1. FILLING THE GAPSBCCHSMME PREPARATIONCarla Stine-KingSarah Neubecker

2. Battle Creek Central High School MUST continue to make AYP; therefore, we must identify students on the “bubble” to determine the causes of poor reading performance. This will allow for appropriate interventions prior to MME testing. Student Performance Issue

3. 8TH Grade Reading MEAP Scores D.R.P. Test (Degrees of Reading Power) 1st Semester Grades in ELA –Sophomore Year PERFORMANCE DATA SOURCES UTILIZEDSophomore Students 2009-10

4. CURRENT 10TH GRADE ATTENDANCE TEACHER READING DISPOSITIONS-ZOOMERANG SURVEY DEMOGRAPHIC/PERCEPTION DATA

5. MEAP/D.R.P. Data

6. MEAP scores are personal to teachers/principals so emphasis on the MEAP is more important than DRP. Teaching to the test (immediately before the test) Is alignment the problem? Are we reteaching? Is the pace a problem? Mastery learning is lost! Is the content taught how it is assessed? Names of Bubble kids 8th grade grades compared to their MEAP??? Teacher expectation/Feedback processs. Questions Raised…Next steps

7. MEAP scores in their 8th grade year and D.R.P. scores in their 10th grade years showed 41 students Below Basic and earned a 2 on the MEAP. Almost 50% of the same sophomores earned a 2 on the 8th grade MEAP and tested Below Basic on the D.R.P. in their 10th grade year. Narrative Data ResultsMEAP/D.R.P.

8. Sophomore ELA First Semester Grades vs. D.R.P. Scores

9. 25 % of sophomore students scored Below Basic on D.R.P. (Bubble Kids) The same sophomore students failed 1st semester ELA. 10th Graders’ ELA 1st Semester Grades vs. D.R.P. Results

10. Attendance vs.D.R.P.

11. 49 students missed school 10 days or less and scored Below Basic on the Degrees of Reading Proficiency Test. 48 students scored Basic on D.R.P. and missed less than 10 days, while 33 students tested Proficient with regular attendance. 70 Students scored Far Below Basic and had more than 10 days absence. Attendance VS. D.R.P.

12. Teacher Reading Perception Data from Zoomerang Survey with Most Popular Response 1. Teaching reading is not a priority in my classroom. 41% agree 2. I am confident using reading strategies with my students. 39% agree 3. Students read daily in my classes. 57% agree 4. My students are proficient readers. 37% disagree 5. I have no influence in my students’ reading abilities. 67% disagree

13. Zoomerang survey depicted that teachers feel that they can influence student reading; however, teaching reading is not a priority. Teacher Reading Perception

14. MEAP/DRP: The majority of students scored a 2 on the MEAP their 8th grade year, but are considered Below Basic readers as sophomores. Attendance/DRP: 49 students scored Below Basic and were absent 10 days or less. Data Summary

15. 25% of Sophomore Students Scored Below Basic on D.R.P. (Bubble Kids), while the same Sophomore Students Failed 1st Semester ELA. Staff Reading Disposition: Staff agrees that reading is not a priority; yet, they are confident in using reading strategies; they report students read daily in their classes, and students’ reading proficiency is something they can influence. Data Summary Continued…

16. MEAP/DRP: The majority of students scored a 2 on the MEAP their 8th grade year, but now are considered Below Basic readers as sophomores. Therefore, as 8th graders they met expectations on the MEAP Reading Test, but they have lost ground as sophomores. Attendance/DRP: 49 students scored Below Basic and were absent 10 days or less. Therefore, attendance isn’t the problem. Their lack of achievement must be connected to other variables such as curriculum and instruction. Conclusions…

17. Semester grades revealed Below Basic Readers, who were once proficient as 8th graders in Reading on the MEAP, have failed 1st Semester ELA. Therefore, instruction must institute academic interventions in reading prior to the MME. Teachers’ Perception of Reading showed overall complacency. Teaching their content is more important than ensuring the reading development of all students. Conclusions Continued…