Transcript Elizabeth Pole Elementary School

School Improvement Plan
2012-2013
Tamera Avanzi
Principal
Tamika Jackson
Assistant Principal
Timika Sandridge
Instructional Facilitator
For questions and concern, email: [email protected]
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Our objective today is:
◦ I can read and understand Cordova
Elementary’s data.
◦ I can identify target groups and
attainable performance level goals.
◦ I can identify timelines for measuring
progress and attaining the goals.
◦ I can identify key strategies to achieve
2012-13 goals.
2010
RATE
2011
RATE
2012
RATE
2013
GOAL
2013
STRETCH
TARGET
57.2
52.8
61.3
63.7
65.17
2010 RATE
2011 RATE
2012 RATE
2013 GOAL
2013
STRETCH
TARGET
42.8
36.8
56.1
58.8
60.49
Focus-Where we are………..
Subject
Grade
B/BB
P/A
Students
Students
Number
2011
Rate
2012
Goal
2012
AMO
2012
Official
Results
RLA
3-5
194
217
411
52.8%
3%
55.8%
61.3
Math
3-5
259
151
410
36.8%
3.95%
40.75%
56.1
Math 3
3
62
67
129
51.9%
3.01%
54.91%
63
RLA 3
3
64
66
130
50.8%
3.1%
53.9%
52.2
2012-13 Achievement Targets- Where we need to go. We can do this, BUT HOW?
Subject+
Grade
No.
Tested
No. P+ A
% P+A
% Growth
Needed
Target
RLA
3-5
372
228
61.3
2.4%
63.7%
Math
3-5
372
209
56.1
2.7%
58.8%
Math 3
3
138
87
63%
2.3%
65.3%
RLA 3
3
138
72
52.2%
3.0%
55.2%
GAP CLOSURE TARGETS
Gap Type
Subject and
Grade
Level(s)
No. Tested
Subgroup
Current
Gap
Gap
Reduction
%
Gap
Target
Black/Hispanic/Native American 3-5 Math
vs. All Students
194
14.3
0.9
13.4
Black/Hispanic/Native American 3-5 Reading
vs. All Students
194
10.2
0.6
9.6
Economically Disadvantaged vs.
Non-ED
3-5 Math
164
28.5
1.8
26.7
Economically Disadvantaged vs.
Non-ED
3-5 Reading
164
33.2
2.1
31.1
Limited English Proficient vs.
Non-LEP
3-5 Math
10
27
1.7
25.3
Limited English Proficient vs.
Non-LEP
3-5 Reading
10
42.4
2.7
39.7
Students with Disabilities vs.
Non-SWD
3-5 Math
28
41.4
2.6
38.8
Students with Disabilities vs.
Non-SWD
3-5 Reading
28
35.3
2.2
33.1
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AREAS OF GREATEST PROGRESS IN READING/LANGAUGE ARTS
Proficient/Advanced
IMPROVEMENTS
Reading/Language Arts in grades 3-5
increased proficiency by 8.5% from
2011.
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RLA 4th grade: 14% gain
RLA 5th grade: 9% gain
Subgroups in RLA for grades 3-5:
ALL: 8.5% gain
White: 2.6% gain
Hispanic: 4.5% gain
Black: 12.8% gain
Asian: 15.5 % gain
ED: 7.7% gain
SWD: 18.3% gain
LEP: 20% gain
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AREAS OF GREATEST PROGRESS IN MATHEMATICS
Proficient/Advanced
IMPROVEMENTS
Mathematics in grades 3-5
increased proficiency by 19.3% from
2011.
Math 3rd grade: 10% gain
Math 4th grade: 20% gain
Math 5th grade: 24% gain
Subgroups in MATH for grades 3-5:
ALL: 19.3% gain
White: 19.7% gain
Hispanic: 15.9% gain
Black: 18.8% gain
Asian: 13.4% gain
ED: 20% gain
SWD: 10.9% gain
LEP: 30% gain
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AREAS OF GREATEST CHALLENGE
Although proficiency grades 3-5 in Reading
increased from 52.8% to 61.3% (an increase
of 8.5%), 3rd grade missed the Achievement
goal of 53.9% proficient/advanced by 1.7%.
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Although Cordova Elementary School met the
gap closures in Reading/Language Arts and
Math for each subgroup in grades 3-5 for the
2011-12 school year, we will continue to
focus on closing the gap in the following
subgroups:
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Students in grades 3-5 math classes
made 19% gains. These gains may be
attributed to the following: 1) Targeted
math students were selected for math
intervention sessions. 2) Saturday
tutoring services were offered to
students who needed additional
assistance in Math. 3) Teachers received
professional development in
Mathematics- Calculator training. 4)
Students received tutorials on how to
use calculators on assignments.
Common planning times for
Grades 3, 4, and 5 were allowed for
high quality PLC meetings. Teachers
were able to discuss lesson
planning, assessments, student
progress and develop a plan of action
for intervening.
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The new TEM Evaluation Model
promoted increased rigor in everyday
instruction. It also helped the
administration focus on areas in need
of improvement.
Teachers in grades 3, 4 and 5 meet
regularly to review and track results of
common assessments, benchmark tests
and class work to build both
remediation and enrichment activities
for all students.
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Closing the gap in 3 subgroups-SWD,
ELL, and Economically Disadvantaged
was the greatest area of challenge for
this past school year. We needed
additional professional development
centered around differentiating
instruction in Math and Reading.
Teachers will have to adjust to the new
State Standards and the revised TEM
Evaluation Model. During this transition
period, some teachers will struggle to
meet the new framework.
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Focusing on the needs of students in
grades 3-5 Math results from the
previous school year was another
challenge. These challenges may be
attributed to the following: 1) The
implementation of Common Core State
Standards. 2) Constructed Response
Testing in Math –Third grade teachers
had to prepare students for the new
assessment technique as well as
equipping students with the necessary
skills for the current TCAP
Assessment.3) Using TVAAS scores to
select teachers who were most qualified
to teach 4th and 5th grade Math.
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Cordova Elementary School students’ RLA
proficiency scores on the TCAP test for
grades 3-5 (All Subgroups) will increase from
61.3% to 63.7% in 2012-13 school year.
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Cordova Elementary School
students’ mathematics
proficiency scores on the
TCAP test for grades 3-5
(All Subgroups) will increase
from 56.1% to
58.8% in 2012-13 school
year.
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Cordova Elementary School students’ RLA
proficiency scores on the TCAP test for 3rd
grade (All Subgroups) will increase from
52.2% to 54.5% in 2012-13 school year.
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Cordova Elementary
School students’
mathematics
proficiency scores on
the TCAP test for 3rd
grade (All Subgroups)
will increase from 63%
to 65.3% in 2012-13
school year.
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Cordova Elementary School will close the gap for students in
the following subgroups listed below:
Cordova Elementary School will close the gap for students in the
Black/Hispanic/Native American subgroup by 0.9% in Math and 0.6% in
Reading/Language Arts as measured by the 2012 TCAP Achievement Test.
Cordova Elementary School will close the gap for students in the
Economically Disadvantaged subgroup by 1.8% in Math and 2.1% in
Reading/Language Arts as measured by the 2012 TCAP Achievement Test.
Cordova Elementary will close the gap for students in the ELL subgroup by
1.7% in Math and 2.7% in Reading/Language Arts as measured by the 2012
TCAP Achievement Test.
Cordova Elementary School will close the gap for students in the SWD
subgroup by 2.6% in Math and 2.2% in Reading/Language Arts as measured
by the 2012 TCAP Achievement Test.
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Cordova Elementary School students
will continue to meet or exceed MCS
attendance goal of 95%.
100% of all teachers at Cordova
Elementary School are Highly Qualified.
We will continue implementing
strategies to attract Highly Qualified
teachers by providing support by
Instructional Leaders and Mentoring
Programs for new teachers.
Cordova Elementary School will
continue implementing strategies to
increase parental involvement by
providing Parent Meetings and
Trainings, Open House Events, Family
Nights, and Curriculum Activities.
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Actions
Continue to work closely as
PLC teams to focus on high
quality instruction. Use
common and formative
assessments to identify areas
of need and use intervention
time to address those needs.
Increase instructional and
intervention time for ELL and
SPED Students. ELL and SPED
teacher will provide additional
support for students in regular
classroom setting to address
individualized skill deficits.
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Work closely with District
Reading/Math Coaches to assist
our teachers in implementing new
State Standards and instructional
strategies best designed to
increase student achievement.
Target 4th and 5th grade students
who scored Basic or Below Basic on
either Math or Reading on last
year’s TCAP and schedule them for
intervention time to address
deficiencies.
Target 3rd grade students who
scored below the 50th percentile
on the Stanford 10 on either Math
or Reading for intervention time to
address deficiencies.
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CES will continue to implement K5 weekly PLC collaborative
meetings/ staff development
sessions; with a focus on data
analysis and data driven
instruction.
CES will provide Professional
Development focusing on Research
Based strategies, Best Practices,
Brain Based Learning and the new
Common Core State Standards.
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Provide Before-During- After
School tutoring for students who
have been identified as needing
assistance.
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Focus more on using high quality
non-fiction and informational text
materials in the classroom.
Continue tracking and monitoring
common/formative assessments
used throughout the year to
increase student achievement.
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Continued implementation of the
following: Headpsrout ( K-2),
Headsprout Comprehension (Grade
3), Reading PLUS (grades 4-5)
Stanford Math (Grades1-5),
Aimsweb (gradesK-5), including
weekly and bi-weekly Progress
Monitoring in a timely response to
students at-risk.
3rd-5th grade ELL instructional
time will increase from 30 to 60
minutes daily to focus more on
individualized skill deficits.
CES will offer a variety of parent
trainings, parent resources,
volunteer opportunities, and family
events which focus on common
core standards
striving to increase parent
attendance and participation.
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Professional Development
throughout the year.
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Common Core Training-Math and Reading
Responsive Classroom
ReadingPlus
Headsprout
Differentiate Instructions
Folio Writing
Grade Level PLC Meetings- throughout the
entire year.
Grade levels will meet weekly to plan lessons,
analyze assessments, and develop
intervention plans for enrichment and
remediation.
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Administer benchmark
assessments
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Aimsweb
Folio Writing
Discovery Assessments A,B,C
Constructed Responsive Assessments
STAR Reading
STAR Math
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