In the Caldwell School District, students are the focus of our work. It is evident in each decision we make. From adopting curriculum resources and providing online learning options to offering meaningful professional development and improving plant facilities, each conversation is driven by our commitment to doing what is best for our children.
The 2016-2017 school years was a phenomenal year for the students attending Caldwell schools. The commitment by our teachers, pupil personnel, support staff, and administrators to facilitate students in their learning was impactful. Learning was evident. Our students participated in opportunities unequal in the state. Caldwell School District #132 will continue focusing on preparing students for their future. We will continue to celebrate student voice.
Cube SAT project
Learn more about the learning taking place at Lewis and Clark Elementary
Through a supportive and committed school community that inspires excellence, all students graduate prepared to pursue their career choice and become an engaged member of their community.
Future Ready Keys
Real World Application
Shared Accountability and Responsibility
The Caldwell School District provides supportive and rigorous learning experiences that develop the skills and talents of all students.
“We choose to do with our time what we think is important. If student learning is the most important function of schools, then instruction is where we focus our time and attention” (Fielding, Kerr, and Rosier, Delivering on the Promise, p71).
Overall Goal: 85% of third grade students will be scoring proficient or advanced on the Idaho Achievement Test by 2019-2020.
2016-2017 Goals: The percent of third grade students scoring proficient or advanced will increase from 27% to 42% as measured by the 2017 Spring ELA ISAT.
The power of an 85% reading goal at third grade is that it focuses our system on delivering the single most crucial academic skill – reading – which is the foundation to lifelong learning
Adoption of JOURNEYs ELA Basil textbook series K-5
Partnership with Education Northwest
Addition of LEXIA for intervention – to identify an individual student’s deficiency in literacy subskills
Partnership with The Lee Pesky Foundation to provide professional development in using more systematic processes to identify student growth towards meeting achievement goals
CORE Professional Development in the five foundational reading skills
Caldwell Preschool: Start Ahead, Stay Ahead (Delivering on the Promise, pp.277-279)
Babies are born learning. Within hours of birth, they begin to imitate the lip and tongue positions of their parents.
On the first day of Kindergarten, the range between students in the bottom and top quartile midpoints is six years in reading skills and four years in math.
100% of the achievement gap in reading and 67% of the gap in math originates in the home before a student’s first day of Kindergarten
Most parents want their children to have a good start in Kindergarten. They are receptive to targets, tools, and training provided by their local schools.
Creating widespread awareness of Kindergarten and age-level targets among parents and child-care providers significantly increases the number of students entering Kindergarten with grade-level skills
Data indicates when parents read with their child 20 minutes a day from birth and spend five minutes a day on simple age-appropriate activities, Kindergarten targets can be met. Therefore, Caldwell Preschool will be promoting the importance of reading with a child 20 minutes each day.
In today’s political environment, it’s important to remember that Public Schools do not create the achievement gap, Public Schools are the catalyst to closing the gap and preparing all of our children for their future.
With this in mind, Caldwell will unite with WICAP Head Start and YMCA P16 Preschool program to form the Caldwell Preschool Program. This newly formed collaborative effort will allow for 250 Caldwell School District preschool students to receive high-quality preschool within the walls of our elementary schools. We will also be offering a year round Migrant Language Immersion Preschool. In addition, Caldwell Preschool will be reaching out to community preschools and day-care providers to invite them to participate in professional development regarding best practices and participate in academic vertical alignment with Kindergarten.
Overall Goal: 85% of eighth grade students will be scoring proficient or advanced on the Math Idaho Achievement Test by 2020-2021.
2016-2017 Goal: The percent of 8th grade students scoring proficient or advanced will increase from 21% to 34% as measured by the 2017 spring Math ISAT.
Adoption of Envisions Math Basil textbook series 6-8
Vertical alignment 6-12
Professional Development at NCTM for middle level math educators
Professional Development at Vision Math Conference
Pilot Envisions math resources in grades K-5
CSD is leading the initiative to implement a 7th grade DMA for the Southern Idaho Conference
Overall Goal: 85% of high school students will score proficient or advanced on the ELA Idaho Achievement Test by 2019-2020.
2016-2017 Goal: The percent of high school students scoring proficient or advanced will increase from 56% to 63% as measured by the 2017 Spring ELA ISAT.
Providing intervention English Composition classes
Providing intervention Literature classes
Bridging gap between general education and special education
Overall Goal: 85% of high school students will score proficient or advanced on the Math Idaho Achievement Test by 2020-2021.
2016-2017 Goal: The percent of high school students scoring proficient or advanced will increase from 17% to 30% as measured by the 2017 spring Math ISAT.
Established a high-functioning PLC/Impact team
Vertical and horizontal alignment of Visions math curriculum
Professional Development opportunity to align curriculum with feeder middle schools
Providing intervention math classes
Math teachers are working to help each student recognize their “math learner identity”
Overall Goal: Advanced Opportunities
2016-2017 Goal: Caldwell School District will increase advanced opportunities – Concurrent credit courses by 25%, Advanced Placement courses by 25%, Career Technical Education certificates by 50%.
Addition of a counselor at each middle school and at Caldwell High School
Implemented Advanced Opportunity Summer School in 2017
194 students enrolled by choice
250 original credits earned through CHS
54 original credits earned through independent study
Addition of CTE courses for 2017-2018
CNA – Certified Nursing Assistance
Family Consumer Science
Health Occupations – CNA pathway
CTE Certification earned – all professional certifications
67 Microsoft Office
2015-2016 we offered 22 class periods/12courses
2016-2017 we offered 33 class periods/18 courses
2015-2016 we offered 10 AP courses
2016-2017 we offered 14 AP courses
Dual Credit classes
Environmental Science – CSHS
Theatre 101 – CSHS
World Literature – CSHS
Government – CSHS
Advanced Design – CSHS
Physical Education – CSHS
Political Philosophy – CHS
English 101 – CHS
English 175 – CHS
Engineering Electrical or Robotic Engineering
Computer Aided Drafting
Principles of Marketing*
Principles of Marketing II*
Competitive Speech & Debate*
Wealth Management – High School of Business* (*classes added in 2016-2017)
Overall Goal: Students Earning College Credit
2016-2017 Goal: The percent of secondary students (7-12) earning college credit will increase from 10% to 20%.
2015-2016: 112 students earned college credit
2016-2017: 245 students earned college credit
This does not include college credits earned throug AP and CLEP exams.
Overall Goal: Attendance Goal
As reported by the Fiscal Year 2017 Support Unit Calculation (ADA Report), Caldwell School District will increase from 94.5% to 96% average daily attendance.
Results: 95.52% attendance rate in 2016-2017
Possible variables contributing to this increase
District wide commitment to work together to improve attendance
Visible presence in the community where our children live
Busing in subdivisions where no busing had “gone before”
“In God we Trust. Everyone else shows their data.” Unknown
For the past three years, Caldwell School District has embraced John Hattie’s Visible Learning research. Not only are all of you vital to our students’ academic achievement and growth, you are also essential in creating a learning environment where learner dispositions (21st Century Skills – The Future Ready Keys) are fostered and developed to prepare our children, our students for their futures. We will continue to focus on high quality instruction and researched-based practices because we believe that excellent instruction is vital and critical for students to make at least a year’s worth of academic growth and provide catch-up growth for students who are not yet at grade level proficiency.
Students cannot be problem solvers or critical thinkers if they do not have the skills to decode the world they live in. In June, we hosted the Caldwell School District Summer Institute. Our focus for the institute and for the upcoming school year will be on Impact Teaming, Collective Teacher Efficacy, and Rigor in Learning through Surface to Deep Learning, which builds upon our foundational work in success criteria and learning intentions.
Why this focus? Research has shown that collective teacher efficacy is the single most powerful influence on student achievement. Collective teacher efficacy can quadruple the rate of student learning and can have a greater influence on student achievement than socioeconomic status.
“…collective efficacy is more than collaboration, more than a team of teachers getting together to talk to each other every Wednesday afternoon. Collective efficacy is the result of collaborating effectively over time, through thick and thin, collaboration that results in the group’s collective belief in their power to effect positive change. It is knowledge building through learning from one another. It is the optimism, confidence, and resiliency that evolve from successful learning experiences for both teachers and students” (Bloomberg & Pitchford, Leading Impact Teams, p.13)
What’s in Store?
In 2002, the NEA Partnership for 21st Century Skills developed a framework for 21st Century Learning and published “Preparing 21st Century Students for a Global Society; An Educator’s Guide to the ‘Four Cs’”. Consider the following “Four Cs” of 21st Century Education http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf
Critical Thinking and Problem Solving
Creativity and Innovation
In a 2015 research brief from The Economist Intelligence Unit, an advisory board of education experts surveyed business executives, teachers, and students regarding employee skills needed in the 21st Century. The following skills were identified as being the most critical skills for employees to possess:
Foreign Language skills
“I’d put critical thinking up there as one of the most important skills we should be teaching, but you can’t think critically without something to think about.” Sir John Daniel, education master at the Detao Masters Academy in Bejing
In conclusion, I want to share some thoughts about the Industrial Revolution we are living in today. It is known as the Fourth Industrial Revolution. Chairman and CEO of Salesforce, Marc Benioff, writes, “We are living in a time of extraordinary change. In this Fourth Industrial Revolution, every individual, business, industry and government is being impacted by breakthroughs in computing power, connectivity, artificial intelligence (AI), biotechnology and other innovative technologies.
This is a revolution without boundaries spreading across the world with incredible velocity.
By 2020, more people will have mobile phones than have electricity or running water in their homes or villages. Cars are becoming intelligent robots on wheels. Factories are automating manufacturing, displacing tens of thousands of workers. Call centres are turning to AI (artificial intelligence)-powered chatbots to manage customer interactions. We have already outsourced a lot of work to algorithms – (such as) managing financial portfolios, qualifying loan applications, reading MRIs, recommending products and optimizing travel routes. The human genome has become as readable and editable as a text document, transforming precision medicine.
The boundary-less Fourth Industrial Revolution offers boundless possibilities. It also creates a high degree of difficulty for policy-makers and regulators trying to keep up the rapid pace of change.”
Our goal is to prepare our children, our students for their future –
Caldwell School District: Making the impossible, possible.
To the families, patrons, and Board of Trustees, thank you again for this opportunity to serve the children of the Caldwell School District.