Transcript data retreat principal`s mid-year report

DATA RETREAT
PRINCIPAL’S MID-YEAR
REPORT 2009-10
Vandercook Lake Schools
Townsend Elementary
Principal: Diane McQuillan
Subject Area: Writing
GOAL
We, all teachers at Townsend Elementary School, will improve
writing skills of all students so that 70% show proficiency on the
2010 Writing MEAP grades 4 and 7, while accelerating the
performance of students with disabilities so that 40% show
proficient or advanced levels. 70% of all students grades 2-5 will
average a rubric score of 4 or above on a 6 point rubric on the
County Wide Common Assessment Writing From Knowledge and
Experience and a 3 or above on a 4 point rubric on the Student
Response to Peer Writing. By the 3rd (May) writing on the 3X/year
writing sample assessments K-5, all students will average a 4 or
above on a 6 point rubric.
What group of students is targeted with this goal: All Students
Overview of Townsend’s Writing Program
• Collins Writing
• E.E.T. (Expanding Expressions Tool)
• Calkins Writing
Objective 1
General Education Teachers, in
collaboration with Teachers of Students with
Disabilities, will plan implementation of our
research-based instructional writing best
practices. As a result, we will close the gap
between General Ed. and Special Ed. students
by accelerating MEAP writing scores.
Evidence of Action
• One Gen. Ed. / Sp. Ed. meeting per
marking period: Analyze writing
assessments and discuss best practices.
• Co-Teaching Efforts
• Calkins / Collins Writing Programs
Is It Working?
• Teacher Input
• Increased Communication
Objective 2
All Teachers (Reg. and Sp. Ed.) K-12 will
administer and score a prompted writing sample
in September, January, and May to all students
K-12. The purpose of this thematic prompt is to
measure student growth in writing and to inform
teachers so they may make timely instructional
decisions.
Evidence of Action
• Common Theme for the Writing Prompts:
“CHOICES”
• K-6 = Narrative Prompt
• 7-12 = Persuasive Prompt
• September (Pre Assessment) = Prompt A
• January (Mid Assessment) = Prompt B
• May (Post Assessment) = Either A or B
Evidence of Action
(continued)
Theme – Choice
September
K-2:
If you could choose any pet, what would it be and why?
3-6:
Write about a time you made a choice and it turned out well.
or
Write about a time you made a choice and it didn’t turn out well.
January
K-2:
Our school chef wants to add a new food to our school menu. What would your
food choice be and why?
3-6:
Write about a time someone made a choice for you and it turned out well.
or
Write about a time someone made a choice for you and it didn’t turn out well.
May
K-2:
3-6:
May write using either the September or January prompt.
May write using either the September or January prompt.
Kindergarten Writing Sample
Second Grade Writing
Sample
Fifth Grade Writing Sample
Evidence of Action
(continued)
• Writing prompts given on Sept. 21-25
• Staff trainings on scoring prompts using
the 6 Trait Writing Rubric
• Writing prompts scored by entire staff
• Kindergarten Rubric
• (ADD K RUBRIC AND 6 TRAIT RUBRIC)
• Scores will be uploaded to Data Director
Is It Working?
• Creates a building-wide, common initiative
• Data for this school year on writing (no
MEAP scores)
Objective 3
All ELA Teachers (Reg. and Sp. Ed.) K-5 will
teach, using research-based methods of writing,
a minimum of 45 minutes per day. Content area
teachers will submit a minimum of one piece of
writing each week (one Collins Type 3/month) to
give students more practice writing.
Evidence of Action
• Collins Folder Review
• Principal-initiated Goal for All Teachers
• Regular Teacher Work-days to Prepare
Lessons
Is It Working?
• Folder reviews have indicated increased
efforts in time/assignments dedicated to
writing.
Additional Initiatives
•
•
•
•
Writing Buddies (Grades 1-5)
Fountas & Pinnell Conference
K-12 Common Planning for Data Retreat
K-12 Grammar Structure (next slides)
Grammar Structure Grades 1-11
GRADE
1
Capital letters
Periods
Question Marks
Exclamation Points
Capitalizing Names
Pronoun "I"
Colons (denoting time)
Capitalizing Proper Nouns
2
Nouns
Verbs
Commas
Contractions
3
Subjects/Verbs in Agreement
Verb Tenses
Nouns and Possessives
Commas in a Series
Begin use of Quotation Marks
Capitalization in Dialogue
4
Simple/Compound sentences
Direct/Indirect Objects
Prepositional Phrases
Adjectives
Common and Proper Nouns
Pronouns as Antecedents
Regular and Irregular Verbs
Hyphens between Syllables
Apostrophes in Contractions
Commas in Salutations
Quotation Marks and Italics
5
Compound Subjects/Predicates
Proper Nouns/Pronouns
Articles
Conjunctions
Hyphens in Compounds
Hyphens in Number Words
Clauses
Colons
Commas Between Indpendent Clauses
Grammar Structure Grades 1-11
continued
6
Indefinite pronouns
Transitive Verbs
Adjective Phrase
Adjective Subordinate Clause
Comparative Adverbs
Dependent Clause
Predicate pronouns
Intransitive Verbs
Adverbial Phrase
Adverbial Subordinate Clause
Comparative Adjectives
Introductory Phrases
Superlatives
Conjunctions
Compound Sentences
Appositives
Independent Clauses
Periods
7
Participial Phrase
Superlative Adverbs
Parentheses
Indefinite Pronouns
Adverbial Subordinate Clause
Present,past, future continuous verb tenses
Singular Possessive Forms
Superlative Adjectives
8
Infinitives
Participial Phrases
Ellipses
Gerunds
Dashes
9
HSCE's
Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech,
sentence structure and variety, spelling, capitalization, and punctuation.
10
HSCE's
Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence
variety, fluency, and flow.
11
HSCE's
Plural Possessive Forms
Commas
Quotation Marks
Underlining and Italics
What’s Next?
• Evaluation of Writing Prompts – Possible
intervention strategies
• Changing the Scoring Rubric for Next Year