student growth in reading and math seppac october 4, 2012

Student Growth in Reading and Math

SEPPAC

October 4, 2012

Equity Promise

Race, class, disability will not predict a student’s success.

Achievement results will not fall into patterns associated with race, class, disability.

Whichever school a student attends, it will not predict a student’s ability to succeed.

High Expectations for All Students

All reading, math and writing instruction is aligned with grade-level schedules

Students receive instruction at both their instructional level and on grade-level standards

There is a high expectation for students receiving special education to meet or exceed targeted growth

Special education is designed to support student growth

Growth Goals

Growth Goals are based on the student’s present level of academic achievement and set a targeted amount of growth for the year

Growth Goals in Reading and Math are often measured as improvement in RIT scores and targets are based on the RIT growth charts

Standards-based Goals

These are IEP goals that are specifically based on the State grade-level benchmarks or standards for each grade and subject

At this time, we are focusing on the areas of reading and math

The MCA/MAP have four strands for each grade level in reading and math

Reading Word recognition and

Vocabulary Comprehension:

Informational Comprehension:

Narrative Literature

Math Numbers and

Computation Geometry and

Measurement Functions and Algebra Statistics and

Probability

Goals

By reviewing the student’s data and knowing the test specifications, the team can select the strand that will best meet the student’s need.

The team can then write a goal based on the standard related to the selected strand. This will help target instruction to help the student demonstrate increased proficiency on the MCA/MAP

Assessment answers different questions

Determines school and district performance in accountability goals

Reports overall student achievementMonitors progress (growth) Informs daily instructionGauges effectiveness of curriculum and

programs

READING

Reading: Standards/Curriculum

Based on Minnesota Standards

Houghton- Mifflin (primary district curriculum

Guided Reading

Jolly Phonics

Reading: Interventions/Supports

SpireOrton-GillinghamSystem 44Read 180EdmarkAttainment CurriculumGreat Leaps (fluency)Reading Corp/ AmeriCore

Reading: Instructional Models

Each school has developed an instructional model that meets the needs of every student in every grade.

Instruction and grouping is determined in order to provide the most optimal instructional option

On-going Progress Mionitoring

Formative AssessmentsGoal-based progress dataAimsweb

Reading fluency Reading comprehension

Writing

SIM Sentence, Paragraph and Theme Writing Strategies for instruction and progress monitoring

78% of the 9th grade special education students who took the MCA writing test scored a 3.0 or higher (on a 4.0 scale.) This is up 20 percentage points from two years ago. At Irondale High School, 11 of the 32 students that passed scored a 3.5 or higher!!

Math

Math

Based on State Grade-level Standards

Everyday Math Curriculum

Math Interventions/ Supports

Touch MathMathleticsNumber WorldsEquals MathFunctional Math activities

Math: Instructional Models

Each school has developed an instructional model that meets the needs of every student in every grade.

Instruction and grouping is determined in order to provide the most optimal instructional option

On-going Progress Monitoring

Formative assessmentGoal-based progress dataAimsweb

Math calcualtionMath problem-solving