student growth in reading and math seppac october 4, 2012
TRANSCRIPT
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