Transcript Document

Candler Elementary
General Information and Background Based on Observations and Data
• CES free and reduced lunch population approx. 10 years ago 30% now 67%
• CES ESL population steadily increasing
• CES exhibiting issues related to lower socio-economics/high personal and academic needs
Conclusions based on data and observations:
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Strong highly qualified staff
Staff has belief that ALL students can learn
Staff demonstrates caring attitudes and a heart for doing what is best for children
Staff address needs of the whole child
Students are not making the gains towards proficiency as steadily or as much they need
High number of K-2 students are not proficient by the end of each year and this in turn is
impeding achievement by 3rd-5th graders on EOG
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Data
Our process in looking at all data and development of all SMART GOALS
has involved all of our stakeholders (students, parents and staff)
Surveys of students, parents and staff were given
From these surveys the pros and cons were compiled and analyzed
Staff then had to address all concerns with possible solutions through a
shared Google Doc
The data that was looked at in addition the surveys was the following:
1. EOG data- shared strengths and areas of concerns at each grade
level
2. Science EOG- looked at lack of growth
3. EVAAS data-how students performed-focus on growth made
4. MCLASS data-proficiency and far below proficiency
5. K-2 assessments
Please list the area of concern you are addressing as well as the solution your group has discussed.
Kindergarten
Concern: Scheduling
Solution: Mr. Chandler should attend grade level meetings at the end of each year to discuss the needs,
concerns, etc. regarding scheduling.
1st
Concern: Staff is not recognized for good work/Low staff morale.
Solution: Highlight specific staff members or grade levels for innovative or interesting projects or ideas for
the classroom during staff meetings. Use staff meetings as a forum to discuss positive ideas for change.
Concern: Not feeling as if ideas are being heard.
Solution: Use staff meetings as a forum to discuss problems and solutions as a school rather than
discussing solely at a grade level.
Concern: Low parent involvement/negative public image.
Solution: Hold fun social activities such as spring picnics or fall festivals not related to academics. These
could serve as fundraisers and would encourage parents who are reluctant to attend academic events to
participate. Form staff/parent sports teams and join local leagues and/or organize school wide sports
tournaments (ex: kickball, softball, etc) after school or on weekends.
Concern: Scheduling needs to be more flexible, lack of input from teachers on scheduling.
Solution: SIT creates Title 1, recess, lunch, and specials schedule. Grade levels create schedule based
around those areas.
Data Observations
• AIG population- sluggish and inconsistent growth
made
• Science – no growth made
• Reading, Math, and Science data based on AMO
Target point to us having a White Subgroup not
making enough consistent growth
Buncombe County Schools
2014 – 2016 School Improvement Plan
School: Candler Elementary School
EVAAS Academic Growth*
Test/Subjects
2011 - 12
2012 - 13
2013 - 14
Index
Level
Index
Level
Index
Level
4th Math
0.8
Met
Growth
-3.8
Not met
-4.4
Not met
5th Math
1.1
Met
growth
0.8
Met
growth
-2.3
Met
growth
4th Reading
-1.6
Met
growth
-1.0
Met
growth
1.4
Met
growth
5th Reading
-1.6
Met
growth
2.3
Met
growth
1.1
Met
growth
-1.2
Not met
0.1
Met
Growth
-4.0
Not met
-3.26
Not met
3rd Math
6th Math
3th Reading
6th Reading
5th Science
School Accountability
Growth Level
Teacher Effectiveness Growth Level
2014 - 15
Index
Level
2015 - 16
Index
Level
Conclusions Reached From Data and Changes being made:
• Master Schedule-Title One has been taken out of our daily
Intervention Block, Fourth grade has 90 minutes of
uninterrupted ELA. Our Intervention Block now has the capacity
to give those students that require it a double dose of intensive
and explicit instruction in smaller group settings at each grade
level. It also allows for those students who require research
based enrichment activities at each grade level. This Intervention
Block also capitalizes on teacher strengths to provide the explicit
intervention or enrichment needed. Teacher assistant help is
being utilized during guided reading and intervention to allow for
more small group settings.
SMART Goal One
SIP Goal/Objective:To improve reading proficiency so that the white subgroup will meet the
AMO target of 65.2 by June 2015 as measured by EOG data.
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LLI INTERVENTION- focus is primarily at grades K-2. All K-1 teachers have been trained in LLI. Title One Lead teacher and 2
Certified Title One assistants are using LLI as an intervention tool for grades K-5, with double times scheduled for
Kindergarten and Second grade for LLI. One fifth grade teacher has been trained and is utilizing LLI to assist those students
closest to grade level in reading
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Professional Development- In reading- Junior Great Books Training-Shared Inquiry approach, Phonics/Word Training- All
staff, Regular Ed., EC, ESL, involved in developing highly aligned long range plans to improve student reading and writing. As
part of this training the each grade level with the help of EC and ESL are working to create a home component for word
work development. Paraprofessional training in Bloom’s Taxonomy and Higher level thinking stems for questioning,
training will also be provided in Writing about Reading
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Title One has planned three Parental Involvement activities devoted to explaining and providing activities for building
fluency and comprehension. Title One is providing parents with various websites that support reading for at home use. The
Read to Achieve Law and Fountas and Pinnell Reading ranges for each grade level have been explained. Title One has
partnered with ESL to hold at least two ESL Nights in which the focus is teaching parents strategies to use in building fluency
and comprehension. Other Parental Involvement activities will provide parents with Word Processing instruction
Monitoring Progress of all students with the following:
Common Assessments and PLC Focus on common vocabulary in standards and data of
each child to develop intervention for each student during Homeroom class and
intervention block
MCLASS AND PROGRESS MONITORING K-2 and Title One Lead with 4th and 5th grade
students that she serves. Title One Assistants utilizing DRA Word Analysis assessments 3
times a year to assist them in meeting student phonics and word need. Title One assistants
trained in using the continuum to plan lessons utilizing an LLI lesson plan format
Benchmark Assessments by Fourth and Fifth Grade teachers at least 4 times throughout
the school year in order to address student need
Students are writing about reading Writing leads to deeper understanding of concepts
SMART Goal Two
SIP Goal/Objective: To improve math proficiency so that the White subgroup
will increase from 51.0 to 63, the AMO TARGET, on the EOG for grades three
through five by June 2015.
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In Math- District Math Coach helping to train all staff using “Number Talks” and focus also on common
vocabulary that is aligned to standards. PLC training for new staff in K-4 and those who have not
received training
• Math instruction- focused on standards Not “teaching” investigations but utilizing it to meet the
standards at each grade level
• Professional Development- PLC training for teachers in K-4 new/have not yet received training, “Number
Talks”, SMART BOARD training, Consultation and assistance from District Curriculum Coach and District
Math Coach
Monitoring Progress all students with the following:
• Common Assessments and PLC Focus on common vocabulary in standards and data of each child to
develop intervention for each student during Homeroom class and intervention block
• Students are writing about math Writing leads to deeper understanding of concepts
SMART Goal Three
SIP Goal/Objective:
To improve the growth of every quintile in Science within the confidence interval by June 2015 as
measured by EOG data reported via EVAAS.
Science – since utilizing a TDR model approach did not lead to transfer of knowledge on Science EOG, our science
is becoming more hands-on and each grade level is truly team teaching. Each teacher is now teaching a
component of an overall topic, such as weather, in their grade level.
Students are writing about reading, math, science and social studies. Writing leads to deeper understanding of
concepts
Monitoring progress with the following:
Common Assessments and PLC Focus on common vocabulary in standards and data of each child to develop
intervention for each student during Homeroom class and intervention block
Students are writing about science Writing leads to deeper understanding of concepts
SMART Goal Four
SIP Goal/Objective:To increase satisfaction of parents and staff to 90% as measured by the Teacher Working
Conditions Survey by providing a safe, orderly and caring environment and promoting healthy responsible, highachieving students
• Train a team on Positive Behavior Intervention System (PBIS) 2014-15
• Continue daily use of the School Promise and ways to connect to the promise through the morning announcements and
classroom
• Award “Caught Keeping the Promise” tickets awarded to students modeling good behavior
• Award promise-keeping to classes with positive behavior in specials.
• Monitor daily bus behavior on morning announcements. Positive incentives are given to students for continuous good bus
behavior
• Adjust the master schedule so that so that all grade levels are dismissed from homerooms.
• Establish monthly meeting between the assistant principal and paraprofessionals to address concerns and to recognize
accomplishments
• Complete required safety drills according to schedule