Transcript Document
Fairwood Elementary
“Learning, Caring, Sharing”
Welcome to Curriculum Night!
September 2013
Our Purpose
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Have shared knowledge, understanding and ownership of the of our school and our school improvement plan for 13-14 school year
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Know how families can partner with us to support student learning success
FAIRWOOD STAFF MEMBERS ARE THE BEST!!!
GO CHARGERS!!!
Our Students Who are they now?
Our School Climate
Student Surveys 2012 & 2013
Parent Survey
Staff Survey
Staff Survey Q01 Our school staff has high expectations for all students.
Q02 Our school staff cares about all students.
Q03 Our school staff understands and respects students with diverse cultural and language experiences.
Q04 Our school is a safe place for students to learn.
Q05 Our school welcomes parents to participate in our school and in our classrooms.
Q06 Our school welcomes community groups to participate in our school and our classrooms.
Q07 In our school, classroom instruction is guided by district and state standards.
Q08 Our school improvemen t efforts involve the whole school staff.
Q09 Our school has a plan for all students to learn.
Q10 Our school's staff is aware of the state's Adequately Yearly Progress (AYP) goals for our school.
Q11 Our school uses technology effectively for student learning.
Q13 Our school's staff has regular communicati on with parents about student progress.
2012 76% 79% 76% 69% 69% 59% 79% 62% 76% 79% 76% 72% 2013 98% 93% 86% 79% 95% 81% 93% 81% 93% 84% 93% 88%
2011-12- 33% of students had 1+ RRS 2012-13- ↓ to 17%
Discipline
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS
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THREE COMMON EXPECTATIONS
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RESPECT
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RESPONSIBILITY
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SAFETY
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RULES FOR COMMON AREAS
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MATRIX TAUGHT BY ALL STAFF
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Our students & climate goals 13-14- Relationships are the KEY
Rapid improvement indicators Principle 6: SIT plan for school staff to demonstrate an increased understanding of community cultures, customs, and values and model respect for them Rapid improvement indicators Principle 7: SIT plan for increased frequency and clarity of communication for families about what is happening at school and what parents can do at home to support their children’s learning. Charger Champions: 1 hour/month grade level activities. PE teacher, Music teacher, Counselor PLC team work to connect lesson targets directly to student climate survey areas.
Continue year two Watch Dogs program. Recruit “dads” from diverse backgrounds Counselor guidance lessons- 1 st quarter- Kelso, Friendship. Then bullying prevention/intervention.
PBIS- continue refinement of Tiered PBIS implementation- Behavior Support Team, data tracking. Ensure regular teaching & reinforcement
Our students achievement & intervention
K-3 DIBELS Composite Spring 2013
K-2 MBA Spring
MSP Reading Trend
MSP Math Trend
MSP Writing Trend
MSP Science Trend
Annual Measurable Objectives (AMO’s)
MSP Reading Proficiency Growth
AMO Subgroup 2012 % Proficient 2013 % Proficient ALL Asian Black Hispanic
71 80 40 66.7
69.6
76.2
62.1
61.9
White Two or more races
81.1
63.6
77.4
59.5
Special Ed
14.8
9.5
Low Income
54 51.5
Note: ELL enrollment in 3 rd -6 th too low for AMO count
Change +/ 1 out of 8 +
-1.4
-3.8
+20.1 -4.8
-3.7
-4.1
-5.3
-2.5
MSP Math Proficiency Growth
AMO Subgroup 2012 % Proficient 2013 % Proficient ALL Asian
62.4
70 65 66.7
Black Hispanic White Two or more
40 50 74.5
48.5
51.7
42.9
77.4
64.9
Special Ed
11.1
14.3
Low Income
44.8
46.4
Note: ELL enrollment in 3 rd -6 th too low for AMO count
Change +/ 6 out of 8 +
+2.6
-3.3
+11.7 -7.1
+2.9
+16.4 +3.2
+1.6
Gender Proficiency
Gender % Proficiency Girls Reading – Average 3-6 Math Average 3-6 Writing- 4th Science- 5th
82.1
71.4
61.3
80
Boys
58 55.3
45.5
51.9
*Boys outperformed girls only in 6 th grade math
Our Students Achievement & Intervention 2013-14
• • • • • • • • • Rapid improvement indicators Principles #1, #5: Continue regular monitoring of all students’ achievement utilizing excel spreadsheets tracking regular formative & summative assessments- SIT monthly monitoring of plan- AMO data & PLC grade level team monitoring Enhanced Instruction Support (EIS- Pam) priority 4-6 math & ELA LAP priority K-3 reading Rapid improvement indicators Principle #3: Continue tiered intervention model K-6 reading and math w/ ongoing progress monitoring- focus on increased acceleration- consult w/ DST on methods to accelerate progress in interventions Special education & ELL students full access to gen ed. ELA & math core plus interventions (4-6 T3 ELA, Language! is core) Utilize more frequent formative assessments in ELA and math with re teach and enrich in math as well as Navigator Expand DIBELS to 4-6 w/ DAZE progress monitoring Implement Pearson Early Reading Intervention for Kinder TI PD sessions to incorporate resources & strategies for supporting diverse students- culturally responsive teaching, differentiation, etc.
Resources for teach Hispanic students
• • • Hispanic Education: Background, Teaching Resources, Issues, & Scholarships http://www.nea.org/tools/hispanic-education background-teaching-resources-issues scholarships.html
Educating Hispanic Students: Obstacles and avenues to Improved academic achievement http://www.cal.org/crede/pdfs/epr8.pdf
Educating Hispanic Students: Effective Instructional Practices http://crede.berkeley.edu/products/print/pract_briefs/ pb5.shtml
Resources for teaching boys
• • • • • http://www.ascd.org/ascd-express/vol6/604 gurian.aspx
http://www.theatlantic.com/sexes/archive/2013/ 06/stop-penalizing-boys-for-not-being-able-to-sit still-at-school/276976/ http://josseybasseducation.com/teaching learning/excerpt-from-reaching-boys-teaching boys-by-michael-reichert-2/ http://www.sde.com/Downloads/TeacherResourc es/di/Tips_for_Teaching_boys.pdf
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Resources for teaching students in poverty
Nine Powerful Practices- Ruby Payne http://www.ascd.org/publications/educational leadership/apr08/vol65/num07/Nine-Powerful Practices.aspx
Dr. Armstrong's Tips On Teaching Students of Poverty http://www.youtube.com/watch?v=IONOm1agCE 0 FOR ALL STUDENTS: Visible Learning for Teachers: Maximizing Impact on Learning- John Hattie 2012
Relationships, Rigor, & Relevance
Our Instruction
Math: 5/6 Strategy: Implement Learning Teams Seven Step Protocol • • •
Steps Accomplished
Completed 2 Cycles By the end of first semester, 100% of students will make progress and 70% will score a 3 or above on the problem solving rubric, students will be able to persist in solving a word problem and clearly explain their thinking/steps with words and numbers or applicable picture.
For the first cycle, our instructional model, we did a teacher model, guided practice and independent practice. For the second cycle we focused on teaching the Habit of Mind of Persistence, using an anchor chart with problem solving steps and asking Intentional Questions.
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Student Achievement Evidence
By the end of the second cycle, 60% of the students scored a 3 or above by May of 2013 .
While we have not yet met our goal, we have learned a lot about teaching problem solving.
When teachers use anchor charts with easy, logical steps with a problem solving lesson, the students are able to understand a strategy because they can return to the chart for help, and the repetition helps them transfer the skills to long-term memory.
When teachers teach persistence in and out of mathematical problem solving context, students showed multiple attempts because they had learned their efforts will help them reach their goal.
We have learned that we cannot assume background knowledge. We are also still working on figuring out how to get kids to read carefully and take the time to think about the problem. We think that more time need to be spent on teaching kids how to be students.
Next Steps: Next year, we want to continue teaching and reinforcing Habits of Mind as well as increased opportunities to practice problem solving where students need to decide on a strategy.
Math: (3 rd and 4th) Strategy: Implement Learning Teams Seven Step Protocol • • •
Steps Accomplished
Two cycles completed By November 28 th 70% of 3 rd and 4 th graders will earn a 3 and 100% of 3 rd and 4 – th graders will reach a level 2 or higher when given a math problem where they have to do the following: identify and explain arithmetic patterns involving operations by creating a table – write their answer in a complete sentence – assess the work according to our team’s selected rubric.
Gradual Release
Student Achievement Evidence
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First Cycle
71% of students scored a 3 or 4 45% of students demonstrated growth 2 out of 109 students scored a 1 We were delighted to see that we met the first part of our dual objective. We will continue to work with the students who are not yet proficient.
We found when teachers provide students with repeated practice and a graphic organizer; students have greater success solving problems involving patterns because they have a routine stored in their knowledge bank and a tool to simplify information, and they have a plan to solve the given problem.
Next Steps: we will continue to work with the students who did not get a 3 as well as include periodic problems involving patterns to keep the students skills sharp. We are also starting a new cycle.
• • • Math: Grade 2 Strategy: Implement Learning Teams Seven Step Protocol
Steps Accomplished Student Achievement Evidence
Two cycles completed.
By the end of the 2 day lesson, 100% will show growth and 70% will show proficiency (3) in telling time be being able to distinguish the minute hand from the hour hand on an analog clock. Students should be able to demonstrate or write the time from an analog clock and digital clock from 5 minutes (2 grade). nd grade) and 1 minute (3 Instructional Approach modeling, kinesthetic activities, technology, and peer practice.
rd es: Manipulatives, • • • • • 75% showed proficiency in telling time (3). (Baseline assessment 19%) 79% of 3 rd graders scored a 3 on elapsed time.
75% of boys and 74% of girls passed with a 3. (This data suggests no gender bias.
100% of students showed improvement and 75% of students showed proficiency and our goal was just 70%.
When teachers used a variety of learning styles and repeated the same information using different modalities, 75% of students showed proficiency in telling time because they moved in concentric circles like a clock, worked with partners, used math talk, watched a video, had visual slides to assist with communication, technology, and used manipulatives. Next Steps: We are moving on! Ideas for next year would be to add am/pm to our morning routine and pull ELL students during tiered intervention for vocabulary development and pre-teaching the unit. Also to communicate with the para-educator about am/pm activities for SPED students and pre-teach to that sub group also. We will continue to communicate with parents about student progress and how to support their child’s needs. We also might want to think about adding more kinesthetic modes to practice such as pictures on a physical timeline and tweaking our assessment to better measure what has been taught.
• • • Math:
First Grade
Strategy: Implement Learning Teams Seven Step Protocol
Steps Accomplished
Three cycles completed By the end of the 2 nd semester, 85% of students will achieve a 3 or above and 100% of students will achieve a 2 or above based on Math Common Core State Standards in which students are given a word problem with unknowns in any position. Students will conceptualize and solve the problem and represent their thinking about a word problem. Instructional Approach: Model Thinking w/role play, questioning, Circle of Knowledge, manipulatives • • • • • •
Student Achievement Evidence
In November 2012, 82% achieved a 3 or 4 which is 2 students away from our 85% goal. 46% of students achieved 100%.
In 2011, on the same test only 70% scored a 3 or 4, and 16% of the students scored 100%. 10% of the students scored a 2 and 8% or 5 students scored a 1.
In summary this skill was continually reviewed through out the year. At mid year we were 2 students away from our goal. After re-teaching 5 more students met standard; in total received a score of 1.
90% of the students scored a 3, 8% scored a 2, and 2% We found that planning our instruction to be paced on the student need rather than a pacing guide and curriculum allowed us to focus on the discussion, questioning, and allowed for student exploration.
Next Steps: The students who did not meet the objective (scored 2 or 1) will get specific practice with labels and missing partners in Tiered Intervention, or other small group instruction. We will continue to collaborate to plan small group instruction to reinforce vocabulary, known and unknowns in a word problem and correct labels. More complex comparison word problems were a focus for the next 2 cycles.
Math: Preschool/Kindergarten Strategy: Implement Learning Teams Seven Step Protocol
Steps Accomplished
We have completed 2 Learning Team cycles.
• • • • • Objectives: By May, 80%of 3-4 year olds will be able to count objects 1 by 1 to 10 By May, 80% of all Pre K students with emergent skills will be able to count a group of objects to 5, matching sets to numerals. By May, 80% of Pre-K students who on pre-test mastered sets to 5, will be able to count a group to 10, matching sets to numerals.
By May, 90% of all Pre-K students will be able to count objects 1 by 1 to 10 By May, 88% of all Kindergarten students will have mastery of determining how many items have been removed from a given number of items up to 10.
• • Instructional Approaches: Pre: Manipulatives and games, repeated practice K: Manipulatives and games
Student Achievement Evidence Data Results: Preschool:
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Post-test (PreK and Pre)1:1 counting
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AM 81% made progress
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PM 80% made progress
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Post-test sets to numerals(Pre-K)
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AM 82% made progress
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PM 56% made progress Kindergarten:
• On the pretest, 48% of Kindergarten students demonstrated mastery. • On the post test , 81% demonstrated mastery of the skill, which shows a 33% growth. Data Analysis: • Preschool: Daily practice for 2 weeks shows a clear need for more of the same counting experience using different materials interesting to students. • Kindergarten: Due to the success of the lesson and level of growth achieved, we conclude that the LT lesson was successful in its goal to raise student achievement in the stated objective area. We will continue to work in small groups with the 12 students who continue to demonstrate need.
Inference Statement : We recognized skill the need for students to be able to have repeated practice of one skill in order to gain mastery before being pressured on to a new skill or a higher level of the same Next Steps: Preschool and Kindergarten: Continue to practice and report student growth in upcoming workgroup meetings.
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Our Instruction Refinement for 2013-14
Rapid improvement indicators Principles #2, #4, #5 & PLC 4-questions : Continue Pearson Learning Teams 7-Step Protocol- 20 hours. LT steps clearly incorporate all focus areas of SIP, CEL5D, walkthrough, Rapid improvement indicators Principles #3, #4, #5 • : Continue PLC grade level teams- 20 hours. Guaranteed viable curriculum- Unpacking CCSS • • Frequent common formative assessments Tiered Intervention Rapid improvement indicators Principles #4, #6: Revise MX lesson Smart board slides to rd grade (Nancy & Pam) Rapid improvement indicators Principles #1, #3, #4 : Continue Walk Through process- fall focus on: – – Purpose • Clear learning targets/content objectives • Clear success criteria & learning progressions Student Engagement • intellectual thinking” “Student talk embodies substantive and Rapid improvement indicators Principle #2 : PD sessions, Learning Teams, and PLC grade level and strategies specific to AMO subgroups (e.g. culturally responsive teaching)
Our Theory of Action
If we start with WHY?
Because we believe every child, no matter what, deserves an education that prepares them for success in college, and career, and community, and WE bear responsibility for ensuring our students acquire that education.
Have a vision of HOW?
By performing as a premier learning organization
And clearly define and articulate WHAT?
Common Core State Standards College, Career, Community Professional Learning Community Learning Teams • • •
Focus on Learning Collaborative Culture Focus on Results
Next Gen Assessments CEL 5D Walk Through tool Relationships, Rigor, Relevance Professional Development
We will achieve our GOAL
ALL students, regardless of circumstance, AMO subgroup, or gender will achieve at high levels and we will close the gap to meet state and KSD AMO targets in 2014
Areas for DST Feedback & Support
• • Core Instruction • CEL 5D implementation- help us be exemplary!
• PD session on learning targets, progressions, and success criteria • • Refresher on designing common formative assessments Additional ideas/resources for differentiation in the core • Ideas for resources/materials to incorporate into our PD for increasing relationships, rigor, and relevance in our teaching for all students Intervention • Assist us to examine our interventions for fidelity & effectiveness. Provide feedback and support to “beef” up intervention model.
• Ideas for methods to accelerate student growth in tiered intervention so we are moving more students to tier 1. • Options for interventions for students who are not demonstrating growth in interventions on Pathways
Family Support- What can YOU do?
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#1= READ, READ, READ, READ, READ!
Check Tuesday packet every week Monitor homework Check in with the teacher - email, phone, appointment (teachers are always booked Wed afternoons)
Join PTSA Join the School Improvement Team Be a WATCH DOG Volunteer at school, at home w/ projects background checks (day/time)
CURRICULUM NIGHT SCHEDULE 6:40-7:15 SESSION ONE IN CLASSROOMS 7:20-7:55 SESSION TWO IN CLASSROOMS
THANK YOU FOR COMING
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FAIRWOOD WEBSITE
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http://www.kent.k12.wa.us/fw
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