Pathway to Excellence: Improvement Update Jennifer Sinsebox Tony - - PowerPoint PPT Presentation

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Pathway to Excellence: Improvement Update

Jennifer Sinsebox Tony Mannara December 18, 2017

Greatest Area of Need (GAN) Process

• Data Analysis
• Study

Options

• Reflection
• Development
• Implementation
• Data Analysis
• GAN

Identification

• Measure

Determined

Plan Do Study Act

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School Improvement Planning Process

Data used to develop GAN Action Steps by Grade Level and/or Department:

• 3-8 ELA and Math Assessments
• Regents Examinations
• STAR Reading and Math
• Next Steps to Guided Reading

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Academic Greatest Area of Needs

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Grade Level/ Department Greatest Area of Need GAN Action Step Measure Kindergarten Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. (CCSS.K.OA.A)

• Students will use

ST Math for 20 minutes per week

• Quarterly STAR

Early Literacy Assessment

• ST Math

Assessment Reports Q1:

• ST Math 18 x 20

minutes from 10/23 - 12/1

• 12% of students

were within or above mastery Grade One Adding and subtracting within 20 (CCSS. 1.OA.C)

• Use of ST Math

in daily supplemental instruction

• Quarterly STAR

Early Literacy Assessment

• ST Math

Assessment Q1:

• ST Math 36 x 20

from 10/10 - 12/1

• 30% of students

were within or above mastery Grade Two Fluently add/subtract within 100 using strategies based on place value, properties

• f operations, and/or

the relationship between addition and

• subtraction. (2.NBT.5)
• Once a month

students will answer addition/subtract ion questions (100 questions)  Students will use daily math time to improve fluency weekly.  Students will work to answering all questions in 5 minutes. Q1:

• Sept: 0%
• Oct. : 18%
• Nov.: 31%

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Grade Level/ Department Greatest Area of Need GAN Action Step Measure Grade Three Responding to constructed response questions focusing on supporting and explaining written response in both reading and

• math. (RL.3.3/RL.3.5)
• Use of RACES

strategy for ELA (Restate, Answer the question, Cite evidence, Explain your thinking, Summarize)  Choosing one passage for students to respond to using the strategy 1 x/week Q1:

• Once a week/8

weeks of instruction Grade Four Reading and analyzing math word problems, choosing appropriate operations needed and persevering in solving.

• Use of CUBES

strategy for multiple choice responses

• Weekly Checklist
• Use of NYS Rubric
• Use of NYS

Released Questions Q1:

• 4-5 times a week/ 8

weeks of instruction Grade Five Reading and analyzing mathematic al word problems, choosing appropriate

• perations needed and

persevering in solving.

• Use of CUBES

strategy for multiple choice responses

• Weekly Checklist
• Use of NYS Rubric
• Use of NYS

Released Questions Q1:

• 3 times per week/8

weeks of instruction

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Grade Level/ Department Greatest Area of Need GAN Action Step Measure Business/Technology/ FACS/Health/PE On College and Career Ready Skills: attitude, behaviors, career specific, and life skills. Incorporate more college and career ready activities in the

• classroom. This includes

career-specific skills, attitudes, behaviors, and life skills.

• Track participation

rates weekly in the four categories: attitude, behaviors, career specific, and life skills. Q1: Attitude: 100% Behaviors: 100% Career-specific skills: 83% Life skills - 50% ELA/LOTE Identifying the structure of a text. Acquisition and application of targeted (high frequency) vocabulary in target language. Complete activities aligning to the standard using the following skills:  Plot diagram (fiction)  Flashback  Sentence/paragraph/ dialogue contributes the structure of a text  Rhetorical Devices Complete activities designed to reinforce vocabulary/strengthen cross curricular connections

• Every 5 weeks
• 75% proficiency on

an activity aligned to the standard

• Chart in OneNote.
• Every 5 weeks
• 75 % proficiency on

assessment reflecting students ability to interpret vocab as it relates to reading passage (question) in target language.

• Chart in one note

Q1: (ELA )

• 100% of teachers

implemented an activity

• 80% of teachers had

75% or more students succeed on the scored activity. Q1: (LOTE)

• 100% of teachers

implemented activities

• Students scored above

the 75% proficiency target.

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Grade Level/ Department Greatest Area of Need GAN Action Step Measure Music Artistic literacy— decoding of musical symbols Introduce new musical symbol and incorporate symbol on a word wall.

• Weekly performance

task and/or quiz

• Chart in 365

Q1:

• K-5- 45 minutes per

week

• 6-7-Average of 105

minutes per week

• HS band & choir in

8th-12th grade – Average of 145 minutes per week

• AP Music – 210

minutes per week

• 75% Proficiency on

performance tasks Art The incorporation of practices to develop and grow creativity and innovative thinking Implement creativity rubric for students to use as they develop their art pieces.

• Weekly collection of

levels of proficiency aligned to the rubric: Sub-Standard, Approaching- Standard, At- Standard Q1:

• 100% of K-8 teachers
• Meeting the standard

for 3-4 (out of 5) components of creativity and approaching standard in 1-2 components.

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Grade Level/ Department Greatest Area of Need GAN Action Step Measure Special Education (6- 12) Using diverse strategies to meet student needs. Monitor use of strategies that accommodate content, process, location or end-product for SWD.

• Weekly collection
• f categorized data

in Excel on Office 365. Q1:

• Averaged a total of

145 strategies used per week across department. Math Analyzing and/or explaining the significance of an answer given the context of the question.

• Use of warm-up,

homework, and

• ther assessment

questions

• Percent correct on

weekly basis per teacher per course gathered on OneNote Q1:

• 100% of 6-12

teachers tested skills relevant to GAN for 10 weeks.

• Cumulative results

were 58% proficiency across all grade levels.

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Grade Level/ Department Greatest Area of Need GAN Action Step Measure Science Analysis of visual representations such as charts, diagrams, and graphic Implement Reading and Writing in the Content Area strategies into instructional practice to answer a stimulus/ question aligned to the topic or Unit of Study using previously released grade 8/Regents questions.

• Weekly
• 65% proficiency
• Chart in OneNote

Q1:

• 100% of

teachers

• 65%

proficiency or above Social Studies Written responses to stimulus response questions Use of stimulus response questions in all content areas

• Weekly
• Chart in OneNote

Q1:

• 100% of the

teachers are using SOAPSTONE strategy

• 78% are

approach the 75% threshold

• n the writing

stimulus

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Communication Greatest Area of Needs

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Grade Level/ Department GAN Action Step Resource Measure Kindergarten

• Sharing academic

student progress as measured by the Next Steps Pre-A Reading Assessment.

• Next Steps to

Guided Reading Assessment

• Quarterly data

reports Q1:

• 100% of teachers

provided 100% of the parents the students scores in the first quarter. Grade One

• Use of ClassDoJo

to update families with academic programs, expectations, and student progress

• Use of ClassDoJo

 Send individualized messages to parents

• nce a month

communication student progress Q1:

• 92% of families are

connected to ClassDoJo. Grade Two

• Use of ClassDoJo

to update families with academic programs, expectations, and student progress

• Use of ClassDoJo

 Track contacts weekly or number

• f contacts and

messages received in a checklist Q1:

• 92% of families are

connected to ClassDoJo.

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Grade Level/ Department GAN Action Step Resources Measure Grade Three

• Use of ClassDoJo to

update families with academic programs, expectations, and student progress

• Use of ClassDoJo 

Track contacts weekly or number

• f contacts and

messages received in a checklist Q1:

• 99.94% percent of

parents are connected to Dojo. Grade Four

• Newsletter with

program, expectation and student progress

• 2x a month

 Checklist  Twice a month Q1:

• 2 - Fourth grade

newsletters

• 114 other parent

contacts. Grade Five

• Newsletter with

program, expectation and student progress

• 2x a month
• Checklist
• Twice a month

Q1:

• 7- Fifth grade

newsletters

• 136 other parent

contacts

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Grade Level/ Department GAN Action Step Resources Measure Business/Technology/FACS /Health/Physical Education

• Increase parent-teacher

communication through phone calls, emails, meetings, newsletters, and Growler articles.

• Email
• Schooltool
• Website

 Log of phone calls, emails, meetings Q1:

• 115 Parent Contacts

and 49 Parent Contacts via email ELA/LOTE

• Inform families of standards and

expectations

• Schooltool
• Email
• OneNote

Spreadsheet

• Quarterly

Q1:

• 100% of ELA teachers

sent a module 1 email informing families of standards and expectations.

• 100% LOTE teachers

sent emails outlining

• expectations. E-mails

sent every 5 weeks updating families. Math

• Electronic mass communication

to parents including link to parent portal access

• Schooltool
• Email
• Remind

 Number of emails/Remind Notifications Q1:

• 100% of teachers 6

through 12 sent a minimum of 2 emails / Reminds per class

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Grade Level/ Department GAN Action Step Resources Measure Music/Art

• Email parents on student

progress, curricular highlights and events.

• Schooltool
• Email

 OneNote Spreadsheet  Weekly frequency will be collected. Q1:

• 200 emails
• 40 positive

letters/emails

• Elementary School

used Wednesday note every week. Science

• Send email blasts to

include updates on program, expectations and progress including the link to parent and student Schooltool portal

• Schooltool
• Email

 Monthly email updates to parents Q1:

• 100% of teachers 4

email blasts and/or have communicated directly with selected parents by email. Social Studies

• Increase parent

communication regarding curricular topics and assessments.

• Remind

 OneNote Spreadsheet  1x per week Q1:

• 100% of the

department sends multiple Reminds during the week over the first quarter.

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Grade Level/ Department GAN Action Step Resources Measure Special Ed. 6-12

• Use of Face-To-

Face meetings, emails and/or phone calls to parents or school personnel.

• Schooltool
• Email
• IEP Direct

 OneNote Spreadsheet  Weekly frequency will be collected  Logging into IEP Direct Contact Log Section Q1:

• Department staff

averaged 196 contacts per week (total) over 1st quarter. ESOL

• Parent meetings

regarding student goals

• Produce a

progress report per student in native language

• Schooltool
• Translator

Software  OneNote Spreadsheet  Tracker of progress notes Q1:

• 1 parent meeting

"Students will be able to analyze and/or explain the significance of an answer given the context of the question."

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So…why was this chosen? 2 reasons…

• 1. In recent years, there has been a huge shift in

Grades 3 through AP Calculus for students to not only do the math, but be able to explain the relevance of their results given the context of a real world issue.

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 Example 1 from Grade 6:

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 Ex. From Grade 8:

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 Example from Geometry:

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 Ex. From Algebra 2:

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For Selecting Our GAN:

• 2. Data across all grade levels have consistently shown that
• ur students are doing quite well with the math concepts on

all formative and summative assessments. However, their ability to justify, explain, or interpret their results are in need of improvement.

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How is our GAN measured?



Weekly practice on warm-ups, homework, tickets out the door, and on local assessments.



Data is collected and entered on OneNote by all department members on a weekly basis.

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Current Data:



Cumulative Data across all grade levels is 58% success rate on focus questions involving “explain” and interpretation of results.

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Future Goals:



It’s a marathon, not a sprint…



District’s Digital Conversion…Through TI-Nspires and STAR, we have the ability to send out problems and gather/track data in a matter of seconds.

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Thank you for your attention. What questions do you have?

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