Catherine Kolnaski Magnet School

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1 Catherine Kolnaski Magnet School CKMS Core Values & Beliefs The Catherine Kolnaski Magnet School is a collaborative learning community that promotes high achievement by integrating the arts and technology throughout the curriculum. CKMS supports the health and wellness of the whole child, facilitates family involvement, and strengthens community partnerships.

2 Review of Student Performance Data CKMS CMT Whole School Mathematics Reading Writing Science Whole School Whole School Whole School Whole School % Prof or Higher % Prof or Higher % Prof or Higher % Prof or Higher Summary of performance: A review of our whole school performance over three years shows the following trends: Performance in mathematics and writing show an upward trend, with percentage gains equal to district and state gains in the same time period Reading shows a downward trend Science shows a significant downward trend 71.4% students scored goal or higher on the Direct Assessment of Writing While the summary of scores indicates whole school performance, the best indicator of students academic growth is cohort performance Grade 5 cohort showed good performance gains in 3 years o 16% gain in mathematics goal or higher o Even growth in reading o 12% gain in writing goal or higher % of Grade 5 students increasing performance levels in one year o 32.8% in mathematics o 10.3% in reading o 28.3% in writing Grade 4 cohort (a looping cohort) showed significant performance gains o 22.8% gain in mathematics goal or higher o 10.4% gain in reading goal or higher o 8% gain in writing goal or higher % of Grade 4 students increasing performance levels in one year o 48% in mathematics o 23% in reading o 34.6% in writing o Vertical growth for grade 4 was 53 points (Groton=44, State=43) 2

3 100 CKMS CMT Subgroups % Proficient or Higher Math Math Math Math Math Math Reading Reading Reading Reading Reading Reading Whole School Fr & R Full Price Black Hispanic White Whole School Fr & R Full Price Black Hispanic White Most subgroups show upward trends in mathematics; Hispanic subgroup shows fluctuation All subgroups show downward trend in reading o Grade 3 has great fluctuation in subgroups (% proficient & higher) Free and Reduced: 49%, 58.5%, 36.5% Black: 39%, 73.3%, % Hispanic: %, 60%, 26% White: 78%, 64%, 54% o Grades 4 & 5 show more steady gains Trend shows achievement gaps between subgroups are significant and remaining steady During the school year, CKMS created a School Data Team (SDT) with representatives from all grade levels, intervention, pupil services and ELL. The SDT analyzed school data trends, identified needs, and developed a 3-year school improvement plan. Our School Improvement Plan has 3 goals: GOAL #1 (READING): The percentage of students receiving free and reduced meals who score goal and higher in reading will increase from 33% to 51% over a 3 year period as measured by CMT while accelerating student achievement for all subgroups at a rate comparable to our full price students. (2012 free and reduced students scoring goal or higher=32%) GOAL #2 (MATH): The percentage of students receiving free and reduced meals who score goal and higher in mathematics will increase from 35% to 51% over a 3 year period as measured by CMT while accelerating student achievement for all subgroups at a rate comparable to our full price students. (2012 free and reduced students scoring goal or higher=42%) GOAL #3 (CLIMATE): As one indicator of improved school climate, the percentage of students referred to administration for discipline will be reduced by percentage points over a 3 year period as measured by school discipline data. (referrals increased) 3

4 New and Ongoing Initiatives Catherine Kolnaski implemented several new initiatives in while supporting on-going initiatives. Many of the initiatives are common throughout the district; however CKMS has a few initiatives unique to our school. Curriculum Initiatives: Math Expressions in Grade K-5 2 nd full year of implementation, CKMS was a pilot site in 2010 Fundations in Grades K-2 1 st year of implementation, CKMS served as a district coaching site LEAD 21 in Grades st year of implementation DIBELS assessment in K-2 first year of full assessment MAP assessment in 3-5 first year of assessment 49 students received after school SES tutoring Scheduling and Planning Initiatives: 90 minute uninterrupted Language Arts blocks 60 minute uninterrupted Math blocks Common plan times for grade levels 4 days per week SRBI blocks for intervention and acceleration Intervention Meeting time to identify and target intervention needs of students Data Team Meeting time School Data Team Behavioral supports: PBIS 3 rd year of implementation Targeted focus of PBIS for Grades K-1 Implementation of Check In/Check Out Tier 2 intervention for behavior Core team trained in Olweus Anti-Bullying program for implementation in Added bus monitors to high impact busses School Improvement Initiatives: Two day training for all classroom teacher on Differentiated Instruction Two day training for all teachers on best instructional practices for English Language Learners Implementation of Math Masters in Grade 3-5 to improve math fluency Training of Literacy Paraprofessionals to provide targeted reinforcement of literacy skills in Grade 1 Tutors to provide acceleration for students, allowing classroom teachers to provide more small group instruction Increase in the number of looping classrooms. (School data shows significantly higher gains in looping groups) Magnet Activities: Parent training on literacy strategies offered at CKMS and at community sites HES satellite homework help, computer time, summer reading support, Kids Kitchen Sacks Arts Night including 0 Cups project Wellness Night Weekly exercise time Turkey Trot CKMS Fun Run highest participation to date Food Tastings grant to expand in

5 Outlook for CKMS will continue work on School Improvement Plan. School Data Team will meet regularly to monitor progress and adjust plan as needed. Review of School Performance Indicators and what that means for CKMS. Implementation of the Common Core. Implementation of Flexible Resource Room. Continue to provide professional development for staff focus on culturally relevant instruction. Continue to increase recognition of academic and behavioral achievements of our students. Continued focus on PBIS CKMS will continue its focus on refining PBIS to meet the needs of our student population. Tier 3 interventions will be explored. Implementation of Olweus Anti-Bullying Program. Create team to plan magnet support and enhancement. Increased focus on data teams and deconstruction of pre-assessments. Significant Challenges: Identified as racially out of balance. Redistricting for the school year will impact our families. Experienced large class sizes school-wide which was alleviated by moving Grade 5 to CC for one-year. We need to find a more permanent solution in order to meet our population s needs. Lack staffing needed to provide Tier 2 & Tier 3 interventions to all students identified in need. Free & Reduced Lunch population is 70% of enrollment (free lunch=67%) Increasing number of students entering Kindergarten without basic school readiness skills. High number of students need social skills support. 5