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Hillview Elementary School

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2008-2009 Program Development Goals. Increase Active Learning/ Rigor and ... IPI for additional data. ... From January through April '07-'08 = 4. From May ... – PowerPoint PPT presentation

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Title: Hillview Elementary School


1
Hillview Elementary School
  • Ninth Quarter Report
  • November 21, 2008

2
Key Accomplishments
  • Collected report card grade distribution data for
    the Ninth Quarter, First Marking Period.
  • The Media Center specialist has offered 117
    technology lessons during this quarter.
  • Continued to expand video presence on Channel 77.
    Collaborative efforts have been made with the
    Director of Media to have our programs and
    activities broadcast on Channel 77. The Hillview
    Publicity Committee has continued to contact
    local newspapers and submit articles regarding
    our activities and programs. We have also
    continued to add pictures of all our activities
    to our Year In Review wall in the main hallway.
  • Hillview staff have been involved in two RTI
    Professional Development Workshops during this
    quarter. Our goal is to continue to seek
    alternative methods of responding to all of our
    students needs.
  • Reading Flexible Lexile Reading Groups
  • Based on student needs all lexile groups are held
    at the same time daily for grades 1-5.
  • This year we were able to have our Media Center
    Specialist, Special Education teachers and other
    Specials teachers assigned to a lexile group.
  • Hillviews reading teachers continue to infuse
    active learning protocols through the use of
    student-centered reading strategies during
    flexible, Lexile reading groups. Students are
    explicitly taught how to track their thinking
    through making connections, reacting to text,
    recognizing text evidence, asking questions, and
    other types of inner conversations.
  • As a result of cross-grade articulation,
    Hillview teachers are beginning to explore ways
    to include QAR (Question Answer Relationships)
    into their explicit reading instruction as well
    as content area instruction.

3
Key Accomplishments
  • P.A.W.S. Preparing Authentic Writing Students
  • Hillview is proud of its young authors. We have
    hosted approximately 18 end of the unit Writing
    Celebrations to help create ownership and a
    sense of accomplishment for ALL writers from
    Kindergarten through Fifth Grade.
  • Teachers have continued to consistently implement
    the writing workshop teaching model. As a team,
    Hillview teachers have tailored their lessons to
    meet the needs of the writers in their individual
    classes and as a grade level.
  • In an effort to further enrich our school
    community, several faculty members wrote grants
    to help us have more funds and materials to
    expand our learning experiences.
  • Students in Grades 1-5 are enjoying using iPods
    during Library Lunch to listen to audio books.
    Students have access to 100 titles which were
    purchased through audible.com.
  • Hillview is thrilled to have received a grant
    from Turning Point Technologies. The grant
    includes Turning Point Interactive Software, 32
    wireless response cards, a UB Based RF Receiver,
    a Handheld Receiver with LCD Display and other
    applications which will allow teachers to make
    lessons exciting for students. Several teachers
    are being trained on using the Turning Point
    clickers and will turnkey and train other staff
    so that the technology can be shared in
    classrooms.

4
Key Accomplishments (continued)
  • The Reading Specialist has developed lessons
    designed to meet the needs of our students
  • The focus of these lessons has been as follows
  • In grades 1-2 Seven lessons in most classes and
    the Wilson Reading System for grades 1 and 2
    pull-out that are seen for 30 minutes each day.
    The Primary Comprehension Toolkit is also being
    used for the first time this year.
  •  
  • Monitoring Comprehension
  • 1. Thinking about Text
  • 2. Noticing and Thinking about Nonfiction
    Features
  • 3. Exploring Nonfiction Features
  •  
  • Activating and Connecting
  • 1. Discover Your Passion (Developing "Specialist"
    Topics)
  • 2. Think About What you Know (Schema)
  • 3. Make Connections
  • 4. Merge Thinking with new Learning
  •  
  • In grades 3 and 4 Six lessons in each classroom

5
Hillview School Teacher Satisfaction Survey The
Principal surveyed the teachers to determine what
needed to be done to improve and further enhance
staff morale. Efforts have been made to
incorporate suggestions for improvement when
possible.
Q. On a scale of 1 to 10, being considered high
levels of satisfaction with my work, how
satisfied are you with your work? Q. If your
answer is some numbers less than 10, please list
the three most important things you would like to
see different that would increase your level of
job satisfaction.
Hillviews Top Response
Approve teacher contract
6
Key Accomplishments (continued)
  • PLAN-DO-STUDY-ACT
  • PLAN-DO-STUDY-ACT continues to be the driving
    force behind our school. Specifically, Hillview
    teachers have taken ownership of their students
    academic growth. Every Hillview teacher updates
    their Student Achievement Notebooks quarterly to
    analyze the progress of ALL of their students.
    This information is discussed at PLC and grade
    level meetings in an effort to ensure we are
    using data to drive instruction and to guide our
    improvement plans.
  • Data-driven instruction continues to guide
    Hillviews focus. Each Student Achievement Team
    analyzes the strengths and weaknesses across the
    grade level and within individual classes. The
    data gathered from Benchmarks, the SRI, and
    Timed-Writing affords teachers the opportunity to
    customize lessons to meet the needs of ALL
    learners. In addition, the data generated from
    these assessments is used to identify students in
    need of reading, writing, and math support from
    the MLSP teacher and/or the Reading Specialist.
  • The NJASK student essays from grades 4 and 5 were
    given to each teacher, special education
    teachers, MSLP, Reading Specialist, CST member
    and sent home for parent review. This was an
    effort to have all stakeholders be aware of how
    well our children write and to gain an
    understanding of how the State scores their
    writing.

7
Key Accomplishments (continued)
  • Accelerated Reader continues to be another
    successful initiative that encourages our
    students to read. Students were engaged as they
    worked to earn the motivating prizes by taking
    quizzes in response to the books they selected
    and read independently. Students were encouraged
    and eager to participate in the Accelerated
    Reader program. Hillview is thankful for its
    parent volunteers who work with staff to make
    this program a success for ALL of Hillviews
    students.
  • Collaborative teaching efforts have improved and
    increased between our general education and
    special education teachers. The collaboration
    between our teachers promotes increased
    student-learning while also decreasing the
    student to teacher ratio. Hillviews special
    education teachers, MLSP teacher, speech
    therapist, and reading specialist have increased
    their number of collaborative lessons. Every
    staff member takes great pride in our students
    growth and development. Our efforts to work as a
    TEAM have proven to be extremely beneficial to
    all students and support our growth in all areas.
  • On November 5th author, Stephen Krensky visited
    Hillview. Students in all grades read his books
    prior to his visit and completed projects that
    went along with them. He gave several
    presentations and also ate lunch with students.
  • Mrs. Munro and the Bookworm Committee worked
    together to provide two evening programs for
    students and their parents Bedtime for
    Bookwormy for Kindergarten and Bookwormys
    Creepy Campout for Fourth Grade. Also, parents
    from the Bookworms helped to host a school-wide
    Presidential Election in the Media Center.

8
Achievement Goals

9
Achievement Goals
  • Ninth Quarter Actions
  • Both the Reading Specialist and the MLSP teacher
    taught a 2nd grade Lexile reading group. This
    helped to keep class-sizes down and maintain a
    smaller Lexile range per reading group.
  • Students identified as reading below-grade level
    at all levels had smaller class sizes than other
    students. Specifically, second graders in the BR
    range were in Lexile smaller groups during this
    quarter.
  • Teachers continue to infuse active comprehension
    strategies according to Strategies That Work by
    Anne Goudvis and Stephanie Harvey.
  • Dedicating one hour to Writing Workshop daily has
    resulted in a total of 34 hours utilized to
    improve our students writing skills.
  • Hillview is maintaining and improving a common
    language across ALL grade levels in both reading
    and writing. This is evidence that all grade
    levels are teaching essential skills in the
    reading and the writing process. A greater
    emphasis is devoted to the teaching and practice
    of essential learning since teachers do not have
    to devote an exorbitant amount of time teaching
    the vocabulary of key strategies.
  • Grade-level articulation time is maintained
    through Common Planning Time and monthly grade
    level meetings.

10
ACHIEVEMENT GOALS (cont)
  • Math
  • The MLSP teacher works with students on the grade
    3-5 math Concern List based on a pull out
    service. MLSP students have been using the 5 Step
    Method for Problem Analyze, Strategize, Solve,
    Check, and Explain.
  • The MLSP students in grades 2-5 have been working
    with math reference books during their pull-out
    time to help them recall main concepts and skills
    taught in math. These books are available to them
    to use at home as well to assist with homework
    assignments and study for tests.
  • With the MLSP teacher, the 1st grade pull-out
    students have been working on a number book
    review all of their numbers, facts, and addition
    and subtraction strategies.
  • Writing
  • The MLSP teacher taught a lesson to all students
    in grades 2-5 on zooming in on a focused seed
    idea when writing, rather than a broad
    watermelon topic.
  • The MLSP teacher worked with all students in
    grades 3-5 on writing a good lead. The students
    were taught to use action, dialogue, and setting
    to create a lead that would hook in their
    reader.
  • With students in grade 2, the MLSP teacher taught
    a lesson on punctuation, which reviewed the
    punctuation marks and their usage. The students
    were then able to apply these skills into their
    small moments pieces.

11
2007-2008 Program Development Goals
  • Organize Schools for Success
  • Our overall plan continues to focus on our Plan
    Do Study Act strategy
  • Continued Implementation of Professional Learning
    Communities
  • Organized six common planning times which has
    given teachers the ability to meet in their PLCs
    as needed. Professional Learning Communities
    have had a positive impact on student
    performance. For example, PLCs have discussed
    Benchmarks, SRI, and worked together to closely
    monitor the Watch Concern lists. Teachers have
    developed strategies to foster continued
    improvement. They have used NJASK, SRI,
    Benchmark, and Timed-Writing results to plan
    lessons and form student partnerships that group
    students with high and medium skills, and medium
    and low skills to work cooperatively.
  • Executed Watch and Concern List Protocols
  • Watch and Concern List Action Plan - An action
    plan was created by the district Reading
    Specialists to establish a consistent tool that
    will coordinate the actions and the instructional
    strategies that teachers implement to monitor
    student progress.
  • Students on the Watch and Concern List for
    reading receive push-in support with the Reading
    Specialist in collaboration with the classroom
    teacher.
  • Students on the Concern List for math, writing,
    and/or reading receive small-group instruction
    with the MLSP teacher or the Reading Specialist
    on a push-in and pull-out basis.
  • Students on the Watch List for math and writing
    receive push-in support with the MLSP teacher in
    collaboration with the classroom teacher.

12
2007-2008 Program Development Goals
  • Focused instruction on aligned (horizontally and
    vertically) essential learnings.
  • The Principal, MLSP and Reading Specialist worked
    collaboratively to analyze the Benchmark, SRI,
    and Time-Writing assessments and shared findings
    with teachers.
  • Developed Ketchup and Mustard Days/All In One
    Fridays to further focus staff on essential
    writing skills according to NJASK and NJCCCS.
  • Staff continues to infuse active comprehension
    strategies into all subject areas.
  • Equip School with Sophisticated Learning Tools
  • Continued to administer the SRI (Scholastic
    Reading Inventory) and Riverside Benchmark
    assessments.
  • Administered seventh SRI and seventh Benchmark
    testing.
  • Teachers are using the information obtained from
    the SRI to place students in flexible reading
    groups based on their instructional reading
    level.
  • Implement DRA (Developmental Reading Assessment)
    in Kindergarten and First Grade.
  • First grade teachers assessed their students
    using the DRA, a comprehensive, diagnostic
    reading assessment.
  • Teachers are gathering the data to design lessons
    that will focus on each students strengths and
    weaknesses.
  • Created an expansive and inclusive technology
    program
  • Introduced over 209 technology lesson plans in
    the school (one per teacher per week).
  • Reviewed at least 75 lesson plans that require
    student use of technology.
  • Delivered 170 hours of dedicated technology
    training for students and staff through the
    Library Media Specialist.

13
2008-2009 Program Development Goals
  • Increase Active Learning/ Rigor and Relevance
    Methodology
  • More teachers are incorporating active
    comprehension strategies into social studies and
    science instruction.
  • Implementation of the Writing Workshop Program
  • The MLSP teacher has taken a very active
    leadership role in the implementation of the
    Writing Workshop.
  • Teachers have been consistently sharing their
    Writing Workshop rubrics, posters, and other
    materials that support the Writing Workshop block.

14
Instructional Practices Inventory October 9, 2008
15
2007 -2008 Program Development Goals
  • Maintain Teaching Methods that Motivate
  • There is evidence that greater implementation of
    the following strategies have been implemented
    and maintained in each classroom on a daily
    basis
  • Blooms Taxonomy
  • The 61 Traits of Writing by Ruth Culham
  • Strategies That Work by Anne Goudvis and
    Stephanie Harvey
  • - The expectation is that as greater emphasis is
    placed on Blooms Taxonomy Active Learning and
    Engagement will become more visible in each
    classroom as the year progresses. (See the
    Hillview IPI for additional data.)
  • In our second year, some teachers are using The
    6 1 Traits of Writing by Ruth Culham as a
    supplemental resource during the Writing
    Workshop.
  • Strategies That Work by Anne Goudvis and
    Stephanie Harvey has been implemented and
    maintained in creating active reading lessons for
    students.

16
Scholastic Reading Inventory Reading Results Q9
through Q12
17
Hillview SRI Grades 2-5 Qtr. 1 vs. Qtr. 5 vs.
Qtr. 9
18
Hillviews Reading Benchmarks 2006-2007 vs.
2007-2008 vs. 2008-2009
19
Hillviews Math Benchmarks 2006-2007 vs.
2007-2008 vs. 2008-2009
20
9th Quarter Grade Distribution
21
9th Quarter Grade Distribution
22
Culture
  • Student Behavior Incidents
  • Number of reported behavior referrals
  • The number of students referred to the
    nurse/principal for bullying or conflict was 7
    for September 2008 through October 2008.
  • The number of conflicts the peer mediators have
    helped to resolve was 10 for September 2008
    through October 2008.
  • Number of serious behavior interactions
    (suspensions)
  • From September through November 05-06 0
  • From September through November 06-07 1
  • From September through November 2007 0
  • From December through February 05-06 2
  • From December through February 06-07 1
  • From December through February 07-08 1
  • From January through April 05-06 3
  • From January through April 06-07 4
  • From January through April 07-08 4
  • From May through June 05-06 1
  • From May through June 06-07 0
  • From May through June 07-08 5
  • From September through October 2008 0
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