Elementary Elementary Superh ero image Hillcrest Elementary - - PowerPoint PPT Presentation

Oakside Elementary Hillcrest Elementary

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Oakside Elementary School Leadership Team

Staci Woodley Jacqueline Liburd Michele Bass Nancy Castro Michelle Hernandez Christine Hirsch Elizabeth Irving Michelle Van Riper Jessica Newby Tim Murphy Tara Platt Tara Tierney Alexis Vazquez

Hillcrest Elementary School Leadership Team

Alicia Adams Marisa Anzovino Ana Bueno Karin Flores Reininger Crystal Hernandez Peggy Owens Randy Lichtenwalner Rachele Rice Barbara Volpe Superh ero image

Oakside Demographics

Total Enrollment 535 2nd Grade Enrollment 262 3rd Grade Enrollment 273 Number of Classes 2nd – 12 Classes 3rd – 12 Classes Average Class Size 2 - 22 3 - 23 English Language Learners Total – 201 2nd - 105 3rd - 96 Students with Disabilities Total- 53 2nd- 25 3rd- 28

Total Enrollment 474

2nd, 3rd, Ungraded 11 4th Grade Enrollment 212 5th Grade Enrollment 251 Number of Classes SC Multi-Grade: 3 4th – 9 Classes 5th – 11 Classes Average Class Size Grade 4 - 23 Grade 5 - 22 English Language Learners Total – 136 3rd - 1 4th - 71 5th- 64

Students with Disabilities Total- 85 Ungraded - 2 2nd - 1 3rd - 8 4th- 28 5th- 46

Hillcrest Demographics

Oakside Elementary School Data: Second Grade Fountas & Pinnell Levels 2017 - 2018

Oakside Elementary School Data: Third Grade Fountas & Pinnell Levels 2017 - 2018

Hillcrest Elementary School Data: Fourth Grade Fountas & Pinnell Levels 2017 - 2018

Hillcrest Elementary School Data: Fifth Grade Fountas & Pinnell Levels 2017 - 2018

Tenet 2: School Leader Practices and Decisions

Goal Evaluation and Monitoring of the Workshop Model Goal Evaluation and Monitoring of Workshop Model

Action Item Impact Ongoing Professional Development at faculty conferences and Professional Learning Academy days with a focus on Components of the Workshop Model Teachers more focused on targeted teaching points, more consistently differentiating through the components or the Workshop Model, as evidenced through lesson plans, walkthroughs, and

• bservations

Interclass visitations with lighthouse teachers, literacy leaders and reading teachers Teachers sharing best practices in literacy instruction. A culture of collegiality and continuous learning Is being strengthened Modeling of lessons by literacy leaders and Director of Literacy Best practices are being modeled and strategies are shared at debriefing meetings

Action Item Impact

Ongoing Professional Development at Faculty Meetings on Components of the Workshop Model Teachers more focused on targeted teaching points, more consistently differentiating through the components or the Workshop Model, as evidenced through lesson plans, walkthroughs, and

• bservations

Classroom Inter-visitations Teachers developing greater sense

• f teamwork and interdependence,

consistency of practice Lighthouse classroom demo lessons Teachers sharing best practices in literacy instruction

Tenet 3: Curriculum Development and Support

Goal Develop/revise the Reading curriculum; plan/utilize diagnostic and formative assessments Goal Develop/revise the Reading curriculum; plan/utilize diagnostic and formative assessments

Action Item Impact

Under the guidance of our Director of Literacy meetings our held with our curriculum writing team, updates to staff - input, edits and pacing information is shared Students have equitable access to a common curriculum - where differentiation of instruction meets individual needs Classroom walkthroughs and formal observations Evidence of alignment and feedback is shared on the effectiveness of instructional practices. Action Item

Impact

With Director of Literacy, teams have written/revised units of study Greater consistency of instruction/expectations Provided professional development geared towards planning/ instruction/ assessment/feedback loop Tighter focus on role of assessment and feedback to target instruction as evidenced through conversation, planning documentation, walkthroughs and observations Teachers reviewed data on ongoing basis at grade level team meetings, use information to revise lessons, setting goals of 1.6 for all students, review data with building admin quarterly More data-informed planning resulting in more targeted individual and small group instruction

Tenet 4: Teacher Practices and Decisions

Goal: Participation in ongoing training in effectively administering and interpreting F&P benchmark assessments Goal: F&P Assessment calibration; Higher order thinking/questioning, student engagement instructional strategies, and providing valuable student feedback.

Action Item Impact

Calibration sessions led by building administrators, Literacy Leaders and Reading team to review assessment scoring, creation of diagnostic plans to meet individual student needs using the Strategic Action Wheel Administering F&P assessments with fidelity and analyzing student miscues - teachers use this training to plan for flexible groups and guided instruction

Data Meetings

Quarterly data review meetings provides teachers with revised instructional targets for their

• students. They serve as
• pportunities to discuss the whole-

child - academic, social emotional areas of need and/ or growth Action Item Impact Professional Development around Workshop Model included focus on engagement strategies and feedback through the share and other components Consistency in practice and expectations yields greater engagement and consolidation

• f knowledge

Professional Development around the art/science of the F&P Assessment practices More accurate scores; greater consistency in scoring Professional development on F&P System of Strategic Action Wheel as framework for generating higher-

• rder thinking questions (Beyond the

Text and About the Text) Tighter focus on role of assessment and feedback to target instruction

Impact of Work: Tenets 2, 3 & 4

“After-school is helping me in my reading and writing. I focus my mind on reading and answering questions, and I get to make new friends!”

• - Miley, 4th Grade Student

“The Professional Development that we have had at Hillcrest has helped me grow, and has provided me with easily accessible information that can be immediately implemented in the classroom.”

• - Ms. Levy, 5th Grade Teacher

We like being challenged in our reading

• group. We are answering questions that

are not “right there” and asking ourselves “thick questions” as we read. –Chris, Timia, & Silhi ...to teach is to touch a life forever.... Here at Oakside school we do this each and every day... Oakside School has provided informative professional development to target our students instructional needs and to build our pedagogical practices- while reflecting on their teaching and learning. I am honored to be a part of such a loving, dedicated and inspiring school where I can say we are a learning family. - Michelle Hernandez Reading takes us to far away places! - Lyric

Tenet 5: Student Social and Emotional Developmental Health

Goal: Character Education Initiatives; Collection of behavioral, attendance and social/emotional data

Goal: Character Education Initiatives; Collection of behavioral, attendance

and social/emotional data Action Item Maintaining discipline and attendance data on Master Data sheets alongside academic assessment data Impact Ability to analyze trends, patterns, cause/effect relationships between factors to provide better assistance to students/families Weekly clinical meetings with psychologist, social worker, guidance counselors, & building administration Ongoing review of PBIS implementation to enhance effectiveness *Student engagement in positive character initiatives; fewer disciplinary referrals *Targeted interventions and levels

• f support for students/families

(Second Step / Zones of Regulation / check & connect Assemblies, Breakfast with the Principals and special lunch tables Action Item Impact Maintaining disciplinary and attendance data on Master Data sheets alongside academic assessment data Ability to analyze trends, patterns, cause/effect relationships between factors to provide better assistance to students/families PBIS new acronym (Honest, Ambitious, Wise, Kind, Safe), Second Step lessons in classrooms, monthly assemblies; Andrus Sanctuary model Student engagement in positive character initiatives; fewer disciplinary referrals Weekly clinical meetings with psychologist, social worker, guidance counselors, & building administration Targeted interventions and levels of support for students/families

Tenet 6: Family and Community Engagement

Goal: providing parents with information about the CCLS and how

to support their children at home, and that they are familiar with the programs and services available to support students and families.

Goal: providing parents with information about the CCLS and how

to support their children at home, and that they are familiar with the programs and services available to support students and families.

Action Item Impact Continuing Community School Model https://drive.google.com/open? id=1NK63qTcWFbsMeCo1KVoQI vfsCwaGLdqYJTLCBr1klh8 Action Item Impact

Continuing Community School Model

https://docs.google.com/docu ment/d/16pMo6k0k4HhwfeL u9MOjxVwczC_CL2bN2XzrLUi ftbA/edit?usp=sharing

Impact of Work: Tenets 5 & 6

“I think our PBIS program is good because it helps kids to be more kind and safe.”

• - Skyla, 5th Grade Student

“My favorite thing about Hillcrest is that it is a bully-free zone. I feel ready to learn and pumped up to exercise my brain for learning!”

• -Derek, 4th Grade Student

“Eat Smart” is fun. I loved trying new fruits...Yummy! - Romina, 2nd Grade

“Passions, differences, and commitments are better today than yesterday. These are visible in our home and school communities through our academic growth and our efforts of bringing community together.”

• - Ms. Diaz, 5th Grade Teacher

“One of the elements of a successful school is a healthy school culture. This exists at

• Oakside. Thank you Mrs. Woodley” - JCL

Culture of US - This was such a FUN night! - Christina- parent of Lucien Collaboration with HVCAA

Oakside and Hillcrest Next Steps

• Revise walkthrough checklists in order to provide targeted feedback to teachers based on the

professional development from this year

• Expand classroom intervisitation program
• Complete curricular revisions and begin collaborations on lesson studies
• Review released items from New York State Assessments to examine language and level of questioning

utilized on assessments

• Expand community partnerships and family engagement opportunities
• Survey parents for feedback/ideas

Thank You, Goodnight, and Enjoy the Snow!