Hamtramck Story

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Hamtramck Story

• Model Schools Conference
• June, 2008

Denise Litterio, Hamtramck School District
Dr. Patricia Drake, Wayne RESA
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(No Transcript)
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Wayne County, Michigan
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(No Transcript)
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Hamtramck Michigan26 Countries represented in 2
square mile radius

• Next to English top 5 languages
• 22 Bengali
• 16 Arabic
• 10 Bosnian
• 3 Polish
• 2 Albanian/Shquip
• 20 Other Primary Languages
• gt30 Consider English as Primary Language

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Hamtramck School District

• 3100 Students
• 27 African American
• 25 Asian
• 46 White
• 0.7 Hispanic
• 0.3 Native American
• 79 Economic Disadvantage
• 10 Special Education

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Hamtramck Schools

• 1 Early Childhood School
• 3 Elementary Schools
• 1 Middle School
• 1 High School
• 10 Special Education

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50 Ways to Not Make AYP
Moving from Phase 6 Restructuring to Phase 0
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Participation Before NCLB
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Participation After NCLB
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MI- Access Michigan Alternative Assessment
Source Brigance Inventory of Basic Skills.
Curriculum Associates Press
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Sample MEAP Item Grade 7 ELA
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Kosciuszko Middle SchoolSpecial Education
Participation
2004 Transition Year Training on MEAP with
Accommodations
(Est.) Only Speech MEAP Tested
Majority SE MEAP Tested
Litterio Drake 2008
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Performance Since NCLB
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Kosciuszko Performance Trends Proficient ELA
MEAP
Litterio Drake 2008
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Flow Of Events
Passing the Test Proficiency
Taking the Test Participation
Expectations
Experience
Education
Litterio Drake 2008
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Own the Reality

• No excuses for problems
• No blame
• Realize ALL children can learn
• Believe all children can learn
• Verbalize student and teacher issues
• Strategize the players

Litterio Drake 2008
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Litterio Drake 2008
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Beginning The Data Void

• Less than 10 students in a grade No information
• Teachers dont look at test items
• Teachers dont know what content is tested
• Teachers need to connect the dots between their
  students, what they teach, and what is tested

Litterio Drake 2008
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Start with Uses of Baseline Data

• NOW
• Teachers look at reports for each student
• Reports analyzed by content
• Student needs identified
• Content analysis and alignment of resources
• Professional development targeted to curriculum
  and best instructional strategy

• BEFORE
• Principals looked at broad building wide
  information
• SE as a group - part of general data
• General content analysis
• Unfocused professional development

Litterio Drake 2008
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Teacher Level Analysis
Litterio Drake 2008
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Child

• Identified each childs proficiency levels
• Which items each child knew and did not know
• IEP planning for each child based on mastery of
  the standards

Litterio Drake 2008
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Content

• Curriculum Audit
• Materials Review
• Purchase supplemental materials
• Develop aligned curriculum

Litterio Drake 2008
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Class

• Identified the bubble students
• Provided professional development on needed
  instructional strategies
• Developed an instructional program
• Monitoring of instructional delivery

Litterio Drake 2008
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Follow-Through

• Sustain
• Keep Working
• Dont Let It Go
• Compare and Contrast Data

Litterio Drake 2008
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Administrator Role
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Aligning Special Education Instruction to the
MEAPStart Here

• Own Your Reality
• Build Your Team
• Special Education Director
• MEAP Data Person
• Curriculum/Instructional Leader
• Teachers
• Resource Persons

Litterio Drake 2008
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Aligning Special Education Instruction to the
MEAP Allocate Resources

• Schedule the Time to Work Productively
• Data Analysis 2 Days
• Alignment Work with Instructional Materials 5
  Days
• Purchase Supplementary Materials
• Plan to Train, Train, Train on Instructional
  Strategies

Litterio Drake 2008
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Aligning Special Education Instruction to the
MEAPDemand Performance

• Set Expectations for Teachers to Produce
• Curriculum Alignment Document
• Lesson Plans
• Monitor the Fidelity of the Implementation
• Are they teaching the new curriculum?
• Are they using the supplementary materials?
• What are teachers doing to make sure students
  learn the content?
• Next Steps
• Keep working

Litterio Drake 2008
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Teachers JourneyData to Instruction
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General Teacher Reactions to the State
Assessments for Special Education Students

• The tests are too hard
• My kids cant do well on these tests
• I have to focus on the students needs in the IEP

Litterio Drake 2008
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• Now as a teacher I think more about
  differentiating the instruction and spending more
  time mediating each students individual growth
  in the writing process.

Kimbrough 2008
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STEPS FOR DATA MININGTHE WHY

• Student Benefits
• Locate Strengths
• AYP Special Ed Subgroup
• Help with Materials and Training

Litterio, Drake, McGarry 2008
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THE WHAT

• Know each students performance
• Understand the highs and lows (trends)
• Identify the skills needed to raise achievement
• Learn skills are missing
• Inform the IEP planning

Litterio, Drake, McGarry 2008
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Student Scores
Tested Content
Student Answers and Correct Answers
Comment Codes
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Scoring Student Data

• Explain charts for recording data
• Highlight testable GLCEs in blue
• Record M, P, O
• a. M met expectation
• b. P partial mastery
• c. O little or no mastery

M above 75 P 25-75 O below 25
Litterio, Drake, McGarry 2008
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Scoring Matrix Template
Litterio Drake 2008
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Scoring Matrix
Litterio Drake 2008
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AH HA!!!More Students Are Close to Proficiency
Than We Knew!!!!!
Proficiency Bar
Lauretha Brittney Shanise Fran
Roliscia Natalie Abidul Alem Brett DaMone
Expectation Long-term instructional
intervention to achieve proficiency!
Bradley Alex Cortez Cleveland Amiee
Parsha Megi Neeosha
Expectation Focused instructional intervention
to achieve proficiency!
Litterio, Drake, McGarry 2008
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Curriculum Alignment

• Matching of teaching resources to content
• What do we have?
• Where is the content in these resources?
• What is missing?
• Where can we find it?

Litterio, Drake McGarry 2008
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MEAP DATA WALK KOSCIUSZKO MIDDLE SCHOOL8th
GRADE RESULTSPrioritized GLCEs for ELA
Litterio, Drake, McGarry 2008
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MEAP DATA WALK KOSCIUSZKO MIDDLE SCHOOL8th
GRADE RESULTSPrioritized GLCEs for ELA
Litterio, Drake, McGarry 2008
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AH HA!!!We did not have the right materials to
even teach the right information!!!!
AH HA!!!We did not have an aligned curriculum
plan!!!!
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IMPLICATIONS FOR INSTRUCTION

• Lessons that teach
• 1. Sentence fluency
• length
• Comment Code 2
• complexity
• variety
• 2. Vivid vocabulary
• use of synonyms
• precise word choice
• 3. Conventions
• basic grammar
• punctuation
• paragraph structure
• Lessons that teach
• 1. Details
• 2. Examples

Comment Code 2 Sentence length, vocabulary,
conventions
Comment Code 3 Details Examples
Litterio, Drake, McGarry 2008
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AH HA!!!The test comments are telling us how
to teach to improve student performance!!!!!!
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WE CAN DO THIS!
Success for Students
Right Student Intervention
Right Instructional Strategy
Right Materials/Resources
Right Content
Litterio, Drake, McGarry 2008
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Aligned Curriculum for Eight Grade Language Arts
THE HOW!
Litterio, Drake, McGarry 2008
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Resources and Tools

• Wayne RESA Genre Units
• Lucy Calkins Units of Study for Teaching
  Writing
• Student AND Teacher Writing Notebooks
• Writing Process Folders

Litterio, Drake, McGarry 2008
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Teacher Training

• Writing process to access higher level learning
• Modeling of instruction in the classroom

Litterio, Drake, McGarry 2008
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Universal Design for Learning (UDL)
Multiple means of representation Content
Multiple means of engagement Process
3 Principles of UDL
Multiple means of expression Product
Drake 2008
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Scaffolding Instruction

• Process in which students are given support until
  they can apply new skills and strategies
  independently. (Rosenshine Meister, 1992)

McGarry 2008
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AH HA!!!Instead of altering the curriculum
adapt the instruction!!!!
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Personal Narratives

• I am more likely to write more if I talk and
  write about something that is important and
  special to me!

Kimbrough 2008
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Kimbrough 2008
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Kimbrough 2008
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ALL STUDENTS ARE ACCESSIBLE
Kimbrough 2008
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Working Peers
Kimbrough 2008
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BUDS FIRST KISS

• I SCOOCHED MY LIPS UP AND MASHED MY FACE ON DEZA
  MALONES. WE STUCK LIKE THAT FOR A HOT SECOND,
  BUT IT FELT LIKE A LONG TIME.

Kimbrough 2008
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ENGAGEMENT VS COMPLIANCE
Kimbrough 2008
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MEAP Performance Level Change Table
Litterio Drake 2008
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Reading Grade 7
Litterio Drake 2008
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Reading Grade 8
Litterio Drake 2008
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Our Next Steps

• Keep Working
• Revisiting the Data
• Expand the Curriculum
• Collaborative Professional Development
• Increasing Student Time in General Education

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Recognition of the Team

• Wayne RESA Acting Superintendent
• Kevin Magin
• Wayne RESA Consultants
• Linda McGarry
• Sharon Espy
• Aleatha Kimbrough

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Celebration of the Teacher

• Virginia Chartow

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Contact

• Denise Litterio
• Director Special Services
• Hamtramck School District
• dlitterio_at_hamtramck.k12.mi.us
• Dr. Patricia Drake
• Special Education Data Consultant
• Wayne RESA
• drakep_at_resa.net