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Reading and Math ER Innovation Showcase October 29, 2012 Celeste Henkel Elementary

Reading and Math ER Innovation Showcase October 29, 2012 Celeste Henkel Elementary. Emergency Room? At an elementary school?. Learning Targets Getting staff buy in to make necessary changes How to use assessments to determine overall school needs and individual student needs

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Reading and Math ER Innovation Showcase October 29, 2012 Celeste Henkel Elementary

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  1. Reading and Math ER Innovation Showcase October 29, 2012 Celeste Henkel Elementary

  2. Emergency Room? At an elementary school?

  3. Learning Targets Getting staff buy in to make necessary changes How to use assessments to determine overall school needs and individual student needs Scheduling to provide needed time for CORE and Interventions CORE changes and Interventions utilized Lessons from our teachers / staff

  4. Celeste Henkel Demographics Kindergarten – 5th Grade 590 students 70% free/reduce lunch Sub-groups: EC, low socio-economic 78% Caucasian; 12.5% African- American; 6.11% Hispanic; 2.97% Asian; .33% other Blue collar workers Both parents work/single parent homes

  5. Time to Give the Paddles! CLEAR!!!!

  6. Staff Buy In for Change “Change of Practices” Always start with the data, What does it tell us? Why the data is what it is, Root causes? What do we have control of? What is our focus? – Smarter not Harder Putting the Plan into Action with All Hands on Deck approach

  7. Scheduling “Treatment Plan” Time for uninterrupted CORE Reading 120 min. and Math 60 min. Intervention / Enrichment block for Reading and Math 45 min. Feedback given from staff Times are PROTECTED!!!! See School Schedule (Handout #1)

  8. Use of Assessments “Checkup” EOG – Gives the overall picture for school / grade levels Predictive Assessments – Created by the district gives a comparison / grade level needs CFA – Created by grade levels based on semester objectives – measures growth across the semester. Answers: What do they already know? What do they still need to learn? Progress Monitoring – Weekly assessments based on students gaps for the Tier 1 and 2 “At risk students” AIMS Fluency Assessment

  9. CORE Focus “Alignment of Best Practices” Focus on Essentials – Grade Level Example Guided Reading / Balanced Literacy Math focus on the “why” Inclusion for EC in grades 2-5 with the use of co-teaching

  10. Clear Expectations “Continued Building Alignment” Positive Behavior Intervention Support Clear expectations throughout the building (classroom, hallway, bathrooms, cafeteria, car rider line,etc.) Focus on being proactive rather than reactive School Matrix Example (Handout #2) 472 ODRS in 2008-2009, 110 2011-2012

  11. At Risk List “Who do we need to focus on?” Given to teachers the 1st day back from summer break – Planning from day 1! In order from lowest to highest Based on proficiency and growth Example

  12. Interventions / Enrichment “The diagnosis and prescription” Reading Researched Based Reading Mastery and Corrective Reading Fluency Focus Strategies implemented for advanced students Groups are flexible with continuous movement based on data

  13. Interventions / Enrichment “The diagnosis and prescription” Math Strategies implemented for advanced students V Math Groups are flexible with continuous movement based on data

  14. Video Examples 1st Grade Intervention 3rd Grade Intervention 5th Grade Intervention and Enrichment

  15. Use of All Staff for Success “Code Blue” Teacher Assistants Enhancement Teachers Leadership Team

  16. Parental Involvement “It takes a village” Open House Presentations Student Led Conferencing Tier 1 and Tier 2 Paperwork Volunteer focus on working with students Common Core Literacy Night

  17. Student Example “Process” (Handout #5) All students are assessed in Reading and Math to determine “on level” or “not on level” Students who are not “on level” are given further assessments to determine gap areas Tier 1 Paperwork (took the place of Student Support Plan) is completed with parent

  18. Student Example “Process” Student is given prescribed interventions based on gaps Student is assessed “progress monitored” weekly to measure growth If the student is progressing they keep going with the interventions

  19. Student Example “Process” If the student is not progressing they are moved to Tier 2 where they are given more intensive interventions These interventions are provided by the grade level team Student is continued to be progress monitored weekly to measure growth Possibility of moving to Tier 3 / Assistance Team if there is still limited to no growth

  20. Lessons from our Teachers Our students rather than my students Make adjustments as needed Continued ongoing training and always learning Every adult in the building is responsible for the success of our students

  21. Questions?

  22. Jonathan Ribbeck – Principal ribbeck@iss.k12.nc.us Susan Stevenson – Counselor sstevenson@iss.k12.nc.us Jennifer Myers – 1st Grade jmyers@iss.k12.nc.us Sarah Wojcio – 3rd Grade swojcio@iss.k12.nc.us

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