Mason Public Schools What Mason is Striving to be as an Organization - - PowerPoint PPT Presentation

Mason Public Schools

What Mason is Striving to be as an Organization

Moving Schools from Good to Great

The critical question for Great Schools is, “How can we do better tomorrow than we did today?” This question must become a way of life and a habit of the mind.

Moving Schools from Good to Great

Good to Great Schools continually refine the path to greatness by using the facts of reality.

Mason’s Roadmap

Reminders

• The reality is that the ELA Common Core State

Standards (CCSS) that we’re required to teach to today, by law and Board policy, are different than those from the past

• I recognize some of the facts that you’ll be

presented today with are going to challenge your philosophical beliefs and perceptions but please have an open mind

• It may be difficult, but please don’t take the data

and information personally

Mason and Ingham County Data

Benchmark Literacy and Prentice Hall Adopted 2012-2013. Grades K-6 Use MAISA Writing Star = At or Below the State Average

Star = At or Below the State Average

“2015-2016” County Results (Star = Below State Average) 5 5 7 6 7 10

“2015-2016” County Results 5

“2014-2015” County Results (Star = Below State Average)

“2015-2016” County Results (Star = Below State Average)

“2015-2016” ELA PSAT 8/9 Results

“2015-2016” ELA PSAT 10 Results

“2014-2015” ELA ACT Results

“2015-2016” ELA SAT Results

Mason Public Schools Oral Reading Fluency (R-CBM) 2010 to 2016

+10%

• 1%
• 2%

+4%

• 1%

+17%

• 4%

+4% 2013-2014 = 1st Year All 6-8 Students Screened

Ingham County Oral Reading Fluency (R-CBM) 2010 to 2016

Results include Dansville, East Lansing, Holt, Leslie (10-15), Mason (12-16), Okemos, Stockbridge (13-15), Waverly, Webberville, Williamston (13-16), Lansing (16)

Grades 3 to 10 - Mason ELA Comparison Data

• 2015-2016 - 3rd to 5th grade Spring Results Comparing the Following:

○ BAS - Grades 3-5 Students Reading At Grade Level ○ Grades - 80% or Higher (B-) for Grades 4 - 5 ○ R-CBM - Tier 1 ○ M-STEP - Proficient or Above

• 2015-2016 - 6th to 8th grade Spring Results Comparing the Following:

○ 2nd Semester Grades - 80% or Higher (B-) ○ R-CBM - Tier 1 ○ M-STEP - Proficient or Above

• 2015-2016 - 9th to 10th Grade Data Comparing the Following:

○ Trimester 1 to 3 Grades - 80% or Higher (B-) ■ 9th grade - Freshman English A and B ■ 10th Grade - Sophomore English A and B and Honors American Literature A and B ○ PSAT 8/9 and 10

Mason Public Schools K-12 ELA Surveys of Enacted Curriculum (SEC) Results

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th to 8th

9th to 10th

11th to 12th

ELA Programs - History

• History

○ ELA Council researched K-5 core reading programs - 2010-2011 ○ Mason piloted Benchmark Literacy 2011 Edition in grades K-5 - 2011-2012 ○ ELA Council recommended the adoption of Benchmark Literacy 2011 Edition for grades K-5 - 2011-2012 ○ Mason adopted Benchmark Literacy 2011 Edition for grades K-5 - 2012-2013 ○ Mason adopted Prentice Hall Literature 2012 for grades 6-8 - 2012-2013 ○ MAISA Writing is used in grades K-6 ○ 2016-2017 is the 5th year since the adoption of Benchmark Literacy 2011 and Prentice Hall 2012 (Programs Typically are Reviewed Every 6 to 7 Years) ○ No ELA Program at Mason High School - 2016-2017

Why Replace Benchmark Literacy 2011?

Benchmark Literacy 2011 Edition - Deficits

• Observable Program Deficits:

○ It’s not Common Core State Standard (CCSS) aligned per the publisher ■ Benchmark Education released a CCSS aligned version in 2014 ○ The publisher advises users of the 2011 Edition to use the 2014 Edition’s summative assessments due to their better alignment to the CCSS, their rigor, and their text complexity ○ The 2014 assessments do not assess many of the CCSS and those that are assessed are done minimally ○ Summative assessments are all paper/pencil unlike the M-STEP ○ The program has few online components in comparison to more modern core programs and isn’t a “comprehensive program” ○ It’s likely difficult for teachers to accurately grade students due to the program’s misalignment and lack of focus on the CCSS

○ https://new.benchmarkuniverse.com/ ○ http://www.corestandards.org/

Benchmark Literacy 2011 Edition - Deficits

• Quality of the Texts within the Program:

○ Heavily focused on leveled readers and not around anchor texts ○ Many of the leveled readers at each grade level are below the complexity level required of the common core state standards (CCSS) ○ With a focus on leveled readers that match students’ instructional levels, students don’t receive enough practice with grade-level complex texts or above grade-level texts ○ Ratio of high quality fiction texts vs informational texts (nonfiction) is not 50/50 ○ Staircase of text complexity across the grade bands that’s required by the CCSS is insufficient

○ hhttp://www.tennessee.gov/education/article/textbook-reviews-section-v ○ ttps://metastorm.doe.louisiana.gov/attachments/NEWS-000001360/2012-2013%20LDE%20Textbook%20Review.pdf

Benchmark Literacy 2011 Edition - Deficits

• Quality of the Tasks:

○ The program focuses too heavily on strategies and not enough on the requirements of the CCSS or around the text itself ○ Students don’t have enough independent close and critical reading opportunities ○ Few questions or instructional activities are dependent on the text or the standards (per the CCSS 80% of questions/activities should be text-dependent/specific) ○ Writing is addressed minimally throughout the program ○ There are insufficient research tasks as part of the program ○ The program does not direct teachers frequently enough to guide students through rereading, discussion, and writing about the ideas and events found in

• n-grade-level texts

○ hhttp://www.tennessee.gov/education/article/textbook-reviews-section-v ○ ttps://metastorm.doe.louisiana.gov/attachments/NEWS-000001360/2012-2013%20LDE%20Textbook%20Review.pdf

Benchmark Literacy 2011 Edition - Deficits

• Foundational Reading

○ Fluency practice is weak ○ Vocabulary acquisition is not a focus of the program ○ Systematic approach to foundational reading instruction is weak especially in regard to language, letter recognition, and letter naming

○ hhttp://www.tennessee.gov/education/article/textbook-reviews-section-v ○ ttps://metastorm.doe.louisiana.gov/attachments/NEWS-000001360/2012-2013%20LDE%20Textbook%20Review.pdf

Benchmark Assessment System (BAS) - Deficits

• Diagnostic Assessment

○ For young students it may take fifteen to twenty minutes to give the BAS. For older students it may take up to 45 minutes when they are reading longer texts and having more substantive conversations (www.heinemann.com) ○ 59% of Mason K-5 teachers say between 10 and 25 days of literacy instruction (90 minute reading block) is lost by administering the BAS to their students (27 hours of instruction) ○ Nearly 25% of Mason K-5 teachers say 25 or more days of literacy instruction (90 minute reading block) is lost by administering the BAS (37.5 hours of instruction) ○ The Benchmark Assessment System (BAS) reading level chart does not match the reading levels required of the 2014 edition’s summative assessments (i.e. the 4th grade unit 1 test’s reading level is that of a mid-year 4th grade student per the BAS)

Benchmark Literacy - 1st Grade Alignment

Benchmark Literacy - 2nd Grade Alignment

Benchmark Literacy - 3rd Grade Alignment

Benchmark Literacy - 4th Grade Alignment

Benchmark Literacy - 5th Grade Alignment

It’s about “ALL” Students, Learning at High Levels, in order to Flourish in Our Complex and Changing World