Data Retreat – ELAData Retreat – ELAMid-Year ReportMid-Year Report

Michigan Center Jr./Sr. High Michigan Center Jr./Sr. High SchoolSchool

February 3, 2010February 3, 2010

GOALGOAL

We, the teaching staff of M.C. Jr./Sr. H.S., will increase the percentage of 7-We, the teaching staff of M.C. Jr./Sr. H.S., will increase the percentage of 7-12 grade students proficient in grammar, usage, and mechanics as 12 grade students proficient in grammar, usage, and mechanics as measured by:measured by:

77thth grade SW/oD from 75% on MEAP grammar and usage subscores to 80% grade SW/oD from 75% on MEAP grammar and usage subscores to 80% 88thth grade SW/oD from 60% on MEAP grammar and usage subscores to 68% grade SW/oD from 60% on MEAP grammar and usage subscores to 68% 1111thth grade SW/oD from 48% on MME writing process/language subscores to grade SW/oD from 48% on MME writing process/language subscores to

59%59% 77thth grade SWD from 0% on MEAP grammar and usage subscores to 20% grade SWD from 0% on MEAP grammar and usage subscores to 20% 88thth grade SWD from 20% on MEAP grammar and usage subscores to 36% grade SWD from 20% on MEAP grammar and usage subscores to 36% 1111thth grade SWD from 32% on MME writing process/language subscores to grade SWD from 32% on MME writing process/language subscores to

46%46% 1111thth grade SWD from 24% on ACT grammar and usage subscore to 39% grade SWD from 24% on ACT grammar and usage subscore to 39%

In addition, school based, quarterly assessments will show that 85% of all In addition, school based, quarterly assessments will show that 85% of all 77thth – 12 – 12thth grade students will be performing at 70% or better for each unit grade students will be performing at 70% or better for each unit of study throughout the school year.of study throughout the school year.

Objective #1 – We will create and implement Objective #1 – We will create and implement quarterly grammar lessons and assessments.quarterly grammar lessons and assessments.

We modified the “quarterly” to a beginning, We modified the “quarterly” to a beginning, middle, and end assessment cycle (three instead middle, and end assessment cycle (three instead of four). The “middle” assessment is taking place of four). The “middle” assessment is taking place on Friday, February 5. The data will be reviewed on Friday, February 5. The data will be reviewed and evaluated during a curriculum development and evaluated during a curriculum development day.day.

Teachers have increased the focus on grammar, Teachers have increased the focus on grammar, but the intensity has dwindled since but the intensity has dwindled since September/October.September/October.

Evidence of ActionEvidence of Action

At this point, we do not have a lot of data based At this point, we do not have a lot of data based on our goal. Before long, however, we’ll have on our goal. Before long, however, we’ll have data from our in-house assessments, MEAP, data from our in-house assessments, MEAP, CWCA, ACT/MME, etc. CWCA, ACT/MME, etc.

We have discussed/revisited the Data Retreat We have discussed/revisited the Data Retreat plan. Almost universally, teachers have declared plan. Almost universally, teachers have declared that while our goal is an important one, there are that while our goal is an important one, there are others that need to be prioritized (specifically, a others that need to be prioritized (specifically, a shift to reading instruction).shift to reading instruction).

Is it working?Is it working?

We don’t know yet? Teachers have been We don’t know yet? Teachers have been adamant that their emphasis on adamant that their emphasis on grammar/structure has led to an increase in grammar/structure has led to an increase in awareness and skills. The data will be very awareness and skills. The data will be very telling.telling.

Objective #2 – We will use differentiated instruction Objective #2 – We will use differentiated instruction based on results of quarterly grammar based on results of quarterly grammar

assessments.assessments.

Differentiation has gained momentum in our building, Differentiation has gained momentum in our building, especially as it pertains to ELA. We have not adapted especially as it pertains to ELA. We have not adapted based on data at this point because of the lack of based on data at this point because of the lack of information (data).information (data).

During department meetings, teachers have discussed the During department meetings, teachers have discussed the different ways they are assessing/teaching grammar.different ways they are assessing/teaching grammar.

Evidence of ActionEvidence of Action

Teachers are recording in their Teachers are recording in their curriculum guides how they are curriculum guides how they are teaching each grammar lesson. teaching each grammar lesson. Teachers meet regularly to discuss Teachers meet regularly to discuss what is working/not working.what is working/not working.

Is it working?Is it working?

Time will tell. Once again, the Time will tell. Once again, the teachers are in agreement that they teachers are in agreement that they have put an emphasis on grammar, have put an emphasis on grammar, and that will lead to positive change.and that will lead to positive change.

Objective 3: Leadership - All content area teachers will Objective 3: Leadership - All content area teachers will enforce, by giving credit on assignments, basic use of enforce, by giving credit on assignments, basic use of

grammar, punctuation, spelling, and complete sentences.grammar, punctuation, spelling, and complete sentences.

This is an area where the Language Arts This is an area where the Language Arts teachers took the lead early on and were teachers took the lead early on and were relentless with other content areas. The relentless with other content areas. The precedent was set that teachers would not precedent was set that teachers would not accept work unless it included name, date, accept work unless it included name, date, complete sentences, etc. The first couple complete sentences, etc. The first couple of weeks were rough, but students and of weeks were rough, but students and teachers adapted.teachers adapted.

Evidence of ActionEvidence of Action ELA teachers created a poster entitled, “Quality Work ELA teachers created a poster entitled, “Quality Work

Criteria”. The poster stated the expectations for any Criteria”. The poster stated the expectations for any assignment across all content areas. Posters were placed assignment across all content areas. Posters were placed in every classroom as a point of reference.in every classroom as a point of reference.

Teachers were instructed to circle areas that did not meet Teachers were instructed to circle areas that did not meet the requirements of the Quality Work Criteria. Assignments the requirements of the Quality Work Criteria. Assignments were handed back. Students did not receive credit until the were handed back. Students did not receive credit until the students fixed their work.students fixed their work.

Teachers collected evidence for record-keeping purposes.Teachers collected evidence for record-keeping purposes.

Is it working?Is it working?

Yes. It is working…..now. It was Yes. It is working…..now. It was quite an undertaking initially, and quite an undertaking initially, and there was a lot of grumbling, there was a lot of grumbling, especially from the non-ELA especially from the non-ELA teachers. It did not take long to teachers. It did not take long to establish this mandate as kids establish this mandate as kids learned to adapt.learned to adapt.

What’s Next?What’s Next? We will collect and analyze the data we set out to We will collect and analyze the data we set out to

accumulate. accumulate. We will meet to discuss the data and how we can strengthen We will meet to discuss the data and how we can strengthen

instruction.instruction. We will use our findings as a catalyst for a new and improved We will use our findings as a catalyst for a new and improved

school improvement goal.school improvement goal. We will create new action steps that take into account We will create new action steps that take into account

teaching reading skills.teaching reading skills. Moving forward, the emphasis will be to maintain the Moving forward, the emphasis will be to maintain the

momentum of this goal while seeking out new and more momentum of this goal while seeking out new and more effective ways to promote student achievement. effective ways to promote student achievement.

There will continue to be a lot of conversation and data There will continue to be a lot of conversation and data review while attempting to create a stronger and more review while attempting to create a stronger and more appropriate goal or goals.appropriate goal or goals.

The End.The End.