Project A: State and School Wide Focus

1. Project A: State and School Wide Focus Katie Poland EDRD 632 February 29, 2012

2. Measurements Used • WMES “Report Card” • Third Grade SOL scores for reading • Subgroups by percent • Percentage of Students Passing/Tested/Not Tested School Wide • Third Grade Assessment Results at each Proficiency Level by Subgroup • Third grade SOL scores for reading- “Student Performance by Question”

3. AYP and AMO Criteria AYP Criteria: WMES made AYP meeting the AMO in every subgroup for reading. AMO Criteria: Annual Measurable Objective for Reading/Language Arts was 86 in 2010-2011. AMO this year is 91

4. Findings • AYP Status: • State(Virginia):Did Not Make AYP • School Division (FCPS): Did Not Make AYP • School (Washington Mill Elementary): Made AYP • Subgroup( English Performance- All Students): • Passing rate: 82% for 2008-2009 school year • Passing rate: 89% for 2009-2010 school year • Passing rate: 92% for 2010-2011 school year • All students at WMES passed the reading SOL at a 92% in the 2010-2011 school year. • In the past 3 years the overall pass rate for reading sols have increased by 10%.

6. School Wide Reading Subgroup Findings • Over the past 3 years each subgroup has improved their pass rate by….

8. Third Grade Findings AYP status continued • Specific grade level (Third Grade English: Reading) • Passing rate: 76% for 2008-2009 school year • Passing rate: 84% for 2009-2010 school year • Passing rate 88% for 2010-2011school year

9. Third Grade Reading Subgroup Findings • Third grade males had an increased pass rate of 10% from 2008-2009 to 2009-2010. In the 2010-2011 school year their pass rate dropped by 3%. • Hispanic students increased their passing performance by 8% from 2008-2010 . This subgroup dropped 3% from 2009-2010 to 2010-2011.

10. Subgroup Discussion Third Grade English:Reading • All third grade students at WMES passed reading SOLs at a 88%. • Females are scoring at a 97 %pass rate while males are scoring at an 81%. • From 2009-2010 to 2010-2011 females increased their pass rate 14% while males dropped 3%. • Hispanic students are scoring 10% lower then their black counterparts. • However, LEP are scoring higher than Hispanic students .

11. Beyond our control vs. control • There are may students who are considered LEP within our school and third grade. Many of these families live in poverty, receive free and reduced lunch, and live in single family homes. • Could single gender classrooms be affecting performance? • Requirements in change for VGLA? • Some LEP students are in the Hispanic subgroup, however, there are also many Hispanic students who are not considered LEP. • There is a gap between male and female achievement, why are the boys not performing as well, are they bored? • Why are they not motivated? • Instruction should be focused on relating to boys interest and their every day lives despite their subgroup. • Find a way to relate male and Hispanic students’ lives to the curriculum.

12. Implications of Data • Male students reading in 3rd grade must be addressed. • Hispanic students reading in 3rd grade must be addressed. • Hispanic students are overall scoring lower then the black and white subgroup • SIP focusing on third grade Hispanic students and males.

13. Performance By Question Data • Reporting Category: Use word analysis Strategies and Information Resources

14. Performance By Question Data • Reporting Category: Demonstrate comprehension of Printed Materials

15. Performance By Question Data • Reporting Category: Demonstrate comprehension of Printed Materials

16. Next Steps for Team • Progress monitoring DRA running records • Analyze M,S,V errors • Target intervention groups (need by name: performance by question, reading levels) • Common planning time • Use of data walls • Common language across grade levels • Home school connections (reading time, providing books, reading night for parents) • Teach objectives in a variety of contexts in multiple ways (can introduce best practices)

17. Team Feedback • Second grade teachers could not believe how many reading objectives in 2nd grade pertained to 3rd grade . • It is important to make sure second grade is covering and teaching all second grade objectives and especially concentrating on the ones that pertain to 3rd grade. • Can not be left up to 3rd teachers to have to teach many second grade objectives as well as cover all the third grade objectives. • Need to continue common planning and common assessments. • Reading specialist and ESOL teacher continue to participate in grade level PLC meetings.

18. Team Feedback Continued • As a second grade team we have decided to use the data results to plan meaningful instruction relating to third grade curriculum. Our next step is to download previous versions of the 3rd grade reading SOL and use the data from the reading SOL “Performance by Question” to get a better understanding of what types of questions the SOL is asking based on the objective. There are many 2nd grade objectives that pertain to 3rd grade. As a team we will create common lessons geared toward second grade and third grade objectives based on data from Performance by Question.” This will begin to prepare 2nd graders for 3rd grade.