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

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

Oct 20, 2023 360 likes •725 views

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

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Mamaroneck Avenue School Data Presentation

Neill Alleva Sandra Zadrima October 17 and 19

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Two Theories of Action

If we are a school that fosters an ethic of care, then we should expect to observe

  • A positive school climate
  • A dedication to SEL
  • Increased student

engagement

  • Less behavior incidences
  • Increased academic

achievement If we are a school that has high expectations for all of our students, then we should expect to observe

  • Verbal behaviors

associated with high expectations teaching

  • Implicit and explicit

teacher actions and words upholding high expectations

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Internal Reading Data

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NY State ELA Assessment Data

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

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ELA Proficiency Comparison 2017 and 2018

Category

2016-2017 2017-2018

Overall

36% 44%

White

60% 64%

Not Economically Disad.

57% 66%

Economically Disad.

18% (39%) 26% (40%)

Hispanic

20% 31%

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Broad Brush Strokes: ELA Assessment Data

  • 44% Proficiency Grades 3-5
  • Increase of 8% from 2016*
  • *Overall: MAS exceeded State

proficiency rate by 3%

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ELA SES Comparison 2017-2018

Grade Not Economically Disadvantaged Economically Disadvantaged

3 68% 35% 4 78% 21% 5 47% 24%

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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)

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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).

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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,

  • r actions).
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Broad Brush NY State Math Assessment

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

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Math Proficiency Comparison 2017 and 2018

Category

2016-2017 2017-2018

Overall

38% 48%

White

62% 68%

Not Economically Disad.

61% 69%

Economically Disad.

18% (43%) 31% (39%)

Hispanic

22% 34%

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Broad Brush Strokes: Math Assessment Data

  • 49% Proficiency Grades 3-5
  • Increase of 10% from 2016*
  • *Overall: MAS exceeded State

proficiency rate by 3%

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Math SES Comparison

Grade Not Economically Disadvantaged Economically Disadvantaged

3 73% 48% 4 65% 19% 5 69% 28%

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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

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4th Grade Math Problem Example

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Overall Strategy for MAS

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High Leverage Practices

Delineation of our Internal Strategy

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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

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John Hattie: Effect Sizes

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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.
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Partnership with Yale

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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

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Examination of Student Writing

K-5 September-June

Grade-level meetings “Spiraling Effect” of Teacher expertise and knowledge Utilization of standards-based writing rubrics to norm and examine student writing

Result: Creation of targeted,

personalized, and Just-in-Time Instruction

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Example of AIS Reading/Math Teacher Schedule

Schedule

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Math Case Study

In consultation with Donna Schore and 2017 5th Grade Staff

  • 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

results and saw that her fraction understanding was quite weak.

  • Created targeted and relentless

instruction

  • Result: Jessica’s 5th grade NY state

results showed that she answered 8 out

  • f 11 questions correctly under the

fraction strand.

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Small Group Work: Everyday!

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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.

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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**