AFFIRM. INSPIRE. THRIVE. ARDMORE COMMUNITY BASELINE DATA FROM 17-18 - PowerPoint PPT Presentation

ARDMORE ELEMENTARY SCHOOL BOARD PRESENTATION MARCH 19, 2019 AFFIRM. INSPIRE. THRIVE.

ARDMORE COMMUNITY – BASELINE DATA FROM 17-18 2017-18 Total ELL Special 2017-18 Data Percent of Percent Percent Data Enrollment Education Students Passing ELA Passing Math Oct 2017) in School SBA SBA Native Hawaiian/ 0.2% n/a n/a 84 58 8 Kindergarten Pacific Is. 1 st Grade 34.8% 82.1% 71.4% Asian 88 40 2 5.5% 12.5% 12.5% Black 2 nd Grade 77 37 6 25.0% 27.9% 23.3% Hispanic/Latino 3 rd Grade 67 31 8 27.9% 46.5% 40.9% White 4 th Grade 53 16 7 6.4% 57.1% 69.2% Two or More Races 5 th Grade 50 12 8 American 0.2% n/a n/a 419 194 39 TOTAL Indian/Native Alaskan

Ardmore Goals for Academic Improvement by Spring 2019: • 60% of 3 rd -5 th Grade students passing the ELA Smarter Balanced Assessment (baseline Spring 2018 - 47.4%) • 56% of 3 rd -5 th Grade students passing the Math Smarter Balanced Assessment (baseline Spring 2018 - 43.1%)

Standards Based Instruction (SBI) – Instructional Focus Balanced Literacy components: 1. Minilessons with Learning Targets with Success Criteria for student self-assessment 2. Shared Reading & Close Reading with Complex Texts Standards Based Instruction: • Unpacking standards for the success criteria of each standard organized into Depth of Knowledge Rubrics • Enduring Practices for standards mastery: • Annotation of complex texts in Close Reading using a three read annotation protocol • CER Paragraphs (writing claim-evidence- reasoning paragraphs) in response to reading • STAR/ANet assessment of standards mastery

Standards Based Instruction (SBI) To create alignment across grade levels and classrooms we have used Indicators of Implementation: • Teachers read articles • Teachers agree on detailed practices • Teacher teams plan professional learning cycles • Walkthrough s to collect data on implementation • Modify indicators for next professional learning cycle

Standards Based Instruction - Practices Our next steps: • Continue to improve quality of instruction for Indicators • Develop Indicators & professional learning Plan for Cycle 3 (Annotation, CER, and SBI Success Criteria) • Continue to learn more about student self-assessment using rubrics • Track student data and individual/group needs for instruction in reading • Develop MTSS Matrix for each grade level for Universal supports Challenge: • A data management system that enables ease of use to monitor standards- mastery data, formative assessment data, and allows parent and student access to performance data in real time

Ardmore Goals are for improved Student Well-Being by Spring 2019: • Reduce bullying incidents from 2 per week to 0 per week • Increase student sense of belonging in the school for all students as measured by DESSA and Panorama

SEL Standards & In Instruction In SEL Instruction we have: • Implemented curriculum K-5 to teach social skills (Second Step) and emotional regulation (RULER) using a 30 minute SEL block each day • Developed a school wide Pacing Guide and Indicators for Instruction • Conducted SEL Walkthrough during the SEL block to assess implementation • Taught school-wide bully signal to empower student voice PBIS • Develop Ardmore PBIS Handbook (attached to board Materials) • PBIS Teams • Tier 1 - Build on 17-18 work, Rodeo to teach, monthly assemblies • Tier 2 - Expand CICO, implement social skills groups, interventions matrix • Tier 3 - iBESTT Pilot, FBA/BIPs (in progress)

Behavior – Im Implementation of PBIS IS- TFI I Data An external consultant conducted the TFI Survey in February 2019 that shows the expansion of the PBIS program in 2018-19

Behavior Referrals Behavior Referrals Ardmore Behavior Incidents 2018-19 Total Incidents and Incidents divided into Minor • Introduced a new Behavior and Major Incident form 350 • September - increased fidelity of 300 reporting behaviors using 250 Behavior Incident Form 200 • Overall decrease in behavior 150 incidents 100 50 0 September October November December January February Total Count Minor Major

Behavior – Bullying Bullying Investigation Process to increase follow-through and consistency • Encouraging families to report HIB using BSD form • Implement a system to assign case manager, conduct investigation, develop plans, communicate with parents, and follow through with students to facilitate ongoing support Bully Reports 2018-19 12 Bullying Instruction 10 • Bullying Prevention Units taught K-5 (Sep/Oct) 8 6 • Bully Signal taught to all students and families 4 2 • Student Agreements and monitoring 0 September October November December January February • Small-group & individual social skills instruction HIB Report Forms Rise to HIB

SEL Standards & In Instruction Our Next Steps This Year: • Improve the quality of SEL Instruction in the 30 minute SEL block • Assess students on SEL standards and record progress PBIS Tier 1 Team • Increase the quality of Expectations Posters to post around the school • Increase family participation at Tier 1 level of program PBIS Tier 2 Team • Improve data management of interventions to identify areas for improvement PBIS Tier 3 Team • Continue to build staff expertise at Tier 3 level (so we can use iBESTT) • Continue professional learning using FBA/BIP On-line Modules • Review Routine Guides for classroom based interventions at Tier 3 level

Attendance • Attendance: • 2017-18 Rate 96% (for year) • 2018-19 Rate 98% (September 2018 to end of February 2019) • 73% (293 students) meeting attendance goal (5% of days absent) • 15% (61 students) exceeding attendance goal (6%-9% of days absent) • 12% (46 students) chronically absent (10% or more of days absent) • 39% (18 students) chronically absent due to vacation (and increasing) ➢ Attendance Team meets weekly to review data and manage implementation of initiatives to improve attendance ➢ Attendance Workshops held monthly with families to convey importance of attendance & develop individual student/family plans to improve attendance ➢ Working with ESC to produce Nudge letters to send to families so they know how many absences are accruing

Ardmore Goals for improved: • Staff and Family participation in school improvement teams and decision making that are focused on providing a more equitable and inclusive program for student success

Equity and In Inclusion • Equity & Inclusion Team • Modified the membership and functioning of the team • Meets every month for two hours • Aiming for equal membership of teachers and parents at each meeting • Meeting framework: • Equity – learning and engaging in courageous conversations • Data - review data for school and target population (Hispanic/Latino) • Governance – decision making on governance issues • Communication – developing and monitoring school-family connections in the community • Increase student voice with 5 th Grade Girls Project & Latino Student Group

Equity and In Inclusion • Monthly Coffee with the Principal – Topics of Interest • Bi-Weekly Principal/Latino Parent meetings – build multiple perspectives • Inclusion Model with support team - co-teaching & targeted instruction: • Facilitator and GSA assigned to each grade • Weekly meetings of Inclusion Team - learn & monitor effectiveness • Increase knowledge of inclusion and monitor interventions for students • Collaborative Decision Making using Teacher Teams • Problem Solving Teams – grade level teams meet every 6 weeks to monitor interventions, student progression, and modify plans • Two Standards Based Instruction Teams – develop indicators and professional learning plans for SBI standards & practices (annotation and CER)

Equity and In Inclusion Next Steps: • Increase participation of parents from diverse groups on E&I Team: • E&I Team will hold more focus group meetings with groups of families to listen and hear multiple perspectives Locate meetings on NE 148 th to increase access • • To build deeper understanding of the district Theory of Action and develop clarity of alignment with our racial equity work • Review data on the effectiveness of the Inclusion model for delivery of instructional supports and develop plans for 2019-20

Ardmore – Striving to Affirm, Inspire and Thrive! Thank you. Questions . AFFIRM. INSPIRE. THRIVE.