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Competency 1: Accountability (Teaching and Learning) 1.1.

Related Tasks: Ability to interpret meaning of various standardized tests to the school board, teachers and lay citizens. I will highlight deficiencies and trends, analyze them to develop reasoning and provide alternative solutions to improve academic deficiencies. 1.1.3. Specific Task: Ability to use assessment data to identify weaknesses and recommend strategies for improving student performance. Narrative Description: Assist the Administration Team and Data Coach, by presenting data from post assessments and Global Scholar/or MEAP assessments from the 2013-14 winter and spring test periods. I will also review MEAP data and Global Scholars and analyze third grade cohort reading and math. I will analyze in depth, including a factor that identifies areas in which students are particularly proficient and those areas where they are deficient. Based on such analysis, recommend school improvement strategies tailored to strengthen student performance. Share the findings with teachers, parents or the board of education.

Job Shadowing Smart Goals By April 2014, analyze MEAP/Global Scholars assessments, recognize learning trends and deficient areas within third grade, and provide a plan of action to correct the deficiencies. Specific: Analyze MEAP/Global Scholars Assessment scores and recognize three deficient areas. Measureable: By April 2014, Implement a plan of action addressing 3rd grade deficiencies. Attainable: Relevant: Identify the trends and deficiencies to guide classroom instruction by analyzing assessment scores. Identifying and solving problem areas within cohort assessment scores is vital for the existence of the school. It is also important to meet our Annually Yearly Progress. By April 2014,I will identify third grade cohort deficiencies and develop an action plan to solve the issues.


Description and Purpose The existence of the school depends on the academic progression and performance of Northridge Academys cohort and non-cohort students. On the brink of closing, Ferris State University placed a probationary period for Northridge to increase the academic performance of the overall school as a whole. Along with the State of Michigan, Leona Group and Ferris State monitors our MEAP and Global Scholars data closely to highlight deficiencies and areas of concerns. As a group, we decided to analyze

the data as well. However, I decided to focus on 3rd Grade data and implement a plan to increase their performance within both assessments. I decided to take the both assessment scores and measure and compare each individual score to the personalized goals and achievement targets. Then, I decided to tier each student to further analyze who came up short, met their goals, or surpassed their goals for the winter. Focusing on Reading and Mathematics, during the fall semester, only 17% of the 3rd grade student population tested at a proficient level, in comparison to 22% with Math. During the winter semester, Reading jumped to 54% and Mathematics slightly climbed to 30%. There was a specific plan put in place that played a major role in the academic success. But, the idea of this competency was to include my personal idea to continue the overall academic success of the school. Approach Highlighting the Global Scholars Assessment, I decided to do a Cross-Walk with each item that was given on both Reading and Math Assessments. Each question was aligned to each standard that derived from the common core, including the ones that do not. We need to determine the language of the questions and what strands were being used on the tests. Next, we highlighted the top ten common areas majority of the students were having difficulty with. For example, as a school-wide focus, students need to possess the skill of drawing conclusions/ predicting in long passages. With this information, mini-lessons were taught everyday with the implementation of Do Now that also reinforces the skills that are being taught. On Tuesday, each student will have their own Student Learning Goal Objectives. Students will focus on their individual deficiencies instead of one skill and standard. On Thursdays, as a whole group, we will accommodate students by taking that single skill and create a whole lesson. Teaching test-taking skills and strategies are important, but we also focus a lot on content. Last, paraprofessionals and tutors will provide cohorts and tier 3 students with more academic support by pushing in and pulling out of the classroom to perform small group tutoring sessions. Tutors and Paraprofessionals will also work on the skills that were not mastered during the assessment. Teachers will also be required to provide homework that reflects the specific skills that are being taught during this time frame. After a week in a half of instruction, this process will be revisited and different skills will be chosen to prepare students for the Spring Assessments. Reflection As I reflect back on the presentation, Kindergarten and first grade teachers felt that this process was not relevant for their grade levels since their students do not take Global Scholar and MEAP Assessments. The difficult part was persuading them that it is important for the school as a whole. I encouraged them to revisit their vertical alignment maps and aligned kindergarten and first grade GLCEs and Common Core Standards with those of third grade. They also noticed that there are skills that kindergarten and first graders must know in order to be successful in second grade. Second grade takes the Global

Scholars Assessment; therefore, first grade teachers must prepare them for the Fall Assessment the following year. The easy part was doing the item analysis and analyzing the data. The most difficult problem was getting an 100% alignment and persuading all staff to buy-in to the idea.