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Against All Odds

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Title: Against All Odds


1
Against All Odds
  • November 19, 2007
  • Malcolm C. Hursey Elementary and The Montessori
    Childrens House
  • Charleston County School District
  • Principal La Dene Conroy

2
  • We Illuminate the Thinking and Learning with
    Our Students Through Research to Practice
    Hursey is a Professional Learning Community

3
Introduction of Hurseys Leadership Team
  • Ronica Jefferson- Lead Teacher
  • Tamra Setzer-District Literacy Coach
  • Moving to the Next Level-CPE II
  • Accelerating Progress
  • Excellence is our Standard
  • The Victory is in the Classroom

4
Successes
  • Student attendance has increased (highest perfect
    attendance and reduced tardies this quarter-why?)
  • Teacher attendance has increased
  • S/P/T Satisfaction has increased
  • Climate and culture - positive and flourishing
  • Behaviors have decreased (EBS Survey/SWIS)
  • Increase in teacher retention
  • High community involvement and support

5
Successes
  • Working Leadership Team
  • Coaching model between coaches and teachers is a
    support for success model
  • Planning time with teachers is preserved
  • Professional articles support vision and
    expectations
  • Coherent teacher team meetings, each week allows
    teachers to prepare and focus their thinking on a
    content area
  • Create respectful professional relationships

6
State Report Card Results 2007
7
Children are happy, learning and want to come
to school everyday….
8
What data is used to ensure instructional
decisions are positively impacting student
achievement?
  • PACT gains and decreases on individual students
    and by teachers (comparability charts)
  • Monitoring attendance (S/T) tardies, absences
  • Monitoring discipline by student /teacher (time
    on task) SWIS
  • Monitoring student nurse and guidance visits
    /month
  • CORE Team Referrals-Response to Intervention
    Model- Consistent Intervention (frequency/duration
    )
  • Evaluation of human and material
    resources-programs
  • Survey Information (Ps/Ss/Ts) measuring to gauge
    needs
  • MAP data to guide instruction for flexible groups
    by area of need
  • Monthly DIBELS in K-1st to show progress
    monitoring paired with Primary MAP
  • Frequent observations of teachers and student
    learning in classroom with feedback
  • Positive commendations by ERT visit Dec.
    2005/2006
  • ERT recommendations made for library and
    technology the academic leadership team and SIC
    voted to budget the necessary funding to add the
    needed books, hardware, equipment, resources for
    the school 2006-2007

9
Challenges
  • Sustainability of Professional Development and
    Training
  • New teachers (7 Induction 2007-2008)
  • 8 - 2nd year teachers remained in 07-08 (8 - STEP
    2/ 2-Annual Diagnostic)
  • 40 of the staff are veteran /60 of the staff
    are first or second year teachers
  • Gaining the momentum necessary in the classroom

10
Solutions
  • 2-Montessori Primary Classrooms with 3 and 4 year
    olds (early intervention can assist in closing
    the learning gap and level the playing field)
    one child development class
  • English Language Arts CCSD Balanced Literacy
    Framework (K-5th) Sustain training
  • Single gender classes and departmentalization of
    CORE subjects in the 5th grade
  • RBI in Guided Reading to scaffold strategies and
    build on instructional reading level using
    leveled text
  • Reading logs kept for authentic reading time
  • Implementation of Everyday Math K-5th /Continue
    Calendar Math
  • RBI in Math Strands (March to Math) beginning in
    January -1 day a week where math is taught all
    day and integrated across all contents

11
Solutions
  • Writing Improvement Network consultants working
    with seven master teachers to gain further
    knowledge of the 6-Traits writing process (model
    classrooms)
  • Teachers analyze data with coaches at teacher
    coherence team meetings and look at students
    test taking success and pitfalls
  • Inclusion services and Learning Lab created for
    targeted small group work
  • Teachers build daily relationships and
    connections with students (PBIS, CHAMPS)
    Review-Remind-Reteach-Respect
  • Teacher led book study - Do You Know Enough About
    Me to Teach Me? by Stephen Peters

12
Solution Monitoring Progress
  • DIBELS on all K-1st grade students (monthly)
  • DIAL 3 scores
  • Reading Recovery - running records daily
  • Follow up on students in 2nd grade who were in RR
  • Frequent running records in 1st-2nd
  • Dominie used K -5th Fall, Winter, Spring
  • MAP Testing in K and 1st -first year
  • MAP testing Fall, Winter, Spring 2nd-5th

13
Stretch to Success P/A on PACT
14
Malcolm C. Hursey
15
Visible Reminders and Consistent Language
16
PBIS-SPORT-SCHOOLWIDE is a SOLUTION!
  • Schoolwide posters and consistent practices
  • Resources for teachers
  • Booster sessions - new staff / stakeholder
    groups-PPs, extended day staff
  • RTI-Response To Intervention 6/11-12, 2007
  • CHAMPS (PBS in classrooms) 6/13-14, 2007
  • CHAMPS for new staff
  • (3 booster session- November 2007)

17
Systems in place for procedures and routines
safety!
18
4th Graders Compete at Water Olympics
  • Safety in advance
  • Property - use of school grounds and equipment
  • Order (expectations) for each assembly
  • Respect for self and others (spirit and
    sportsmanship)
  • Time on task for each relay and activity
    (engagement and participation)

19
Who monitors the progress of the FSRP?
  • All stakeholders monitor the progress at Hursey
  • The District and Academic Support Team
  • The Leadership Team
  • The Academic Leadership Team
  • Teacher Coherence Teams
  • The School Improvement Council
  • Parent Groups

20
MAP DATA Effective use of MAP Data
  • Conversations /action plans about data wall-
    trends-grade levels- reports provided by coach
    and dialogue with teachers
  • Flexible groups formed by strands of need and RIT
    band reports from MAP
  • Coaches and principal assist with planning for
    flexible groups using DesCartes for scaffolding
  • Small group intervention formed for the teachers
    to use so they think about planning (hold Ts
    accountable)
  • Team planning to assure lesson planning is
    rigorous, right materials, assessment
    (pre-/post-) and pacing is on target (Are we
    using the coherent curriculum with integrity?)
  • Are the teachers decisions instinctual or
    purposeful? How do we know?

21
Spring Data Wall 2007
22
Data Wall -7th Testing Period (with 1st Graders)
23
(No Transcript)
24
(No Transcript)
25
CPE II Accelerating Progress
  • Collaborative Efforts

26
Math Day for 10 weeks- analyze scores in January
  • RBI- top scoring teacher -highest RBI
  • Lesson plans designed using DesCartes and by RIT
    Band
  • Used all adults to make small groups
  • 2 weeks per strand
  • Difference from Fall 2.2 -13.0 Spring (1.0 in
    winter to 10.8 Spring P/A)
  • Decreased Below Basic from 72.8- 53.3 (-19.5)
    Winter was 6.8

27
Monthly Focus at TCT 2007-2008
  • Educating Whole Child ASCD May 2007-Educational
    Leadership
  • Writing (Lucy Caulkins -Ralph Fletcher) Write
    Traits
  • Math Everyday Math/ Math Vocabulary
  • Reading Strategies (Debbie Miller, Regie Routman,
    Pat Cunningham, Sharon Taberski)
  • Science (Inquiry Process and Science Notebooking-
    FOSS kit training)
  • Data Meetings

28
Monthly Writing Prompts
29
Technology Added as an Intervention for
Instruction
  • Smart Boards- Elmo's
  • K-5th grade
  • Purchased three Smart Boards (library, lab,
    science classroom for 5th)
  • Train teachers on using them
  • Implementation modeled lessons

30
Core Strategy VI- Organize to Successfully
Support A High Performance System
  • TEAM WORK

31
TEAMWORK
  • Vision Philosophy the districts vision is
    my (our) vision
  • Data Driven Results
  • Decisions Child Comes 1st
  • Professional Expectations Accountability

32
High Performing Systems
  • Charleston Plan for Excellence
  • District Academic Support Team
  • Academic Leadership Team -Media Advisory
  • Teacher Coherence Teams
  • Climate and Culture Team (PBIS Team)
  • Community Partnership Team
  • School Improvement Council/ Title I/ Hursey-Hope
    worldwide Advisory
  • PTA Board
  • School Guidance Team (SPED) compliance
  • CORE Team

33
Communication Energy (Motivation) Teamwork
34
Behind each door in every classroom we are
expecting
  • respectful relationships with children,
    immersion in print rich classrooms and
    literature, assurances that children are
    learning, best practices, supported by
    professional pedagogy, established procedures and
    routines and strong delivery systems

35
Behind each door in every classroom we are
expecting
  • teachers professionally groomed, well-read and
    trained on the strategies necessary to deliver
    the instruction and to know if their teaching
    reached the learner as a reflective practitioner
    (dialogue- student work)

36
Behind each door in every classroom we are
expecting
  • the (C.C.S.D. Coherent Curriculum) used as the
    anchor to strengthen and guarantee each child
    receives a rich and equitable learning experience
    from teacher to teacher/classroom to classroom

37
Investment Coaching/Training Model
  • National Staff Development Model (coaching
    conversations)
  • Observe- Model-Practice-Observe-Feedback
  • Tiered Training (School based, QUADS)
  • Teachers Observing other Teachers
  • Videos used to demonstrate practices
  • Consultants teach we observe-meet to dialogue and
    ask questions

38
The victory is in the classroom.
39
P-GAP Program 2nd grade focus (early retention/
DNQ for SPEC.ED.)
40
Intervention Center
41
Learning Lab RTI/CORE Intervention Center
42
First Montessori in a Title I School
43
Work Time-Building Focused Concentration
44
Exploring a Prepared Environment
45
Extended Day Program 2007-2008
  • Hursey-Hope worldwide 21st Century Program (July
    5, 2007)
  • 147,000 /year (4 years)
  • Data collected on 100 students
  • M-F 245-545 PM
  • Saturday Academy 9-1
  • Summer Camp (4 weeks)

46
Community Engagements and Partnerships
  • Proactive community engagement
  • Parent Involvement (W-F)
  • PTA
  • Healthy Schools Grant
  • NEA Books Across America Grant
  • Snack Sack Suppers-Nurse Connections to Churches
  • MUSC Dental/Doctors
  • Trident Tech- Dental Clinics
  • Ameri Corps
  • ION Group
  • Naval Weapon Reserve Unit
  • BOWS

47
Alliances and Partnerships ION Group was
recognized at the Business Summit for Charleston
November 7, 2007
48
ION Group and Pleasant Places
49
New Shed Built by ION Group
50
Navy Nuclear Volunteers- Day of Caring
51
(No Transcript)
52
Day of Caring-Reading Initiative
53
The First Thirty Minutes
54
Day of Caring-Refurbish and Build Flowerbeds
55
Future Gardeners Look On Montessori Primary
56
Library and Classroom Technology
57
Weeding and Cataloging
58
What Will It Take?

The Best and the Brightest Teacher Stars to
Light the Way
59
What Will It Take? Courageous Leadership
  • We will select and polish talented, committed,
    passionate, and hard working stars (personnel)
  • We will choose and monitor best interventions,
    resources, and technologies ( programs)
  • We have a moral imperative to give ALL
  • students a great education (guaranteeing
    equity and efficacy)

60
Malcolm C. Hursey Elementary and Montessori
Childrens House
  • 4542 Simms Street
  • N. Charleston, SC
  • 29405
  • 843-745-7105
  • 843-529-3903
  • ladene_conroy_at_charleston.k12.sc.us
  • ronica_jefferson_at_charleston.k12.sc.us
  • tamra_setzer_at_charleston.k12.sc.us
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