MEAD JUNIOR HIGH

Kyle Loudermilk, Math Department Chair

Linda Walser, Acceleration CoachLiz James, Acceleration Coach

Jaclyn Basak, Language Arts TeacherJillian Sagan, Principal

Enrollment and Demographics

Enrollment 2013-2014: 7th graders: 308 and 8th graders: 362 Total: 672

Demographics 2013-2014: 58% White, 5% Black, 12% Hispanic, 22% Asian, 3% 2 or

more races IEP: 5.5% ELL: 3.0% FRL: 12.6%

Enrollment 2012-2013: 7th graders: 348 and 8th graders: 308 Total: 656

Demographics 2012-2013: 59% White, 3% Black, 12% Hispanic, 20% Asian, 4% 2 or

more races IEP: 6.5% ELL: 4.0% FRL: 10%

Past Data: 2011-2012

Fall-ReadingExceeds: 35.26%Tier I: 50.55%Tier II: 9.2%Tier III: 2.18% Spring-ReadingExceeds: 44.15%Tier I: 48.99%Tier II: 5.62%Tier III: 1.09%

Fall-MathExceeds: 41.81%Tier I: 41.34%Tier II: 11.54%Tier III: 3.28% Spring-MathExceeds: 47.58%Tier I: 37.91%Tier II: 10.45%Tier III: 0.16%

Past Data: 2012-2013

Fall-ReadingExceeds: 32.62%Tier I: 46.95%Tier II: 10.82%Tier III: 2.29% Spring-ReadingExceeds: 42.07%Tier I: 48.93%Tier II: 7.77%Tier III: 1.22%

Fall-MathExceeds: 37.5%Tier I: 46.95%Tier II: 10.82%Tier III: 2.29% Spring-MathExceeds: 47.87%Tier I: 41.16%Tier II: 8.23%Tier III: 2.74%

Current 2013-2014 DataStudents Meeting/Exceeding

Fall Reading:Exceeds: 32.93%Tier I: 52.57%Tier II: 12.39%Tier III: 2.11%

Winter Reading: Exceeds-35.79%

(217) Tier 1- 51.88% (346) Tier 2- 10.08% (78) Tier 3- 1.8% (14)

Fall Math:Exceeds: 38.07%Tier I: 48.97%Tier II: 10.57%Tier III: 2.4%

Winter Math: Exceeds-37.44% (250) Tier 1- 49.77% (321) Tier 2- 9.62% (68) Tier 3- 3.01% (16)

Building Focus 40-65%tile

After winter MAP we analyzed the data and noticed our primary focus needs to be meeting the needs of our Tier 1 and Exceeds students

All teachers given class lists with students that fell into that range

Teachers and Departments created action steps to provide targeted instruction to those students within the class Science- small group pull out Seating arrangements Guided groups comment and questioning cards DOK questions in all content areas

Collaboration

Team Time (every other Wednesday) Department Time (at least 2 times per week) Acceleration Teachers: (once a week) Language Arts:

Tuesday/Thursday: What and How Wednesday: Common Assessment

Math:• Tuesday/Thursday: level specific• Tuesday: identify key objectives for the

following week to be covered in Math Acceleration

Acceleration- Language Arts

Ratio 1:8 Offered throughout the school day Students below the 40thtile on MAP Adjustments to student schedules after

each MAP test Mirrors Balanced Literacy and has a direct

connection to objectives in LA classroom Mondays- Nonfiction text to support and

build background knowledge in Social Studies and Science

Literacy Acceleration Grouping Based on MAP Percentile

1st-19th percentile: (intense intervention)

20th-40th percentile: (individual classes grouped by similar percentile ranks)

Alignment in Action The Language Arts Acceleration

teacher will use appropriate, leveled materials to support the common core aligned skill.

The “I Can” statement that is written for the Language Arts class is repeated in all Language Arts Acceleration classes.

Language Arts Acceleration Lesson TemplateEssential Outcome/“I Can” Statement

Essential outcome is aligned directly with Language Arts' because Language Arts Acceleration reinforces skill instruction.

(3 min.) Timed Repeated ReadingStudents partner up and time each other while reading a one page passage to

promote fluency.

(5 min.) Word Work/VocabularyVocabulary from the story is previewed and/or discussed within context.

(10 min.) Shared ReadingDuring this time, teacher models how to apply the skill and students practice

applying in small group.

(15-22 min.) Guided Reading/ConferencingStudents practice applying the skill while teacher provides feedback. 

(7 min.) *Written ResponseStudents practice using text evidence to support their written responses.

Anecdotal Notes Notes on students’ progress and weaknesses are taken daily. These notes should

be shared with the students’ Language Arts teachers regularly.

Literacy Acceleration Breakdown(3x a Week)

TRRs: 3 min.

Word Work: 5 min.

Shared Read-ing: 10

min.

Guided Read-ing: 22

min.

TRRs: 3 min.Word Work: 5 min.Shared Reading: 10 min.Guided Reading: 22 min.

Literacy Acceleration Breakdown(2x a Week)

TRRs: 3 min.

Word Work:

5 min.

Shared Read-

ing: 10 min.

Guided Read-ing:

15 min.

*Writing: 7 min. TRRs: 3 min.

Word Work: 5 min.Shared Reading: 10 min.Guided Reading: 15 min.*Writing (Traits): 7 min.

Acceleration-Math

Ratio 1:8 Offered throughout the school day Students below the 40thtile on MAP Adjustments to student schedules after

each MAP test Mirrors Balanced Math and has a direct

connection to objectives in Math classroom

Numeracy-Preview-Review

Course Expectations

• To provide targeted, small group support as an extension of the Math periodPurpose

• Based on assessment results over time• Re-evaluated on an ongoing basis

• A progress report related to topics covered will be given on envelope days

• In class participation is essential to better understand the math skills and concepts

Grading

BALANCED MATH INSTRUCTION TIME MANAGEMENT

Grades 7-8DAILY 40-MINUTE BLOCK

Winter Data for Acceleration Students

Literacy Acceleration:46 out of 74 kids (62%)- have met or exceeded growth target

Math Acceleration:43 out of 72 kids (60%)- have met or exceeded growth target

Operation Excel

3 times a year after school Target specific kids for enrichment Extension on core curriculum Session One:

60%-68% for Literacy Highest percentile for each math class level (710, 715, 810, 930,

830) Session Two:

71%-85% for Literacy and students NOT expected to meet growth targets

Highest percentile for each math class level (710, 715, 810, 930, 830) and students NOT expected to meet growth targets

Session Three: 55%-63% for Literacy Highest percentile for each math class level (710, 715, 810, 930, 830) and

students NOT expected to meet growth targets

Acceleration at Mead

All students in LAX or MAX are hand-scheduled LAX and MAX are offered when many other electives

are offered so students can transition back into an elective with minimal disruption to their entire schedule when they are ready to exit an acceleration class

LAX is offered at the beginning and end of the day Language arts concepts are on a week to two week cycle

so acceleration does not necessary need to occur before their LA class

MAX is offered in the first 3 periods of the day and 2 are offered at the end of the day Most success is seen when students are able to have their

MAX class before their math class

Questions?