The MCA Reading economic-based proficiency gap in Mahtomedi Public Schools for students in grades 3-8 and 10 will decrease from 27.2% in 2019 to 20% in 2023.
We are making progress toward our 2023 goal; we saw a decrease in the economic-based proficiency gap from 27.2% in 2019 to 25.5% in 2021.
Action Steps used for 2020-2021:
Some strategies we plan to initiate or continue during the 2021-2022 school year:
- We taught all of our elementary students a common way to choose a good fit book; we use the iPick Strategy
- We allocate time each day in our literacy block for independent reading; one of our focus areas this past year was to increase stamina. By increasing the time a child can sustain focus on reading their complex text, we are increasing their ability to comprehend that text.
- Part of our daily literacy block includes small-group instruction. This gives teachers the ability to target instruction to small groups of students with different skill needs as it relates to the lesson for the day.
- We also worked to refine our small group instruction by inviting peers to observe and offer feedback in order to make an even stronger impact on student learning.
- We are committed to using data to inform our instruction; this year we focused on learning more about and using running record data to help us understand strengths and growth opportunities for each child.
- In addition to our literacy blocks, we allocate What I Need (WIN) time that allows for personalized instructional support and enrichment for each child that aligns with what they need most. Among the activities we do during WIN is offer book clubs to increase student agency by offering voice and choice in participation in book clubs
- Continued use of iPick strategy
- Focus on small group reading instruction in literacy block
- Continued focus on using data to inform instruction
- Prioritization of literacy skills in What I Need (WIN) time
- Continued intervention programming with ADSIS and Title Staff