PGM’s Unified Plan Updates Presented by Jennifer Posa-Whitner, Principal Data by Brooke Kirschner, Supervisor of NCLB/Testing Presented February 9, 2012
PGM’s Unified Plan Ensures that We… • Identify root causes and focus intervention on those specific areas • Progress monitor and make adjustments based on the data to drive our targeted instruction for all levels of instruction • Analyze student growth to make sure that what we are doing is working
PGM’s 2010-2011 Unified Plan TARGETED: • Reading Comprehension and Fluency • Teacher Professional Development on Using Data to Target Systemic and Explicit Instruction Because of This Laser Focus on Root Causes in 2010-2011…
Pine Grove Manor School 2011 vs. 2010 NJ ASK 3 LANGUAGE ARTS LITERACY 4
Pine Grove Manor School 2011 vs. 2010 NJ ASK 3 MATHEMATICS 5
Pine Grove Manor School 2011 vs. 2010 NJ ASK 4 LANGUAGE ARTS LITERACY 6
Pine Grove Manor School 2011 vs. 2010 NJ ASK 4 MATHEMATICS 7
Pine Grove Manor School 2011 vs. 2010 NJ ASK 4 SCIENCE 8
PGM 2011-2012 Unified Plan Chose 3 Areas to Concentrate On READING COMPREHENSION ATTENDANCE MATH (OPEN ENDED)
Reading Comprehension • Students do not consistently stop to segment text as they read, asking themselves questions or making connections. (Students are not reading or rereading for understanding.) • Students need to learn comprehension strategies so that they can read and understand not only at their independent level, but also when reading text above their independent level. • We are moving students’ levels throughout the school year, but we still continue to have a gap in students that are reading at grade level.
Some Strategies We Use to Target Reading Comprehension - Balanced Literacy -Read Alouds with accountable talk- Think Alouds -Teacher modeling of comprehension strategies in mini lesson and during small group -Practice of these strategies in small guided reading groups & during extended day -Asking Open-Ended questions that elicit higher level thinking -TC units of study to support independent use of comprehension strategies
At PGM We Instill the Love of Reading • PGM Summer Reading Incentive, Accountability & Follow Via: Monthly Reading Rally’s & Nightly Reading Logs , Principal Stunts as Added Incentives, Encouraging Announcements and Praise (Shout Outs)
ACTION STEPS • Monitor & Analyze Data – Analyze data during grade level meetings to identify students not meeting or approaching benchmark standards provide targeted/explicit instruction – Use of running records and anecdotal notes to drive instruction via walk throughs as well as during pre and post observation conferences. • Monthly Principal Walk Throughs – Target comprehension strategies such as segmenting text, asking questions as students read, making connections, rereading during read alouds, small group instruction and individual conferencing
Sample of Principal Walk Through Pine Grove Manor Grades 3 & 4 January LAL Focus Walk Teacher Name: _________________ Grade Level: _________ Reading Notebook -evidence of Sufficient Some Little comprehension work (This is an Evidence Evidence Evidence area identified in our Unified Plan. There should be entries at least 4 times per month Comments: Next steps: Anchor charts that reflect Sufficient Some Little reading comprehension Evidence Evidence Evidence strategies- (This is an area identified in our Unified Plan) Comments: Next steps: Anecdotal Notes- Anecdotal notes Sufficient Some Little must show a next step that is Evidence Evidence Evidence targeted and follow through on that targeted skill is evident in future lessons with that child. Comments: Next steps
Action Steps continued… • Targeted Teacher Professional Development – Provided by the Literacy Coach & TC Consultants on how to use the reader’s notebook and use of anecdotal notes to drive targeted next step instruction – Analyzing Running records -Incorporates cues, such as visual along with meaning & structure when students come to a word they do not know -Segment Text & Question -Reread -Make connections
Measurable Outcomes for Reading Comprehension How Do We Monitor Progress at PGM? • By implementing running record benchmark assessments in September, November, March & June (assess both comprehension and fluency) • By using data from the running records to drive differentiated guided reading and small group instruction • By monitoring the percentage of students moving the appropriate number of reading levels throughout the year (K:3 levels, Gr. 1:5 levels, Gr. 2-4:3 levels each)
Progress Monitoring Sample PGM, Grade 1 * - Sp.E Last First High Spelling Running Writing #-ESL/B Name Name Frequency Inventory Record On Demand 1 2 3 4 Sept Nov Mar June Sept Mar Sept Oct Nov Dec 50 181 LN F I 2 3 58 75 LN C D 2 3 200 200 LN H L 3 4 19 35 E B C 1 2.5 14 40 E B D 1 2 133 E E 175 H 2 3 174 200 LN I L 3 4 149 200 WWP L M 3 3.5 90 125 LN D D 3 3.5 125 186 LN H I 3 3.5 12 E B 12 B 2 2 68 121 LN D F 2.5 3 149 200 LN I L 2.5 3.5 142 175 E F G 2 4 71 110 E D F 2 3 40 E B 76 C 1 2.5 24 84 LN D G 1 3.5 199 200 LN I M 2.5 4 199 200 LN H I 3 3.5 49 74 E C E 2 3 78 E 128 LN G 2 3 41 102 E B D 2 2.5 x 41 x x E x 3 *Lightfoot-Taylor: Enrolled 11/2/2011 Directions: 1). Type your name, school and grade in the top row. 2 ). In column A type an * (asterisk) for a Special Education Student and a # 1, #2, #3, or #4 for ESL/Bilingual students (indicating their level of ESL). Levels 1 and 2 ESL/BIL students’ names will be listed and coded on this Literacy Assessment spreadsheet by the mainstream teacher, but the data will be put on the ESL/BIL spreadsheet by the ESL/BIL teacher. Mainstream teachers will complete all information on the Literacy Assessment spreadsheet for Levels 3 and 4 ESL/BIL students. I F a student is neither classified as a special education student nor ESL/Bilingual, please leave the column blank. 3). Enter each student's first and last name in the next two columns. High Frequency Word Assessment is recorded as a cumulative score. Bold indicates months when Running Records must be done according to TC Benchmarks. Running Records are taken in September, November, March, and June for fourth grade students who are below or approaching benchmarks. Running records are taken in September, January and June for students who are meeting or exceeding grade level standards Additional Running Records may be done and recorded A sample is
PGM’s DATA UPDATES ON COMPREHENSION/READING DATA from September 2011 to November 2011 Grade 1 Grade 2 40% students moved up 1 level 48% students moved up 1 level 27% students moved up 2 levels 13% students moved up 2 levels 12% students moved up 3 levels 4% students moved up 3 levels 5% students moved up 4 levels 34% remained at the same level 16% remained at the same level TOTAL MOVEMENT 84% TOTAL MOVEMENT 65% Grade 3 Grade 4 38% students moved up 1 level 53% students moved up 1 level 13% students moved up 2 levels 7% students moved up 2 levels 5% students moved up 3 levels 2% students moved up 3 levels 44% remained at the same level 38% remained at the same level TOTAL MOVEMENT 56% TOTAL MOVEMENT 62% (New Benchmark coming in a month)
Attendance • When students are not in school, it impacts the amount of time students receive direct & quality instruction
Strategies to Target Attendance - Implement a Positive Attendance Initiative and get students excited about coming to school -Monthly Recognition -Daily Shout Outs -Increase parent awareness of the academic impact as well as inform parents of their child’s attendance -End of year recognition for students & families
Action Steps to Target Attendance • Provide support to parents and families/students • Make parents aware of district attendance policy • Educate parents and students of the importance of being at school • Notify parents of 4, 8 and 10 absences • Meet with parents of chronically absent students (12 or more days) to provide support , as well as to come up with a plan of action to improve attendance
Measurable Outcomes for Attendance How Do We Monitor Progress at PGM? Compare Monthly Attendance Data in 2011-2012 to Monthly Attendance Data in 2010-2011 • Use data to drive next steps WORK TOGETHER • If we do not see a decrease each month, meet with counselors and/ or teachers and nurse to come up with plan of action to help the family/student improve attendance • Daily morning announcements • All Calls • Flyers • Pump up at Monthly Reading Rally • Individual parent meetings with principal/guidance for support
Pine Grove Manor School Monthly Attendance UPDATE 2010-2011 vs. 2011-2012 School Year
Pine Grove Manor School Monthly Attendance 2010 ‐ 2011 vs. 2011 ‐ 2012 School Year 2010 ‐ 2011 2010 ‐ 2011 2011 ‐ 2012 2010 ‐ 2011 2011 ‐ 2012 2010 ‐ 2011 2011 ‐ 2012 2011 2012 95.6% 95.9% 95.7% 96.5% 95.8% 92.3% 94.5% 94.9% October November January December 24
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