Need 3: All Racial and Economic Achievement Gaps are Closed As the data above shows in reading, only 42% of the students in the Free and Reduced Lunch subgroup met proficiency on the MCAs, along with 29.9% of the students in the Hispanic subgroup. On the Math MCA assessment, 47.9% of the students in the Free and Reduced Lunch subgroup met proficiency, along with 35.3% of the students in the Hispanic subgroup. The following action steps were implemented in school year 2016-17: ESL Teachers trained staff on the for the English Learners “Can Do” Descriptors Enhanced Student Goal Setting Sustained Data Analysis by providing Benchmark Data Retreats 3 times per school year, along with Grade Level Intervention Review Meetings every 6 weeks Reviewed Standards with Benchmark Reports grades 6-12 Added an additional “Newcomers” Class Continued Saturday School (Grs. 6-12), (Grs. 6-8), After School Media Zeros Aren’t Permitted Center Time (Grs. 6-12) and Homework Help (Grs. 2-12) Enhanced the new ESL Curriculum and Resources Sustained Grs. 3-11 ADSIS Reading Interventions Added a Grs. 6-12 Bi-lingual Paraprofessional to foster an Increase in Parent Involvement Increased Extra-Curricular Activities in the areas of soccer, cross country, and cheerleading to encourage cross-cultural participation Purposefully Matched Interventions to Skill Deficits to needs meet students’ Need 4: All Students are Ready for College and Career As the data reflect above, 57.4% of Melrose 8th Grade Students performed at a proficient level in Math on the MCAs, along with the average ACT composite score increasing from 20.1 to 20.6. The following actions steps were implemented in school year 2016-17 to support the growth towards preparing students to be college and career ready: Implemented a in 2nd Semester “Planning Your Future” Course 8th Grade Skills class focused on: College and Career Readiness Skills, Money Management, and High School Readiness Sustained Individual Student and Career Plans, College and Career Day, and Job Shadowing Day Guidance Counselor Provided Counseling to Targeted Student Groups Supported College Visits with Hispanic Students Current College in the Schools (CIS) Staff Pursuing Concurrent Enrollment Degrees
Need 3: All Racial and Economic Achievement Gaps are Closed As the data above shows in reading, only 42% of the students in the Free and Reduced Lunch subgroup met proficiency on the MCAs, along with 29.9% of the students in the Hispanic subgroup. On the Math MCA assessment, 47.9% of the students in the Free and Reduced Lunch subgroup met proficiency, along with 35.3% of the students in the Hispanic subgroup. The following action steps were implemented in school year 2016-17: ESL Teachers trained staff on the “Can Do” Descriptors for the English Learners Enhanced Student Goal Setting Sustained Data Analysis by providing Benchmark Data Retreats 3 times per school year, along with Grade Level Intervention Review Meetings every 6 weeks Reviewed Standards with Benchmark Reports Added an additional “Newcomers” Class grades 6-12 Continued Saturday School (Grs. 6-12), Zeros Aren’t Permitted (Grs. 6-8), After School Media Center Time (Grs. 6-12) and Homework Help (Grs. 2-12) Enhanced the new ESL Curriculum and Resources Sustained Grs. 3-11 ADSIS Reading Interventions Added a Grs. 6-12 Bi-lingual Paraprofessional to foster an Increase in Parent Involvement Increased Extra-Curricular Activities in the areas of soccer, cross country, and cheerleading to encourage cross-cultural participation Purposefully Matched Interventions to Skill Deficits to meet students’ needs Need 4: All Students are Ready for College and Career As the data reflect above, 57.4% of Melrose 8th Grade Students performed at a proficient level in Math on the MCAs, along with the average ACT composite score increasing from 20.1 to 20.6. The following actions steps were implemented in school year 2016-17 to support the growth towards preparing students to be college and career ready: Implemented a “Planning Your Future” Course in 2nd Semester 8th Grade Skills class focused on: College and Career Readiness Skills, Money Management, and High School Readiness Sustained Individual Student and Career Plans, College and Career Day, and Job Shadowing Day Guidance Counselor Provided Counseling to Targeted Student Groups Supported College Visits with Hispanic Students Current College in the Schools (CIS) Staff Pursuing Concurrent Enrollment Degrees