Principal: Dr. Mark Woodby

Principal: Dr. Mark Woodby

• State Report Card data from June. • Increasing academic scores in Math and

Reading for all students.• Increasing academic scores in Math and

Reading for economically disadvantaged and African American students.

• Addressing 3rd grade reading guarantee.• Number of students on RIMPS.

What are the challenges we face in Teaching and Learning?

OAA Math Results June 2013

OAA Math Results June 2013

2012-2013

OAA Reading Results June 2013

2009 - 2010

2010 - 2011

2011 - 2012

2012-2013

OAA Reading Results June 2013

September/October 1. Update/revise Academic Watch notebooks/folders by grade level. Please include the following

information: Mid-Period Progress Report, Reading Intervention Plan, Title 1 List/Title 1 Progress Report, Parent/Teacher Conference write-up, on/off track diagnostic assessments, STAR, OAA results, IAT meeting minutes, CompassLearning, Kindergarten Screening, Terra Nova, Inview, Report Card, attendance

2. Discuss Academic Watch Program at Staff Meeting. 3. Conduct individual meetings with teachers to review academic needs of each child on the Academic Watch

list. 4. Teachers develop target goals and interventions related to performance. 5. Provide parents with a letter explaining the Academic Watch program. 6. Data collection and the development of interventions occur. Intervention Assistance Team involvement for

review of each AW child. November/December/January/February 1. Interventions are in place and diagnostic information is gathered. 2. Parent/Teacher Conferences take place and specific performance and intervention targets are shared with

parents. 3. A second meeting between the principal and teacher takes place following Parent/Teacher Conferences.

Progress is reviewed. Note: At this point, if a child is to be brought to the Intervention Assistance Team, materials and timelines are in place and ready for presentation to the Intervention Assistance Team.

4. Letter home to parents indicating continued need for intervention or removal from Academic Watch list. 5. Update/revise Academic Watch notebooks/folders by grade level. 6. Parents are notified by a letter from the principal that their child is being monitored and placed on the

Academic Watch list. The intent of this letter is to increase parent awareness and involvement. March/April 1. Interventions remain in place and diagnostic data collection continues. 2. Second Parent/Teacher Conferences take place and results from interventions are shared with parents. 3. There is a third meeting between the principal and teacher to review results from the second

Parent/Teacher Conferences. Goals are addressed and adjusted if necessary. 4. A final letter is sent to parents from the principal. This letter references Academic Watch and

Parent/Teacher Conferences. Specific areas for summer remediation and summer school are provided. 5. Update/revised Academic Watch information by teacher and grade level. 6. Procedures for the month of May/June repeat following meetings. AW timeline processes are adjusted as

needed. May/June 1. Review all students’ diagnostic performance results and item analysis by teacher by grade level. 2. Review Report Card, Title 1 report, class placement roster recommendations from sending teachers, and

AW list and make final revisions to start the new school year.

Teaching and Learning Challenge: Identifying the academic needs of all students

September/October 1. Update/revise Academic Watch notebooks/folders by grade level. Please include the following

information: Mid-Period Progress Report, Reading Intervention Plan, Title 1 List/Title 1 Progress Report, Parent/Teacher Conference write-up, on/off track diagnostic assessments, OAA results, IAT meeting minutes, Compass Learning, Kindergarten Screening, Terra Nova, Inview, Report Card, attendance

2. Discuss Academic Watch Program at Staff Meeting. 3. Conduct individual meetings with teachers to review academic needs of each child on the Academic Watch

list. 4. Teachers develop target goals and interventions related to performance. 5. Provide parents with a letter explaining the Academic Watch program. 6. Data collection and the development of interventions occur. Intervention Assistance Team involvement for

review of each AW child. November/December/January/February 1. Interventions are in place and diagnostic information is gathered. 2. Parent/Teacher Conferences take place and specific performance and intervention targets are shared with

parents. 3. A second meeting between the principal and teacher takes place following Parent/Teacher Conferences.

Progress is reviewed. Note: At this point, if a child is to be brought to the Intervention Assistance Team, materials and timelines are in place and ready for presentation to the Intervention Assistance Team.

4. Letter home to parents indicating continued need for intervention or removal from Academic Watch list. 5. Update/revise Academic Watch notebooks/folders by grade level. 6. Parents are notified by a letter from the principal that their child is being monitored and placed on the

Academic Watch list. The intent of this letter is to increase parent awareness and involvement. March/April 1. Interventions remain in place and diagnostic data collection continues. 2. Second Parent/Teacher Conferences take place and results from interventions are shared with parents. 3. There is a third meeting between the principal and teacher to review results from the second

Parent/Teacher Conferences. Goals are addressed and adjusted if necessary. 4. A final letter is sent to parents from the principal. This letter references Academic Watch and

Parent/Teacher Conferences. Specific areas for summer remediation and summer school are provided. 5. Update/revised Academic Watch information by teacher and grade level. 6. Procedures for the month of May/June repeat following meetings. AW timeline processes are adjusted as

needed. May/June 1. Review all students’ diagnostic performance results and item analysis by teacher by grade level. 2. Review Report Card, Title 1 report, class placement roster recommendations from sending teachers, and

AW list and make final revisions to start the new school year.

Teaching and Learning Challenge: Identifying the academic needs of all students

Teaching and Learning : Goal 2: The SEL Schools will achieve annual increases in student growth through monitoring, responding, reporting/sharing

instructional data with all stakeholders.













What we plan to achieve in ReadingGrade Baseline Data All Students Baseline Data A.A. Subgroup

Grade 1 All Students-SS Fall 675 (Early Lit.) AA Students-SS Fall 660 (Early Lit.)

Grade 2 All Students-SS Fall 218 (STAR Rdg) AA Students-SS Fall 205 (STAR Rdg)

Grade 3 All Students-SS Fall 321 (STAR Rdg) AA Students-SS Fall 303 (STAR Rdg)

Grade Growth Target All Students

Growth Target A.A. Subgroup

Grade 1 SS Spring 181 (STAR Reading) SS Spring 150 (STAR Reading)



What we plan to achieve in MathGrade Baseline Data All Students Baseline Data A.A. Subgroup

Grade 1 All Students-SS Fall 311 AA Students-SS Fall 301



Grade Growth Target All Students

Growth Target A.A. Subgroup

Grade 1 SS Spring 421 (STAR Math) SS Spring 390 (STAR Math)



Teaching and Learning : Increasing academic scores in math and reading for all students

Kindergarten•Kindergarten teachers have created three differentiated center groups using STAR Early Literacy assessment and classroom data. The groups are color coded purple, green and blue. The groups are also flexible so they can change when necessary. •Center Activities: CVC words, beginning sounds, letters, sequencing, rhyming, counting syllables, sight words.

•Students who are struggling receive extra assistance through small-group instruction from our Intervention Specialist and church volunteers.


First Grade •Students are divided into three groups according to STAR data and participate in reading groups Monday-Thursday for 50 minutes.

•While in reading groups, students work on leveled readers, phonics, and writing.

•The “approaching” reading group works on comprehension, oral reading, vocabulary, sight words, and phonics.

•In January, students will be divided into leveled math groups and switch classrooms one day per week.

•Students who are struggling receive support provided by a Title I teacher, Title I tutor, and volunteers who are given activities designed to help with weaknesses (determined by STAR assessments).

Teaching and Learning: Increasing academic scores in math and reading for all students

Second Grade•The students are divided daily into instructional groups according to STAR data for reading and math.

•The students work in their instructional groups twice per day -- Reading in the morning and Math in the afternoon. Title I teachers, Title I tutors, Intervention Specialists, and Intervention Assistants help with instruction.

•Title I tutors work with children in small groups in both Reading and Math.


Third GradeThird Grade made curriculum interventions and enrichment changes to the daily schedule. These changes are made due to TBT planning, analysis of STAR data, and OAA Reading results. These best practices include, but are not limited to:

ENRICHMENT•Weekly enrichment lessons in the areas of Science and Social Studies. These activities are cross-curricular with our Language Arts curriculum.

•Weekly Reading Club, supervised by Mrs. Kent, one of our building volunteers. Students have in-depth discussions about a literature selection and complete skill-based reading comprehension enrichment activities.


Third GradeDuring our Third Grade Intervention Block, students who need additional support in the Language Arts curriculum are in a center-based environment. Targeted skills include reading in the content area, writing, and vocabulary development.

INTERVENTION•Title I tutors work with children in small groups the areas of Reading and Math. •We have implemented a 90-minute block of intervention in which students rotate among three teachers to work in the areas of writing, reading and phonics. These groups consist of 15 students each.•Differentiated lessons are based on STAR reports and are aligned with Common Core Standards in Language Arts and Math.

Goal #2Communications &

PartnershipsThe district will create meaningful

partnerships with various segments of the community.

Communications and Partnerships

Bethany Church VolunteersWe will create meaningful partnerships with various segments of the community.


Cathy Stang - First Books

Since February 2013, the Mayfield United Methodist Church has paid $2,500 in shipping for books. This

generous donation has brought 5,518 NEW books into the hands

of our students.

We will create meaningful partnerships with various segments of the community.


Adrian Scholars and Rubies

• Annual food drive which feeds the families of Adrian

• Bags of personal care items created for the City Mission

• Visit from Notre Dame College football team

We will create meaningful partnerships with various segments of the community.


Parent MeetingsWe will create meaningful partnerships with various segments of the community.

Mrs. Carlson hosted Parent Coffees to meet with parents, talk about relevant parenting topics, share her role at Adrian, answer questions, and

provide resources as needed.

• Thursday, September 26, Week One – Connecting to School

• Thursday, October 3, Week Two – Social Skills/Words of the Month

• Thursday, October 10, Week Three – Child Development/ Parenting Conversations

• Thursday, October 17, Week Four – The Important Role of Fathers

• Thursday, October 24, Week Five – ADHD/Strategies for Learning

• Thursday, October 31, Week Six – Grief and Loss- What parents should know


Other Community ProjectsWe will create meaningful partnerships with various segments of the community.

• This year, Adrian has partnered with Bellefaire, which provides school-based counseling services for qualifying students and families.

• Velocity Church has adopted approximately 25 families to provide

children with holiday presents.

• Bethany Covenant Church has sponsored a monthly food bag program, providing 20 grocery bags of food to 20 Adrian families.

• The Mayfield United Methodist Church will provide food bags to all students the day before Winter Break.

• The Busy Hands of South Euclid donated four bags full of hand knitted hats, scarves and mittens.

-Chike AkuaEducator and Author

“When the purpose and vision are clear,

instructional insight will appear.”

Documents

Principal: Dr. Mark Woodby