Verified EESAC Meeting Minutes

Approval of minutes: Mrs. Robledo called the meeting to order at 8:17 a.m. and had members introduce themselves. The minutes from May 13, 2008, were reviewed and approved. Mrs. Gramling later pointed out that the minutes should read that Carver finished as second runner-up in the Fairchild challenge and not in second place. Mrs. Robledo said the first order of business was to elect the chairperson for the 2008-09 school year. Mr. Sands motioned that Mrs. Robledo be retained as chairperson and the motion was seconded and approved.

Principal’s message: Mrs. Stroleny began the principal’s message and stated the need to develop and submit the School Improvement Plan. She reviewed an analysis of the 2008 FCAT data and strategies that departments suggested to implement this year. On the 2007 FCAT reading test, 94 percent of students met high standards in reading; in 2008, scores rose to 97 percent. On the FCAT Mathematics test, 98 percent of students met high standards both years. Both years, 100 percent of students met high standards in writing. On the FCAT Science test, 87 percent met high standards in 2007; the number rose to 90 percent last year. These increases may seem small but are significant increases because it is hard to improve when scores are already so high.

When measuring the percentage of students making learning gains, in reading, the number rose from 69 to 78 percent; and in mathematics, scores rose from 85 to 86 percent. The lowest quartile in the school was monitored closely and supported heavily. In reading, 91 percent of students in the lowest quartile made significant progress, up from 83 percent; in mathematics, the figure rose from 92 to 93 percent. Significant progress was made across the board in reading and mathematics.

On the FCAT Reading test, the percentage of students scoring Level 3 or better in the sixth grade dropped from 95 percent to 94, but improved in seventh grade from 96 percent to 98 and in the eighth grade from 89 percent to 94. On the FCAT Mathematics test, the percentage dropped in sixth grade from 95 percent to 94, stayed the same in seventh grade at 99 percent and dropped in eighth grade from 100 percent to 99.

Strategies developed and suggested for 2008-09 year: FCAT Level 1 and 2 reading students are enrolled in intensive reading courses during first period. Additionally, some students who scored a low Level 3 in reading are enrolled in the class because these students tend to make significant gains with extra help. Students in reading classes have the same language arts teacher. Elective classes are implementing timed FCAT reading activities. Carver purchased District interim examinations for reading, math, and science to give concrete data of student strengths and weaknesses. Language Arts teachers participated in a workshop for Visual Thinking Strategies and will implemented them year long to increase reading and writing skills. Foreign language teachers also are using timed readings but often in a different format. They also will do many reading activities. Parent workshops in FCAT reading, writing, mathematics and science will continue.

In writing, students who need help were identified through seventh-grade language arts teachers. Those students meet with Mr. Hudson during homeroom Monday through Thursday and he coaches them in writing. Last year’s writing tutoring students scored three 6’s and two 5.5’s on the state test. Again, the Perfect 6 Club will be highly publicized. Students will continue to write across the curriculum, with every midterm and final exam having a significant essay component. The Visual Thinking Strategy curriculum is also intended to enhance writing.

In mathematics, Level 1 and 2 students are enrolled in an intensive mathematics course. FCAT Mathematics tutoring during homeroom time is used for students who did not pass the FCAT in both reading and math. Some students who scored low Level 3’s in mathematics are also participants in this tutoring. Also, Mrs. Troubady provides the school’s ESOL and exited-ESOL students early morning tutoring on Mondays, Wednesdays, and Fridays.

In science, some students were identified as needing assistance based on low scores on the FCAT mathematics test, and they are enrolled in homeroom tutoring with Mrs. Small. Eighth grade science classes are beginning their classes using FCAT warm-up activities. Dr. Garcia and Mrs. Martinez are teaching same-gender classes for one period each as part of a same-gender pilot study. Mrs. Gonzalez decided to implement the idea because national research shows that some strategies are more effective with boys and others with girls. She said if the class proves successful, the use of same-gender classes may expand next year but it is not logistically possible school-wide.