Oakside Hillcrest Elementary Elementary Superh ero image
Hillcrest Elementary School Oakside Elementary School Leadership Team Leadership Team Staci Woodley Alicia Adams Jacqueline Liburd Marisa Anzovino Michele Bass Ana Bueno Nancy Castro Karin Flores Reininger Michelle Hernandez Crystal Hernandez Christine Hirsch Peggy Owens Elizabeth Irving Randy Lichtenwalner Michelle Van Riper Rachele Rice Jessica Newby Barbara Volpe Tim Murphy Tara Platt Tara Tierney Alexis Vazquez Superh ero image
Oakside Demographics Hillcrest Demographics Total Enrollment 474 Total Enrollment 535 2nd, 3rd, Ungraded 11 2nd Grade Enrollment 262 4th Grade Enrollment 212 3rd Grade Enrollment 273 5th Grade Enrollment 251 2nd – 12 Classes Number of Classes Number of Classes SC Multi-Grade: 3 3rd – 12 Classes 4th – 9 Classes 5th – 11 Classes Average Class Size 2 - 22 3 - 23 Average Class Size Grade 4 - 23 Grade 5 - 22 Total – 201 English Language Learners 2 nd - Total – 136 105 English Language Learners 3 rd - 96 3rd - 1 4th - 71 Students with Disabilities Total- 53 5th- 64 2 nd - 25 3 rd - 28 Students with Disabilities Total- 85 Ungraded - 2 2nd - 1 3rd - 8 4th- 28 5th- 46
Oakside Elementary School Data: Second Grade Fountas & Pinnell Levels 2017 - 2018
Oakside Elementary School Data: Third Grade Fountas & Pinnell Levels 2017 - 2018
Hillcrest Elementary School Data: Fourth Grade Fountas & Pinnell Levels 2017 - 2018
Hillcrest Elementary School Data: Fifth Grade Fountas & Pinnell Levels 2017 - 2018
Tenet 2: School Leader Practices and Decisions Goal Goal Evaluation and Monitoring of Workshop Model Evaluation and Monitoring of the Workshop Model Action Item Impact Action Item Impact Ongoing Professional Teachers more focused on Development at faculty targeted teaching points, more Ongoing Professional Development Teachers more focused on conferences and Professional consistently differentiating through at Faculty Meetings on targeted teaching points, more Learning Academy days with a the components or the Workshop Components of the Workshop consistently differentiating through focus on Components of the Model, as evidenced through Model the components or the Workshop Workshop Model lesson plans, walkthroughs, and Model, as evidenced through observations lesson plans, walkthroughs, and observations Teachers sharing best practices in Interclass visitations with literacy instruction. A culture of Classroom Inter-visitations Teachers developing greater sense lighthouse teachers, literacy collegiality and continuous learning of teamwork and interdependence, leaders and reading teachers Is being strengthened consistency of practice Teachers sharing best practices in Lighthouse classroom demo Best practices are being modeled Modeling of lessons by literacy literacy instruction lessons and strategies are shared at leaders and Director of Literacy debriefing meetings
Tenet 3: Curriculum Development and Support Goal Goal Develop/revise the Reading curriculum; plan/utilize Develop/revise the Reading curriculum; plan/utilize diagnostic and formative assessments diagnostic and formative assessments Action Item Impact Action Item Impact With Director of Literacy, teams have Greater consistency of written/revised units of study instruction/expectations Provided professional development Tighter focus on role of Under the guidance of our Students have equitable access to a geared towards planning/ instruction/ assessment and feedback to Director of Literacy meetings our common curriculum - where assessment/feedback loop target instruction as evidenced held with our curriculum writing differentiation of instruction meets through conversation, planning team, updates to staff - input, individual needs documentation, walkthroughs edits and pacing information is and observations shared Evidence of alignment and Teachers reviewed data on ongoing More data-informed planning Classroom walkthroughs and feedback is shared on the basis at grade level team meetings, resulting in more targeted formal observations effectiveness of instructional use information to revise lessons, individual and small group practices. setting goals of 1.6 for all students, instruction review data with building admin quarterly
Tenet 4: Teacher Practices and Decisions Goal: Participation in ongoing training in effectively administering Goal: F&P Assessment calibration; Higher order thinking/questioning, and interpreting F&P benchmark assessments student engagement instructional strategies, and providing valuable student feedback. Action Item Impact Action Item Impact Calibration sessions led by Administering F&P assessments Professional Development around Consistency in practice and building administrators, Literacy with fidelity and analyzing student Workshop Model included focus on expectations yields greater Leaders and Reading team to miscues - teachers use this training engagement strategies and feedback engagement and consolidation review assessment scoring, to plan for flexible groups and through the share and other of knowledge creation of diagnostic plans to guided instruction components meet individual student needs using the Strategic Action Wheel Professional Development around the More accurate scores; greater art/science of the F&P Assessment consistency in scoring Quarterly data review meetings Data Meetings practices provides teachers with revised instructional targets for their students. They serve as Professional development on F&P Tighter focus on role of opportunities to discuss the whole- System of Strategic Action Wheel as assessment and feedback to child - academic, social emotional framework for generating higher- target instruction areas of need and/ or growth order thinking questions (Beyond the Text and About the Text)
Impact of Work: Tenets 2, 3 & 4 We like being challenged in our reading group. We are answering questions that are not “right there” and asking ourselves “After -school is helping me in my “thick questions” as we read. – Chris, Timia, & Silhi reading and writing. I focus my mind on reading and answering questions, and I get to make new friends!” -- Miley, 4th Grade Student “The Professional Development that ...to teach is to touch a life forever.... Here at Oakside we have had at Hillcrest has helped school we do this each and every day... Oakside School me grow, and has provided me with has provided informative professional development to target our students instructional needs and to build our easily accessible information that can be pedagogical practices- while reflecting on their teaching immediately implemented in the classroom.” and learning. I am honored to be a part of such a loving, dedicated and inspiring school where I can say we are a -- Ms. Levy, 5th Grade Teacher learning family. - Michelle Hernandez Reading takes us to far away places! - Lyric
Tenet 5: Student Social and Emotional Developmental Health Goal: Character Education Initiatives; Collection of behavioral, G oal: Character Education Initiatives; Collection of behavioral, attendance attendance and social/emotional data and social/emotional data Action Item Impact Action Item Impact Ability to analyze trends, patterns, Maintaining discipline and Ability to analyze trends, cause/effect relationships between Maintaining disciplinary and attendance data on Master Data patterns, cause/effect factors to provide better assistance attendance data on Master Data sheets alongside academic relationships between factors to to students/families sheets alongside academic provide better assistance to assessment data assessment data students/families Weekly clinical meetings with *Student engagement in positive Student engagement in positive PBIS new acronym (Honest, character initiatives; fewer psychologist, social worker, character initiatives; fewer Ambitious, Wise, Kind, Safe), Second disciplinary referrals guidance counselors, & building disciplinary referrals Step lessons in classrooms, monthly administration assemblies; Andrus Sanctuary model *Targeted interventions and levels of support for students/families Ongoing review of PBIS (Second Step / Zones of Regulation / check & connect implementation to enhance Targeted interventions and Weekly clinical meetings with Assemblies, Breakfast with the levels of support for effectiveness psychologist, social worker, Principals and special lunch tables students/families guidance counselors, & building administration
Tenet 6: Family and Community Engagement Goal: providing parents with information about the CCLS and how Goal: providing parents with information about the CCLS and how to support their children at home, and that they are familiar with the to support their children at home, and that they are familiar with the programs and services available to support students and families. programs and services available to support students and families. Action Item Impact Action Item Impact Continuing Community School https://docs.google.com/docu Continuing Community School https://drive.google.com/open? Model ment/d/16pMo6k0k4HhwfeL Model id=1NK63qTcWFbsMeCo1KVoQI u9MOjxVwczC_CL2bN2XzrLUi vfsCwaGLdqYJTLCBr1klh8 ftbA/edit?usp=sharing
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