Oklahoma Excel ELA NIC

Introduction

For the 2022-2023 school year, we are pleased to partner with: Bethany Public Schools, Butner Public Schools, Crutcho Public Schools, Lane Public Schools, Laverne Public Schools, McAlester Public Schools, and Roland Public Schools. 

Background

The ELA NIC, like all NICs, is grounded in a working theory of improvement. The theory of improvement outlines the aim, or goal, that is trying to be reached, which levers in the system need to be addressed, and specifically what instructional strategies or interventions (called change ideas) could be employed. The 2021-2022 ELA aim will focus on improving reading outcomes by increating nonfiction reading comprehension. To do that, our teachers will use several evidence based strategies. Teachers will script read alouds with places to stop, notice, and discuss. To do this teachers will use Signposts, high-quality, complex texts, anchor charts, and graphic organizers. Each strategy is designed to support students in mastering inferences.       

Professional Learning

One of the hallmarks of Oklahoma Excel is the tailored professional development and instructional coaching offered to our participants. During the course of the NIC, our ELA teachers will receive approximately thirty hours of sustained, job-embedded, data-driven and classroom focused professional learning. In addition, each teacher will participate in instructional coaching cycles with the Oklahoma Excel ELA Instructional Specialist.  

2019-2020 Student Results

Teachers who participate in Oklahoma Excel collect two kinds of data to analyze the impact the new instructional strategies are having on their students.  The first kind of data is a student survey, which measures students' perceptions, attitudes and experiences related to their ELA classrooms.  The second kind of data is an academic achievement measure of how well students are meeting their writing objectives.  

Academic Achievement Measure

The above academic achievement measure shows student mastery of their writing objectives. This graph shows an increase in student mastery of objectives from approximately 49% at the beginning of our year, to almost 75% by the end.  

Student Survey Measure

This particular student survey measure shows whether or not students understand the criteria for how their work will be assessed (CFS).  Students should never have to guess how their writing will be assessed. The more students understand what quality work is, the more likely they will be able to produce it. At the beginning of the year, only 42% of our participating students understood the criteria for success on their writing tasks. By the end of our year, that percentage had grown to almost 89%.