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Proven Success

The fear of the unknown can be huge if you don’t know how students are performing. Now we know exactly where we are. Mileposts is empowering.

Sarah Hanchey - Curriculum Director

Moscow, Idaho School District


Mileposts is empowering

Perennially high-achieving Moscow School District added Silverback Mileposts to their “technological support of instruction” package in 2010 to encapsulate per-student NWEA MAP assessment results along with Idaho Reading Indicator (IRI) results and ISAT scores, and use that data to triangulate the basis for plans and interventions per student in Mileposts. Moscow not only formulated plans and interventions for RtI students but also General Education Support, English Language Learners, Gifted and Talented, 504, and a new plan-type they created using Mileposts flexible templates to store student Medical Action plans. They created nearly 1,000 individualized plans across a student population of nearly 2,600 students, giving them the ability to monitor each student’s progress at the classroom, building, and district office level.

Moscow’s test battery includes a winter assessment, so they knew within months that their focus to detail and inclusion of all targeted groups with Milepost interventions was making a difference. Their mid-year growth for grades 3-6 in math average was very near equal to the growth expected for the entire year using the NWEA RIT (Rasch Unit) scores.

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It is no wonder that their ISAT scores at the end of the year averaged nearly 12 points raw growth for those same grade levels. “We absolutely love Mileposts and are so glad we made the decision to implement it when we did. The data is now in the hands of the teachers where it needs to be.” said Dale Kleinert, Superintendent, Moscow School District. Glenn Adams, a teacher from the Moscow district added, “My confidence as a teacher has improved due to Mileposts because I know that each classroom teacher has access to IEP accommodations, 504 Plans, or medical action plans for all students in their classrooms. This gives us great potential to dramatically improve the implementation of instructional strategies and accommodations for students with varied needs.”