MCES Professional Learning Improves MEAP and AYP Results
scores rose at a significantly greater rate than the state average; especially
use more cooperative learning activities, integrated units, and inquiry around essential
questions to align with state standards
is shared, collaborative and focused on student achievement data and changes in
school & classroom practices to affect data
and community are more involved
groups reported significant increases between the first and third year of the
grant in use of CES Principles, PLC, CIA Alignment, use of Best Practice, and
levels of Student Ach
ievement that they attributed to the MCES interventions.
evaluators summarized the following for the Secondary Literacy PD/coaching
but one of the schools participating in Secondary Literacy professional
development made increases in their MEAP scores over the course of three years.
Preparatory Academy made the largest gains with an increase of 25.4% of
their students meeting proficiency. Hull Middle School made similar gains with
an increase of 21.1% of their students meeting proficiency.
Columbia and Union City Middle School were able to consistently stay above the
the course of three years, all but two of the schools increased their ELA
Harbor Hull Middle School had the largest increase in its’ ELA MEAP score. In
2005, 25.9% of its students achieved proficiency, compared with only 3.8% in 2003.
surpassed the state average in 2005.
collaboration impacts student achievement and, in particular,
collaboratively looking at student work improves student achievement.
That was part of the "what works" me
delivered by Brian McNulty to Superintendents and Secondary School
Principals at their respective state conferences. He specifically
mentioned the use of structured protocols to guide the collaborative
analysis of student work that would change teachers' instruction.
Several protocols are universally available, but many are only available
through Coalition of Essential Schools (CES) centers and the National
School Reform Faculty (NSRF), a CES partner. Critical friends groups,
what we now call Collaborating for Students' Success, are research-based
strategies that improve student achievement.
Training in the use of these protocols builds professional learning
communities with a laser focus on student work and student performance.
Michigan CES provides professional learning services to schools
committed to improving student achievement. Services, customized for
each school, follow the MCES Roadmap for Student Achievement and align
with the new School Improvem
Framework. Both focus on standards-driven curriculum and instruction
and data-driven decision making. Educators use an inquiry-based,
collaborative approach to examine the data (including student work),
compare the current reality with their desired student outcomes, and
reflect on improving instructional practice.
Many schools need support to develop professional learning
communities that engage in the collection and analysis of student
performance data. They need professional learning and coaching support
to work together to align their instructional practices and student
assessments with the state standards and content expectations and to
collaboratively look at student work. They may need support to examine
their classroom and schoolwide practices compared to research-based
"best practice." With ongoing and focused professional learning and
support, the schools demonstrate improvement in teaching and learning
and the capacity to sustain improvement efforts.
MCES has a tradition of school improvement success
as a Comprehensive School Reform model in more than 50 schools. MEAP
results for the most recent group of these schools provide evidence that
within two years of adopting the Michigan Coalition of Essential
Schools (MCES) reform model, the elementary schools increased
proficiency levels an average of 40.6% in reading compared to the state
increase of 23%; a 10% increase in writing compared to the state average
decrease of 8%; and a 33% increase in math compared to the state
increase of only 8%. The middle schools had an average increase of: 19%
in reading compared to the state increase of 11%; and 13.2% in math
compared to the state increase of 11% from 2003 to 2004. The high
schools adopting MCES had an average increase of: 15% in reading
compared to a decrease of 1% in the state; and 3% increase in math
compared to a decrease of 1% in the state.
Schools previously not making AYP, made AYP with the
professional learning support provided by MCES. They celebrate improved
student performance as measured by the MEAP, effective collaboration
focusing on student data and the best practices to improve teaching and
learning, and closing the achievement gap that frequently exists between
high-poverty schools and the state average. Several principals and
superintendents directly attribute the dramatic increase in MEAP scores
to the professional learning and coaching support provided by MCES.