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DOCUMENT RESUME
ED 078 537 EA 005 140
AUTHOR VanPatten, MurielTITLE Accountability Model Pilot School Report to the State
Board of Education.INSTITUTION Wayne-Westland Community Schools, Mich.PUB DATE Jun 72NOTE 114p.
EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS *Basic Skills; Behavioral Objectives; *Cognitive
Objectives; Community Schools; Course Objectives;*Educational Accountability; *Elementary SchoolS;Language Skills; Mathematics Instruction; PerformanceCriteria; Pilot Projects; *Program Evaluation;Reading Skills
IDENTIFIERS_ Graham Elementary School (P D); Mathematical Skills;*Michigan
ABSTRACTThis report discusses one elementary school's
implementation of a system of teaching and testing by objectives incompliance with a Michigan State Board of Education accountabilitymodel. The model used by the school called for (1) goals developed byeach building; (2) performance objectives identified for subdivisionsof schools, for teachers, and for students; (3) a survey and needsassessment; (4) delivery systems analysis (diagnostic, prescriptive,delivery); (5) an evaluation and testing process; and (6)recommendations for improvement. Attachments contain statistical andprocess information including (1) a school profile -- statisticsreport, (2) student profiles -- matrix assessment criterion for theseobjectives, and (4) survey samples. (JP)
APR 3 '1 1973U S DEPARTMENT OF mEALTm
EDUCATION 6 WEl ;ARENATIOniAt INSTITUTE OF
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4f WAYNE-WESTLAND COMMUNITY SCHOOLS
"Accountability Model Pilot School Report"
P.D. GRAHAM ELEMENTARY SCHOOL
June, 1972
Submitted toSTATE SOAK' )F EDUCATION
State of Michigan
Submitted by:Miss Muriel VanPattenPrincipal
-SINVETITROM::REST7AVAILABLEze
ACCOUNTABILITY MODEL PILOT SCHOOL
REPORT
to
THE STATE BOARD OF EDUCATION
from
P. D. GRAHAM ELEMENTARY SCHOOL
WAYNE-WESTLAND COMMUNITY SCHOOLS
June, 1972
Submitted by,
Muriel VanPattenPrincipal
MR. H. HOWARD, SUPERINTENDENTMR. W. SPURLIN, ASSISTANT SUPERINTENDENT of CURRICULUMMRS. H. AVERY, DIRECTOR of ELEMENTARY EDUCATIONMR. J. LINDERMAN, DIRECTOR of STATE AND FEDERAL FUNDS
S4 DR. R. ZUBULAKE, DIRECTOR of PROGRAM EVALUATION
TABLE OF CONTENTS
I.
II.
Introduction
Analysis of Process of Development and
Implementation
Page
1
4
A. Goals 4
B. Objectives and Log of Events
C. Needs Assessment: CriterionReferenced Tests 12
D. Delivery System Analysis 13
E. Evaluation and Testing 14
F. Recommendations for Improvement 16
III. Summary 19
Attachments:
I. School Profile: Statistics Report 20
II. Student Profiles: Matrix Report 22
Exhibit # 1 - Primary: 3rd year
Students (2nd grade)Mathematical Skills 22
Communication Skills 27
Exhibit # 2 - Intermediate:
5th year students (4th grade)Mathematical Skills 32
Communication Skills 40-
III. Objectives 50
IV. Survey Samples 80
V. P.D. .Graham Section 3 Program 84
VI. Accountability Model Report 99
I. INTRODUCTION
STATEMENT OF TASKS: To develop and implement a system of teaching and
testing by objectives as outlined by the State Board of 'Education
Accountability Model.
GENERAL STATEMENTThe Wayne-Westland Community School's Board of Education has made a
commitment to individualized instruction and accountability. The
district's Division of Instruction received Board commitment and ap-
proval for the document, GOALS, OBJECTIVES and ACTIVITIES for
ELEMENTARY CURRICULUM. Elementary schools are directed to mo e sys-
tematically to assess their present instructional program and to
establish a process that will facilitate making the changes necessary
to reach a goal of individualization that is commensurate with the
district's common curriculum goals:1. Development of excellence in skills of communication.
2. Development of a general motivation to learn.
3. Development of emotional, mental and physical powers.
4. Development of positive attitudes and security inachieved skills necessary for future growth endeavors.
The systematic support System to use in bringing about needed change
is consistent with the Michigan State Department of Education's
accountability design:1. Each building should develop goals.
2. Performance Objectives should be identified for subdivisionswithin the school for teachers and for individual students.
3. A survey and following needs.assessment should be made todetermine what is needed to bring optimum energy to bear on
the learning program in a building,
4. Delivery systems analysis---(diagnostic, prescriptive,delivery)---should be'made.
5. Evaluation and testing process should be part of the program.
A. There should be a systematic format for making recommenda-
tions for improvement.
The document clearly identifies the responsibility, for decision making
and program planning at the building, (and/or units within a building
as they come to be identified internally), using whatever process'is
convenient, expedient and productive. Also emphasized, as a visable
component of the elementary school planning team, will be the parents
and other non-educators from the school'sattendance area.
It is important to emphasize the cooperative effort, and mutualcommitment of our Central Office, Board of Education, and the
P. D. Graham School to in "ividualized instruction and to demonstrate
accountability.
Each staff member of P. D. Graham School is personally committed todeveloping an individualized and personalized program. Our philosophy
is Humanistic. Our decisions have been gUided by the EducationalPhilosophy of Continuous Progress as defined by Dr. John Goodlad. We
believe that success promotes more success; that well defined respon=sibilit' within the limits of readiness of the learner promotes selfreliancl and a cooperative'spiriz; that differences provide richness;that mlny alternatives must be available for the student's learningplan fn staffing; time and materials; and that teachers are and should
be Te3ponsible for Making decisions regarding curriculum. We are
learning to manage this philosophy through the I. G. E. .(Individually
Guided Education-- Multi-Unit School - Kettering Foundation) process.
ThP P. D. Graham School is organized into multi-aged units. Primary
units'include 5, 6, 7, 8, and 9 year .olds. Intermediate units
include 8,-9, 10 and 11 year.olds. Children are assigned to units
based on a mix (or difference) in age, sex, background, race, ability,achievement and interest (completely heterogeneously grouped). Each
unit is team taught. Teams of teachers are also selected er a basis
of differences: experience, academic training, interest areas, sex,
etc. The staff is organized by differentiated roles ana functions:
.Vertical Differentiation
CertifiedStaff:
Principal Instructional
Assistant'Principal Improvement Committee
UniLeaders (Decision making body)
Team Teachers
SupportStaff:
Student Teachers (Cluster program from
Para-prOfessionals Mich. State University)
Voluntary Aides .
Mini Teacher - Jr. H.S. Students
HoriiOntal Differentiation .
...,
Teams" nd task force committees are attaining organizationalpatterns to reduce, duplication of effort and to provide maximum
expertise. The following represents areas involved:
Tutorial Smallgroup
Largegroup
DiagonsispresCription
Contentareas
Directed
teachingDiscoveryteaching
Etc.
Unit meetings are designed to set unit or program objectives, designprogram (delivery sySiem), evaluate program and to meet immediate team
needs (situational meetings). We utilize a highly diversified:approach:
multi-media, multi- text, and multi-student learning plan. Time to plan
is of utmost necessity. One way that has helped us provide time forplanning has been a field test of an irregular" schedule for two days
each week. On Tuesdays and Thursdays children are in school for four
and a half (410 hours (8:30 a.m. to 1:00 p.m.). Tuesday, 1:00 p.m. .
to 4:00 p.m- is used for team and individual teacher planning. Thursday,
1:00 g.m. to 4:00 p.m. is used for team planning and reporting to
parents (parent conferences). This irregular schedule has been in effect
since March 14, 1972.
-9-
We believe this organizational design facilitates the achievement ofour educational goals and objectives for children more effectivelythan the traditional graded self-contained plan.
This report will cover our status of implementation of the task(to develop and implement a system of teaching and testing toobjectives as outlined by the State Board of Education AccountabilityModel) with specific reference to the most pressing problem, thetime and the cost for training that is required to implrlient thetask. In order to accomplish the task some means of at.justing theState required instructional schedule of 900 hours and 180 daysper year, and/or finanidal assistance to provide for training offield educators.
Five attachments are included of statistical and process information.They are:
ATTACHMENTSI. School profile: Statistics reportII. Student profiles: Matrix reports
Exhibit #1 Primary: 3rd year student (2nd grade)Mathematical SkillsCommunication Skills
Exhibit #2 Intermediate: 5th year students (4th grade)Mathematical SkillsCommunication Skills
ObjectivesIV. Survey Samples
Exhibit #1 - StudentsExhibit #2 - StaffExhibit #3 - Parents
V. P. D. Graham Section 3 Program: 1973-74VI. Accountability Model Report to
P. D. Graham I.I.C. and WWCS Curriculum Department
II. ANALYSIS OF PROCESS OF DEVELOPMENT AND IMPLEMENTATION
The cmbined effort of the Division of Instruction and the P. D. Graham
staf! has encompassed each section of the accountability model. There
is ro question that educators have the desire and have either theability or can be re-trained for the skill needed, but the harassingproblem is in the cost of in- service for re-training and in the time -
required for the total process.
A. GOALSThe P.D. Graham building goals are compatible with goals of the
state's and district's. The building goals were developed by the
staff with the assistance of central office curriculum specialists.
GOALS
1. Students should demonstrate by their behavior and attitude a positiveself-doncept and respect for others.
2. Students should demonstrate by their. behavior and attitude, respectfor their property and the property of others.
3.. Students should be able to clarify theit own values and act upon
them, and respect the values of others.4. Students should learn to understand and appreciate the democratic
process.5. Students should learn to appreciate leisure time and use it effectively.
6. Students should develop skills in inquiry and learn to be self-
directing in study.7. Students'should use problem-solving techniques.
8. Students should learn to develop their aesthetic sense..
9. Students should have an acceptable command of written and oral
English.10. Students should read with understanding, ease and enjoyment.
11. Students should. comprehend and demonstrate through computation basic
skills in' mathematics.12. Students should develop psycho-motor skills.
13. Students should learn to distinguish between opinion and fact.
LANGUAGE ARTS GOALS
1. The learner should demonstrate evidence of on-going progress inthe basic reading skills.
2. The learner should develop the ability to communicate his ideasto others through one ormote learning channels.
3. The learner should develop resourcefulness in locating information.
4. The learner should develop the ability, to process informationthrough one or more learning channels.
5. The learner should be able to interpret and evaluate informationhe receives from all media.
6. The learner should be enriched by his experiences in reading.
MATH GOALS
1. The learner should demonstrate computational achievement throughexercises of simple recall and exercises of vAitine manipulation .
2. The learner should demonstrate comprehension of mathematicalconcepts and processes through verbal and symbolic communication
3. The learner should demonstrate the application of computationalprocesses and concepts in problem - solving, making comparisons,interpreting data and forming conclusions.
4. The learner should demonstrate the ability to analyze newsituations and apply previous knowledge to creative problem
solving.
5. The learner's attitude should be enhanced as he becomes com-fortable with the cognitive levels of Math, and grow in self-
concept through interest, and accomplishments.
6. The learner should develop an appreciation of mathematics as auseful tool, as an art and finally as a,communicative occupation.
SCIENCE GOALS1. Children need value goals, respect for living things, commitment
to the scientific processes and a concern for conservation.2. Children need to develop special interests which should result in
productive leisure time activities.3. The teaching of process skills (inquiry skills) should receive a
major emphasis.
The specific objectives for the process teaching are present below:
1. The learner should develop an understanding of A.assifyingfrom one stage to a multi-stage objective
2. The learner should demonstrate ability to make statementsof observations obtained by using several senses.
3. The learner should be able to distinguish between pureobservations and inferences based upon observations andexperiences.
4. The learner should make predictions based on systematicobservations using graphs and past experiences.
5. The learner should be able to recognize the significantvariables in a simple investigation and select one variableand use it as a control.
6. The learner should be able to describe in a few sentencesthe information shown on a table of data or graph.
7. The learner should be able to construct a hypothesis thatis a generalization of observations or of inferences anddevise simple tests to validate the hypothesis.
8. The learner should be able to demonstrate adequately theability to describe a procedure, object of concept in acontext which permits others to make decisions. Example -giving directions.
9. The learner should be able to identify a problem, constructa hypothesis and design tests for collecting data to testthe hypothesis.
10. The learner should acquire the process goals listed above, bybeing involved in activities that are chosen from a varietyof science content areas.
11. The learner should be able to make estimates and simplemeasurements of length, volume, area and mass.
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SOCIAL STUDIES GOALSFollowing are Broad Secial Studies Goals taken From MACOS andGuidelines from the National Council of Social Studies.
1, To give our pupils respect for and confidence in the powers- of their own minds.
To con act classroom discussions in which youngsters learnto listen to others as well as to express their own views.
2 To extend that respect and confidence to their power to thinkabout the human condition, man's plight and his social life.
3. To proviiie a set of workable medels that make it simpler toanal ze the nature of the social world in which we live andthe condition in which man finds himself.
To encourage children to reflect on their own experiences.4. To import a sense of respect for the capacities and humanity
of man as a species.5. To create a new role for the teacher, in which the teacher
becomes a resource to children rather than only an aL=ty.6. To leave the student with a sense of the unfinished ,business
of man's development.7. To teach a research methodology where children can:
a. Look for information to answer questions they have raised.b. Use the framework developed in the course and apply it
to new areas.c. To initiate and develop in youngsters a process of question
posing (the inquiry method).d. To help youngsters to develop the ability to use a variety
of first-hand sources as evidence from which to develophypothesis and draw conclusions.
e. To legitimize the search; that is, to give sanction andsupport to open-ended discussions where definitiveanswers to many questions are not found.
B. OBJECTIVES AND LOG li EVENTS
Performance objectives were developed by task force committees ,hatincluded district teachers and were directed by the curriculum
department's specialists.
See attachment III: Objectives. Student results are reported on the
student matrix forms (Attachment II). The report gives the number
and percent of students mastering the objectives. Next year it
would be valuable to includ... information corresponding to number andpercent of month for month growt1:.
The P.D. Graham staff taught and tested to the object.ve with
Section 3 students only. These objectives will be revised andextended in scope as -the objectives need to be more comprehensive
and decisive. This will be accomplished by the district's task force
committees for the 1972-73 school year.
For State reporting purr :.;es, for the intention of developing anin-service accountability model for the P.D. Graham staff, and finallyfor the dividends derived by analysis of the results for the staffand the children, we selected two units to record and report progress.The details of this process are reported in attachment VI: Accountability
Rel:Port with Recommendations.
During the 1972-73 school year the objectives developed for Section 3
need to be used for all students at the P.D. Graham school. In
addition the word attack and study skill objectives in the WisconsinRead Management system will be implemented, tested and reported in
June, 1973.
The P.D. Graham staff has received in-service in teaching and testing,to objectives. Our goal for ourselves at P.D. Graham is that the
staff will:
1. Be able to write objectives in the three learningdomains: cognitive, affective :and psycho-motor.
2. Be cognizant of the rational sequence of skills inreading and mathematics; to be able to professionallydetermine the appropriateness of test results; selectappropriate objectives established in existing programsand modify objectives when appropriate.
It is impossible to separate the in-service log related to objectivesand to the specific task o[ this report. A listing of in-serviceand other pertinent meetings, noting the resources and cost areincluded in the log of events that follows:
Log of Events From August 1970 to June 1972.
Date
Aug. 1970to
Jan. 1972
Time Line
Area Cost Comments
Staff in service:.
Staff resources inventory
Selection : teammates
Humanistic PhilosophyJ. Goodlad's philosophyof continuous progress
Multi-unit organization
Identifying student needs
Designing learning plans
Individualizing & personalizing
content areas
Differentiated staffing design
1. Roles & functions2. Time
Space
Personnel
Internal record keeping
Assessment ani \ccountability
1. Cognitive2. Affective
Staff visitations to D.S./non-graded schools
$16,200.00for the yearand a halfperiod.In addition:six (6) 1/2ay districtrIcshops.
Te ens
volunteeredfive (5)half days, inAug. 1970.
Funding throughthe Wayne CountyIntermediateSchool District'sDifferentiatedStaffing Projectwhich includedIn-service fortotal staff(Certified, para-professionals,student teachersand parents).
Jan. 26,
1972
Feb. I,
1972
Feb. 1,
1972
State Department's letter of
invitation: Accountability
Model
Discussed State invitation andthe accountability model withP.D. Graham staff.
Student Opinionnaire
-8-
None
None
None
Received with
positive
Received withpositiveacceptance
See Attachment 4
z e Area Cost Comments
Feb. 11,1972
In-service: Certified andpara-professional
1. Teaching to objectivesin reading & math
2. Matrix recording3. Glasser techniques
1/2 day districtworkshop
Consultant:
Ms. ElizabethMahoney,associate$400.00
Glasser
Objectives weredesigned by taskforce committeeswith the CentralOffice curriculumcoordinatorsdirecting theactivity.Differentiatedstaffing projectcovered the$400.00 fee.
Feb. 18,1972
Parent Committee meeting' to
discuss:1. Accountability model
& our involvement2. Section 33. Individually Guided
Education (I.G.E.)4. Tuesday-Thrusday
schedule - childrenreleased at 1:00 p.m.(41-2- hour instructional
day)
None
i
Very positive- -
411 areas
Tues., 1:00 - 4:00Team Planning
Thurs., 1:00 - 4:00Parent Conferences
March 241972
Parent CommitteeTues. - Thurs. schedule
None Positive -- Thisirregular scheduleis explained onpage 4
April 61972
Staff Questionnaire, D.S.project
None See Attachment IV
April 71972
Staff Advisory (ITC)2nd draft - goals
None
April 14-15, 1972
Staff Advisory with CentralOffice coordinators
1. Review of Statecognitive goals
2. Review of State taskforce committee workon objectives
3. Finalized P.D. Grahamgoals & broadobjective, in reading,math, soc.al studies8, science
$294.00 Very positivereactions
Cost coveredby the DifferentiatedStaffing project.
r
1i;
;
i
1
i
I
Date Area
April 26,1972
n-service
f!
Cost Comments
$143.00 The '. onsultant,
Dr. M. Franklin,observed inclassrooms andmet with teamsof teachers toevaluate program.Cost covered bythe Differentiatedstaffing project.
April 27,1972
In-serviceCertified and para-professionals
Part I. Multi-unit schooland unit meetingsA. ObjectiveB. DesignC. SituationalD. Assessment
Part II. Teacher-madematerials
1/2 daydistrictworkshop
t143.00
no cost
Routine staffreaction
Consultant: Dr. M.
Franklin, Universityof North Carolina
Cost covered bythe DifferentiatedStaffing project.
Consultant: Mrs.
Diana GeddesWayne CountyIntermediateSchool DistrictStaff
May 19,1972
Goals & broad objectives inreading, mathematics, socialstudies, and science sent toall parerts - comments wererequested.
None Few reactionsreturned - 5%all were positive.
May 31,19 72
June 7,1972
Staff DinnerMeeting with Dr. Porter,
on Accountability Model
Advisory StaffSection 3 program:
Evaluation andrecommendations
June 19,20, 21,22, 1972
/
State covered Positive reactionthe cost
None
1. Matrix reporting2. Team needs assessment:
cognitive-3. Team delivery
systems assessmentalternatives andpriorities
4. Team recommendations(Attachment VI)
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5 teachers Very positive$7.00 hour response13 hours each$385.00Section 3funds
Date Area Cost Comment_
1
July 18 Report to State Board1 1
or 19, 1972
C. NEEDS ASSESSMENT: CRITERION REFERENCED TESTS
We need to develop Criterion Referenced tests to include:
1. Revised objectives - more comprehensive2. Sampling of the objectives for pre-test for
criterion placement3 Indexed mini post-tests for criterion evaluation
In 19",1-72 the P.D. Graham teachers relied on the pre- and post-testsin programmed materials (i.e. - Continuous Progress Labs, SRA,Holt-Rinehart and Winston, Scott Foreman etc.) and teacher madeassessment instruments.
D. DELIVERY SYSTEM ANALYSIS
In-Service -
In-service for the P.D. Graham staff has been unusual in scope andfunding. The Wayne County Intermediate School District was funded
for the Differentiated Staffing Proposal. They invited the P.D.Graham School to participate in the project.
The in-service provided training in Continuous Progress Educationalphilosophy, learning and teaching strategies and-techinques inindividualizing and personalizing curriculum and instruction. Thein- service' included, but did not focus on, the teaching and testing
to objectives:
District Leadership -
The Wayne-Westland Curriculum Division has provided exceptionallygood guidance and direction in the development of a management ofobjectives system. This system needs refinement and the plan for1972-73 is discribed in:
E. Testing and Evaluationand
F. Recommendations
The P.D. Graham staff used the District's 1971-72 Management systemfor the Section 3 students. Training will be needed for all unitsto implement the district's management system for all students in theP.D. Graham School
E. EVALUATION AND TESTING
The initial assessment system for the state accountability model atP.D. Grahtm was tied into the instructional objective package relatingto the ccgnitive (math, reading) section of the Michigan Comman Goals
Booklet. The first step in this program was to tie the system into
a standardized battery (consistent with State Board adoption) having
the aveilabiltiy of a comprehensive item analytic output.
It waE the feeling that testing would be meaningless and useless unlessit could be closely tied to the instructional process. This procedure
was initiated with summarative standardized assessment and at the same
time, on-going development of a more formative instructional assessment
program.
During our first year of development a framework built around "stand-ardized pupil Item reports", and discipline objective manuals was
structured. The combination of these items moved us one step closer
to the identification of learning difficulties. The specific frame-
work operated as follows:
The Pupil Item Report was a re:.or(1 ^ti individual responses
by category coded items for each subtest. As a parallel to
the Pupil Item Reports, the Discipline Objective Manual wasproduced. There were various objective manuals depending
upon the level selected. The format of the manual was as
follows:
A. Umbrella Objective - overall objective in referenceto the skill area tested.
B. Level - reference to grade indication or assessmentidentification.
C. Category Code - a code keyed for assessment topic
symbols on the Item Report.
D. Program Objective - an objective consistent withbasic skills Oich are to be developed.
E. Assessment Criterion - a standard which can be usedto assess the program objective at various points in
time.
F. Instructional Activity - a learning activity parallelto the Program Objective which may be used in its
development. This in no way is meant to limit the
instructional activities. It is our intent thatteachers broaden this column based on teachersuggestions and further research.
It was the intent that these documents (Pupil Item Report,Discipline Objective Manual) be used in concert to implement this
system of instructional management. The category codes wererelated to groupings of at least four items listed on the Pupil
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Item Report. An 80% mastery level was chosen for theaccomplishment audi*. In addition a Pupil Profile Matrixwas used to expeidte record keeping procedures.
However, the limitation of this system is that it operates at a surveylevel and for a better program it must be taken one step further.Ultimately we need specific identification of learning difficultiesand planning re-teaching. Therefore, we are currently in the processof broadening the objective, assessment, and instructional banks.Thus, the end result should be a more comprehensive instructiona-management system composed of both formative and summarativeinstructional - assessment programs.
F. RECOMMENDATIONS FOR IMPROVEMEN7
1. Recommendations for Low Achievers:
The P.J. Graham building recommendations are included inAttachment V. Section 3 Program.
Unit recommendations are included in Attachment VI:Accountability Model, report to the P.D. Graham IIC andthe WWCS's Curriculum department.
2. District Objectives and the Management System:
Our district is now in the process of developing Criterion ReferencedTests. These tests will be implemented during the 1972-73 schoolyear to include:
1. Revised objectives - more comprehensive2. Sampling of the objectives for pre-test for
criterion placement3. Indexed mini post-tests for evaluation
,
The P.D. Graham staff will pilot the Wisconsin Read ManagementSystem. This will include teaching and testing to Word Attackand Study Skills objectives. The system includes a multi-media,multi-texted approach.
3. The following Time-Line represents tasks the P.D. Graham staffwill implement during the 1972-73 school year:
Date Area Cost Comments
Aug. 28, IN-SERVICE:1972 Certified Staff
Implementation of the WisconsinReading Management System:Teaching & testing objectivesutilizing a multi-media, multi-test delivery system
$1,134.00Section 3,Title 1 and
D.S. Funds
.Aug. 29,30, 31,Sept. 11972
IN-SERVICE:Unit leaders
Writing Performance Objectives
Unit Organization
$1,176.00Section 3,Title 1 funds
Sept.1972
TRAININGCertified StaffUnit objectives and processobjectives
None Measured by thecriteria statedin the State'sModel for in-service ofobjectives
Date Areas Cost Comments
Oct. In-Service $500.00 Training of1972 Reading Management Trainers Program.
`'Wisconsin Read" Research and4 staff members Development
Department:
University ofWisconsin incooperation withI.G.E.
Oct. In-service: $1.134.0001972 Certified Staff
Wisconsin Management System--,---
By the end of the 1972-73 school year, we should have developed:1. Performance Objectives for unit sub-divisions with the
building.2. Implemented the Wiscnsin Read Management system.3. Implemented the district's mathematics and comprehension
management system.4. Continued development of packaged learning centers.5. Continued implemention of skill centers.A. Refined the record keeping model (student contracts,
logs, individual profile and group matrix reporting).7. Objectives for Social Studies, Science, Art, Music and
Physical Education.
District Criteria for evaluation of changed student achievement:1. 80% of the students in the P.D. Graham School who have
been in the system for at least three consecutive yearsand are of avera e abilit will test at grade level ona standardized achievement test in reading comprehensionand computation skills.
2. Survey, elementary students on a statistical samplingprocess basis to determine that at least 80% can read
q a paragraph and answer 4 of 5 questions correctlyconcerning the content of the paragraph.
4. Time and Resources:
Two major problems for administrators and teachers to completetheir tasks are:
1. Preparation and planning time2. Cost of consultants3. Cost of teacher eleased time
We have1.
3.
found the following means helpful:District In-service days (usuallyDistrict task force committees:Building task force committee;
-17-
3 or 4 half days per year)Released time, or paymentin full or part, or noreinbursement.
AL
4. Irregular instructional schedule: field testedatP.D. Graham. Details described on page 2 in theIntroductory section.
It sliould be noted that even with the aboye efforts the P.D. Grahamstaff works on the average of ten hours per day, meeting before
scFool, during lunch and after school. There have been very fewif any week-ends that a teacher or a team of teachers have notsigned out keys for Saturday and/or Sunday work.
1.
The status of the project and its.potential success depends on the
Teaching in the mind of the public, is the time the teacher spendswith children from 8:30 a.m. to 3:00 p.m. They fail to recognizethat additional hours are required to implement the accountability
,model. The time is needed for diagnosing prescribing and evaluating
A solution which might alleviate the problem, would be flexibility
180 days per year.
re
Model.
-19-
Education for their guidance in the implementation of the Accountability
capability of the local district to provide the resources and thetime for educators to research, develop, implement, evaluate and
and personalized) within a wide diversity of alternatives (multi-media, multi-text, multi-teaching and learning strategies). Thisclearly points to the delivery system as the crucial step thatmust be taken simultaneously with teaching and testing to objectives.
of the current State requirements of 900 instructional hours and
re-train to meet the task of teaching and testing to objectives.To implement this task in a humane learning environment requiresthe ability to manage the instructional program (individualized
for individualizing instruction which results in teachers needingto modify or change teaching-learning strategies. The teachers are
III. SUMMARY
faced with a complex task as these needs occur simultaneously.
In conclusion I would like to express my appreciation to our distictfor their assistance and support and to the State Department of
Ammo.
ACCOUNTABILITY MODEL PILOT SCHOOLREPORT
to
THE STATE BOARD OF EDUCATION
from
P.D. GRAHAM ELEMENTARY SCHOOLWAYNE-WESTLAND COMMUNITY SCHOOL DISTRICT
June, 1972
ATTACHMENTS:
I. School Profile: Statistics Report
II. Student Profiles: Matrix ReportExhibit #1 - Primary: 3rd year students (2nd grade)
Mathematical SkillsCommunication Skills
Exhibit #2 Intermediate: 5th year students (4th grade)Mathematical SkillsCommunication Skills
III. ObjectivesIV. Survey Samples
Exhibit #1 - StudentsExhibit #2 - StaffExhibit #3 - Parents
V. P.D. Graham Section 3 Program: 1972-73
VI. Accountability Model Report to P.D. GrahamInstructional Improvement Committee andWayne-Westland Community SchoolsCurriculum Department
Attachment I
REPORT
Part 1 - SCHOOL STATISTICS (Use full time equated figures for counting staff)
1. 25 Number of Teachers
2. 10 Number of Para-professionals
3. 42 Number of Volunteers 2z Number of Hours Worked PerWeek
4. 783 Number of Students
5. 25 Number of Rooms
6. 31/1 Pupil/Teacher Ratio
7. 2 Number of Administrators
8. 5.40 Number of Specialists
1 a. Music .50 f. Reading Specialist
1 b. Art .20 g. Speech Specialist
1 c. Phys. Ed. 1 h. Evaluators
.20 d. School Nurse .30 i. Social Worker
e. Community School Agent .20 j. Type C Teacher
9. Does the school provide a Food Service for Pupils? yes X no(Open lunch program - bag lunch)
10. Financial Support
$955.25 Amount of Local and General State Aid per child
$100.00 Title 1, ESEA - average dollor amount spent on each Title 1participant - 23 Number of pupils receiving Title 1services SumFeTTI§72)
$261.02 Sec. 3 State Aid - average dollar amount spent of each Sec. 3participant - 165 Number of pupils receiving Sec. 3services
-0- Sec. 12 State Ald - average dollar amount spent on each Sec. 12participant
$ 3.56 Amount of other categorical aid per child, such as Title III,ESEA; Title VI; Title VII; NDEt III, etc.
-0- Amount of Federal Impacted Areas School Aid (PL 89-874)
_z
choc1 Statistics
The following is a brief statement regarding types of children -- black,ethnic make-up and type of community served by the school.
Ninet -seven percent of the children are Caucasian, with a lower andmiddl class background. There is a parent committee involved inunderstanding and planning curriculum.
The attendance area is new. The very concept of a neighborhood is yetto develop. The new families have moved mostly from Detriot (49),Southern States (7), Lincoln-Jefferson W.W.C.S. (26). Most of thechildren attended schools in the surrounding W.W.C.S. attendance areas.Some problem exists in small children's gangs, usually older JuniorHigh School students. Families of different value systems andattitudes are living side by side. Federal low-cost housing (235)is dispersed throughout the new development. We have identified 20%of our students (31 families) that are either ADC, welfare or one,parent homes. Conflict sometimes occurs due to conflicting values,different life slyle, and different ideas about how children shouldbe raised. Frustration occurs frequently regarding construction inthe area, home repair, etc. It will take a few years to understandone another, understanding divergent life styles and needs.
Parents have identified the need for more recreational opportunitdesfor students after school and on Saturdays.
Some parents are still fearful of the "new" program at P. D, Graham.The Voluntary Aide Program, Conference Model for reporting progress,the Open Parent Visitation policy and small orientation groupmeetings are helping to overcome the unknown and fear regardingthe program.
Dile to enrollment problems and an attitude that parents should beallowed as many "alternatives" as is manageable, we gave our parentsan option to choose to send their children to a more traditionalschool. Of 462 families, representing 783 children, 19 familiesrepresenting 27 children, elected the option for their children toattend a more traditional building. This is in percentages 96% ofthe families wanted to remain, representing slightly more than 96)-i%of the children.
ATTACHMENT II
Student Profiles:
Matrix Reports
1.
7ach unit reported on approximately thirty (30) students:
Primary Unit - Approximately 30 third year students (2nd grade)
Intermediate Unit - Approximately 30 fifth year students (4th grade)
2.
The unit's matrix reports are divided first by content:
mathematics and
reading.
The "grade level" matrix reports are first in ordo.: fcllowed by the above
"grade level" and concluding with the "below grade leverl matrix reports.
4.
Attachment number III includes the objectives which are coded to
he
matrix form, as example:
Primer - Reading - 1st grade level
L-CS means:
Students will learn to recognize small and capital
letters.
5.
the totals for number and percent of students mastering the objective is
listed on the top sheet for each grade level.
ATTACHMENT II
Primary unit:
Exhibit 41
Matrix in Mathematics Skills
Matrix in Communication Skills
"Z
PRIMARY A LEVEL OF OBJECTIVES - 2nd GRADE LEVEL
(Lake Unit)
SUBJECT AREA
MATH SKILLS
Pupil
Number
.Most Recent
or
Referenced
Test Score
COMPUTATIONAL
CONCEPTS
.
AM
ICO
C-0
PV
PA
Al
A2
SM
A3
NR
GMS
OH
MO
NS
PS
11/71
-r=
, 2.0
5/72
r, 3.0
1 5
'2
'
5 72
TT
5 72
.t f
7 72
8 2
9 72
10 72
.
11
12
13 2
1 21.5
2.0
11
71
5
72
11
71
11
71
11
71
1171
1
11
71
31.8
2.7
11
71
5
72
11
71
1r
71
72
11
71
11
71
5
72
11
71
5
72
41.7
1.8
11
71
,11
71
11
71
11
71
71
1 71
51.5
5
72
5
72
5
72
5
72
62.5
2.1
11
71
5 72
.11
71
11
71
11
71
11
TY
11
71
1 71
72.1
3.1
11
71
5
72
5
72
11
5
71
72
11
71
1171
11
71
11 711
A3.1
5 25
TT
5
72
55
7.2
72
5
72
5
72
5
72
5
72
5
72
91.9
1.8
11 1
-
1171
-,
5
72
11
71
1171
11
71
10
3.1
1.6
5 2
5
72
5
72
572"
-
11
-
2.0
3.0
1Fallta
OZNIM171
1M.
NUM
.1.1
71
11
71
11
71
11
71
5
72
5
72
12
13
2.1
1.5
2.5
2.5
1 1 11
71
11
71 5
72
5
72
11
71 11
71
11
71 11
71
11
71
11 71.1
5
72
11
11
71
72
71
72
5
72
5
7L
11
71
11
71
11 71
14
3.5
3.5
11
71
li.
71
1171
11
71
11
11
71
71
11
71
11
71
11
71
15
2.5
5
72
5
72
5
72
11
71
5
721
11
5
71
72
5
72 Il
71
11
171 11
71
11
71
11
71
72
11
71 111
71
16
2.3
3.8
1
71
11
71
5
7
Number Achieving Objectives
2V,
17
15
25
26
15
27 %
28
100
16 57
13.
19
1
711
4
114
L21
j75i
Percent Achieving ObjectiVes
100
61
54
90
86
541
Some pupils cannot be shown on the above profile - they are working above of below expectations.
profiles are attached for each pupil in this group.
* Numbered objectives are described in Attachment
T-M - Total Math
GE - Grade Equivalent
Individual
Pt pil
Number
PRIMARY A LEVEL OF OBJECTIVES - 2nd GRADE LEVEL
(Lake Unit)
SUBJECT
AR
EA
MATH SKILLS
Most Recent
Norm Referenced
Test Score
11/71
5/72
Cp
C
17 18 19 20 21 22
1.6
1.7
1.9
RIM 24 25 26 27 28
Cp
C
2.3
COMPUTATIONAL.
Si
A2
MA3
23'
5
5
72
2.1
1.7
1.9
2.5
2.6.
2.3
2.5
3.3
5
72 11
71 5
72
CO
NR
WN
'
CONCEPTS
C-0
GMS
OH
.M0
11
71 5
72
11
71
5
72 5
72 5
72 5
72
PV
PA
NS
PS
1011
12
13
1111
1111
1111
1II
11 7111
71
1111111
IMINIMMIBEIM
1191111111
5
72
IIMIll
111111111111111111
572
11 71
72a
IMIS
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723.
171
5
72
5 725
72
11 7111 11
5
72
5
72
72
1111
111 71
5
72
Percent Achieving Objectives
11 71
11 71
72
Some pupils cannot be shown on the above profile
they are working above or below expectations.
profiles are attached for each pupil in this group.
* Numbered objectives are described in Attachment III
Indi
vidu
al
PRIMARY B. LEVEL OF OBJECTIVES - 3rd GRADE LEVEL
-COMPUTATION
CONCEPTS
(Lake Unit)
SUBJECT AREA MATH SKILLS
Pupil
c
Number
Most Recent
Norm Referenced
Test Score
A1-3
S1-3
AD
SM
M.FR
G-MS
NU
.
.
MO
CNR
CS
PV
FC
CQ
AR-.,
NS
L
11/71
15/72
12
34
'5
.16
7
IGE- M
GE
T-M
31.8
2.7
72
72
'7
2.1
3.1
83.1
72
11
2.0
3.0
6
72
6 72
6-
72
14
3.5
3.5
6
72
72
16
2.3
3.8
6 72
6
72
2ti
72
19
1.7
2.5
22
2.6
25
3.3
26
1.9
3.1
28
1.7
2.5
Number Achieving Objectives
33
14
20
Percent Achieving Objectives
27
27
936
18
Some pupils cannot be shown on the above profile - they are working above or below expectations.
profiles are attached for each pupil in this group.
T-M - Total Math
* Numbered objectives are described in Attachment III
GE - Grade Equivalent
Individual
Cll
PRIMER LEVEL OF OBJECTIVES - 1st GRADE LEVEL
(Lake Unit)
SUBJECT AREA
MATH SKILLS
Pupil
Number
Most Recent
Norm Referenced
Test Score
COMPUTATION
AD
SB
.
CONCEPTS
'
CN
CN
CN
CN
CN
CN
. Q
GS
NT
M
11/71
5/72
1'2
'
34
g'6
78
910
T-M
GE
T-M
GE
.
21.5
2.0
6
72
672
72
41.7
1.8
1.5
6
72 6
72
66
72 6
72
72 6'
72
5 91.9
1.8
6
72
6
72
6
72
72
72
66
Ti
72
19
3.1
1.6
66
72
6
72
6
5-1
72
27
1.8.
6
72
72
,
f
Number Achieving Objectives
44
63
1.2
.
60
.
iPercent
Achieving Objectives
67
57
100
50
17
033
1I
Some pupils cannot be shown on the above profile
they are working above or below expectations.
profiles are attached for each pupil in this group.
T-M - Total Math
* Numbered objectives are described in Attachment III
GE - Grade Equivalent
Individual
1111
1111
1111
1111
1111
1111
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0II
0O
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1 W
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11
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161
MU
NI I
Nm
om.
PRIMARY 4 LEVEL OF OBJECTIVES - 2nd GRADE LEVEL
(Lake Unit)
SUBJECT AREA
CO*! SVLL:
Pupil
Number
Most Recent
Norm Referenced
Test Score
READING
SR
P
WORD
4
ANALYSIS
ce
- DB
PS
SC-
11/71
5/72
12
34
-5
'6
7C
RWA
RWA
12.2
1.6
2.0
1.7
3.1
1.8
2.2
2.1
11
5
72
11
71
11
71 5
72
al
IFIE
11
71
11
71
1171
5
72
11
71
11
71
31.6
1.2
1.9
1.8
572
.4
1.4
1.4
1.6
1.9
11
71
51.8
1.9
1.9
5
72
1171 ..
6
72 Z 71 El6 2 5
72
II
72
Il71 5
72
72 11
71
62.3
-"1.
1.8
2.1
1.4
1.5
2.0
6
72_
762 5
72
L
5
72
Mil 5
72
.
8
1.5
1.4
1.4
1.3
1.9
1.6
1.8
1111111
91.4
1.3
10
2.1
1.7
2.0
1.8
'11
71 5
537
S
72
5
72
72
1171 11
71
1171
11
71
11
71
5
72ME
11
71
72
72
. 11
2.1
1.8
3.1
3.4
12
1.4
1.7
2.1
2.3
6
72
.
572
11 1
5
72
5
72
1171
13
1.7
1.7
2.9
3.0
5
72
5
72
5
72
S
72
5
72
1171
5
72
5
72
11
71
5
72
14
3.4
3.0
2.9
2.2
11
71
11
71
1171
11
71
1171
1171
1171
11
71
11
71
11
71
15
1.3
1.4
1.8
1.3
1171
Ishmber Achieving'Objectives
18
10
10
18
22
28
13
21
20
14
[Percent Achieving Objectives
64
36
36
64
70
167
75
71
50
.
'Some pupils cannot be shown on the above profile - they are working above of below expectations.
IndividUal
profiles are attached for each pupil in this group.
R - Reading
WA - Word Analysis
* Numbered objectives are described in Attachment III
I
II
VV
I O .
1I
T.
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-:
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Pupil
Number
PRIMARY 4 LEVEL OF OBJECTIVES - 2nd GRADE LEVEL
(Lake Unit)
SUBJECT AREA
Most Recent
Norm Referenced
Test Score
11/71
5/72
RWA
RWA
16
2.4
17
13
1.8
1.6
20
2.0
21
2.0
CI
22
1.9
1.8
2.1
1.8
2.9
2.5
2.7
3.0
2.2 2.5
1.8
2.3
READING
WORD ANALYSIS
SC-
-31S5.11-%
78
910
1
5 7271
572
1.7
2.1
2.3
.5
72
572 5
72 5
72
11
pl
71
171
5
72
11
71 5
72
11
71 5
72
11
71 5
72
11 71 11
71 5
72
2.0
3.1
3.0
3.1
3.4
23
2.0
24
1.8
25
26
11.6
3.4
3.4
11
72 5
72
11
71
5
72 5
72 5
72
5 2 5
72 5
72
11
11
11
71
71
71
55
5
72
72
72
572 72
5
72
11
11
71
71
11 71
11
71 5
72 11
71
11 71
111
71 5
72 11
71 5
72 11
71
72 11 71 5
72 5
72 72
1.6
11 71a 71
2.1
2.7
1.7
1.8
2.1.
55
72
72
5
72
5
72
5
72
5
72
11
5
71
72
11 71
5
72
27
11.8
1.6
1.7
1.8
72
11 71
S72
28,
2.1
1.7
2.5
2.7
171
5 75
72
11 71
11 71
5
72
5
72
11 71
1
172
Lit
Number Achieving Objectives
Fercent Achieving Objectives
Some pupils cannot be
shown on the above profile - they
profiles are attached for each pupil in this group.
* Numbered objectives are described in Attachment III
.
are working above or below expectations.
Individual
.11
II
R- Reading
WA - Word Analysis
Numpereu oojectives are uescriueu in ALLacumenL
iii
PRIMER LEVEL OF OBJECTIVES - 1st GRADE LEVEL
(Lake Unit)
SUBJECT AREA
CO2. M
SKILLS
Pupil
Number
Most
Norm Referenced
Test
11/71
Recent
Score
5/72
r
L-
CS 1
SSWS
23
P-
BE,
4
L-
BE,
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.
AIsR
31.6
1.9
72
72
72
721
6
72
41.4
1.6
6 2 6/
72
6'
Ti
J.
6
72 6
72
6
72 6
72
6 72
1
51.8
,71.5
1.9
6
72
672
6
72
81.4
1.6
6
72
6
72
.6
72
6
72
6
72
72
91.4
1.8
6
72
6
72
6
72
6
72
672
10
2.1
2.0
6
72
6
72
6
72
72
6
72
15
1.3
1.8
6
72
6
72
6
72
24
1.8
1.8
b Ti
6
72
6
72
6
72
72
72
26
1.6
1.8
6
72
6
72
6
72
6
72
_Ai
72
6
72
27
1.8
1.7
6
72
6
72
6
72
.
Number Achieving Objectives
11
83
10
10
8
Percent Achieving Objectives
100
73
27
91
91
73IIIIII
1
Some pupils cannot be shown on the above profile - they are working above of belowexpectations.
profiles are attached for each pupil in this group.
R - Reading
LS - Listening Skills
* Numbered objectives are described in Attachment III
Individual
11/7
15/
72
1111
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Ip
I
IN>
ELEMENTARY LEVEL OP OBJECTIVES - 4th GRADE LEVEL
(Stadium Unit)
SUBJECT AREA MATH SKILLS
EFTS
Pupil
Number
Most Recent
Norm Referenced
Test Score
---.......-.,
AN
FR
MI
DN
.SN
SR
FD
MF
DR
C,CO
E,NU
.
AR
MS
DNS.
MO
PV
RN
LP
NL
FC
11/71
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30
30
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93
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85
85
60
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31
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51
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46
Some pupils cannot be shown on the above profile - they are working above or below expectations.
profiles are attached for each pupil in this group.
CP - Computational
* Numbered objectives are described in Attachment III
C - Concepts
Individual
0
ELEMENTARY LEVEL OF OBJECTIVES - 4th GRADE
LEVEL
COMPUTATIONAL
(Stadium Unit)
SUBJECT AREA MATH SKILLS
CONCEPTS
Pupil
Number
Most Recent
Norm Referenced
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r...
AN
FR
MI
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SN
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FD
MF
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AP
MS
DNS
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72
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11
71
22
23
11 71
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3.7
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71
11
71
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11
71
11
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5
72
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71
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72
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5
72
5
72
5
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4.7
5
72
11
71
5
72
31
3.3
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32
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3.3
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11
Some pupils cannot be shown on the above profile - they are workingabove or below expects :-.ions.
profiles are attached for each
in this group.
CP-Computational
* Numbered objectives are described in Attachment III
C-Concepts
Individual
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INTERMEDIATE LEVEL aF OBJECTIVES - 5th and 6th GRADE LEVEL
SUBJECT AREA
MATH SKILLS
(Stadium Unit)
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Number
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Test Score
FM
ND
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72
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72
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55
43
32
22
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20
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Percent Achieving Objectives
DO
100
80
60
60
40
401
40.1
060
40
080
Some pupils cannot be shown on the above profile - they are working above or below expectations.
profiles are attached for each pupil in this group.
* Numbered objectives are described in Attachment III
Individual
- - III ill
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ELEMENTARY LEVEL GF OBJECTIVES - 4th GRADE LEVEL
SUBJECT AREA
COMM. SKILLS
READING
(Stadium Unit)
LAN
KILLS
Pupil
Number
Most Recent
Norm Referenced
Test Score
MT
IN
LT
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UP
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NAP
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UA
NE
11/71
5/72
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11
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10
17
27
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56
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Percent Achieving Objectives
31
20
51
28
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51
117
51
Some pupils cannot be shown on the above profile - they are working above or below expectations.
profiles are attached for each pupil in this group.
R - Reading
LG - Language Skills
* Numbered objectives are described in Attachment III
Individual
ELEMENTARY LEVEL OF OBJECTIVES - th GRADE LEVEL
Reading
(Stadium Unit)
SUBJECT AREA
COMM. SKILJ,S
LANGUAGE SK
Pupil
Number
Most Receat
Norm Referenced
Test Score
IN
.LT
WK
CM
QS
UVUP
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AP
CP
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11/71
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27
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Some pupils cannot be shown on the above profile -*they
are working above or below expectations.
profiles are attached for each pupil in this group.
R - Reading
* Numbered objectives
are described in Attachment III
LS - Language Skills
Individual
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ATTACHMEN1 II
Intermediate Unit:
Exhibit #2
Matrix in MathematicsSkills
Matrix in Communication
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1141
111$
1111
1111
99
'N
EN
E'14
EN
NIM
ME
ME
ME
NE
111
1111
1111
1111
1111
1111
1111
1
1 4
ES
Ea
4111
411
1111
1111
1111
1111
1111
OM
II11
1111
1111
111M
1111
111
1111
1111
1111
1111
1111
1
ME
M11
1111
1111
1111
1111
1111
1111
1111
1111
11
ME
M E
MI I
IEM
IIMIII
IIMN
IIIIIM
II11
1111
1111
1111
1111
1111
1111
1111
1111
111
1111
1111
1111
1111
1111
1111
1111
1111
1111
1111
1111
1111
111
IUM
IIIM
IIIIII
MIM
MIII
IIIIIM
IIIIII
IMIII
IIM
EM
111
1111
1111
1111
1111
1111
1111
1111
1111
1111
111
1111
1111
1111
1111
1111
1111
1111
1111
1111
1111
1111
111
NM
I11
111M
NIII
IUM
IIIIII
IIIIII
IIIIU
IIIIII
IIIIII
IIIIII
IIU
MIU
ME
IMIN
UI
m10
4M
EM
MIM
E11
1111
1111
1111
1111
1
:AEVEL OF OBJECTIVES - 3rd GRADE LEVEL
(Stadium Unit)
COMMUNICATIM
SUBJECT AREA
SKILLS
Pupil
Number
-
cast Recent
Norm Referenced
Test Score
SST
IC
'RV
!.
CW
FC
DB
DV
PR
. R
SC
SF-
'
11/7
15/
721
-
24
4'
1R,
WA
3.2-3.9
k, W
A4.1-2.9
6 72
4III
72'
11111 III
41.2
1.3-2.5
1151
lNkl
IllI
llMII
IIII
UII
UII
1111IIMIRMIEU
6
72
672
.
63.7-4.0
5.0-5.4
73.1-5.1
3.9-4.7
5.2-4.1
MN 72
j.
72
1E1
4 72 60116
72
6 29
2,6-2.7
10
3.3 -3.5
4.1-4.3
66
'2
672
1?
3.2-3.3
3.8-
1111
72
b72
b 72
111111
11111111111111111111
111111111M
13
2.5-2.6
-
14
1.0
1.9-2.3
17
1.3-3.0
2.0-1.8
18
-2.1-1.8
2.7-3.3
Ill
19
2.9-3.7
72.
.2
:2
Lill
6k72
672
- .III
III
.
20
2.8 -2.93-29
.0.
21
4.4-2.9
4.3-2.5
22
3.3-4.1
4.1-
721111111111
.
72
23
-
-1.0
2.6-1.0
Number Achieving Objectives
1.1!1
13t
13
11
'0
1
0Percent Achievin3 Objectives
6.
alliEllE1104
0411E1.
Some pupils cannot be shown on the above profile - they are working above of below expectations.
profiles
attached for each puptl in this group.
R - READING
* Numbered objectives are described in Attechment III
WA
- WORD ANALYSIS
Indiv
ua
PRIMARY B. LEVEL OF OBJECTIVES - 3rd GRADE LEVEL
(Stadium Unit)
READING
WORD ANALYSIS
SUBJECT AREA
COMMUNICATION
SKILLS
Pupil
Number
Most Recent
Norm Referenced
Test Score
SST
IC
RV
.
CW
FC
DB
'DV
PR
.R
SC
MV
EB
.SE
SF
11/71
5/72
12 '6
.4
,
6.
7.
.
24
N-WA
3.3-2.4
WA-----
4.9-3.1
6
72
72
7
6
72
.
28
2.8-3.0
4.4-3.7
6
72
6
72
72
6
72
29
2.6-2.4
3.3-3.2
6
72
72
31
2.5-2.5
2.4-3.5
32.
1.9-2.9
2.S' -3.6
33
1.2-1.8
2.0-2.3
34
3.5-2.1
3.6 -4.7.
6
72
6
72
6
72
6
72
.k
35
3.3-1.6
3.9-3.4
672
6
72
6
72
6
72
.
----,--
'-1
..
4.
.--
4.
.
Number Achieving Objectives
-..
54
..
54
.
.
.
.
Percent Achieving Objectives
4.
,5
455
44
Some pupils cannot be shown on the above profile - they are working above of below expectationn
profiles are attached for each pupil in thI.s group.
* Numbered objectives are described in Attachment III
R - Reading
-WA - Word Analysis.
Individual
PRIMARY A
LEVEL OF OBJECTIVES - 2nd GRADE LEVEL
WORD ANALYSIS
Stadium Unit
COMMUNICATIC
SUBJECT AREA
SKILLS
Pupil
Number
'
Most Recent
Norm Referenced
Test Score
.
SC
'
CW
RCIF
VSE
DB
PS
FB
11/71
5/72
46
67
89
10
I
1RWA
3.2-3.9
-1.2
RWA
4.1-2.9
1.3-2.5
111
72
lel
.
72 TA
772
.
7 A
72
71-
Tr
2 92.6-2.7
5.2-4.1
67r
6 76
72
67r
67r
67r
6 Tr
6
10
3.3-3.5
4.1-4.3
6
72 6
7T
726
/II
6 6
72 6
72
6
17 6 TT
6
72
6
72
6 2772
12
3.2-3.3
2.5-2.6
3.8-
13
1.0
1.9-2.
6
72
6
72
G
14
17
1.3-3.0
2.0 -1.9
72 6
72 6
72
111 6
72
6
72
6
72
72
2.1-1.8
2.7-3.3
6
72
18
2.9-3.7
-6
72
6 76
72
72
'
19
20
'
2.8-2.9
3.0-2.9
6
72
'
6
72
21
4.4-2.9
4.3-2.5
6 2
6
72
6
72
6 72
6 2
6
72
6
72
22
3.3-4.1
4.1-
6 2
6
72
672
6 72
6
72
6
'72
6
72
23
-1.0
2.6-1.0
6 TT
...-
24
3.3-2.4
4.9-3.1
72 72
91 6
72
II
6
72
72
!II 6
72
.
; .
6
6
---.
6
72
6
72
28
2.8-3.0
4.4-3.7
Numt4tr Achieving Objectives
22
19
19m
14
20
i14
15
p
.
{Percent Achieving Objectives
.00
86
58
64
91
00
64
68
00
_.
..
.
Some pupils cannot be shown on the above profile - they areworking above or below expects
ons.
profiles are attached for each pupil in
this group.
R - Reading
* Numbered
objectives are described in Attachment III
WA - Word Analysis
n..v
PRIMARY A
LEVEL OF OBJECTIVES -
2nd GRADE LEVEL
(Stadium Unit)
COMMUNICATI%
SUBJECT AREA
SKILLS
Pupil
Ntber
Most Recent
Norm Referenced
Test Score
SR'
c
CW
RCIF
VSE
pB
PS
FB
.
11/71
5/72
-U. 6
72
2 6
72
6
72
6
72
6
72
,,, 6
72
78
910
679
679
29
RWA
2.6-2.4
RWA
3.3-3.2
31
2.5-2.5
2.4-3.5
6
72
6
72
6
72
6
72
16
72
6
72
6
72
32
1.9-2.9
2.5-3.6
6
72
672
6-
72
6
72
6
72
6
72
6
72
6
72
33
1.2-1.8
2.0-2.3
6
72
6
72
6 2
34
3.5-2.1
3..-4.7
6
72
6
72
.
6
72 6
IT
6
72 6
72
6
72 6
72
6 6
72
6
7
6
72
6
79 6
72
.
35
3.3-1.6
3.9-3.4
'726
6
72
,
Number Achieving Objectives
66
66
66
06
6
Percent Achieving Objectives
oo
loq
100
I.00
10C
100
00
100
10C
Some pupils cannot be shown on the above profile - they are working above of below expectations.
profiles are attached for each pupil in this group.
R - Reading
WA - Word Analysis
* Numbered objectives are described
in Attachment III
Individual
Attachment III
STATE MODEL OF ACCOUNTABILITYPILOT DEMONSTRATION SCHOOL PROJECT
Objective Banksfor
Communication and Mathematics
SubmittedBy
P.D. Grahamand
Division of Instruction, CurriculumWayne-Westland Community Schools
Summer 1972
TABLE OF CONTENTS
COMMUNICATION SKILLSPages,
Pre-Primer - Grade Level K 1
Primer - Grade Level 1 1-2
Primary A - Grade Level 2 2-3
Primary B - Grade Level 3 4-5
Elementary - Grade Level 4 5-6
Intermediate - Grade Level 5 & 6 6-9
MATHEMATICAL SKILLS
Pre-Primer - Grade Level K 1-4
Primer - Grade Level 1 4-5
Primary A - Grade Level 2 5-8
Primary B - Grade Level 3 8-11
Elementary- Grade Level 4 11-15
Intermediate - Grade Level 5 & 6 16-20
COMMUNICATION SKILLS
Code Pre-Primer - Readiness - Grade Level K
WM
L
A
M
C
LC, LS
SW
Objectives
1. Children will increaseachievement knowledge ofword meaning.
2. Children will increase abili-ties in listening skills.
3. Increase recognition of lowercase letters by name.
4. Children will increase visualperception.
5. Increase small motor controland visual perception.
Primer - Reading - Grade Level 1
Objectives
1. Students will learn torecognize small and capitalletters.
2. Students will learn torecognize words from apicture.
* M.R.T. - Metropolitan Readiness Test** M.A.T. - Metropolitan Achievement Test
Assessment Criterion
A. Knowledge of word meanings.M.R.T.*
B. Understand verbal concepts.M.R.T.
A. Comprehension of phrases andsentences. M.R.T.
B. Sustained attention. M.R.T.C. Capacity for inference. M.R.T.D. Identifying rhyming words.
M.R.T.E. Identifying beginning sounds.
M.R.T.
A. Symbol recognition. M.R.T.
A. Visual perception of similarities.M.R.T.
B. Likenesses and differences inword forms and figures. M.R.T.
A. Eye-hand coordination. M.R.T.
B. Figure ground. M.R.T.
C. Position in space. M.R.T.
D. Spatial relationships. M.R.T.
Assessment Criterion
A. Production of small and capitalletters. M.A.T.**
B. Recognition of small letters.M.A.T.
-C. Recognition of capital letters.M.A.T.
A. Recognition of words fromassociation with a pifture.M.A.T.
Code
SS
PB, PE
LB, LE
WW
CW
R
IC, FC
Communication SkillsPrimer Reading (con't)Page Two --
Objectives
3. Students will increase theirachievement in sentencemeaning.
Primer - Listening Skills - Grade Level 1
Assessment Criterion
A. Recognition of sentence meaningfrom picture clues. M.A.T.*
Objectives Assessment Criterion
4. Students will learn to increasetheir auditory perception ofbeginning and ending sounds.
5. Students will learn to associatea beginning and ending sound witha letter symbol.
6. Students will learn to matchspoken words with writtenwords.
Primary A - Word Analysis - Grade Level 2
Objectives
1. Students will learn torecognize often confusedsight words.
A. Production of auditory to visualresponse. M.A.T.
B. Recognition of aural beginningsounds. M.A.T.
C. Recognition of aural endingsounds. M.A.T.
A. Auditory discrimination ofbeginning and ending sounds.M.A.T.
B. Transpose auditory beginningsounds to letter symbol. M.A.T.
C. Transpose auditory endingsounds to letter symbol. M.A.T.
A. Recognition of written wordsfrom spoken words. M.A.T.
A.
2. Students will overcome A.
tendency to make reversals.
3. Students will increase theirachievement in the recognitionand production of initial andfinal consonant sounds.
* M.A.T. - Metropolitan Achievement Test
A.
B.
C.
Assessment Criterion
Recognition of sight words.M.A.T.
Tendency to make reversalsdiminishes. M.A.T.
Production of consonant sounds.M.A.T.
Recognition of initial consonantsounds. M.A.T.Recognition of final consonantsounds. M.A.T.
Code
MV, RV,
DV, SE
DB
PR, SF
SC, FB
S
R
P
Communication Skills2 Primary A - Word Analysis (con')Page Three --
Objectives
4. Students will increase theirachievement in the recognitionand production of medials,R-controlled and double vowels,and silent E.
5. Students will learn to recognizeinitial consonant digraphs andblends.
6. Students will increase theirachievement in the recognitionand use of prefixes andsuffixes.
7. Students will increase theirachievement in recognitionand production of finalblends, digraphs, and silentconsonants.
Primary A - Reading - Grade Level 2
Objectives
8. Students will increase theirachievement in sentencemeaning.
9. Students will increase theirachievement in sentencemeaning from reading riddles.
10. Students will increase theirachievement of comprehensionfrom paragraph reading.
* M.A.T. - Metropolitan Achievement Test
-53-
Assessment Criterion
A. Production of vowel sounds.
M.A.T.*B. Recognition of medial vowels.
M.A.T.
C. Recognition of R-controlled vowels.
M.A.T.
D. Recognition of double vowles.
M.A.T.
E. Effect of silent E. M.A.T.
A. Production of initial consonantdigraphs and blends. M. -.T.
B. Recognition of initi, xlsonantdigraphs and blends. M.A.T.
A. Recognition of prefixes andsuffixes. M.A.T.
B. Function of prefixes andsuffixes. M.A.T.
A. Production of final blends anddigraphs. M.A.T.
B. Recognition of final blends anddigraphs. M.A.T.
C. Recognition of silent consonants.M.A.T.
Assessment Criterion
A. Recognition of sentence meaningfrom picture clues. M.A.T.
A. Recognition of sentence meaningfrom word clues. M.A.T.
A. Factual comprehension afterreading a paragraph.
Code
S
ST
CW, R
IC, FC,
SC
MV
DB, EB
RV, DV,SE
Communication SkillsPage Four
Primary B - Reading - Grade Level 3
Objectives
1. Students will increase theirachievement in sentencemeaning from picture clues.
2. Students will increase theirachievement in comprehensionfrom paragraph reading.
Primary= B - Word Analysis - Grade Level 3
Objectives
3. Students will learn to recognizeoften confused sight words andwill overcome tendency to makereversals.
4. Students will increase theirachievement in the recognitionand production Initial, Final,
and Silent Consonants.
5. Students will increase theirachievement in recognitionand production of medialvowels.
6. Students will increase theirachievement in Initial andFinal Consonant Digraphs and
Blends.
7. Students will increase theirachievement and production inR-controlled, couble vowels,and silent "e" patterns.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
A. Recognition of sentence meaningfrom picture clues. M.A.T.*
A. Recognition of sentence meaning
from factual clues. M.A.T.
B. Comprehension - drawing conclusions.
M.A.T.
Assessment Criterion
A. Recognition of sight words. M.A.T.
B. Tendency to make reversalsdiminishes. M.A.T.
A. Production of Consonant Sounds.
M.A.T.
B. Recognition of Initial ConsonantSounds. M.A.T.
C. Recognition of Final ConsonantSmut . M.A.T.
D. Recog ition of Silent ConsonantSounds. M.A.T.
A. Production of vowel sounds, M.A.T.
B. Recognition of vowel sounds. M.A.T.
A.
B.
A.
B.
Production of Initial and FinalConsonant Digraphs and Blends. M.A.T.Recognition of Initial and FinalConsonant Digraphs and Blends.fMTA.T
Recognition ofM.A.T.
Recognition ofdouble vowels.
prefixes and suffixes.
R-controller'.'
M.A.T.
C. Recognition of silent "e" patterns.
M.A.T.
Code
PR, SF
T
AS
N
P, CM,
QS, AP
CP
UV, UP,
UA
NE
Communication Skills3 Primary B - Word Analysis (con't)Page Five --
Objectives
8. Students will increase theirachievement and use of prefixesand suffixes.
Elementary - Language Skills - Grade Level 4
Objectives
1. Student will be able torecognize Telling Sentence.
2. Student will be able torecognize Asking Sentence.
3. Student will be able torecognize an IncompleteSentence.
4. Students will increase theirachievement in the recognitionand production of punctuationin context.
5. Students will increase theirachievement in the use_ofCapitalization.
6. Students will increase theirachievement in verb usage anduse of pronouns and adjectives.
7. Students will increase theirachievement to recognizecornet segments of asentence.
* M.A.T. - Metropolitan Achievement Test
-55-
Assessment Criterion
A. Recognition of prefixes andsuffixes. M.A.T. *
B. Function of prefixes and suffixes.M.A.T.
Assessment Criterion
A. Recognition of Telling Sentence.M.A.T.
A. Recognition of Asking Sentence.M.A.T.
A. Recognition of an IncompleteSentence. M.A.T.
A. Production of punctuation. M.A.T.B. Production and recognition of the
period. M.A.T.C. Production and recognition of the
comma. M.A.T.D. product".., lnd recognition of the
gum....on ma, c. M.A.T.E. Production and recognition of the
apostrophe. M.A.T.
A. Production of capitalization. M.A.T.B. Recognition of capitalization.
M.A.T.
A. Production of correct verb usage.M.A.T.
B. Production of correct use ofpronouns. M.A.T.
C. Production of correct use ofadjectives. M.A.T.
A. Recognition of correct segmentswithin a sentence. M.A.T.
Code
MT
IN
LT
WK
MT
IN
LT
WK
GI
SS
SC
Communication SkillsPage Six --
Elementary - Reading - Grade Level 4
Objectives
8. Students will learn tocomprehend the main thought
in a paragraph.
9. Students will learn to assimilateinference from paragraph reading.
10. Students will learn tleliteralmeaning from paragraph reading.
11. Students will learn to comprehendword knowledge from context.
Intermediate - Reading - Grade Level 5 & 6
Objectives
1. Students will learn to comprehendthe main thought in a paragraph.
2. Students will learn to assimilateinference from paragraph reading.
3. Students will learn the literalmeaning from paragraph meaning.
4. Students will learn to comprehend
word knowledge from context.
Assessment Criterion
A. ,Zomprehension of main thought.
M.A.T.*
A. Production of a conclusion from
inference. M.A.T .
A. Production of literal meaningfrom paragraph meaning. M.A.T.
A. Production of word knowledge from
context. M.A.T.
Assessment Criterion
A. Comprehensidn of main thought. M.A.T.
A. Production of a conclusion from
inference. M.A.T.
A. Production of literal meaningfrom paragraph meaning. M.A.T.
A. Production of word knowledge from
context. M.A.T.
Intermediate - Word Knowledge Skills - Grade Level 5 & 6
Objectives
5. Students will increase theirachievement in general wordmeaning
c. Students will increase theirachievement in Social Studiesword meaning.
7. Students will increace theirachievement in Science andMathematics word meanings.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
A. Recognition and production ofgeneral word meaing. M.A.T.
A. Recognition and production ofSocial Studies word Meaing. M.A.T.
A. Production of word meaning inScience and Mathematics. M.A.T.
B. Reccignition of Science word meanings.
M.A.T.C. Recognition of Mathematics word
meanings. M.A.T.
Communication SkillsIntermediate - Word Knowledge (conit)Page Seven --
Code
AT 8. Students will increase theirachievement in Antonyms.
DC
Ob'ectives Assessment Criterion
A. Recognition and production ofAnyonyms. M.A.T.*
Intermediate - Spelling Skills -"Grade Level S & 6
Objectives
9. Students will increase theirachievement in the recognitionand production of DoublingConsonants.
WC 10. Students will increase theirachievement in visual andauditory recognition ofconsonants missing or mis-placed in words.
MV, MX,VC
11. Students will increase theirachievement in the recognitionand production of Missing,Extra Vowels, or VowelConfusion.
OC 12. Students wi:11 learn torecognize often confusedmisspelled words.
Assessment Criterion
A. Production of Doubling Consonants.
M.A.T.
A. Recognition of missing or mis-placed consonants in words. M.A.T.
B. Production of missing or mis-placed consonants in words. M.A.T.
A. Recognition of missing, extravowels, or vowel confusion.M.A.T.
A. Recognition and production ofoften confused misspelled words.M.A.T.
Intermediate - Language: Study Skills - Grade Level 5 & 6
Objectives
SI 13. Students will increase theirachievement in the knowledgeof sources of information.
SD 14. St. ?nts will increase theirachievement in DictionarySkills relating to meaning,pronunciation, and division ofSyllables.
GW 115. Students will increase theirachievement in the use of GuideWords in the Dictionary.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
A. Ability to select the proper sourceof information. M.A.T.
A. Recognition and Production ofDictionary Skills. M.A.T.
A. Production in the use of DictionaryGuide Words. M.A.T.
Code
TC
EN
P, OS,
CL, EX
CM
AP, QT
UA, AV
NN, UP
UV
Communication SkillsIntermediate - Language: Study Skill (con't)Page Eight --
Objectives
16. Students will increase theirachievement in the use of theTable of Contents.
17. Students will increase theirachievement in the use of theEncyclopedia.
Assessment Criterion
A. Production in the use of theTable of Contents. M.A.T.*
A. Production in the use of theEncyclopedia. M.A.T.
Intermediate - Language: Punctuation and Capitalization Usage - Grade Level 5 & 6
Objectives
18. Students will increase theirachievement in the use ofperiod, question mark, colon,and exclamation point.
19. Students will increase theirachievement in the use of thecomma.
20. Students will increase theirachievement in the use of theapostrophe, quotation mark.
Assessment Criterion
A. Recognition and production ofperiod, question mark, colon,and exclamation point. M.A.T.
A. Recognition and production ofcomma. M.A.T.
A. Recognition and production ofthe apostrophe and quotationmark. M.A.T.
Intermediate - Language: Parts of Speech - Grade Level 5 & 6
Objectives
21. Students will increase theirachievement in their knowledgeof adjectives and adverbs.
22. Student will increase theirachievement in their knowledgeof nouns and pronouns.
23. Students will increase theirachievement in their knowledgeof verbs.
CP 24. Students will increase theirachievement of capitalization.
- Metropolitan Achievement Test
Assessment Criterion
A. Recognition and production ofadjectives and adverbs in asentence. M.A.T.
A. Recognition and production ofnouns and pronouns. M.A.T.
A. Recognition and production ofVerbs. M.A.T.
A. Recognition alpi production ofcapitalization. M.A.T.
1
Code
UV
PX, UN,UA
NO
Communication SkillsIntermediaiT7Tanguage: Parts bf Speech (cJn't)
Page Nine --
Objectives Assessment Criterion
25. Students will increase theachieverent in the usage oeverbs in sentences.
26. Students will increase their.achievement in the usage of
pronouns, pronominaladjectives, nouns and
adjectives.
27. Students will Increase theirachievement to recognizecorrect segments of a
sentence.
* M.A.T. - Metropolitan Achievement Test
A. Recognition and production in
verb usage. M.A.T.*
A. Recognitim and production ofpronouns, pronominal adjectives,nouns, and adjectives. M.A.T.
A. Recognition of correct segmentswithin a sentence. M.A.T.
MATHEMATICAL SKILLS
Pre-Primer - Readiness - Grade Level K
Objectives
1. The student will demonstratehis understanding of quanti-'tative concepts of size and
quantity.
2. The student will demonstratehis uderstanding of position-al and directional concepts.
3. The student will demonstrate his t-
uderstanding of set concepts andset operations of comparison;joining and separation, t!..roughthe use of concrete models(physical) and semi-concretemodels (pictorial)--sets with0-9 members.
* M.R.T. Metropolitan Readiness Test
Assessment Criterion
A. Understands comparative termssuch as "big, small, long,short." M.R.T.*
B. Understands terms such as"more than, greater than,smaller than, fewer, as many."M.R.T.
A. Describes and identifies theposition (location) of an objectin relation to self or anotherobject. M.R.T.
B. Describes and identifies thedirection of an object inrelation to self or tc otherobject. M.R.T.
C. Understands vocabulary such asright, left, above, below, andbetween.
- A. Understands the meaning of setand members of a set. M.R.T.
B. Identifies the largest - smallestobject in a given set ofdifferent size objects. M.R.T.
C. Identifies the longest - shortestobject in a giv%al set of
different size objects. M.R.T.D. Compares two sets to determine
if they are equivalent (1 - 1correspondence).
E. Compares two sets to determinewhich set has "more" members. M.R.T.
F. Compares two sets to determinewhich set has "less" members. M.R.T.
G. Constructs a model to show "asmany members" as a given set(equivalent). M.R.T.
H. Constructs a model to show "moremembers" than a given set. M.R.T.
I. Constructs a model to show "lessmembers" than a given set. M.R.T.
J. Recognizes the number of membersin a set visually without counting(0-4 members). M.R.T.
Code
NC
NR
NW
Mathematical SkillsPre-Primer - Readiness- Objective 3 (con't)Page Two --
Objectives
4. The student will 48Monstratehis ability' to orally count
ty :Pea and tens, to countthe number of onjects in agiven set, and to identifyan object in a set by itsordinal position.
5. The student will demonstratehis ability to visually rec-ognize a numeral representinga given number.
6. The student will demonstratehis ability to write numeralsa) with/without specified orqerb) represented by a set of
objects.
* M.R.T. - Metropolitan Readiness Test
K.
L.
M.
N.
A.
B.
C.
D.
E.
F.
G.
H.
A.
B.
C
D.
E.
F.
A.
B.
C.
Assessment Criterion
Matches a set of objects (0-9)with a numeral. M.R.T.*Matches a numeral with a set(0-9 members). M.R.T.Associates the joining of twosets with addition. M.R.T.Associates the separating oftwo sets with subtraction. M.R.T.
Counts consecutive numbersthrough 30 (rote). M.R.T.Counts the number of objectsin a set of 10 members. M.R.T.Identifies through counting"one more than" a givennumber 10. M.R.T.
Counts the number of objectsin a set of 20 members. M.R.T.Counts in descending order 10-0.M.R.T.
Identifies an object in a setby its ordinal position. M.R.T.Counts by S's through 100. M.R.T.Counts by 2's through 30. M.R.T.
Recognizes numerals <10. M.R.T.Recognizes numerals 10. M.R.T.Recognizes numerals in countingorder. M.R.T.
Recognizes the largest numeral amonga set of 3-digit numerals. M.R.T.Recognizes a numeral between twogiven numerals < 10. M.R.T.Recognizes a numeral between twogiven numerals (10-99). M.R.T.
Writes the numerals 0-10 withoutorder. M.R.T.
Writes the numerals 0-10 inascending order. M.R.T.Writes the numeral represented bya given number of objects in aset (15:10). M.R.T.
Code
G
MT
MM
PAS
Mathematical SkillsPre-Primer - Readiness (con't)Page Three
Objectives
7. The student will demonstratehis ability to visualize,identify and classify geometricshapes.
8. The student will demonstratehis understanding of the vo-cabulary and common instrumentsused for measuring and record-ind the passage of time.(calendar and clock)
9. The student will demonstratehis ability to recognize a penny,nickel, dime, and quarter, andto identify the coin with thegreatest monetary value.
10. The student-will deffionstrate
his ability to identify a setof concrete or pictorialobjects representing the anserto an addition or subtractionproblem presented orally.
* M.R.T. - Metropolitan Readiness Test
-62-
Assessment Criterion
A. Differentiates among differentsolid shapes (ball, block). M.R.T.*
B. Identifies plane shapes(rectangle, circle). M.R.T.
C. Reproduces plane shapes. M.R.T.
D. Relates geometric shapes toenvironment (door-rectangle).M.R.T.
E. Identifies solid shapes (3demensional) by name. M.R.T.
A. Recognized time intervaldesignations such as nap time,mealtime, and bedtime. M.R.T.
B. Uses calendar-related units oftime such as date, days, week,month, year and seasons. M.R.T.
C. Comprehends time concepts oftoday, yesterday, and tomorrow.M.R.T.
D. Distinguishes between hour-handand minute-hand. M.R.T.
E. Differentiates between like andunlike clock seetings. M.R.T.
F. Recognizes on-the-hour settings.M.R.T.
A. Identifies a penny, nickel, dime,and quarter. M.R.T.
B. Identifies,a coin (penny, quarter)having greatest monetary value.M.R.T.
C. Identifies an object havinggreatest monetary value. M.R.T.
D. Recognizes penny-nickel-dime-quarter value relationships. M.R.T.
E. Recognizes penny-nickel-dimevalue relationships. M.R.T.
A. Associates the joining of twosets with the operation ofaddition. M.R.T.
B. Associates the separation of a setwith ' operation of subtraction.M.R.T.
Code
PAS
F
AD
SB
CN
Mathematical SkillsPre-Primer - Readiness - Objective' 10 (con't)
Page Four --
Objectives
11. The student will demonstratehis ability to identifyfractional parts of an object(concrete or pictorial). .
Primer - Computation - Grade Level 1
Objectives
1. Student will demonstrate hismastery in addition (sums <10)using 0-10 as addends.
2. Student will demonstrate masteryin subtraction (differences <10).
Primer - Concepts - Grade Level 1
Objectives
3. Student will demonstrate hisability to classify objectsaccording to size and quantity.
* M.R.T. - Metropolitan Readiness Test
** M.A.T. - Metropolitan Achievement Test
-63-
Assessment Criterion
C. Identifies an object representingthe answer to a verbal additionproblem (sum.<10). M.R.T.*
D. Identifies an object representingthe answer to a verbal subtractionproblem (difference <10). M.R.T.
E. Groups by two to identify theanswer to a verbal problem. M.R.T.
F. Groups by three to identify theanswer to a verbal problem. M.R.T.
A. Identifies one-half of an object.M.R.T.
B. Identifies one-fourth of an object.
M.R.T.
Assessment Criterion
A. Adding two 1-digit addends invertical format. M.A.T.**
B. Adding two 1-digit addends inhorizontal format; use of framefor missing sum. M.A.T.
C. Adding three 1-digit addedns invertical format. M.A.T.
A. Subtracting two 1-digit numbers,difference < 10, in verticalformat. M.A.T.
B. Subtracting two 1-digit numbers,difference < 10, in horizontalformat. M.A.T.
Assessment Criterion
A. Differentiates between tallest andshortest. M.A.T.
B. Differentiates between largest and.smallest. M.A.T.
C. Differentiates between the leastand the greatest number of objects.M.A.T.
Code
CN
CN
CN
CN
CN
Al
Mathematical SkillsPrimer - Concepts (con't)Page Five --
Objectives
4. Student will demonstrate hisability to identify geometricshapes.
5. Student will demonstrate hisunderstanding of set conceptsand set operations of comparison,joining, and separation.
6. The student will demonstrate hisability to count and write thenumerals 0-10, count by 2's,and order according to "onemore than".
7. The student will demonstratehis ability to tell time bythe hour.
8. The student will demonstratehis ability to identify coins.
PrimaryA - Computation - Grade Level 2
Objectives
1. Student will demonstratemastery in the additionof two 1-digit added.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
A. Recognized geometric figuressuch as a circle and square.M.A.T.*
A. Matching of sets, 1-1 correspondence.M.A.T.
B. Associating a number with a set con-taining 0-9 members. M.A.T.
C. Determines which set contains themost or least number of objects.M.A.T.
D. Partition of a set into equal parts(subsets)Q a group). M.A.T.
E. Identifies 1-10 objects in a set.M.A.T.
F. Relates zero to the empty set.M.A.T.
A. Counts to 10. M.A.T.B. Recognizes and writes numerals to
10. M.A.T.C. Orders numbers according "one more
than". M.A.T.D. Determine which of 2 numbers
( <10) isor<. M.A.T.E. Recognizes a given cardinal number
and identifies the number ofobjects it represents. M.A.T.
F. Writes the numeral that identifiesa set of objects up to 10. M.A.T.
G. Counts to 10 by 2's. M.A.T.
A. Differentiates between half-hourand hour time. M.A.T.
A. Recognizes coins: penny, dime,nickel, and quarter. M.A.T.
Assessment Criterion
A. Adding two 1-digit addends invertical form, sums <11. M.A.T.
Code
Mathematical Skills
B.
Assessment Criterion
Primary A - Computation - Objective-1 (con't)Page Six --
Objectives
Al Adding two 1-digit addends inhorizontal form, sums <11.M.A.T.*
A2 2. Student will demonstrate -
his ability to add a 1-digitaddend and two 2-digit
A. Adding a 1-digit addend with a2-digit addend without renamingsums 4: 100. M.A.T.
addends. B. Adding a 1-digit addend and a2-digit addend with renamingsum < 30, vertical format. M.A.T.
AM, SM! 3. Student will demonstrate hisability to find missingaddends and missing minuends.
A. Missing 1-digit addend inhorizontal format, sum< 11, useof frame. M.A.T.
B. Missing 1-digit minuend inhorizontal format, difference 4:10,use of frame. M.A.T.
A3 4. Student will demonstrate hisability to add three 1-digitaddends.
A. Adding three 1-digit addends invertical format, sums< 10. M.A.T.
S1 5. Student will demonstrate hisability to subtract two1-digit numbers.
A. Subtracting two 1-digit numbers invertical and horizontal format,differences 10. M.A.T.
S2 6. Student will demonstrate hisability to subtract with1-and 2-digit numbers.
A. Subtracting a 1-digit number froma 2-digit number in vertical format,differences < 20. .M.A.T.
B. Subtracting two 2-digit numbers invertical format, differences <100.M.A.T.
Primary A - Concepts - Grade Level 2
Assessment CriterionObjectives
CO, NR 7. The student 'will demonstrate hisability to:
A. Matching equivalent sets, 1-1correspondence. M.A.T.
-a) determine if the number ofobjects in a set or<the number of objects inanother set.
B. Counts the number 'of objects ina set (0-9 members). M.A.T.
b) identify the sequential orderof numbers and indicate thecardinal property of a number.
C. Identifies 2-digit numerals. M.A.T.
WN 8. The student will demonstrate hisability to reproduce any numeral
A. Reproduces a numeral "one more than".M.A.T.
<100. B. Writes the numeral for a number
* M.A.T. - Metropolitan Achievement Testpresented by dictation. M.A.T.
Code
WN
G, MS
C, 0,
OH
MO
PV, NS
Mathematical SkillsPrimary A , Concepts - Objective 8 ( count)Page Seven --
Objectives
9. The student will demonstratehis ability to understandgeometric, positional, measure-ment and time concepts.
10. Student will demonstratehis ability to:a) count a given number of
objects <100.b) identffy,a given
frac t ObdihumVe r of
objects.c) understand ordinal and
cardinal numbers.
11. The student will demonstratehis ability to recognizecoins and know the relationshipamong their values: penny,
nickel, dime, and quarter.
12. The student will demonstratehis understanding of placevalue ( < 100) and thesequencing or a numberseries by either consecutivemultiples of 10 and odd oreven order.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
C. Recognizes an empty set; canreproduce "zero". M.A.T.*
A. Identifies a circle, trinagle,square, and hexagon. M.A.T.
B. Distinguishes between right andleft. M.A.T.
C. Recognizes the length of anobject to the nearest inch. M.A.T.
D. Differentiates between half-hourand hour time. M.A.T.
E. Converts units of liquid measures(pints, quarts). M.A.T.
A. Counts a number of objects andassociates the appropriate numeralto it. M.A.T.
B. Identifies a number "one less than"a given number. M.A.T.
C. Identifies a number "one greaterthan" a given number. M.A.T.
D. Recognizes one-half of a givenset. M.A.T.
E. Identifies ordinal numbers. M.A.T.
A. Identifies a set of coins havingthe greatest value. M.A.T.
B. Identifies a particular coin. M.A.T.C. Identifies equivalent money relation-
ships. M.A.T.D. Adds coin values, amounts <25e.
M.A.T.
A. Identify two-place numerals (tensand ones). M.A.T.Names a two-place numeral expressedas "ones". M.A.T.
C. Determines the number Of tens amultiple of 10 represents. M.A.T.
L. Completes a number series inmultiples of 10. M.A.T.
E. Completes a number series inmultiples of 2. M.A.T.
B.
V
Code
PA. PS
Al, A2,A3, AD,
AM
Si, S2,
S3, SM,
4L
Mathematical SkillsPrimary'A - Concepts (conit)Page Eight --
Ob ectives
13. The student will demonstratehis ability to interpret andsolve one-step addition andsubtraction story problemspresented orally.
Primary B - Computation - Grade Level 3
Obiectives
1. The student will demonstratemastery in addition with twoand three 1- and 2-digitaddends, with and withoutrenaming (horizontal andvertical format).
2. The student will demonstratemastery in subtraction with1-digit and 2-digit numberswith and without renaming.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
A. Adds money values, amount i 104,recognizes d symbol. M.A.T.*
B. Finds the total cost of a purchase.M.A.T.
C. Understands phrases such as "howmany more" and "less than". M.A.T.
Assessment Criterion
A. Adding two 1-digit addends, sumsM.A.T.
B. Adding two 1-digit addends, withrenaming. M.A.T.
C. Aeiing a 2-digit addend and a1-digit or 2-digit addend. M.A.T.
D. Adding a 2-digit addend and a1-digit or 2-digit addend withrenaming. M.A.T.
E. Finding a missing addend, horizontalformat. M.A.T.
F. Adding three 1-digitwithout renaming. M.
G. Adding three 1-digitrenaming. M.A.T.
H. Adding three 2-digitwithout renaming. M.
1. Adding three 2-digitregrouping.M.A.T.
addends,A.T.
addends with
addendsA.T.
addends with
A. Subtracting with two 1-digitnumbers, difference <11. M.A.T.
B. Subtracting two 1-digit numbers,one being zero. M, A.T,
C. Subtracting with 2 -digit and1-digit numbers, difference 10.M.A.T.
D. Subtracting two 2-digit numbers,difference < 100. M.A.T.
E. Subtracting with 2-digit,and1-digit numbers in horizontalformat. M.A.T.
F. Subtracting two 2-digit numbers,with renaming.
Code
Si, S2,S3, SM,
SD
M, FR
G, MS,
MO
-----
Mathematical SkillsPrimary 13 - Computation.- Objective 2 (con't)Page Nine --
Objectives
3. The student will demonstratehis ability to multiply with1-digit factors (basic Lets)and to find the product whenone factor is a fractionalnumber.
Primary B - Concepts - Grade Level 3
Objectives
4. The student will demonstrateproficiency in the use of theEnglish units of measure(length, time, money, andtemperature) and in knowingthe relationships among them.The Student will demonstratehis ability to identifypolygons and differentiatebetween line and line segments.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
G. Subtracting two 3-digit numbers,difference <1000. M.A.T.*
H. Subtracting 3- and 2-digit numbers,difference 4-4:100. M.A.T.
I. Finding a missing subtrahend,horizontal format (use of frame).M.A.T.
J. Finding a missing subtrahend,minuend, a multiple of 10. M.A.T.
K. Finding a missing minuend, difference100. M.A.T.
L. Subtracting money values (dollars andcents) difference <$10. M.A.T.
A. Multiplying with two 1-digit factors,horizontal format. M.A.T.
B. Finding a missing factor, one factorexpressed as number name. M.A.T.
C. Finding a missing factor, horizontalformat. M.A.T.
D. Multiplying with one factor beinga fractional number and using "of"as operational symbol. M.A.T.
Assessmel : Criterion
A. Identifies a specific geometricfigure. M.A.T.
B. Identifies a polygon with theleast number of line segments.M.A.T.
C. Recognizes the length of an objectto nearest inch. M.A.T.
D. Recognizes objects measured bypecks and bushels. M.A.T.
E. Identifies instruments of measurement.M.A.T.
F. Recognizes when the hands on a clock-face reflects hour-time. M.A.T.
G. Identifies a date on the calendar inrelation to the days ofthe week.M.A.T.
H. Identifies a temperature readingexpressed in degrees in relation tocold-hot range.
Code
G, MS,
MO
C, FC
NR, CO
NU, CS,AR
Mathematical SkillsPrimary .B - Concepts - Objective 4 (con't)
Page Ten --
Objectives
5. Student will demonstrate hisability to associate thecardinal number or name witha given set and to identifyby its fractional number orname a geometric figuredivided into equal parts.
6. The student will demonstrateability to identify numbers
.2=),=, or< a given numberor set of objects and toidentify different names for
numbers.
7. The student will demonstratehis ability to work with openand closed number sentences,and to partition a given set(array) into specified subsets.
* M.A.T. - Metropolitan Achievement Test
-69-
Assessment Criterion
I. Identifies the appropriate unitof measure for use in measuringa given distance. M.A.T.*
J. Recognizes coins and fin& thesum of the values of a givenset of coins. M.A.T.
K. Identifies equivalent coin valuerelationships. M.A.T.
A. Counting a number of objects ina set and associates a number namewith a set. M.A.T.
B. Counting a number of objects in a-set and associates a number with
the set. M.A.T.
C. Determines the sum of a set ofequal fractional parts. M.A.T.
D. Identifies a figure that has beendivided into a given number of equalparts (halves, thirds, and fourths).M.A.T.
A. Recognizes different number namesfor the same number. M.A.T.
B. Identify the number "one greaterthan" a given number (<10). M.A.T.
C. Identifies a number which is "oneless than" a given number (4 100).M.A.T.
D. Recognizes equivalent sets. M.A.T.
A. Relates a number sentence tc astory problem. M.A.T.
B. Makes a number sentence true byfinding a missing number. M.A.T.
C. Makes a subtraction number sentencegiven a pictorial model. M.A.T.
D. Grouping a set of objects intospecified subsets. M.A.T.
E. Makes a multiplication numbersentence true given a pictorialmodel. M.A.T.
Code
EXPANDEDPV, NS
I, LP
AN, AR
Mathematical SkillsPrimary B - Concepts (con't)
Page Eleven --
Objectives
8. The student will demonstratehis understanding of place-value, expanded notationand seriation.
9. The student will demonstratehis ability to apply the lawsand properties of the decimalnumeration system and to differ-entiate between statements ofequality and inequality.
Elementary - Computation - Grade Level 4
Objectives
1. The student will demonstratemastery in addition of three3-digit addends, with andwithout regrouping, vexticalan orizontal format.
* M.A.T. - Metropolitan Achievement Test
-70-
Assessment Criterion
A. Renames a numeral expressed innotation (l's, 10's and 100's)as a numeral. M.A.T.*
B. Identifies the next multiple of10 in a number sequence ..<:100.
M.A.T.
C. Identifies the next multiple of100 in a number sequence<1000.M.A.T.
D. Renames a number in expandednotation (10's and l's). M.A.T.
E. Renames the sum of two addendsin expanded notation (10's andl's). M.A.T.
F. Renames a number in expandednotation (100's, 10's and l's).M.A.T.
G. Identifies the next multiple offive in a number sequence 100,
ascending and descending order.M.A.T.
A. States that the sum Jf twoaddends is either:,- or thesum of two other addends. M.A.T.
B. Relates a written number sentence toa number line. M.A.T.
C. Renames two addends as two equivalentaddends. M.A.T.
D. Uses the distributive property torename a number. M.A.T.
Assessment Criterion
A. Finding a missing addend, sums<10,M.A.
B. Addi"6 a 2-digit and a 1-digit added,sums <100: M.A.T.
C. Adding two 1-digit addends (basicfact). M.A.T.
D. Adding three 1-digit addends, sums<7.30. M.A.T.,
E. Adding two 2-digit addends (multiplesof ten), sums <1100. M.A.T.
Code
AN, AR
SN
SR
FR, FD
MI, MF
Mathematical ShillsElementary - Computation - Objective 1 (con't)
Page Twelve --
Objectives
2. The student will demonstratemastery in subtraction withmulti-digit numbers withoutrenaming.
3. The student will demonstratemastery in subtraction withmulti-digit numbers withrenaming.
4. The student will demonstratehis ability in the additionand subtraction of fractionsand money values.
5. The student will demonstrate hisability to multiply with fractionalnumbers and money values.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
F. Adding two 2-digit addends inhorizontal format, sums <100.M.A.T.*
G. Adding 2- and 1-digit addends withregrouping, sums <100. M.A.T.
H. Adding three 2-digit addends, sums1000. M.A.T.
I. Adding two 3-digit and one 2-digitaddends, sums <1000. M.A.T.
J. Adding two 3-digit and one 2-digitin horizontal format. M.A.T.
A. Subtracting with multiples of 10,differences <100. M.A.T.
B. Subtracting two 2-digit numbers,differences <100. M.A.T.
C. Finding missing subtrahend (basicfact) in vertical format. M.A.T.
D. Subtractii units of measures(denominate numbers). M.A.T.
A. Subtracting 1-and 2-digit numbers(basic fact). M.A.T.
B. Subtracting two 3-digit numbers,difference <100. M.A.T.
C. Subtracting two 4-digit numbers,difference<10,000. M.A.T.
D. Subtracting two 3-digit numbersusing "zero". M.A.T.
A. Adding money values, sums <$.).M.A.T.
B. Adding a mixed number and a properfraction with like denominators.
C. Subtracting money values, sums<$10. M. AT
D. Subtracting money values, wholedollor minuend. M.A.T.
E. Subtracting mixed numbers withlike denominators. M.A.T.
A. Finding a missing factor (basicfact) in horizontal format. M.A.T.
Code
MI, MF
DN, DR
C, CO,
AR, NS
Mathematical SkillsElementary - Computation - Objective 5.(con't)
Page Thirteen --
Objectives
6. The student will demonstratehis ability in division with3-digit dividends and 1-digitdivisors, with and withoutremainder.
Elementary - Concepts - Grade Level 4
Objectives
7. The student will demonstrate hisunderstanding of set concepts,grouping array: into subsets,and non-consecutive sequentialcounting.
* - Metropolitan Achievement Test
Assessment Criterion
B. Multiplying two 1-digit factors,(basic fact) in vertical format.M.A.T.*
C. Multyplying a 1-digit and a multipleof 10 (.<100). M.A.T.
D. Multiplying with 1- and 2-digitfactors, product < 100. M.A.T.
E. Multiplying with 1- and 3-digitfactors (use of zero). M.A.T.
F. Multiplying with 2- and 3-digitfactors (use of zero). M.A.T.
G. Multiplying with a unit ofmeasure (money) as one factor.M.A.T.
H. Multiplying a proper fraction anda whole number, using "of" asoperational symbol. M.A.T.
A. Dividing a 2-digit by a 1-digitnumber (basic fact). M.A.T.
B. Dividing a 2-digit by a 1-digitnumber, no remainder. M.A.T.
C. Dividing a 2-digit by a 1 -digitnumber in horizontal format,(basic fact). M.A.T.
D. Finding a missing dividend,horizontal format, (basic fact).M.A.T.
E. Dividing a 3-digit dividend by a1-digit divisor, without remainder.M.A.T.
F. Dividing a 2-digit dividend by a1-digit, with remainder. M.A.T.
Assessment Criterion
A. Counting a number of objects ina set and associating a numbername with the set. M.A.T.
B. Matching equivalent sets, 1-1correspondence. M.A.T.
C. Identifying elements common totwo sets (intersection). M.A.T.
D. Grouping a set of objects into sub-setsgiven an array. M.A.T.
E. Counting by two's, odd number sequence( \--100). M.A.T.
Code
MS, MD
PV
E, NU,
6, RN
Mathematical SkillsElementary - Concepts (con't)
Page Fourteen --
Ob ectives
. The student will demonstratehis proficiency in the useof the English units of measureand in knowing the relationshipsamong them.
. The student will demonstratehis understanding of placevalue by renaming numbers inexpanded notation as a numeraland . .ce versa.
. The student will demonstratehis ability to:a) .estimate products and coin
change-b) identify a number sentence
related to a modelc) recognize the, mathematical
name for terms in additionand multiplication
d) perform addition with RomanNumerals
.* M.A.T. - Metropolitan Achievement Test
-73-
Assessment Criterion
A. Finding the length of an objectto the nearest inch. M.A.T.*
B. Identify the approp iate seasonalactivity with a given Fahrenheittemperature reading. M.A.T.
C. Telling time to the nearest quarter-hour. M.A.T.
D. Determine the greatest linear unitof measure given several denominatenumbers. M.A.T.
E. Converts from one unit of measureto another (ounces through quarts).M.A.T.
F. Recognizes coins and finds the sumof the values of a given set of coins.M.A.T.
G. Knows coin value relationshipthrough a dollar. M.A.T.
U. Compares the value of a set of coins(written from) to determine least-greatest value. M.A.T.
A. Renaming a numeral in expanded nota-tion (1000's and 100's) as a numeral.M.A.T.
B. Renaming a numeral in expanded nota-tion (100's, 10's and l's) as anumeral. M.A.T.
C. Identifies a number whose value isc.,,q.A3t to a given number. M.A.T.
D. Re 4; a numeral as a numeral inexpanded notation (100's and l's).M.A.T.
E. Determine the numeral in which agiven digit has the least value.M.A.T,
A. Estimates the greatest product inmultiplication of three 1-digitfactors. M.A.T.
B. Estimates the change received froma purchase oE< $1. M.A.T.
C. Determines a picture that representsa given number sentence. M.A.T.
D. Identifies the name- for a reumbT usedin addition or multiplication. M.A.T.
E. Performs addition with Rom 'n numerals,sums expressed as Roman numerals. M.A,T.
Code
-LP
G, NL
FC
Mathematical SkillsElementary - Concepts (con't)
Page Fifteen --
Objectives
11. The student will demonstratehis ability to apply the lawsand propertiLs of the decimalsystem.
12. The student will demonstratehis ability to identify planeand solid geometric figuresand.to identify a line segmentin relation to a number line.
13. The student will demonstratehis ability to recognizefractional regions and towrite a fractional number inrelation to a geometricmodel.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
A. Using multiplication property ofzero. M.A.T.*
B. Identifies the appropriate oper-ational sign to use in a statement;multiplication property of 1. M.A.T.
C. Using the addition and subtractionproperty of zero. M.A.T.
D. Recognizes relationship betweenaddition/multiplication, andsubtraction/ division. M.A.T.
E. Using the associative property ofaddition. M.A.T.
F 'cognizes that in decreasing theabtrahend by one in a given sub-craction problem increases thedifference by one. M.A.T.
G. Recognizes the commutative propertyof addition. M.A.T.
H. Recognized the appropriate inequalitysymbol to use to make a statementtrue. M.A.T.
A. Identifies a polygon with the leastnumber of line segments. M.A.T.
B. Recongnizes solid geometric figures.M.A.T.
C. Differentiates among line segments,rays, lines and angles. M.A.T.
b. Determines the distance a given--- point on a number line is from zero.
M.A.T.
A. Identifies equal regions Of a geo-metric figure as thirds, fourths,fifths. M.A.T.
B. Compute the number of membersin one-half of a set (written.statement) M.A.T.
C. Compares shaded regions to totalregions to determine the fraction.M.A.T.
Code
NA
NS
NM
ND, AV
Mathematical Skills
Page Sixteen --
Intermediate - Computation - Grade Level 5 & 6
Objectives
1. The student will demonstratemastery in the addition ofmulti-digit addends with and
without renaming (verticalor horizontal format).
2. The student will demonstratemastery .: subtraction of
multi-digit numbers with andwithout renaming (verticaland horizontal format).
3. The student will demonstratemastery in multiplication withmulti-digit factors, verticaland horizontal format.
4. The student will demonstratemastery in division, withand without remainders.
* M.A.T. - Metropolitan Achievement Test
Assessment Criterion
A. Adding a 2-digit addend and a1-digit addend, sums <:100.M.A.T.*
B. Adding multi-addends, 2 and 1-
digit, sums <1000. M.A.T.
C. Ao ..ng multi-addends, 3 and 2-
digits in horizontal format,
sums 1000. M.A.T.
D. Finding a missing addend, whichis a multiple of 10, sum 100.
M.A.T.E. Adding multi 4-digit addends,
sums >1000. M.A.T.
.F. Adding units of measure (denominatenumbers: weeks and days, hours and
minutes). M.A.T.
A. Subtracting two 2-digit numberswith renaming, vertical format. M.A.T.
B. Subtracting two 4-digit numbers withrenaiming, horizontal format. M.A.T.
C. Slibtracting with two multi-digitnumbers with renaming, verticalformat. M.A.T.
A. Multiplying with two 1-digitfactors (basic fact) in verticalformat. M.A.T.
B. Multiplying with 2 and 1-digitfactors, in horizontal format. M.A.T.
C. Multiplying with 1 and 2-digitfactors, in vertical format. M.A.T.
D. Finding a missing factor inhorizontal format, use of frame.
M.A.T.E. Multiplying with a multiple of 10
as a factor. M.A.T.
A. Dividing a 2-digit number by a1-digit number (basic fact), useof fl symbol. M.A.T.
B. Finding a missing factor (divisor)in horizontal format, use offrame. (basic fact). M.A.T.
Mathematical SkillsIntermediate - Computation - Objective 4 (can't)Page Seventeen--
Objectives
5. The student will demonstratehis ab.....ity to add and subtract
fractional numbers.
6. The student will demonstratehis ability to multiply anddivide with fractional numbersand to express answers insimplified equivalent form.
Assessment Criterion
C. Finding a missing product (divi-dend) in horizontal format, useof 4. symbol. (basic fact) M.A.T.*
D. Dividing a 2-digit number by a1-digit number, expressing re-mainders with "r" notation. M.A.T.
E. Dividing a 3-digit-mnumber by a2-digit number in "fractional"format, no remainder. M.A.T.
F. Dividing a 4-digit number by a2-digit number (long division),no remainder. M.A.T.
C. ComputiLg the average of multi-2-digit addends. M.A.T.
A. Adding two fractions with likedenominators, sums .<:1, horizontalformat. M.A.T.
B. Adding two fractions with likedenominators, sums .4z1, verticalformat. M.A.T.
C. Adding two mixed fractions with
unlike denominators, vertical format.M.A.T.
D. Subtracting two fractions withlike denominators, difference-- 1.M.A.T.
E. Subtracting two mixed fractions withlike denominators ( no renaming),differences M.A.T.
T..-Subtracting two fractions inhorizontal format, difference"<.1, with like denominators. M.A.T.
A. Multiplying a proper fraction anda whole number, use of "of" toindicate multiplication. M.A.T.
B. Multiplying a proper fraction anda unit of measure (denominate number),horizontal format.
C. Multiplying two proper fractions, useof "X" as operational symbol. M.A.T.
D. Determines the number of equal units(parts) represented by a fraction.M.A.T.
E. Simplifying a proper-fraction andexpressing it as an equivalent fraction.M.A.T.
* M.A.T. - Metropolitan Achievement Test
-.76-
Code
D, PR,
RD
FE, R
AR, RN,
NS, S
Mathematical SkillsIntermediate - Computation (con't)
Page Eighteen ---
Objectives
7. The student will demonstrate hisability to perform the basicoperations with decimalsand to "round off" solutionsto the nearest tenth.
Intermediate - Concepts - Grade Level 5 & 6
Objectives
8. The student will demonstratehis ability to rename fractionsas equivalent fractions anddecimals, compare fractions asto greatest value and computerate problems.
9. The student will demonstratehis ability to order numbersin an ascending or descendingsequence and co apply he"intersection of sets" conceptto a given model or a writtenformat.
* M.A.T. - Metropolitan Achievement Test
-77-
Assessment Criterion
A. Subtracting mixed decimal-fractions.expressed to thehundredths position. M.A.T.*
B. Suotracting money values(< $10) with renaming. M.A.T.
C. Adding money values (<$100000)with renaming. M.A.T.
D. Finding a percent of a numberhorizontal format. M.A.T.
E. Dividing a decimal (thousandths)by a 1-digit whole number. M.A.T.
F. Rounding a decimal (hundredths)to tenths. M.A.T.
Assessment Criterion
A. Compares shaded regions of apictorial model to total regionsto determine a fractional number.M.A.T.
B. Renaming a fraction as an equivalentfraction, use of frame for missingnumeltT. MAL.T.
C. Renaming a fraction as an equivalentfraction, multiplying numerator anddenominator by same factor. M.A.T.
D. Identifying a fractional numberhaving the greatest value. M.A.T.
E. %,omputing a percen4. of a fraction.
M.A.T.F. Identifying an equivalent decimal
for a given fraction. M.A.T.'. Computing the rate per hour, given
a rate per several hours. M.A.T.
A. Partitioning a set of objects(array) into subsets. M.A.T.
B. Idenrifyiug the-next numeral ina sequence of 2 expressed Romannumeral notation. M.A.T.
C. Identifying the next numeral ina descending sequence of 0(sequence .4:100). M.A.T.
D. Identifying the next number inan ascending sequence of 3(sequence <100). M.A.T.
Code
AR, RN,NS, S
NB, PV
LP
G, NL
Mathematical SkillsIntermediate - Concepts - Objective 2 (con't)
Page Nineteen --
Objectives
10. The student will demonstrate hisunderstanding of place valueconcepts renaming numeralsin expanded notation and viceversa, and the use ofnegative numbers in relationto temperature readings.
11. The student will demonstratehis ability to apply the lawsand properties cc the decimalsystem.
12. The student will demonstratehis ability to name and;.dentify geometric polygonsand solids, and to associatenumbers as points on anumber line.
* M.A.T. - Metropolitan Achievement Test
-78-
Assessment Criterion
E. Interpreting circle d tgramsrelated to the interst,Aion ofsets. M.A.T.*
P. Determing the number of membersin the intersection of 2 setsexpressed in set notation. M.A.T.
A. Recognizing above and below zerotemperature readings, subtractionof temperature readings expressedin degrees. M.A.T.
B. Renaming tens, ones, and hundredsas a numeral. M.A.T.
C. Renaming a numeral in expandednotation (hundreds, tens, andones.) M.A.T.
D. Recognizing a given digit thathas greatest place value. M.A.T.
A. Using the addition and subtractionproperty of zero. M.A.T.
B. Using the multiplication propertyof zero, identifying the appro-priate operational symbol tocomplete a true statement. M.A.T.
C. Using the distributive property.M.A.T.
D. Using tne associative law ofmultiplication. M.A T.
E. Using the reciprocal property inthe division of fractions. M.A.T.
P. Using the commutative propertyof multiplication with decimalfractions. M.A.T.
A. Identifying a geometric solid(pictorial model), given thename of a solid. M.A.T.
B. Identifying the name of ageometric solid, given a writtendescription of a geometric solid.M.A.T.
C. Understanding of the definitionsof line, line segment, points, andpolygons. M.A.T.
D. Naming a right angle using anglesymbol ( M.A.T.
ER,
MS
Mathematical'SkillsIntermediate - Concepts - Objective'S (con't)-rage Twenty __
Objectives
13. The student will demonstratehis ability to estimateproducts, quotients, andchange and to round offnumbers and units of measure.
FP, I 114. The student will demonstratehis ability to distinguishbetween prime and compositenumbers and his understandingof equality concepts.
Assessment Criterion
E. Identifying a simple closedpath (figure). M.A.T.* .
F. Using a number line to comparefractional numbers. M.A.T.
G. Usire a number line to estimateth,.. decimal value of a given
point. M.A.T.
A. Estimating the change one wouldreceive from a purchase <$1.M.A.T.
B. Estimating the greatest productwith 4 and 3-digit factos. M.A.T
C. Estimating the qu'tient of adivision-problem with 4 and 3-digitnumbers. M.A.T.
D. Rounding a 3-digit number to thenearest hundred. M.A.T.
E. Identifying relationships oflinear units of measure. M.A.T.
F. Rounding linear units of measureto the nearest whole unit. M.A.T.
A. Determining a number that has agiven set of numbers as factors.M.A.T.
B. Recognizing a number as eitherprime or composite.. M.A.T.
C. Comparing uni"- of-measure(weight) to determine 1.>,=, , relationship. M.A.T.
D. Solving an inequality statementto find the replacement valuefor a variable. M.A.T.
* M.A.T. - Metropolitan Achievement Test
-79-
w
ATTACHMENT IV
The following three exhibits are samples ofsurvey questions given to students, staffand parents:
Exhibit11 - Student Survey sampleExhibit #2 - Staff Survey sampleExhibit #3 - Parent Survey sample
with narritive oftotal results
STUDENT QUESTIONNAIRE
The opinionnaire was designed by the Differentiated staffing project.It was given to 50 randomly sampled students, 25 primary and 25 inter-mediate, half boys and half girls. Only one boy or girl from a familywas chosen.
Sample Questions and Results:
Key: MT = most of the time; ST = sometimes; Hr = hardly ever
1. Do you like the work in your learning center?
MT - 72% ST - 26% HE - 2%
2. If you want to know something or have a question to ask aboutyour school work, will the teacher let you ask?
MT - 64% ST - 24% HE - 12%
3. Does the work in- your learning center seem so hard that youjust give up and stop trying to do it?
MT - ST - 30% HE - 54%
4. -Do you have fun in your leLraing enter?
MT - 58% ST - 36% HE - a
STAFF QUESTIONNAIRE
Edgewood Questionnaire
The general directions were:
Under the P.D. Graham ot..-.n space, differentiated staffingplan :zie opportunities for students to do certain things may be
more ..trout the same, or less than they were under a traditional
plan.
Teachers, administrators, paraprofessionals, voluntary aides,
and student teachers responded.
Sample Questions and Results:
Key: CM = considerably more; M = more; S = some; L = less;
CL = considerably less
1. To get individual help from teachers
C M 21 M 18 S 6 L 1 CL 0
2. To enjoy the subject and classwork
CM 26 M 17 S 2 L 1 CL 0
3. To be su.cessful in the work required
CM 26 M 18 S 2 L 0 CL 0
4. To learn to think for himself
CM 28 M 17 S 1 L--0 CL 0
5. To be responsible for his own learning
CM 24 M 18 S 4 L 0 CL 0
6.. To see the purpose for learning the subject matter
CM 13 M 24 S 9 L 0 CL 0
PARENT SURVEY SUMMARY
There were approximately, 780 children from 462 famine.? that couldhave returned a questionnaire. We asked that parents return aquestionnaire for each child in a family who attends P.D. Graham school.
304 questionnaires were returned
39% responded.
The large majority of children liked school and parents believe theschool made an improved fiference in their child's academicachievement.
A majority felt the school made an improved difference in the children'ssocial behavior.
A large majority felt their children were receiving additional individ-ualized attention, feeling free to come to the school at anytime todiscuss a cGncern, liking the team teaching model, and expressing apositive attitude toward the school.
A small majority felt the Thursday 1:00 - 4:00 schedule is necessary.There is about a 50-50 split regarding the Tuesday 1:00 - 4:00 scheduleas necessary for teacher planning.
Parent Survey Sample:
1. My child likes the learning environment at P.D. Graham School.
76 ( ) Strongly Agree184 ( )- Agree26 ( ) Disagree
( ) Strongly Disagree
2. I feel that my child is receiving additional individualizedattention at P.D. Graham School.
66 ( ) Strongly Agree
( ) Agree51 ( ) Disagree14 ( ) Strongly Disagree
3. I feel the program offered at P.D. Graham does a good job ofteaching the fundamentals (reading, writing, and arithmetic).
58 (-) Strongl,FAgree170, ( ) Agree42 ( ) Disagree12 ( ) Strongly Disagree
-82-
Parent Survey SummaryPage 2 --
4. The staff at P.D. Graham Welcomes a discussion regardingmy concerns.
93 ( ) Strongly Agree( ) Agree
9 ( ) Disagree( ) Strongly Disagree
5. I believe the Tuesday 1:00 4:00 planning and preparationschedule is necessary.
27 ( ) Strongly Agree104 ( ) Agree93 ( ) Disagree43 ( ) Strongly Disagree
6. I believe the Thursday 1:00 4:00 parentteacher conferenceschedule is necessary.
50 ( ) Strongly Agree118 ( ) Agree74 ( ) Disagree39 ( ) Strongly Disagree
Attachment V
P.D. GRAHAM ELEMENTARY SCHOOL
Contact Person
Instructional ImprovementCommittee
ParJnt Committee
Program Committee
SECTION 3 PROPOSAL
1972-73
LEARNING CENTERS5
Muriel VanPatten/Delores Louis
Donald MasseyBarbara - Mettetal
Georgina CseresznyeCheryl DellDonald BrooksJoan WatsonDonna CardenMarilyn Carlson
Christine TolentinoIrene WetliDonna ,Scott
Anna Lundry
Mathematics: Joan WatsonCheryl DellGene Domanke
Reading:, Georgina CseresznyeDonna CallenKen Carisbn
I. PURPOSE OF PROGRAM: To raise the cognitive achievement of all target
students by developing and implementing skill centers.
SKILL CENTERS will be used as major vehicles for individualizing learning
experience in the basic skill areas of reading and mathematics. Five (5)
specific types of centers will be developed and implemented in all classrooms.
CLASSIFICATION OF SKILL CENTERS
Inventory Centers
These centers provide the opportunity to assess the
development of the children in arithmetic, reading, problem
solving, etc.
Usually short work periods.
Teacher uses completed assignment .(s) to determine the
operating level of the child. t _nference with the child
at this time is of great value in helping the teacher and
child to establish realistic goals.
Prescriptive Centers
The work at the. Prescriptive Center is "orical outcome of
work at the Inventory Center.
Use of this type of center usually- presumes a regular,
daily work pattern.
The level of work and the type of activity are frequently
prepared by the teacher alone; however, a conference between
the child and the teacher can become a part of the procedure
and the resulting commitment can produce results which are
unlikely to be achieved otherwise.
Single Skill Centers 1
Usually constructed from one content area.
Usually require the student to work at a single skill,
appropriate to his maturational and educational development.
It assumes the child can perform the task and that the accuracy
and efficiency will develop through the practicy provided in
the activity.
The center can have one task assignment or be open and provide
a variety of task assignments from which -to choose.
Multi-Skilled Centers
Activities are characterized either by their complexity and/or
their sequence.
-84-
Cont. PUrp,,se Program Page 2
Assignments are usually problem- centered and require the student
to use a variety of materials in resolving the question.
Major objective remains acquiring proficiency in the skills
1./olvad.
Programmed Centers
Center utilizes commercially available programmed material's.
The kit provides for cognitive development in a content area.
Skill Centers will be compatible with the student's preferredlearning style; i.e., independent study, pupil teamed, tutorial,small grc.. or lab, and any combination. Multi-level, multi-media,i.e., texts, devices and kits will be utilized to meet the learner'saudio and visual perception needs in such learning techniques asresearch, classification, compar, on and drill.
The concept of Learning Centers and Labs are an integral part of theschool day. aidll Centers are presently under development and, inmany cases, in the implementation stages.
At all times of the school day, children will be observed in Learn-ing Centers with written performance objectives, in activitiesprescribed previously for the continued development of their cog-nitive needs.
DESCRIPTION OF EXISTING SITUATION AYT) CONDITIONS
Home
The attendance area is new. The very concept of a neighbor-hood has yet to develop. The new families have moved mostlyfrom Detroit (t9), Southern States (7)$ Lincoln-JeffersonW.W.C.S. (26). Most of the children attended schools in thesurrounding W.W.C.S. attendance areas. Some prnblem existsin small children's gangs, usually older Junio- High Schoolstudents. Families of different value systems and attitudesare living side by side. Federal low-cost housing (235) isdispersed throughout the new development. We have identified20% of our students D1 families) that are either ADC, wel-fare or one parent homes. Conflict sometimes occurs due toconflicting values, different life style, and different ideasabout how children should be raised. Frustration occursfrecuently regarding new construction in the area, home-repair, etc. It will take a few years to ;!nderstand oneanother, accepting divergent life styles a=J'needs.
Parents have identified the need for more recreational oppor-tunities for students after school and on Saturdays.
Some parents are still fearful of the. "new" program atP. D. Graham. The Voluntary Aide Program, Conference-Modelfor reporting progress to include a narrative or check list,
Cont. Purpose ProgramAir,`,0
the Open Parent-Visitation policy and small orientation group
meetings are helping to overcome the unknown and fear regard-
ing- the program.
The "open enrollment" giving all parents a choice to move
their children revealed that less than 3V, choose to move.
Our parent survey taken in June 1972 indicated:
The large majority of children liked school
and that parents believed the school made an
improved difference in their children's aca-
demic achievement.
A majority felt the school made an improved
difference in the children's social behavior.
A large majority felt their children were
receiving additional individualized attention,
feeling free to come to the school at any time to
discuss a concern, liking the team teaching
model, and expressing a positive attitude toward
the school.
\A very slight majority felt the Thursday 1:00-
4:00 schedule is necessary. There is a 50-50
split regarding the Tuesday 1:00-h:00 schedule
as necessary for teacher planning.
School
Each staff member is committed to developiog an individualized
and personalized multi-unit program.
Following the implementation of our proposal and the program
in its entirety, our situation will be different in the
following ways:
1. All students who are below grade levelty one
year or more, or who have been identified as not
achieving according to our observable expectations,
will be involved in an individualized program,tailor-made tomeet their specific cognitive needs.
District Umbrella Objectives will be used to develop
specific program objectives and prescriptions for.
all target children.
An adequate selection of diversified materials will
be available and in use in Skill Centers.
4. Para-professionals will be setting-up and running
the Skill enters.
Cont. Purpose Program Page 4
5. StUdents will become more self-directed and willdemonstrate their responsibility by setting up,logging achievement, and utilizing the SkillCenters without the constant supervision of adults.
6. Professional Staff will increase Ccill in writingperformance objectives and prescriptions.
?. Professional Staff will learn 0 manage systemmanagement systems.
8. Approximately one-third of the Professional Staffwill develop the expertise to diagnose cognitivelearning problems and prescribe treatment.
9. Para-professional job description will be morecomplex and specific in terms of defined r)le andassigned tasks.
10. The P. D.-Graham program will be individualizedto the extent that skills can be pUrsued in a numberof different ways.
II. NUMBER OF PERSONNEL INVOLVED
Teachers: 26 classroom1 reading teacher
Total 27
Para-professionals: 9
III. DURATION OF PROGRAM
September 72 to June 74
TIME-TABLE OF ACTIVITIES: THREE YEAR PERIODDisposition
1971-72 First Semester
Initial development and implementation ofLearning Centers
Initial development and use of student con-tracts and written prescriptions.
Initial development and use of Skill Centers
Initial use of record keeping system.
Completed
PartiallyCompleted
Completed
Completed
1971-72 Second Semester
Two or more Inventory Centers will beimplemented in each team in December Completed
Cont. Purpose Program Page 5
Disposition
Two or more Prescriptive Centers will beimplemented in each team in December. Completed
Two or more Mathematics and Reading SingleSkill Centers will be implemented in eachteam in January.
Completed
Three or more Programmed Centers will beimplemented in each team in February. Completed
Two or more Mathematics and Reading Multi-.Skill Centers will be iMpicmented in eachteam in February. ,
Completed
Three or more Mathematfcs and ReadingProgrammed Centers will be implementedin each team in February.
Completed
One or more teachers of each team will havedeveloped the skill to write d_ily pre-scriptions for each target student by
December.
PartiallyCompleted
Storage and check=out system will bedeveloped by January. Completed
Each Para-Ptofessienal will be setting upand running six (6) Skill Centers by Februaryand ten (10) Skill Centers by April.
PartiallyCompleted
1972-73
Begin Implementation of Wisconsin Read
Continued development of packaged centers
Continued implementation of skill centersdesigned by certified staff and set-up andrun Para-professionals.
Finalizing the record keeping model, studentcontracts and prescriptions.
1973-71.
Under the direction ano cesign c):; teachers,Para-Professionals will be setting up and
Cont. Purpose Program Page 6
There will be continued refinement of Skill Centers as an integralpart of the IGE program. It is important to note that teachers
will be freed to concentrate their time on planninR, identifyinrmaterials and prorram, needed, and evaluation teahniques
for each target student:. They will be freed of the tasks of get-ting materialst_setting up the Skill Center and running the Skill
Centers. The teacher's time will be directed to diagnosis ofneed, designing program, teaching the student and evaluatingthe experience.
IV. COST OF PROGRAM,
I.G.E., Section 3, andall integral at the p.realize we are opening
AREA
Title 1 are impossible to separate as they are
D. Graham school. It is also important toa neat two teacher primary team.
1972-73 COST ESTIMATE
Personnel
1. Section 3 Coordinator(Reading Teacher)
2. Nine (9) Para-Professionals -Eight (8) Para-Professionalswork directly with the certi-fied staff to reenforceinstruction. One (1) Para-Professional coordinates visita-tions and the voluntary aideprogram.
In kind - normal budget
$36,000.00 Section 3
and Title 1
In-Service
1. Wisconsin Read12 hours (2 days) percertified staff at $7.00an hour.
2. Four (1k) certified staff
in-service in Madison,Wisconsin.-
3. Unit Leaders: 30 hrs. (5days) 7 people, $7.00 hr.
14. Para-Professionals
$2,268.00 D.S. project-.12222100 will cover$1,268.00 r $1,000.00
No cost if Tuesday-Thursdayschedule continues.
Total $3,338.00
Cont. Purpose Program
AREA
Page 7
1972 -73 COST ESTIMATE
Materials
1. Wisc,isin ReadManat,ment.system andaddit_onal needed reading
matethls.
2. Holt, Rinehart and WinstonMath Units
3. Alpha I
4. AAAS - Part C
5, 171:2 Expendable supplies
$1,600.00
297.00
542.50
350.00
500.00
Total $3,289.50
Capital Outlay
1. Eight 4-drawer files forWisconsin Read
2. Twelve 2-drawer files foreach team
$ 399.20
480.60
Total $ 879.80
GRAND TOTAL $43,507.30
V. RESOURCE PERSONS NECESSARY
Curriculum CoordinatorsI.G.E. FacilatatorsDirector Elementary EducationAssistant Superintendent CurriculumWisconsin Read Consultants
VI. FACILITY TO BE USED
The program will be located within all classrooms. Classroomteachers and Para-professionals will utilize all existing spaceavailable within the building i.e., IMC hallways, hallwaysbetween three teacher tear areas, main hallways, etc.
VII. SOURCE OF FUNDING
Section 3 and Title 1
VIII. OBJECTIVES
E -4065
Name of District (Check One or Both)Ei Title I
Wayne-Westland Community Schools E2 Section 3
Name of Building Component Objective No.
P.D. Graham Reading 1......
A. DESCRIPTION OF PROGRAM AND EVALUATIONPERFORMANCE OBJECTIVE DESCRIPTION OF PLANNED
NUMBER # 1 PROGRAM COMPONENTEVALUATION DESIGN
I. Individual(s)
Section 3 Students
2. BehaviorKnowledge
Word attackSkills
3. Objec. of Behavior
Reading
4. Time
October through May1972-73 School Year
S. Measurement
Pre and Post testsWisconsin ReadProgram
Log record ofachievement onMcBee cards
6. Criterion for Success
An average gain of onemonth in gradeequivalnet
Units for each monthin the program.
Students will receive readinginstruction daily in theregular classroom's skillcenter using the WisconsinRead management systeth.
Individualized (tutorial andsmall group) instruction willbe provided by the classroomteacher with the assistance ofan aide.
Data Collection ScheduleThe Wisconsin tests will beadministered in Septemberand through out the year asneeded.
The Metropolitan Achievement'ast will be administeredin the fall and spring.
Data AnalysisThe average gain per monthin grade equivalent unitswill be calculated and acomparison made of theWisconsin results and theMetropolitan results.
If a comparison group is used, pleaseidentify participants.
N.A.
CE-4065
Name of DistrictWayne-Westland Community Schools
(Check One or Both))ti Title I
Se -tion 3gName of Building
P.D..GrahamComponent
ReadingObjective No.
2
A. DESCRIPTION OF PROGRAM AND EVALUATIONPERFORMANCE OBJECTIVE DESCRIPTION OF PLANNED
NUMBER # 2 PROGRAM COMPONENT
I. Individual(s)
Section 3 Students9 through 11 year olds
2. Behavior
KnowledgeStudy Skills
3. Object of Behavior
Reading
4. Time
October through May1972-73 School Year
5. Measurement
Pre and Post tests
Wisconsin Read Program
Log record of achievementon McBee cards
6. Criterion for Success
An average gain of onemonth in grade equivalentunits for each month in.
the program.
Students will receive readinginstruction daily in the regularclassroom's skill centers usingthe Wisconsin Read managementsystem.
Individulaized (tutorial andsmall group) instruction willbe provided by the classroomteacher with the assistanceof an aide.
EVALUATION DESIGN
Jata Collection ScheduleThe Wisconsin tests will beadministered in Septemberand through out the yearas needed.
The Metropolitan Achievementtest will be administeredin the fall and spring.
Data Analysis
The average gain per monthin grade equivalent unitswill be calculated and acomparison made of theWisconsin results and theMetropolitan results.
If a comparison group is used, pleaseidentify participants.
N.A.
CL-4065
NameofDistrictWa ne-Westland Community Schools
(ChedcOneorBaNTitlelSection 3m
Name of Building -
P.D. GrahamComponent
ReadingObjective No.
3
A. DESCRIPTION OF PROGRAM AND EVALUATIONPERFORMANCE OBJECTIVE
NUMBER # 3DESCRIPTION OF PLANNED
I PROGRAM COMPONENT EVALUATION DESIGN
I. Individuals)
Section 3' StudentsStudents will receive readinginstruction daily in theregular classroom.
.
Individualized (tutorial andsmall group) instruction willbe provided by the claSsroomteacher with the assistanceof an aide.
Data Collection ScheduleThe Metropolitan Achievementtest will be administeredin the fall and spring(Oct. and May)
.
2. Behavior
Comprehension
3. Object of Behavior
ReadingData Analysis
The average gain instandard score units willbe calculated.
4. Time
October through May1972-73 School Year
S. Measurement
Metropolitan AchievementTest
6. Criterion for Success
An average gain of onemonth in gradeequivalent units foreach month in theprogram.
If a comparison group is used. pleaseidentify participants.
N.A.
ACC
NameofDis'irkt. Wa ne-Westland Communit Sc ools
sklarric of Bi.ildingP.D. Graham
sowaraurIft-,EI title i
(Check One or Both)17g Section 3
Component Objective NoMathematics 4
A. DESCRIPTION OF PROGRAM AND EVALUATIONPERFORMANCE,OBJECTIVE
NUMBER # 4
I. Individuals)
DESCRIPTION OF PLANNEDPROGRAM COMPONENT EVALUATION DESIGN
Section 3 Students
2. Behavior
Cognitive Knowledge
3. Object of Behavior
Mathematics
44. Time
October through May1972-73 School Year
5. .-;easurement
Holt-Rinehart andContinuous Progress Labtests will be used forpre and post measurement
Students will recordachievement in logs.
6. Criterion for Success
An average gain of onemonth in gradeequivalent units foreach month in theprogram
Students.will receivemathematics instruction dailyin the regular classroom'sskill centers.
Individualized (tutorial andsmall group) instruction willbe provided by the classroomteacher with the assistance ofan aide.
The mathematics materials willfeature the following:
Holt-Rinehart work sheets
Continuous Progress labmaterials
Imperial Math. Program
AAAS materials
Application Experiences
Games
Data Collection ScheduleThe Metropolitan Abhievementtest will be given toSection 3 students in thefall and the spring (Oct.and May).
Data Analysis
The average gain per monthin grade equivalent unitswill be calculated.
If a comparison group is used, pleaseidentify participants.
N.A.
L-4065
Name of DistrictWayne-Westland Community Schools
Tram...,
(Check One or Both)El Title I
3e SectionName ci Building -
P. D. GrahamComponent
Student Attitude( bjective No.
5
A. DESCRIPTION OF PROGRAM AND EVALUATIONPERFORMANCE OBJE:TIVE
NUMBER N 5
I. Individual(s)
Section 3 Students
DESCRIPTION OF PLANNEDPROGRAM COMPONENT
2. Behavior
3. Object of Behavior
School
4. Time
October through May1972-73 School Year
S. Measurement
School Sentiment Index
6. Criterion for Success
EVALUATION DESIGN
The Section 3 students willreceive information weekly torecord achievement in theirreading and math logs andreceive personalized attentionfrom the tacher, para-profess-ional and peers (pupil teaming).
Voluntary aides will alsoprovide personalized assistance.
Data Collection ScheduleThe school sentiment indexwill be given in May, 1973.
Eighty percent of thestudents will respondpositively to eighty ti
percent of theinventory items
Data AnalysisThe percent of students responding positively toeighty percent of the in-ventory items will be cal-culated. An analysis ofvariance will be used tocompare the scores of thesentiment index given inMay, 1972.
If a comparison group is used, pleaseidentify participants.
Students in grades K-6in traditional school.
CE-4J65
Name of DistrictWayne-Westland Community Schools
Name of BuildingP.D. Graham
(Check One or Both)
A. DESCRIPTION OF PROGRAM AND EVALUATION (Continued)
ComponentReading
Title IIN Section 3
Objective No.1A & 1B
PROCESS PERFORMANCE OBJECTIVENUMBER # lA R. 2A
PROCESS PERFORMANCE OBJECTIVENUMBER # 1B EVALUATION DESIGN
1. Individuals)
Kindergarten, Primaryand Intermediate teachers
.
I. Individual(s)
Aides,.
Dzta Collection Schedule.
The pre and post tests,record keeping (logs)and Matrix will lie up-
dated each week.
2. Behavior
Application
2. Behavior
Application
3. Object of Behavior
Wisconsin Read Program
< 3. GOiert of Behavior
Assistance with reinforcemen.of-word attack and studyskills.
} a'
i
4. Time
September through May1972-73 School Year
4. Time
September through May1972-72 School Year.
Data Analysis
The average number ofhours of review and workwith the Wisconsin Readprogram will be calculated.
.....,,
.,
S. Measurement
McBee card and W.W.C.S.D.Matrix will be up-datedeach week.
Student logs will be up-dated each day.
S. Measurement
Aides will be able toassist by:
- Retriev4ng materials- Setting up skill centers- Reinforcing instruction- Up-dating record keeping
systems.
6. Criterion for Success of Implementation
Tutorial and/or small groupindividualized instructionwill occur fi.n -at least one
class period per day.
6. Criterion for Success of Implementation
Two or more certifiedteachers agree that aides ar:performing satisfactory.
E406S
Name of DistrictWayne-Westland Community Schools
", 11111.106 Title I
(Check One or Both)Section 3
Name of BuildingP.D. Grahamliow.
roars,Co oReAngnent
& MathematicsObjective No.1A,2A&4A
A. DESCR ION OF PROGRAM AND EVALUATION (Continued)PROCESS t'ERFORMANCE OBJECTIVE
NUMBER # 1A_ & 2APROCESS PERFORMANCE OBJECTIVE
NUMBER # 4A-EVALUA'TION DESIGN
I. Individual(s)
Set;n11 3 Coordinator
I. Individual(s)
Section 3 Coordinator
Data Collection Schedule
The pre and post tests,record keeping of. studentlogs and matrix will.beup-dated each week.
; Behavior
. Annlicati:ln and In-Service
2. Behavior
Application and T.1- Service
3. Object of Behavior
Wisconsin Read Program
3. Object of Behavior
Continuous Progress LabS.,Imperial Tapes, Holt-Rinehart,AAAS Parts A-B-C
)
4. Time
June, 1972 through June, 1973
4. Time
September through June, 1973
Data-Analysis
The average-number ofhours of review andin-service required forthe Wisconsin Readmanagement system will becalculated.
S. Measurement
In-Service for certifiedstaff and aides.August 28, ]972
S. Measurement
In-Service for certifiedstaff and aides
J6. Criterion for Success of Implementation
Tutorial and/or small groupindividualized instructionwill occur in at least oneclass period daily.
6. Criterion for Success of Implementation
Tutorial and/or s 'all groupIndividualized instructionwill occur in at least one
. class period daily.
CE 406
Name of DistrictWayne-Westland Community Schools
(Check One or Both)1E Title I
Section 3Name of Building
P.D. GrahamComponentMathematics
Objective No.4A
A. DESCRIPTION OF PROGRAM AND EVALUATION(Continued)PROCESS PERFORMANCE OBJECTIVE
NUMBER # 4APROCESS PERFORMANCE OBJECTIVE
NUMBER #EVALUATION DESIGN
I. Individual(s)
Section 3 Coordinator
Kindergarten, Primary, andIntermediate teachers.
I. Individual(s)
Aides
,.,Data Collection Schedule
The pre and post tests,record keeping (logs)and Matrix will be up-dated each week.
2. Behavior
Application and In-Service
2. Behavior
Application-
3. Object of Behavior
Skill centers in Mathematics
3. Object of Behavior.
Assistance with skillcenters in Mathematics
.
4. Time
June, 1972 through June,1973
4. Time
September through May,1972-73 School Year
Data Analysis
1
The average number of hoursof review and work with thefollowing Math. materialswill be calculated:
Holt-Rinehart
Continuous Progress Labs
Imperial Tapes
AAAS Parts A,B, & C
.
S. Measurement
Student logs and recordkeeping will be up-datedeach week'.
vft
i
1
16.
S. Measurement
Aides will be able toassist by:
- Retrieving materials- Setting up skill centers- Reinforcing instruction- Up-dating recordkeeping systems
. .
Criterion for Success of Implementation4
Tutorial and;or small groupindividualized instruction
I will occu in at least oneclass poriod daily.
1
6. Criterion for Success of Implementation
f
Attachment VI
ACCOUNTABILITY MODEL REPORT
to
P.D. Graham Instructional ImprovementCommittee
and
Wayne-Westland r-nmunity SchoolsCurriculum Department
Teachers Participating:
Barbara MettetalGordon Gibson
Donna CardenMarilyn RussMary Wenners
June 1972
Intermediate Unit(Tiger Stadium)
Primary Unit(Lake Superior)
Submitted by,
Muriel VanPattenPrincipal
I. INTRODUCTION
The following document represents the work of five teachers and principalin implementing the Accountability Model. The five teachers representtwo units: one primary and one intermediate. The primary unit focusedtheir concentration on program evaluation at the second grade level ofobjectives and the progress evaluation of their third year students.The intermediate unit focused their concentration on program evaluationat the fourth grade level of objectives and the progress evaluation oftheir fifth year students. Each unit reported on approximately thirtystudents in reading (word analysis and comprehension) and mathematics(computation and concepts).
A. Tasks1. To record the cognitive achievement of each student in
their group, based on the objectivesin reading andmathematics developed by Wayne-Westland Community Schools,on the state matrix report. To also record the numberand percent of the group attaining 80% mastery of eachobjective.
The following guidelines were established for matrixreporting:
a. List students alphabetically, surname first and _
assign a numeral for each student.b. 80% Achievement equals masteryc. Use dates to indicate mastery
11/71 - November Metropolitan pre-test5/72 - May Metropolitan post-testDate of internal unit records6/72 date if two teachers can verify
records or recall, and reach thesame conclusion
d. Give the total number and percent attaining masteryof grade level objectives
e. Record objectives mastery for students that areless than 60% at grade level on "below gradelevel" matrix forms
f. Consider recording objective mastery for studentsthat are 80% or more at grade level on abovegrade level matrix forms
2. To identify the reading and mathematics objectives thatwere weakest in mastery.
3. To identify needs of each unit to include:
a. Objectives needed to be taught for low achieversmastery
b. Unit delivery system alternatives for lowachievers
c c. Unit teacher needs, i.e. materials andtraining
4. To identify unit priorities for delivery system modificationor changes.
5. To identify management system for group and individualrecord keeping based on pre- and post-test evaluation.
A. Recommendations for the 1972-73 school year.
The following areas were identified and discussed as unit alternativesfor modification or change in the delivery of program in the cognitivedomain for low achieving students:
Teaching-Learning Stratigies:Directed teaching, practice (drill) and
test (stimulus-response)Application and Gaming
(chaining, verbal association,multiple-discrimination, conceptlearning, principle learning andproblem solving)
Incidental teaching (taking advantageof the routine and the unexpectedoccurrence)
Grouping arrangements:Independent studySmall group ( 15 or less )Tutorial:
TeacherPara-professionalVoluntary aideCross-age tutoring
within buildingJr. H.S. mini-teachers
Software and printed materialsMulti Media (AV)Multi-texted
Summary of units process folloWing the completion of the Matrix reports.
PRIMARY. NEEDS
(Objectives)
Mathematics
SETS
PLACE VALUEand
NUMBERSEQUENCE
Reading
INTERMEDLATE NEEDS(Objectives)
Mathematics
READING ESTIMATIONcomprehension DIVISIONreading riddles FACTIONSparagraph DECIMALScomprehension
WORD ANALYSISfinal blends
silentconsonants
Reading
GRAMMARMAIN THOUGHTPHONICS
DELIVERY SYSTEMS(Assessment)
1. Need to utilize the services of the reading teacher and mathematicscoordinator to assist in identifying appropriate materials.
2. Need to learn to write objectives to modify, change, or recreateobjectives existing in district's discipline manuals and inprogrammed materials.
3. Need to teach to unit objectives as clarified in I.G.E.
4. Need to emphasize tutorial experiences using Para-professionals,Voluntary aides, and Cross-age tutoring.
5. Implement Wisconsin Read management system.
6. Need district to develop management system in Mathematics.
7. Need to develop group and individual record keeping systems.
8. Need to balance students experience in skill centers that emphasizedirected teaching techniques with application and gaming techniques.
9. Need to pre-test in early September using Wisconsin Read pre-testsin word attack skills and districts pre-tests in comprehension,mathematics computation and concepts.
10. Need to provide techniques For students to get more immediatefeedback in their progress (student logs).
11. Coding system for the objectives need to be perfectly matched inthe discipline manual and on the matrix.
Recommendations:
It is anticipated that based on the experience of the two units wewill design a relevant training model for the total staff to becomebetter qualified to teach and test objectives, identify neededchanges in unit delivery systems, culminating with unit recommendationsto our building Instructional. Improvement Committee and our CentralOffice.
Recommended Time-Line including tasks and projected dates of completion
Task Date
1. Each teacher will demonstrate their skillin writing a six point objective asdefined by the State, with 100% accuracyas determined by the State's in-servicepacket.
Unit Leaders:Training - August 29, 1972
Unit Tedchers:Training in a staff meetingin September, 1972
2. Each unit will develop unit processobjectives and select unit objectivesfor mathematics and reading contenttaught during the year.
3. Each unit will implement a studentgroup matrix and an individual studentprofile for record keeping in readingand mathematics.
The viisconsin word attack andstudy pre-tests and the WWCS'ssurvey tests in communication,mathema-zic:,.. computation and
concepts will be given inSeptember.
4. Each unit will record Metropolitanpost-test mastery levels on the groupmatrix report.
a. Number and percent of studentsin the grade level groupachieving mastery of the objective.
October, 1972
Mid-October,1972
First unit
October, 1972
June
Task Date
b. Number and percent of studentson above or below grade levelgroups achieving mastery of theobjectives.
c. Month for month growth as indicatedby Standardized test measurementand/or by Matrix report. If matrixreport information is used, therequirement will be that two ormore certified staff have reachedthe same conclusion based ontheir internal records and/orobservation.
5. Each unit will submit a report to includea set of unit process objectives for1973-74. The report will include thefollowing outline:
a. Status of 1972-73 Goalsb. Status of 1972-73 Unit Process
Objectivesc. 1972-73 Needs Assessment
related to:1) Goals2) Unit Process Objectives3) Objectives (Matrix report)
d. 1972-73 Delivery System Analysisrelated to:
1) Goals2) Unit Process Objectives
3. 3) Objectives (Matrix-report)e. Evaluation and testingf. Recommendations:
1) Action for low achievers2) Material needs3) Teacher training needs4) Unit goals and process
objectives for the1973-74 School Year.
June, 1973