Mamaroneck Avenue School Data Presentation Neill Alleva Sandra - PowerPoint PPT Presentation

Mamaroneck Avenue School Data Presentation Neill Alleva Sandra Zadrima October 17 and 19

Two Theories of Action If we are a school that fosters an If we are a school that has high ethic of care, then we should expectations for all of our expect to observe students, then we should expect to observe A positive school climate ● A dedication to SEL Verbal behaviors ● ● Increased student associated with high ● engagement expectations teaching Less behavior incidences Implicit and explicit ● ● Increased academic teacher actions and words ● achievement upholding high expectations

Internal Reading Data

NY State ELA Assessment Data

Overall 2017 and 2018 ELA Proficiency Grade MAS District State 2017/2018 3rd 27%/51% 72% 51% 4th 36%46% 72% 47% 5th 45%/34% 65% 37%

ELA Proficiency Comparison 2017 and 2018 2016-2017 2017-2018 Category Overall 36% 44% White 60% 64% Not Economically Disad. 57% 66% 18% (39%) 26% (40%) Economically Disad. 20% 31% Hispanic

Broad Brush Strokes: ELA Assessment Data ● 44% Proficiency Grades 3-5 ● Increase of 8% from 2016* ● *Overall: MAS exceeded State proficiency rate by 3%

ELA SES Comparison 2017-2018 Grade Not Economically Economically Disadvantaged Disadvantaged 3 68% 35% 4 78% 21% 5 47% 24%

ELA: Areas and Signs of Progress ● 20 less females on Level 1 ● 21 more males at proficiency ● 6 out of 13 Black or African American Proficient compared to 3 previous year ● +11%/16 more Hispanic students at proficiency (31% overall)

ELA: Areas and Signs of Progress: ● +12/8% of Economically Disadvantaged students proficient ● +3/6% Not Economically Disadvantaged students proficient ● 82% Proficiency in R.I. 3.4 (Determine the meaning of general academic and domain- specific words and phrases).

2018 4th Grade Sample Question from standard RL 4.3 (54% proficiency at MAS) RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Broad Brush NY State Math Assessment

Overall 2017 and 2018 Math Proficiency Grade MAS District State 2017/2018 3rd 35%/60% 79% 58% 4th 28%/40% 68% 48% 5th 52%/47% 77% 44%

Math Proficiency Comparison 2017 and 2018 2016-2017 2017-2018 Category Overall 38% 48% White 62% 68% Not Economically Disad. 61% 69% 18% (43%) 31% (39%) Economically Disad. 22% 34% Hispanic

Broad Brush Strokes: Math Assessment Data ● 49% Proficiency Grades 3-5 ● Increase of 10% from 2016* ● *Overall: MAS exceeded State proficiency rate by 3%

Math SES Comparison Grade Not Economically Economically Disadvantaged Disadvantaged 3 73% 48% 4 65% 19% 5 69% 28%

Math: Areas and Signs of Progress Last year, fourth and fifth grade students focused on Number Operations with Fractions ● 65% of 4th grade students were proficient in: ○ Extend understanding of fraction equivalence and ordering ○ Understand addition and subtraction of fractions ○ Solve word problems involving addition and subtraction of fractions ○ Understand decimal notation for fractions, and compare decimal fractions ● 67% of 5th grade students were proficient in: ○ Add and subtract fractions with unlike denominators (including mixed numbers) ○ Apply and extend previous understandings of multiplication and division ○ Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem

4th Grade Math Problem Example

Overall Strategy for MAS

High Leverage Practices Delineation of our Internal Strategy

Quick Reminders ● Hiring Judy Ravina as Director of Dos Caminos and ENL ● Hiring of a 4th Reading Teacher ● Hiring of a 2nd Math Teacher ● Hiring of a Math TA ● Program aides in all 2nd grade classes ● Section of 3rd grade added in August ● Word Study Program ● Increased and transparent Communication from administration

John Hattie: Effect Sizes

High Expectations Teaching High expectations teaching is associated with a high ● effect size. Use of Google Classroom to promote professional ● learning. Institution of verbal actions that embed high ● expectations teaching for all students Feedback; wait time; how a teacher provides access to ● difficult assignments and task. Teachers provided feedback relative to H/E Teaching. ●

Partnership with Yale

35o Number of total mini-observations (feedback) provided to teachers throughout the year. We are in classrooms getting to know your children and your child’s teacher

Examination of Grade-level meetings Student Writing “Spiraling Effect” of Teacher K-5 expertise and knowledge September-June Utilization of standards-based writing rubrics to norm and examine student writing Result: Creation of targeted, personalized, and Just-in-Time Instruction

Example of AIS Reading/Math Teacher Schedule Schedule

Jessica was an incoming 5th grader in ● the fall of 2017 at MAS. Jessica was provided a formative ● assessment and asked where 5/6 would fall on a number line. Jessica responded between 5 and 6 ● wholes. We looked at Jessica’s NY State Math ● Math Case Study results and saw that her fraction understanding was quite weak. Created targeted and relentless ● In consultation with Donna instruction Schore and 2017 5th Grade Staff Result: Jessica’s 5th grade NY state ● results showed that she answered 8 out of 11 questions correctly under the fraction strand.

Small Group Work: Everyday!

Response to Intervention (RTI) Description RTI is a data-driven process used to determine response to classroom instruction. Through the RTI process, students may receive individualized academic or behavioral support. Multiple tiers of support, at times increased in intensity, are matched to specific needs. Interventions are implemented as early as possible to promote student success.

Examples of our Evolving Commitment to Leadership Grade-level team meetings ● RULER Team ● Coherence Team ● Special Education Leadership Team ● Intervisitation ● Peer Mentors ● Teacher Survey ● Collective Efficacy** ●