Whitehead Elementary School Rockford Public Schools #205
* (were) (at the beginning of the year) READING - Greatest Area of Need MATHEMATICS - Greatest Area of (GAN) Analysis Need (GAN) Analysis Our DEA data shows that scores have Our data shows that DEA Math Overall remained somewhat stagnant over the (K-5) dropped 2% points from Test last three years. 46 % of students were 4/2013 to Test 4/2014, but dropped 8% at Meets or Exceeds on Test D in Spring points in the average of the three 2014. On Test A in Fall 2014 18% of Indicators listed. On Test D in the students were at Meets or Exceeds. At Spring of 2014 41% of students were the end of the 2013-2014 school year at Meets or Exceeds. On Test A in the 73% were reading On Level as assessed Fall of 2014 13% of students were at by the Fountas & Pinnell Benchmark Meets or Exceeds. Assessment. ISAT Math Overall (3-5) rose 2% points ISAT Reading scores (3-5) dropped 9% on from 2013 to 2014 from 45% to 47% . the 2013-2014 test to 38% . Whitehead’s The district average was 43%. The average was the same as the district state ISAT average was 60%. average of 38%. The state average in 2013-2014 was 57%.
Our school vision and motto!
* GOALS: READING – By May 2017, 60% of our students will meet or exceed standards in Reading. MATHEMATICS – By May 2017, 60% of our students will meet or exceed standards in Math. COLLEGE AND CAREER – Each year, 100% of students will set and achieve a goal supporting a future career choice.
We want nt our goals als to be readily ily visible ible to staf aff, f, student ents, s, parent ents s and the community mmunity! *
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* RESEARCH-BASED STRATEGIES ACHIEVABLE TARGETS FOCUSED RESOURCES PROFESSIONAL LEARNING COMMUNITIES PROFESSIONAL DEVELOPMENT TARGETED ON STRATEGIES COACHING PARENT INVOLVEMENT
Hattie, tie, who? We found out more about t how John Hattie’s research arch (and others’) could inform m our work! *
Common formative May 2015- 70% Meet or Exceed SMART Goal May 2016- 75% Meet or Exceed assessments May 2017- 80% Meet or Exceed By May 2017, 60 % of our Fountas & Pinnell students will May 2015- 70% On Level or Above Benchmark Comprehension meet or May 2016- 75% On Level or Above Assessment and May 2017- 80% On Level or Above exceed running records standards in Reading. May 2015- 50% Meet or Exceed DEA May 2016- 55% Meet or Exceed Greatest Area of May 2017- 60% Meet or Exceed Need (GAN) Common formative Vocabulary 46 % of students May 2015- 50% Meet or Exceed assessments were at Meets or May 2016- 55% Meet or Exceed May 2017- 60% Meet or Exceed Exceeds on DEA Test D in Spring Grades K-2: Poetry 2014. May 2015- 50% Meet grade level Fluency reading assessed At the end of the target using fluency rubric 2013-2014 school May 2016- 55% Meet grade level year 73% were target reading On Level as May 2017- 60% Meet grade level Grades 3-5:The Six target assessed by the Minute Solution Fountas & Pinnell * Benchmark Assessment.
Rich Classroom Libraries We have e cl classr sroom oom (800-1500 books) librar arie ies, s, but what t is the e quanti ntity ty and quali lity ty of books in each h of them em? Supporting Research * Number of titles available to students as a significant predictor of reading comprehension improvement R2 = .91 S ource: Krashen (2011) * Student choices ES = 1.2 * Interesting texts ES = 1.6 Source: John Guthrie and Nicole Humenick (2004). Motivating Students to Read *
* Develop and utilize a structure for setting and monitoring goals, i.e. PLC Process forms (Focus & Teach, Assess and Reflect) * Identify and provide professional development tools for self- study and store them on the shared-drive for easy access, i.e. research, professional literature, videos, Power Points * Schedule extra blocks of time to meet in order to go deeper into topics (½ days twice each month) * Employ “PLC Results” e -mails to summarize accomplishments and set direction; the principal and support staff can then provide a quick response to questions *
* Independent reading with written response * Partner reading * Guided Reading * Vocabulary instruction * Close Reading * Fluency * or revisit
* The Principal coaches PLC ½ day meetings by giving a focus and asking for analysis and feedback. * The Academic Achievement Specialist coached a 1 st Grade teacher in implementing The Daily 5, which includes the research-based strategy of independent reading/Read to Self. * The Reading Specialist coached 4 th and 5 th Grade teachers in the use of The Six Minute Solution fluency program. * A 4 th Grade teacher collaboratively developed an assessment on inferences with her grade-level team. * The 2 nd Grade teacher has been working with the 2 nd grade team to develop ELA curriculum units incorporating all CCSS. * A 4 th Grade teacher has coached her team members on developing close reading activities. *
Passion for our Collaborative work relationships with teachers Recognizing leadership qualities in Willingness others Expertise to change in different areas *
Scheduled time to Increasing our Strategies for meet with confidence in helping all staff teachers the coaching to have the same process level of passion Working within the SMART Goal system for an extended period so we can build on previous Balancing our work SMART Team work Building our with our other knowledge in responsibilities certain areas in order to coach others * Work days just for SMART Team
* Kindergarten and 1 st Grade - Fast Start by Nancy Padak and Tim Rasinski * Kindergarten through 3 rd Grade – BookFlix (Scholastic’s online literacy resource pairing storybooks and nonfiction texts) purchased for use at school and at home * K-5 - Summer Reading Program 12 books home with each student School library open *
* Fountas & Pinnell Benchmark Assessment Data % of students % of students Goal: 70% of reading on-level reading on-level students reading at beginning of midyear on-level by the the year (January) end of the year (October) 59% 52%
We met our Reading Goal of 50% for 2014-2015! We met our Math Goal 51% of our students scored at of 45% for 2014-2015! Levels 3 (adequate understanding) and 53% of our students scored at 4 (thorough understanding) Levels 3 (adequate understanding) and 4 (thorough understanding ) *
* Our Blueprints for Implementation of SMART Goals include: Close Independent Reading Reading Small Group Rereading Vocabulary Reading for Instruction Instruction Fluency
* Summer Professional Development ???
* Mathematics College and Career – Individual Goal Setting and Progress Monitoring
* Kimberly Brace, 2 nd Grade Teacher * Susan Busker, Academic Achievement Specialist * Renee Guse, Reading Specialist * Holly Hunt, 4 th Grade Teacher * Catherine Lyke, 4 th Grade Teacher * Pam Miner, Principal *
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