NORTH BELLMORE C ommunities and individuals thrive when SCHOOL - PowerPoint PPT Presentation

Miss ission ion statement O ur mission is to inspire all students to be confident, passionate learners with the courage and skills to lead their lives with integrity, while contributing to our global community with creativity and compassion. Core re Value ues NORTH BELLMORE C ommunities and  individuals thrive when SCHOOL DISTRICT the talents and abilities of all are valued and fostered.  E ach individual is 2 Year Instructional Program Update & responsible for his or her choices and the 2015 Mathematics and ELA State impact they create. Assessment Results T here is no limit to  human potential.  H onesty, integrity and trust are essential to sustaining meaningful partnerships. A ll people want to  learn and succeed. A safe and healthy  environment optimizes learning. H uman life is precious. 

DISTRICT ANALYSIS  In the summer prior to the 2013-2014 school year, the administrative team began an extensive analysis of North Bellmore’s instructional program and compared the current resources to the expectations of the NYS Common Core Learning Standards.  Based on the findings, the following actions were taken in the areas of Mathematics and ELA instruction:

MATHEMATICS  Implemented the EngageNY Math Module as our primary math curriculum to meet the rigor of the Common Core; enVision Math as a supplemental resource due to the change in Common Core version  Restructured the Math Leader initiative to maximize professional development and training by appointing one Math Leader per grade level district-wide  Math Leaders met with the Assistant Superintendent monthly to discuss data analysis, curriculum updates and highlights, a selection of resources, preparation for grade level meetings/ trainings, create pacing guides  Math Leaders attended conferences and workshops, facilitated grade level meetings bimonthly or as needed to turn-key relevant information and served as in house professional developers  Provided every classroom with the manipulatives and resources needed to implement the new curriculum

MATHEMATICS  Conducted meetings with the faculty to analyze the Common Core Mathematics Standards and changes to the content taught in each grade  Began each school year with a focus on data analysis to inform instruction; facilitated by Technology teachers and data leaders  Facilitated regular professional discourse between the Central Administrators, Building Principals and faculty to communicate key updates, disseminate curriculum information, relay best practices and share resources  Revised the District Report Card to more closely align to classroom instruction and accurately reflect the standards and content specific to each grade  Conducted Parent University Workshops to inform the community about the standards and math strategies embedded in the new curriculum  Created a storehouse of resources the District website for parents to support learning at home, inclusive of instructional video tutorials by grade level and parent guides per math module

2015- 2016 MATHEMATICS INITIATIVES  2015- 2016…  Math AIS teachers- per building  Math Consultant  Ongoing Professional Development  Researching new instructional resources

ENGLISH LANGUAGE ARTS  Implemented the EngageNY ELA Modules as a piece of our Balanced Literacy Framework that provided embedded professional development to support understanding of the rigor, text complexity and questioning of the Common Core Standards  Began each school year with a focus on data analysis to inform instruction; facilitated by Technology teachers and data leaders  Hired a district literacy consultant who:  Provided training in close reading and guided reading  Conducted guided reading modeling sessions within classrooms for related faculty  Provided on-site, in classroom coaching in grades K-2  Hired a District Curriculum & Instruction Coordinator who:  Conducted research and analyzed available resources to inform district purchases  Facilitated multiple professional development workshops for teachers, including Step Up to Writing, Close Reading, Guided Reading, Poetry and Reading & Writing Workshop  Led curriculum mapping sessions  Attended professional development seminars outside of the school day to inform trainings  Increased the district inventory of resources to support our Guided Reading initiative

ENGLISH LANGUAGE ARTS  Created a new progress report for remedial reading which reports key understandings  Revised the District Report Card to more closely align to classroom instruction and accurately reflect the standards and content specific to each grade  Aligned Teacher Center workshops with the district literacy initiatives  Conducted meetings with the faculty to analyze the Common Core ELA Standards and changes to the content taught in each grade  Conducted Parent University Workshops to inform the community about the ELA Standards and literacy initiatives  Maximized the delivery of reading instruction by restructuring schedules to create equitable service across the district; set criteria for reading services  Provided PD to all specialists and clinicians to develop a common language and develop a deeper understanding of the CCLS  Facilitated regular professional discourse between the Central Administrators, Building Principals and faculty to communicate key updates, disseminate curriculum information, relay best practices and share resources

2015-2016 ENGLISH LANGUAGE ARTS INITIATIVES  2015- 2016…  Implement the Journeys leveled readers, equipping each classroom across the district with a library of fiction and non- fiction texts geared students’ instructional reading levels  Literacy Coach  Technology Resources: Reading A-Z (1-5), RAZ Kids (Grades K-4), Pebble Go (K-6), Brain Pop and Brain Pop Jr. (K-6)  Attend Teachers’ College Professional Development Conferences at Colombia University (District Administrators, Literacy Coach and Curriculum Coordinator)  Continue professional development in the area of Reading and Writing Workshop  Create “learning lab” classrooms as professional learning communities  Implement the LLI remedial reading resources in all building based on pilot results  Provide copies of Reading Strategies by Jennifer Ceravello to serve as a mentor text for workshops conducted by the Literacy Coach  Implement the Danielson Framework for Teaching, a foundation for professional conversation among practitioners as we seek to advance skills in relation to shared understanding of teaching  Provide grades 3-6 with student Grammar workbooks to address Grammar instruction

SCIENCE  Continued the Science Enrichment programs provided by the District Science Consultant in Grades 3-6 and added Grade 2 sessions beginning in 2013  Increased the number of Elementary Science Program kits to supplement the current Science curriculum  STEM experience for Alpha students sponsored by NYIT  Continued District Subscription to WorldBook Online Science Power resource for teachers and students  2015- 2016…  Increase STEM opportunities for all students  Preparing for the possible adoption of the Next Generation Science Standards  Begin to update curriculum maps in all grade levels  Explore science enrichment opportunities for students in the intermediate grades, including professional development for teachers

SOCIAL STUDIES  Sent grade level representatives to regional training sessions to learn about the new SS Framework and SS/ELA Integrated Curriculum  Trained all faculty members on the SS Framework and new curriculum  Summer 2015- Purchased trade books to support the curriculum  2015- 2016…  Full integration of the new curriculum and resources in 2015-2016  Ongoing training and support

District-Wide State Assessment Refusal Counts 2014 Refusal Count Grade 3-6 Grade 3-6 Grade 3-6 Total Number of Refusals Total Enrollment Percentage of Refusals 22% Mathematics 264 1187 20% English Language Arts 233 1187 2015 Refusal Count Grade 3-6 Grade 3-6 Grade 3-6 Total Number of Refusals Total Enrollment Percentage of Refusals 61% Mathematics 741 1209 63% English Language Arts 762 1209

North Bellmore Union Free School District 2015 State Assessment Results Mathematics Grades 3-6 Average Proficiency= 56% Percentage of Students Scoring Levels 3 & 4 English Language Arts Grades 3-6 Average Proficiency= 45% Percentage of Students Scoring Levels 3 & 4

Mathematics Proficiency Comparison 2015 District/County/State North Bellmore County State Math Grade 3 51% 58% 43% Grade 4 71% 61% 44% Grade 5 55% 60% 43% Grade 6 48% 58% 38% Average 56% 59% 42% Indicates Percentage of Students Deemed Proficient: Level 3 &4

Mathematics Proficiency Grades 3-6 3 Year Comparison: 2013-2015 59 56 60 54 52 46 50 43 Proficiency Percentage 38 37 40 32 North Bellmore 30 County State 20 10 0 2013 2014 2015 Year

Math State Assessment Comparison 2013-2015 80 71 70 62 Percent Proficient (Levels 3 & 4) 60 55 52 51 49 48 50 45 2013 44 43 2014 40 34 2015 31 30 20 10 0 Grade 3 Grade 4 Grade 5 Grade 6 Grades

ELA Proficiency Comparison 2015 District/County/State ELA North Bellmore County State 46% 45% 31% Grade 3 54% 48% 33% Grade 4 41% 44% 29% Grade 5 37% 43% 29% Grade 6 Average 45% 45% 31% Indicates Percentage of Students Deemed Proficient: Level 3 &4