Achieving School Improvement Achieving School Improvement with the Three R’s:with the Three R’s:
Rigor, Relevance, and Rigor, Relevance, and RelationshipsRelationships
Elms Road ElementaryElms Road ElementarySwartz Creek Community SchoolsSwartz Creek Community Schools
2010-20112010-2011
Elms Road Elementary School Elms Road Elementary School Mission StatementMission Statement
At Elms Road Elementary we will commit At Elms Road Elementary we will commit ourselves to learning and respecting ourselves to learning and respecting others. Everyone will be responsible, safe others. Everyone will be responsible, safe and kind.and kind.
C ommit to LearningC ommit to LearningR especting OthersR especting OthersE veryone Is ResponsibleE veryone Is ResponsibleE veryone is SafeE veryone is SafeK indness CountsK indness Counts
Vision StatementVision StatementThe Elms Road Elementary Staff is dedicated to educating all The Elms Road Elementary Staff is dedicated to educating all
children in a positive learning environment to achieve lifelong children in a positive learning environment to achieve lifelong success. The educational staff will provide an atmosphere success. The educational staff will provide an atmosphere which fosters a love of learning while promoting children’s which fosters a love of learning while promoting children’s increased self-esteem, self-respect and mutual respect of increased self-esteem, self-respect and mutual respect of others. While promoting a clean, safe, and healthy others. While promoting a clean, safe, and healthy environment for all to enjoy, the employees will provide the environment for all to enjoy, the employees will provide the tools for students to become productive, responsible citizens.tools for students to become productive, responsible citizens.
The educational team strives to address each student’s The educational team strives to address each student’s individual learning style through differentiated instruction and individual learning style through differentiated instruction and curriculum.curriculum.The staff promptly addresses concerns of students and The staff promptly addresses concerns of students and parents.parents.The employees encourage and foster open communications The employees encourage and foster open communications between school and home.between school and home.
Educational Beliefs Educational Beliefs
Learning is our highest priority.Learning is our highest priority.Each child has worth and is capable of Each child has worth and is capable of learning at higher levels.learning at higher levels.Family and community involvement is Family and community involvement is essential for student learning.essential for student learning.Diversity is considered a strength.Diversity is considered a strength.Education is a life-long process.Education is a life-long process.Teachers are committed to prepare Teachers are committed to prepare students for success in the 21students for success in the 21stst century. century.Each child has a right to a quality education.Each child has a right to a quality education.
DemographicsDemographicsSwartz Creek CitySwartz Creek City
Population: 5,100Population: 5,100
96 % Caucasian96 % Caucasian
1% African-American1% African-American
3% Native American, Asian and other races3% Native American, Asian and other races
Elms Road ElementaryElms Road Elementary
K-5 Building Population: 412K-5 Building Population: 412
80% Caucasian80% Caucasian
14% African-American14% African-American
6% Native American, Asian, and other races6% Native American, Asian, and other races
2% of Elms Road Elementary students are from non-English speaking 2% of Elms Road Elementary students are from non-English speaking homes homes
47% Free and Reduced Lunch rate47% Free and Reduced Lunch rate
2008-2009 Targeted Title I School2008-2009 Targeted Title I School
2009-2010 Schoolwide Title I School2009-2010 Schoolwide Title I School
2010-2011 Schoolwide Title I School2010-2011 Schoolwide Title I School
Enrollment DataEnrollment DataSpring 2006
Spring 2007
Spring 2008
Spring 2009
Spring 2010
Kindergarten
85 71 87 63 70
Contained Special Ed
12 0 0 0 0
1 80 92 80 75 64
2 74 87 88 70 67
3 78 80 74 85 59
4 75 83 86 72 87
5 79 77 88 76 57
Total 483 490 503 441 404 (-37)
Percent of Students Percent of Students Receiving Free or Reduced Receiving Free or Reduced
LunchLunch
0
10
20
30
40
50
60
2006-2007 2007-2008 2008-2009 2009-2010
Differentiated Instruction Specialist Differentiated Instruction Specialist ModelModel
Work with studentsWork with students– Push in intervention groupsPush in intervention groups– Ketchup roomKetchup room– Response to Intervention groups: 90:30:30Response to Intervention groups: 90:30:30Model instruction/provide coverage while Model instruction/provide coverage while staff observe peersstaff observe peersResource gatheringResource gatheringProfessional development for staffProfessional development for staffSupport for staffSupport for staffChild studiesChild studiesData analysisData analysisResearch of best practicesResearch of best practices
““If special education is the only significant If special education is the only significant intervention tool available in a school, it is intervention tool available in a school, it is inevitable that the school will come to rely inevitable that the school will come to rely upon that intervention too frequently. A upon that intervention too frequently. A school with a multi-step system of school with a multi-step system of interventions arms itself with a variety of interventions arms itself with a variety of tools for meeting the needs of its students tools for meeting the needs of its students and thus is more likely to find the and thus is more likely to find the appropriate strategy”appropriate strategy”
- - Taken fromTaken from Whatever it takes: How a professional learning community responds when kids don’t learn
Classroom Intervention Plan
Ketchup Lunch
Response to Intervention90:30:30
Child Study
After School and Before School Tutoring
Final Child Study
Special Education Evaluation
Response to Intervention Model- Criteria
90 Minute ELA
•90 minute uninterrupted English Language Arts block all grade levels
•30 minute additional ELA intervention all students
•30 minute direct instruction intervention for all Special Education students-implementation Fall 2010
•DRA/MLPP
•Report Cards
•Teacher Referral
•DIBELS
Grades 1,2,3,4,5
Incomplete assignments
Fast Forward
AM//PM Tutoring
On-site Tutoring
Tier Review
Classroom Interventions
Parent Phone Calls (logged)
Child Study Team
Behavior Plan- Parents, Teacher/Student Success Coordinator
Quiet Lunch By Referral Only
Zero Tolerance Suspension
IndefiniteSuspension
Expulsion
Positive Behavior Support Pyramid
MEAP Reading TotalsMEAP Reading Totals
2005 2005 2006 2006 20072007 20082008 20092009
33rdrd 9090 9696 8787 8383 8888
44thth 9595 9090 8686 8585 8888
55thth 9191 9292 8484 8686 9393
Reading GoalReading Goal
Elms Road Elementary students will Elms Road Elementary students will increase their MEAP scores by 3% on increase their MEAP scores by 3% on the reading portion of the 2010-2011 the reading portion of the 2010-2011 MEAP testMEAP test
90:30:30 Response to Intervention 90:30:30 Response to Intervention StrategiesStrategies
Data AnalysisData Analysis
Implementation of MEAP toolbox itemsImplementation of MEAP toolbox items
MEAP Writing TotalsMEAP Writing Totals
2005 2005 2006 2006 20072007 20082008 20092009
33rdrd 5151 6060 5050 52 N/A
44thth 5151 4343 3636 4545 N/AN/A
55thth 7070 5151 5454 6868 N/AN/A
Writing GoalWriting Goal
Elms Road Elementary students will Elms Road Elementary students will increase their MEAP writing scores by 3% on increase their MEAP writing scores by 3% on the writing portion of the 2010-2011 MEAP the writing portion of the 2010-2011 MEAP testtest
Implementation of common writing process K-5Implementation of common writing process K-5
Implementation of writing process specific to assisting Implementation of writing process specific to assisting malesmales
Guided Study GroupsGuided Study Groups
Modeling by Differentiated Instruction SpecialistModeling by Differentiated Instruction Specialist
Response to Intervention (RtI)Response to Intervention (RtI)
Implementation of MEAP toolbox itemsImplementation of MEAP toolbox items
MEAP Math TotalsMEAP Math Totals
2005 2005 2006 2006 20072007 20082008 20092009
33rdrd 9393 9595 9595 8888 9898
44thth 9393 8686 8787 8585 9191
55thth 8383 8282 8080 7171 8383
Math GoalMath Goal
Elms Road Elementary students will Elms Road Elementary students will increase their MEAP scores by 3% on increase their MEAP scores by 3% on the math portion of the MEAP test.the math portion of the MEAP test.
Response to Intervention (RtI)Response to Intervention (RtI)
Implementation of MEAP toolbox itemsImplementation of MEAP toolbox items
Implementation of concrete and virtual Implementation of concrete and virtual manipulatives focusing on problem solvingmanipulatives focusing on problem solving
3rd Grade MEAP Data 3rd Grade MEAP Data AnalysisAnalysis
3rd Grade Data: Comparison of Data from 2005-3rd Grade Data: Comparison of Data from 2005-20092009
Reading:Reading: Student achievement increased by 5% Student achievement increased by 5% in reading.in reading.
Mathematics:Mathematics: Student achievement increased Student achievement increased by 10% in mathematics.by 10% in mathematics.
44thth Grade MEAP Data Grade MEAP Data AnalysisAnalysis
44thth Grade Data: Comparison of Data from 2005- Grade Data: Comparison of Data from 2005-20092009
Reading:Reading: Student achievement increased by 3% Student achievement increased by 3% in reading.in reading.
Mathematics:Mathematics: Student achievement increased Student achievement increased by 6% in mathematics.by 6% in mathematics.
55thth Grade MEAP Data Grade MEAP Data AnalysisAnalysis
55thth Grade Data: Comparison of Data from Grade Data: Comparison of Data from 2005 to 20092005 to 2009
Reading:Reading: Student achievement increased by 7% Student achievement increased by 7% in reading.in reading.
Mathematics:Mathematics: Student achievement increased Student achievement increased by 12% in mathematics.by 12% in mathematics.
Keys to Creating ChangeKeys to Creating Change
Getting started:Getting started:• Collaborative CultureCollaborative Culture• Degrees of ChangeDegrees of Change• Emphasis on LearningEmphasis on Learning• Essential Learning'sEssential Learning's• AssessmentsAssessments• Belief shiftBelief shift• ‘‘Must do’ listMust do’ list• WE WILL!WE WILL!
*Supporting the Under *Supporting the Under Supported…Supported…
• Identify needsIdentify needs• Define goalsDefine goals• Create interventionCreate intervention• Non-negotiablesNon-negotiables• Defining the systemDefining the system• Identify discussionsIdentify discussions• Identify rolesIdentify roles• Develop timelineDevelop timeline• Public relationsPublic relations• Response to InterventionResponse to Intervention• Positive Behavior SupportPositive Behavior Support
* Taken from Gayle Karhanek 2007* Taken from Gayle Karhanek 2007
Standards-Based Report Standards-Based Report CardsCards
Implementation of Standards-based Implementation of Standards-based report cards in Kindergarten –Fifth report cards in Kindergarten –Fifth gradesgrades– English Language Arts content areaEnglish Language Arts content area– Math content areaMath content area
What is a standards-based report What is a standards-based report card?card?
A standards-based report card sets A standards-based report card sets expectations and communicates expectations and communicates student progress toward meeting student progress toward meeting specificspecific
academic standards to parents and academic standards to parents and students.students.
How does a student benefit from a How does a student benefit from a standards-based report card?standards-based report card?
Students and parents will have additional Students and parents will have additional information on what students should know, information on what students should know, do and understand to help them be do and understand to help them be successful in a rigorous academic program.successful in a rigorous academic program.
Standards-based report cards help ensure Standards-based report cards help ensure students have mastered specific content students have mastered specific content and provide information on areas of and provide information on areas of strengths and weaknesses allowing for strengths and weaknesses allowing for acceleration and remediation opportunities.acceleration and remediation opportunities.
What performance indicators will be used onWhat performance indicators will be used onthis report card?this report card?
SCCS teachers decided to utilize a 4, 3, SCCS teachers decided to utilize a 4, 3, 2, 1 performance scale to communicate 2, 1 performance scale to communicate the level of mastery for each descriptor the level of mastery for each descriptor on the report card where a “3” on the report card where a “3” indicates a student consistently meets indicates a student consistently meets a standard, a “2” indicates a students a standard, a “2” indicates a students is progressing toward meeting a is progressing toward meeting a standard, and a “1” indicates the standard, and a “1” indicates the student is not meeting the standard.student is not meeting the standard.
How does a teacher know when a student How does a teacher know when a student hashas
met a standard ?met a standard ?
Criteria for determining performance are Criteria for determining performance are outlined in teacher developed rubrics for each outlined in teacher developed rubrics for each descriptor on the report card. Teachers are in descriptor on the report card. Teachers are in the process of developingthe process of developing
multiple assessments for each element. A multiple assessments for each element. A student has not met a standard until they have student has not met a standard until they have consistently provided evidence in a variety of consistently provided evidence in a variety of assessments.assessments.
Professional DevelopmentProfessional Development
Ron Ritchhart: Project Zero, Harvard Ron Ritchhart: Project Zero, Harvard Intellectual Character Intellectual Character
Dr. Rod Rock and Geralyn Myczkowiak: Cultures Dr. Rod Rock and Geralyn Myczkowiak: Cultures of Thinkingof Thinking
Dr. Muhammad: Achieving School Improvement Dr. Muhammad: Achieving School Improvement Through PLC’sThrough PLC’s
Gayle Karhanek: How Professional Learning Gayle Karhanek: How Professional Learning Communities Respond when Kids Don’t LearnCommunities Respond when Kids Don’t Learn
Ruth Culham, 6 + 1 Writing TraitsRuth Culham, 6 + 1 Writing TraitsGail Boushey & Joan Moser, The Daily 5 & Daily Gail Boushey & Joan Moser, The Daily 5 & Daily
CaféCaféOtter Creek Math, Rocket MathOtter Creek Math, Rocket Math
Elms Road ElementaryElms Road ElementarySchool Improvement TeamSchool Improvement Team
Cook, SandyCook, Sandy Differentiated Instructional SpecialistDifferentiated Instructional Specialist
Deschaine, Mary AnnDeschaine, Mary Ann PrincipalPrincipal
Harnden, TerrianneHarnden, Terrianne 11stst grade Teacher grade Teacher
McGrady, LauraMcGrady, Laura Building SecretaryBuilding Secretary
Love, JeremyLove, Jeremy 33rdrd grade Teacher grade Teacher
McCullough, KayMcCullough, Kay 44thth grade Teacher grade Teacher
Stewart, TracyStewart, Tracy Special Education TeacherSpecial Education Teacher
Schultz, SusanSchultz, Susan Speech PathologistSpeech Pathologist
Tylus, ValerieTylus, Valerie Title I Para-professionalTitle I Para-professional
Vanderlip, MichaelVanderlip, Michael Title I CoordinatorTitle I Coordinator
Vander Laan, JenniferVander Laan, Jennifer Kindergarten TeacherKindergarten Teacher
West, KevinWest, Kevin 55thth grade Teacher grade Teacher
Wood, JamieWood, Jamie Student Success CoordinatorStudent Success Coordinator
Ray, PaulRay, Paul ParentParent
Smith, LoisSmith, Lois ParentParent
BibliographyBibliographyDuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How a professional learning community responds when kids don’t learn. Bloomington, IN: Solution Tree (formerly National Educational Service
DuFour, R., DuFour, R., & Eaker, R (1998) Professional Learning Communities at Work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006) Learning by Doing. Bloomington, IN: Solution Tree (formerly National Educational Service
Eaker, R., DuFour, R., & DuFour, R. (2002). Getting started: Reculturing schools to become professional learning communities. Bloomington, IN: Solution Tree (formerly National Educational Service).
Reeves, D. (2004) Accountability for Learning: How teachers and school leaders can take charge. Alexandria, VA: ASCD
Ritchhart, Ron (2002) Intellectual Character: What it is, Why it Matters, and How to Get it. San Francisco, CA: Jossey-Bass
Marzano, Robert (2009) Getting Serious about School Reform Conference. Genesee Intermediate School District, Flint