nca day october 18, 2006 7:25 – 10:25 am facilitator: kyla gurganus

NCA Day

October 18, 2006

7:25 – 10:25 am

Facilitator: Kyla Gurganus

Today’s Agenda

1. Staff Introductions

2. Overview of the NCA Process

3. Next Step: School Profile

4. Data and Information

5. Brainstorming Sessions

Staff Introductions

Your Name Your Subject/Department/Focus Your Room Number/Location Fascinating fact/dream travel location?

REFLECTION ON LAST

NCA CYCLE

Overview of the NCA Process

1. What is NCA?

2. What is its process?

3. What’s new?

4. How will I be involved?

5. Proposed Timeline

What is NCA?

North Central Association accredits schools in the north-central part of

the US and the Department of Defense’s military installation schools.

The NCA standard is for each member school to maximize the proportion of its graduates who are self-directed learners and are prepared to make successful transitions from school to career.

What is the NCA Process?

Combines No Child Left Behind, Education YES, and the new Michigan School Improvement Framework requirements with its own quality standards and expectations to streamline paperwork and effort.

NCA-accredited schools are challenged to: meet high standards engage in a continuous improvement

process (required by MI law since 1990) have on-site reviews at least once every

5 years

School improvement:

should be continuous should NOT be an event (like an NCA

day ☺) should NOT just be an act of

compliance! is a way to “fight back” against negative

press (show we know what’s happening and are trying to do something about it)

NCA Process

1. VISION AND PROFILE

2. PLAN

3. IMPLEMENT

4. RESULTS

5. ACT

6. REPEAT

1. Vision and Profile

Make/renew commitment to NCA/school improvement

Get started Compile and analyze data (Write a

school profile) Select appropriate goals and measures

based on the profile

What’s New with NCA

No more peer reviews Assessments do not need to be of the same

kids or at the same time every year No set time line (but usually 5 years) No affective goals needed No set number of goals Include state, federal, and district goals in

NCA goals

How will I be involved?

Ways to be involved:

School Improvement Committee/NCA Steering Committee (need leaders)

Profile data gathering Profile report writing Goal selection (all staff) Goal committees (need chairpersons) Implementation!

Timeline:

2006-2007:– Focus on preparing for the new HS

graduation requirements

2007-2008:– Write School Profile– Choose school improvement goals based

on the profile’s data

Timeline:

2008-2009:– Choose assessments– Collect baseline data– Decide on strategies/interventions/PD

related to goals– Begin implementing

strategies/interventions/PD

Timeline:

2009-2010:– Continue implementing

strategies/interventions/PD– Check progress– Administer assessments– Refine strategies/interventions as needed

Timeline:

2010-2011:– Continue implementing

strategies/interventions/PD– Check progress– Administer assessments– Refine strategies/interventions as needed– Collect and analyze final data– Write final report

Next Step: School Profile

for ourselves, not the shelf! data needed to make wise decisions

(not just hunches, anecdotes, or feelings)

first profile takes lots of effort; after that, it should be easy to update!

What to Include in a Profile

Basic data– what our community is like, who our students are,

GPA, MEAP, ACT, attendance, graduation rates Interpretations/implications of the data Courses taught, initiatives, instructional

techniques, tutorials, remediation Strengths!! Points of pride!!

– from every program, subject, and department Graduate follow-up data

Data and Information

New Michigan High School Graduation Requirements

New Michigan Merit exam Where are we now?

– Current MEAP and ACT scores– Graduation Rates

Where do we go from here?

New Michigan High School Graduation Requirements: Start with this year’s 8th graders (next

year’s freshmen) Each required course has lengthy

content expectations associated with it– See Michigan Department of Education

website for details

Summary of Requirements:

4 credits English language arts 4 credits mathematics (1 in senior year) 3 credits science 3 credits social studies 1 credit physical education/health 1 credit visual/performing/applied arts Online course/experience required

New Michigan Merit Exam (MME):

Not yet approved by the US Dept of Ed!– If not approved, MEAP will still be

administered Based on the ACT, WorkKeys test, and

several other MEAP-like components This fall’s senior re-testing will be the

MEAP

New Michigan Merit Exam (MME):

ACT part administered on March 13th to all Michigan juniors

March 14: WorkKeys and mathematics Mar. 14/15/16: science and social studies ACT and WorkKeys scores may be used for

college admissions and job applications One re-test will be paid for by the state Home-schooled students may participate at

their local high school

New Michigan Merit Exam (MME):

Very controlled conditions– All students must face the same direction– Minimum 3 feet apart– Assigned seating– Uninterrupted testing– Bells, PA turned off– Testing rooms separated from regular

school activities

New Michigan Merit Exam (MME):

Very controlled conditions– No food or drink in room (students OR

proctors)– Testing must be the first activity of the day– Testing must start no later than 9 am– Quiet part of the building– Tests timed; time remaining may NOT be

posted

MME Assessment Design:

MME English Language Arts score will be based on:– ACT Reading (MC), English (MC), and

Writing (constructed response)– WorkKeys Reading for Information test

(MC)– Michigan Social Studies constructed

response item (rubrics available on-line)

MME Assessment Design:

MME Mathematics score will be based on:– ACT Mathematics (MC)– Selected ACT Science items (MC)– WorkKeys Applied Mathematics test (MC)– Michigan supplemental items (about 13

MC)

MME Assessment Design:

MME Science score will be based on:– ACT Science (MC)– Michigan supplemental items (53 MC)

MME Assessment Design:

MME Social Studies score will be based on:– Michigan supplemental items (57 MC and 2

constructed response)

MEAP SCORES

Last year’s juniors’ MEAP scores:

higher in every subject area the first time out (as compared to the class of 2006)

Increases over the previous year’s scores:– Reading + 5%– Writing + 7%– ELA + 5%– Mathematics + 4%– Science + 4%– Social Studies + 53%

How the Class of 2007 compares to the state:

Reading – Above the state by 5% (last year below 4%)

Writing – Below the state, but only by 1% (last year below 9%)

ELA – Above the state by 2% (last year below 8%) Mathematics – Below the state by 5% (last year

below 9%) Science – Even with the state average (last year

below 1%) Social Studies – Below the state, but only by 1%

(last year below 7%)

How our MEAP scores affected AYP: LHS made AYP in English Language Arts

– Total 11th grade cut scores (includes MI-Access students) were above the 52% threshold (by 34%)

– All sub-groups met the participation rate and cut scores needed to make AYP in ELA

LHS did not make AYP in mathematics– Total 11th grade cut scores (includes MI-Access students)

was above the 44% threshold (by 22%)– All sub-groups met the participation rate and cut scores

needed to make AYP in math except students with disabilities

• They were only 14.3% proficient, and they missed safe harbor by 5%

MEAP Concerns:

Less than half of the students are “passing” the math portion

Overall ELA scores are falling because of low writing scores

Science scores lower than they could be because not all students take earth science

MEAP HST - Reading Over Time

65.2%

71.0%

64.0%

73.6%

77.2%

64.8%

69.4%

74.2%

71.3%

66.8%

76.2%77.9%

70.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

2000 2001 2002 2003 2004 2005 2006

Class of

Perc

ent P

rofic

ient

Lincoln State of Michigan

MEAP HST - Writing Over Time

54.3%56.0%

61.6%

50.2%

55.9%

45.6%

58.4%

68.5% 68.2%

60.9%

57.8% 57.2%55.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

2000 2001 2002 2003 2004 2005 2006

Class of

Perc

ent P

rofic

ient

Lincoln State of Michigan

MEAP HST - Mathematics Over Time

61.5% 62.0%63.7%

51.6%52.6% 52.6%

39.5%

64.8%

68.4%67.0%

59.8%58.7%

56.9%

47.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

2000 2001 2002 2003 2004 2005 2006

Class of

Perc

ent P

rofic

ient

Lincoln State of Michigan

MEAP HST - Science Over Time

65.4% 64.9%

57.2%59.1%

63.6%

56.6%

50.0%

55.6%

60.3%59.2%

61.1%

63.4%

58.0%57.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

2000 2001 2002 2003 2004 2005 2006

Class of

Perc

ent P

rofic

ient

Lincoln State of Michigan

MEAP HST - Social Studies Over Time

23.0%

12.5% 12.6%

25.7%

20.3%

72.8%

24.1%26.6%

23.0%25.6%

35.0% 33.8%36.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

2000 2001 2002 2003 2004 2005 2006

Class of

Perc

ent P

rofic

ient

t

Lincoln State of Michigan

ACT Scores:

Total Tested English Mathematics Reading Science CompositeGrad Year Local State Local State Local State Local State Local State Local State2001-2002 129 71,882 18.8 20.4 20.3 21.2 20.8 21.7 21.0 21.6 20.3 21.32002-2003 131 75,127 18.9 20.5 19.6 21.1 20.5 21.7 21.1 21.6 20.1 21.32003-2004 123 73,434 18.6 20.5 20.5 21.1 20.6 21.8 20.8 21.5 20.3 21.42004-2005 147 74,307 18.4 20.7 19.5 21.2 19.9 21.8 20.5 21.6 19.7 21.42005-2006 138 72,751 19.5 20.7 20.6 21.2 21.1 21.8 20.9 21.7 20.7 21.5

Five-Year Trend - Average ACT Scores

Where do we go from here?

Break out in groups of 10 Use list of questions to initiate

discussion of school improvement Have one person record/summarize

responses Reconvene at 10:00 am to report

Brainstorming Questions:1. What are your reactions/responses to the MEAP and

ACT scores?2. How are we meeting (or not meeting) the needs of

our students? How do we know?3. What changes (if any) need to be made in the

courses I/we teach to meet the new graduation requirements? What resources are needed to make those changes?

4. What changes need to be made in the courses I/we teach in order to improve our students’ standardized test scores? What resources are needed to make those changes?

5. What changes need to be made in our overall school in order to have the greatest impact on the current and future success of our students?

6. What should be our #1 focus of improvement in the next two years? Why?