Agenda for 11/7/08 meeting

I'm looking forward to seeing everyone at this month's SIT meeting. Thank you for your time and commitment to being involved at King.

First a review of our purpose:
- Support the requirements of Education Yes!;
- Facilitate the improvement of MLK School through the analysis of data;
- Implement strategies to support Education Yes! strand 4;
- Fulfill the requirements of Public Act 25 of 1990.

I'm happy to report that as a staff we've made some progress at defining goals for the school. In connection to that, here is the SIT agenda for this month:

I. What is strand 4?

• Handout
• Discussion
  

II. Proposed SIT goals - the following goals are representative of both what staff and SIT generated this school year:

• MLK students will write paragraphs as measured by grade level report card outcomes and GLCEs.
  
• MLK students will revise their writing as measured by the grade level report cards.
• Achievement target list students will read at or above grade level targets as measured by the grade level report card outcomes and GLCEs.

Discussion about goals? Are they clear and understandable? Measurable? Achievement focused?

III. Discussion if time: Given the purpose of this team and goals, what can this team do to achieve strand 4?

Minutes from 10/3/08 meeting

SIT
ED Yes - review purposes of SIT as it relates to ED Yes, strand 4.
-everyone rec’d a cc of ED Yes document via email
-today’s objective is look at King data as it relates to strand 4
-making an informed decision about how to focus/best support strand 4
community/communication efforts
Observations from Data:
-attend to task at hand, self control and uses time wisely - how does this impact
kids ability to write???
-no district-wide rubrics for learning and social behaviors
-how to teach kids to learn how to self-monitor over time
Identified threads/strands that run through the grades that are low
-paragraph writing
-revising
-money
Disconnect between genre and writing skills- kids tend to achieve at higher levels on
genre studies than in discreet skills
-grammar and usage - so many skills under this skill...kids may be low due to not
achieving one or two of the subskills
-fifth grade genre - what is meant by cohesive writing projects? Scores from
fourth to fifth significantly down
-s there a small cohort of kids that are struggling from grade to grade to show that
- that’s the reason why -- is it a change in rubric, or kids (new to King)
-generally trends lines go up, however, looking look at specific skills
-how is MEAP writing being scored (team of teachers w/ Kevin worked on it over
summer) Grading of MEAP is big concern at state level.
-aside from looking @ overall data, Kevin meets w/ staff about specific at-risk kids
-state rubrics different from AA rubrics
-writing seems overall lower than other academic areas
-grammar and usage
-much larger gap between male and female in writing that other academics - females
score higher
-Is there a disconnect between what is tested and expected daily behavior
-Are MEAP topics more geared to girls (feeling writing) -- gender bias
-MEAP - lifeskill

Re: SIT Agenda for 10/3/08 @ 7:30

Hi again MLK SIT team, 

In preparation for the meeting on Friday, I'm wondering how many of you have had the opportunity to look at the most current MLK achievement data.  If you came to my presentation during curriculum night, you would have seen some of it.

If you were not able to, this is a copy of the most current MEAP data: