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Melvin E. Sine School. 2012-2013 School Year Principal Tish Mineer Assistant Principal Brian Duguid. Mission Statement. Melvin E. Sine School is dedicated to the belief that all children can learn.
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Melvin E. Sine School 2012-2013 School Year Principal Tish Mineer Assistant Principal Brian Duguid
Mission Statement Melvin E. Sine School is dedicated to the belief that all children can learn. We will provide children with a supportive, caring environment that develops academic success, self-respect, self-motivation, and a sense of responsibility.
Mottos • No one has the right to interfere with the learning, safety, or well being of others. • Do what is expected and do it the best that you can.
‘12-’13 School Goals • To continue to build off of previous years achievements! • 2011-2012 School Year – An 18 point gain in the AZ Learns Achievement Profile! • We scored 114 points, earning a “C” label
‘12-’13 School Goals • We want to turn the 18 point growth into 81% or more of our students passing AIMS in reading, math, science, and writing.
What we will do to achieve this goal? • Implement with fidelity our School Continuous Improvement Plan
Strengthen Instruction • Leadership Team (principal, assistant principal, achievement advisors) and Site Council will assists in developing school goals, school improvement action steps, coordinating the delivery of instruction, methodology, recommending resources, and ultimately monitoring program implementation. • The PLCs act as mentors to their peers for the implementation of goals, monitoring of AIMS and benchmark data to determine the need for reteaching and individual student intervention, and development of strategies. • Additionally, the leadership team and Site Council reviews an annual survey completed by staff, students, and community members regarding the effectiveness of school PD, curriculum, instruction, assessment, community, safety, and leadership.
Reading Strategies • K-3rd grade teachers will plan and deliver explicit sequential phonics instruction that is systematically applied in students’ writing and guided reading. • 4th -8th grade teachers will plan and deliver lessons which explicitly teach reading strategies to help students comprehend narrative, expository, functional, and mathematical texts. • Daily 5 reading structure will be implemented across all grade levels. • Increased expectations for reading outside of school.
Reading Strategies • Daily Five, a reading structure that includes: • Read to Self • Listen to Others Read • Read to Someone • Word Work • Writing
Reading Strategies • Reading Café In addition to the Daily Five, the Reading Café will be utilized to identify strategies to support students who are struggling with reading. (Café- is an acronym for comprehension, accuracy, fluency, and extended vocabulary. It focuses instruction on one of those specific skills by supporting the establishment of goals for students to improve their reading skills.)
Reading Strategies • Reading Outside of School • Grade Level Expectations for Reading at Home: • K- 5 minutes • 1- 10 minutes • 2- 10 minutes • 3- 15 minutes • 4- 20 minutes • 5- 20 minutes • 6- 30 minutes • 7- 30 minutes • 8- 30 minutes
Reading Strategies • Book Reports for each Instructional Period:
Writing Strategies • Teachers will plan and model writing lessons to explicitly teach narrative and expository writing with increasing complexity within the school. • Teachers will increase the expectation of students responding in complete sentences in their classroom work. • Teachers will increase the expectation of students writing in complete paragraphs with increasing complexity as appropriate.
Math Strategies • Teachers will plan lessons in comprehensive mathematics (incorporating conceptual understanding, fluency, systematic problem solving strategies and math attitude) that align to grade level standards.
Math Strategies • Conceptual Understanding- Supporting students in gaining and understanding why an algorithm or theorem works by using manipulatives, visuals, and real life experiences to show mathematical concepts.
Math Strategies • Fluency- Supporting students in gaining automatic recall of math facts or understanding of mathematical relationships to increase the ability of students to work through a problem with accurate calculations. (Rocket Math)
Math Strategies • Systematic Problem Solving Supporting students in learning a variety of strategies to solve word problems and real life situations aligned to the grade level standards.
Math Strategies • Math Attitude Supporting students in improving their self-perception of their math skills, their willingness to explore and grow mathematically, and desire to stick with it to solve the problem.
Interventions for Struggling Students • Strategic Instructional Period - During the school day, all grade levels will be provided with a flexible grouping period for the purpose of providing targeted instruction as needed to either reinforce or extend learning opportunities based on student need.
Interventions for Struggling Students • Extending Learning Opportunities After school tutoring opportunities will be provided to students whose benchmark, DIBELS, or classroom performance indicate a need for additional support for a specific skill. Tutoring will be offered on Monday and/or Thursday, afterschool from 3:20 to 4:20. It will begin after Fall Break.
Interventions for Struggling Students • TAT- Teacher Assistance Team The Teacher Assistance Team (TAT) addresses the challenge of helping students who are having trouble in school through a positive, success-oriented approach that uses specific assessment and intervention tactics to help remove educational and behavioral blocks to allow all students access to the general education classroom. The goal of TAT is to build a cooperative interdisciplinary team that works together to help students: • Increase academic learning • Increase appropriate behaviors • Increase motivation • Support teachers in instruction • Increase professional partnerships
Extending Learning • Algebra 1 Class Students who qualified based on last year’s AIMS test results are participating in ALEKS, an on-line math course. • Gifted Strand Classrooms Students Identified as gifted have a GDP written each year to ensure they are being challenged in the classroom.
Standards Based Curriculum • Our district utilizes Harcourt Story Town Reading series K-5, Sequential Processing, 6 Traits Writing, Go Math!, and Investigations for K-5 math, and Scotts Foresman Science textbook. For our middle school students we utilize McDougall Littell for reading, science, social studies and math curriculum and 6 Traits Writing.
Parent Involvement • Purple Folders or Agendas for Daily Communication • PTA- First meeting Sept. 18th @ 4 PM and they will be electing officers at this meeting • Our Family Education Center & Davita Solter • Tuesday Mornings from 8:30-10:30 Parent Trainings • Thursday Mornings from 8:30-10:30 Make & Take Workshops to support your student at home.
Title 1 Budget for Sine $153,200 District Determined Expenses $13,000 Parent Involvement $12,300 Technology $7,600 Instructional Aids $7,300 After School Tutoring $3,300 Professional Development $196,700 Total