SLIDE 1 Abiq iquiu E Ele leme menta tary Home
the C Cou
SY SY 201 016-201 017
SLIDE 2 Abiqui quiu u Element entary y Sch School
“Home o “Home of the Cougars” f the Cougars”
Mission St
ement nt
Abiquiu Elementary School is dedicated to inspiring, supporting, and educating students in a safe and nurturing
- environment. We will model and value the love of learning for students, their families, and community. Student
achievement and success is the center of all we strive for daily at Abiquiu Elementary School while encouraging respect for self and others.
Vi Vision
Statem ement ent
Abiquiu Elementary School and the surrounding community recognize the importance of promoting literacy, mathematics, technology, and character as a means to achieve student success as responsible and productive citizens of their community and their world as a whole.
SLIDE 3 Prin rincipa ipal: l: Mrs
. Fanny C Castill illo de de Go Gonzále lez Offic ice M Manager: M : Mrs rs. . Chris ristine C Coro ronado do Counsel elor: M Ms.
ea B Been en
Tea Teach chers: K: Mrs. Ele leonora a Man anzan anar ares First grade de: Ms. Soph Sophie For
bes Second g grad ade: M Mrs
Stac acie ie Willar illard Thir ird g grad rade: Mrs
iffan any F y Fern rnan andez-Cri rim Fourt rth grad rade: Mr.
ichard ard Kruse Fif ifth grad rade: Mrs
icia a Tru rujil jillo lo Six ixth grad ade: Mr.
ictor Coronad ado Especial E al Educat ation: M
a Hillary illary Tit itle le I in interventio ionist: Mrs. Oliv livia ia Tap apia ia Phys ysical al Educat ation: Ms. Celin lina a Royb ybal al
130 130 STU TUDENTS ENTS
Ancill illar ary y staf aff: Lib ibrar rarian ian Assistan ant: Mrs
rie Lopez
Educationa nal Assi ssistant ant: Ms. Brianna anna Velazque quez
Nurse: Ms
ne Mo Mondragon Custod
acan ant Head d cook:
dy Mon
Co Cook: : Mrs. . Jen ennifer Galle allegos
Parent nt Adv dvis isory Commi
ttee: Mrs
. Korrie rrie L Lope pez, P Pre resident Mrs
. Ele leonora M Manzanares , , membe ber Ms. . Bria rianna V Vela lazquez, m , member r Ms. . Tif iffany Fe Fern rnandez-Crim im, , me memb mber
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PARCC 2016
SLIDE 6 Level 1 % Level 2 % Level 3 % Level 4 % Level 5 % Total proficient or above %
ELA03 12.5 25.0 25.0 31.3 6.3 37.6 ELA04 5.3 31.6 42.1 15.8 5.3 21.1 ELA05 6.7 13.3 33.3 40.0 6.7 46.7 ELA06 6.7 33.3 26.7 26.7 6.7 33.4 School average 44.1 MAT03 6.3 25.0 18.8 31.3 18.8 51.1 MAT04 5.3 31.6 26.3 31.6 5.3 36.0 MAT05 6.3 12.5 43.8 31.3 6.3 37.6 MAT06 13.3 6.7 53.3 20.0 6.7 26.7 School average 37.85
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According to PARCC proficient students must
score on levels 4 or 5, according to PARCC 2016, Abiquiu elementary had 50% proficient in ELA, and 37.9% in Math.
According to NMPED school grade report
card, the least amount of growth was in lowest performing students group.
According to I Station, about 60% of our
students in kindergarten to 3rd grade are in Tier 1.
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At least 20% of the students in beginning
steps and nearing proficiency groups will move to the next level of proficiency by the end of this school year, as measured by PARCC 2017 and I-Station EOY assessments.
100% of students at level 4 and 5 will remain
at their proficient level or move to the highest level of proficiency by the end of the school year, as measured by PARCC 2017 and I- Station EOY assessments.
SLIDE 12 Focus Are rea: a: hi highe hest-lev ever erage e focus ar areas as th that t must st be addr ddressed d to
dent ac achie ievement g goals als? Dat ata a Connectio ion: What at dat ata a an analys alysis is le led yo you t to id identif ify this is focus ar area? a? What at quan antit itat ative an and q qualit alitat ative dat ata le a led yo you t to this is f focus are area? a? Dat ata D a Driv iven interventi tions According to NMPED school grade report card 2016, the least amount of growth was in lowest performing student group. Stan andard rds A Alig lignment According to PARCC ELA 2016 Evidence Statements Analysis results, the areas in need of improvement were Informational text, and vocabulary in ELA, and multiple step problems in mathematics. Collab llaborat ation Staff turnaround demands a need for collaboration and monitoring compliance to ensure consistency and success
- f planned focus areas and
goals.
SLIDE 13 Root Cau ause Analys alysis Notes
Focus A s Area Root Cause Hypothesis Evidence to Support Da Data Driv Driven Interventi tion
Individual Academic Improvement Plans (AIPs) for students were not developed, and interventions have been extensions of core lessons rather than targeted interventions based on students' needs. In addition, pulling out students during core subjects was preventing them from participating on collaborative learning environment. Special Education support/instruction was inconsistent. According to NMPED school grade report card, the least amount of growth was in lowest performing student
- group. This group is mainly composed
- f students identified as SPED, ELLs, or
students in the SAT process. Standa dard rds Alig lignment Treasures Reading program was not providing enough informational text and teachers were not supplementing to reach the standards. Lack of exposure to CCSS/PARCC language. Treasure’s and EnVisions’ assessments did not have the same rigor compared to PARCC. According to PARCC ELA 2016 results,
- ne of the areas in need of
improvement was Informational text, and vocabulary in ELA, and multiple step problems in mathematics. Collabor
tion 72% of the staff is new or teaching a new grade. Four new teachers, three teachers teaching a new to them grade level, and two teachers co-teaching. Two long- term substitutes during first semester.
SLIDE 14 Desired O Outc tcom
Foc
Are rea Draft Desired Outcome (change in adult behaviors) Dat Data Dr Driven Interv rventio ions Teachers will develop Academic Improvement Plans (AIP) for all
- students. Intervention plans for all students scoring below
- proficiency. Students will be identified and group by
proficiency levels to target interventions. Special education teacher and Interventionist will work together with classroom teachers to increase student achievement in lowest performing students’ group. Standa ndards ds Alignme ment Teachers will teach to the standards, post lesson standard, communicate it, revisit it, and assess it at the beginning, during and at the end of the lesson respectively. As part of the assessment, standard based performance task should be
- included. Supplemental resources will be used to enhance the
reading and mathematics curriculums. Collabora
PLC time will be increased to one hour per week. This time will be utilized to analyze data, plan activities, and share best
- practices. Leadership team will mentor/coach and encourage
- ther teachers to follow the agreed on best practices. Principal
will do weekly non-evaluative walkthroughs to monitor instructional adjustment, interventions and provide 1:1 feedback.
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SA SAT L T LOG Grade Academics Behavior Attendance Kindergarten 8 1 First grade 5 3 Second grade 5 1 Third grade 2 Fourth grade 2low 3GATE 1 Fifth grade Sixth 1 Total 25 5 2
SLIDE 16 Mrs. Olivia Tapia, reading and math interventionist, works
daily with k-6 students in small groups. We are using I Station recommended lesson to target students needs, and classroom data to individualize interventions.
Ms. Celina Roybal was tutoring after school during the first
- semester. We stopped this services due to lack of
enrollment.
IXL online program, implemented school wide, practice
and reinforcement of CCSS Mathematics and ELA.
Reflex Math, online practice program. Students practice
their math facts using a game base intervention program. The program provides a baseline assessment and progress reports for individual students.
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- Mrs. Korrie Lopez, our Library Aid is tutoring
Tuesdays and Fridays during their P.E time. She sees 2 or 3 students at a time for 20 minutes. She sees two small groups from each
- classroom. She uses PARCC released items, and
- ther rigorous tasks during this time.
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Abiquiu Elementary is one of the most
successful Mindplay users in the district in terms of program fidelity and achievement.
Students who meet the criteria of
characteristics of Dyslexia are using the program for 20-30 minutes daily, 5 days per week, either in the resource room or during their regular classroom’s computer time, some even access the program from home.
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Our Results: Out of our 10 students using the program, 5 have gained one year’s progress in comprehension level, and 1 has gained 2 years, since starting the program. The average Lexile gain for several students increased between 200 and 350 points. 2 students started as “approaching proficiency” and now they are "meeting grade level standards”. Keep in mind, all students entered Special Education performing 2 or more years below grade-level and have diagnosed deficits impeding their ability to learn at the same rate as their non-disabled peers, making the results all that more impressive.
SLIDE 20 Our Special education classroom also runs a successful schedule where students are not pulled from common-core instruction, but rather staggered “intervention” times. The Resource Room uses a combination of Wonderworks curriculum and other research-based instructional methods for ELA goals based off collaboration with general education teachers, and the Envisions “reteach” sections, IXL, and the Teach ME App for math instruction. A variety of individualized and multi-sensory instruction, manipulatives, and technology are used daily. All IEP goals are based off of highly detailed formative assessments and aligned with common core state
- standards. We have a high level of partnership and rapport
with our families and all our documentation for students with special needs is in 100% compliance.
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ART SMART 3rd and 4th grade students participated in
a recycling art contest, these artists will be working with 2nd grade this semester, and all their services are free to our school.
Mrs. Sabra Moore is working with 5th and 6th grade
students on a Mosaic project. At the end of the project, they will create a leaf of life, and it will be displayed on the wall by the entrance door.
Talking Hands Talking Feet is working with
Kindergarten and 1st grade students. They will be learning about the seasons of New Mexico and about wild animals and their habitats. Their final performance will be April 18.
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Kindergarten: 28 IPads 1st, 2nd, and 3rd grade: 57 Chromebooks, one per
student.
4th, 5th and 6th grade: 56 Laptops, one per student. Teacher workstations at every classroom. Computer lab
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The entire school participated in “Bring the Change”
week raising $373.49 for the Leukemia & Lymphoma Society.
More than 200 parents and other family member
attended out Winter Celebration of Learning. The gym was packed.
Students in grades 2-4 participated in the Jemez
Electric Coop in the poster coloring contest. They submitted their posters January 31st, we are still waiting on the results.
Teachers and students are working with the Abiquiu
Public Library in a learning project about Acequias that will be present to the legislature on February 16, 2017 to demonstrate the interest this community has in this topic.
SLIDE 24 Last s semester f fundra rais isin ing
Little Caesars’ Pizza sale Basketball concession stands
How
they use th their ir mon money
Christmas gifts for all students End of year field trip Last semester IXL license Students’ incentives
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Mr. Coronado and the 6th grade students
participated in the NM Electric Car Challenge, Saturday November 20,2017. The brought back a trophy.
This 6th grade class is also participating in an
action research project. Dr. Elizabeth Coronado and other scientist from LANL are investigating “How mentoring at these students age increases their interest in a STEM career?”
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Mentor Monday: students ask career related
questions to scientist and engineers using Edmodo.
Ask a Scientist Wednesday: students ask science
related questions to scientist using Edmodo.
Science Fridays: every other Friday students visit
the Bradbury museum, and make connections with real world science. The alternate Fridays, a scientist visits our school and do STEM related activities with students.
May 5, 2017 will be the Friday Finale, last trip to
the museum.
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Kindergarten Wake Up Groundhog
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Fourth Grade
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SLIDE 33 They had a White Coat Ceremony on December 16, 2016 to initiate the whole class into the scientific research
students’ families attended this evening event that took place at
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