Claude Chester Elementary School

Transcription

1 2012 Executive Summary Claude Chester Elementary School Where Possibilities Are Endless! Quote was created by the CC Grade 5 Student Leadership Team

2 CMT 2012 Whole School with Sub Groups At or Above Proficiency Math Reading Writing Science Total White F/R Summary: Highlights for School Year: Grade 3 increased 33.2% in Math from 2010 to 2012 (Grade 3 in 2010; Grade 3 in 2011; Grade 3 in 2012) 32.3% of the Grade 5 students scored Advanced in Math on the 2012 CMT. This is a 13.7% increase from (Grade 5 in 2010; Grade 5 in 2011; Grade 5 in 2012) Students in grades 4 and 5 maintained above an 80% proficiency in math for the last two years. Grade 3 increased 27.9% in reading from 2011 to Grade 3 increased 27.7% in writing from 2010 to % of all students in grades 3, 4, and 5 reached goal on the 2012 Direct Assessment of Writing. Subgroups increased o The Free and Reduced Lunch sub group makes up 59% of the students at CC who took the 2012 CMTs. In Math, this sub group increased 5% At or Above Proficiency from the 2011 CMT and in Reading this sub group increased 3% from 2011 CMT. o The White sub group makes up 46% of the students at CC who took the 2012 CMTs. In Math, this group increased 8% At or Above Proficiency from the 2011 CMT and in Reading this group increased 8% from the 2011 CMT. Cohort percentages increased significantly over three years. Following the same group of students from Grade 3 in 2010 to Grade 5 in 2012, the students increased 38% in math; increased 19% in Reading; and increased 30% in Writing. 1

3 Summary(continued) The Claude Chester School Data Team (SDT) wrote a three year School Improvement Plan (SIP) that mirrors the District Improvement Plan. At monthly meetings, the CC SDT is constantly monitoring the SIP as a working document to help drive various professional development offerings, school events, and school goals. The CC SIP is posted on the CC web site and is updated after each monthly SDT meeting. The Math and Reading Goals on the CC School Improvement Plan are measured by the number of students who are At or Above Goal. The School Improvement Plan Goals are as follows: o Reading Goal - Increase the percent of students reading at goal for K-5 students receiving free and reduced lunch by a minimum of 15% over a three year span as measured by the CMTs and district assessments while accelerating student achievement for all subgroups. (Students increased 7% as measured on the 2012 CMTs.) o Math Goal- Increase the percent of students at goal in math for K-5 students receiving free and reduced lunch by a minimum of 20% over a three year span as measured by the CMTs and district assessments while accelerating student achievement for all subgroups. (Students increased 3% as measured on the 2012 CMTs.) o Climate Goal- Ensure a safe and secure learning environment where all members are respected by decreasing the number of office referrals by 50%. There were 483 (99Majors and 384 Minors) discipline referrals for the school year. Claude Chester School is in year 4 of the Positive Behavior Intervention Support (PBIS) implementation. (At the end of the , CC had 350 Office Referrals. 2

4 Summary(continued) The PBIS Team meets monthly to review behavioral data to plan booster activities to support school-wide behavioral expectations. The minutes from the PBIS team are reported to the SDT when working on the Climate Goal. The following outlines how CC has been meeting or exceeding the set goals. Claude Chester: Provided accelerated interventions for all students with a targeted focus during the SRBI block 5 days a week. The Intervention Team met weekly to review, monitor, and adjust student goals and progress monitoring. Implemented Lead 21 in grades 3, 4, and 5 and piloted in grade 2 during the school year. Grade 2 will continue to use Lead 21 this school year. Lead 21 is a rigorous reading program directly aligned to the Common Core State Standards. Used Flexible Grouping in math for Grades 3, 4, and 5. (A method of grouping students based upon data and goals.) Conducted Internal Rounds (Instructional Rounds within the building) to focus upon Reader s Workshop. The results/next steps from Internal Rounds will be used this school year. Provided training in DIBELS Lead 21, and Lexia and was a Fundations Coaching site for teachers in grades K, 1, and 2. Provided time for Instructional Data Team meetings to meet weekly. Started a Math Masters incentive for students to increase Math fluency. We held monthly celebrations for students and parents. Provided ongoing job embedded professional development in Math from our Math Interventionist specific to the technology components of Math Expressions. Issued the second annual CMT Success Tickets during the CMT testing window to all students who demonstrated good study habits. Started a Principal of the Day incentive based upon teacher recommendations. We had 7 Principals of the Day last year. Held a Family Fun and Fitness Night and a literacy event for families. Started a running club for girls in Grades 3, 4, 5 called Run Like a Girl. Provided mentors for students through Big Brother Big Sister and continued to provide adult mentors for students. Continued giving positive office referrals called, You Deserve a Shout-Out. 3

5 Summary (continued) Started a Student Leadership Team (SLT) for students in Grade 5. The SLT served as active, positive role models and acted as school ambassadors for other students. Began Workout Wednesday on Morning Announcements. Held 3 successful booster activities for students to continue working on appropriate school-wide behaviors through PBIS. Continued to implement a Tier 2 Check-in/check-out strategy for behaviors. {All of the above will continue at Claude Chester during the school year.} Outlook for the Year The CC SDT will continue to meet monthly to monitor the CC SIP. In our June 2012 SDT meeting, the Team determined our focus for summer work as well as for next steps this fall. This past summer teachers read Teaching with Poverty in Mind by Eric Jensen as a schoolwide read to help target our free and reduced lunch population. As a result from our book study, we determined that we will start after school programs and add more physical movement into lessons. Based upon observable data from the CC Internal Rounds held in the spring of 2012, the SDT determined that teachers need to add three focus components to every lesson. The focus components are: Engagement, Checking for Understanding, Timely Feedback. We will conduct another Internal Rounds this fall. The focus will be upon how feedback is given to students. The SDT also created a Student Contract to help CC students take responsibility as learners both academically and behaviorally. This year CC will pilot Treasures Reading Program in Grades K and 1. CC will introduce ipads into small group lessons at all tiers of instruction. Grade 2 will begin using Flexible Groups in Math. The SDT will be reviewing the current School Performance Indicators (SPI) including the newly added sub groups of Students with Disabilities and Hispanic to set specific, targeted goals. SPI Performance Target for CC in : School 68.5%; Students with Disabilities 42.9%; Eligible for Free and Reduce Lunch 64.7%; Hispanic 64%. 4

6 Challenges at CC during the Added 5 th grade: o Having approximately 70 fifth grade students added to CC without additional support personnel will poise difficulty in meeting all of the needs of those students who require Tier 2 or Tier 3 support. We created two teams of Grade 5 students in order provide separate SRBI blocks everyday; however, by doing so it has left no additional time for the current Interventionists to increase Tier 3 instruction for students who require additional support beyond the scheduled 40 minutes. The recommended time provided for Tier 3 interventions is 60 minutes a day or two 30 minute intervals. In the past we have been creative in successfully being able to layer on an additional minutes for those students who require it. This year we do not have any time within the schedule to allow our Interventionist to provide additional support. A possible solution would be to add a one year certified long-term substitute teacher specializing in reading or a certified teacher serving as a tutor specializing in reading in order to provide that necessary support. o Holding after school events will be challenging both within the building and in our parking lot. We will need to have an alternate setting for school concerts (grades 3, 4, and 5) because our gym/cafeteria is not large enough for all of the families to safely attend. o The parking lot at large has been a safety issue for many years. The design of the parking lot does create issues for parent drop-off and pick-up. Parents often double park or park in the no parking zones which causes a delay in getting buses in and out of the lot. In addition, there are not enough spaces for teachers to park in the designated area. Itinerant teachers who come to CC during the day or if a teacher or administrator leaves goes to a meeting during the day, it is difficult to find a space upon return. 5