WTHS Corrective Action Meeting – Friday September 24

Summary

In Attendance:

Susan Klyman, Heather Stek, Shawn Wirtshafter, Jess Tomlinson, Jenny Foight-Cressman, Tiffany D’Amore, Eileen Poroszok, Jim Creighton, Phil Vinogradov, Cappy Adducci, Molly Leahy, Alex Schuh, Khalid Mumin, Maryanne Ormsby, Diane Funsten, Johnna Ithier, Nancy Major, Mike Devitt.

1.                  Review of 2010 Data

The team reviewed a set of data charts for the spring 2010 results (class of 2011). Below you will find a summary of reactions/observations/concerns:

1. For both reading and math there was as striking rise in the performance of the targeted subgroups: special education and economically disadvantaged. At the same time there was a decrease among the all school and white populations.
2. The long-term performance trend (among all school and white population) while positive suggests a possible plateau.
3. What were the tools and strategies that were used last year with the SE and econ disadv populations and how might these be leveraged into the GE population this year?
4. Last year the SE and econ disadv kids were ‘targeted’ individually. Teachers knew who was ‘on the list.’ A great deal of attention was given to the performance of those specific individual students. This included individual benchmark check-ups in January where performance data was reviewed with individual ‘bubble student.’
5. We are at the point where we are ‘reaping the benefit’ of the efforts over the previous three years to improve student mastery of standards in the earlier grades.
6. This is the second year where we are implementing A-track inclusion. One consequence is that the interventions applied/intended to/for special education students are also being delivered to increasing number of GE students.
7. Question: How did the performance levels of GE students in inclusion classes compare to the rate of gain demonstrated by SE students in the same inclusion classes (and the general education population overall)? Data collected in previous years indicated the gain of GE student in inclusion classes was greater than the gains of GE in non-inclusion classes. The data has not been collected for this year. (Jim will conduct that analysis before our next meeting. Note: As all B track classes are inclusion sections, the comparison will be made between the subpopulation and the all-school population as there is no (quasi) control group).

2.                  Review of Previous Getting Results Plans:

1. Copies of the last two Getting Results plans were distributed. These plans contained the now familiar strategies included focused on improving student mastery of state standards for reading and math: benchmark testing, standards-based IEPs, PSSA reading/math, PSSA tutoring, Corrective Reading/Read 180,  Achieve 3000, Benchmark Review Teams, Academic Assistance Team, Snack and Study, etc. The key difference between the 09/10 plan and the 08/09 plan is that the 08/09 plan focused on efforts at the level of program/procedures while the 09/10 plan emphasized intervention/action at the level of the individual student.
2. The timing of Getting Results has changed. The plan is to be developed throughout the course of the current school year for implementation in 11/12. A key task throughout the 4 meetings of this Corrective Action Team will be to develop the Getting Results plan.
3. As the budget for 2011/12 is developed in Sept/Oct of 2010 it is important to project/include any anticipated needs/support/funding as the initial budget is developed over the next few weeks. (Mike)

3.                  Status of Current Initiatives - Achieve:

1. Achieve 3000: Achieve 3000 is now called Empower 3000.
2. We have 375 licenses. 329 seats are currently used by A/B inclusion classes, LS and ES classes. With 46 remaining seats (some of which will be assigned to CSSCA students). We do not have sufficient seats to assign to A track classes. The cost to purchase 150 additional seats is $6,000.
3. The experience and data from the use of Achieve last year is powerful/compelling. The response from students was generally favorable. Students demonstrated substantial gains as measured by Achieve’s monitoring tools and as confirmed by 4Sight benchmark scores.
4. The continuing problems with access to the network for laptops is adversely affecting our ability to use Empower 3000.

4.                  Status of Current Initiatives - Benchmark Testing:

1. Jim has created the necessary user accounts and classroom lists within 4Sight and Study Island. The window for benchmark 1 (gr 9-11) opens on Monday September 27. Grade 11 students will use paper and pencil versions of 4Sight. Departmental grading parties will be held during PWs in October. The second set of benchmarks will be administered in December. The continuing problems with network access for laptops is a cause of great anxiety as we approach the start of benchmarking.
2. Last year’s predicted scores from 4Sight correlate well with the actual PSSA scores earned by members of the class of 2011. There were less than 10 instances of 4Sight under-predicting the level of individual student performance. This contributes to a sense of confidence with the continued use of the 4Sight benchmarks.
3. Last year’s grade 11 math tutoring involved 175 students in the fall and a smaller number of ‘bubble’ students in the spring. Miriam was released for one period to conduct a series of reading tutoring sessions for a smaller number of grade 11 bubble students in reading (who did not have the Reading PSSA course).
4. In late spring 2010 Jim also met with a cadre of students from the class of 2012 (then grade 10) who scored at the basic/below level on math.
5. The math tutoring (for members of class of 2012) will begin in October. Placement will be based on performance on Benchmark 1 (as well as historic data).
6. A list of ‘hotlist’ students for the class of 2012 has been developed (copy distributed). This contains data fields for historic performance data as well as data to be collected in the current school year. This database is also used to determine the ‘bubble’ students who receive weekly tutoring in semester 2. As was the case last year math teachers will be used to refine/define the target population.
7. In terms of improvement over the span of a single school year it was not uncommon to observe a shift from one performance category to the next adjacent category; however, jumps of two categories were exceptionally rare (less than 5). This trend is informative when determining who to assign to the limited number of spaces available for second semester tutoring (or other interventions where the treatment/resource is available to only as limited number of individuals.

5.                  Status of Current Initiatives - PSSA Reading:

1. This year we have implemented A and B sections of Reading for Proficiency along with Reading for Proficiency 2 and 3. This permits students to be enrolled in a full year of reading (section A in the first semester and section B in the second semester) should they fail to make adequate progress in the first semester across grades 9-11.
2. Eight students are enrolled in the one section of Intensive Reading with some on a waiting list.
3. Some scheduling confusion contributed to high numbers of enrollment in reading proficiency (as RP 1, 2 and 3 were rostered for the same class period, exceeding the cap by 1 in each course had a compounded effect on the overall class size for the single class period). Enrollment in the grade 12 course (Reading for Work and Life) is under the caps. (Maryanne will work with Nancy to identify where we might collapse/combine some sections of grade 12 reading so as to open up an additional second semester section of Reading for Proficiency(and reduce the average class size).
4. Problems with laptop access to the network are hampering our ability to efficiently deliver the Read 180 program to our students.

6.                  Status of Current Initiatives - PSSA Math and Reading:

1. The grade 9 & 12 classes are underway. We continue to use the Measuring Up workbooks. We have shifted away from Carnegie and in to Compass Math. Compass is much more user friendly for both teacher and student. Compass permits the creation of a standards-based diagnostic test that generates a individualized learning path for each student. We have unlimited seats for Algebra 1, Geometry, grade 7 and 8 within Compass.
2. Network access for the laptops is currently limiting the effective use of this product in the classroom.

7.                  Status of Current Initiatives - Standards-Based IEPs:

1. The process for developing standards-based IEPs has extended to the Middle School grades.
2. There is a need to review/refine the language for standards-based IEP goals in math at the HS. This may require refresher training for SE/GE math teachers (Cappy, Jess, Heather and Tiffany).
3. A tracking spreadsheet for progress monitoring on fluency goals is required. (Phil and Nancy)
4. Keystones: Based on an AM presentation at the IU (program and services) there was some conversation on the development and implementation of Keystone assessments. Additional time is required for admin to establish how best to communicate and address this information. Details to follow (Jenny, Khalid and Eileen)….

8.                  Status of Current Initiatives - Other:

1. Clarification on status of co-curricular positions to support school improvement is requested (Khalid).

9.                  Identification of Possible New Efforts/Initiatives/Strategies for this Year:

After individual brainstorming we developed as a group a list of initial ideas to include as part of our school improvement planning/Getting Results plan (see initial list below). Should you have additional ideas please feel free to forward those. At our next meeting we will look to further refine/define this list:

1. Pursue funding for additional Empower 3000 seats (Mike)
2. Have the Academic PLC (for House transition) focus on reaching the GE population
3. Conduct the data analysis through PLCs
4. Expand the number of students who participate in the discussion on improving their performance score. This would be done through advisory. It would require staff training.
5. Reinvigorate the Benchmark Data Review process at the departmental level.
6. Include more teachers/staff in the benchmark check-up.
7. Expand and align the process to be 6-12.
8. Collapse the grade 12 reading classes to reduce the size (increase the focus) on the grade 9-11 reading classes. (Maryanne and Nancy)
9. Use Snack and Study for some kids not currently on the radar screen (hotlist)
10. Fix the network connection problems. (Bob Reed and Fran Watkins)