meap district summary report - oak park schools | get the oak park

Oak Park School District

MEAP District Summary ReportMEAP District Summary ReportFall 2010Fall 2010Fall 2010Fall 2010

Stan Trompeter, Executive Director for Curriculum and Title Programs

Formula for AYPFormula for AYP

•• Scores in the 1 & 2 Proficient RangeScores in the 1 & 2 Proficient RangeScores in the 1 & 2 Proficient Range Scores in the 1 & 2 Proficient Range (Meeting Cut Scores)(Meeting Cut Scores)

•• Growth ModelGrowth Model for Elementary and Middlefor Elementary and MiddleGrowth ModelGrowth Model for Elementary and Middle for Elementary and Middle Schools (If students are on track to becoming Schools (If students are on track to becoming proficient within 3 years, those students will proficient within 3 years, those students will count towards the schools making AYP even if count towards the schools making AYP even if they are not yet proficient.they are not yet proficient.

•• Graduation Rate Graduation Rate –– 80% or higher80% or higher

2

Grade Level AchievementGrade Level Achievement

3

MEAP Grade 3 District SummaryMEAP Grade 3 District Summaryyy

4


5


6


7


8


9


10

MEAP Fall 2010 MEAP Fall 2010 S l It A l iS l It A l iSample Item AnalysisSample Item Analysis

11

MEAP Fall 2010 Sample Item Analysis MEAP Fall 2010 Sample Item Analysis -- ContinuedContinued

12

MEAP Fall 2010 Analysis WorksheetMEAP Fall 2010 Analysis Worksheetyy

Stand/Domain GLCE Item # GLCE % of Students Respondingor Focal

Point/TopicCode Assessed Description

p g

A B C D

1.1. After reviewing this item, why do you feel your After reviewing this item, why do you feel your students had difficulty with it? (Why do students had difficulty with it? (Why do t d t NOT d ll thi t f it ?t d t NOT d ll thi t f it ?students NOT do well on this type of item?students NOT do well on this type of item?

2.2. What skills do you believe are necessary to What skills do you believe are necessary to perform well on this kind of item? What kind ofperform well on this kind of item? What kind ofperform well on this kind of item? What kind of perform well on this kind of item? What kind of thinking is required to perform well on items like thinking is required to perform well on items like these?these?

13

MEAP Fall 2010 Analysis WorksheetMEAP Fall 2010 Analysis WorksheetC ti dC ti d-- ContinuedContinued

3.3. What can be done instructionally to helpWhat can be done instructionally to help3.3. What can be done instructionally to help What can be done instructionally to help students master these types of items? What students master these types of items? What are possible strategies? (Remember this exact are possible strategies? (Remember this exact item may not appear in future tests, so item may not appear in future tests, so concentrate on skills necessary to deal with this concentrate on skills necessary to deal with this t f it t th it it lf i blt f it t th it it lf i bltype of item, not the item itself; i.e., problemtype of item, not the item itself; i.e., problem--solving, following directions, etc.)solving, following directions, etc.)

14

MEAP Fall 2010 Analysis WorksheetMEAP Fall 2010 Analysis WorksheetC ti dC ti d-- ContinuedContinued

4.4. Is this item similar to others you have identified Is this item similar to others you have identified yyas problem items? Which items and what do as problem items? Which items and what do they have in common?they have in common?

a.a. Do we have materials to teach the conceptsDo we have materials to teach the conceptsb.b. How much time was spent teaching these conceptsHow much time was spent teaching these conceptsc.c. Did we teach these concepts before they were tested?Did we teach these concepts before they were tested?d.d. Were the students familiar with the test format?Were the students familiar with the test format?e.e. Were the students familiar with the test vocabulary?Were the students familiar with the test vocabulary?f.f. Are the objectives of the test in our curriculum?Are the objectives of the test in our curriculum?g.g. Is there a need for inIs there a need for in--service on how to teach these service on how to teach these

concepts?concepts?h.h. Did the students have the necessary preDid the students have the necessary pre--requisite skills?requisite skills?

15

MEAP Fall 2010 Performance AnalysisMEAP Fall 2010 Performance Analysisyy

16

MEAP Fall 2010 Performance AnalysisMEAP Fall 2010 Performance Analysisyy

17

PresentationsPresentationsf El t S h l P i i lf El t S h l P i i lfrom Elementary School Principalsfrom Elementary School Principals

Academic Plan to Improve PerformanceAcademic Plan to Improve Performance

18

PresentationPresentationf f D W i ht R di I iti tiD W i ht R di I iti tifrom from Dr. Wright on Reading InitiativesDr. Wright on Reading Initiatives

Reading InitiativesReading InitiativesWe will:Prepare summer packets for at-risk students to be sent home in

Reading InitiativesReading Initiatives

continuing support of test preparation (i.e. Time for Kids magazine). At-risk students will be recommended to attend summer school.

Administer school-wide pre-testing to determine instructional needs across core areas. Similar mid-year testing will be used to adjust instructional delivery. Post-testing (May) will identify needs met.

19

PresentationPresentationf D W i h R di I i i if D W i h R di I i i i

Reading InitiativesReading Initiatives ContinuedContinued

from Dr. Wright on Reading Initiativesfrom Dr. Wright on Reading Initiatives

Reading Initiatives Reading Initiatives -- ContinuedContinuedReview 1st and 2nd 10 Days Reading Packets, Sept. and Oct. These packets incorporate MEAP-style readings, prompts and examples of scored student responses. The packets, reinforced throughout the school year, have proven effective in increasing reading proficiency and reading scores.

Teach reading in all grades and core areas, addressing the 5 core components of instruction: phonemic awareness, phonics, vocabulary, fluency and comprehensionfluency and comprehension.

20

PresentationPresentationf D W i ht R di I iti tif D W i ht R di I iti tifrom Dr. Wright on Reading Initiativesfrom Dr. Wright on Reading Initiatives

Reading InitiativesReading Initiatives ContinuedContinuedProvide K-5 students with a daily, uninterrupted 120 minute-literacy block. Because of ‘platooning’ in core subject areas, grade 6 students

Reading Initiatives Reading Initiatives -- ContinuedContinued

will have a daily 90 minute-literacy block; additional literacy instruction will occur across all core subject areas.

Provide effective and differentiated reading instruction; K-6 teachers will implement the Reader’s Workshop units of study, via leveled books, classroom libraries and components of our Harcourt series. Workshop units of study provided by Oakland Schools allow for theWorkshop units of study, provided by Oakland Schools, allow for the development of an inquiry-based approach to reading instruction, in order to successfully meet grade level expectations.

21

PresentationPresentationf D W i ht R di I iti tif D W i ht R di I iti tifrom Dr. Wright on Reading Initiativesfrom Dr. Wright on Reading Initiatives

Reading InitiativesReading Initiatives ContinuedContinuedK-6 teachers will assess ‘intensive’ and ‘strategic’ students biweekly. ‘Intensive’ students are defined as not meeting curriculum

Reading Initiatives Reading Initiatives -- ContinuedContinued

benchmarks, while ‘strategic’ students are not meeting benchmarks with either strength or consistency.

Promote higher order thinking skills through effective and explicit reading strategies (i.e. accountable talk, text to real-world connections, inference building) across all content areas.

Offer parent workshops on the use of summer instruction packets to support their children.

22

PresentationPresentationfrom Mrs. Snow on Writing Initiativesfrom Mrs. Snow on Writing Initiatives

Writing InitiativesWriting InitiativesTeachers will:• Review Data – MEAP

Writing InitiativesWriting Initiatives

• Review Data – MEAP • Assess students w/formative & summative assessments• Provide Review for MEAP Writing

- 1st Ten days/ 2nd Ten days – Lucy Calkins1 Ten days/ 2 Ten days Lucy Calkins- Provide writing practice & sentence structure – Using release - items and rubrics from MEAP

• Provide Writing Practice using:- Narrative Writing- Persuasive Writing- Writing from Knowledge & Experience

23

PresentationPresentationf M S W iti I iti tif M S W iti I iti tifrom Mrs. Snow on Writing Initiativesfrom Mrs. Snow on Writing Initiatives

Writing InitiativesWriting Initiatives -- ContinuedContinued•• Summer Packets Summer Packets

-- Parent Workshop to review packets Parent Workshop to review packets –– May 26May 26G d 3G d 3 66

Writing Initiatives Writing Initiatives ContinuedContinued

-- Grades 3 Grades 3 -- 66-- Incentives to students who return packets in FallIncentives to students who return packets in Fall

•• StrategiesStrategiesgg-- Expand Vocabulary Expand Vocabulary –– Using Using DolchDolch word listword list-- Intervention Plan Intervention Plan –– Year Long for WritingYear Long for Writing-- Provide Differentiated InstructionProvide Differentiated Instruction-- Utilize Oakland Schools ConsultantsUtilize Oakland Schools Consultants-- Grade Level Meetings Grade Level Meetings –– School & District wideSchool & District wide-- Daily Use of Benchmarks & GLCEDaily Use of Benchmarks & GLCE-- Monitor students identified as “atMonitor students identified as “at--risk” for interventionrisk” for intervention-- Thinking maps & other Graphic Thinking maps & other Graphic OrganizatorsOrganizators-- Model effective Writing skillsModel effective Writing skills 24

PresentationPresentationf M S W iti I iti tif M S W iti I iti tifrom Mrs. Snow on Writing Initiativesfrom Mrs. Snow on Writing Initiatives

Writing InitiativesWriting Initiatives ContinuedContinued•• Administrator will:Administrator will:

-- Do weekly WalkDo weekly Walk--throughsthroughs for fidelity & feedbackfor fidelity & feedback

Writing Initiatives Writing Initiatives -- ContinuedContinued

yy gg y &y &-- Check Lesson Plans for GLCE & ConsistencyCheck Lesson Plans for GLCE & Consistency-- Support teachers in following Pacing ChartsSupport teachers in following Pacing Charts-- Meet with teachers in Grade LevelsMeet with teachers in Grade Levels-- Provide opportunities for Professional DevelopmentProvide opportunities for Professional Development-- Model Effective Writing SkillsModel Effective Writing Skills

25

PresentationPresentationf f M H l M h M H l M h I i i iI i i ifrom from Mr. Haley on Math Mr. Haley on Math InitiativesInitiatives

Math InitiativesMath Initiatives

Oak Park Year Long Academic Action Plan for Mathematics• To improve student achievement in the area of Mathematics, we will:

Math Initiatives Math Initiatives

p ,• Review MEAP math item analysis documents at each grade to

identify strengths and opportunities for growth. • Provide a math summer school curriculum that will support our at risk• Provide a math summer school curriculum that will support our at risk

students in the areas identified by the data analysis.• Analyze grade level specific MEAP data during common planning

periodsperiods.• Plan targeted math instruction based on data analysis that will be

embedded within daily instruction.P id ll i i f i k d

26

• Provide pull out interventions for at risk students.

PresentationPresentationf l hf l hfrom Mr. Haley on Math Initiativesfrom Mr. Haley on Math Initiatives

Math InitiativesMath Initiatives ContinuedContinued

• Teach math lessons that address a variety of learning styles (auditory, visual and kinesthetic).

Math Initiatives Math Initiatives -- Continued Continued

(auditory, visual and kinesthetic).• Incorporate Everyday Math Games into daily math lessons and

practice.• Incorporate fact practice in daily math lessons and homework• Incorporate fact practice in daily math lessons and homework.• Plan Family Math Events to increase parental involvement and

support.• Provide parents with a list of math websites for students to reinforce

math practice at home.• Integrate technology through the use of math websites, promethean

27

boards and document cameras.

PresentationPresentationf M H l M th I iti tif M H l M th I iti tifrom Mr. Haley on Math Initiativesfrom Mr. Haley on Math Initiatives

Math InitiativesMath Initiatives ContinuedContinued• Assess students before and after instruction has been presented to

measure growth over time.


• Teach and review test taking strategies.• Teach and review math vocabulary. • Focus on improving core instruction through professionalFocus on improving core instruction through professional

development, peer coaching, and focused staff discussions.• Oak Park Math Committee (K-6), with support from the Oakland

Schools math consultants will continue to collaborate andSchools math consultants, will continue to collaborate and disseminate information and strategies that will assist teachers in strengthening core instruction.

28

PresentationPresentationf M H l M h I i i if M H l M h I i i ifrom Mr. Haley on Math Initiativesfrom Mr. Haley on Math Initiatives

Math InitiativesMath Initiatives ContinuedContinued• Building principals will oversee these initiatives by completing

teacher observations and/or walkthroughs during the daily math bl k i i l l d d ti di t i t id d


block, reviewing lesson plans and conducting district wide grade level planning sessions.

• Begin incorporating the Common Core Standards that will be adopted by Michigan in 2014.

29

Questions/CommentsQuestions/CommentsQ /Q /

30

meap district summary report - oak park schools | get the oak park

Documents