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- AFFIRM. INSPIRE. THRIVE.
AFFIRM. INSPIRE. THRIVE. ARDMORE COMMUNITY BASELINE DATA FROM 17-18 - - PowerPoint PPT Presentation
AFFIRM. INSPIRE. THRIVE. ARDMORE COMMUNITY BASELINE DATA FROM 17-18 - - PowerPoint PPT Presentation
ARDMORE ELEMENTARY SCHOOL BOARD PRESENTATION MARCH 19, 2019 AFFIRM. INSPIRE. THRIVE. ARDMORE COMMUNITY BASELINE DATA FROM 17-18 2017-18 Total ELL Special 2017-18 Data Percent of Percent Percent Data Enrollment Education Students
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Ardmore Goals for Academic Improvement by Spring 2019:
- 60% of 3rd-5th Grade students passing the ELA
Smarter Balanced Assessment (baseline Spring 2018 - 47.4%)
- 56% of 3rd-5th Grade students passing the Math
Smarter Balanced Assessment (baseline Spring 2018 - 43.1%)
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Standards Based Instruction (SBI) – Instructional Focus
Balanced Literacy components:
- 1. Minilessons with Learning Targets with Success
Criteria for student self-assessment
- 2. Shared Reading & Close Reading with Complex Texts
Standards Based Instruction:
- Unpacking standards for the success criteria of each
standard organized into Depth of Knowledge Rubrics
- Enduring Practices for standards mastery:
- Annotation of complex texts in Close Reading
using a three read annotation protocol
- CER Paragraphs (writing claim-evidence-
reasoning paragraphs) in response to reading
- STAR/ANet assessment of standards mastery
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Standards Based Instruction (SBI)
To create alignment across grade levels and classrooms we have used Indicators of Implementation:
- Teachers read articles
- Teachers agree on detailed
practices
- Teacher teams plan
professional learning cycles
- Walkthroughs to collect data
- n implementation
- Modify indicators for next
professional learning cycle
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Standards Based Instruction - Practices
Our next steps:
- Continue to improve quality of instruction for Indicators
- Develop Indicators & professional learning Plan for Cycle 3 (Annotation, CER,
and SBI Success Criteria)
- Continue to learn more about student self-assessment using rubrics
- Track student data and individual/group needs for instruction in reading
- Develop MTSS Matrix for each grade level for Universal supports
Challenge:
- A data management system that enables ease of use to monitor standards-
mastery data, formative assessment data, and allows parent and student access to performance data in real time
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Ardmore Goals are for improved Student Well-Being by Spring 2019:
- Reduce bullying incidents from 2 per
week to 0 per week
- Increase student sense of belonging in
the school for all students as measured by DESSA and Panorama
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SEL Standards & In Instruction
In SEL Instruction we have:
- Implemented curriculum K-5 to teach social skills (Second Step) and
emotional regulation (RULER) using a 30 minute SEL block each day
- Developed a school wide Pacing Guide and Indicators for Instruction
- Conducted SEL Walkthrough during the SEL block to assess implementation
- Taught school-wide bully signal to empower student voice
PBIS
- Develop Ardmore PBIS Handbook (attached to board Materials)
- PBIS Teams
- Tier 1 - Build on 17-18 work, Rodeo to teach, monthly assemblies
- Tier 2 - Expand CICO, implement social skills groups, interventions matrix
- Tier 3 - iBESTT Pilot, FBA/BIPs (in progress)
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Behavior – Im Implementation of PBIS IS- TFI I Data
An external consultant conducted the TFI Survey in February 2019 that shows the expansion of the PBIS program in 2018-19
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Behavior Referrals
Behavior Referrals
- Introduced a new Behavior
Incident form
- September - increased fidelity of
reporting behaviors using Behavior Incident Form
- Overall decrease in behavior
incidents
50 100 150 200 250 300 350 September October November December January February
Ardmore Behavior Incidents 2018-19 Total Incidents and Incidents divided into Minor and Major
Total Count Minor Major
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Behavior – Bullying
Bullying Investigation Process to increase follow-through and consistency
- Encouraging families to report HIB using BSD form
- Implement a system to assign case manager, conduct investigation, develop
plans, communicate with parents, and follow through with students to facilitate ongoing support Bullying Instruction
- Bullying Prevention Units taught K-5 (Sep/Oct)
- Bully Signal taught to all students and families
- Student Agreements and monitoring
- Small-group & individual social skills instruction
2 4 6 8 10 12 September October November December January February
Bully Reports 2018-19
HIB Report Forms Rise to HIB
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SEL Standards & In Instruction
Our Next Steps This Year:
- Improve the quality of SEL Instruction in the 30 minute SEL block
- Assess students on SEL standards and record progress
PBIS Tier 1 Team
- Increase the quality of Expectations Posters to post around the school
- Increase family participation at Tier 1 level of program
PBIS Tier 2 Team
- Improve data management of interventions to identify areas for improvement
PBIS Tier 3 Team
- Continue to build staff expertise at Tier 3 level (so we can use iBESTT)
- Continue professional learning using FBA/BIP On-line Modules
- Review Routine Guides for classroom based interventions at Tier 3 level
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Attendance
- Attendance:
- 2017-18 Rate 96% (for year)
- 2018-19 Rate 98% (September 2018 to end of February 2019)
- 73% (293 students) meeting attendance goal (5% of days absent)
- 15% (61 students) exceeding attendance goal (6%-9% of days absent)
- 12% (46 students) chronically absent (10% or more of days absent)
- 39% (18 students) chronically absent due to vacation (and increasing)
➢Attendance Team meets weekly to review data and manage implementation of initiatives to improve attendance ➢Attendance Workshops held monthly with families to convey importance of attendance & develop individual student/family plans to improve attendance ➢Working with ESC to produce Nudge letters to send to families so they know how many absences are accruing
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Ardmore Goals for improved:
- Staff and Family participation in school
improvement teams and decision making that are focused on providing a more equitable and inclusive program for student success
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- Equity & Inclusion Team
- Modified the membership and functioning of the team
- Meets every month for two hours
- Aiming for equal membership of teachers and parents at each meeting
- Meeting framework:
- Equity – learning and engaging in courageous conversations
- Data - review data for school and target population (Hispanic/Latino)
- Governance – decision making on governance issues
- Communication – developing and monitoring school-family
connections in the community
- Increase student voice with 5th Grade Girls Project & Latino Student Group
Equity and In Inclusion
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- Monthly Coffee with the Principal – Topics of Interest
- Bi-Weekly Principal/Latino Parent meetings – build multiple perspectives
- Inclusion Model with support team - co-teaching & targeted instruction:
- Facilitator and GSA assigned to each grade
- Weekly meetings of Inclusion Team - learn & monitor effectiveness
- Increase knowledge of inclusion and monitor interventions for students
- Collaborative Decision Making using Teacher Teams
- Problem Solving Teams – grade level teams meet every 6 weeks to monitor
interventions, student progression, and modify plans
- Two Standards Based Instruction Teams – develop indicators and
professional learning plans for SBI standards & practices (annotation and CER)
Equity and In Inclusion
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Next Steps:
- Increase participation of parents from diverse groups on E&I Team:
- E&I Team will hold more focus group meetings with groups of
families to listen and hear multiple perspectives
- Locate meetings on NE 148th to increase access
- To build deeper understanding of the district Theory of Action and
develop clarity of alignment with our racial equity work
- Review data on the effectiveness of the Inclusion model for delivery
- f instructional supports and develop plans for 2019-20
Equity and In Inclusion
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- AFFIRM. INSPIRE. THRIVE.