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Reading and Math ER Innovation Showcase October 29, 2012 Celeste Henkel Elementary. Emergency Room? At an elementary school?. Learning Targets Getting staff buy in to make necessary changes How to use assessments to determine overall school needs and individual student needs - PowerPoint PPT Presentation
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Reading and Math ERInnovation Showcase
October 29, 2012Celeste Henkel Elementary
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Emergency Room?
At an
elementary
school?
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Learning Targets• Getting staff buy in to make necessary changes• How to use assessments to determine overall
school needs and individual student needs• Scheduling to provide needed time for CORE
and Interventions• CORE changes and Interventions utilized• Lessons from our teachers / staff
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Celeste Henkel Demographics• Kindergarten – 5th Grade 590 students• 70% free/reduce lunch• Sub-groups: EC, low socio-economic• 78% Caucasian; 12.5% African- American;
6.11% Hispanic; 2.97% Asian; .33% other • Blue collar workers• Both parents work/single parent homes
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Celeste Henkel EOG % Proficiency Reading, Math and Science
66.8
85.4
57.1
67.1
83.7
72.873.6
8784
0
10
20
30
40
50
60
70
80
90
100
Reading Overall Math Overall Science Overall
2008-2009 2009-2010 2010-2011
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Year AYP Status # Targets Met
Growth Status
School Status
2003-2004 Met 17 out of 17 Expected Distinction
2004-2005 Met 17 out of 17 Expected Distinction
2005-2006 Did Not 15 out of 17 No Growth No Status
2006-2007 Did Not 15 out of 17 No Growth No Status
2007-2008 Did Not 11 out of 13 Expected Progress
2008-2009 Did Not 16 out of 17 Expected Progress
Time to Give the Paddles! CLEAR!!!!
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Year AYP Status # Targets Met
Growth Status
School Status
2009-2010 Met 17 out of 17 Expected Progress
2010-2011 Met 17 out of 17 High Distinction
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Staff Buy In for Change
“Change of Practices”• Always start with the data, What does it tell us? • Why the data is what it is, Root causes?• What do we have control of?• What is our focus? – Smarter not Harder• Putting the Plan into Action with All Hands on
Deck approach
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Scheduling
“Treatment Plan”• Time for uninterrupted CORE Reading 120 min.
and Math 60 min.• Intervention / Enrichment block for Reading and
Math 45 min.• Feedback given from staff• Times are PROTECTED!!!!• See School Schedule (Handout #1)
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Use of Assessments“Checkup”
EOG – Gives the overall picture for school / grade levelsPredictive Assessments – Created by the district gives a
comparison / grade level needsCFA – Created by grade levels based on semester
objectives – measures growth across the semester. Answers: What do they already know? What do they still need to learn?
Progress Monitoring – Weekly assessments based on students gaps for the Tier 1 and 2 “At risk students” AIMS Fluency Assessment
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CORE Focus
“Alignment of Best Practices”
• Focus on Essentials – Grade Level Example
• Guided Reading / Balanced Literacy
• Math focus on the “why”
• Inclusion for EC in grades 2-5 with the use of co-teaching
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Clear Expectations
“Continued Building Alignment”• Positive Behavior Intervention Support• Clear expectations throughout the building
(classroom, hallway, bathrooms, cafeteria, car rider line,etc.)
• Focus on being proactive rather than reactive• School Matrix Example (Handout #2)• 472 ODRS in 2008-2009, 110 2011-2012
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At Risk List
“Who do we need to focus on?”
• Given to teachers the 1st day back from summer break – Planning from day 1!
• In order from lowest to highest
• Based on proficiency and growth
• Example
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Interventions / Enrichment“The diagnosis and prescription”
Reading• Researched Based• Reading Mastery and Corrective Reading• Fluency Focus• Strategies implemented for advanced students • Groups are flexible with continuous movement
based on data
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Interventions / Enrichment
“The diagnosis and prescription”
Math
• Strategies implemented for advanced students
• V Math
• Groups are flexible with continuous movement based on data
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Video Examples
1st Grade Intervention
3rd Grade Intervention
5th Grade Intervention and Enrichment
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Use of All Staff for Success
“Code Blue”
• Teacher Assistants
• Enhancement Teachers
• Leadership Team
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Parental Involvement“It takes a village”
• Open House Presentations
• Student Led Conferencing
• Tier 1 and Tier 2 Paperwork
• Volunteer focus on working with students
• Common Core Literacy Night
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Student Example
“Process” (Handout #5)• All students are assessed in Reading and Math
to determine “on level” or “not on level”• Students who are not “on level” are given further
assessments to determine gap areas• Tier 1 Paperwork (took the place of Student
Support Plan) is completed with parent
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Student Example
“Process”
Student is given prescribed interventions based on gaps
Student is assessed “progress monitored” weekly to measure growth
If the student is progressing they keep going with the interventions
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Student Example “Process”
• If the student is not progressing they are moved to Tier 2 where they are given more intensive interventions
• These interventions are provided by the grade level team
• Student is continued to be progress monitored weekly to measure growth
• Possibility of moving to Tier 3 / Assistance Team if there is still limited to no growth
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Lessons from our Teachers
• Our students rather than my students
• Make adjustments as needed
• Continued ongoing training and always learning
• Every adult in the building is responsible for the success of our students
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Questions?
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• Jonathan Ribbeck – [email protected]
• Susan Stevenson – [email protected]
• Jennifer Myers – 1st [email protected]
• Sarah Wojcio – 3rd [email protected]
