Data Retreat – ELA Mid-Year Report

Data Retreat – ELAMid-Year Report Michigan Center Jr./Sr. High School February 3, 2010

GOAL • 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 measured by: • 7th grade SW/oD from 75% on MEAP grammar and usage subscores to 80% • 8th grade SW/oD from 60% on MEAP grammar and usage subscores to 68% • 11th grade SW/oD from 48% on MME writing process/language subscores to 59% • 7th grade SWD from 0% on MEAP grammar and usage subscores to 20% • 8th grade SWD from 20% on MEAP grammar and usage subscores to 36% • 11th grade SWD from 32% on MME writing process/language subscores to 46% • 11th grade SWD from 24% on ACT grammar and usage subscore to 39% • In addition, school based, quarterly assessments will show that 85% of all 7th – 12th grade students will be performing at 70% or better for each unit of study throughout the school year.

Objective #1 – We will create and implement quarterly grammar lessons and assessments. • We modified the “quarterly” to a beginning, middle, and end assessment cycle (three instead of four). The “middle” assessment is taking place on Friday, February 5. The data will be reviewed and evaluated during a curriculum development day. • Teachers have increased the focus on grammar, but the intensity has dwindled since September/October.

Evidence of Action • At this point, we do not have a lot of data based on our goal. Before long, however, we’ll have data from our in-house assessments, MEAP, CWCA, ACT/MME, etc. • We have discussed/revisited the Data Retreat plan. Almost universally, teachers have declared that while our goal is an important one, there are others that need to be prioritized (specifically, a shift to reading instruction).

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

Objective #2 – We will use differentiated instruction based on results of quarterly grammar assessments. • Differentiation has gained momentum in our building, especially as it pertains to ELA. We have not adapted based on data at this point because of the lack of information (data). • During department meetings, teachers have discussed the different ways they are assessing/teaching grammar.

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

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

Objective 3: Leadership - All content area teachers will enforce, by giving credit on assignments, basic use of grammar, punctuation, spelling, and complete sentences. • This is an area where the Language Arts teachers took the lead early on and were relentless with other content areas. The precedent was set that teachers would not accept work unless it included name, date, complete sentences, etc. The first couple of weeks were rough, but students and teachers adapted.

Evidence of Action • ELA teachers created a poster entitled, “Quality Work Criteria”. The poster stated the expectations for any assignment across all content areas. Posters were placed in every classroom as a point of reference. • Teachers were instructed to circle areas that did not meet the requirements of the Quality Work Criteria. Assignments were handed back. Students did not receive credit until the students fixed their work. • Teachers collected evidence for record-keeping purposes.

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

What’s Next? • We will collect and analyze the data we set out to accumulate. • We will meet to discuss the data and how we can strengthen instruction. • We will use our findings as a catalyst for a new and improved school improvement goal. • We will create new action steps that take into account teaching reading skills. • Moving forward, the emphasis will be to maintain the momentum of this goal while seeking out new and more effective ways to promote student achievement. • There will continue to be a lot of conversation and data review while attempting to create a stronger and more appropriate goal or goals.

The End.

Data Retreat – ELA Mid-Year Report