Michigan Merit Exam Analysis Presented by Dr. Joan Livingston, Academic Services Department

Overview of AM Meet the ELA portion of the Michigan Merit Exam District analysis & school comparison Data for CHS, FHS, and SHS School improvement logs/planning Sharing thoughts

Meet the ELA portion of the MME: Reading & Writing Reading consists of: 40 multiple choice questions from the Reading portion of ACT 30 multiple choice questions from the Work Keys Reading for Information Determining main ideas Locating and interpreting significant details Identifying relationships Understanding meanings of words Drawing conclusions Read the text Overall, the emphasis is on higher-order thinking, such as analysis and synthesis in content areas.

Reading Standards 4 Standards = 51 points R2.1 Strategy Development (18 points) R2.2 Meaning Beyond Literal (15 questions) R2.3 Independent Reading (12 points) L3.1 Close Literature Reading (6 points)

R2.1 Strategy Development (18 points) Comprehension of challenging fiction/nonfiction and technical materials Four ACT passages representative of first year college curricula—prose fiction, humanities, social and natural sciences. Work Keys passages—reading and understanding work related instructions, policies such as memos, letters, directions, signs, notices, bulletins, policies, regulations

R2.2 Meaning Beyond Literal (15 questions) Requires students to construct meaning from a variety of challenging fiction and non-fiction texts beyond the literal level drawing inferences confirming and correcting predictions compare/contrast making connections/generalizations drawing conclusions

R2.3 Independent Reading (12 points) Critically reading and interpreting a variety of fiction/non-fiction text independently Social purposes Personal purposes Political purposes

L3.1 Close Literature Reading (6 points) Reading and analyzing information: Help them understand their individuality as a member of society Exploration and use of the characteristics of different types of texts Aesthetic elements that include text structure, figurative & descriptive language to convey meaning Questions based on: Intact short stories Excerpts from novels or short stories Passages from memoirs, Personal essays in the content of humanities

Writing consists of: 75 multiple choice questions -38 questions from English portion of the ACT -writing constructed response portion of the ACT consisting of 12 possible points (based on the ACT 6 point rubric) Have rubric available to share Have sample questions if available

Writing Standards 4 standards: W1.1 Writing Process (15 possible points) W1.3 Purpose & Audience (27 possible points) Includes ACT Writing Test W1.4 Inquiry & Research (2 possible points) LAN 4.1 Effective Use of Language (13 possible points) 1. May include HSCEs that may include content expectations related to writing process, but MDE not released a list of content expectations that correlate to this section of the assessment Again, this may include HSCEs that may relate to writing content standards, but MDE has not released a list of content expectations that correlate this section of the assessment.

ACT Writing Test 75 multiple choice questions embedded in the MME Writing Tests results 30 minutes Argumentive writing skills: -given a writing prompt and must define an issue and describe 2 points of view on the issue. Read after 1st line: Direct alignment is not possible because only some items are included in the results. The state does not provide an item analysis that includes specific details.

6-point rubric used to determine their ability to: Express judgments by taking a position on an issue Maintain a focus on the topic Develop a position by using logical reasoning and by supporting their ideas Logically organized Use language clearly and effectively according to the conventions of standard written English

ACT English Test The content covered includes the six elements of effective writing. Usage and Mechanics: 1. punctuation (13%)—internal and end-of-sentence, an emphasis on the relationship of punctuation to meaning: comma, semicolon, colon, hyphen, apostrophe, dash, question mark, parentheses

ACT English Test 2. Grammar & Usage (16%): Subject verb agreement Agreement between pronoun and antecedent and between modifiers and the word modified Verb formation Pronoun case Formation of comparative and superlative adjectives and adverbs Idiomatic usage

ACT English Test 3. Sentence Structure Understanding relationships between and among clauses, placement of modifiers, and shifts in construction

ACT English Test Rhetorical Skills 4. Strategy (16%) Develop a given topic while: -considering audience -judging the effect of adding, revising, or deleting supporting material -choosing effective opening, transitional and closing sentences

ACT English Test 5. Organization (15%) Organizing ideas Judge the relevance of statements in context (order, coherence, unity)

ACT English Test 6. Style (16%) Select precise and appropriate words and images Maintain the level of style and tone in an essay Manage sentence elements for rhetorical effectiveness Avoiding ambiguous pronoun references, wordiness

Let’s take a look at data from LPS in Reading What do you notice about the reading performance level percents? How does the individual school data compare to the district? Talk Share out what you notice. Page 2 of analysis report. Chart?

LPS Subgroup Data for Reading Take a look at the “Reading District Subgroup Comparison” What do you notice? Talk Share out what you notice.

Reading Standard Data—District Take a look at each standard. What do you notice about each standard? Talk Share what you notice.

Let’s take a look at Writing data in LPS What do you notice about the writing performance level percents? How does the district compare to individual school data? Talk Share out what you notice.

LPS Subgroup Data for Writing Take a look at the “Writing District Subgroup Comparison” What do you notice? Talk Share out what you notice

Writing Standard Data—District Take a look at each standard. What do you notice about each standard? Talk Share what you notice.

Let’s dig into data from each school Take a look at each standard in both reading and writing. What do you notice? Identify deficits/gaps Use data chart Talk 4. Share what you notice. Move to next slide Show them your example based on SI goal on template

Here’s What!/So what?/Now What? Activity Filled with specific facts or information (data) Example: Every subgroup, except females, trailing below the proficiency level for “all students” in LPS Students with disabilities trailing 41% Black students trailing 39% Econ. Disadvantaged trailing 22% Males trailing 3% An interpretation of the data We have low expectations for some students A predication, an implication or a question for further study We need to change our instructional practices to meet the needs of all of our students We need PD on differentiated instruction to meet the needs of all students We need to provide more support to struggling learners Allow for about 10-15 minutes

Data & School Improvement School Improvement Example List activities needed to implement the strategy List student learning that is the result of the teaching strategy List the on-going data collection/monitoring process to be used to evaluate effectiveness of the Activity on reducing the achievement gap. Share with them what activities I would do Example: commas in writing—mini lesson where I model, use student writing samples, conferring

School Improvement Template What’s your plan? Create objectives Formulate strategies/activities (what works) Be specific in your steps 20-30 minutes

Sharing By School Churchill: Franklin: Stevenson: Type in what each school reports out Copy this for them as a record and email to them or send to them electronically