Moving Toward ExemplaryDe Leon Middle School

TAKSMet Standard

TAKSCommended

Percent Met Standardby subpopulation

Reading

Math

Reading Cohort by Objective

Math Cohort by Objective

Some Facts from this Data• Percent of students meeting standard on TAKS is lowest for LEP and SpEd subpopulations.

• By content area, math and science have historically been the areas in which students score lowest.

• Cohort data from DMAC show level or slight increasing trend in objective mastery over 3-year span for math and reading.

Priorities

• Targeted intervention

• Teachers using data to drive instruction

• Increased parental involvement

Strategy One:Assign students to appropriate

intervention groups during enrichment period.

Intervention Groups

• Study Hall

• AVID elective classrooms

• Math and science tutorials

• Special Education and LEP tutorials

Advantages

• Smaller tutorial groups

• Students get the tutoring they need

• Possibility for real enrichment time for higher performing students

Implementation• Top half of students assigned to study hall (monitored by 2 members of grade level and 2 elective teachers)

• AVID students in AVID elective

• Remaining students assigned to small group tutoring based on their need

• Can allow students to attend tutoring in different content areas on alternating days

Next Steps• Ask grade level teams to identify the students that would fall into each of the defined categories

• Within grade levels, determine staffing requirements and tentative assignments

• Determine what elective personnel could also be utilized in tutoring or monitoring study hall

• Other logistical considerations (breakfast)

Strategy Two:Increase teachers’ capacity to create and modify instruction

based on data.

Implementation

• Training data tools and processes

• Data conversations

• Database of proven strategies and best practices

Frequent formative

assessment

PLTs based in student

data

Instructional modifications based on

best practices (assess

continually)

Good Baseline Data

Measurable Goals

Utilize PLTs for student Data Analysis

• Working together with our teams, we can ask data-based questions about our practice, current interventions and modifications

• What are the data telling you regarding your students’ progress?

• What percentage of your students are meeting campus goals?

• What changes have you made to instruction based on data?

• What evidence is there that your adjustments have been effective?

Interventions Database• Why did you decide instructional modification was necessary?

• What intervention was used?

• What was the result?

• What is a logical next step?

Next Steps• Train all staff on more in depth use of DMAC

• Walk staff through the data conversation process

• Monitor lesson plans to ensure that formative assessment is being utlized as a tool for making continued data decisions

Strategy Three:Increase parental involvement by

requiring parents to initial homework assignments in

planner nightly.

Advantages

• Accountability

• Parents aware of required assignments

• Invites even greater parent involvement and fosters parent-teacher relationship

Next Steps• Ask for feedback from PLTs on process

• Implement planners as place for assignments school-wide

• Implement checks for parent signatures school-wide

Douglas Wayne Bridgesdouglas.bridges@mcallenisd.net