MADISON METROPOliTAN SCHOOl DISTRICT - School Information ...

Measurable Student Outcomes: number of students accessing the Literacy Mentor program,
scores on formal assessments:
100% of teachers will report reading and writing in their classes. 100% of students will report that they
are required to read and write in all their classes. EPAS and WKCE reading scores will rise over time.
Ongoing Evaluation and Assessment Plan:
Voluntary literacy walkthroughs by department to observe the increased use of common literacy
practices.
East- End of Year Summary
What we have accomplished: 2011-2012
• Implement East's plan for core writing across-the-curriculum:
o Common school-wide rubric
o Common expectations around frequent use of quick writes and writing prompts
o Common use of MEL-Con graphic organizer
• Acquired and used data (Explore, SRI, grades, credit accumulation) to create a database (early
warning system) and inform appropriate interventions for current East students
• Created and implemented a common formative and summative writing assessment for all 9th graders
• Offered and implemented extensive literacy (particularly writing and formative assessment) PO during
PCT
• Offered and implemented extensive literacy (particularly AVIDffops and WICOR) PO in Leadership
Team and during PCT
• Compiled and shared student reading/writing data with Freshman Academy and entire school and
provided PO for how to use the data to improve instruction.
• Created a greater culture of literacy by mak'1ng literacy more visible throughout the building (Tower
TV, Peppy Writing Posters, AVID posters)
• Connected more with parents and the community through East High United and literacy intervention
communication through letters home and several meetings with middle schools
• Collaborated with Freshman Academy and middle schools to modify and improve a systematic
method by which we can identify and place freshmen into appropriate literacy interventions for 2012-
2013
• Created innovative add-on literacy intervention options for struggling readers who are not currently
supported outside the core classroom (to align with successful Rtl2 models)
• Trained study-hall tutors and mentors in literacy strategies to support students during study halls and
in classes
• Identified common vocabulary and strategies used in SS and English gth and 10 1 h grade classes
• Presented Critical Literacy at IRA convention in Chicago
• Conducted pilot comprehension/fluency ORFs in several literacy classes and a geology class. These
ORFs will be used in all literacy classes next year (and in several core classes).
Current and long-term literacy goals:
• All students read, write and think critically throughout the day in all their classes.
• All teachers model researched-based content-specific reading and writing strategies for all their
students several times a week.
• All students have access to engaging texts (both fiction and discipline-specific non-fiction) at their
grade level and at their reading level throughout the day.
• All struggling readers have extra time to hone their reading, writing, critical thinking and study
skills: they have access to add-on (elective) intervention classes like READ 180, study skills
classes or other special classes to fit their needs and learning styles taught by expert literacy
teachers. This requires that sufficient courses/options exist.
• All instruction, but especially literacy instruction, focuses on student meta-cognition, inquiry and
building meaning.
• All students will take common content specific skills assessments at the beginning of the year to
pinpoint skill strengths and weaknesses.
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