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London Elementary School

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equals staff, students, and parents. working together as a team ... Unpacking the Standards training for teachers Use of Program of Studies skills ... – PowerPoint PPT presentation

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Title: London Elementary School


1
London Elementary School
  • School Based Council
  • Report of Progress
  • Laurel County Board of Education
  • December 8, 2008

2
Vision and Mission Statements
  • Learning Equals Success
  • London Elementary Success
  • equals staff, students, and parents
  • working together as a team
  • to help all students reach their highest level
    of learning.

3
Tigers Guidelines for Success
  • Take Responsibility
  • Initiate Kindness
  • Give your Best Effort
  • Expect to Learn
  • Respect yourself and others
  • See yourself as a winner

4
London Elementary Demographics
  • Enrollment 635 students including preschool
  • 425 students receive free or reduced meals 67
  • 21 minority students 4
  • 125 students with a disability 20
  • Large transient population 61 entries 49
    withdrawals since August 18
  • Students raised by grandparent/aunt/uncle 35
  • Students in foster home placement 3

5
NCLB Adequate Yearly Progress Report Reading
AMO
6
NCLB Adequate Yearly Progress Report - Math AMO
7
Academic Indices
8
Accountability Goals Achieved
  • Accountability Index 91.6
  • Combined Index 88.4
  • Accountability Goal 85.0
  • Novice Reduction 7.65
  • Novice Goal 15.11
  • Met 10 out of 10 NCLB goals. We are officially
    out of NCLB consequences?

9
Achievements Attributed to
  • Our dedicated staff pulled together to implement
    many school improvement strategies over the past
    several years.
  • ESS tutors working with 3rd, 4th, and 5th grade
    target students in reading and math.
  • ESS tutors and classroom teachers collaborating
    for ORQ coaching.
  • Increased focus on higher order/critical thinking
    skills through instruction and assessments.
  • Ongoing student progress monitoring / analysis
    through Learning Check/Review Days every 5 weeks,
    PAS assessments (3 times for year), on-going
    Literacy First Assessments, and weekly CATS like
    assessments (as indicated in the assessment
    calendar).
  • Continued use of instructional technology
    resources including voting systems, wireless
    slates, and smart board resources.

10
Achievements Attributed to
  • Students with disabilities attend Fast ForWord
    daily.
  • 3rd, 4th, and 5th grade students attend Compass
    Math two days per week.
  • All students complete 10 minutes of Fastt Math
    daily.
  • Rhymes N Times instruction is implemented in 2nd
    and 3rd grade classrooms.
  • We are in our 5th year of Everyday Math and
    continue to see improvement in students problem
    solving abilities.
  • Grade level and vertical team planning regularly.
  • Weekly staff meetings focus on curriculum,
    instruction, and assessment and include job
    embedded professional development sessions.
  • Extracurricular activities drama club, student
    choir, STLP, after school tutoring, homework help
    sessions in after school day care.

11
Achievement Gaps and Subgroup Analysis
  • Gender According to scale scores, there are no
    significant gender achievement gaps. There was a
    3 increase in boys scoring proficient in the
    area of reading within the gender subgroup which
    is slightly below the 5 biennial target for this
    subgroup. There was a 13 increase in boys
    scoring proficient in the area of math within the
    gender subgroup which is well above the 8
    biennial target for this subgroup.
  • Free/Reduced Although achievement gaps are
    evident within this subgroup in reading and math,
    there were gains made in students scoring
    proficient within this subgroup. There was a 4
    gain in students scoring proficient in the area
    of reading within the free and reduced subgroup
    which is only 1 below the biennial target of 5.
    There was a 14 gain in the students scoring
    proficient in the area of math within the free
    and reduced subgroup which is well above the 7
    biennial target for this subgroup.
  • Students with Disabilities Although achievement
    gaps are evident within this subgroup in reading
    and math, there were gains made in students
    scoring proficient within this subgroup. There
    was a 14 gain in students scoring proficient in
    the area of reading within the students with
    disability subgroup which is very close to the
    biennial target of 16. There was a 5 gain in
    the students scoring proficient in the area of
    math within the students with disability subgroup
    which is above the 3 biennial target for this
    subgroup.

12
Biennial Targets to Close Achievement Gaps in
Reading
  • Gender Subgroup
  • By September 2009, KCCT results will reflect an
    increase of 5 in males scoring at or above
    proficiency in reading.
  • Free/Reduced Subgroup
  • By August 2009, the NCLB Adequate Yearly Progress
    Report will reflect an increase of 5 the percent
    in the students scoring at or above proficiency
    within the free and reduced subgroup in reading.
  • Students with Disabilities Subgroup
  • By August 2009, the NCLB Adequate Yearly Progress
    Report will reflect an increase of 9 in the
    number of students scoring at or above
    proficiency within the students with disabilities
    subgroup in reading.

13
Biennial Targets to Close Achievement Gaps in Math
  • Gender Subgroup
  • By September 2009, KCCT results will reflect an
    increase of 5 in males scoring at or above
    proficiency in math.
  • Free/Reduced Subgroup
  • By August 2009, the NCLB Adequate Yearly Progress
    Report will reflect an increase of 3 in the
    number of students scoring at or above
    proficiency within the free and reduced subgroup
    in math.
  • Students with Disabilities Subgroup
  • By August 2009, the NCLB Adequate Yearly Progress
    Report will reflect an increase of 8 in the
    number of students scoring at or above
    proficiency within the students with
    disabilities subgroup in math.

14
CSIP Priority Goals
  • By September 2009, KCCT results in reading will
    reflect a Reading Academic Index of 100 with no
    more than 3 of students scoring at the Novice
    level and an increase of 6 in the number of
    student scoring at the proficient level.
  • By August 2009, the NCLB Adequate Yearly Progress
    Report will reflect an increase of 9 in the
    number of students scoring at or above
    proficiency in reading within the students with
    disabilities subgroup.
  • By September 2009, KCCT data will reflect a gain
    of 3 points in the total academic index, with no
    more than 7 of students scoring at the novice
    level.
  • By August 2009, the NCLB Adequate Yearly Progress
    Report will reflect an increase of 8 in the
    number of students scoring at or above
    proficiency in math within the students with
    disabilities subgroup.
  • By May 2009, SWIS data reports will reflect a 25
    reduction in classroom and office discipline
    referrals.

15
Plans to Increase Student Achievement
  • Reading Literacy First whole group and small
    group instruction strategies to motivate
    students to read more for enjoyment Fast ForWord
    products Hooked on Phonics
  • Math Star Math Fastt Math Rhymes N Times
    Strategic Math
  • RtI tiered interventions - target groups for
    intense interventions on-going progress
    monitoring support team meetings parent
    involvement
  • Daytime and after school ESS tutoring targeting
    on the cusp students who are very close to
    scoring proficient in the areas of reading and
    math.
  • Technology - voting systems, slates, wireless
    microphones, Smart Board resources, and on-line
    leveled readers.

16
Plans to Increase Student Achievement
  • Strategies to promote positive school culture -
    student achievement celebrations staff wellness
    program school wide recycling Reading Club
    Triple A Club Mentoring Program implementation
    of Positive Behavioral Interventions and Supports
    Plan
  • Unpacking the Standards training for teachers
    Use of Program of Studies skills and concepts
    along with Core Content for Assessment to
    eliminate curriculum gaps.
  • Increased use of I can statements during
    instruction to communicate student outcomes and
    to make instruction relevant to students informs
    students of the content for which they will be
    held accountable.
  • Increased use of formative assessments
    continuous review using flashbacks exit slips
    voting systems CATS like assessments group
    ORQs morning work bell ringer assignments

17
Plans to Increase Student Achievement
  • Attendance full time school nurse ? 817
    students seen only 51 students sent home 12
    daily meds 7 as needed meds (inhalers) 10
    emergency health plans.
  • Staff meetings have intentional focus on
    curriculum, instruction, and assessment and offer
    opportunities for continuous improvement of
    teacher effectiveness.
  • Name Them and Claim Them Target students are
    identified for interventions within the students
    with disabilities subgroup.
  • Part time instructional assistant focusing on 4th
    and 5th grade collaboration in reading and
    writing.

18
Monitoring of School Improvement Efforts
  • Leadership and teachers hold RtI Progress
    Meetings to discuss the implementation of
    interventions and student progress.
  • Learning Check results are analyzed and next
    steps identified to help target groups achieve
    proficiency.
  • Teachers participate in weekly PLC team meetings
    to disaggregate data, monitor student progress
    and discuss intervention implementation, plan
    quality instruction and assessment, and
    strategies to close gaps.
  • PAS data is analyzed to identify students for ESS
    reading and/or math.
  • Curriculum, instruction, and assessment will be
    monitored through instructional walk throughs.
  • Comprehensive School Improvement Plan strategies
    will be monitored at bi-monthly staff meetings
    and monthly council meetings. School Improvement
    Planning is a standing council agenda item.

19
District Rewards Money
  • Part time instructional assistants to implement
    RtI interventions for at risk students
  • Staff and student achievement celebrations

20
Critical Needs
  • RtI interventionists to implement interventions
    for at risk students
  • Additional resource teachers for students with a
    disability
  • Additional Planning/Records Days

21
Thank You
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