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Published Document Title Authors Pages Abstract
May 2013 Formative Assessment with Technology 2011-12: Second Year of Implementation Bulgakov-Cooke, Dina
Talbot, Troy

30 View Abstract

The second year (2011-12) of the Formative Assessment with Technology Project in three WCPSS schools was studied to determine the fidelity of implementation of the formative assessment practices and the project's impact on student achievement. Classroom observations and surveys of teachers and students showed that implementation was moderate, and it varied widely across teachers. Certain targeted practices were reported or observed much more often than others. High turnover in the teachers participating in the project likely contributed to the uneven implementation. High school staff had the highest level of implementation of training concepts as well as the highest use of the electronic response tools for assessment. Full implementation and impact on state achievement test scores was expected to take two years to be evident. Since only nine teachers participated and had data for two years, impact could not be reliably assessed. This pilot training model would be too expensive to roll out district-wide in WCPSS. More cost effective models may be used to encourage appropriate use of formative assessment.

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January 2013 2011-12 District Improvement Initiatives Evaluation Bulgakov-Cooke, Dina

85 View Abstract

Seven District Improvement initiatives were implemented in 2011-12 in WCPSS. All were well designed and coordinated, with common goal setting processes and use of common monitoring tools. All initiatives either met or partially met 2011-12 goals. Some were more successful in showing student outcomes, with the most positive initiatives being elementary mathematics and adolescent literacy. These results should be used to influence future decisions about continuation or strengthening of these efforts. New components that were well received and implemented by those trained (but which did not have achievement results as yet) should also be considered for future funding.

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February 2009 North Carolina Virtual Public School in WCPSS Update for Fall 2007, Spring 2008, and Summer 2008 Baenen, Nancy
Bulgakov-Cooke, Dina

33 View Abstract

North Carolina Virtual Public School (NCVPS) has changed since summer 2007, with more traditional courses and fewer credit-recovery courses. Total NCVPS initial enrollments of Wake County Public School System (WCPSS) students were much lower in Fall 2007 (139), Spring 2008 (198), and Summer 2008 (430) than in Summer 2007 (1,378). Students were more likely to complete courses after Summer 2007. However, students enrolled in Fall 2007 and Spring 2008 were more likely to drop courses with failure after the deadline than to do so before the cutoff date. Percentages of final enrollments with passing NCVPS course grades increased from 47% in Summer 2007 to 64%, 84%, and 70% in the fall, spring, and summer, respectively. In Summer 2008, pass rates for EOC courses were somewhat lower than for other courses, with relatively low pass rates on EOC tests.

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November 2003 Adequate Yearly Progress (AYP) Results: 2002-03 Dulaney, Chuck
Paeplow, Colleen

13 View Abstract

In the first year of implementation of the federal No Child Left Behind legislation in North Carolina, 51 of the 79 elementary schools, one of the 25 middle schools, and one of the 16 high schools in Wake County Public School System (WCPSS) met the requirements of Adequate Yearly Progress (AYP). Of the 48 Title I schools (all elementary) in WCPSS, 29 met AYP and 19 failed to meet AYP requirements. The number of reading and math AYP targets applicable to WCPSS schools ranged from eight to 32. Seven of the eight schools with 13 or fewer targets met the AYP requirements. All eleven schools with more than 25 targets failed to meet the AYP requirements. The two subgroups that most frequently failed to meet AYP were SWD (students with disabilities) and FRL (free or reduced-price lunch) students.

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