentation:

- Joanie James and Theresa Williams (and Stella Nowell)

STEM Workshop Panel Presentation:

- Teresa Strube

Gem City Bone and Joint Teacher of the Month Award:

- Joanie James

Shepard Symposium Presentation—Infusing International Issues into

Curriculum: Global Citizenship through a Social Lens:

- Jennifer Mellizo

- Andy Pannell

- Margaret Hudson

Wyoming All-State Music Festival Coordination Team:

- Jennifer Mellizo

ACSD#1 Add+Vantage Math Training Instructor:

- Dee Swanson

TAH/Literacy Content Provider (Alaska)

- Cindy Webb

Wyoming Standard Setting, Item Review, Data Review Work:

- Theresa Williams

- Teresa Strube

Wyoming National Board Certification Initiative State Board Member:

- Margaret Hudson

College of Education Adjunct Instructor (EDEL 4309-Literacy Methods):

- Julie Norris

College of Education Adjunct Instructor (EDAD 5580—Supervised

Principal Internship in Educational Administration and EDAD 5010-

Leadership for Curriculum Development):

- Margaret Hudson

A few STAFF Celebrations, Recognitions & Awards from 2014-2015. . .

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National League of Democratic Schools (NLODS)

2014-2015 Annual Report - UW LAB SCHOOL (ACSD#1—Laramie, Wyoming)

Charter member of League

League member from 2004—

present

The League of Democratic

Schools is organized to:

1) promote professional

development that emphasizes

the growth of students as

individuals who are successful

members of a democratic

Society; and

2) help preserve schools that

successfully advance the

Agenda for Education in a

Democracy.

The fundamental purpose of

school . . . is to teach children

their moral and intellectual

responsibilities for living and

working in a democracy. This is

the public function of schools . . .

If this public function is

paramount, then there are

significant implications for

schools and those who teach

and learn in them. Schools

must be structured in ways that

reflect the teaching of the

conditions necessary for a

democracy, and the curriculum

in the schools must focus both

directly and indirectly on the

teaching of these conditions

(Soder, 2001, p. 194).

NLODS Annual Meeting The NLODS annual meeting was held in State College,

Pennsylvania on October 9th -11th, 2014. The UW Lab

School was represented by Margaret Hudson and

Meredith McLaughlin.

NLODS Rocky Mountain Region

Annual Meeting On April 10th and 11th, 2015, the UW Lab School hosted

the NLODS Rocky Mountain Region Annual Meeting.

Sixth-Ninth grade students from the Lab School planned

and hosted the event. During the two days, students and

staff from Woods Learning Center (Casper) and the UW

Lab School participated in a number of activities

including: a tour of the UW Lab School, discussion

groups, a youth social justice lock in, and a student panel

presentation focusing on youth involvement in

community service and social action at the University of

Wyoming’s Shepard Symposium for Social Justice.

School Celebrations The UW Lab School community was involved in

several celebrations during the 2014-2015 year.

College of Education Anniversary—In September,

the school joined the College of Education’s 100th

Anniversary celebration. 6th grade students served as

junior ambassadors along with College of Education

ambassadors at the 100 Year Celebration Banquet.

In October, kindergarten through 9th grade students

participated in the Homecoming parade with the

College of Education. Finally in December, UW Lab

School students and staff took part in a College of

Education 100 Year Celebration reception along with a

special 100 Year Celebration Program and Fashion

Show, A Tribute to Teachers.

Music and Art—The community celebrated our students

as they shared their talents in the arts throughout the

year. Students performed in band, orchestra, and choir

concerts and in a K-5 musical titled A World of Music.

This musical program had a multicultural theme with an

emphasis on the music and culture of Benin, Africa.

It was an original program arranged by our music

teacher, Jennifer Mellizo. The program highlighted the

music curriculum Jennifer created and implemented with

our students. This curriculum is part of Jennifer’s

doctoral work and is explicitly tied to the new National

Music Standards. Student art work was featured during

the K-5 musical performance, including marionettes

inspired by an artist from Benin. In addition, 6th through

6

National League of Democratic Schools

Mission

Our mission at the UW

Lab School is to create

a positive learning

community that will

recognize, foster,

and assess continuous

improvement toward high

levels of academic

and social achievement

for ALL students,

pre-service teachers,

faculty and staff.

9th grade art students worked with an artist in residence

(and University of Wyoming Distinguished Alumni) to

complete three murals celebrating the College of

Education’s 100 year anniversary. These students also

participated in the anniversary of the Berlin Wall by

painting a mural at Laramie County Community

College.

Global Citizenship

The Lab School celebrated global citizenship during the

2014-2015 school year through a variety of integrated,

cross-age, learning activities. Several school and

community connections influenced the selection of the

following focus countries: China, West Africa, and

Australia, as well as Spanish speaking countries around

the world.

A Lab School math/science teacher, Theresa Williams,

received a Fund for Teachers grant award to visit China

in June of 2014. The trip focused on the connections

between the culture, ancient and modern architecture,

and sustainability. On October 13th and 14th, all of the

Kindergarten through 9th grade students were involved

in learning experience about China and Chinese culture.

Students were placed in K-5th or 6th-9th grade groups.

Each of the groups rotated among eight lessons, planned

by teachers and taught by teams of College of Education

elementary methods students. The lessons addressed

the following topics: traditional Chinese music; the

Geography of China along with habitat and animals; the

art & architecture of China, traditional Chinese Dance;

Chinese folk tales and literature; rice paddies-science &

technology; Chinese symbol writing; and guest speakers

sharing experiences of China.

In December of 2013, the school’s art and music

teachers (Sharon Mathiesen and Jennifer Mellizo)

traveled to Benin, Africa. On November 24th and 25th,

the K-8 students explored different multi-age grade

configurations while using “Benin, West Africa” as a theme

for school-wide integration. Each day began with a morning

assembly for the whole school. At each assembly, students

learned about the following aspects of Beninese culture:

geography, climate, history, slave trade, visual arts

traditions, food, and lifestyle. Following each assembly,

students expanded their learning of Beninese culture in their

classrooms as well as in Art, Music, PE, and Spanish times.

The K-2 student remained in their usual classroom

configurations, however 3rd and 4th graders were grouped

together, 5th and 6th graders were grouped together, and 7th

and 8th graders were together. In addition to their own

learning, the 7th and 8th graders served as “teen teachers”

and provided small group lessons for the K-2 students.

Paul Taylor, an artist in residence from Australia returned to

the school in May. The focus on Australia culminated with

a kindergarten through 5th grade performance featuring the

songs, stories, and sounds of Australia. A Dreamtime Mural

using aboriginal art techniques was also created.

Finally, the school continued to celebrate Spanish language

and culture by providing instruction at all grade levels.

9th grade students participated in the UW World Language

Day. Students and staff were again involved with a bio

jewelry for breast cancer project raising money for

mammogram machines for rural South America areas.

Community Engagement and Partnerships The UW Lab School strives to engage the community in

school activities and events. A variety of partnerships are

also maintained. The following section highlights some

of the community engagement and partnerships from the

2015-2016 school year.

School-University Partnership Activities—The school’s

role as a laboratory setting for the College of Education and

7

2013-2014 Annual Report

the University of Wyoming is a long-time tradition that has

grown over the years. Each semester the school is heavily

utilized for the placement of University students for

residencies, internships, practicum experiences, classroom

observations, student observations, staff interviews, and

student interviews. During the 2014-2015 school year, 589

UW students signed into the school during the fall semester

and 687 signed in during the spring semester.

Several UW research projects involved Lab School students

and staff. These included: continuation of the iTest Project

(Visualization Basics: using Gaming to Improve

Computational Thinking) which focused on culturally

responsive pedagogy, gaming and robotics instruction, and

professional development to implement applications across

the curriculum; research exploring the initial intercultural

sensitivity levels of 4th–6th grade students along with

changes in intercultural sensitivity after the implementation

of a new world music curriculum based on the music of

southern Benin; and research investigating the efficacy of

an intensive play therapy workshop for school counselors

involving primary grade students in 1:1 non-therapeutic

play sessions.

Lab School staff continue to enroll in graduate classes,

serve as adjunct instructors, provide guest lectures, and

serve on College of Education committees. In turn, College

faculty are members of school committees such as the Site

Council and hiring teams. Dr. Michael Day, College of

Education Dean, continued to involve the Lab School in

events such as an annual holiday party with both staffs,

and inclusion in activities such as the College’s 100th

Anniversary events and participation in the annual

commencement ceremony.

UW Lab School Reconfiguration—Members of the

community have continued to participate in conversations

about the upcoming reconfiguration of the school when a

new 9th-12th grade high school opens in the fall of 2016.

Discussions have been taking place for several years and

many stakeholders have been involved. Last year, the

school piloted a 1st/2nd grade multi-age combination in

two classrooms. During the 2015-2016 school year, the

pilot is being extended with a team-taught double section

of kindergarten, two 3rd/4th grade classrooms, and three

5th/6th grade classrooms. The final stage of the reconfig-

uration will take place in the fall of 2016 with 9th grade

moving to the new Laramie High School and the addition

of a third section of both 1st/2nd grade and 3rd/4th grade.

The school has hundreds of applications on file for the

lottery enrollment process with limited openings available

each year. Many of the openings are filled with siblings

further reducing the chance to get into the school. The

increase in sections as well as the overall number of

students for K-8 enrollment in 2016-2017 allows

additional opportunity for students to attend the school.

The final reconfiguration of the school will also maintain

the number of teachers and classrooms available for

placements allowing the school to meet our commitment

and obligation to the University of Wyoming and the

College of Education. The teacher/student ratio in the K-3

classrooms has ranged from 1:18 to 1:20. Beginning in

2016, the school will meet the 1:16 legislative requirement

for grades K-3. The new configuration will also provide

consistency with other primary grade class sizes through-

out the District. In addition, the relatively small class sizes

permit the space needed in the classrooms for the students

and staff as well as the large number of College students

and supervising faculty.

Student Engagement and Voice—Students continue to be

involved in middle school advisory groups or elementary

class meetings to discuss issues, solve problems, and make

decisions. Students provide input into activities and service

projects. Learning activities at all grade levels frequently

involve students in complex, authentic learning through

Vision

To serve as a model

for effective,

learner-centered

Kindergarten through

9th grade education

as part of a public

school district and

teacher education

institute promoting

the development

of competent and

democratic citizens.

8

National League of Democratic Schools

People are born

free, they are

not born wise.

The purpose of

schooling in a

democracy is to

make free people

wise.

-Paraphrased from Staff,

Social Sciences I,

College of the

University of Chicago,

1949

collaborative groups, simulations, research projects,

presentations, and outdoor education experiences.

These activities allow for student voice and leadership

while requiring students to work together, communicate,

compromise, and consider multiple perspectives. Middle

school students select from a variety of options to meet

individual needs supporting or extending their learning

and interests. Student representatives serve on student

council, site council, and teacher interview teams.

Three-way conferences are utilized for students, parents,

and teachers to communicate about progress, reflect on

strengths, and set goals.

Civic Engagement Standards-based education continues to be linked to

service learning and civic engagement opportunities at

all grade levels. Examples from the 2014-2015 school

year highlighting efforts to take individual and

collective action to make a difference follow.

A Taxi for Ferdinand—This project resulted from the

school-wide study of Benin, West Africa. Initially the

goal was for students to understand other parts of the

world and find links between their own lives and the

lives of people in Benin. A case study of a real person

in Benin, Ferdinand Sakassehoun, was shared and

students were asked to imagine the world through his

eyes to better understand what life might be like in a

developing country. A group of students even had the

chance to talk to Ferdinand over the phone. Many

questions emerged from the project about poverty, injus-

tice and inequality, credit and the World Bank, and the

impact of helping Ferdinand purchase a car to run his

own taxi business. Through this project, students have

been involved not only in altruism, but also in many ac-

ademic and research opportunities. So far, funds raised

for this project include: $500 from private donations;

$535 from the 6th grade Entrepreneur unit and project;

$1200 from an Africa Imports fundraiser; $1100 from the

Force of Altruism student group’s Pie Party for Peace

fundraiser; $2000 from the 4th/5th grade Sweet Shoppe

fundraiser; and thousands of dollars from a Go Fund Me

Campaign. The goal is to raise $12,000 by December when

another group will be traveling to Benin for a study abroad

experience. A group of teachers and students hopes to go

along and facilitate the purchase of a car as well as other

details related to the transaction, including delivery to

Ferdinand! In addition, the school hopes to encourage stu-

dents to think deeply about important local and global issues.

Other Projects—

Executing acts of kindness in the community;

Making and delivering cards to local nursing home residents;

Creating and selling clay bowls to benefit CIAMO, the

International Center for Art and Music at Oudah;

Making and selling jewelry to benefit breast cancer victims

in Brazil;

Providing weekly read aloud time for children at the Early

Care and Education Center;

Force of Altruism members volunteering at Interfaith Good

Samaritan, the Clothing Cottage, and the Soup Kitchen;

3rd graders traveling to the state capital to see the legislature in

action and teaching their kindergarten buddies about the traits

of a good citizen;

Making cards for local veterans which were shared at a

Veteran’s Day Breakfast at the American Legion;

A middle school show choir performance of the Star Spangled

Banner at a community Veteran’s Day ceremony;

Kindergarten students sharing learning of the concepts Reduce,

Reuse, and Recycle with parents and their 3rd grade buddies;

4th and 5th graders planting trees for Arbor Day in Undine

Park; and

The 4th/5th grade Sweet Shoppe, Rummage Sale, and Silent Auction benefitting the Taxi for Ferdinand project, Bicycles

for Humanity in Africa, the local Soup Kitchen, Orchid Garden

School for Needy Children in Nepal, Brillo del Sol School for Disabled Children in Guatemala, the Kindness Ranch Animal

Shelter in Wyoming, and the Saint Jude’s Children’s Hospital.

9

Coordinated School Health Report

UW Lab School

2014-2015 School Year

The UW Lab School continued to provide many opportunities for Kindergarten-9th grade students to learn about nutrition, physical activity, and

other factors promoting health and wellness. Curriculum units and activities that highlighted these opportunities during the 2013-14 school year are

described below:

Physical Education:

All K-9 students participated in a comprehensive physical education program incorporating physical activity along with information on health,

growth and development, nutrition and well-being (K to 3rd grade students – 90 minutes per week; 4th & 5th students – 150 minutes per week; 6th to

9th grade students – 60-135 minutes per week). Weekly swimming lessons at the Laramie Recreation Center continued to be part of the PE

program for Kindergarten-5th grade students. 6th to 9th grade students also participate in two self-selected exploratory electives per week, many of

which focus on physical activity or wellness. Students with disabilities and special health care needs were provided with individualized options for

physical activity and learning about nutrition, health, and other health and wellness factors.

Counseling:

The school counseling program is aimed at teaching students the basics of good mental health. This is connected to general well being and part of

a comprehensive program promoting health/wellness. Weekly classroom guidance lessons for K-5 students were based on developing good mental

health life styles and maintaining positive, healthy relationships and social skills. Understanding and expressing oneself in a proactive, positive

manner and learning how to be supportive and caring to others were other focus areas. Strategies and characteristics of good learners were also

addressed. Individual and small group sessions attended to specific health and wellness concerns as needed.

The Smart Girls and Smart Guys Program continued this school year for 6th - 9th grade students. This program focused on the empowerment of

young women and men, building healthy relationships, and developing assertiveness, as well as building positive self-esteem and realistic body

image. Information and curriculum from the Hathaway Education Program was provided for all 8 th and 9th grade students and addressed healthy

communication skills, decision making, and conflict resolution. 6th and 8th grade students participated in the Wyoming Prevention Needs

Assessment. The Wyoming Department of Education approved program, More Than Sad, was used with 8th and 9th graders to address mental health

issues that are common in adolescents, including depression and anxiety.

Kindergarten:

The kindergarten classroom once again began the year with the traditional outdoor education camp unit. The unit addressed a variety of health and

wellness topics including: bus safety, water safety, outdoor safety, the buddy system, and what to do if you get lost. Weekly classroom guidance

sessions addressed a variety of topics related to health and wellness.

10

Instruction throughout the year highlighted such topics as healthy food choices, the importance of drinking water, hand washing, covering coughs

and sneezes, preventing the spread of germs, character development (Keys of Excellence), and safety in a variety of situations. Throughout the year,

students were provided information and screening for vision, hearing, and dental health. The Laramie Fire Department performed a Life & Fire

Safety Presentation using clowns, characters, and puppets for kindergarten through third grade students during Fire Prevention Week.

1st/2nd/3rd Grade:

The traditional outdoor education experience focusing on science but also aspects of physical activity and wellness took place in the fall. Hiking

during the fall outdoor education experience provided physical activity for the students. Other health and wellness lessons and activities throughout

the year included: nutrition; fire safety; weather safety, character development (Keys of Excellence), hand washing, germs, winter safety and

sledding. Students were engaged in the reading and discussion of a variety of functional and expository reading material focused on topics related to

nutrition, physical activity, and wellness.

Classroom meetings were held to address concerns that arise at school, role play ways to handle feelings and emotions in social situations, and work

on stress and anxiety relief techniques such as deep breathing, visualization, walking away, etc. Students experienced weekly classroom guidance

addressing topics related to emotional health and positive interpersonal interactions. Students were also provided with a dental screening and dental

health information as well as vision and hearing screenings. The Laramie Fire Department performed a Life & Fire Safety Presentation using

clowns, characters, and puppets for kindergarten through third grade students during Fire Prevention Week.

4th/5th Grade:

Outdoor education for the 4th and 5th graders included a three-day camp near Centennial, a Curt Gowdy field trip, a three-day trip around Wyoming,

and a winter outdoor recreation and education day. All of these experiences emphasized a variety of physical activities and wellness activities such

as down-hill skiing and snowboarding, cross-country skiing, snowshoeing, canoeing, archery, mountain biking, a 40 foot climbing wall and zip line,

fire safety and fire building, a 5-mile handcart pulling hike at Marvin’s Cove, climbing/hiking Independence Rock and other Wyoming landmarks,

snow science, avalanche safety and igloo building. The students also discussed the importance of physical activities for health.

Students were engaged in frequent reading and discussion of expository articles about the importance of nutrition, physical activity, and other

health/wellness concepts. Weekly classroom guidance addressed a variety of topics including drug and tobacco use, responsible use of medicinal

drugs, safety, abuse and neglect issues, bullying, etc. Dental screening and dental health information was provided for all students along with vision

and hearing screening. The school nurse provided instruction to the boys and girls separately about the changes they will experience in puberty and

the importance of physical hygiene. College practicum students taught lessons about the heart and lungs in preparation for students to experience

these concepts at the Denver Museum of Nature and Science.

11

Individual student project presentations focused on a variety of areas including topics related to nutrition, physical activity, health and wellness.

Examples of this included presentations on Genetics and a variety of activities that promote wellness such as music, art, and sports. Team building

and community building activities occurred throughout the year and classroom meetings addressed concerns in the classroom and community,

problem solving, conflict resolution, and character development (Keys of Excellence).

6th-9th Grade:

Outdoor education opportunities, such as the 7th grade trip to Keystone Science School, included physical activities and activities promoting student

wellness. Middle school students also had the opportunity to participate in both downhill and cross country skiing. Advisory groups were utilized

to address character development (Keys of Excellence) as well as general wellness topics related to school culture and relationships.

Nutrition, health, and wellness topics are often integrated into curriculum units in the middle school. For example, 9 th grade Biology students

investigated the need for genetic counseling. The students also researched and presented on genetic diseases. A variety of guest speakers

throughout the year addressed: nutrition and biomedical research, reproductive health, activities/habits to prevent illness and improve health,

reliable source of information on nutrition and health, traditional Chinese medicine.

A variety of opportunities promoting health, wellness, and physical activity were provided as weekly exploratory electives or after-school activities

for students and staff. Examples of this included: yoga, bowling, basketball, indoor/outdoor games, Zumba, 6 th/7th/8th grade girls volleyball and

basketball, and 6th/7th/8th grade boys basketball. In addition, 6th through 9th grade students had the opportunity to participate in after-school sports

activities at LJHS and LHS such as cross-country track, Nordic skiing, football, swimming/diving, cheerleading, and track.

Other:

Topics including responsibility, respect, and tolerance were addressed in the curriculum and as part of the culture of the school at all grade levels.

The school continued to participate in the Albany County School District’s Fresh Fruit and Vegetable Program which provided fruit or vegetable

snacks twice each week as well as information about nutrition.

Training sessions for school staff were provided on a variety of topics including: the school’s Food Allergen policy; allergy symptoms and

response; blood-borne pathogens; and training specific to individual student health care and/or 504 plans. A weekly after-school yoga session was

offered for staff throughout the year.

12

UW Lab School -Demographics and School Data Comparison Report 2014-2015

Principal: Demographics Margaret Hudson Female: 54% Black 6%

Enrollment Male: 46% Hispanic 11%

Total 232

Asian 5% K 18 6 27

1 18 7 29 Regular Education 88% American Indian >1% 2 20 8 27

3 19 9 27 Special Education 12% White 78% 4 23

5 24 LEP 2% Free & Reduced 21%

*Not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented.

Indicator 2011-2012 2012-2013 2013-2014 Percentage Point /Percent

Change from 13-14 to 14-15

2014-2015 2014-2015

Goal

Math +1% (+5% goal not met) 5% Increase

% of students scoring proficient or higher on

PAWS Math (3rd-8th / N=150)

92% (3-8) 89% (3-8) *57% (3-8) -3/-5% *54% (3-8)

% of students scoring at/above spring median/projected proficient score on MAP

Math (3rd-8th / N=150)

70% (at/above

median)

84% (projected

proficiency)

70% (at/above

median) 87% (projected

proficiency)

68% (at/above


proficiency)

+3/+4% median

-18/-22% projected proficiency

71% (at/above


proficiency)

% of students scoring at/above spring median score on MAP Math (K, 1, 2, & 9/

N=74)

70% (at/above

median) 73% (at/above


median) +4/+6% median 75% (at/above

median)

% of students scoring at/above spring median score on MAP Math (K-9th / N=224)

70% (at/above



median) +4/+6% median 73% (at/above

median)

Reading -6% (+4% goal not met) 4% Increase

% of students scoring proficient or higher on

PAWS Reading (3rd-8th / N=150)

88% (3-8) 87% (3-8) *80% (3-8) -8/-10% *72% (3-8)

% of students scoring at/above spring median/projected proficient score on MAP

Reading (3rd-8th / N=150)

74% (at/above


proficiency)

81% (at/above

median)

87% (projected profi-

ciency)

84% (at/above

median)

88% (projected

proficiency)

-4/-5% median

-10/-11% projected proficiency

80% (at/above

median)

78% (projected

proficiency)

% of students scoring at/above spring median score on MAP Reading (K, 1, 2, & 9/ N=74)

73% (at/above


median)

77% (at/above

median)

+3/+4% median 80% (at/above

median)

% of students scoring at/above spring median score on MAP Reading (K-9th /

N=224)

73% (at/above

median)

81% (at/above

median)

81% (at/above

median)

-1/-1% 80% (at/above

median)

13

UW Lab School 2014-2015 Narrative Accountability Report

School improvement goals for the 2014-2015 school year included increasing achievement in Math by five percent and Reading by four percent

as measured by the state test (PAWS), Measures of Academic Performance (MAP) test, and additional assessments. Neither of the goals were met.

As part of the new Comprehensive School Improvement process, a goal to increase overall achievement in Reading, Mathematics, and Science

will be set for the 2015-2016 school year. The primary focus will be to increase Math achievement on both the PAWS and MAP tests.

MATH

Overall school achievement in Math increased by 1%. Although the PAWS scores decreased from 57% proficient and advanced to 53% (a 5%

decrease), the percent of kindergarten through ninth grade students scoring at or above the median on MAP increased from 69% to 73% (an

increase of 6%).

2014-2015 PAWS results show increases in the percent of students scoring proficient or advanced for grades 3 and 5 with decreases in grades 4,

6, 7, and 8. Grades 3, 5, and 8 performed above the district and state on the PAWS test. MAP results also show increases in the percentage of

students at or above the median in grades 3 and 5 as well as in K and 1. There was a decrease in the percentage of students at or above the

median in grades 2, 6, and 8, while students in grades 4 and 7 remained the same as the previous year. Despite having low scores on the PAWS

test, 4th grade students showed significant growth on the MAP test with 91% of the students making their growth target. Grades K, 3, 4, 5, 6, 8,

and 9 all had growth percentages over 75%. Ninth grade students decreased slightly on the ACT Explore with the average score moving from

17.9 in 2014 to 17.4 in 2015. However, the average score for Lab School students has exceeded the national average of 16.3 each year.

Female students are demonstrating a trend of decreasing achievement in Math on the PAWS test over the past four years. The percent of females

scoring proficient and advanced decreased from 64% in 2013-2014 to 57% in 2014-2015. Interestingly, a higher percentage of female students

scored at a proficient or advanced level than male students for the past two years. Students in the Free and Reduced category showed an increase

from 33% proficient and advanced in 2013-2014 to 52% in 2014-2015. Non Free and Reduced students decreased from 62% proficient and

advanced in 2013-2014 to 57% in 2014-2015.

The school will maintain the focus on quality instruction and efforts to meet individual student needs in order to achieve high levels of

performance in Math. During the 2012-14 school years, a new curriculum was implemented for grades K-5. Last year, another new curriculum

resource was implemented to further address Common Core State Standards for grades K-5. This curriculum will continue to be utilized in the

2015-2016 school year. In the 2013-14 school year, updated curriculum was implemented for grades 6 and 7 and a new curriculum will be

piloted for grades 6, 7, and 8 in the 2015-2016 school year. Opportunities for enrichment and intervention continue to be provided at all grades,

including enrichment opportunities for 5th-9th grade students such as Engineering, Gaming and Robotics, and Math Counts.

14

SCIENCE

School-wide achievement in Science continues to be strong although the overall 2014-2015 PAWS scores decreased from 87% to 72%. The

overall results, along with both the 4th and 8th grade results are well above the state and district averages. Seventy percent (70%) of the 4th

grade students and seventy-four percent (74%) of the 8th grade students scored at the proficient or advanced level this year.

Science has historically been an area of focus for the school with students at all grade levels engaged in learning scientific concepts and

processes through Science units of study, Science research and presentations, and a variety of outdoor education experiences and field trips.

Additionally, middle school girls participate in the Women in Science Program. As a school we will continue to focus on best practices in

Science and strive to maintain high levels of achievement on a consistent basis.

READING

Overall, school achievement in Reading during the 2014-2015 school year decreased by approximately 6%. PAWS scores decreased from 80%

proficient and advanced to 72% (a 10% decrease). The percentage of Kindergarten through 9th grade students scoring at or above the median on the

MAP test decreased from 81% to 80% (a 1% decrease).

2014-2015 PAWS results show increases in the percent of students scoring proficient or advanced for grades 3, 5, and 8 with decreases in

grades 4, 6, and 7. Grades 3, 4, 5, 7, and 8 performed above the district and state on the PAWS test. MAP results also show increases in the

percentage of students at or above the median in grades 3 and 5 as well as in K and 2. There was a decrease in the percentage of students at or

above the median in grades 1, 4, 6, 7, and 8. Kindergarten and 3rd grade students showed significant growth with 94% (3rd) and 89% (K) of

the students making their growth target. On the ACT Explore, 9th graders had an average score of 18.1 in English and 17.6 in Reading. The

2015 scores in both English and Reading did not change from the previous year. Lab School scores have exceeded the national average of

15.7 in English and 15.4 in Reading each year the test has been given.

Female students are demonstrating a trend of decreasing achievement in Reading on the PAWS test over the past four years. The percent

of females scoring proficient and advanced decreased from 83% in 2013-2014 to 79% in 2014-2015. However, female students have

outperformed male students for the past three years. Students in both the Free and Reduced and Non Free and Reduced categories showed

decreases in Reading. Free and Reduced students decreased from 67% proficient and advanced in 2013-2014 to 53% in 2014-2015. Non Free

and Reduced students decreased from 82% proficient and advanced in 2013-2014 to 71% in 2014-2015.

The school will continue to focus on data collection, analysis, and action planning in the area of Reading that includes monitoring student

progress using multiple measures and providing corrective or enrichment instruction as needed. In addition, for the past five summers,

approximately 30 K-6 students identified as at-risk in Reading participated in a Summer Reading Program designed to reduce learning

loss over the break. During the school year, teacher teams will continue to examine the data, revisit the essential learnings that have been

identified, review pacing plans, determine areas of focus, and write action plans to increase student performance in Reading.

15

2011-2012

PAWS

Math

2012-2013

PAWS

Math

*2013-2014

PAWS

Math

*2014-2015

PAWS

Math

2011-2012

MAP Math

*at/above

median

**projected

proficiency

2012-2013

MAP Math

*at/above

median

**projected

proficiency

2013-2014

MAP Math

*at/above

median

**projected

proficiency

2014-2015

MAP Math

*at/above

median

**projected

proficiency

3rd Grade

95% - 100% + 50% - 78% + *68% -

**95% N/C

*78% +

**94% -

*63% -

**95% +

*83% +

**83% -

4th Grade

100% +

91% - 67% - 35% - *77% +

**86% N/C

*68% -

**82% -

*70% +

**91% +

*70% N/C

**57% -

5th Grade

91% + 96% + 43% - 67% + *65% -

**78% -

*70% +

**96% +

*48% -

**65% -

*83% +

**71% +

6th Grade

92% + 86% - 48% - 33% - *64% +

**76% -

*67% +

**89% +

*75% +

**86% -

*48% -

**48% -

7th Grade

85% + 93% + 62% - 52% - *56% -

**78% -

*79% +

**90% +

*70% -

**80% -

*70% N/C

**56% -

8th Grade

92% + 64% - 71% + 59% - *88% +

**88% +

*59% -

**74% -

*82% +

**82% +

*74% -

**74% -

3rd-8th

Avg.

92% + 89% - 57% - 54% - *70% N/C

**84% -

*70% N/C

**87% +

*68% -

**83% -

*71% +

**65% -

End of Year Data Comparison of Math Proficiency Percentages by Grade Level

PAWS and MAP

*2013-2014 and 2014-2015 PAWS results are not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented.

16

2011-2012

PAWS

Reading

2012-2013

PAWS

Reading

*2013-2014

PAWS

Reading

2011-2012

MAP Reading

*at/above

median

**projected

proficiency

2012-2013

MAP Reading

*at/above

median

**projected

proficiency

2013-2014

MAP Reading

*at/above

median

**projected

proficiency

*2014-2015

PAWS

Reading

2014-2015

MAP Reading

*at/above

median

**projected

proficiency

3rd Grade

79% + 100% +

74% -

*68% +

**74% +

*100% +

**100% +

*63% -

**74% -

78% +

*89% +

**89% +

4th Grade

100% + 86% - 96% + *68% -

**86% N/C

*77% +

**91% +

*100% +

**100% +

65% - *70% -

**70% -

5th Grade

87% + 87% N/C 70% - *74% +

**83% -

*70% -

**78% -

*78% +

**83% +

96% + *96% +

**96% +

6th Grade

84% + 89% + 83% - *64% -

**80% -

*82% +

**89% +

*86% +

**93% +

52% - *63% -

**59% -

7th Grade

85% - 90% + 83% - *74% -

**74% -

*90% +

**90% +

*83% -

**83% -

66% - *72% -

**72% -

8th Grade

92% + 70% - 71% + *96% +

**100% +

*67% -

**74% -

*93% +

**93% +

74% + *89% -

**81% -

3rd-8th

Avg.

88% + 87% - 80% - *73% N/C

**83% +

*81% +

**87% +

*84% +

**88% +

72% - *80% -

**78% -

End of Year Data Comparison of Reading Proficiency Percentages by Grade Level

PAWS and MAP

*2013-2014 and 2015-16 PAWS results are not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented.

17

2011-12 Math % Growth


2011-12 Math % Proficient


2011-12 Math % Median






2014-15 Math % Proficient *New Cut Scores


K No Data 59% No Data No Data 53% 65% 60% No Data 80% 78% No Data 89%

1st 41% 77% No Data No Data 53% 53% 71% No Data 71% 53% 35% 76%

2nd 90% 94% 100% 100% 95% 83% 75% 85% 70% 68% 60% 60%

3rd 79% 56% 95% 94% 68% 78% 84% 95% 63% 89% 83% 83%

4th 73% 59% 86% 82% 77% 68% 87% 91% 70% 91% 57% 70%

5th 65% 65% 78% 96% 65% 70% 48% 65% 48% 75% 71% 83%

6th 72% 63% 76% 89% 64% 67% 68% 86% 75% 76% 48% 48%

7th 74% 79% 78% 90% 56% 79% 63% 80% 70% 67% 56% 70%

8th 70% 63% 88% 74% 88% 59% 56% 82% 82% 82% 74% 74%

9th 85% 74% No Data No Data 80% 91% 62% No Data 62% 81% No Data 74%

Avg. 72% 69% 86% (2nd-8th)

84% (3rd-8th)

89% (2nd-8th)

87% (3rd-8th)

70% (K-9th)

70% (K, 1, 2, &

9)

70% (3rd-8th)

71% (K-9th)

73% (K, 1, 2, &

9) 70% (3rd-8th)

67% 83% (2nd-8th)

83% (3rd-8th)

69% (K-9th)

71% (K, 1, 2, &

9)

68% (3rd-8th)

76% 64% (2nd-

8th)

65% (3rd-8th)

73% (K-9th)

75% (K, 1, 2, &

9)

71% (3rd-8th)

End of Year Math Data by Grade Level—MAP

18

2011-12 Reading % Growth


2011-12 Reading % Proficient


2011-12 Reading % Median






2014-15 Reading % Proficient *New Cut Sccores


No Data 71% No Data No Data 53% 77% K 80% No Data 73% 89% 78% 89%

56% 59% No Data No Data 67% 65% 1st 35% No Data 82% 59% 71% 71%

79% 83% 90% 83% 84% 83% 2nd 65% 65% 65% 74% 70% 75%

68% 78% 74% 100% 68% 100% 3rd 63% 74% 63% 94% 89% 89%

59% 73% 86% 91% 68% 77% 4th 55% 100% 100% 61% 70% 70%

48% 74% 83% 78% 74% 70% 5th 57% 83% 78% 46% 96% 96%

28% 54% 80% 89% 64% 82% 6th 54% 93% 86% 52% 59% 63%

63% 59% 74% 90% 74% 90% 7th 73% 83% 83% 59% 72% 72%

65% 67% 100% 74% 96% 67% 8th 44% 93% 93% 56% 81% 89%

45% 61% No Data No Data 86% 96% 9th 57% No Data 86% 50% No Data 85%

57% 68% 71% (2nd-

8th)

83% (3rd-

8th)

86% (2nd-

8th)

87% (3rd-

8th)

73% (K-9th)

73% (K, 1, 2,

& 9)

73% (3rd-8th)

81% (K-9th)

80% (K, 1, 2,

& 9))

81% (3rd-

8th)

Avg. 58% 88% (2nd-8th) 84% (3rd-8th)

81% (K-9th)

77% (K, 1, 2, &

9)

84% (3rd-8th)

64% 77% (2nd-8th) 78% (3rd-8th)

80% (K-9th)

80% (K, 1, 2, & 9)

80% (3rd-8th)

End of Year Reading Data by Grade Level—MAP

19

Proficiency Assessments for Wyoming Students (PAWS) Math Comparison to District & State

All 3rd through 8th grade students took the PAWS Math test during the 2014-2015 school year. *The 2013-2014 and 2014-2015 PAWS test results are not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented. The most recent scores show that overall, 54% of 3rd-8th graders performed at proficient or advanced levels in Math. Historical PAWS data over the past 4 years can be seen below. The percentage of students performing at proficient/advanced levels by grade level, as well as for the district (ACSD#1) and state (Wyoming), are included.

2011-2012

PAWS Math

UW Lab

2012-2013

PAWS Math

UW Lab

*2013-2014

PAWS Math

UW Lab

*2014-2015

PAWS Math

UW Lab

2014-2015

PAWS Math

ACSD#1

2014-2015

PAWS Math

Wyoming

3rd Grade

95% - 100% + 50% - 78% + 57% 50%

4th Grade

100% +

91% - 67% - 35% - 49% 51%

5th Grade

91% + 96% + 43% - 67% + 59% 53%

6th Grade

92% + 86% - 48% - 33% - 61% 50%

7th Grade

85% + 93% + 62% - 52% - 58% 43%

8th Grade

92% + 64% - 71% + 59% - 51% 47%

3rd-8th

Avg.

92% 89% - 57% - 54% - 56% 49%

3rd-5th

Avg.

95% 96% + 53% - 60% + 55% 51%

3rd-6th

Avg.

95% 93% - 52% - 53% + 57% 51%

5th -8th

Avg.

90% 85% - 56% - 53% - 57% 48%

6th-8th

Avg.

90% 81% - 60% - 48% - 57% 47%

20

Proficiency Assessments for Wyoming Students (PAWS) Reading Comparison to District & State

All 3rd through 8th grade students took the PAWS Reading test during the 2014-2015 school year. *The 2013-2014 and 2014-2015 PAWS test results are not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented. The most recent scores show that overall, 72% of 3rd-8th graders performed at proficient or advanced levels in Reading. Historical PAWS data over the past 4 years can be seen below. The percentage of students performing at proficient/advanced levels by grade level, as well as for the district (ACSD#1) and state (Wyoming), are included.

2011-2012

PAWS

Reading

UW Lab

2012-2013

PAWS

Reading

UW Lab

*2013-2014

PAWS

Reading

UW Lab

*2014-2015

PAWS

Reading

UW Lab

2014-2015

PAWS

Reading

ACSD#1

2014-2015

PAWS

Reading

Wyoming

3rd Grade

79% + 100% +

74% -

78% +

71% 61%

4th Grade

100% + 86% - 96% + 65% - 62% 61%

5th Grade

87% + 87% N/C 70% - 96% + 73% 59%

6th Grade

84% + 89% + 83% - 52% - 69% 57%

7th Grade

85% - 90% + 83% - 66% - 61% 57%

8th Grade

92% + 70% - 71% + 74% + 61% 52%

3rd-8th

Avg.

88% + 87% - 80% - 72% - 66% 58%

3rd-5th

Avg.

89% 91% + 80% - 80% N/C 69% 60%

3rd-6th

Avg.

88% 91% + 81% - 73% - 69% 60%

5th -8th

Avg.

87% 84% - 77% - 72% - 66% 56%

6th-8th

Avg.

87% 83% - 79% - 64% - 64% 55%

21

Proficiency Assessments for Wyoming Students (PAWS) Science Comparison to District & State

All 4th and 8th grade students took the PAWS Science test during the 2014-15 school year. Overall, 72% of 4th and 8th graders performed at proficient or advanced levels. Following are the percentages students performing at proficient or advanced levels by grade for the past four years as well as the percentages for the district (ACSD) and state (WYO) for 13-14:

School Performance Report for Elementary and Middle School Grades

2011-2012

PAWS

Science

UW Lab

2012-2013

PAWS

Science

UW Lab

*2013-2014

PAWS

Science

UW Lab

*2014-2015

PAWS

Science

UW Lab

2014-2015

PAWS

Science

ACSD#1

2014-2015

PAWS

Science

Wyoming

4th Grade 91% 59% -

88% +

70% -

57% 51%

8th Grade 88% 57% - 86% + 74% - 48% 42%

4th & 8th

Avg.

89% 58% - 87% + 72% - 53% 47%

Performance Level —

Schools may fall within one

of four performance levels

(Exceeding, Meeting,

Partially Meeting, or Not

Meeting Expectations

(based on their pattern of

performance on FOUR

indicators: Achievement,

Growth, Equity, and

Participation Rate.

Growth —

The median student

growth percentile (MGP)

In reading and math

combined for all students

in grades four through

eight as measured by the

PAWS.

Equity —

The median student

growth percentile (MGP)

in reading and math

combined for a subgroup

of students who had low

reading and math test

scores in the prior year.

Achievement —

The percent proficient or

above on state tests in

reading, mathematics, and

science.

Participation Rate —

The requirement is 95%.

A school at or above

90% is docked one

Performance level. A

school below 90% is

scored at the Not Meeting

Expectations level.

2013-2014 Exceeding Expectations Meeting Targets

48.5

Meeting Targets

81

Exceeding Targets

72%

Met

2014-2015 Meeting Expectations Meeting Targets

47

Meeting Targets

47

Meeting Targets

64%

Met

22

Comparison of Percentage of UW Lab School PAWS Proficiency Levels Over Four Years (Grades 3-8)

Math

Reading

*2013-2014 PAWS results are not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for

23

Writing (*No Writing Scores for 2011-2012, 2012-2013, or 2014-2015. 2013-2014 scores are only for 5th grade and 7th grade only.)

Science (Only students in 4th grade and 8th grade take the Science test.)

24

Subject-Benchmark English-14 Math-18 Reading-16 Science-20

UW Lab School

9th Grade ACT EXPLORE Results (Score Range 1-25)

2013 Eng-lish

2013 Math

2013 Read-

ing

2013 Sci-

ence

2013 Compo-

site

2014 Eng-lish

2014 Math

2014 Read-

ing

2014 Sci-

ence

2014 Compo-

site

2012 Eng-lish

2012 Math

2012 Read-

ing

2012 Sci-

ence

2012 Compo-

site

2015 Eng-lish

2015 Math

2015 Reading

2015 Sci-

ence

2015 Compo-

site

Lab School Average

18.0

18.8

18.3

19.3

18.7

18.1

17.9

17.6

18.7

18.3

18.0

18.8

18.3

19.3

18.7

18.1

17.4

17.6

18.7

18.5

National Average

15.7

16.3

15.4

17.1

16.2

15.7

16.3

15.4

17.1

16.2

15.7

16.3

15.4

17.1

16.2

15.7

16.3

15.4

17.1

16.2

Percent at/above Bench-mark

83%

61%

70%

43%

-

81%

52%

67%

24%

-

100%

59%

65%

35%

-

88%

46%

71%

54%

-

*Percent Below Basic 1-24%ile

0%

5%

4%

19%

4%

0%

0%

5%

9%

14%

0%

0%

0%

6%

0%

8%

8%

4%

4%

4%

*Percent Basic 25-49%ile

30%

9%

17%

9%

17%

14%

5%

19%

14%

9%

0%

6%

12%

29%

6%

13%

17%

4%

4%

4%

*Percent Proficient 50-74%ile

35%

26%

22%

30%

39%

43%

24%

33%

29%

38%

35%

35%

41%

18%

41%

33%

29%

29%

38%

46%

*Percent Advanced 75-100%ile

35%

61%

57%

61%

44%

38%

52%

43%

48%

38%

65%

59%

47%

47%

53%

46%

46%

63%

54%

46%

*Percent Proficient and Advanced

70%

87%

79%

91%

83%

81%

76%

76%

77%

76%

100%

94%

88%

65%

94%

79%

75%

92%

92%

92%

25

Proficiency Categories by Gender for Math, Science, and Reading

Proficiency Categories by Free & Reduced Lunch

3946

2010

37 38

14 14 17 19.527

33

18 14.5

30 28 32 37 35 32 31 3527 26

49 38.5

44

47

59 52

36 37

73

28

6140 70

51.5

5544

56 48 4847

56 53

4838

1211

22 34

4 10

42 36

10

48

10

24

12

34

1528

12 13 1616

9 9

15

21

1 4.516 10

08 14

0 4.5 4 0 0 0 0 2 2 6 4 3 1114

0

20

40

60

80

100

120

FM12 FM13 FM14 FM15 MM12 MM13 MM14 MM15 FS12 FS13 FS14 FS15 MS12 MS13 MS14 MS15 FR12 FR13 FR14 FR15 MR12 MR13 MR14 MR15

Column3

Column2

Column1

Below Basic

Basic

Proficient

Advanced

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