Presentation of Progress
Dr. Lisa A. Clark, Principal
[email protected]
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Serves Grades Pre K – 1 (will be reconstituted
next year to serve Pre K -2).
Student population currently is 172; expected
population for next year is 240 – 250.
Nestled at the foot of the Blue Ridge
Mountains, connecting to the
Appalachian Trail, and surrounded by
the Maury River.
1 High School, 1 middle school, 1
elementary school 2 – 4, and 1
elementary school Pre K – 1.
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Began book study as a faculty in November,
2014 – Visible Learning by John Hattie
Completed in April 2015
Completed SURN protocols throughout the
school year focusing on all teachers and
subjects.
Extended professional development on tools
for student engagement.
** The charts and materials provided were very helpful in
conveying the information from the first Principal’s Academy.
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Visible Learning Book Study
UVA Reading Class
Faculty Share time each month
Related Article Shares – from professional
journals
Number of times “Look For” was observed
Engages in:
25
1.
2.
3.
4.
5.
20
15
Fall
Spring
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
Engagement Indicator Listed by Number – see
Key to right of chart.
Setting learning goals
Making choices
Reading
Writing
Discussing text or other
input
6. Problem solving
7. Creates products
8. Peer tutoring, cooperative
learning, reciprocal
teaching, and other
cooperative group
structures,
9. Meta-cognition strategies
10. Creates/uses learning tools
11. Self-Assessment of their
work, what they learn, and
how they learn
12. Asking for and giving
specific feedback to peers
and to the teacher
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“My way of thinking about engagement has changes, it has
been very enlightening to learn the difference between
engagement and compliance.”
“The book confirmed the benefit of peer instruction,
something we see on a daily basis in our inclusive preschool
classroom.”
“I am definitely changing the way I provide feedback and the
kind of feedback I provide.”
“It is beneficial to now know the research based high yield
strategies and to have support in practicing them.”
“What happens in my classroom makes a difference.”
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Areas of Strength: Engages in
Reading/Writing; Engages in discussing text;
Engages in creating products; Engages metacognition strategies
Areas where specific emphasis is needed:
engaging students in setting goals, engaging
in self assessment, engaging in giving and
asking for feedback, engaging in peer
tutoring and cooperative learning.
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Unique scheduling that maximizes student
and teacher time.
Fountas & Pinnell Leveled Literacy
Intervention (LLI).
Response to Intervention (Tier 1, 2, 3)
Writers Workshop for all students.
Fidelity to schedule and programs.
Professional development and support for
teachers.
Leveled Literacy Intervention for students identified
as Tier 2 or Tier 3.
Levels Range from A (Readiness reader) to Z (Grade
7/8)
Research based lessons incorporating the essentials
of a balanced “literacy diet” (reading, writing,
phonics/word study)
Tier 2 Students receive 30 minutes of additional
direct literacy instruction daily; Tier 3 students
could receive as much as 60 minutes daily.
Name
Writing
Upper
Case
Letters
Lower
Case
Letters
Letter
Beg.
Sounds Sound
Print
Word
Rhyme
Nursery
Rhyme
90%
85%
85%
90%
70%
70%
90%
90%
% of students who have already met the spring benchmarks
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Intensive (>1 level behind); Strategic (1 or less);
Benchmark (on or above)
Grade Levels
Intensive
Fall
Strategic
Benchmark
Intensive
R
PP
P↑
R/PP
↓P
p
1st ↑
↓1st
1st
↓2nd
↓3rd
Mid-Year
Strategic
End of Year
Strategic Benchmark
Benchmark
Intensive
PP/P
P/1
(Level E/F)
PP
P
1st (Level G)
↓P
P/1
1/2↑
(Level H/I)
↓1st
1st
2nd (Level J)
2nd ↑
↓1st
1/2
2/3↑
(Level L/M)
↓2nd
2nd
3rd (Level N)
2nd
3rd ↑
↓2nd
2/3
3/4↑
(Level O/P)
↓3rd
3rd
4th (Level Q)
3rd
4th ↑
↓3rd
3/4
4/5↑
(Level R/S)
↓4th
4th
5th (Level T)
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
October 2014
December 2014
Level
Percentage
Level
Percentage
Below Readiness
52
Below Readiness
0
A
43
A
9
B
3
**B
52
H
2
C
28
D
2
E
5
G
2
K
2
October 2014
December 2014
Level
Below Readiness
Percentage
7
Level
Below Readiness
Percentage
0
A
B
C
D
**E
F
G
H
I
J
L
0
R
20
24
7
7
5
5
3
3
3
1
1
3
1
A
B
C
D
E
**F
G
H
I
J
K
L
M
N
P
0
4
16
13
9
10
8
4
6
9
4
6
3
1
3
R
S
50% at or above
benchmark
3
1
30% at or above
benchmark
35 Kindergarten students are in Gap Group 1– this is 54%
of the current Kindergarten class.
October 2014
December 2014
Level
Percentage
Level
Percentage
Below Readiness
94
Below Readiness
0
A
20
A
B
3
**B
49
H
3
C
22
D
6
K
3
October 2014
Currently, 50 first
grade students or
70% are in Gap
Group 1.
Level
Below
Readiness
A
B
C
D
**E
F
G
H
I
O
R
20% were at or
above
expected first
grade entrance
level
Percentage
15
19
23
17
6
2
2
4
2
4
4
2
December
2014
Level
Below
Readiness
A
B
C
D
E
**F
G
H
I
J
K
L
P
R
46% are at or
above
expected level
for this time
of the year
Percentage
0
20
49
20
19
8
9
7
3
5
7
1
8
2
4
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Reorganizing of literacy groups based on
most recent assessment.
Shift of focus in instruction to directly teach
comprehension strategies for those students
who are at or above grade level to prepare
them for the more rigorous curriculum of
grades 3 – 5.
Team meetings focused on instruction and
student needs.
Complete end of year assessment.
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Administration will continue to monitor and observe
instruction as well as make professional development
opportunities available to teachers.
Professional development this year has focused on writing
objectives, student engagement, visible learning, and
effective instructional delivery/strategies.
Implement research strategies for reading into lesson
plans and Daily 5 centers gained from UVA reading course.
Assessment folders are being developed and cross grade
level meetings are being planned to share information with
next years teachers.
End of year assessments will take place in May/June.
This assessment data will be used to determine
instructional needs for the upcoming school year.