Massachusetts Department of EducationMassachusetts Department of Education20032003

Pathways to Improved Student PerformancePathways to Improved Student PerformanceConferenceConference

Keverian SchoolKeverian SchoolEverett, MAEverett, MA

(formerly Webster School)

Presenters:Presenters:

Hugh J. Kelleher, PrincipalHugh J. Kelleher, Principal

Susan Hasenfuss, Grade 4 TeacherSusan Hasenfuss, Grade 4 Teacher

Frances Connolly, Title I READ CoordinatorFrances Connolly, Title I READ Coordinator

Shannon Doherty, Title I Reading TeacherShannon Doherty, Title I Reading Teacher

From Last To First in 4 Years

0

1020

3040

506070

8090

100

Advanced Proficient NI Warning

1999200020012002

Improvement Initiatives

MCAS Action Plan Test Item Analysis School Improvement Plan

Phase I MCAS Action Plan

Initial MCAS Staff Meeting (Mid-September) Entire Staff grouped into Grade-Level Committees Analyze DOE Preliminary Test Item Analysis

Phase II MCAS Action Plan The following Department of Education Guidelines will be

employed for the 2002 MCAS Test Analysis and Comparison of Results:

Comparing 1999, 2000, 2001, 2002 – General

Were there improvements or declines in areas that were expected?

What procedures, strategies, or plans were in place (or not in place)that might explain the differences?

Comparing 1999 to 2000 to 2001 to 2002 – Item Results

Focus on general patterns in the reporting categories rather thanindividual items.

Cluster items by reporting category.

Look at released items from three years. Identify areas of strengthand weakness.

Determine if students did better on particular item types in 2002,2001, 2000, and 1999: writing prompt, multiple-choice, short answer,open response.

Phase III MCAS Action Plan

Department of Education Guidelines Results Comparison of 1999, 2000, 2001, 2002 Data 1999, 2000 Lowest Scores in District 2001, 2002 Highest Scores in District Strength/Weakness Chart

Department of Ed. GuidelinesDirect Comparisons of percentages of Webster School students inPerformance Levels and Scaled Scores are as follows:

Grade Four PERFORMANCE LEVELS-English/ Language Arts1998: 4% Failing 0% Advanced 1998: 22% Proficient 0% Advanced1999: 5% Failing 0% Advanced 1999: 15% Proficient 0% Advanced2000: 13% Failing 0% Advanced 2000: 5% Proficient 0% Advanced2001: 0% Warning 7% Advanced 2001: 70% Proficient 7% Advanced2002: 0% Warning 7% Advanced 2002: 73% Proficient 7% Advanced

1998: 73% Needs Improvement 4% Failing1999: 80% Needs Improvement 5% Failing2000: 82% Needs Improvement 3% Failing2001: 23% Needs Improvement 0% Warning2002: 20% Needs Improvement 0% Warning

1998: 79% Needs Improvement/ Failing 22% Proficient/ Advanced1999: 85% Needs Improvement/ Failing 15% Proficient/ Advanced2000: 95% Needs Improvement/ Failing 5% Proficient/ Advanced2001: 23% Needs Improvement/ Warning 77% Proficient/ Advanced2002: 20% Needs Improvement/ Warning 80% Proficient/ Advanced

Department of Ed. GuidelinesThe scaled score distribution for four years, 1998, 1999, 2000, and 2001showed that high numbers of Webster School students were near the topof the “Needs Improvement” intervals in English and Math. For 2001and 2002, many of those high end “Needs Improvement” studentsmoved into the “Proficient” intervals in both English and Math.

Grade Four ENGLISH/ LANGUAGE ARTS1998: 19 Students (38%) scored between 232-239.1999: 14 Students (26%) scored between 232-239.2000: 11 Students (28%) scored between 232-239.2001: 9 Students (13%) scored between 232-239.2002: 6 Students (10%) scored between 232-239.

Grade Four MATHEMATICS1998: 14 Students (28%) scored between 232-239.1999: 12 Students (22%) scored between 232-239.2000: 13 Students (33%) scored between 232-239.2001: 21 Students (30%) scored between 232-239.2002: 13 Students (21%) scored between 232-239.

Department of Ed. GuidelinesComparing 1999, 2000, 2001, 2002 Reporting Category Subscores

According to the following comparison data, a strong emphasis onmultiple-choice questions was stressed during the course of the schoolyear, utilizing test-taking techniques.

Grade Three READINGSchool District State

2001 Language 79% 68% 70%2002 Language 81% 75% 76%2001 Literature 73% 69% 71%2002 Literature 76% 69% 73%

2002 Multiple-choice 77% 70% 74%2002 Open-response 75% 70% 67%

Department of Ed. GuidelinesGrade Four ENGLISH/ LANGUAGE ARTS

School District State1999 Language 54 % 61% 60%2000 Language 62% 65% 65%2001 Language 73% 66% 68%2002 Language 81% 69% 71%1999 Literature 60% 60% 59%2000 Literature 53% 62% 61%2001 Literature 70% 64% 66%2002 Literature 73% 62% 65%1999 Composition (Total) 63% 64% 61%

Topic Development 60% 60% 56%Standard English 68% 70% 68%

2000 Composition (Total) 62% 61% 59%Topic Development 58% 56% 53%Standard English 68% 69% 67%

2001 Composition (Total) 75% 64% 63%Topic Development 70% 59% 57%Standard English 82% 71% 70%

2002 Composition (Total) 70% 66% 65%Topic Development 67% 62% 61%Standard English 74% 72% 72%

1999 Multiple-choice 62% 64% 65%2000 Multiple-choice 61% 70% 70%2001 Multiple-choice 75% 69% 73%2002 Multiple-choice 81% 70% 73%1999 Open-response 54% 56% 49%2000 Open-response 42% 50% 46%2001 Open-response 61% 54% 52%2002 Open-response 62% 52% 54%1999 Writing Prompt 63% 64% 61%2000 Writing Prompt 62% 61% 59%2001 Writing Prompt 75% 64% 63%2002 Writing Prompt 70% 66% 65%

Webster School Summary of FindingsUtilizing the above data compiled by the Webster School MCAS Action

Team, the following goals, strategies, and programs are established:

MCAS Day every Friday in Grades K-7, stressing test-taking skills such as multiple-choice questions and open-response questions

Reinforce mathematics skills in the areas of Measurement and Short Answer and Open-response questions

Analyze Test Wiz data when available

Weekly MCAS Home Assignments, including open-ended questions, signed by parent and reviewed by MCAS Action Team in Grades 3-7

Support staff (Title I and Specialists) assisting daily with in-class modeling, working with ability-based small groups in Grades K-7

Webster School Summary of Findings The C.C.C. Reading and Math Program, currently being used with at-risk students, and in all

grade 3-6 classrooms

Blast Off! MCAS books are being utilized by all students in Gr. 3-7

Aim Higher books are being utilized by students in Grade 4

Continue Reader and Writer Of The Month Club to acknowledge proficient, advanced, and committed readers and to encourage all students to heighten their efforts and awareness about

the importance of reading and writing

Weekly timed math fact sheets will be utilized to stress the importance of basic computation in Grades 1-7

Test Item Analysis

ITBS: Rank-ordered test results showing grade level equivalencies in ELA, Reading, and Math

Preliminary MCAS Strength/Weakness Chart

DOE/MCAS Test Item Analysis

Test Wiz

Test Item AnalysisItem MC Reporting No. Of Correct Learning Math StrengthTypeAnswer Category Students Answers Standard Content WeaknessMC B Geometry 64 32 4.G.8 line symmetry WMC A Geometry 64 48 4.G.5 parallel line segments WMC D Number Sense 64 43 4.N.10 X and + word problem WMC A Number Sense 64 32 4.N.18 division & use of fraction WMC A Number Sense 64 25 4.N.16 rounding WMC B Number Sense 64 28 4.N.3 number line point WMC A Patterns, Relations, and Algebra 64 22 4.P.3 determine values of variables WMC C Patterns, Relations, and Algebra 64 27 4.P.4 pattern continuation WMC C Data Analysis/ Statistics/ Probability 64 51 4.D.4 probability SOR Data Analysis/ Statistics/ Probability 64 143/ 256 4.D.5 possible combinations SMC B Data Analysis/ Statistics/ Probability 64 55 4.D.3 graph representing data SMC B Data Analysis/ Statistics/ Probability 64 46 4.D.3 chart/ fractions SSA Data Analysis/ Statistics/ Probability 64 53/ 64 4.D.3 estimate chart SMC C Data Analysis/ Statistics/ Probability 64 50 4.D.3 line plot analysis SMC C Data Analysis/ Statistics/ Probability 64 38 4.D.6 chance of spinner SSA Geometry 64 56/ 64 4.G.2 shapes: folding paper SOR Geometry 64 192/ 256 4.G.2 figures & properties SMC D Geometry 64 52 4.G.6 ordered pairs SMC D Measurement 64 47 4.M.3 calculating time SOR Measurement 64 135/ 256 4.M.4 perimeter/ area SSA Measurement 64 36/ 64 4.M.4 different means of measuring SMC D Measurement 64 46 4.M.2 liter to milliliters S

Test Item AnalysisItem Item MC Reporting No. Of Correct Learning Reading Strength

Number Type Answer Category Students Answers Standard Content Weakness

35 MC D Language 52 36 5 complete sentence W16 MC B Literature 52 32 8 Literal W7 MC B Literature 52 34 10 stanza W27 MC C Literature 52 32 12 story elements W17 MC C Literature 52 29 13 Biography W13 MC A Language 52 47 4 Vocabulary S30 MC B Language 52 45 4 Vocabulary S6 MC A Language 52 49 5 contraction S10 MC A Language 52 51 5 compound wd S22 MC B Language 52 45 5 Proper Noun S29 MC A Language 52 44 5 subject S40 MC D Language 52 51 5 punctuation! S42 MC C Language 52 51 5 contraction S2 MC B Literature 52 45 8 Interpretation S11 MC D Literature 52 48 8 Literal S12 MC B Literature 52 32 8 Literal S14 MC A Literature 52 47 8 Inference S15 MC A Literature 52 34 8 Inference S

School Improvement Plan

Needs Assessment

Professional Development

Action Plan and Goals

School Climate

Needs Assessment

Teachers like, support, and respect students, make extra efforts to help them, explain work carefully, challenge them to think creatively, and spend classroom time promoting learning activities.

Students, parents, and teachers feel safe in the school building, and the school is well-maintained.

School administrators set a good example by working hard, promote high standards, communicate effectively with teachers and parents, and are responsive to complaints and opinions.

Students have a sense of belonging to the school, felling that it provides a supportive and respectful climate, in which behavioral expectations are understood and a clear set of learnings have been promulgated, and that it is a school in which student accomplishments are regularly recognized.

A host of learning opportunities and enrichment activities are offered at the school. And are available to all students regardless of abilities.

Rigby - Parents, Children and Literacy Course was offered to parents.

Professional Development

RBT (Research For Better Teaching)

Kindergarten Literacy Program

READ Excellence Grant

SIP Action Plan and Goals

1. Reading/Language Arts

2. Mathematics

3. Science

4. Social Studies

5. Special Education

6. E.S.L. Education

7. Communication

8. Family/Communication Involvement

9. School Climate

School Improvement PlanWebster School Action Plan-READING/ LANGUAGE ARTS

Objective: To strive to meet the state average in proficiency in Reading/ Language Artscorrelating to the Massachusetts Curriculum Frameworks.

Chief Goals Person (s)Responsible

Timeline Assessment

1. Provide classroom teachers in Grades K-3and necessary staff with training to assist inthe implementation of the READ! ExcellenceGrant obtained through Title I.

Title IREAD! Coordinator

September, 2002-J une, 2003

Training Workshops for classroomteachers, Title I Staff, Guidance,and SPED provided with follow-upclassroom support by READCoordinator in Grades K-3,pending funding.

2. Provide classroom teachers in Grades 4-6and specialists to assist in theimplementation of the READ! ExcellenceGrant obtained through Title I

Title IREAD! Coordinator

February, 2002-J une, 2003

Training Workshops for classroomteachers, Title I Staff, Guidance,and SPED Teachers provided byREAD! Coordinator in Grades 4-6,pending funding.

3. Provide classroom teachers with trainingto assist with the implementation of theReading Program, with its emphasis onPhonics and Literature.

Administration September, 2002-J une, 2003

Silver Burdett Reading Series hasbeen implemented in Grades 1, 2,and 3.

4. Continue year-long school incentivereading programs using Ready Readers inGrade 1 to encourage at-home reading.Rigby Ready Readers provided by Title I.

Administration Title I

September, 2002-J une, 2003

Rigby Ready Readers are in placein Grade 1.

5. Provide in-service ProfessionalDevelopment for all teachers for the Readingseries adopted by the school system.

Administration September, 2002-J une, 2003

Continued Staff Training forKindergarten Literacy Programand Reading Series.

School Improvement PlanWebster School Action Plan-MATHEMATICS

Objective: To strive to meet the state average in proficiency in Mathematics correlating to the Massachusetts Curriculum Frameworks.

Chief Goals Person (s)Responsible

Timeline Assessment

1. New Math series established in grades K-3 for225 minutes and grades 4-6 for 300 minutes perweek.

Classroom Teacher September, 2002-J une, 2003

ON-GOING

New Math Series hasbeen instituted inelementary grades.

2. Materials purchased and utilized to supportMCAS preparation for Grade 6: Math-The Write Way Test Ready Plus Mathematics Comprehensive Math Assessment

Title IClassroom Teacher

J anuary, 2002-J une, 2003

ON-GOING

Materials utilized daily inGrade 6.

3. Purchase Blast Off! MCAS Math books for allGrade 4 students.

Classroom Teacher September, 2002-J une, 2003

PURCHASED

Blast Off! MCAS Mathbooks will be utilizeddaily.

4. Continue Computer Curriculum Corp.program (CCC) for Grades 1-6 for 15-20 min., 2-3x's a week for children in need of Supportiveservices and Enrichment.

Title I Teacher September, 2002-J une, 2003

ON-GOING

C.C.C. Program useddaily by Grades 3, 4, 5,and 6 in classroom.

5. Continue with Title I math support for at-riskchildren in grades 2-6 in classroom.

Title I StaffClassroom Teacher

September, 2002-J une, 2003

ON-GOING

Continual support inmath by Title I mathinstructor in Grades 2-6for at-risk students.

6. Establish a Math Inclusion Model for Grades3-6, 2-3x's per week 45 mins.

Title I StaffClassroom Teacher

September, 2002-J une, 2003

ON-GOING

Math Inclusion Modelinstituted in Grades 3-6,2-3x's a week for 45 min.

School Climate

1. Webster/Keverian School Code of Honor 2. Opening Exercises with students 3. Student Council 4. Students, Readers, Writers of the Month 5. Student Peer-Reading in Grades Pre-8 6. Greet every student during the school day 7. Empower students to be responsible, caring, and respectful 8. Every visitor should feel the difference as soon as they enter

the building 9. Coffee and Classical Music for staff in the morning