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
