Verified EESAC Meeting Minutes

Approval of minutes: Mrs. Robledo called the meeting to order at 8:24 a.m. The minutes from September 20, 2011, were reviewed and approved. Mrs. Robledo announced that Mrs. Daniels was elected the school’s Teacher of the Year. Mrs. Daniels expressed her appreciation and gratitude for the honor and said she will do her best to represent the school and faculty.

SIP Review: The EESAC is the sole body responsible for the approval and implementation of the School Improvement Plan, (SIP). Mrs. Stroleny announced that Mrs. Gonzalez was absent because she had to attend another district event. Mrs. Stroleny then updated the committee on Fall Interim testing data. She thanked Mr. Sejeck for his work in developing a report for tracking data for students who were non-proficient in reading. The school-wide reading data trends were as follows: In sixth grade, 77 percent of students scored proficient on the Fall Interim exam, an increase from 60 percent of students scoring proficient on the baseline exam. The average score improved from 71 percent on the baseline to 77 percent on the Fall Interim. Seventh grade students saw a decline. On the baseline exam, 89 percent of students scored proficient as compared to 83 percent of students scoring proficient on the Fall Interim. The average student score declined from 85 percent on the baseline to 79 percent on the Fall Interim exam. Seventh grade language arts teachers are aware of this decline and are implementing a variety of strategies so that student achievement/scores will improve on the Winter Interim. It is anticipated that the next assessment will show significant growth in student achievement as presently reflected by teacher made assessments and Reading Plus. Reading Plus is another source for school-wide reading data and its data shows almost one level of growth in grade 7. In eighth grade, 89 percent of students scored proficient on the Fall Interim, an increase from 69 percent proficient on the baseline; the average score in eighth grade improved from 76 percent on the baseline to 80 percent on the Fall Interim.

The school-wide mathematics data trends were as follows: In sixth grade, 32 percent of students scored proficient on the Fall Interim exam, an increase from 2 percent of students scoring proficient on the baseline exam; the average student score improved from 35 percent on the baseline to 63 percent on the Fall Interim. In seventh grade, 51 percent of students scored proficient on the Fall Interim, an increase from 17 percent of students scoring proficient on the baseline; the average student score improved from 56 percent on the baseline to 70 percent on the Fall Interim. In eighth grade, student proficiency increased from 50 percent on the baseline to 73 percent on the Fall Interim; the average student score improved from 68 percent on the baseline to 75 percent on the Fall Interim. Eighth grade students also took the Algebra I exam and their proficiency improved from 0 percent of students scoring proficient on the baseline to 33 percent of students scoring proficient on the Fall Interim; the average student score improved from 36 percent on the baseline to 62 percent on the Fall Interim.

The school-wide science data trends were as follows: In eighth grade, students improved from 24 percent of students scoring proficient on the baseline exam to 32 percent of students scoring proficient on the Fall Interim exam; the average score improved from 59 percent to 65 percent.

School-wide strategies in place to improve student achievement include tutoring groups that started the second week of school; by next week, new tutoring groups will be established based on grades, Fall Interim scores and teacher recommendations. Departments have met and analyzed data and developed strategies to target deficiencies. Parent workshops have been held for reading and science and they were well attended. The FCAT mathematics workshop is scheduled for November 9. Mr. Hudson will give the FCAT writing workshop on November 30. Interim reading data was disseminated to all departments so that reading skills will be reinforced school-wide. Electives, foreign languages and social studies are working to support reading instruction. The literacy team of about 20 teachers has met to discuss, plan, and support reading and writing strategies school-wide.

Open Forum: Mrs. Fernandez answered questions posed at the last meeting about the math End of Course (EOC) exams. Last year the Algebra I pilot exam took place; the scores did not count, but Carver students did well. This year, students must pass the EOC exam to receive credit for Algebra I. If they do not pass the EOC but pass the class, they must retake the exam. If they pass EOC but do not pass the course with an A, B, or C, they do not have to retake the exam. Students who receive a C, D, or F for the class can retake the class. Mr. Viscito asked if students can go on to the next course (geometry) if they do not pass the EOC. Mrs. Fernandez said students do not need to pass the algebra EOC exam for middle school promotion or to take geometry next year. Retakes will be offered in the summer and next winter. In high school, the EOC counts as 30 percent of the student’s grade. This year, the EOC is being used in geometry as a pilot only. Mr. Torgas asked about students in geometry needing to take the algebra test. Mrs. Robledo said students are becoming experts at taking exams. Mr. Viscito asked about midterms and finals and referred to an article in The Miami Herald saying that the decision would be left up to the teachers. Mrs. Fernandez said it is up to the teachers as to whether to give 9 weeks exams. Mrs. Stroleny said we do things school-wide. Mr. Viscito asked what will happen this year with quarterly or midterm grades and how they will be weighed in course grades. Mrs. Robledo said it is at the discretion of the teacher. As UTD steward, she said she will be in consultation with the teachers. Mr. Viscito said he would like consistency with the teachers and that teachers should be part of the decision-making process. Mrs. Stroleny said it will not be a midterm as such, but we are gearing toward a substantial exam at the end of the marking period and that there will be a unit-type test at the end of the marking period and teachers will have some flexibility. Mr. Torgas suggested that instead of an extra quarterly, the interim exams could count for more weight. Mr. Sands said social studies has quarterly exams already. Mrs. Stroleny said we need comprehensive assessment of students, and we need unit tests that cover a significant body of knowledge, and that this is in the students’ best interests. Mr. Viscito asked how well language arts interims match the course curriculum. Mr. Hudson explained that reading interims are mostly skills-based and do not address the novels read in the language arts classes. Mrs. Fernandez said the District’s baseline and interim mathematics test are 95 percent application. Mr. Viscito asked how quarterly or midterm exams may be different by department and said, from a parent’s standpoint, there should be consistency toward the weight of each exam. It was pointed out that the School Board ruling says that quarterly exams are to count for no more than 5 percent of the marking period grade. Mr. Hudson said that the low weight of the exams diminishes their importance. Mrs. Stroleny said Carver teachers give enough grades so that the quarterly exams will be sufficiently significant, but not overly so. Mr. Torgas said he doesn’t think it makes sense for the teachers to spend time coming up with a large test that isn’t worth much toward the final grade.

Adjournment: Mrs. Robledo adjourned the meeting at 9:06 a.m.