Fairwood Elementary
“Learning, Caring, Sharing”
Welcome to Curriculum Night!
September 2013
Our Purpose
• Have shared knowledge, understanding and
ownership of the of our school and our school
improvement plan for 13-14 school year
• Know how families can partner with us to
support student learning success
FAIRWOOD STAFF
MEMBERS ARE THE
BEST!!!
GO CHARGERS!!!
Our Students
Who are they now?
Our School Climate
Student Surveys 2012 & 2013
Parent Survey
Staff Survey
Staff
Survey
Q03 Our
school staff
understands
Q01 Our
and respects
school staff
students
has high
Q02 Our
with diverse
expectations school staff cultural and
for all
cares about language
students.
all students. experiences.
Q06 Our
Q05 Our
school
school
welcomes
welcomes
community
Q04 Our
parents to
groups to
school is a
participate in participate in
safe place for our school our school
students to and in our
and our
learn.
classrooms. classrooms.
Q10 Our
school's staff
Q07 In our
is aware of
school,
Q08 Our
the state's
classroom
school
Adequately
instruction is improvemen Q09 Our
Yearly
guided by
t efforts
school has a Progress
district and involve the plan for all (AYP) goals
state
whole school students to for our
standards. staff.
learn.
school.
Q11 Our
school uses
technology
effectively
for student
learning.
Q13 Our
school's staff
has regular
communicati
on with
parents
about
student
progress.
2012
76%
79%
76%
69%
69%
59%
79%
62%
76%
79%
76%
72%
2013
98%
93%
86%
79%
95%
81%
93%
81%
93%
84%
93%
88%
Discipline
2011-12- 33% of
students had 1+ RRS
2012-13- ↓ to 17%
POSITIVE BEHAVIORAL INTERVENTIONS AND
SUPPORTS
• THREE COMMON EXPECTATIONS
– RESPECT
– RESPONSIBILITY
– SAFETY
• RULES FOR COMMON AREAS
• MATRIX TAUGHT BY ALL STAFF
Our students & climate goals
13-14- Relationships are the KEY
• Rapid improvement indicators Principle 6: SIT plan for school staff
to demonstrate an increased understanding of community cultures,
customs, and values and model respect for them
• Rapid improvement indicators Principle 7: SIT plan for increased
frequency and clarity of communication for families about what is
happening at school and what parents can do at home to support
their children’s learning.
• Charger Champions: 1 hour/month grade level activities. PE
teacher, Music teacher, Counselor PLC team work to connect lesson
targets directly to student climate survey areas.
• Continue year two Watch Dogs program. Recruit “dads” from
diverse backgrounds
• Counselor guidance lessons- 1st quarter- Kelso, Friendship. Then
bullying prevention/intervention.
• PBIS- continue refinement of Tiered PBIS implementation- Behavior
Support Team, data tracking. Ensure regular teaching &
reinforcement
Our students achievement
& intervention
K-3 DIBELS Composite Spring 2013
K-2 MBA Spring
MSP Reading Trend
MSP Math Trend
MSP Writing Trend
MSP Science Trend
Annual Measurable Objectives
(AMO’s)
MSP Reading Proficiency Growth
AMO Subgroup
2012 % Proficient
2013 % Proficient
Change +/1 out of 8 +
ALL
71
69.6
-1.4
Asian
80
76.2
-3.8
Black
40
62.1
+20.1
Hispanic
66.7
61.9
-4.8
White
81.1
77.4
-3.7
Two or more races
63.6
59.5
-4.1
Special Ed
14.8
9.5
-5.3
Low Income
54
51.5
-2.5
Note: ELL enrollment in 3rd-6th too low for AMO count
MSP Math Proficiency Growth
AMO Subgroup
2012 % Proficient
2013 % Proficient
Change +/6 out of 8 +
ALL
62.4
65
+2.6
Asian
70
66.7
-3.3
Black
40
51.7
+11.7
Hispanic
50
42.9
-7.1
White
74.5
77.4
+2.9
Two or more
48.5
64.9
+16.4
Special Ed
11.1
14.3
+3.2
Low Income
44.8
46.4
+1.6
Note: ELL enrollment in 3rd-6th too low for AMO count
Gender Proficiency
Gender %
Proficiency
Reading –
Average
3-6
MathAverage
3-6
Writing- 4th
Science- 5th
Girls
82.1
71.4
61.3
80
58
55.3
45.5
51.9
Boys
*Boys outperformed girls only in 6th grade math
Our Students
Achievement & Intervention
2013-14
• Rapid improvement indicators Principles #1, #5: Continue regular
monitoring of all students’ achievement utilizing excel spreadsheets
tracking regular formative & summative assessments- SIT monthly
monitoring of plan- AMO data & PLC grade level team monitoring
• Enhanced Instruction Support (EIS- Pam) priority 4-6 math & ELA
• LAP priority K-3 reading
• Rapid improvement indicators Principle #3: Continue tiered intervention
model K-6 reading and math w/ ongoing progress monitoring- focus on
increased acceleration- consult w/ DST on methods to accelerate progress
in interventions
• Special education & ELL students full access to gen ed. ELA & math core
plus interventions (4-6 T3 ELA, Language! is core)
• Utilize more frequent formative assessments in ELA and math with reteach and enrich in math as well as Navigator
• Expand DIBELS to 4-6 w/ DAZE progress monitoring
• Implement Pearson Early Reading Intervention for Kinder TI
• PD sessions to incorporate resources & strategies for supporting diverse
students- culturally responsive teaching, differentiation, etc.
Resources for teach Hispanic students
• Hispanic Education: Background, Teaching Resources,
Issues, & Scholarships
http://www.nea.org/tools/hispanic-educationbackground-teaching-resources-issuesscholarships.html
• Educating Hispanic Students: Obstacles and avenues to
Improved academic achievement
http://www.cal.org/crede/pdfs/epr8.pdf
• Educating Hispanic Students: Effective Instructional
Practices
http://crede.berkeley.edu/products/print/pract_briefs/
pb5.shtml
Resources for teaching boys
• http://www.ascd.org/ascd-express/vol6/604gurian.aspx
• http://www.theatlantic.com/sexes/archive/2013/
06/stop-penalizing-boys-for-not-being-able-to-sitstill-at-school/276976/
• http://josseybasseducation.com/teachinglearning/excerpt-from-reaching-boys-teachingboys-by-michael-reichert-2/
• http://www.sde.com/Downloads/TeacherResourc
es/di/Tips_for_Teaching_boys.pdf
•
Resources for teaching students
in poverty
• Nine Powerful Practices- Ruby Payne
http://www.ascd.org/publications/educationalleadership/apr08/vol65/num07/Nine-PowerfulPractices.aspx
• Dr. Armstrong's Tips On Teaching Students of Poverty
http://www.youtube.com/watch?v=IONOm1agCE
0
• FOR ALL STUDENTS: Visible Learning for
Teachers: Maximizing Impact on Learning- John
Hattie 2012
Relationships, Rigor, & Relevance
Our Instruction
Math: 5/6
Strategy: Implement Learning Teams Seven Step Protocol
Steps Accomplished
•
•
•
Student Achievement Evidence
•
Completed 2 Cycles
By the end of first semester, 100% of
students will make progress and 70%
will score a 3 or above on the
problem solving rubric, students will
be able to persist in solving a word
problem and clearly explain their
thinking/steps with words and
numbers or applicable picture.
For the first cycle, our instructional
model, we did a teacher model,
guided practice and independent
practice. For the second cycle we
focused on teaching the Habit of
Mind of Persistence, using an anchor
chart with problem solving steps and
asking Intentional Questions.
•
•
•
•
By the end of the second cycle, 60% of the
students scored a 3 or above by May of 2013.
While we have not yet met our goal, we have
learned a lot about teaching problem solving.
When teachers use anchor charts with easy,
logical steps with a problem solving lesson, the
students are able to understand a strategy
because they can return to the chart for help,
and the repetition helps them transfer the skills
to long-term memory.
When teachers teach persistence in and out of
mathematical problem solving context, students
showed multiple attempts because they had
learned their efforts will help them reach their
goal.
We have learned that we cannot assume
background knowledge. We are also still
working on figuring out how to get kids to read
carefully and take the time to think about the
problem. We think that more time need to be
spent on teaching kids how to be students.
Next Steps: Next year, we want to continue teaching and reinforcing Habits of Mind as well as
increased opportunities to practice problem solving where students need to decide on a strategy.
Math: (3rd and 4th)
Strategy: Implement Learning Teams Seven Step Protocol
Steps Accomplished
•
•
Two cycles completed
By November 28th 70% of 3rd and 4th
graders will earn a 3 and 100% of 3rd
and 4th graders will reach a level 2 or
higher when given a math problem
where they have to do the following:
–
–
–
•
identify and explain arithmetic patterns
involving operations by creating a table
write their answer in a complete sentence
assess the work according to our team’s
selected rubric.
Gradual Release
Student Achievement Evidence
First Cycle
•
•
•
•
•
71% of students scored a 3 or 4
45% of students demonstrated growth
2 out of 109 students scored a 1
We were delighted to see that we met
the first part of our dual objective. We
will continue to work with the students
who are not yet proficient.
We found when teachers provide
students with repeated practice and a
graphic organizer; students have
greater success solving problems
involving patterns because they have a
routine stored in their knowledge bank
and a tool to simplify information, and
they have a plan to solve the given
problem.
Next Steps: we will continue to work with the students who did not get a 3 as well as
include periodic problems involving patterns to keep the students skills sharp. We are
also starting a new cycle.
Math: Grade 2
Strategy: Implement Learning Teams Seven Step Protocol
Steps Accomplished
Student Achievement Evidence
•
•
•
•
Two cycles completed.
By the end of the 2 day lesson, 100%
will show growth and 70% will show
proficiency (3) in telling time be being
able to distinguish the minute hand
from the hour hand on an analog clock.
Students should be able to
demonstrate or write the time from an
analog clock and digital clock from 5
minutes (2nd grade) and 1 minute (3rd
grade).
Instructional Approaches: Manipulatives,
modeling, kinesthetic activities, technology,
and peer practice.
•
•
•
•
75% showed proficiency in telling time (3).
(Baseline assessment 19%)
79% of 3rd graders scored a 3 on elapsed time.
75% of boys and 74% of girls passed with a 3.
(This data suggests no gender bias.
100% of students showed improvement and 75%
of students showed proficiency and our goal was
just 70%.
When teachers used a variety of learning styles
and repeated the same information using
different modalities, 75% of students showed
proficiency in telling time because they moved in
concentric circles like a clock, worked with
partners, used math talk, watched a video, had
visual slides to assist with communication,
technology, and used manipulatives.
Next Steps:We are moving on! Ideas for next year would be to add am/pm to our morning routine and pull ELL students during
tiered intervention for vocabulary development and pre-teaching the unit. Also to communicate with the para-educator about
am/pm activities for SPED students and pre-teach to that sub group also. We will continue to communicate with parents about
student progress and how to support their child’s needs. We also might want to think about adding more kinesthetic modes to
Copyright © 2011 Pearson Education, Inc.
37
orpractice
its affiliates.
All rights
reserved. on a physical timeline and tweaking our assessment to better measure what has been taught.
such
as pictures
Math: First Grade
Strategy: Implement Learning Teams Seven Step Protocol
Steps Accomplished
Student Achievement Evidence
•
•
•
Three cycles completed
2nd
By the end of the
semester, 85% of
students will achieve a 3 or above and 100%
of students will achieve a 2 or above based on
Math Common Core State Standards in which
students are given a word problem with
unknowns in any position. Students will
conceptualize and solve the problem and
represent their thinking about a word
problem.
Instructional Approach: Model Thinking
w/role play, questioning, Circle of Knowledge,
manipulatives
•
•
•
•
•
•
In November 2012, 82% achieved a 3 or 4 which
is 2 students away from our 85% goal.
46% of students achieved 100%.
In 2011, on the same test only 70% scored a 3
or 4, and 16% of the students scored 100%.
10% of the students scored a 2 and 8% or 5
students scored a 1.
In summary this skill was continually reviewed
through out the year. At mid year we were 2
students away from our goal. After re-teaching
5 more students met standard; in total 90% of
the students scored a 3, 8% scored a 2, and 2%
received a score of 1.
We found that planning our instruction to be
paced on the student need rather than a pacing
guide and curriculum allowed us to focus on the
discussion, questioning, and allowed for
student exploration.
Next Steps: The students who did not meet the objective (scored 2 or 1) will get specific practice
with labels and missing partners in Tiered Intervention, or other small group instruction. We will
continue to collaborate to plan small group instruction to reinforce vocabulary, known and
unknowns in a word problem and correct labels. More complex comparison word problems were a
focus for the next 2 cycles.
Math: Preschool/Kindergarten
Strategy: Implement Learning Teams Seven Step Protocol
Steps Accomplished
We have completed 2 Learning Team cycles.
Objectives:
•
By May, 80%of 3-4 year olds will be able to count
objects 1 by 1 to 10
•
By May, 80% of all Pre K students with emergent skills
will be able to count a group of objects to 5, matching
sets to numerals.
•
By May, 80% of Pre-K students who on pre-test
mastered sets to 5, will be able to count a group to 10,
matching sets to numerals.
•
By May, 90% of all Pre-K students will be able to count
objects 1 by 1 to 10
•
By May, 88% of all Kindergarten students will have
mastery of determining how many items have been
removed from a given number of items up to 10.
Instructional Approaches:
•
Pre: Manipulatives and games, repeated practice
•
K: Manipulatives and games
Student Achievement Evidence
Data Results:
Preschool:
•
Post-test (PreK and Pre)1:1 counting
–
–
•
AM 81% made progress
PM 80% made progress
Post-test sets to numerals(Pre-K)
–
–
AM 82% made progress
PM 56% made progress
Kindergarten:
•
On the pretest, 48% of Kindergarten students demonstrated
mastery.
•
On the post test, 81% demonstrated mastery of the skill,
which shows a 33% growth.
Data Analysis:
•
Preschool: Daily practice for 2 weeks shows a clear need for
more of the same counting experience using different
materials interesting to students.
•
Kindergarten: Due to the success of the lesson and level of
growth achieved, we conclude that the LT lesson was
successful in its goal to raise student achievement in the
stated objective area. We will continue to work in small
groups with the 12 students who continue to demonstrate
need.
Inference Statement:
We recognized the need for students to be able to have
repeated practice of one skill in order to gain mastery before
being pressured on to a new skill or a higher level of the same
skill
Next Steps: Preschool and Kindergarten: Continue to practice and report student growth in upcoming
workgroup meetings.
Our Instruction
Refinement for 2013-14
•
Rapid improvement indicators Principles #2, #4, #5: Continue Pearson Learning Teams 7-Step
Protocol- 20 hours. LT steps clearly incorporate all focus areas of SIP, CEL5D, walkthrough,
& PLC 4-questions
•
Rapid improvement indicators Principles #3, #4, #5: Continue PLC grade level teams- 20 hours.
Focus on:
• Guaranteed viable curriculum- Unpacking CCSS
• Frequent common formative assessments
• Tiered Intervention
•
Rapid improvement indicators Principles #4, #6: Revise MX lesson Smart board slides to
incorporate explicit vocabulary instruction utilizing the 3Tiers + 6 Steps model beginning w/
3rd grade (Nancy & Pam)
•
Rapid improvement indicators Principles #1, #3, #4: Continue Walk Through process- fall focus on:
– Purpose
• Clear learning targets/content objectives
• Clear success criteria & learning progressions
– Student Engagement
• Higher level Questioning and discourse- “Student talk embodies substantive and
intellectual thinking”
•
Rapid improvement indicators Principle #2: PD sessions, Learning Teams, and PLC grade level
teams will integrate CCSS, CEL 5D Instructional Frameworks, Walk Through focus areas
and strategies specific to AMO subgroups (e.g. culturally responsive teaching)
Our Theory of Action
If we start with WHY?
Because we believe
every child,
no matter what,
deserves an education
that prepares them for success
in college, and career, and community,
and WE bear responsibility
for ensuring our students
acquire that education.
Have a vision of HOW?
By performing as a premier learning
organization
And clearly define and articulate
WHAT?
Common Core State Standards
Professional
Learning
Community
Learning
Teams
College, Career, Community
• Focus on Learning
• Collaborative Culture
• Focus on Results
Next Gen
Assessments
CEL 5D
Walk Through tool
Relationships, Rigor, Relevance
Professional Development
We will achieve our GOAL
ALL students, regardless of
circumstance, AMO subgroup, or gender
will achieve at high levels and we will close
the gap to meet state and KSD AMO
targets in 2014
Areas for DST Feedback & Support
• Core Instruction
• CEL 5D implementation- help us be exemplary!
• PD session on learning targets, progressions, and success
criteria
• Refresher on designing common formative assessments
• Additional ideas/resources for differentiation in the core
• Ideas for resources/materials to incorporate into our PD for
increasing relationships, rigor, and relevance in our teaching for
all students
• Intervention
• Assist us to examine our interventions for fidelity &
effectiveness. Provide feedback and support to “beef” up
intervention model.
• Ideas for methods to accelerate student growth in tiered
intervention so we are moving more students to tier 1.
• Options for interventions for students who are not
demonstrating growth in interventions on Pathways
Family Support- What can YOU do?
•
•
•
•
#1= READ, READ, READ, READ, READ!
Check Tuesday packet every week
Monitor homework
Check in with the teacher - email, phone,
appointment (teachers are always booked
Wed afternoons)
•
•
•
•
Join PTSA
Join the School Improvement Team
Be a WATCH DOG
Volunteer at school, at home w/ projectsbackground checks (day/time)
CURRICULUM NIGHT
SCHEDULE
6:40-7:15
SESSION ONE
IN CLASSROOMS
7:20-7:55
SESSION TWO
IN CLASSROOMS
THANK YOU FOR COMING
• FAIRWOOD WEBSITE
• http://www.kent.k12.wa.us/fw
• PLEASE SIGN-IN FOR
ATTENDANCE IN THE
CLASSROOMS