NORTH BELLMORE C ommunities and individuals thrive when SCHOOL - - PowerPoint PPT Presentation

2 Year Instructional Program Update & 2015 Mathematics and ELA State Assessment Results

NORTH BELLMORE SCHOOL DISTRICT

Miss ission ion statement

Our mission is to inspire all

students to be confident, passionate learners with the courage and skills to lead their lives with integrity, while contributing to our global community with creativity and compassion.

Core re Value ues

• Communities and

individuals thrive when the talents and abilities

• f all are valued and

fostered.

• Each individual is

responsible for his or her choices and the impact they create.

• There is no limit to

human potential.

• Honesty, integrity and

trust are essential to sustaining meaningful partnerships.

• All people want to

learn and succeed.

• A safe and healthy

environment optimizes learning.

• Human life is precious.

In the summer prior to the 2013-2014 school year, the administrative team began an extensive analysis of North Bellmore’s instructional program and compared the current resources to the expectations of the NYS Common Core Learning Standards. Based on the findings, the following actions were taken in the areas of Mathematics and ELA instruction:

DISTRICT ANALYSIS

 Implemented the EngageNY Math Module as our primary math curriculum to meet the rigor of the Common Core; enVision Math as a supplemental resource due to the change in Common Core version  Restructured the Math Leader initiative to maximize professional development and training by appointing one Math Leader per grade level district-wide

• Math Leaders met with the Assistant Superintendent monthly to discuss

data analysis, curriculum updates and highlights, a selection of resources, preparation for grade level meetings/ trainings, create pacing guides

• Math Leaders attended conferences and workshops, facilitated grade

level meetings bimonthly or as needed to turn-key relevant information and served as in house professional developers  Provided every classroom with the manipulatives and resources needed to implement the new curriculum

MATHEMATICS

 Conducted meetings with the faculty to analyze the Common Core Mathematics Standards and changes to the content taught in each grade  Began each school year with a focus on data analysis to inform instruction; facilitated by Technology teachers and data leaders  Facilitated regular professional discourse between the Central Administrators, Building Principals and faculty to communicate key updates, disseminate curriculum information, relay best practices and share resources  Revised the District Report Card to more closely align to classroom instruction and accurately reflect the standards and content specific to each grade  Conducted Parent University Workshops to inform the community about the standards and math strategies embedded in the new curriculum  Created a storehouse of resources the District website for parents to support learning at home, inclusive of instructional video tutorials by grade level and parent guides per math module

MATHEMATICS

 2015-2016…

• Math AIS teachers- per building
• Math Consultant
• Ongoing Professional Development
• Researching new instructional resources

2015- 2016 MATHEMATICS INITIATIVES

 Implemented the EngageNY ELA Modules as a piece of our Balanced Literacy Framework that provided embedded professional development to support understanding of the rigor, text complexity and questioning of the Common Core Standards  Began each school year with a focus on data analysis to inform instruction; facilitated by Technology teachers and data leaders  Hired a district literacy consultant who:

• Provided training in close reading and guided reading
• Conducted guided reading modeling sessions within classrooms for related faculty
• Provided on-site, in classroom coaching in grades K-2

 Hired a District Curriculum & Instruction Coordinator who:

• Conducted research and analyzed available resources to inform district purchases
• Facilitated multiple professional development workshops for teachers, including Step

Up to Writing, Close Reading, Guided Reading, Poetry and Reading & Writing Workshop

• Led curriculum mapping sessions
• Attended professional development seminars outside of the school day to inform

trainings  Increased the district inventory of resources to support our Guided Reading initiative

ENGLISH LANGUAGE ARTS

 Created a new progress report for remedial reading which reports key understandings  Revised the District Report Card to more closely align to classroom instruction and accurately reflect the standards and content specific to each grade  Aligned Teacher Center workshops with the district literacy initiatives  Conducted meetings with the faculty to analyze the Common Core ELA Standards and changes to the content taught in each grade  Conducted Parent University Workshops to inform the community about the ELA Standards and literacy initiatives  Maximized the delivery of reading instruction by restructuring schedules to create equitable service across the district; set criteria for reading services  Provided PD to all specialists and clinicians to develop a common language and develop a deeper understanding of the CCLS  Facilitated regular professional discourse between the Central Administrators, Building Principals and faculty to communicate key updates, disseminate curriculum information, relay best practices and share resources

ENGLISH LANGUAGE ARTS

 2015-2016…

• Implement the Journeys leveled readers, equipping each classroom across the district

with a library of fiction and non-fiction texts geared students’ instructional reading levels

• Literacy Coach
• Technology Resources: Reading A-Z (1-5), RAZ Kids (Grades K-4), Pebble Go (K-6),

Brain Pop and Brain Pop Jr. (K-6)

• Attend Teachers’ College Professional Development Conferences at Colombia

University (District Administrators, Literacy Coach and Curriculum Coordinator)

• Continue professional development in the area of Reading and Writing Workshop
• Create “learning lab” classrooms as professional learning communities
• Implement the LLI remedial reading resources in all building based on pilot results
• Provide copies of Reading Strategies by Jennifer Ceravello to serve as a mentor text

for workshops conducted by the Literacy Coach

• Implement the Danielson Framework for Teaching, a foundation for professional

conversation among practitioners as we seek to advance skills in relation to shared understanding of teaching

• Provide grades 3-6 with student Grammar workbooks to address Grammar

instruction

2015-2016 ENGLISH LANGUAGE ARTS INITIATIVES

 Continued the Science Enrichment programs provided by the District Science Consultant in Grades 3-6 and added Grade 2 sessions beginning in 2013  Increased the number of Elementary Science Program kits to supplement the current Science curriculum  STEM experience for Alpha students sponsored by NYIT  Continued District Subscription to WorldBook Online Science Power resource for teachers and students  2015-2016…

• Increase STEM opportunities for all students
• Preparing for the possible adoption of the Next Generation Science

Standards

• Begin to update curriculum maps in all grade levels
• Explore science enrichment opportunities for students in the

intermediate grades, including professional development for teachers

SCIENCE

 Sent grade level representatives to regional training sessions to learn about the new SS Framework and SS/ELA Integrated Curriculum  Trained all faculty members on the SS Framework and new curriculum  Summer 2015- Purchased trade books to support the curriculum  2015-2016…

• Full integration of the new curriculum and resources in 2015-2016
• Ongoing training and support

SOCIAL STUDIES

District-Wide State Assessment Refusal Counts

2015 Refusal Count Grade 3-6 Total Number of Refusals Grade 3-6 Total Enrollment Grade 3-6 Percentage of Refusals

Mathematics 741 1209

61%

English Language Arts 762 1209

63%

2014 Refusal Count Grade 3-6 Total Number of Refusals Grade 3-6 Total Enrollment Grade 3-6 Percentage of Refusals

Mathematics 264 1187

22%

English Language Arts 233 1187

20%

North Bellmore Union Free School District

2015 State Assessment Results

English Language Arts

Grades 3-6 Average Proficiency= 45%

Percentage of Students Scoring Levels 3 & 4

Mathematics

Grades 3-6 Average Proficiency= 56%

Percentage of Students Scoring Levels 3 & 4

Mathematics Proficiency Comparison 2015 District/County/State

Indicates Percentage of Students Deemed Proficient: Level 3 &4

Math North Bellmore County State Grade 3 51% 58% 43% Grade 4 71% 61% 44% Grade 5 55% 60% 43% Grade 6 48% 58% 38% Average 56% 59% 42%

10 20 30 40 50 60 2013 2014 2015 38 52 56 46 54 59 32 37 43

Proficiency Percentage Year

Mathematics Proficiency Grades 3-6 3 Year Comparison: 2013-2015

North Bellmore County State

10 20 30 40 50 60 70 80

Grade 3 Grade 4 Grade 5 Grade 6

43 34 31 44 52 49 45 62 51 71 55 48

Percent Proficient (Levels 3 & 4) Grades

Math State Assessment Comparison 2013-2015

2013 2014 2015

ELA Proficiency Comparison 2015 District/County/State

Indicates Percentage of Students Deemed Proficient: Level 3 &4

ELA North Bellmore County State

Grade 3 46% 45% 31% Grade 4 54% 48% 33% Grade 5 41% 44% 29% Grade 6 37% 43% 29% Average 45% 45% 31%

5 10 15 20 25 30 35 40 45 2013 2014 2015 41 36 45 45 42 45 31 27 31

Proficiency Percentage

Year

ELA Proficiency Grades 3-6 3 Year Comparison: 2013-2015

North Bellmore County State

10 20 30 40 50 60

Grade 3 Grade 4 Grade 5 Grade 6

47 29 41 49 36 34 32 41 46 54 41 37

Percent Proficient (Levels 3 & 4) Grades

ELA State Assessment Comparison 2013-2015

2013 2014 2015