Abiq iquiu E Ele leme menta tary Home ome of of th the C Cou ougars SY SY 201 016-201 017
Abiqui quiu u Element entary y Sch School ool “Home o “Home of the Cougars” f the Cougars” Mission St on Statem ement nt Abiquiu Elementary School is dedicated to inspiring, supporting, and educating students in a safe and nurturing environment. We will model and value the love of learning for students, their families, and community. Student achievement and success is the center of all we strive for daily at Abiquiu Elementary School while encouraging respect for self and others. Vi Vision on St Statem ement ent Abiquiu Elementary School and the surrounding community recognize the importance of promoting literacy, mathematics, technology, and character as a means to achieve student success as responsible and productive citizens of their community and their world as a whole.
Prin rincipa ipal: l: Mrs rs. Fa . Fanny C Castill illo de de Go Gonzále lez Offic ice M Manager: M : Mrs rs. . Chris ristine C Coro ronado do Counsel elor: M Ms. s. Renea ea B Been en Tea Teach chers: Ancill illar ary y staf aff: K: Mrs. Ele leonora a Man anzan anar ares Lib ibrar rarian ian Assistan ant: Mrs rs. Korri rie Lopez First grade de: Ms. Soph Sophie For orbe bes Educationa nal Assi ssistant ant: Ms. Brianna anna Velazque quez Nurse: Ms Ms. Nadine ne Mo Mondragon Second g grad ade: M Mrs rs. S Stac acie ie Willar illard Custod odian: vac acan ant Thir ird g grad rade: Mrs rs. Tif iffan any F y Fern rnan andez-Cri rim Head d cook: ook: Mrs. Cindy dy Mon ontoy oya Fourt rth grad rade: Mr. r. Ric ichard ard Kruse Cook: Co : Mrs. . Jen ennifer Galle allegos Fif ifth grad rade: Mrs rs. Letic icia a Tru rujil jillo lo Six ixth grad ade: Mr. r. Vic ictor Coronad ado Parent nt Adv dvis isory Commi ommitt ttee: Especial E al Educat ation: M Ms. Leona a Hillary illary Mrs rs. K . Korrie rrie L Lope pez, P Pre resident Tit itle le I in interventio ionist: Mrs. Oliv livia ia Tap apia ia Phys ysical al Educat ation: Ms. Celin lina a Royb ybal al Mrs rs. E . Ele leonora M Manzanares , , membe ber 130 130 STU TUDENTS ENTS Ms. . Bria rianna V Vela lazquez, m , member r Ms. . Tif iffany Fe Fern rnandez-Crim im, , me memb mber
PARCC 2016
Level 1 Level 2 Level 3 Level 4 Level 5 Total proficient or % % % % % above % ELA03 12.5 25.0 25.0 31.3 6.3 37.6 ELA04 5.3 31.6 42.1 15.8 5.3 21.1 ELA05 6.7 13.3 33.3 40.0 6.7 46.7 ELA06 6.7 33.3 26.7 26.7 6.7 33.4 School average 44.1 MAT03 6.3 25.0 18.8 31.3 18.8 51.1 MAT04 5.3 31.6 26.3 31.6 5.3 36.0 MAT05 6.3 12.5 43.8 31.3 6.3 37.6 MAT06 13.3 6.7 53.3 20.0 6.7 26.7 School average 37.85
According to PARCC proficient students must score on levels 4 or 5, according to PARCC 2016, Abiquiu elementary had 50% proficient in ELA, and 37.9% in Math. According to NMPED school grade report card, the least amount of growth was in lowest performing students group. According to I Station, about 60% of our students in kindergarten to 3 rd grade are in Tier 1.
At least 20% of the students in beginning steps and nearing proficiency groups will move to the next level of proficiency by the end of this school year, as measured by PARCC 2017 and I-Station EOY assessments. 100% of students at level 4 and 5 will remain at their proficient level or move to the highest level of proficiency by the end of the school year, as measured by PARCC 2017 and I- Station EOY assessments.
Dat ata a Connectio ion: What at dat ata a Focus Are rea: a: hi highe hest-lev ever erage e analys an alysis is le led yo you t to id identif ify this is focus ar areas as th that t must st be focus ar area? a? What at quan antit itat ative addr ddressed d to o reach the stude dent and q an qualit alitat ative dat ata le a led yo you t to ac achie ievement g goals als? this is f focus are area? a? According to NMPED school grade report card 2016, the Dat ata D a Driv iven interventi tions least amount of growth was in lowest performing student group. According to PARCC ELA 2016 Evidence Statements Analysis results, the areas in need of improvement were Informational Stan andard rds A Alig lignment text, and vocabulary in ELA, and multiple step problems in mathematics. Staff turnaround demands a need for collaboration and monitoring compliance to Collab llaborat ation ensure consistency and success of planned focus areas and goals.
Root Cau ause Analys alysis Notes Focus A s Area Root Cause Hypothesis Evidence to Support According to NMPED school grade report card, the least amount of growth Individual Academic Improvement Plans (AIPs) for students were not developed, and was in lowest performing student group. This group is mainly composed interventions have been extensions of core lessons rather than targeted interventions of students identified as SPED, ELLs, or Da Data Driv Driven based on students' needs. In addition, students in the SAT process. Interventi tion ons pulling out students during core subjects was preventing them from participating on collaborative learning environment. Special Education support/instruction was inconsistent. According to PARCC ELA 2016 results, one of the areas in need of Treasures Reading program was not improvement was Informational text, providing enough informational text and and vocabulary in ELA, and multiple teachers were not supplementing to reach step problems in mathematics. Standa dard rds the standards. Lack of exposure to Alig lignment CCSS/PARCC language. Treasure’s and EnVisions’ assessments did not have the same rigor compared to PARCC. Four new teachers, three teachers teaching a new to them grade level, and 72% of the staff is new or teaching a new two teachers co-teaching. Two long- Collabor orati tion grade. term substitutes during first semester.
Desired O Outc tcom omes Foc ocus A Are rea Draft Desired Outcome (change in adult behaviors) Teachers will develop Academic Improvement Plans (AIP) for all students. Intervention plans for all students scoring below proficiency. Students will be identified and group by Data Dr Dat Driven proficiency levels to target interventions. Special education Interv rventio ions teacher and Interventionist will work together with classroom teachers to increase student achievement in lowest performing students’ group. Teachers will teach to the standards, post lesson standard, communicate it, revisit it, and assess it at the beginning, Standa ndards ds during and at the end of the lesson respectively. As part of the Alignme ment assessment, standard based performance task should be included. Supplemental resources will be used to enhance the reading and mathematics curriculums. PLC time will be increased to one hour per week. This time will be utilized to analyze data, plan activities, and share best practices. Leadership team will mentor/coach and encourage Collabora oration on other teachers to follow the agreed on best practices. Principal will do weekly non-evaluative walkthroughs to monitor instructional adjustment, interventions and provide 1:1 feedback.
SA SAT L T LOG Grade Academics Behavior Attendance Kindergarten 8 1 First grade 5 3 Second grade 5 1 Third grade 2 Fourth grade 2low 3GATE 1 Fifth grade Sixth 1 Total 25 5 2
Mrs. Olivia Tapia, reading and math interventionist, works daily with k-6 students in small groups. We are using I Station recommended lesson to target students needs, and classroom data to individualize interventions. Ms. Celina Roybal was tutoring after school during the first semester. We stopped this services due to lack of enrollment. IXL online program, implemented school wide, practice and reinforcement of CCSS Mathematics and ELA. Reflex Math, online practice program. Students practice their math facts using a game base intervention program. The program provides a baseline assessment and progress reports for individual students.
Mrs. Korrie Lopez, our Library Aid is tutoring Tuesdays and Fridays during their P.E time. She sees 2 or 3 students at a time for 20 minutes. She sees two small groups from each classroom. She uses PARCC released items, and other rigorous tasks during this time.
Abiquiu Elementary is one of the most successful Mindplay users in the district in terms of program fidelity and achievement. Students who meet the criteria of characteristics of Dyslexia are using the program for 20-30 minutes daily, 5 days per week, either in the resource room or during their regular classroom’s computer time, some even access the program from home.
Our Results: Out of our 10 students using the program, 5 have gained one year’s progress in comprehension level, and 1 has gained 2 years, since starting the program. The average Lexile gain for several students increased between 200 and 350 points. 2 students started as “approaching proficiency” and now they are "meeting grade level standards”. Keep in mind, all students entered Special Education performing 2 or more years below grade-level and have diagnosed deficits impeding their ability to learn at the same rate as their non-disabled peers, making the results all that more impressive.
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