Cookies, Coffee & Conversation

*Agenda

 

*Meet and Greet/Welcome (545-605pm)

* Framework: Grading for Learning (605-615)

* Q & A (615-630)

* Framework: Student Data (630-645)

* Q & A (645-700)

* Closure

 

* Norms*We will maintain a positive tone.

*We will collaborate on solutions.

*We will begin and end on time.

*We will listen respectfully and consider matters from another’s perspective.

*We will place cell phones on silent or vibrate.

*We will use the Parking Lot for questions.

*Bellevue Middle School Focus

Our focus at Bellevue Middle School is to make TRANSFORMATIONAL GAINS in the areas of academics, social-emotional learning, and behavior. Our school goals are:

*Student achievement for all students will increase a minimum of 3% from 56% in MATH 2012 to 59% proficient/advanced on the TCAP 2013.

*Student achievement for all students will increase a minimum of 3% from 58% in LITERACY 2012 to 61% proficient/advanced on the TCAP 2013.

*Reduce the number of in-school and out-of-school suspensions by a minimum of 10% by May 2013, thus improving student achievement in literacy and math.

*Increase student attendance from 95.1% in 2012 to 96% in 2013, thus improving student achievement in Literacy and Math.

*Decrease tardiness by 10% from 4,097 in 2012 to 3,687 in 2013, thus improving student achievement in Literacy and MATH.

August September October November December January February March April May

2011-2012 2.14285714285714

5.23809523809524

5.06666666666667

7.27777777777778

5.83333333333333

5.55555555555555

6.6 4.80952380952381

7.73333333333333

5.5

2012-2013 2.90909090909091

3.15789473684211

3.23529411764706

4.38888888888889

3.7037037037037

0 0 0 0 0

0.5

1.5

2.5

3.5

4.5

5.5

6.5

7.5

8.5

Monthly Referral Rates - All StudentsRe

ferr

als P

er D

ay

August September October November December January February March April May

2009-2010

0.434782608695652

2.66666666666667

3.375 4.27777777777778

6.23076923076923

5.76923076923077

6.35714285714286

3.42105263157895

3.76190476190476

3

2010-2011

1.30769230769231

3.4 4.6 6.94444444444445

4.8 2.66666666666667

5.66666666666667

6.52631578947368

7.05 10.3809523809524

2011-2012

2.14285714285714

5.23809523809524

5.06666666666667

7.27777777777778

5.83333333333333

5.55555555555555

6.6 4.80952380952381

7.73333333333333

5.5

2012-2013

2.90909090909091

3.15789473684211

3.23529411764706

4.38888888888889

3.7037037037037

0 0 0 0 0

1

3

5

7

9

11

2009-2013 Monthly Referral RatesRe

ferr

als P

er D

ay

Grading for Learning

* Assignments are Learning Targets

Learning goals and objectives – what target are you trying to hit?Can be measures, can be practice , formative or summative.

M= missing work not attempted and averages as a zero- lets parent know andprovides documentation – converted at verification time.

Incompletes are given only at grade verification process

*How to weight assignments

*Weight = 0 or 1

*0 for practice I for other

*Multiplier or points for minor vs major assessments ?

*(Department decisions)

*FREQUENTLY ASKED QUESTIONS: GRADING FOR LEARNING

(1) What is the policy for zeros? “Zero’s did not tank grades first term and then with “I” they did”

RESPONSE: “I”, for incomplete, does not calculate into the grade. Neither does a blank. “M”, for missing (meaning student did not complete and turn in assignment), calculates as a 0. An actual “0” means nothing was correct on their assessment.

(2) How often is GRADESPEED required to be updated?

RESPONSE: GRADESPEED should be updated weekly. There is no required number of grades per week, as in the past. GRADESPEED should provide an accurate reflection of student mastery of standards.

(3) What is actually added to GRADESPEED to determine the grades?

RESPONSE: This can include projects, classwork, assessments, homework, etc. Effort can be tracked, but does not compute into average.

*It Takes All of Us!

Effective

Data

Conversations

Parents as

Partners

*STUDENT DATA

ACT

PLAN

ACHIEVEMENT

EOC

Writin

g

TCAP

DEA

Summative Assessment

Form

ati

ve A

ssessm

en

t

DIBELS

RUNNING

RECORDS

EXPLORE

Discipline

At-Risk Indicators

Attendance

Support & Interventio

n

MAAS

PORTFOLIOCONSTRUCTED

RESPONSE

Stanf

or

d 10

GradeSpeed

Assessments

Tennessee Comprehensive Assessment Program (TCAP)

Includes Achievement, EOC, Writing, MAAS, Portfolio and Constructed Response Assessments.

Students in K-2 will participate in the Stanford 10 Assessment.

Parents as Partners

Assessments

Constructed Response Assessment (CRA) – Focuses on math; students in grades 3-8 take three different assessments. Scored using holistic scoring method.

Writing Assessments – Students in grades 5, 8, &11 read and respond to a writing prompt.

Parents as Partners

Assessment

Discovery Education Assessment (DEA)- Administered three times per year. Used to predict how students will perform on TCAP assessments.

Parents as Partners

DATA HELPS

TELL MY STORY!

* STRUCTURE of Academic Intervention

Purpose: Increase academic achievement for ALL students and close academic gaps as measured by DEA 

Structure:

*All certificated staff members will provide quality intervention for 30 minutes, 4 x week from 1:50pm – 2:20pm.

*Dates of intervention are: Monday, Tuesday, Thursday, and Friday. Wednesdays will be reserved for advisory.

*Instruction: 3 Skills will be reviewed/retaught each 3 weeks. Benchmarks will be administered at the end of each 3 weeks to monitor progress.

*Materials Needed: Skill Timeline, Probes, Computer Access, Pencil Strategies for literacy and math (bookmark)

*FREQUENTLY ASKED

QUESTIONS:OPERATION LIFT

OFF!

(1) Why decrease time in related arts?

“Common Core is not a crisis for the Arts (Band, Art, Strings, etc.)…this is shortsighted and inconsistent with the research that supports music’s connection to math and critical thinking”

RESPONSE: Minutes were taken from each period to accommodate the need for 30 minutes of uninterrupted TCAP Preparation focus. This has shortened the length of all classes. Planning for next year will include restructuring the master schedule.

(2) How were parents informed of the addition of TCAP Prep Time (also referred to “intervention”)?

RESPONSE: Parents were informed via newsletter and call out made upon the return from winter break. Students were informed via grade level meetings upon their return from winter break.

(3) Is the focused TCAP Prep Time considered a remedial class?

RESPONSE: No. This is a time to review and reteach skills needed for the TCAP Assessment in the spring. All students are grouped based on performance on school-wide TCAP predictor assessment (DEA). Students are grouped with students with similar academic performance and based on individual needs.

(4) Is there another option other than the TCAP Prep Time?

RESPONSE: Per MNPS mandates, ALL students are expected to demonstrate academic growth from 2012 to 2013. To ensure all students are prepared to perform on the TCAP assessment in the spring, ALL students will be required to participate in TCAP Prep Time.

(5) TCAP Prep time (“Intervention Time”) seems to be another initiative to hold back the students who are excelling for the benefit of those who are not. Is this accurate?

RESPONSE: As required by MNPS, all students must demonstrate growth. This includes students performing at the proficient and advanced level. TCAP Prep will benefit all students.

(6) Students are stating that because he is doing well and others are not, he/she is helping classmates catch up. Is this accurate?

RESPONSE: All students are grouped based on performance on school-wide TCAP predictor assessment (DEA). Students are grouped with students with similar academic performance and based on individual needs.

(7) How will the TCAP Prep Time impact the education of students performing at a proficient or advanced level?

RESPONSE: ALL students are required to demonstrate growth. Because TCAP Prep Time has been structured to include grouping of students of similar areas for growth, this focused prep time will provide an opportunity for all students performing at the proficient and advanced level to review skills that need to be addressed, as indicated on the TCAP predictor assessment.

(8)How were the intervention groups determined?

RESPONSE: Groups were determined by student performance on the TCAP predictor assessment (DEA). Students demonstrating similar areas for growth, are groups together.