Whitehead Elementary School Rockford Public Schools #205 * - - PowerPoint PPT Presentation

Whitehead Elementary School

Rockford Public Schools #205

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(were) (at the beginning of the year)

READING - Greatest Area of Need (GAN) Analysis

Our DEA data shows that scores have remained somewhat stagnant over the last three years. 46 % of students were at Meets or Exceeds on Test D in Spring

• 2014. On Test A in Fall 2014 18% of

students were at Meets or Exceeds. At the end of the 2013-2014 school year 73% were reading On Level as assessed by the Fountas & Pinnell Benchmark Assessment. ISAT Reading scores (3-5) dropped 9% on the 2013-2014 test to 38%. Whitehead’s average was the same as the district average of 38%. The state average in 2013-2014 was 57%.

MATHEMATICS - Greatest Area of Need (GAN) Analysis

Our data shows that DEA Math Overall (K-5) dropped 2% points from Test 4/2013 to Test 4/2014, but dropped 8% points in the average of the three Indicators listed. On Test D in the Spring of 2014 41% of students were at Meets or Exceeds. On Test A in the Fall of 2014 13% of students were at Meets or Exceeds. ISAT Math Overall (3-5) rose 2% points from 2013 to 2014 from 45% to 47%. The district average was 43%. The state ISAT average was 60%.

Our school vision and motto!

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GOALS: READING – By May 2017, 60% of our students will meet or exceed standards in Reading. MATHEMATICS – By May 2017, 60% of our students will meet or exceed standards in Math. COLLEGE AND CAREER – Each year, 100% of students will set and achieve a goal supporting a future career choice.

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We want nt our goals als to be readily ily visible ible to staf aff, f, student ents, s, parent ents s and the community mmunity!

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 RESEARCH-BASED STRATEGIES

 ACHIEVABLE TARGETS  FOCUSED RESOURCES  PROFESSIONAL LEARNING COMMUNITIES  PROFESSIONAL DEVELOPMENT TARGETED ON STRATEGIES  COACHING  PARENT INVOLVEMENT

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Hattie, tie, who? We found out more about t how John Hattie’s research arch (and

• thers’) could

inform m our work!

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SMART Goal By May 2017, 60 % of our students will meet or exceed standards in Reading.

Greatest Area of Need (GAN)

46 % of students were at Meets or Exceeds on DEA Test D in Spring 2014. At the end of the 2013-2014 school year 73% were reading On Level as assessed by the Fountas & Pinnell Benchmark Assessment.

Comprehension Vocabulary Fluency Common formative assessments Fountas & Pinnell Benchmark Assessment and running records DEA Common formative assessments Grades 3-5:The Six Minute Solution

May 2015- 70% Meet or Exceed May 2016- 75% Meet or Exceed May 2017- 80% Meet or Exceed May 2015- 70% On Level or Above May 2016- 75% On Level or Above May 2017- 80% On Level or Above May 2015- 50% Meet or Exceed May 2016- 55% Meet or Exceed May 2017- 60% Meet or Exceed May 2015- 50% Meet or Exceed May 2016- 55% Meet or Exceed May 2017- 60% Meet or Exceed May 2015- 50% Meet grade level target May 2016- 55% Meet grade level target May 2017- 60% Meet grade level target

Grades K-2: Poetry reading assessed using fluency rubric

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 Rich Classroom Libraries

(800-1500 books)

Supporting Research

*Number of titles available to students as a significant predictor

• f reading comprehension improvement R2 = .91 Source: Krashen (2011)

*Student choices ES = 1.2 *Interesting texts ES = 1.6

Source: John Guthrie and Nicole Humenick (2004).Motivating Students to Read

We have e cl classr sroom

• om

librar arie ies, s, but what t is the e quanti ntity ty and quali lity ty of books in each h of them em?

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*Develop and utilize a structure for setting and monitoring

goals, i.e. PLC Process forms (Focus & Teach, Assess and Reflect)

*Identify and provide professional development tools for self-

study and store them on the shared-drive for easy access,

i.e. research, professional literature, videos, Power Points

*Schedule extra blocks of time to meet in order to go deeper

into topics (½ days twice each month)

*Employ “PLC Results” e-mails to summarize

accomplishments and set direction; the principal and support staff can then provide a quick response to questions

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• r revisit

*Independent reading with written response *Partner reading *Guided Reading *Vocabulary instruction *Close Reading *Fluency

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*The Principal coaches PLC ½ day meetings by giving a focus and asking

for analysis and feedback.

*The Academic Achievement Specialist coached a 1st Grade teacher in

implementing The Daily 5, which includes the research-based strategy

• f independent reading/Read to Self.

*The Reading Specialist coached 4th and 5th Grade teachers in the use of

The Six Minute Solution fluency program.

*A 4th Grade teacher collaboratively developed an assessment on

inferences with her grade-level team.

*The 2nd Grade teacher has been working with the 2nd grade team to

develop ELA curriculum units incorporating all CCSS.

*A 4th Grade teacher has coached her team members on developing close

reading activities.

Expertise in different areas Willingness to change

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Collaborative relationships with teachers Passion for our work Recognizing leadership qualities in

• thers

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Scheduled time to meet with teachers Strategies for helping all staff to have the same level of passion Work days just for SMART Team Balancing our SMART Team work with our other responsibilities Working within the SMART Goal system for an extended period so we can build on previous work Building our knowledge in certain areas in order to coach others Increasing our confidence in the coaching process

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*Kindergarten and 1st Grade - Fast Start

by Nancy Padak and Tim Rasinski

*Kindergarten through 3rd Grade –

BookFlix (Scholastic’s online literacy resource pairing storybooks and nonfiction texts) purchased for use at school and at home

* K-5 - Summer Reading Program

• 12 books home with each student
• School library open

Fountas & Pinnell Benchmark Assessment Data

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% of students reading on-level at beginning of the year (October) % of students reading on-level midyear (January) Goal: 70% of students reading

• n-level by the

end of the year 59% 52%

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We met our Math Goal

• f 45% for 2014-2015!

53% of our students scored at Levels 3 (adequate understanding) and 4 (thorough understanding)

We met our Reading Goal of 50% for 2014-2015!

51% of our students scored at Levels 3 (adequate understanding) and 4 (thorough understanding)

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Our Blueprints for Implementation of SMART Goals include: Close Reading Small Group Reading Instruction Vocabulary Instruction Independent Reading Rereading for Fluency

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Summer Professional Development ???

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Mathematics

College and Career –

Individual Goal Setting and Progress Monitoring

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* Kimberly Brace, 2nd Grade Teacher * Susan Busker, Academic Achievement Specialist * Renee Guse, Reading Specialist * Holly Hunt, 4th Grade Teacher * Catherine Lyke, 4th Grade Teacher * Pam Miner, Principal