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					  Bloomington High School
 NCA School Improvement
Year 5 Documentation Report




     December 1, 2004




          DISTRICT NO. 87
   BLOOMINGTON HIGH SCHOOL
     1202 EAST LOCUST STREET
  BLOOMINGTON, ILLINOIS 61701-3394
            (309) 828-5201
Bloomington High School
NCA Documentation Report




                                        Table of Contents
Introduction ......................................................................................................... 3

Goal 1: Mathematics .......................................................................................... 4
Data Summary ...................................................................................................... 6
Graphs ................................................................................................................ 13
Narrative Summary ............................................................................................. 16

Goal 2: Writing ................................................................................................. 22
Data Summary .................................................................................................... 23
Graphs ................................................................................................................ 27
Narrative Summary ............................................................................................. 29

Appendix A: Profile Update

Appendix B: Data

Appendix C: Faculty Surveys




                                                            2
Bloomington High School
NCA Documentation Report




                                   Introduction
       This document was prepared as an attempt to capsulize and finalize a
process that defies both functions. School leaders have cultivated a mindset for
continuous quality improvement that makes each summative statement outdated
before it is even published. The pages that follow constitute a limited effort to
demonstrate the effectiveness of school improvement planning that affects all
students throughout a broad spectrum of learning activities at Bloomington High
School. The words and numbers on these pages cannot possibly reflect the
personal victories of each student, in every classroom, every day, but we have
made an attempt to testify to the changes in instructional practices as a result of
five years of intentional focus on this cycle ofschool improvement.

       The Mathematics and Writing committees worked tirelessly to implement
interventions throughout our learning community. The interdisciplinary emphasis
was communicated regularly, assistance was available to teachers, and input
was sought from them regarding classroom implementation. Their narrative
contributions to this report reflect many hours of research, inquiry, and dialogue.

        The data analysis within this report is a hybrid of statistical methods
believed to most reliable for our population. In some instances, the NCA
software was used to calculate standard scores; in other cases, a distribution of
our own population was used to compare means for matched pairs. BHS is
constantly studying ways to collect and analyze data more consistently and
efficiently, and those improvements will facilitate future reporting.

       Administrative support for school improvement was evidenced by the high
importance placed on professional development and instructional support
throughout the five year cycle. At a time when resources are becoming more
scarce, school improvement has remained a high priority for building leaders. By
modeling the desire for individual and collective improvement, the administration
sets the tone for a community of lifelong learners.1

                               Cindy Helmers, Principal
                            Tim Moore, Associate Principal
                              Nancy Powell, Mathematics
                                 Lisa Thomas, Writing
                            Kathryn Gillespie, Data Analysis




1
    BHS Mission Statement

                                           3
Bloomington High School
NCA Documentation Report                                   Goal 1: Mathematics


Goal 1: All students will increase their skills in
applying math in a variety of curricular contexts.

Support data used in goal selection2
     8th grade ISAT Mathematics
     Prairie State Achievement Examination (ACT, WorkKeys)
     EXPLORE and PLAN tests
     Local assessment: Math in Context

Successful interventions
       The two most successful interventions used during this goal cycle were
the Algebra Relearn program and the math review week each spring.
    The Algebra Relearn program has been modified as a result of student
       achievement in Algebra, and the new program seems to benefit students
       even more. The old program had students who failed first semester
       Algebra I retake the first semester over during second semester and then
       take second semester Algebra I in the summer during summer school
       (which was too fast for most students because of the amount that needed
       to be covered in 8 weeks. The new Algebra Relearn program gives
       students more time and smaller classes to master the concepts and skills
       in Algebra. If students fail first semester Algebra I, they can enter the
       Algebra Relearn program where they repeat 1st semester Algebra I during
       the second semester and then take the second semester and some
       additional topics during the next school year to complete their Algebra I
       sequence and prepare for Geometry for the following year. Students and
       parents sign contracts indicating that they will work together with the
       teacher to provide a good study environment and will encourage students
       to seek help beyond the class period. The number of students
       successfully completing Algebra before graduation has increased since
       the implementation of this program.
    The Math Review week focuses on two major areas that were identified by
       students taking the survey at the end of the ACT test. This intervention
       includes students learning how to determine if they know enough to solve
       a problem, and how to go about solving a problem that they haven’t seen
       before. Students spend two of the five days specifically studying math
       problems dealing with a variety of contexts. A review of math skills and
       concepts help students make important connections, again realizing that
       math is found in all the content areas. Math test-taking skills are also
       being addressed in all classes for all students and a week of preparation
       for the PSAE/ACT and other standardized/multiple choice tests occurs for
       all students in the math department. Test taking strategies are taught and


2
    Updated in Appendix A

                                        4
Bloomington High School
NCA Documentation Report                                    Goal 1: Mathematics
      students have time to practice what they learn in order to become familiar
      and comfortable with the strategies.

      Other interventions included:
       More use of technology to strengthen math use and understanding in a
         variety of contexts.
       Tutoring for minority/low income students in the library after school once a
         week by a community group – TSTM.
       Tutor lab staffed by Illinois State University and Illinois Wesleyan
         University pre-student teachers offers students help during the school day
         and after school.
       The math department website provides students places to practice math
         skills (factoring, expanding polynomials, simplifying radicals and practicing
         basic math skills) and sites for further study.
         http://www.bhs87.org/math/mathprac.htm




Standard Scores and Effect Size
      Efforts were made to identify assessments and comparison groups such
that:
    Pre- and Post- Interventions were the same or equivalent,
    Disaggregation includes gender, race, and socio-economic status.
    At least one year for intervention separates pre- and post- measurements.
    Student populations for pre- and post- measurements were equivalent.
    Scores are standardized by using sound statistical methods to quantify
      effect.3
    When applicable, NCA software was use to calculate standard score and
      effect size. Due to small sample sizes and distributions that do not
      conform to normal, t-distributions were used for some analyses. A mean
      and sample standard deviation was computed for pre- and post-test
      measures, then a pooled standard deviation was calculated.
                                     mean post  mean pre
                           Effect 
                                          SD pooled




3
    Ira Langston, NCA Illinois Office

                                           5
Bloomington High School
NCA Documentation Report                                                   Goal 1: Mathematics

                         Mathematics Assessments: Entire Group
                        All comparisons based on matched pair data
                                 *NCA software calculated
                                      **t-distribution

                                        Baseline                Post-Intervention
                                                                                      Difference
                                                  Score                      Score
                                                                                       (Effect)
                                 8th grade
                                                          10th gr.
                                   Terra
      PLAN Test*4                                         PLAN
                                   Nova        0.25                           0.5       +0.25
                                                         National
                                 National
                                                           %ile
                                    %ile
                                  10th gr.                11th gr.
                                              X=19.00
                                   PLAN                    ACT              x=20.67
       ACT Test**5                            s = 5.56
                                                                             s=5.80
                                                                                        +0.29
                                Raw score              Raw score
                                    (36)                   (36)
                                   th
                                10 grade
Math in Context (Local                                  11th grade
                                  Math in
  Assessment) and                                      WorkKeys
                                 Context       -0.61                          -0.2      +0.41
 WorkKeys Applied                                      Raw Score
                                    Raw
   Mathematics*6                                          (3—7)
                                Score (26)
                                           BHS course
                                       Pre and Post Tests
                                                        Post Test
                                 Pre Test
                                              X=24.86  Raw Score            X=27.40
       Alg Prep**7              Raw score S=6.08                            S=8.33
                                                                                        +0.35
                                                           (50)
                                    (50)
                                                              Post Test
                                 Pre Test
                                                 X=25.98      Raw Score     x=32.56
        Algebra I8              Raw score        S=6.87                      s=7.43
                                                                                        +0.90
                                                                (50)
                                   (50)
                                 Pre Test                      Post Test
                    9                             X=1.73                     X=2.74
       Geometry                  Van Heile        S=1.13
                                                               Van Heile     S=1.07
                                                                                        +0.92
                                  (0—4)                         (0—4)




4
  Appendix B-2
5
  Appendix B-3
6
  See Appendix B-4,5 for a correlation between these two assessments.
7
  Appendix B-6
8
  Appendix B-6
9
  Appendix B-7

                                                   6
Bloomington High School
NCA Documentation Report                                     Goal 1: Mathematics

                  Mathematics Assessments: Subgroup WHITE
                   All comparisons based on matched pair data
                            *NCA software calculated
                                 **t-distribution

                               Baseline          Post-Intervention
                                                                        Difference
                                      Score                    Score
                                                                         (Effect)
                          8th grade
                                                  10th gr.
                            Terra
     PLAN Test*                                   PLAN
                            Nova         0.47                  0.81       +0.34
                                                National
                          National
                                                   %ile
                             %ile
                           10th gr.               11th gr.
                            PLAN       X=20.38     ACT        X=22.31
     ACT Test**                        S=5.18                 S=5.44
                                                                          +0.36
                         Raw score             Raw score
                             (36)                  (36)
                            th
                         10 grade
Math in Context (Local                         11th grade
                           Math in
  Assessment) and                              WorkKeys
                          Context       -0.74                  -0.39      +0.35
 WorkKeys Applied                              Raw Score
                         Raw Score
    Mathematics*                                  (3—7)
                             (26)
                                    BHS course
                               Pre and Post Tests
                                                Post Test
                          Pre Test
                                               Raw Score
     Alg Prep**          Raw score X=25.91                    X=28.05     +0.30
                                                   (50)
                             (50)
                                                Post Test
                          Pre Test
                                                Raw Score
     Algebra I**         Raw score    X=26.82                 X=34.09     +1.06
                                                  (50)
                            (50)
                          Pre Test              Post Test
      Geometry            Van Heile   X=1.93    Van Heile      X=3.02     +1.07
                           (0—4)                 (0—4)




                                          7
Bloomington High School
NCA Documentation Report                                     Goal 1: Mathematics

               Mathematics Assessments: Subgroup: BLACK
                All comparisons based on matched pair data
                         *NCA software calculated
                              **t-distribution

                              Baseline          Post-Intervention
                                                                        Difference
                                      Score                    Score
                                                                         (Effect)
                          8th grade
                                                  10th gr.
                            Terra
     PLAN Test*                                   PLAN
                            Nova        -0.31                   -0.1      +0.21
                                                National
                          National
                                                   %ile
                             %ile
                           10th gr.               11th gr.
                            PLAN       X=15.39     ACT        X=16.11
     ACT Test**                                                           +0.24
                         Raw score S=3.36 Raw score           S=2.64
                             (36)                  (36)
                         10th grade
Math in Context (Local                         11th grade
                           Math in
  Assessment) and                              WorkKeys
                          Context       -0.18                  0.52       +0.70
 WorkKeys Applied                              Raw Score
                         Raw Score
    Mathematics*                                  (3—7)
                             (26)
                                    BHS course
                               Pre and Post Tests
                                                Post Test
                          Pre Test
                                               Raw Score
     Alg Prep**          Raw score X=23.19                    X=26.00     +0.40
                                                   (50)
                             (50)
                                               Post Test
                          Pre Test
                                               Raw Score
      Algebra I          Raw score   X=24.38                  X=30.69     +1.02
                                                 (50)
                            (50)
                         Pre Test              Post Test
      Geometry
                         Van Heile    X=1.09   Van Heile       X=2.00     +0.73
  (sample size < 40)
                          (0—4)                 (0—4)




                                         8
Bloomington High School
NCA Documentation Report                                     Goal 1: Mathematics

               Mathematics Assessments: Subgroup FEMALE
                All comparisons based on matched pair data
                         *NCA software calculated
                              **t-distribution

                              Baseline          Post-Intervention
                                                                        Difference
                                      Score                    Score
                                                                         (Effect)
                          8th grade
                                                  10th gr.
                            Terra
     PLAN Test*                                   PLAN
                            Nova         0.28                  0.61       +0.33
                                                National
                          National
                                                   %ile
                             %ile
                           10th gr.               11th gr.
                            PLAN       X=18.88     ACT        X=20.28
     ACT Test**                                                           +0.28
                         Raw score S=4.91 Raw score           X=5.23
                             (36)                  (36)
                         10th grade
Math in Context (Local                         11th grade
                           Math in
  Assessment) and                              WorkKeys
                          Context       -0.58                  -0.15      +0.43
 WorkKeys Applied                              Raw Score
                         Raw Score
    Mathematics*                                  (3—7)
                             (26)
                                    BHS course
                               Pre and Post Tests
                                                Post Test
                          Pre Test
                                               Raw Score
     Alg Prep**          Raw score X=23.82                    X=26.02     +0.32
                                                   (50)
                             (50)
                                               Post Test
                          Pre Test
                                               Raw Score
      Algebra I          Raw score   X=25.62                  X=31.54     +0.84
                                                 (50)
                            (50)
                         Pre Test              Post Test
      Geometry           Van Heile    X=1.60   Van Heile       X=2.53     +0.79
                          (0—4)                 (0—4)




                                         9
Bloomington High School
NCA Documentation Report                                     Goal 1: Mathematics

                  Mathematics Assessments: Subgroup MALE
                   All comparisons based on matched pair data
                            *NCA software calculated
                                 **t-distribution

                              Baseline           Post-Intervention
                                                                        Difference
                                      Score                    Score
                                                                         (Effect)
                          8th grade
                                                  10th gr.
                            Terra
     PLAN Test*                                   PLAN
                            Nova         0.41                  0.64       +0.23
                                                National
                          National
                                                   %ile
                             %ile
                           10th gr.               11th gr.
                            PLAN       X=20.13     ACT        X=22.10
     ACT Test**                                                           +0.34
                         Raw score S=5.64 Raw score           S=5.97
                             (36)                  (36)
                         10th grade
Math in Context (Local                         11th grade
                           Math in
  Assessment) and                              WorkKeys
                          Context       -0.71                  -0.39      +0.32
 WorkKeys Applied                              Raw Score
                         Raw Score
    Mathematics*                                  (3—7)
                             (26)
                                    BHS course
                               Pre and Post Tests
                                                Post Test
                          Pre Test
                                               Raw Score
     Alg Prep**          Raw score X=25.72                    X=28.36     +0.36
                                                   (50)
                             (50)
                                                Post Test
                          Pre Test
                                                Raw Score
      Algebra I          Raw score    X=27.12                 X=34.54     +1.02
                                                  (50)
                            (50)
                          Pre Test              Post Test
      Geometry            Van Heile   X=1.85    Van Heile      X=3.11     +1.33
                           (0—4)                 (0—4)




                                      10
Bloomington High School
NCA Documentation Report                                     Goal 1: Mathematics

              Mathematics Assessments: Subgroup LOW SES
                All comparisons based on matched pair data
                         *NCA software calculated
                              **t-distribution

                              Baseline          Post-Intervention
                                                                        Difference
                                      Score                    Score
                                                                         (Effect)
                          8th grade
                                                  10th gr.
                            Terra
     PLAN Test*                                   PLAN
                            Nova        -0.36                  -0.15      +0.21
                                                National
                          National
                                                   %ile
                             %ile
                           10th gr.               11th gr.
                            PLAN       X=15.02     ACT        X=15.98
     ACT Test**                                                           +0.30
                         Raw score S=3.14 Raw score           S=3.21
                             (36)                  (36)
                         10th grade
Math in Context (Local                         11th grade
                           Math in
  Assessment) and                              WorkKeys
                          Context       -0.20                  0.47       +0.67
 WorkKeys Applied                              Raw Score
                         Raw Score
    Mathematics*                                  (3—7)
                             (26)
                                    BHS course
                               Pre and Post Tests
                                                Post Test
                          Pre Test
                                               Raw Score
     Alg Prep**          Raw score X=24.24                    X=26.09     +0.25
                                                   (50)
                             (50)
                                               Post Test
                          Pre Test
                                               Raw Score
     Algebra I**         Raw score   X=24.17                  X=30.79     +0.86
                                                 (50)
                            (50)
                         Pre Test              Post Test
    Geometry**
                         Van Heile    X=1.38   Van Heile       X=2.13     +0.73
 (Sample size < 40)
                          (0—4)                 (0—4)




                                      11
Bloomington High School
NCA Documentation Report                                     Goal 1: Mathematics

           Mathematics Assessments: Subgroup NON-LOW SES
                All comparisons based on matched pair data
                         *NCA software calculated
                              **t-distribution

                              Baseline          Post-Intervention
                                                                        Difference
                                      Score                    Score
                                                                         (Effect)
                          8th grade
                                                  10th gr.
                            Terra
     PLAN Test*                                   PLAN
                            Nova         0.44                  0.71       +0.27
                                                National
                          National
                                                   %ile
                             %ile
                           10th gr.               11th gr.
                            PLAN       X=20.07     ACT        X=21.93
     ACT Test**                                                           +0.33
                         Raw score S=5.58 Raw score           S=5.70
                             (36)                  (36)
                         10th grade
Math in Context (Local                         11th grade
                           Math in
  Assessment) and                              WorkKeys
                          Context       -0.71                  -0.36      +0.35
 WorkKeys Applied                              Raw Score
                         Raw Score
    Mathematics*                                  (3—7)
                             (26)
                                    BHS course
                               Pre and Post Tests
                                                Post Test
                          Pre Test
                                       X=25.39 Raw Score
     Alg Prep**          Raw score                            X=28.55     +0.44
                                                   (50)
                             (50)
                                               Post Test
                          Pre Test
                                               Raw Score
     Algebra I**         Raw score   X=26.61                  X=33.18     +0.95
                                                 (50)
                            (50)
                         Pre Test              Post Test
     Geometry**          Van Heile    X=1.78   Van Heile       X=2.79     +0.94
                          (0—4)                 (0—4)




                                      12
Bloomington High School
NCA Documentation Report                                           Goal 1: Mathematics

                               Mathematics Assessment
                              National Percentile Ranking
 %ile
 90


 80


 70


 60


 50


 40


 30


 20


 10


  0
        All    White       Black          Female            Male    Low SES   Non-Low SES

                                   Terra Nova      PLAN




                               Mathematics Assessment
 Raw Score                           PLAN/ACT

 25




 20




 15




 10




  5




  0
        All    White       Black          Female            Male    Low SES   Non-Low SES

                                        PLAN       ACT




                                          13
Bloomington High School
NCA Documentation Report                                                  Goal 1: Mathematics


                              Mathematics Assessment
  Raw Score
 Math in Context              Math in Context/WorkKeys                                       Workkeys

   25                                                                                                6




                                                                                                     5
   20



                                                                                                     4

   15


                                                                                                     3


   10

                                                                                                     2



       5
                                                                                                     1




       0                                                                                             0
           All     White   Black          Female          Male          Low SES        Non-Low SES

                               Math in Context        WorkKeys




                                   Mathematics Assessment
                                        Algebra Prep

  30




  25




  20




  15




  10




   5




   0
           All     White     Black           Female              Male        Low SES          Non-Low SES

                                           Pre     Post




                                          14
Bloomington High School
NCA Documentation Report                                                 Goal 1: Mathematics
                               Mathematics Assessment
                                     Algebra I
      Raw Score
 40



 35



 30



 25



 20



 15



 10



  5



  0
           All    White    Black                Female            Male    Low SES    Non-Low SES

                                              Pre     Post




                               Mathematics Assessment
                                Geometry (Van Heile)
      Raw Score                     *indicates sample size < 40

 3.5



  3




 2.5



  2




 1.5



  1




 0.5



  0
            All   White    Black*                Female           Male    Low SES*   Non-Low SES

                            Pre                            Post




                                               15
Bloomington High School
NCA Documentation Report                                     Goal 1: Mathematics


Faculty Goal Expectations
        The BHS staff chose to integrate math in a variety of contexts. Teachers
thought the goal was appropriate, but there was much anxiety when it came to
feeling comfortable and competent teaching math in other curriculum areas. For
teachers to be able to help students see the value of mathematics and the math
skills required, the staff needed to increase their confidence and competence in
math as related to their subject area. Students were not as aware as we would
have liked when it came to realizing that math exists in all contexts. Students
also needed to learn to integrate and expand their math skills to meet the needs
of the mathematics in all context areas. In this school improvement cycle we
spent valuable time brainstorming applications of math in all of the content areas.
After several workshops with teachers, the teachers were finding many contexts
for math and different ways to teach and be comfortable with the math in their
classrooms. Their expectations for their students and the goal increased
significantly over the last four years. As a result, students began to see and
apply math more confidently in other content areas. (’04 survey)

      Before the goal cycle began, teachers in content areas (other than math
and science) admitted that they did little or no math in their courses. In fact,
some teachers were not sure that math was relevant to their content areas at all.
Our most recent staff survey (’04) showed there has been a significant change in
the way the staff viewed math in their content areas and in the amount of math
being used and discussed in their courses.

        Several assessments were used to measure the improvement of students
over this goal cycle. Two of the most noted results were the measurable growth
in mathematics scores for the entire groups of Algebra I and Geometry students
(effect sizes +0.9 and +0.92 respectively. This is significant for more than one
reason. Since our population of students taking Algebra I and Geometry is
growing each year, it is reinforcing that what we are doing as a faculty is
encouraging this growth. Another assessment that directly relates to our NCA
Math goal shows growth between the NCA Math in a Variety of Contexts test and
the PSAE WorkKeys exam10. The NCA math committee was comprised of
faculty members from every department in the school. The committee wrote,
piloted, and gave the NCA Math in Context test to all sophomores. This local
assessment was then compared to the WorkKeys component of the Prairie State
Achievement Exam (PSAE) that students took as juniors. These tests showed
significant improvement after one year of intervention (effect size +0.41. Other
tests showed improvement over time as well. We measured
     8th grade Terra Nova tests with 10th grade PLAN tests
     10th grade PLAN tests with 11th grade ACT tests (from the PSAE)
     Pre-tests and Post-tests in Algebra Prep, Algebra, and Geometry classes.
All of these tests showed a significant growth on the part of students’ math
abilities in a variety of contexts.

10
     See correlation Appendix B-5

                                        16
Bloomington High School
NCA Documentation Report                                   Goal 1: Mathematics

Faculty Plans for Sustained Math Initiative
       The BHS Staff has supported the continuation of the math goal over the
next NCA goal cycle. The 2004 Faculty survey indicates that teachers have
been successful in finding ways to integrate math into their curriculum and are
feeling more comfortable with the integration. Teachers agreed that having
students see math being used by non-math teachers was a good model for
students and sent a positive message to students about the need for math in
their daily lives. Lessons once skipped by some teachers because of the math in
the lessons, are now being used and are more positively received by the
faculty.11

Here are some additional outcomes of this survey.
    The use of spreadsheets and the equation editor in various courses have
      increased and this trend tends to be rising in many curriculum areas.
    English teachers are paying attention to and discussing the mathematics
      that show up in literature, relating math to sets and costumes in drama,
      using mathematics to support persuasive arguments in speech and when
      writing papers, making connections between logical thinking and clear
      writing using logic problems, and having students calculate their grades.
    Physical education and health teachers as well as coaches have students
      figuring target heart rate ranges, BMI and Basal Metabolism. They are
      making sure that students are able to keep scores accurately in all sports
      and calculate statistics in those sports.
    Foreign language teachers not only include counting in other languages,
      but they have students doing math in other languages, compare
      populations and land sizes of other countries, and convert currencies
      between countries.
    Business and applied technology teachers are having students figure
      interest, compare investment opportunities, use graphs and charts to
      describe data, balancing check books, figuring mortgages/loans and
      payments, using different number bases to explain computers and how
      they work, and explore vectors, mechanical relationships, and parabolic
      motion as they evaluate the efficiency of machines.
    Music teachers are relating math to rhythm, scales, and musical
      composition.
    Science teachers have included in their curriculum the conversions
      between metric and English systems, microscope measurement,
      calculating the age of fossils, carbon dating, graphing, calculating the
      number of elements in a compound molecule, prairie and forest density
      and dominance studies, river macro invertebrate biotic index, stream
      discharge, environmental economics with cost/benefit analysis,
      calculations with BTU’s, watts, joules, moles, etc., compute populations,
      complete genetics problems, use formulas to model data that students
      collect, and estimate, predict and calculate important information dealing
      with physical situations.
11
     Appendix C

                                       17
Bloomington High School
NCA Documentation Report                                      Goal 1: Mathematics
    Family and consumer science teachers point out that they are using math
      to counting calories, measuring ingredients, calculating calories burned,
      changing recipes (making them larger or smaller), measuring fabric and
      altering patterns, calculating day care costs for children, and developing
      personal and household budgets.
    Math teachers made a concerted effort to integrate other content areas
      into math problems, making the problems more visibly connected to other
      contexts. Some examples included calculating tips for a restaurant meal,
      determining the slopes of roofs, adjusting recipes, exploring elections
      using statistics, modeling real life data from many content areas with
      mathematical functions to predict the future or figure out the past,
      calculate simple and compound interest, find the related rates between
      two objects that are moving at the same time in different directions,
      calculate the amount of materials needed to complete a project, use
      similarity to rind and use ratios between actual and scale models/objects
      and their magnifications, and many more examples.
    The NCA Math Website is providing teachers another way to share lesson
      ideas and find additional math content to incorporate into their content
      areas. http://www.district87.org/bhs/ncamath/

         Faculty members believe that students are limiting their potential for future
success if they cannot apply math in a variety of contexts. They believe that
students are still having a difficult time jumping from abstract math to applications
outside the math classroom. A conceptual ―feel‖ for math is needed in many of
the subjects we teach. Formulas, while not always requiring memorization,
should be made available and accessible to all students to tie math to other
contexts. The more the faculty integrates math into curriculum, the more
ownership students have in learning how to apply math in their lives. Doing
math is an important life skill. Math problems give students crucial practice in
critical thinking and decision-making. (Faculty survey, 2004)

      We will continue to pre- and post-test in our entry-level classes (Algebra
Prep, Algebra, and Geometry) and students will continue to take the NCA Math in
Contexts exam.

Curriculum and Instructional Strategies Modification
       Throughout this goal cycle, the NCA Math Committee at BHS worked to
provide teachers and students with tools to make this goal a reality in all content
areas. This committee was made up of school leaders in all content areas
throughout the duration of the goal cycle. These teachers led discussions,
conducted effective workshops, facilitated the implementation in their
departments, and were models for their peers throughout the process.
Department lead teachers also helped to lead teachers through the development
of materials to meet the needs of the teachers and students.

      Another result of this goal is that BHS students will now have increased
graduation requirements in mathematics from 2 years to 3 years for the


                                         18
Bloomington High School
NCA Documentation Report                                    Goal 1: Mathematics
graduating class of 2009. The additional coursework will give students a chance
to see more connections and become more proficient in mathematics in all
content areas.

       The data analysis in this report highlights improvement in all assessments
but also pointed out subgroups with less improvement than others. We will be
looking closely at these groups and find interventions targeted to help those
groups raise their achievement levels.

        The faculty has looked forward into the next goal cycle and has
determined that ongoing professional development as a learning community
fosters an environment open to new ideas and improvement. The faculty wants
to continue mixed content grouped workshops, as well as department based
activities, to continue to expand the ability to integrate math in all content areas
and raise the quality of instruction (relative to this goal) to their students. The
math department and the NCA Math Committee will continue to look for and find
ways to provide assistance to both students and teachers relative to this goal.

Conclusion
       Working towards NCA goals has helped us remember that we are a
learning community and that we have more to learn as a faculty and will therefore
enrich the lives of our students by continually learning new pedagogy. We have
continued to grow professionally and we feel that our assessments do show a
marked improvement over time for our students. However, we are not satisfied
with our progress and plan to become even more diligent in the accomplishment
of our goals.

        Here is what we felt happened during this time. The information was
gathered from staff and students both formally (tests and surveys) and informally
(interviews).

Students:
    Experienced math in a variety of contexts, not only in a mathematics
      class;
    Began to see connections and apply math to other content areas;
    Started to develop the capacity for critical thinking, intellectual
      independence, and imagination;
    Developed more knowledge of the fundamental processes and
      relationships of mathematics;
    Learned to use formal methods of reasoning in problem solving;
    Started to understand and appreciate the diversity of cultures as they
      apply to mathematics in the different contexts in all of their classes, the
      school, and the community;
    Developed more capacity for communicating mathematical ideas in writing
      and orally in all subject levels, and to use writing as a means of discovery
      and understanding;



                                         19
Bloomington High School
NCA Documentation Report                                     Goal 1: Mathematics
    Learned to make and assess judgments based on mathematics in all
      context areas; and
    Developed an understanding of mathematics through a variety of methods
      in a variety of contexts using multiple intelligences.

     Each teacher is continually expanding his/her expertise in relating
mathematics to content areas. Teachers are constantly:
   becoming more aware of the mathematics that they used both personally
     and professionally;
   working on transforming their disciplinary knowledge into classroom
     subject matter which is integrated mathematical ideas/skills/problem
     solving that are appropriate for different grade levels and settings;
   learning to work cooperatively and collaboratively with teachers from other
     departments;
   assessing educational resources and instructional technologies particular
     to their subject areas that would help incorporate mathematics
     successfully in their curriculums, and as they individualize educational
     planning for all students recognizing that there are developmentally and
     culturally diverse student populations at BHS;
   learning to apply principles of best practice for creating and sustaining
     learning environments.
   drawing upon the disciplinary content knowledge they have learned
     throughout their major and general education, but also appreciate and
     pursue additional knowledge as they design and implement curriculum
     that widen and support student learning of math in a variety of contexts.;
   exploring curricular concepts, instructional skills, multiple teaching
     techniques, and an analysis of instructional materials and media as they
     apply to subject areas taught at BHS and their relationship to
     mathematical problem solving; and
   committing themselves to the education of all students, regardless of race,
     language, class, gender, and ability. Because of this commitment,
     teachers are exploring mathematical ideas beyond the textbook in their
     context areas and as a result, they are finding ways to connect to
     students’ lives inside and outside of school.




                                      20
Bloomington High School
NCA Documentation Report                                    Goal 1: Mathematics


        BHS students must develop critical thinking skills and apply problem
solving skills to function in today’s world. To do both, students need to possess
the ability to integrate all content information with the language of mathematics.
This will enable them to make critical decisions that affect them personally and
affect the people around them. As a teaching staff, we are investing our time and
expertise to strive to provide students with the tools to increase their skills in
applying math in a variety of curricular contexts.




                                       21
Bloomington High School
NCA Documentation Report                                       Goal 2: Writing



Goal 2: All students will improve writing skills across
the curriculum.

Support data used in goal selection12
  1. 8th grade ISAT Writing
  2. Local Assessment: Holistic Writing
  3. Prairie State Achievement Examination Writing Score


Successful interventions
  1. Students use the Raider Writing checklist, posted in every BHS
     classroom, to prepare writing assignments for submission that meet basic
     writing skills.
  2. Students revise using corrective feedback from rubric assessments of
     writing completed by teachers, peers, and self.



Standard Scores and Effect Size
      Efforts were made to identify assessments and comparison groups such
that:
    Pre- and Post- Interventions were the same or equivalent,
    Disaggregation includes gender, race, and socio-economic status.
    At least one year for intervention separates pre- and post- measurements.
    Student populations for pre- and post- measurements were equivalent.
    Scores are standardized by using sound statistical methods to quantify
      effect.13
    When applicable, NCA software was use to calculate standard score and
      effect size. Due to small sample sizes and distributions that do not
      conform to normal, t-distributions were used for some analyses. A mean
      and sample standard deviation was computed for pre- and post-test
      measures, then a pooled standard deviation was calculated.
                                     mean post  mean pre
                           Effect 
                                          SD pooled




12
     Updated in Appendix A
13
     Ira Langston, NCA Illinois Office

                                         22
Bloomington High School
NCA Documentation Report                                                      Goal 2: Writing

                            Writing Assessments: Entire Group
                                  *NCA software calculated
                              **Calculated using t-distribution
                                     # matched pair data

                                    Baseline              Post-Intervention
                                                                                   Difference
                                               Score                      Score
                                                                                    (Effect)
                              8th grade
                                                         10TH grade
     PLAN Test*#14           Terra Nova
                                               0.25        PLAN           0.31       +0.06
                              National
                                                        National %ile
                                 %ile
   Prairie State              Class of
                                               0.00    Class of 2005       0.05      +0.05
     Writing*15                 2002
Local Assessment:
                              11th grade
Writing Portfolio*#16                                    12th grade
                              Research         -0.44                      -0.31      +0.13
(sample size < 40,                                     Writing Porfolio
                                Paper
but representative)
                               Class of
 Local Assessment:              2005                   Class of 2005
                                               -0.18                       -.13      +0.05
  Holistic Writing*17         Freshman                 Junior Writing
                               Writing
                               Class of
Local Assessment:                          X=7.62      Class of 2006      X=7.23
                                2006                                                 -0.21
Holistic Writing**#18                      S=1.87      Sophomores         S=1.94
                              Freshmen




14
   Appendix B-8
15
   Appendix B9
16
   Appendix B-10,11 includes correlation
17
   Disaggregation not available
18
   Appendix B-12,13

                                                 23
Bloomington High School
NCA Documentation Report                                               Goal 2: Writing

                      Writing Assessments: Subgroup WHITE
                              *NCA software calculated
                           **Calculated using t-distribution
                                # matched pair data

                             Baseline              Post-Intervention
                                                                            Difference
                                        Score                      Score
                                                                             (Effect)
                         8th grade
                                                  10TH grade
   PLAN Test*#          Terra Nova
                                        0.47        PLAN           0.52       +0.05
                         National
                                                 National %ile
                            %ile
   Prairie State         Class of
                                        -0.08   Class of 2005      -0.13      -0.05
      Writing*             2002
Local Assessment:
                         11th grade
Writing Portfolio*#                               12th grade
                         Research       -0.33                      -0.50      -0.17
(sample size < 40,                              Writing Porfolio
                           Paper
but representative)
                          Class of
Local Assessment:                     X=7.74    Class of 2006      X=7.40
                           2006       S=1.94                       S=1.83
                                                                              -0.19
Holistic Writing**#                             Sophomores
                         Freshmen


                  Writing Assessments: Subgroup BLACK
                           *NCA software calculated
                        **Calculated using t-distribution
                             # matched pair data

                             Baseline              Post-Intervention
                                                                            Difference
                                        Score                      Score
                                                                             (Effect)
                         8th grade
                                                  10TH grade
   PLAN Test*#          Terra Nova
                                        -0.33       PLAN           -0.25      +0.08
                         National
                                                 National %ile
                            %ile
   Prairie State         Class of
                                        0.39    Class of 2005      0.44       +0.05
      Writing*             2002
Local Assessment:
                         11th grade
Writing Portfolio*#                               12th grade
                         Research       -0.01                        0        +0.01
(sample size < 40,                              Writing Porfolio
                           Paper
but representative)
                          Class of
Local Assessment:                     X=6.97    Class of 2006      X=6.31
                           2006       S=2.06                       S=1.76
                                                                              -0.54
Holistic Writing**#                             Sophomores
                         Freshmen




                                          24
Bloomington High School
NCA Documentation Report                                               Goal 2: Writing


                      Writing Assessments: Subgroup MALE
                              *NCA software calculated
                           **Calculated using t-distribution
                                # matched pair data


                             Baseline              Post-Intervention
                                                                            Difference
                                        Score                      Score
                                                                             (Effect)
                         8th grade
                                                  10TH grade
   PLAN Test*#          Terra Nova
                                        0.41        PLAN           0.39       -0.02
                         National
                                                 National %ile
                            %ile
Local Assessment:
                         11th grade
Writing Portfolio*#                               12th grade
                         Research       -0.44                      -0.20      +0.24
(sample size < 40,                              Writing Porfolio
                           Paper
but representative)
                          Class of
Local Assessment:                     X=6.97    Class of 2006      X=6.31
                           2006       S=2.06                       S=1.76
                                                                              -0.54
Holistic Writing**#                             Sophomores
                         Freshmen


                  Writing Assessments: Subgroup FEMALE
                           *NCA software calculated
                        **Calculated using t-distribution
                             # matched pair data

                             Baseline              Post-Intervention
                                                                            Difference
                                        Score                      Score
                                                                             (Effect)
                         8th grade
                                                  10TH grade
   PLAN Test*#          Terra Nova
                                        0.25        PLAN           0.41       +0.16
                         National
                                                 National %ile
                            %ile
Local Assessment:
                         11th grade
Writing Portfolio*#                               12th grade
                         Research       -0.47                      -0.41      +0.06
(sample size < 40,                              Writing Porfolio
                           Paper
but representative)
                          Class of
Local Assessment:                     X=7.85    Class of 2006      X=7.42
                           2006       S=1.85                       S=1.91
                                                                              -0.23
Holistic Writing**#                             Sophomores
                         Freshmen




                                          25
Bloomington High School
NCA Documentation Report                                             Goal 2: Writing

                 Writing Assessments: Subgroup LOW SES
                           *NCA software calculated
                        **Calculated using t-distribution
                             # matched pair data

                           Baseline              Post-Intervention
                                                                          Difference
                                      Score                      Score
                                                                           (Effect)
                       8th grade
                                                10TH grade
   PLAN Test*#        Terra Nova
                                      -0.39       PLAN           -0.20      +0.19
                       National
                                               National %ile
                          %ile
   Prairie State       Class of
                                      0.39    Class of 2005      0.44       +0.05
      Writing*           2002
Local Assessment:
                      11th grade
Writing Portfolio*#                             12th grade
                      Research        -0.50                      -0.33      +0.17
(sample size < 40,                            Writing Porfolio
                        Paper
but representative)
                       Class of
Local Assessment:                  X=6.71     Class of 2006      X=5.92
                        2006       S=1.59                        S=1.89
                                                                            -0.45
Holistic Writing**#                           Sophomores
                      Freshmen

              Writing Assessments: Subgroup NON LOW SES
                          *NCA software calculated
                       **Calculated using t-distribution
                            # matched pair data

                           Baseline              Post-Intervention
                                                                          Difference
                                      Score                      Score
                                                                           (Effect)
                       8th grade
                                                10TH grade
   PLAN Test*#        Terra Nova
                                      0.44        PLAN           0.47       +0.03
                       National
                                               National %ile
                          %ile
Local Assessment:
                      11th grade
Writing Portfolio*#                             12th grade
                      Research        -0.44                      -0.31      +0.13
(sample size < 40,                            Writing Porfolio
                        Paper
but representative)
                       Class of
Local Assessment:                  X=7.89     Class of 2006      X=7.59
                        2006       S=1.97                        S=1.81
                                                                            -0.16
Holistic Writing**#                           Sophomores
                      Freshmen




                                        26
Bloomington High School
NCA Documentation Report                                                                               Goal 2: Writing
                                             Writing Assessment
                                      National Percentile, 8th -- 10th grade
 Percentile
 80



 70



 60



 50



 40



 30



 20



 10



  0
          ALL               White         Black                 Male             Female          Low SES         NonLow SES

                                                        Terra Nova     PLAN




                                                        PSAE Writing
      Raw Score
 180

                162                       163                                  161                         163
          160                       161                                 158                          158
 160                                              153    150                         149
                      147   148                                                                                  146   146
                                                                                           144
 140



 120



 100



  80



  60



  40



  20



      0
                  2002                       2003                                2004                        2005

                                                ALL     White       Black     Low SES




                                                               27
Bloomington High School
NCA Documentation Report                                                                                                      Goal 2: Writing
                                                            Local Writing Assessment

                       25                                                                                                                  3




                                                                                                                                           2.5
                       20



                                                                                                                                           2
 Research Paper (27)




                                                                                                                                                 Writing Portfolio (4)
                       15


                                                                                                                                           1.5


                       10

                                                                                                                                           1



                       5
                                                                                                                                           0.5




                       0                                                                                                                   0
                                  ALL     White         Black            Male                 Female            Low SES       NonLow SES

                                                  11th grade Research Paper          12th grade Writing Portfolio


                                                                Writing Assessment
                  Average Score                                  Holistic Writing
                                                                 9th -- 10th grade
                  12-pt. Rubric
 9


 8


 7


 6


 5


 4


 3


 2


 1


 0
                            ALL         White           Black                 Male                Female            Low SES         NonLow SES

                                                                        9th      10th




                                                                          28
Bloomington High School
NCA Documentation Report                                             Goal 2: Writing


Faculty Goal Expectations
        The BHS staff chose interdisciplinary student writing skill improvement
aware that this goal would be met only through a significant change in the culture
of the school. For teachers to help students improve writing skills in all
disciplines, staff needed increased competence and confidence in teaching and
assessing writing. First, a change was necessary in teacher philosophy:
teachers had to see the value and accept the responsibility of teaching students
how to write within their discipline. Second, students had to come to value
writing as a learning tool in all subjects, not just English. The goal could only be
attempted with intensive staff development to acquire a body of knowledge about
writing as a tool for learning content, the writing process and its application, basic
writing skill instruction, and the assessment of student writing, specifically using
rubrics. The acquisition of staff knowledge and skill required training and support
over the goal cycle as staff evolved in their expertise.

      Before the writing goal cycle began, most staff included occasional writing
assignments to assess content knowledge within the discipline (i.e. short essay
on a unit test). In early 2002, most staff gave one or two writing assignments per
quarter (’02 Staff Survey Results). By the end of the cycle, the majority of staff
dramatically increased the number of weekly and quarterly writing assignments,
and teachers were evaluating and giving feedback on all aspects of writing,
beyond content only (’04 Staff Survey Results).

       While no assessments exist to measure the improvement of student
writing skill in each specific content area, the incoming 8th grade ISAT scores
showed an alarming trend of lower writing skill for incoming students. From 2001
to 2003, the number of 8th grade students scoring Below Standards increased by
24.4%. Roughly one in three students did not possess adequate grade level
writing skills upon entering high school. In 2003 only 39.4% of incoming 8 th
graders met or exceeded the Illinois Learner Standards. Therefore, some of the
low effect size in our comparative data does not account for the remediation gap
that constituted the first leg of our schoolwide goal to improve student writing.

       The writing goal was also selected by examining student need as
expressed on their needs assessment part of the PLAN test. Over the past 5
years, almost half of all students indicated they need ―lots‖ or ―extra help‖ to
express their ideas in writing.

       Coupled with these concerns, results of the PSAE, initiated in 2001, had
renewed interest here and across the state in the writing performance of juniors
on the timed essay. In addition, several population sub-groups in our school
were increasing that traditionally have a large representation of students with
below grade level writing skills: Low Socioeconomic Status, Limited English
Proficiency (primarily Hispanic), IEP, and Black. Despite greater student need
and larger class sizes due to budget restraint and downsizing over the past two
years of our goal cycle, our staff has increased the amount and quality of

                                         29
Bloomington High School
NCA Documentation Report                                           Goal 2: Writing
feedback on writing skills to all students. This tremendous professional
commitment resulted in more experiences for students to write across the
curriculum.

        It is noteworthy that the State of Illinois has recently chosen to abandon
the writing portion of the PSAE; assessing writing to give meaningful corrective
feedback in addition to a score is time intensive and therefore costly. BHS
places writing skill at a high priority and funds annual local assessment of 9-11th
grade timed writings. Prior to the state’s announcement to eliminate the 11 th
grade writing assessment, the English Department had converted its holistic
writing assessment rubric from 4 points to the 6 point scale to align with the
PSAE writing rubric. To give students more experience at timed writings, a 10 th
grade holistic writing sample assessment was added during Spring 2004. In
addition the twenty year old English Department program assessment using 9 th
and 11th grade writing samples, overhauled the holistic score reporting process to
include data tracking individual student scores.
        Several local assessments were developed, curriculum changes were
made, and instructional practices dramatically revised; the staff invested in these
writing interventions anticipating success for student writers at BHS. Therefore,
faculty expectations to attain the goal of student writing skill improvement were
very high based on the committed efforts of the staff. Yet the reality— that
incoming student writing skill was diminishing while the student load for each
teacher was increasing— is a legitimate observation to explain why effect size in
some of our data does not show dramatic student growth. Nor does it reflect the
huge success the staff feels it has achieved in teaching students how to write
well in every BHS classroom!



Faculty Plans for Sustained Writing Initiative Support
The BHS Faculty will continue to teach writing across the curriculum, as the
majority affirmed in the October 2004 goal cycle exit survey.

     Commitment to writing pedagogy
    Several teachers from various departments offer testimony for how they have
    internalized the concept of teaching writing as teaching thinking. So many
    staff have discovered that writing is a valuable tool to evaluate student
    learning in every classroom. Metacognitive skills are developed when
    students write to explain how they solved a math problem, completed a lab
    experiment, or designed a personal wellness/fitness plan in PE.
    Teachers now use writing as a diagnostic tool to understand how students
    think through the course content and skill work. Students regularly write
    essays evaluating their own learning in a math unit, a literature project, or for
    an entire portfolio. Faculty use writing as a means of student self-
    assessment as a result of this goal cycle. Many departments have
    developed consistent writing assessments within courses while others have
    adopted rubrics for shared assignments. The varied types and amount of


                                         30
Bloomington High School
NCA Documentation Report                                         Goal 2: Writing
    student writing are now deeply imbedded in curriculum and instruction and
    will be sustained beyond the end of this cycle.

    Raider Writing Website
   The NCA Writing Committee members are completing a Raider Writing
   Website to be launched in late spring of ’05. The links, resources, and
   content of this page will address teacher and learner needs for continued
   writing skill improvement in all curricular contexts.

    Support Teachers as Professional Writers
   One feature of the NCA Writing Across the Curriculum goal cycle was the
   recognition that all teachers are writers. The exit survey documented the
   types of professional writing that teachers complete. The committee
   validated the amount of writing teachers do in and out of the classroom by
   offering several inservice sessions held each year on topics to support
   teachers’ writing skills. Teachers will sustain their role as writers, and future
   goal sessions will both review and address new topics. Also the Raider
   Writing Website will offer links for teachers on writing letters of
   recommendation, student teacher evaluations, research documentation and
   essay writing for professional development coursework and more.

    Connect new Reading goal to Writing Goal
   The new goal cycle of Reading Across the Curriculum will build on the model
   of staff development and data collection used for the writing cycle.
   The committee learned a great deal about methods for gathering and
   interpreting local data during the writing cycle that will be applied to the new
   goal. Inservice topics for faculty will address the vital link between reading
   and writing. These two skill areas are highly interdependent as basic
   learning tools for students to be successful in high school and life.

    Maintain Raider Writing Checklist and Rubric
   The poster and universal rubric will be distributed by lead
   teachers/administration to all new staff as part of their building/classroom
   orientation. Retaining these tools will sustain the consistency in
   communicating writing skill expectations to students.




                                         31
Bloomington High School
NCA Documentation Report                                              Goal 2: Writing

     Assess Student Writing
    (Data collection, interpretation, and dissemination to staff for instructional
    decision making)

BHS will continue gathering standardized and local assessment data:
       9th Grade: Terra Nova, Holistic Writing Sample Score, Portfolio Rubric
       10th Grade: PLAN, Holistic Writing Sample Score
       11th Grade: ACT, Holistic Writing Sample Score, Research Paper
          Rubric
       12th Grade: Regular and Essentials Composition Portfolio Rubric, AP
          ELC Scores
This data will be shared with staff as part of the continuous SIP process.

        The Holistic Writing Assessment annual report evaluates the English
Department’s writing curriculum and makes recommendations to teachers for
emphases and adjustments to writing instruction at each grade level. However,
the majority of writing instruction in the English Department is dedicated to a
multi-draft, revision process, collaborative in nature, just like writing in the real
world. This method of instruction is rarely assessed outside the context of
individual classroom and local departmental assessment, yet this is the method
of writing that is most authentic.

       The portfolio assessments and research paper assessment by rubric
quantify growth in writing skills within a context of individual purpose and real
audience. BHS will continue to assess student writing and to give staff
meaningful data for direction in curricular decisions that will help students
improve their writing skills.

     Increase in 2009 BHS Graduation Requirements
    BHS students must take 4 years of English to graduate, a one
    increase over current requirements of 3 ½ credits. Since most colleges
    and universities require incoming students to have completed 4 years of high
    school English, the additional instruction in writing will better prepare
    students for success.


Curriculum and Instructional Strategies Modification
    During the early stages of the Writing Across the Curriculum goal cycle, the
staff underwent a tremendous change in philosophy toward their responsibility for
teaching writing within their discipline. Key to this attitudinal shift throughout the
building was the leadership of the WAC Committee; it was comprised of school
leaders from math, science, special education, social studies, business and
applied technology, and English departments. These teachers led effective in-
service sessions, facilitated within their departments, and modeled for their peers
the goal to help students improve writing skills in general as well as writing styles
and forms specific to each discipline. Departmental lead teachers were also


                                          32
    Bloomington High School
    NCA Documentation Report                                              Goal 2: Writing
    instrumental in encouraging and initiating activities within their cadres to support
    the writing goal.

           As a result of the committee’s efforts, the staff responded favorably to
    curriculum revision and new instructional strategies that would increase student
    writing skill. In general, most teachers evolved from including more writing
    assignments to assessing writing with a rubric. Samples have been gathered
    from several departments documenting a wide variety of kinds and types of
    assignments including the rubrics developed by content area teachers to
    evaluate the quality of writing as well as the accuracy of the content knowledge.

           The committee re-articulated the NCA Writing Goal to staff.

       Goal: Students evidence mastery of content knowledge and skills
    through written expression using formal Standard English in formats
    specific to the discipline.

    The staff was asked to make curricular and instructional improvements with a
    framed approach including these key points:
   Cultivate a professional commitment and responsibility to teach students how to
    think and how to write in your discipline.
   Everyone can write; everyone can be a better writer, but no one can improve
    writing skills without practice.
   Writing is a process; good writing=good thinking; model for your students how to
    think through and how to write the common formats in your discipline (i.e. essay,
    lab report, processing journal, essay exam, memo, current event,
    Research project…)
   Writing requires multiple drafts over time.
   Real writing in the real world is collaborative. Give students feedback. Teach
    peers how to give feedback. Feedback is more meaningful during the writing
    process than after the final draft.
   Evaluating writing skill takes no longer than evaluating content. Use rubrics;
    evaluate primary traits; score holistically on final drafts.
   ―Good writing is more than clean copy.‖
   The more students write, the more confident they become. Confidence leads to
    competence when students acquire positive attitudes toward writing.
    The committee also did staff in-service on writing basics and key terminology
    used in teaching and evaluating writing. The BHS Faculty responded
    impressively with innovative applications within their classrooms.

    A sampling of modifications include:

    Type and amount of writing schoolwide
    According to the staff exit survey and artifacts submitted to the committee,
    staff increased the amount of writing so that the average BHS student was
    preparing a short or long writing assignment 5 or more times per week.


                                             33
Bloomington High School
NCA Documentation Report                                          Goal 2: Writing
Writing assignments varied widely in length, purpose, and format. Most
assignments asked students to use and apply information rather than report it.
Some departments created writing assignments and assessments for a course or
unit. On any given day at BHS, students in most classrooms are using writing as
a tool for learning!

Use of Rubric Assessment
One of the greatest successes of this goal cycle was the staff’s evolution in using
rubrics to assess writing, and assessing both formative and summative
stages in skill development. Staff started with a universal rubric based on the
Raider Writing Checklist, but by the end of the goal, most teachers had
developed their own grade, course, or assignment specific rubric. Some
departments created their own rubrics. Also, staff taught students how to use
rubrics to assess their own writing and to give peer feedback. This intervention
was one of the most powerful. After an inservice session teaching staff how to
benchmark papers and use a rubric, teachers no longer avoided evaluating
writing because it was too time consuming. The rubric provided a tool
for them to give feedback for student writing skill improvement as well as the
accuracy of the content knowledge. The staff was also introduced to holistic
scoring for summative assessment as a time-saving method of evaluating writing
skill.

Special Education 9-12 Writing Skill Development Curriculum
NCA Committee Members from the Special Education department saw a need to
articulate their writing skill curriculum. A continuum of 9-12 grade skills was
developed for use by all special education teachers to increase remediation of
challenged writers and to support improvement of grade level writers.

Courses Additions/Revisions in the English Department
The Freshman Essentials literature and writing courses were renamed and
refocused: Freshman Reading and Writing Workshop. New materials were
selected, and new instructional strategies developed to remediate this subgroup
of low performing students. Data supports notable growth in writing skill for these
students. (see PLAN Test data narrative)

The regular level English Language and Composition course was completely
rewritten and a new text adopted. The course goal is to prepared seniors for
success in university 101/required writing entry level writing courses. ELC is
structured around quarter and semester portfolio assessment of a body of
rhetorical research essays of multiple drafts, and each student must include
writing from courses other than English.

A new course, English Language and Composition Workshop, was created
for Essentials and BBA students as an intervention to help them acquire basic
writing skill mastery for success in community colleges or in the workplace. This
subgroup of remedial students shows growth documented by individual
classroom teachers based on portfolio scores.


                                        34
Bloomington High School
NCA Documentation Report                                            Goal 2: Writing

Freshman Portfolios included several types of process writing including one
research-based piece. The portfolios were evaluated using a departmental
rubric. During the goal cycle, Freshman Composition teachers piloted and began
reporting scores on electronic spreadsheets.

Junior Research Papers were evaluated by a departmental rubric. Teachers
piloted and then implemented an electronic spreadsheet for score reporting.
These two local assessments were refined and will be maintained beyond the
end of this goal cycle.

Standards Aligned Curriculum is a District 87 K-12 staff development initiative.
        This staff development focus was initiated at BHS in 2003; lead teachers
are now working within their departments to align all curricula to Illinois Learning
Standards.19 This initiative will support Writing Across the Curriculum in all
disciplines. In the English Department, grade level and course level teachers
have met to identify and insure the consistent delivery of writing skills and
standardize the kinds and types of writing. The department also adopted the ILS
Assessment Framework and Performance Descriptors, and these have been
shared with lead teachers as a backbone for the scope and sequence of 9-12
writing skill development. Connecting the Writing Across the Curriculum goal to
SAC will help sustain the curricular and instructional modifications and
improvements achieved during the NCA goal cycle.

Modifications that were necessary to improve student writing skill but not
obtained during the NCA goal cycle include: smaller class size overall,
reduction in teacher load, reduction in Essential level class sizes, and more
resource support for Limited English Proficiency students, particularly those not
enrolled in ESL classes, but who are still struggling with language obstacles in
regular classes.




19
     http://www.isbe.state.il.us/ils


                                         35
    Bloomington High School
    NCA Documentation Report                                          Goal 2: Writing


    Conclusion

            If the true spirit of NCA Goal work and school improvement is learning
    within the school community, we have learned much as a dedicated group of
    professionals about the challenge of teaching writing across the curriculum. We
    have also learned much about how to assess locally improvement in writing skill
    during this goal cycle. With the valid assumption that data comparisons yield
    evidence of improvement in student achievement, we are somewhat discouraged
    that all of the data generated does not demonstrate more marked growth.

           A few data sources do validate growth during our NCA WAC cycle, and
    other sources evidence sustaining student performance given a continued
    demographic decline in writing skill.

   The most notable effect size showing substantial, good, and adequate growth is
    the data comparing Terra Nova and PLAN test scores. After two years of high
    school academic intervention, all students sustained writing skill and three sub-
    groups showed growth. Low Socioeconomic Status students made substantial
    growth in writing skills (effect size+0.3) and Black students made mentionable
    growth (effect size +0.1). Female students also showed ―quite good‖ growth
    (effect size +0.22). This data predicts students will score similarly on the ACT,
    and one more year of schoolwide intervention will support their growth. However,
    we cannot correlate PLAN data to PSAE or ACT because it is not reported with
    national/state percentiles.

   PSAE results are clouded by the state’s announcement to discontinue the writing
    assessment. However, the data shows an erratic pattern with some notable
    growth for Black and Low SES students, and sustained performance for all
    students over the past three years. Percentages of students meeting and
    exceeding were 2001-68%, 2002-67.3%, and 2003-60. Declines in Black and
    Low SES students may result from the increase in the numbers of these sub-
    groups entering 9th grade with below grade level skills. Also the sample size for
    these groups was small (<60).

   11th Grade Research Paper and 12th Grade Portfolio scores measure one year of
    intervention. The 11th grade score is the evaluation of one extended paper; the
    12th grade score is the evaluation of a group of interdisciplinary essays. The
    effect size shows sustained performance on a more challenging task, and
    mentionable growth for writing skills of white, black, low SES; and ―quite good‖
    growth for males (including black and Low SES). Again, sample group sizes were
    very small.




                                           36
    Bloomington High School
    NCA Documentation Report                                             Goal 2: Writing


    Several reasons legitimately address why data gathered does not show more
    growth in our students’ writing skills:

   Writing skill is developmental, not sequential.
    A student may master the basic sentence in 3rd grade. By 9th grade, students
    may be writing paragraphs and multi-paragraph essays, yet still struggle with run-
    ons, fragments, and complexity in sentence structure. As the students’ voice
    matures, the quality of written expression improves.

   Local assessment data seeks higher standards for each grade level.
    In using rubrics for timed writings and portfolios, the bar is raised in the
    complexity of the task, the length of the writing, and the expectations for
    developmental growth. The data comparing 9th and 11th grade holistic writing
    samples does not reflect that students write on different prompts with the 11th
    grade prompt asking for a far more complex writing task. If 11th graders were
    given the same level prompt used in 9th grade, they would show far more growth
    in completing that lesser task. The same would be true for the 9 th grade portfolio
    and the 12th grade portfolio, and the junior research paper.

   Lack of longitudinal local data for individual students.
    We had just begun collecting and storing individual student data from local
    assessments so we did not have 9th and 11th grade pre and post scores.
    Historically our local assessments were for program evaluation, not tracking
    individual student achievement. Technology only became available at the very
    beginning of the goal cycle, with piloting necessary in a large school population
    and development continuing throughout the cycle. We have learned much and
    have tools in place, ready for a new goal cycle.

   Local assessments do not match standardized assessments.
    The only task match would be the 11th grade local timed writing and the PSAE
    timed writing; however, while using the same rubric, the local assessment is
    evaluated by a team of trained, certified English teachers, (like AP essay scoring
    sessions use only trained veteran AP instructors and college professors)
    whereas the scoring credentials of the PSAE essay evaluators are unknown.
    Additionally most standardized tests do not ask students to complete an actual
    writing task; instead, students answer objective questions on grammar and
    usage within an editing context. In the new reading across the curriculum goal
    cycle, we have anticipated and are seeking closer matches in type of task and
    consistency of pre and post task to increase the reliability and validity of our data.

   Local assessments measure both timed and process writing.
    Standardized assessments measure only timed writing or editing knowledge. We
    gathered data from authentic writing tasks. Both types of writing skill are
    important for BHS graduates to have mastered.



                                             37
    Bloomington High School
    NCA Documentation Report                                          Goal 2: Writing
   Writing assessments within other disciplines do not exist.
    The goal, across the curriculum writing skill improvement, is measured only by
    scores from English assessments. It would be helpful to know if teachers in
    other departments can measure writing skill improvement in the context of their
    discipline.

   Local assessments lack a matched pre and post assessment.
    The timed writings and portfolios are all grade level exit assessments. The tasks
    to be completed for each assessment are different. The department needs to
    develop local pretests that correlate to the post test measurement. Those results
    might better reflect student skill growth.

   Years 2 and 3 of our goal cycle were compressed.
    The NCA Writing Across the Curriculum goal cycle began in January 2000 and
    will conclude December 2004. Our data reflects one academic year less of
    growth resulting from focused interventions when comparing available
    longitudinal data.


            In conclusion, the NCA Writing Across the Curriculum Committee and the
    entire BHS Faculty and Administration celebrate a larger victory that the data
    does not fully reveal. Given changing demographics, students entering with
    lower writing ability, larger class sizes and overall teacher loads, we have
    succeeded in creating value for writing as a learning tool in our school culture.
    We have students who expect to write in all classes, not just their English
    classes. We have also seen writing skill improvement in the subgroups targeted
    for remediation, and we have seen the majority of students meet state standards,
    the standards that our school curriculum is aligned to and measured by.
    Writing Across the Curriculum is deeply embedded in curriculum and instruction
    in all disciplines, and specific activities are in place to sustain this goal beyond its
    close.
            BHS graduates and American citizens must develop critical thinking and
    writing skills to survive and thrive in the midst of complex issues facing our
    society and the world. As a teaching staff we are proud we have invested our
    time and expertise in helping our students acquire writing skills for life.




                                              38
Bloomington High School
NCA Documentation Report                                                              Appendix A: Profile Update



The original school profile from November 2002 included information about the
process, our learning community, student demographics, local insights, and the
student performance data that led to the creation of two goals. The purpose of
this update is to append the demographics and performance data, enhancing the
longitudinal component of school improvement planning.


Demographics ....................................................................................................... 2
Needs Assessment (PLAN) .................................................................................. 3
Goal Statements ................................................................................................... 3
ISAT Math and Writing, 2001-2003 ....................................................................... 4
Holistic Writing ................................................................................................................ 5
PSAE Writing, 2001-2003 disaggregated .................................................................... 6, 7
PSAE Mathematics, 2001-2003 disaggregated ........................................................... 8, 9
Questions ...................................................................................................................... 10




                                                              A--1
Bloomington High School
NCA Documentation Report                                 Appendix A: Profile Update


Demographic Profile of Bloomington, Illinois

                                           2002 McLean County 2004
             Indicator
             Population of Bloomington                 77,066  64,808
             Caucasian                                    86%  84.9%
             African-American                            8.3%   8.6%
             Hispanic                                    3.0%   3.3%
             Asian                                       2.7%     3%
             Unemployment rate                           1.9%   3.0%
             Median Age                             39.4 years   32.4
             Median Household Income                  $44,600 $46,496
             Median Household Size                         2.9   2.34
             % households with children                 15.4%     NA
             12-17 years old
             % household with no                          64%        NA
             children under 18 yrs. old


The Student Body


          Characteristics:                 1999   2000     2001     2003
          Total Enrollment                 1508   1519     1487     1599
                  White                    77.1% 77.5%    77.4%*   72.5%*
                  Black                    19.3% 18.8% 17.8%**     20.9*
                  Hispanic                 2.9%   3.0%    3.7%**   5.2%**
                  Asian/Pacific Islander   0.6%   0.6%    1.0%**   1.3%**
                  Native American          0.1%   0.1%    0.1%**   0.1%**
          Low-Income                       23.5% 24.9% 26.0%** 24.1%**
          Limited English Proficiency      0.1%   0.3%    0.9%**   1.0%**
          Dropouts                         4.2%   4.1%    3.9%**   3.8%**
          Mobility                         19.5% 23.0%    19.1%*   18.6%*

          Chronic Truancy                  5.5%   8.1%     2.0**   2.2%*
          Attendance Rate                  90.1% 89.8% 91.4%** 91.9%**
          Average Class Size               20.7   20.2    21.0*    21.5*




                                           A--2
Bloomington High School
NCA Documentation Report                                                          Appendix A: Profile Update

All sophomores complete a needs assessment as part of the PLAN test, administered in
April. These responses identify areas where students feel they need assistance:


                                                      PLAN Test


                                                                                                        72
         2004
                                                                   47


                                                                                                       71
         2003
                                                                        49


                                                                                            65
         2002
                                                             43
  YEAR




                                                                                             66
         2001
                                                              44


                                                                                             66
         2000
                                                             43


                                                                                                                  82
         1999
                                                                        49


                                                                                                   70
         1998
                                                                             51


                0     10       20          30          40           50              60            70         80        90
                                    % who indicate they need "lots" or "some" extra help

                              Expressing your ideas in writing                    Developing Math Skills




Note: The stated goals for NCA school improvement planning are:




Goal #1
All students will increase their skills in applying math in a variety of curricular contexts


Goal #2
                    All students will improve writing skills across the curriculum.

                                                      A--3
Bloomington High School
NCA Documentation Report                                                                        Appendix A: Profile Update

Both Goal Areas reference ISAT scores on the original goal maps. Since 2001 there
has been an overall improvement in 8th graders’ mathematics score, but a decrease in
their writing scores.
                                                      8th grade ISAT Mathematics

                                 45
                                                       42

                                 40                                                                39.2

                                                                35.5                      36
                                 35
  % of District 87 8th graders




                                 30


                                 25


                                 20                                                                                  18.9


                                 15                                                                            14


                                 10   9
                                                6.4

                                 5


                                 0
                                      Warning               Below                              Meets            Exceeds
                                                                           Level

                                                                       2001        2003


                                                        8th grade ISAT Writing

                                 70



                                 60                             57.4
  % of District 87 8th graders




                                 50                                                       48



                                 40

                                                       33
                                                                                                   31.2
                                 30



                                 20


                                      11
                                 10                                                                            8     8.2
                                               3.2

                                 0
                                          Warning           Below                              Meets            Exceeds
                                                                           Level

                                                                       2001        2003




                                                                    A--4
Bloomington High School
NCA Documentation Report                                                                                                         Appendix A: Profile Update


Local Holistic Writing Assessment

        The Holistic Writing Assessment has been utilized at Bloomington High School
since the 1984-85 school year. It is administered to all BHS students in 9th and 11th
grade and is scored by a team of faculty readers. Applying a common rubric, each work
sample is scored on an 8-point scale. Scores of 7 and 8 are considered ―high‖; the
―middle‖ range is 4, 5, 6, and the ―low‖ scores are 2 and 3. More than 90% of all
students score in the middle or high categories. In 2003, a new 12-point scoring
rubric was introduced, making 4 levels that match ISBE terminology: Scores 9-12
exceed expectations, 6-8 meets, 4-5 are below expectations, and 2- 5 are in the
academic warning category.


                                                                                          Holistic Writing
                                                                                           New Scoring
                       60
                                                                                                                                   55.5
                                                                                                                                                                               54
                                                                                               52
                                                  50
                       50




                       40
  Percent of all BHS




                       30
                                                                                                      27
                                                        26
                                                                                                                                                                                         24
                                                                                                                                              22
                                                                                                                                                                        21
                                        20                                          20
                       20                                                                                                  18




                       10

                                  4                                                                               3.5
                                                                           1                                                                                    1
                        0
                                            9th                                       11th                                       9th                                       11th

                                                               2002-2003                                                                           2003-2004

                                                       Academic Warning                   Below Standards               Meets Standards                     Exceeds Standards




                                                                               Holistic Writing Assessment


                                                                     9th grade                             11th grade
                       90

                       80

                       70

                       60

                       50
                 %




                       40

                       30

                       20

                       10

                       0
                            Low         Medium          High        Low          Medium             High    Low         Medium         High           Low        Medium           High

                                      Class of 2002                            Class of 2001                       Class of 2000                               Class of 1999




                                                                                                    A--5
Bloomington High School
NCA Documentation Report                                                                                     Appendix A: Profile Update



                                                                          PSAE Writing 2001, n = 241

 Low SES                            23                                              40                                           37                0



     IEP                                                      54                                                          42                     4 0



    Black                          21                                               42                                           36                0



   White         5                       22                                                       61                                        11



  Female         4                            28                                                        59                                   9



    Male                     11                         22                                              56                                  10



  All BHS                8                         25                                                   58                                  10



    State            6                                   35                                                    50                            9


            0%                    10%          20%                 30%        40%           50%    60%              70%        80%    90%        100%


                                                                         Academic Warning              Below
                                                                         Meets Standards               Exceeds




                                                                                     A--6
Bloomington High School
NCA Documentation Report                                                                                                  Appendix A: Profile Update

                                                               PSAE Writing 2002, n = 319


 Low SES     3.8                                           54.7                                                           39.6                               1.9




     IEP                                          52.6                                                             42.1                                    5.3 0




    Black         7.1                               39.3                                                      50                                            3.6




   White     3.6                24.7                                                  55.1                                                     16.6




  Female     3                   25                                                          54.9                                                 10.4




    Male         5.8                    31.8                                                        51.9                                          10.4




  All BHS    4.4                   28.3                                                      53.5                                               13.8




    State        6.4                         34.1                                                     49.5                                            10



            0%            10%          20%               30%           40%     50%           60%             70%            80%           90%                100%




                                                               PSAE Writing 2003, n = 304


 Low SES                  20                                                 56.4                                                       23.6                      0




     IEP                                              57.7                                                     30.8                             7.7         3.8




    Black          10.4                                           50                                                        39.6                                  0




   White     4.2                   28.8                                                       55.5                                                11.4




  Female         5.3                   30.2                                                    52.1                                              12.4




    Male     6.7                   38.8                                         50                                                 45




  All BHS        5.9                         34                                                       51.2                                            8.9




    State        6.3                          34.8                                                    49.5                                            9.4



            0%            10%          20%               30%           40%     50%           60%             70%            80%           90%                100%




                                                                                     A--7
Bloomington High School
NCA Documentation Report                                                                                    Appendix A: Profile Update


                                                                  PSAE Mathematics 2001, n = 241

    Low SES                      20                                            54                                        26                        0



        IEP                            38                                                    46                                 17                 0



       Black                12                                                       76                                                  12        0



      White         6                   28                                                  51                                      15



     Female             9                          35                                                       48                                8



       Male         6                        35                                                   43                            16



     All BHS            8                         36                                                   46                                12



       State            9                              37                                                   45                                9


               0%                10%   20%                  30%         40%          50%   60%               70%   80%        90%                 100%


                                                                   Academic Warning         Below
                                                                   Meets Standards          Exceeds




                                                                              A--8
Bloomington High School
NCA Documentation Report                                                                                                    Appendix A: Profile Update

                                                                     PSAE Mathematics 2002, n = 319


 Low SES                       20.4                                             48.1                                               29.6                     1.9




     IEP                                        45                                                             45                                   10           0




    Black         7.1                                  39.3                                                           50                                   3.6




   White         6.1                   22.3                                                  55.5                                            16.2




  Female          8.5                           29.3                                                 47.6                                     14.6




    Male           9.7                         25.2                                                 52.3                                       12.9




  All BHS          9.1                         27.3                                                  49.8                                     13.8




    State           10                                     36.4                                                    45.2                              8.4



            0%                               20%                         40%                        60%                      80%                            100%




                                                                     PSAE Mathematics 2003, n = 304


 Low SES                              30.4                                                   50                                             19.6                  0




      IEP                                              51.9                                                           37                       7.4         3.7




    Black                14.3                                              55.1                                                      30.6                         0




    White          8.5                              30.1                                                    51.7                                     9.7




   Female               11.8                                  34.9                                                  45.6                              7.7




     Male          8.1                               33.3                                                     50.4                                    8.1




  All BHS           10.2                                   34.2                                                    47.7                               7.9




     State             9.5                                  37.2                                                     46.6                                6.7



             0%                10%            20%             30%         40%          50%          60%              70%     80%            90%                100%




                                                                                         A--9
Bloomington High School
NCA Documentation Report                                      Appendix B DATA




Mathematics:

               Pre Intervention   Post Intervention   Page number
               Terra Nova         PLAN                B-2
               PLAN               ACT                 B-3
               Math in Context    WorkKeys            B-4
               Correlation                            B-5
               Alg Prep                               B-6
               Algebra                                B-6
               Geometry                               B-7

Writing:



               Pre Intervention Post Intervention     Page number
               Terra Nova       PLAN                  B-8
               PSAE                                   B-9
               Jr. Research     Sr. Portfolio         B-10
               Correlation                            B-11
               Holistic Writing                       B-12
               Correlation                            B-13




                                       B --1
Bloomington High School
NCA Documentation Report                                         Appendix B DATA

MATHEMATICS ASSESSMENT:                 PLAN test
    Pre-Intervention      National Percentile on the Terra Nova (8th grade)
    Post-Intervention National Percentile on the PLAN (10th grade)
    Data sets:            Exactly the same matched pairs
    Period of Interventio n:     2 academic years


                                 ALL STUDENTS
                         MATH         TN 8th     PLAN 10th
                         MEAN        60.32727            69.7
                         STDEV       28.28092       29.82385
                           N=             220             220

                      Pooled StDev                      29.06
                      Effect Size                     0.32253



              Terra Nova    PLAN                  Terra Nova    PLAN
                      BLACK                               WHITE
Mean              38.96296       46.11111             68.62838      79.22973
St. Dev           22.22348       24.58632             22.75342      23.05837
N=                      27             27                  148           148

Pooled sd                            23.43                              22.91
Effect size                      0.305085                           0.462739

                        MALE                              FEMALE
Mean              66.22772       74.44554             61.90909      73.57955
St. Dev           26.39124       27.84833             23.98066      25.03686
N=                     101            101                   88            88

Pooled sd                            27.13                               24.5
Effect size                      0.302905                           0.476345

                      LOW SES                          Non-LOW SES
Mean              36.83673       44.67347             67.05848      76.87135
St. Dev           23.77091       25.92167             25.81033      26.90453
N=                      49             49                  171           171

Pooled sd                            24.89                              26.36
Effect size                      0.314855                           0.372263

Significant increases in percentile rank are present for all subgroups.




                                        B --2
Bloomington High School
NCA Documentation Report                                          Appendix B DATA
MATHEMATICS ASSESSMENT:                ACT Test
    Pre-Intervention:    PLAN test, raw score
    Post-Intervention: ACT test, raw score
    Data Sets:           Exactly the same matched pairs
    Period of Intervention:     one academic year

                                ALL STUDENTS
                                             PLAN       ACT
                            Mean                 19   20.66923
                            StDev          5.558395   5.800264
                             n=                 260        260

                      Pooled StDev                         5.68
                      Effect Size                     0.293879



                PLAN           ACT                    PLAN           ACT
                       BLACK                                 WHITE
Mean             15.39474      16.10526                20.38122      22.31492
St. Dev           3.35744      2.638483                5.175099      5.442145
N=                     38            38                     181           181

Pooled sd                          3.019                                  5.31
Effect size                    0.235352                              0.364162

                       MALE                                 FEMALE
Mean             20.12903      22.10484                18.88182      20.28182
St. Dev          5.640976      5.967144                4.909702      5.230699
N=                    124           124                     110           110

Pooled sd                          5.806                                 5.073
Effect size                    0.340304                              0.275971

                     LOW SES                             Non-LOW SES
Mean             15.01818      15.98182                20.06829      21.92683
St. Dev          3.141661      3.211616                5.584925      5.698255
N=                     55            55                     205           205

Pooled sd                          3.177                                 5.639
Effect size                    0.303316                              0.329586

Significant increases in achievement scores are present for all subgroups.




                                      B --3
Bloomington High School
NCA Documentation Report                                         Appendix B DATA
MATHEMATICS ASSESSMENT: Applied Mathematics
    Pre-Intervention:    Math in Context local assessment, raw score (1-26)
    Post-Intervention: WorkKeys Applied Mathematics, raw score (3-7)
    Data Sets:           Exact Matched Pairs
    Period of Intervention:    One academic year

      *standard scores and effect size computed by NCA software


                                    ALL STUDENTS
                                       Math in     WorkKeys
                                       Context      Math
                      Mean                 19.08        5.31
                      N                      202         202
                      Standard             -0.61
                      Score*                            -0.2
                      Effect Size                       0.41

               Math in    WorkKeys                 Math in    WorkKeys
               Context     Applied                 Context     Applied
                            Math                                 Math
                      BLACK                                WHITE
Mean                 4.19            15.15                5.60        20.16
N=                     26               26                 147          147
Standard
Score*               0.52            -0.18               -0.39        -0.74
Effect size                           0.70                             0.35

                       MALE                               FEMALE
Mean                 5.58            19.97                5.24        18.84
N=                     93               93                  93           93
Standard
Score*               -0.39           -0.71               -0.15        -0.58
Effect size                           0.32                             0.43

                     LOW SES                           Non-LOW SES
Mean                 4.26            15.45                5.55        19.92
N=                     38               38                 164          164
Standard
Score*               0.47             -0.2               -0.36        -0.71
Effect size                           0.67                             0.35

All subgroups show an increase in the ability to answer math problems involving
a variety of applied contexts.




                                        B --4
Bloomington High School
NCA Documentation Report                                    Appendix B DATA
MATHEMATICS ASSESSMENT:            Correlation between local
assessment (Math in Context) and WorkKeys Applied Mathematics


                                Class of 2005            y = 0.2151x + 1.208
                                                               2
                                                             R = 0.5635
            8



            7



            6



            5
 WorkKeys




            4



            3



            2



            1



            0
                0   5      10           15          20            25           30
                                  Math in Context




                                   B --5
Bloomington High School
NCA Documentation Report                                         Appendix B DATA

MATHEMATICS ASSESSMENT:                   Pre and Post Tests
Pre-Intervention:    50 question pre-test, prior to course-specific instruction
Post-Intervention: 50 question summative post-test
Data Sets:           Exact matched pairs
Period of Intervention:    1 academic year

                                 ALG PREP 2003-2004
                                        Pre      Post
                           Mean           24.855   27.395
                           Std Dev         6.076    8.327
                           N=                124      124

                           Pooled St
                           Dev                         7.289
                           Effect Size                 0.349

  ALG PREP subgroups            Pre           Post     n         effect
Low SES                          24.241       26.086       58         0.249
Non-Low SES                      25.394       28.545       66         0.443
Male                             25.724       28.362       58         0.363
Female                           23.820       26.016       61         0.317
Black                            23.194       26.000       31         0.401
White                            25.908       28.046       65         0.297




                                   ALGEBRA 2003-2004
                                        Pre        Post
                           Mean           25.982     32.563
                           Std Dev          6.869     7.426
                           N=                 112       112

                           Pooled St
                           Dev                          7.289
                           Effect Size                  0.903

  ALGEBRA subgroups             Pre           Post      n         effect
Low SES                           24.172      30.793        29        0.861
Non-Low SES                       26.614      33.181        83        0.953
Male                              27.116      34.535        43        1.021
Female                            25.623      31.541        61        0.843
Black                             24.375      30.688        16        1.017
White                             26.815      34.092        65        1.061

Positive change occurs in all subgroups for both Alg Prep and Algebra I.




                                           B --6
Bloomington High School
NCA Documentation Report                                                Appendix B DATA

MATHEMATICS ASSESSMENT:                     Pre and Post Geometry (Van Heile)
The Geometry Van Heile assessment is scored using 0 – 4 point rubric: 0 is the
first level of understanding in our rating system and 2 or 3 is on target for high
school understanding and 4 is beyond High school understanding of geometry .


                                     GEOMETRY 2003-2004
                                         Pre          Post
                         Mean            1.730434783 2.739130435
                         StDev           1.126411311 1.068586183
                         n=                      115         115

                         Pooled SD                                  1.0979
                         Effect                               0.918750025

      GEOMETRY                Pre                   Post           n         effect
Low SES                             1.375             2.125              8       0.731
Non-Low SES                         1.757             2.785            107       0.936
Male                                1.851             3.106             47       1.326
Female                              1.603             2.534             58       0.791
Black                               1.091             2.000             11       0.732
White                               1.925             3.015             67       1.067

Increases in test scores are indicated in all subgroups.




                                            B --7
Bloomington High School
NCA Documentation Report                                            Appendix B DATA
WRITING ASSESSMENT:             PLAN Test
     Pre-Intervention:    Terra Nova English, National Percentile, 8th grade
     Post-Intervention: PLAN English, National Percentile, 10th grade
     Data Sets:           Exact Matched Pairs
     Intervention Period: 2 years

                                    ALL STUDENTS
                                         Terra
                                                 PLAN
                                         Nova
                                Mean 60.25328 62.70742
                              St. Dev 28.05675 30.04378
                                  N=        229     229

                             Pooled SD                 29.07
                             Effect Size           0.084422



              Terra Nova    PLAN                     Terra Nova    PLAN
                      BLACK                                  WHITE
Mean              37.74074         40.40741              68.28481       70.56329
St. Dev           21.45943         24.38515              22.81107       25.85221
N=                      27               27                   158            158

Pooled sd                              22.97                                24.38
Effect size                        0.116093                             0.093457

                        MALE                                   FEMALE
Mean              66.19444         65.73148              60.81319       66.83516
St. Dev           25.92854         27.27897              24.42445       28.29419
N=                     108              108                    91             91

Pooled sd                             26.61                                 26.43
Effect size                         -0.0174                             0.227846

                      LOW SES                              Non-LOW SES
Mean              35.02041         42.93878              67.12222       68.08889
St. Dev           22.08552         29.04408              25.49765       28.06085
N=                      49               49                   180            180

Pooled sd                               25.8                                26.81
Effect size                        0.306913                             0.036056

With the exception of males, who indicate an insignificant difference, all other
subgroups indicate an increase in percentile rank.




                                           B --8
Bloomington High School
NCA Documentation Report                                      Appendix B DATA
WRITING ASSESSMENT:                  Prairie State Achievement Exam

      Pre-Intervention:      PSAE Writing Score, raw score (Class of 2002)
      Post-Intervention:     PSAE Writing Score, raw score (Class of 2005)
      Data Sets:             All juniors within subgroup, unpaired samples
      Intervention Period:   9 months, one academic year


             Class of 2002               Class of 2005
                                                              Difference
                             Standard              Standard
               Average                   Average                (Effect
                              Score                 Score
                                                                 Size)
ALL          159.9               0       158.21      -0.05       -0.05
STUDENTS
BLACK        147.30            0.44      145.84       0.39      -0.05
WHITE        162.35            -0.13     163.34      -0.08      +0.05
LOW SES      147.57            0.44      146.36       0.39      -0.05

None of the measured subgroups showed significant decrease in writing scores.




                                        B --9
Bloomington High School
NCA Documentation Report                                                 Appendix B DATA
WRITING ASSESSMENT:             Senior Writing Portfolio
                 th
Pre-Score: 11 grade Research Paper, 27-point rubric
Post-Score: 12th grade Writing Porfolio, 4-point rubric
Data Sets: Exact matched pairs, as representative as possible
              (Sample was 49% female, 13% black, and 20% low-income)
Period of Intervention:   One academic year

*NCA Software was used to standardize scores and calculate effect size.


                                             ALL
                                      Jr. Research     Sr. Portfolio
                                                n=     39
                        Average        21.02564103      2.461538462
                        Std Score             -0.44             -0.31
                        Effect                                   0.13




                WHITE                                                         BLACK

             Jr. Research    Sr. Portfolio                                 Jr. Research       Sr. Portfolio
                       n=    31                                                       n=      5
Average      21.25806452     2.483870968                     Average                18.6                   2
Std Score            -0.33             -0.5                  Std Score               -0.1                  0
Effect                                0.17                   Effect                                     0.1



               Low SES                                                     Non-low SES
            Jr. Research     Sr. Portfolio                                 Jr. Research Sr. Portfolio
                      n=     8                                                        n= 31
Average            21.25               2.5                  Average        20.96774194 2.451612903
Std Score            -0.5            -0.33                  Std Score              -0.44         -0.31
Effect                                0.17                  Effect                                0.13



                MALE                                                         FEMALE
                              Sr.
            Jr. Research      Portfolio                                  Jr. Research       Sr. Portfolio
                        n=    20                                                    n=      19
Average               20.9            2.3                   Average       21.15789474        2.631578947
Std Score            -0.44           -0.2                   Std Score            -0.47               -0.41
Effect                               0.24                   Effect                                    0.06

Positive change is measured for all subgroups in these local assessments. See
correlation on the following page.




                                              B --10
Bloomington High School
NCA Documentation Report                                                    Appendix B DATA


                                      Class of 05 Local Writing        y = 0.2527x - 2.8525
                                                                             2
                                                                            R = 0.5677
                    6




                    5




                    4
 Senior Portfolio




                    3




                    2




                    1




                    0
                         0   5   10                 15            20              25          30


                    -1
                                           Jr. Research Paper




                                              B --11
Bloomington High School
NCA Documentation Report                                              Appendix B DATA
WRITING ASSESSMENT            HOLISTIC WRITING
                   th
     Pre-Score: 9 grade holistic writing sample
     Post-Score: 10th grade holistic writing sample
     Data Sets: Exact Matched Pairs, intended to be representative
           (n = 228, 57% female, 78% white, 15% black, 22% low income)


                   ALL Students       9th grade     10th grade
                   average            7.622807018       7.22907489
                   st. dev            1.867198054     1.937809305
                   n=                                           224
                   pooled st. dev                             1.903
                   Effect size                         -0.20690075



WHITE        9th            10th                    BLACK         9th            10th
average      7.745762712      7.395480226           average       6.971428571        6.314285714
st dev       1.941706317      1.831412123           st dev        2.064912963        1.761874479
n=                                     177          n=                                         35
Pooled SD                             1.89          Pooled SD                               1.196
Effect                       -0.185334649           Effect                          -0.549450549



                                                    NON Low
Low SES      9th            10th                    SES           9th            10th
average      6.705882353      5.921568627           average         7.88700565      7.593220339
st dev       1.591152006      1.885132751           st dev         1.968126868      1.813321702
n=                                      51          n=                                       177
Pooled SD                            1.744          Pooled SD                              1.892
Effect                       -0.449721173           Effect                         -0.155277648

MALE         9th            10th                    FEMALE        9th            10th
average      7.316326531      6.948979592           average        7.853846154     7.423076923
st dev       2.043833768      1.991592892           st dev         1.851509078     1.908225299
n=                                      98          n=                                       130
Pooled SD                            2.015          Pooled SD                              1.875
Effect                       -0.182306173           Effect                          -0.22974359



For correlation between 9th and 10th grade scores, see following page.
Please see page 31 for a detailed explanation of this data.




                                       B --12
Bloomington High School
NCA Documentation Report                                      Appendix B DATA


                                                       y = 0.6881x + 1.9801
  Grade 10                 Class of 06 Local Writing
                                                            R2 = 0.4037
   14




   12




   10




    8




    6




    4




    2




    0
        0     2        4          6             8       10           12       14
                                         Grade 9




                                  B --13
Bloomington High School
NCA Documentation Report                                        Appendix C: Faculty Surveys



                                     Math in Context
                                NCA Mathematics Resources
    GOAL: All students will increase their skills in applying math in a variety of
                                        curricular contexts.

Faculty Survey:
The end of the first term of the NCA Math Across the Curriculum is coming to a close. We would
appreciate your reflections on your instructional practices over the past 5 years to determine the
degree to which you used math in your content area.

Please offer additional comments whenever possible to represent your accomplishments in
incorporating math in your discipline. Your input will be reflected in our final compilation of
evidence for the external review team.

Please put examples of assignments, projects, assessments, or other work that you used that
show your use of math in a variety of contexts in my mailbox (Nancy Powell) or put examples in
the boxes below, whichever is easier. It would make our report much stronger with examples
from you! If at all possible, please do this BEFORE Thanksgiving break.

Thank you for taking time to complete this brief survey and submitting examples for our report. ---
-The NCA Math Committee

1. I feel ___?___ using math in my curriculum this year vs. 5 years ago. (Math teachers: I feel
___?___ integrating other subjects into math classes this year vs. 5 years ago.)

        a) much more comfortable b) more comfortable c) as comfortable
        d) not as comfortable e) I don’t integrate math in my courses

Why? Check all that apply:

             Discussion with peers

             Support from peers/lead teacher/administration

             Professional development opportunities

             Time to work on this on SIP/Institute days

             Curriculum materials are including more math in a variety of contexts

             I don't feel comfortable

              Other
2. I am integrating math into my content area ___?___ vs. 5 years ago. (Math teachers: I am
integrating other content areas in my math curriculum ___?___ now vs. 5 years ago.)

        a) much more b) more c) about the same
        d) not as much e) I don’t integrate math in my courses

Enter examples here or put examples in my mailbox (Nancy Powell). Thanks.




                                                C--1
Bloomington High School
NCA Documentation Report                                         Appendix C: Faculty Surveys
3. I feel that it is ___?___ for students to be able to apply math in a variety of contexts.
       a) very important            b) Important             c) nice          d) not important

4. From my observations, students ___?___

    are able to clearly see connections and apply math to my content area

    are beginning to see connections and apply math to my content area

    need a lot of help applying math to my content area

    are not able to see any connection between math and my content area

Comments:

5. As we look into the future and continue working on this goal, I would be interested in these
types of professional development: (check all that apply)

    cross-curricular workshops

    departmental workshops/workshops in my content area

    Other: Please specify below
Content of the workshops should include:




                                                C--2
Bloomington High School
NCA Documentation Report                                          Appendix C: Faculty Surveys



To: Faculty
The NCA Writing Across the Curriculum Goal cycle is coming to a close. We would like you to
reflect on your instructional practices over the last 5 years and to examine the degree to which
you used writing as a thinking and learning tool in your classroom.

Please offer additional comments whenever possible to represent your accomplishments
in incorporating writing in your discipline. Your input will be reflected in our final compilation of
evidence for the external review team.

Please return this survey to your lead teacher by Wednesday October 6.

Department ______________


How long have you taught at BHS? Circle One:              <5 years >5 years

    1. Do you have a Raider Writing Checklist Poster on display in your classroom?
                                                            Yes or No
    2. Do you refer students to the checklist when preparing written work for your class?
                                                             Yes or No
    3. What do you use to evaluate student writing? (circle all that apply)
       the Raider Writing Rubric                        departmental rubric
       teacher designed rubric                          no rubric

    4. Do students use the same rubric to: (circle all that apply)
       Self-assess their writing
       Assess their peers’ writing
       Students use a different rubric or tool to evaluate their writing
       Students do not use a writing rubric in my class

    5. How many and what type of short writing assignments do your students complete per
    quarter?

        Circle all that apply: paragraph, short answer, notes, journals, answers to chapter
        questions, page or less response, summaries, daily, weekly responses/reflections,
        outlines, and/or specify other: ________________________________________

        1        2        3        4       5        6        7        8       9     _______

    6. How many and what type of longer writing assignments do your students complete per
    quarter?

        Circle all that apply: essay tests, project content, essays, lab reports, artist statements,
        formal test weight type writings of a page or more and/or specify
        other:____________________________________________________________

        1        2        3        4       5        6        7        8       9        _______

    7. The inservice sessions presented over the last 4 years on writing across the curriculum
    topics were helpful and supported my classroom practice.

                  Strongly Agree       Agree        Somewhat          Disagree Strongly Disagree


                                                 C--3
Bloomington High School
NCA Documentation Report                                       Appendix C: Faculty Surveys
                        5             4               3              2                1

8.      I regularly use writing as a learning tool in my classroom.
                 5        4       3       2         1
9.      I teach students how to write within my discipline (jargon, style, format, documentation.
                 5        4       3       2         1
10.     ―Good writing is good thinking.‖ I have applied this concept in teaching students
        to write well in my discipline.
                 5        4       3       2         1
11.     Do you assess student writing for: (Circle all that apply)

        Accuracy of content                      Surface errors (mechanics, spelling)
        Quality of writing skills                Thinking skills
        Grammar                                  Vocabulary
        Sentence Structure                       Format/Structure
12.     What kinds of professional writing have you completed over the past 5 years?
        (circle all that apply)

        Professional Development Summary (for Biannual Teacher Evaluation)
        Weekly Feedback Sheets                       Feedback for Student Assessments
        Memos                 Grant Proposals        Teaching Portfolio
        Committee Reports     SIP/Action Plan        Curriculum
        Lesson Plans          Student Teacher Evaluations       National Board Certification
        Letters of Recommendation     Master’s and additional salary step Coursework
        Letters to Parents
        Other:__________________________________

13.       The frequency with which I have heard my students say: ―Why do I have to write in here,
it’s not an English class?‖ has:
                   Increased                Stayed the Same               Decreased
14.       My attitudes and practices have changed toward teaching writing in my discipline.
                   Stongly Agree Agree Somewhat Agree             Disagree Strongly Disagree
                           5            4             3               2              1
15.       Do students in your classroom evaluate their own learning process through writing?
(self-assessment)
                   5       4       3        2        1
16.       Does the use of rubrics make assessing student writing easier?
                   5       4       3        2        1
17.       Will you continue to teach writing in your discipline?
                   5       4       3        2        1

Thank you for completing this survey and for your support of the NCA Writing Goal!




                                               C--4

				
DOCUMENT INFO
Description: Isat Writing Sample 2001 document sample