performance management analysis and planning process – pmapp first formative elementary school...

Performance Management Analysis and Planning Process – PMAPP

First Formative Elementary School Data Presentation 2-17-10Avalon Elementary SchoolDr. Dianne Bruce, Principal

Contents

Reading Data ………………………………………………………………3

Math Data ………………………………………………………………….12

Science Data ………………………………………………………………23

Student Attendance ……………………………………………………….25

Discipline …………………………………………………………………...26

Analysis of Data Implications …………….……................................... 27

Targeted Strategies from SIP Monitoring Tool …………….…………..28

Reading Data - Elementary

Scholastic Inventory (SRI) – by percent

Grade

Basic Proficient Advanced

Sept 09

Jan 29April 10

Sept 09

Jan 29April 10

Sept 09

Jan 29April 10

2 09%

32% 59%

3 36% 39% 44% 59% 20% 02%

4 37% 36% 43% 55% 20% 09%

5 39% 17% 52% 63% 09% 20%

6 28% 14% 60% 66% 12% 20%

Basic = At Risk, Basic 1, Basic 2Proficient = Low Proficient, Proficient, High ProficientAdvanced = Advanced

Reading Data - ElementaryGrade 3 - Sub-Group and Teacher By

Percentage

Baseline MSA 2009/ Target FAST #1 FAST #2 FAST #3 MSA 2010 Grade 3/ Sub-

Group Baseline MSA 2009 School Target

B P A FAST #1 FAST #2 B P A B P A B P A B P A All 80.2% 80.6% 50% 46% 4% 28% 52% 20%

Am In n/a n/a Asian n/a n/a Af Am 80.2% 80.6% 53% 42% 5% 28% 53% 19% White n/a n/a

Hispanic 80.2% 80.6% 29% 71% 0% 57% 43% 0% FARM 80.2% 80.6% 55% 46% 0% 38% 38% 24% Spec Ed 80.2% 80.6% 75% 25% 0% 25% 50% 25%

LEP/ ESOL 80.2% 80.6% 33% 67% 0% 33% 33% 33%

By Teacher

Teacher A 59% 41% 0% 22% 44% 33% Teacher B 39% 52% 9% 35% 61% 4% Teacher C Teacher D Teacher E Teacher F

B = Basic; P = Proficient; A = Advanced

Reading Data - ElementaryGrade 3 - Sub-Group and Teacher By

Percentage2009 3rd MSA Data



B P A FAST #1 FAST #2 B P A B P A B P A B P A All 7% 73% 20% 80.2% 80.6% 50% 46% 4% 28% 52% 20%

Am In n/a n/a Asian 0% 0% 100% n/a n/a Af Am 0% 84% 15% 80.2% 80.6% 53% 42% 5% 28% 53% 19% White 0% 100% 0% n/a n/a

Hispanic 0% 57% 43% 80.2% 80.6% 29% 71% 0% 57% 43% 0% FARM 12% 76% 12% 80.2% 80.6% 55% 46% 0% 38% 38% 24% Spec Ed 0% 83% 17% 80.2% 80.6% 75% 25% 0% 25% 50% 25%

LEP/ ESOL 0% 57% 43% 80.2% 80.6% 33% 67% 0% 33% 33% 33%

By Teacher



• Reading Learning Indicators Grade 3• What are the three lowest learning indicators that must be addressed by the

content area teachers?• Indicator 1- 1.E.4.c Identify and explain what is not directly stated in the

text• Indicator 2 – 2.A.3.a Identify and analyze the organization of texts • Indicator 3 – 2.A.4.g Draw conclusions and inferences and make

generalizations and predictions from text • How will the three lowest learning indicators be re-addressed?• Teachers will re-teach the skill using a lower level activity so that students can master the skill• Place on grade level activities from the theme book, study island and finish line to allow the

students to work on skill as on-going activity• Use the public release supplied to each teacher and re-introduce how to answer the questions• Assign homework and independent work based on the public released tests• Reinforce the use of “Bookclubs” in order to emphasize vocabulary• The speech and language teacher will work with small groups on the 5 WH questions and

extending vocabulary• Learning Opportunities will be adjusted for our 28% basic students (ex. Small group

modifications, etc.

Reading Learning Indicators Grade 3

Analysis of Data and Implications What does the data tell you about how your strategies are (are not) making a difference in achievement?

What implications does the data have for instructional practice moving forward?

What is your action plan to close the gaps in the data between now and the next round of PMAPP?

Strategies are making a difference in achievement because students are moving from basic to proficient and proficient to advance. Students are struggling with vocabulary and more emphasis needs to be placed on vocabulary and it should be on-going versus theme related.Students are grasping and mastering skills.Some skills need to be hit heavier during instruction and modeling.

Students receiving assistance in small group by CA teacher have made gains, enough to move some into TAG.Houghton Mifflin Reading Them should be aligned with Toolkit as a foundation to ensure students grasp Toolkit concepts. Houghton Mifflin gives the skill watered down vs Toolkit.Where Study Island has been usedConsistently students show more progress.

Teacher will re-teach the skill using a lower level activity so that students can master the skillPlace on grade level activities from the theme book, study island and finish line to allow the students to work on skill as on-going Use the public release supplied each teacher with and re-introduce how to answer the questionsAssign homework and independent work based on public releaseRe-visit training in Study Island. Incorporate weekly multiple meaning quizzes

Reading Data - Elementary

Grade 4 - Sub-Group and Teacher By Percentage Baseline MSA 2009/ Target FAST #1 FAST #2 FAST #3 MSA 2010

Grade 4/ Sub-Group

Baseline MSA 2009 School Target

B P A FAST #1 FAST #2 B P A B P A B P A B P A All 7% 73% 20% 83% 85.1% 23% 44% 33% 40% 45% 15%

Am In n/a n/a Asian 0% 0% 100% 80.2% 80.6% 0% 50% 50% 50% 50% 0% Af Am 0% 84% 15% 80.2% 80.6% 22% 44% 33% 39% 44% 17% White 0% 100% 0% 80.2% 80.6% 100% 0% 0% 100% 0% 0%


LEP 0% 57% 43% 80.2% 80.6% 22% 56% 22% 44% 56% 0%

By Teacher

Teacher A Teacher B Teacher C Teacher D Teacher E Teacher F


Reading Data - ElementaryGrade 4 - Sub-Group and Teacher By Percentage

2009 4th MSA Data Baseline MSA 2009/ Target FAST #1 FAST #2 FAST #3 MSA 2010

Grade 4/ Sub-Group

Baseline MSA 2009 School Target

B P A FAST #1 FAST #2 B P A B P A B P A B P A All 23.5% 71.6% 5.9% 83% 85.1% 23% 44% 33% 40% 45% 15%

Am In n/a n/a Asian 0% 100% 0% 80.2% 80.6% 0% 50% 50% 50% 50% 0% Af Am 24% 69% 7% 80.2% 80.6% 22% 44% 33% 39% 44% 17% White 80.2% 80.6% 100% 0% 0% 100% 0% 0%

Hispanic 0% 100% 0% 80.2% 80.6% 29% 43% 29% 43% 43% 14% FARM 38.4% 53.8% 7.8% 80.2% 80.6% 28% 41% 31% 45% 41% 14% Spec Ed 50% 50% 0% 80.2% 80.6% 43% 43% 14% 86% 14% 0%

LEP 0% 100% 0% 80.2% 80.6% 22% 56% 22% 44% 56% 0%

By Teacher



Reading Learning IndicatorsGrade 4

• What are the three lowest learning indicators that must be addressed by the content area teachers?

• 1. Indicator - 1.E.4.g Summarize• 2. Indicator – 2.A.4.c State and support main idea and messages • 3. Indicator – 3.A.1-7.g Identify and explain specific words and phrases

that contribute to meaning

• How will the three lowest learning indicators be re-addressed?• Mapping all lessons in order to address as many indicators daily• Assign specific study island activities for each child• Create center activities on those indicators• Assign homework to review those indicators• Utilize MSA support materials daily• MdK12 activities (whole and small group)• Utilize paraprofessional to assist special ed and support advanced students

so that the classroom teacher can focus on the below grade-level students

Analysis of Data and Implications

What does the data tell you about how your strategies are (are not) making a difference in achievement?



I reviewed the test scores and found out the students with the lower scores have gone up while my advanced children have stayed the same or went down a few points because of the level of skills.

This shows me that I will look towards the end of the year earlier in order to give the students an accelerated curriculum to those who are need of a challenge to keep them performing at the highest level. I will be using the strategy Mapping in order to cover as many strategies and skills as possible before MSA.

small group instruction homework, the language/ vocabulary become familiar with the language

and be able to understand the question.

constant reinforcement- Author’s Opinion, Graphic Aids, Summarize and Paraphrase, and main ideas and messages.

Use of more computer resources to reinforce comprehension and understanding.




B P A FAST #1

FAST #2

B P A B P A B P A B P A

All 23.5% 71.6%

5.9% 95% 96%

22% 42% 35% 18% 52% 30%

Am In n/a n/a Asian 0% 100% 0% 80.2% 80.6% 0% 0% 100% 0% 50% 50% Af Am 24% 69% 7% 80.2% 80.6% 24% 44% 35% 21% 52% 27% White 80.2% 80.6% 0% 0% 100% 0% 100% 0%

Hispanic 0% 100% 0% 80.2% 80.6% 33% 67% 0% 0% 67% 33% FARM 38.4% 53.8%

7.8%

80.2% 80.6%

19% 50% 31% 27% 60% 13%

Spec Ed 50% 50% 0% 80.2% 80.6% 0% 100% 0% 25% 75% 0% LEP 0% 100% 0% 80.2% 80.6% 25% 50% 25% 0% 50% 50%

By Teacher




2009 5th MSA Data



B P A FAST #1

FAST #2

B P A B P A B P A B P A

All 36% 43% 21% 95% 96% 22% 42% 35% 18% 52% 30% Am In n/a n/a Asian 0% 100% 0% 80.2% 80.6% 0% 0% 100% 0% 50% 50% Af Am 35% 37% 23% 80.2% 80.6% 24% 44% 35% 21% 52% 27% White 80.2% 80.6% 0% 0% 100% 0% 100% 0%


LEP 66% 33% 0% 80.2% 80.6% 25% 50% 25% 0% 50% 50%

By Teacher




• What are the three lowest learning indicators that must be addressed by the content area teachers?• 1.) 3.A.3.f Identify and explain how the actions of the characters affect the plot• 2.) 3.A.4.b Identify and explain the meaning of words, lines and stanzas• 3.) 3.A.3.c Identify and describe the setting and the mood and explain how the setting affects the

characters and the mood.

• How will the three lowest learning indicators be re-addressed?

• Re-teaching / thorough review lessons pertaining to the indicators• Differentiated instruction involving varied activities• Centers focusing on the target indicators• Remediation done by the teacher• Modified activities for SPED and ESOL• Modified BCR/ECR• Modified assessments• Study island (step down lesson) to identified students• Peer Tutoring (being helped by advanced students)• Creative Arts Enrichment/Remedial Lesson• Extended Learning Opportunity (ELO) in Reading• Video presentations on certain skill / lessons• Teacher will identify the students who fall into the 17% basic and adjust learning

opportunities




B P A FAST #1 FAST #2 B P A B P A B P A B P A All 36% 43% 21% 83.7% 85.7% 25% 41% 34% 27% 41% 32%

Am In n/a n/a Asian 0% 100% 0% 80.2% 80.6% 100% 0% 0% 0% 100% 0% Af Am 35% 37% 23% 80.2% 80.6% 24% 36% 39% 31% 36% 33% White n/a n/a


LEP 66% 33% 0% 80.2% 80.6% 33% 67% 0% 0% 100% 0%

By Teacher



2009 6th MSA Data



B P A FAST #1 FAST #2 B P A B P A B P A B P A All 83.7% 85.7% 25% 41% 34% 27% 41% 32%

Am In n/a n/a Asian 80.2% 80.6% 100% 0% 0% 0% 100% 0% Af Am 80.2% 80.6% 24% 36% 39% 31% 36% 33% White n/a n/a


LEP 80.2% 80.6% 33% 67% 0% 0% 100% 0%

By Teacher




• Indicator 1- 2.A.6.e Identify and explain information not included in the text• Indicator 2 – 3.A.3.b Analyze the conflict and the events of the plot• Indicator 3 – 3.A.3.g Analyze conflicts that motivate characters and those that advance the plot

• How will the three lowest learning indicators be re-addressed?• Give students more practice identifying and explaining information not included in the text.• Use lesson seeds from mdk12 to help create lessons.• Make sure all tests are formatted similar to MSA formats so that students become more

familiar with the wording used• in various questions.• Continue to allow more time practicing test taking skills using Study Island and I-station.• Allow more time to use Think Central.• Continue to collaborate with ESOL resource for small group instruction for these students.• Collaborate with Special Ed to find out how these students are performing on I-Station

assignments. *Arrange more time for the students to use I-station.

6th Analysis of Data and Implications

What does the data tell you about how your strategies are (are not) making a difference

in achievement?


What is your action plan to close the gaps in the data between now and the next round of

PMAPP?

• As I incorporated using Study Island activities, I was able to design small groups to re-teach topics not mastered. I also gained insight on those students who were not spending enough time responding to questions.

• Using the BWTL PowerPoint lessons, I found that students were increasing vocabulary awareness and were able to make connections to stories/poems read with the given words included.

• As students received more exposure to the questions from mdk12.org’s Item of the Week section, I found that the group as a whole started to select more accurate responses.

• Make sure that I pay closer attention to the assessment limits in the state curriculum.

• Make sure that I design tests with similar formatting found on the MSA.

• Continue to give more exposure to BCR exemplar responses.

• I plan to be more alert in monitoring student progress in Study Island and Think Central.

• I plan to create more intense small group lessons, and give students continued exposure responding to BCR’s.

• Response to prior PMAPP Panel Recommendations:

Math Data - ElementaryGrade 3 - Sub-Group and Teacher By Percentage



B P A FAST #1 FAST #2 B P A B P A B P A B P A All 77% 77.2% 32% 20% 48% 18% 26% 56%

Am In n/a n/a Asian n/a n/a Af Am 68.6% 71.7% 33% 21% 47% 19% 26% 56% White n/a n/a


LEP 68.6% 71.7% 33% 17% 50% 17% 33% 50%

By Teacher




2009 3rd MSA Data




Am In n/a n/a Asian 0% 0% 100% n/a n/a Af Am 31% 69% 0% 68.6% 71.7% 33% 21% 47% 19% 26% 56% White 100% 0% 0% n/a n/a


LEP 12% 63% 25% 68.6% 71.7% 33% 17% 50% 17% 33% 50%

By Teacher



Math Learning IndicatorsGrade 3

• What are the three lowest learning indicators that must be addressed by the content area teachers?• 1. Indicator 1- 3.C.1.a Estimate and determine the perimeter of geometric figures and pictures on a grid• 2. Indicator 2 – 3.A.1.b Tell time in days, hours, minutes, and seconds• 3. Indicator 3 – 1.B.2.b Find the missing number (unknown) in a number sentence (equation) using

operational symbols (+, -, x, [division])


– Teacher modeled a refresher course on even and odd numbers– Teacher will model a refresher course on area, perimeter, and missing numbers based – used lower level math lesson– Students have been assigned Study Island on lower level for addition, subtraction, even and odd numbers, area and

perimeter – Activities are incorporated in centers based on these skills of weakness (teacher made)– Teacher will review lesson and have students refer to their math journals to review the definition of perimeter and area– Students will be given class activities that incorporate area, perimeter, missing numbers and even and odd– Students will be reassigned third grade BCR and Study Island based on teacher modeling the lesson to assess for master

on third grade level- Number lines will be displayed and used in all lessons where it is applicable (including fractions)- Display visual cues for specific operations- Teacher needs to identify the students who went from proficient to advance- Identified students will be given extra learning opportunities during the school day

Math Analysis of Data and Implications




All sub groups overall are making gains. In only one third grade class is the growth not moving at the level it should be. The class that has the more challenged students and holds all sub groups is making the most progress. Students are grasping and mastering skills. Raising the bar for students regardless of learning style is helping them to achieve. Example: math facts test we started out with 18% and now we are at 78% ( with out any accommodations)

Teacher needs to revisit skills in order to move students from lower level to grade level Reinforcement in the weakest areas must be given in order to move the students forward. Although students are given notes in math journals, students need repetition of the skill daily even after given formative assessment. In class where performance is not where it should be question whether the use of mdk12.org suggested activities are used and how students are getting the information.

Teacher modeled a refresher course on even and odd numbers.

Teacher will re-teach lessons on area, perimeter, and missing numbers.

Students have been assigned Study Island on lower level for addition, subtraction, even and odd numbers, area and perimeter.

Activities are incorporated in centers based on these skills of weakness (teacher made).

Teacher will review lesson and have students refer to their math journals to review the definition of perimeter and area.

Students will be given class activities that incorporate area, perimeter, missing numbers and even and odd.

Students will be reassigned third grade BCR and Study Island based on teacher modeling the lesson to assess for mastery. Extended learning opportunities will be given to students during the school day.





Am In n/a n/a Asian 0% 0% 100% n/a n/a 0% 0% 100% 0% 50% 50% Af Am 31% 69% 0% 68.6% 71.7% 17% 31% 53% 17% 26% 56% White 100% 0% 0% n/a n/a 100% 0% 0% 100% 0% 0%


LEP 12% 63% 25% 68.6% 71.7% 22% 22% 56% 11% 56% 33%

By Teacher




2009 4th MSA Data




Am In n/a n/a Asian 0% 50% 50% n/a n/a 0% 0% 100% 0% 50% 50% Af Am 12% 34% 44% 68.6% 71.7% 17% 31% 53% 17% 26% 56% White n/a n/a 100% 0% 0% 100% 0% 0%


LEP 0% 100% 0% 68.6% 71.7% 22% 22% 56% 11% 56% 33%

By Teacher



Math Learning IndicatorsGrade 4

What are the three lowest learning indicators that must be addressed by the content area teachers?

1. Indicator 1- 4.B.1.a Interpret line plots

2. Indicator 2 – 1.C.1.a Represent mixed numbers and proper fractions on a number line

3. Indicator 3 – 6.C.1.d Divide whole numbers

How will the three lowest learning indicators be re-addressed?

Provide more learning opportunities for students such as reinforcing center activities, applying concepts in daily life, and by making the instruction more fun

Give every day activities on multiplication and division either numerical or word problems Display and teach the use of a number line

25

Analysis of Data and Implications

• Do the Center Activities regularly so the students who need more time to grasp the concept will be given the opportunity to master the skills in their own pace.

•Give incentives for the students who showed growth academically based on test results.

• The data is gauging the teachers to focus on the skills that the students need to master and to know the level of proficiency of the students according to their grade level. It is a vital tool to plan in order to accommodate the learners’need.

•Writing BCR’s helps the students get familiarize with the language of the test.

• Math Fact Tests provides the students to learn the concepts by repetition.

• IFL/Accountable Talk motivates the students to think outside the box and to explore learning with their peers.









Am In n/a n/a Asian 0% 50% 50% 90% 91.3% 50% 0% 50% 0% 50% 50% Af Am 12% 34% 44% 90% 91.3% 18% 44% 38% 15% 52% 33% White 90% 91.3% 0% 100% 0% 0% 0% 100%

Hispanic 0% 33% 67% 90% 91.3% 33% 67% 0% 33% 0% 67% FARM 20% 47% 33% 90% 91.3% 12% 38% 50% 7% 60% 33% Spec Ed 75% 25% 0% 90% 91.3% 0% 50% 50% 0% 75% 25%

LEP 0% 100% 0% 90% 91.3% 25% 50% 25% 25% 0% 75%

By Teacher




2009 5th MSA Data




Am In n/a n/a Asian 100% 0% 0% 90% 91.3% 50% 0% 50% 0% 50% 50% Af Am 38% 56% 7% 90% 91.3% 18% 44% 38% 15% 52% 33% White 90% 91.3% 0% 100% 0% 0% 0% 100%

Hispanic 0% 100% 0% 90% 91.3% 33% 67% 0% 33% 0% 67% FARM 35% 62% 4% 90% 91.3% 12% 38% 50% 7% 60% 33% Spec Ed 50% 50% 0% 90% 91.3% 0% 50% 50% 0% 75% 25%

LEP 0% 100% 0% 90% 91.3% 25% 50% 25% 25% 0% 75%

By Teacher



Math Learning Indicators Grade 5

What are the three lowest learning indicators that must be addressed by the content area teachers?

1. Indicator 1 – 6.A.1.c Identify and determine equivalent forms of proper fractions

2. Indicator 2 – 6.C.1.d Add and subtract proper fractions and mixed numbers with answers in simplest form 3. Indicator 3 - 6.B.1.d Compare and order fractions with or without symbols (<, >, =)

4. Indicator 4 - 5.3.c.1.B Determining area

How will the three lowest learning indicators be re-addressed? • The teacher will develop and implement power point presentations to provide students with visual, auditory, and tactile

modalities. • The teacher will provide a more extensive approach regarding graphic organizers, hands on, and modeling. • Teacher will scaffold the objectives to present smaller units. • Need to adhere to the assessment limits as well as the curriculum. • The teacher will include more hands on manipulatives and enhance small group instruction through reinforcement

centers and creative arts lessons • Teachers will redesign instruction in the classroom to incorporate more small groups • Teachers will incorporate and infuse IFL • Administrator will work collaboratively with teachers to ensure adequate progress •

Math Analysis of Data and Implications

What does the data tell you about how your strategies are (are not) making a

difference in achievement?

What implications does the data have for instructional practice moving

forward?

What is your action plan to close the gaps in the data between now and the next

round of PMAPP?

Application of IFL activities such as drawing and cutting out models are needed to support math skills. These activities will be based on real life applications. The dominance of whole group instruction and the limited use of manipulatives have hampered the growth of our students .

Create more centers that reflect students needs as well as facilitating auditory, visual, and tactile learning. Journal writing needs to be monitored closely to ensure skills are being documented. Small group instruction time is critical to increase student performance. Whole class instruction and warm-up will be decreased.

The special ed teacher and classroom teacher will work in small group instruction. The teacher will provide a more extensive approach regarding graphic organizers, hands on, and modeling. Lessons will be chunked into smaller segments to be used during small group instruction.





Am In n/a n/a Asian 100% 0% 0% 65.3% 69.4% 100% 0% 0% 0% 0% 100% Af Am 38% 56% 7% 65.3% 69.4% 49% 36% 16% 53% 24% 22% White


LEP 0% 100% 0% 65.3% 69.4% 0% 100% 0% 33% 67% 0%

By Teacher



2009 6th MSA Data



B P A FAST #1 FAST #2 B P A B P A B P A B P A All 77% 77.2% 45% 41% 14% 51% 27% 22%

Am In n/a n/a Asian 65.3% 69.4% 100% 0% 0% 0% 0% 100% Af Am 65.3% 69.4% 49% 36% 16% 53% 24% 22% White


LEP 65.3% 69.4% 0% 100% 0% 33% 67% 0%

By Teacher


Math Learning Indicators Grade 6


• 1 Indicator: 3.C.1.a - Estimate and determine the area of a polygon

• 2. Indicator: 1.B.1.c - Evaluate numeric expressions using the order of operations

3. Indicator: 6.C.1.b - Multiply fractions and mixed numbers and express in simplest form

4. Indicator: 6.6.C.1.a - Addition and subtraction of fractions and express in simplest form


• 1. Re-teach concepts during small groups.• 2. Use MSA practice questions to enhance testing

vocabulary• 3. Conduct small group instruction to identified

students during the extended learning time (11:30 – 12:00)daily.

Barlaan Analysis of Data and Implications

What does the data tell you about how your strategies are (are not) making a

difference in achievement?

What implications does the data have for instructional practice

moving forward?

What is your action plan to close the gaps in the data between now and the next round of

PMAPP?

The strategies being used are not effective. The teacher continues to teach above the level of the students. Classroom management may be a contributing factor and impacts the learning of the students.

• The intensity of the lesson must be geared to address the needs of the students who are still on the BASIC level.

• The teacher will use mdk12.org to develop lessons to meet the needs of her students.

• Revisit the 5th grade curriculum and other math

resources for ways to address the skills. There is a necessity for classroom management to improve.

• Small Group Instruction/Tutoring during lunchtime to identified students

• Focus in Study Island on the areas of weakness

• Create Anchor Charts of concepts and skills for visualization.

• Special Education Teacher will support the instructional program for the boys.

Increase extended learning opportunities.


School Science Assessments (by percent)

FAST#1 FAST#2 FAST#3

B P A B P A B P

5 25% 55% 20% 26% 64% 10%


Science Learning IndicatorsGrade 5


Indicator 1: Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values

Indicator 2: Cite examples that demonstrate how the natural agents of wind, water, and ice produce slow changes on the Earth’s surface such as carving out deep canyons and building up sand dunes

Indicator 3: Explain how human activities may have positive consequences on the natural environment

How will the three lowest learning indicators be re-addressed?• Using technology strategies like Study Island, Mind Point Quiz Show, Discovery

Education• Using the MSA Review to go back to the lowest indicators to re-teach and

reinforce. • Help from resource teachers to reinforce these lesson during class time.

Student Attendance

Grades

Number of students with 5

or more absences since beginning of the year - 1st

Quarter

% of students with 5 or more

absences since beginning of the

year - 1st Quarter


or more absences since

beginning of the year - 2nd

Quarter

% of students with 5 or more

absences since beginning of the

year - 2nd Quarter


or more absences since

beginning of the year - 3rd and

4th Qtr

% of students with 5 or more absences since

beginning of the year - 3rd and

4th Qtr

Pre-K 5 28% 9 47%

K 4 9% 4 9%

1 1 5.5% 5 23% 2 2 9.25% 5 25.8% 3

3 6%

15 30% 4

2

4%

5 11% 5

1 2% 11 27%

6

2 4% 13 25%

Student Discipline Grades % of students with 1

or more suspensions beginning of the year - 1st Quarter

% of students with 1 or more suspensions beginning of the year - 2nd Quarter

% of students with 1 or more suspensions beginning of the year - 3rd and 4th Quarter

Pre-K

K

1

2

3 0% 0%

4 0% 0%

5 5% 2%

6 2% 0%

Strategy Selected for PMAPP

(brief summary)

Level of Implementation

Evidence Outcomes

Activity # 1MSA Item of the Week: weekly test questions pulled from mdk12.org

Implementation Date:September 2009 – January 2010

Describe the level of implementation as of this PMAPP meeting

All students are given the questions presented on mdk12.org. They have to independently read and respond to the questions weekly.

What data was used to determine the level of implementation?

The actual artifacts collected as students wrote their responses on a loose leaf sheet of paper. The group’s score is recorded to show the number of students who successfully responded to the questions and those who demonstrated difficulty responding to the questions.

Briefly summarize the results of all data sources.

Successes:

Students have been able to accurately respond to Multiple Meaning and Author’s Purpose Use of Language questions.

Challenges:

At the beginning, some students experienced difficulty comprehending the questions; therefore, they were not able to arrive at the correct answer.

Lessons Learned / Next Steps:

After becoming familiar with test taking strategies, more students were able to select the correct answer choice.

Students have difficulty responding to questions requiring them to use new vocabulary.

Committee/Persons) responsible for implementing next steps:

Strategy # 1: Reading


(brief summary)


Evidence Outcomes

Activity # 2Extended BWTL



This activity is fully implemented by all Grades 3-6 Reading teachers.


Vocabulary activities were given by teachers as formative assessment after the needed instruction of these words. The students’ writing journals when these words are given as homework prior to the implementation of the formative

assessment.


The results, as shown in the formative assessments proved to be satisfactory as evidence by the high scores the students are getting. The grades for homework, given by teachers in the writing journals of students, fall in A’s and B’s.

Successes:The students’ vocabulary increased and improved. Students talk in their daily conversation making us of the words. The synonyms, antonyms, multiple meaning words, prefix, and / or suffix of the words are given by students. Students use the words in sentences. Students give and express the meaning of the words through drawings / illustrations and cut-out pictures.

Challenges:ESOL and Special Ed. students need a lot of supervision and assistance in doing the activity. Teacher needs to be creative and thorough in presenting and teaching the words.

Lessons Learned / Next Steps:Variety of resources should be provided to the students to facilitate the understanding of the words, such as PowerPoint presentation, magazines, grade level books, internet, etc.

Committee/Persons) responsible for implementing next steps: 3-6 Rdg. teachers



(brief summary)


Evidence Outcomes

Activity # 3BCR Writing



This activity is fully implemented by all Grades 3-6 Reading teachers.


Higher percentage of students are getting a score of 3 as exemplary responses. BCR’s are given by teachers as formative assessment after the needed instruction. The students’ writing journals when BCR problems/questions are given as homework and/or class work prior to the final writing of their responses. The students’ receive feed back and participate in peer checking by their classmates . The BCR format used by students with a checklist of its components.

Briefly summarize the results of all data sources.The formative assessment results prove to be satisfactory as evidenced by the high scores the students are getting. Satisfactory grades on the completed responses using the BCR format with the needed checklist were accomplished. Interaction and collaboration among students in the feedback of their tentative answers.

Successes:Students compose and write complete paragraphs. The students’ vocabulary increased and improved. Students talk and share in the interaction and feedback process of their answers among themselves. Students in the intermediate grades have mastered the components of an exemplary response of a BCR.

Challenges:ESOL and Special Ed. Students need a lot of supervision and assistance in doing the activity. The BCR problem should be fully explained to students. Vocabulary words found in the BCR problem should be unlocked first.

Lessons Learned / Next Steps:Reinforce the teaching and students’ writing of exemplary responses. Daily practice of writing BCR responses in preparation for the MSA.




(brief summary)


Evidence Outcomes

Activity # 1BCR Writing



This activity is fully implemented by all Grades 3-6 Math teachers.


Results are from Problem of the Week, Math Finishline, and MDK12.org

Higher percentage of students are getting a score of 2 as exemplary responses. BCR’s are given by teachers as formative assessment and daily independent class activity. Students are given BCRs as a daily homework assignment. The students complete a BCR problem of the week every Friday. The students’ receive feed back and participate in peer checking by their classmates . The BCR format used by students with a checklist of its components.

Briefly summarize the results of all data sources.The formative assessment results prove to be satisfactory, although were are moving to our students being 100% in Math BCR writing, as evidenced by the high scores the students are getting. Satisfactory grades on the completed responses using the BCR format with the needed checklist were accomplished. Interaction and collaboration among students in the feedback of their tentative answers.

Successes:Students successfully use learned and prior knowledge to answer math BCRs. Students have done well with over 60% of the students in grades 3-6 receiving 2s on majority of their BCR writing for 2nd quarter. Students talk and share in the interaction and feedback process of their answers among themselves. Students in the intermediate grades have mastered the components of an exemplary response of a BCR.

Challenges:ESOL and Special Ed. Students need a lot of supervision and assistance in doing the activity. The BCR problem should be fully explained to students. Due to students ability to know basic facts, students still struggle with basic math and step-by-step processes.

Lessons Learned / Next Steps:Continue to reinforce the concept of answering the BCR with step-by-step instructions. Ensure student show all steps in order to receive the score of 2.students’ writing of exemplary responses. Students’ should continue to have peer feed back and teacher feedback to improve scores.


Strategy # 1: Math


(brief summary)


Evidence Outcomes

Activity # 2MSA Item of the Week: weekly test questions pulled from mdk12.org



All students are given the questions presented on mdk12.org. Students are required to use prior and learned knowledge to solve math problems.


The teacher collected Math BCRs daily from students as independent work and homework. Student’s peer scored BCRs and gave feedback as well as the teacher. The teacher recorded the student’s to be presented as part of their data u and pmapp data.


75% of students in grades 3-6 are exposed to the MDK12.org item of the week. This is due to several teachers not implementing it weekly in their instruction.

Successes:Students were receiving scores of zero thru two with very few twos. Due to student’s have Fact Friday weekly students scores are improving to scores of one and twos.

Challenges:All students are not practicing basic math facts at home. Several students do not utilize the resources given during center time, i.e. Study Island and First In Math. Several students are not reading the question in its entirety to receive a score of 3. Several of our struggling students (ESOL/BGL/Special Ed) have difficulty memorizing step by step instructions to solve problems.Lessons Learned / Next Steps:

Continue to expose students the MDK12.org item of the week. This allows the student’s to become familiar with the language of Math BCR questions.


Strategy # 2: Math


(brief summary)


Evidence Outcomes

Activity # 3Math Facts (Fact Friday)



All students in Avalon are taking the weekly Fact Friday test at the same time for all grade levels.


The students peer scored the test with the teacher supervision. All scores were reported and charted and displayed in the school. The class with the highest percent was rewarded with the Golden Eagle. Teachers used the scores to incorporate more activities in centers to help build students knowledge on basic math facts.


100% of students in grades 3-6 taking the basic Math Facts (Fact Friday Test) weekly.

Successes:Students scores are improving across the board in math due to the increase mastering of basic math facts. Students are buying into the fact of learning basic math facts in order to be successful in math.

Challenges:All students are not practicing basic math facts at home. Several students do not utilize the resources given during center time, i.e. Study Island and First In Math. Several students are not reading the question in its entirety to receive a score of 3. Several of our struggling students (ESOL/BGL/Special Ed) have difficulty memorizing step by step instructions to solve problems.Lessons Learned / Next Steps:

Continue to expose students the Continue to have students use First In Math and Study Island to help build and master basic math facts.


Strategy # 3: Math

performance management analysis and planning process – pmapp first formative elementary school...

Documents

math data

science data

principalcontentsreading

msa databaseline msa

analysis of data implications

teacher b39r

basic p

language teacher