Principal’s Mid-Year Report 2010-2011

1. Principal’s Mid-Year Report2010-2011 Grass Lake High School Reading

2. Goal Grass Lake High School • All Students must be proficient in reading by 2014.

3. Measurable Objective: Grass Lake High School • We, all teaching staff at Grass Lake High School will improve skills in reading comprehension for 9-12 students in all content areas so that we meet or exceed the state AYP in reading each year, while closing the gender gap to less than 5%. Additionally, we will increase student performance on the MME “critical/higher thinking” reading strand by 2% by 2011.

4. Evidence • Grass Lake High School • “Reading” Data Report • January 24th, 2011 • First Semester: 3 reading assessments were given to each student in each course (beginning, middle and end). • Each assessment contained 10 multiple choice questions aligned to 7 different content expectations. • 22 teachers created assessments for 405 students • 22 teachers X 3 courses X 3 assessments = 198 total assessments (approximately)

5. 9th Grade: Highest HSCE: ELA.8.R.IT.08.03Explain how authors use text features including graphics, author’s pages, prefaces, and marginal notes to enhance the understanding of central, key and supporting ideas. Lowest HSCE:CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries. Most improved HSCE:CE 3.2.5 Respond to literature in a variety of ways (e.g., dramatic interpretation, reader’s theatre, literature circles, illustration, writing in a character’s voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time.

6. 10th Grade: • Highest HSCE : ELA.8.R.IT.08.03 Explain how authors use text features including graphics, author’s pages, prefaces, and marginal notes to enhance the understanding of central, key and supporting ideas. • Lowest HSCE:CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries. • Most improved:CE 2.1.4 Identify and evaluate the primary focus, logical argument, structure, and style of a text or speech and the ways in which these elements support or confound meaning or purpose

7. 11th Grade: • Highest HSCE:ELA.8.R.IT.08.03 Explain how authors use text features including graphics, author’s pages, prefaces, and marginal notes to enhance the understanding of central, key and supporting ideas. • Lowest HSCE: CE 3.1.4 Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work. • Most improved:CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.

8. 12th Grade: • Highest HSCE:ELA.8.R.IT.08.03 Explain how authors use text features including graphics, author’s pages, prefaces, and marginal notes to enhance the understanding of central, key and supporting ideas. • Lowest HSCE:CE 3.2.5 Respond to literature in a variety of ways (e.g., dramatic interpretation, reader’s theatre, literature circles, illustration, writing in a character’s voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time. • Most improved:CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.

9. Summary • The assessment review is inconclusive, primarily do to the limited time frame it has been implemented. • A summery of the results will be made at the end of the school year. • Freshman and Sophomores have the most difficult time with strand CE2.1.3 • All grade levels score highest in ELA.8.IT.08.03 (MS GLCE)

10. Is It Working? • It is to early to make predications on the impact it will have on standardized test scores. • Some validity issues have been discussed, because each teacher is creating their own critical reading test. • Range of commitment to the process.

11. What’s Next? • Plans are already developing to modify the delivery of these assessments. • The reading tests will be developed by the ELA staff and distributed to all students at the same time. • The reading tests will be paired with our ACT writing assessments during a one hour forum class. • Grass Lake High School will conduct three critical reading assessments and three ACT writing assessments each school year. • The most critical piece of data comes from our MME results.