Burr Elementary Data Team Presentation “Every Child, Every Classroom, Every Day” 2013 -2014

Math

Burr ElementaryData Team PresentationEvery Child, Every Classroom, Every Day2013 -2014

Burr ElementaryData Team Presentation2013 -2014Vision StatementAll children have the right to a rigorous, high-quality education which meets their individual needs. UCS/Burr Elementary will respect, encourage and empower each and every student to acquire the necessary knowledge, skills and attitudes to be successful, contributing members of a diverse community and global society.

Burr ElementaryData Team Presentation2013 -2014School Mission StatementOur schools educational success focuses on the combined efforts of students, parents, staff and community. We work together to educate and challenge our children while meeting their individual needs and goals. As a community, we will teach respect for uniqueness of self and the diversity of others.

Burr ElementaryData Team Presentation2013 -2014Tier II Mathematics Indicators:Tier II Indicator 1.1: The number of kindergarten through sixth grade students who score 80% or higher on the districts end of the year math assessment will increase.Tier II Indicator 1.2: All students in third through sixth grades will meet or exceed standards and be identified as proficient on the Michigan Educational Assessment Program (MEAP) tests in reading, writing, math, science and social studies.Tier II Reading Indicators:Tier II Indicator 1.1: The number of kindergarten through sixth grade students who score at or above grade level in reading as measured by the Rigby/QRI assessments will increase.

Burr ElementaryData Team Presentation2013 -2014Tier II Writing Indicators: Indicator 1.1: The number of fourth grade and seventh grade students that previously attended Burr Elementary, who achieves a score of 4, 5, or 6 on the state (MEAP) six-point writing rubric in Writing from Knowledge and Experience, will increase. Tier II Indicator 1.1: The number of kindergarten through sixth grade students who achieve a score of 4, 5, or 6 on the district wide six-point writing rubric in Writing from Knowledge and Experience will increase.

Burr ElementaryData Team Presentation2013 -2014Tier II Social Studies Indicators:Tier II Indicator 1.1: The number of kindergarten through sixth grade students who score 80% or higher on the districts end of the year math assessment will increase.

Tier II Indicator 1.2: All students in third through sixth grades will meet or exceed standards and be identified as proficient on the Michigan Educational Assessment Program (MEAP) tests in reading, writing, math, science and social studies

Burr ElementaryData Team Presentation2013 -2014Tier II Science Indicators:Tier II Indicator 1.2: All students in third through sixth grades will meet or exceed standards and be identified as proficient on the Michigan Educational Assessment Program (MEAP) tests in reading, writing, math, science and social studies

20 2011 MEAP Scores

3rd gradeOakbrook District Rank OrderCountyStateReading66%68%13/2561%62%Mathematics 30%44%20/2535%36%4th grade

Reading80%77%10/2569%68%Mathematics 56%52%11/2543%45%Writing68%58%1/2549%40%5th grade

Reading76%76%12/2570%69%Mathematics45%48%26/2539%40%6th grade

Reading74%78%17/2568%67%Mathematics48%53%19/2538%37%11 MEAP Scores

3rd gradeOakbrook District Rank OrderCountyStateReading66%68%13/2561%62%Mathematics 30%44%20/2535%36%4th grade

Reading80%77%10/2569%68%Mathematics 56%52%11/2543%45%Writing68%58%1/2549%40%5th grade

Reading76%76%12/2570%69%Mathematics45%48%26/2539%40%6th grade

Reading74%78%17/2568%67%Mathematics48%53%19/2538%37%

Burr ElementarySchool Initiatives2013 -2014Instructional:Fountas and Pinnell (K - 6)WriteSteps (K 6)I can statements (all grades)Student Data Folders (1st 6th grade)Organizational Binders (3rd 6th grade)Go Math (1st 6th) with Fall, Winter and Spring Common CoreAssessmentSummer School 2014Increased MEAP Scores

Burr ElementarySchool Initiatives2013 -2014Home/School Connection:Diet Coke with the PrincipalJunior High visit early October from (2) sixth grade teachers and principalStaff Positive PostcardsRecognition Luncheon for Freedom and Community ChurchesImproved website, Principal Blog, and teacher tweetsProfessional Development:Fountas and Pinnell Training (K 2)Book Club Core Six (possible next book Preventing Summer Reading Fall Off)Mid-Year Data Analysis and Assessments (K 6)

Burr ElementarySchool Initiatives2013 -2014Other:NEA Master Teacher Cassandra Joss (95 in the Country) The Class of 2014 NEA Teacher Leadership Initiatives (200 teachers in 6 states) Melissa GronzoPE-nut Nutrition Program (K 6) Henry Ford Health SystemsGreen School ApplicationOperation Kindness The Hero in Me

Moving ForwardStrengths and Considerations2014-2015Continue with an Aligned and Rigorous CurriculumContinue Effective Instructional Practices that are Consistent in all ClassroomsUse of Assessments and Analysis of Student Performance Data to Dig DeeperIncrease AccountabilityPositive School Culture Focused on Data and Improving Student AchievementIncrease Parental and Community Engagement

Burr Elementary Teachers Continue to be Consistent, Accountable and have a Sense of Urgency

The results/data shows that we are a successful school that continues to improve student achievement for all children.

Kindergarten Math2013-2014Goals:*Recognizing and writing numbers up to 20*Addition and Subtraction within 5*Non-standard measurement*Sorting and Classifying*Increased knowledge in problem solving skills*Count by rote to 100*Count to 100 by tens and fives

Strategies:*Dreambox*E-Spark*Math Stations*Use of manipulatives*Whole group mini lessons*Small group lessons*Brainpop Jr., YouTube

Interventions:*Small group instruction*Dreambox*E-Spark*Differentiated math stations*Math consultant push-in*Math volunteers

Progress Monitoring:*Concept assessments throughout the year*5 week quick checks*NWEA

Data:*90% of GENERAL EDUCATION students will meet their projected growth RIT score for spring 2014 in mathematics.

Mrs. Fortier, Mrs. Joss and Mrs. Robinson

Kindergarten Reading2013-2014Goals:*Fountas and Pinnell level C*Sight Word Recognition (Write Steps words, Dolch words, Houghton Mifflin words)*MLPP (rhyme choice/supply, segmenting/blending, onset/rime)

Strategies:*Guided Reading*Differentiated word study*Comprehension Lesson Studies*Sight Word bags *Bulldog bags*Use of leveled books*E-spark*Daily 5/literacy stations*NWEA Skills check lists

Interventions:*RTI*Small group instruction*Parents receive current F&P scores, along with reading expectations quarterly*E-Spark*Shared Reading/Whole Group Reading

Progress Monitoring:E-spark, NWEA tested 3 times a year, NWEA skills checklists, MLPP 4 times/year, 5 week quick checks, informal assessments during guided reading

Data:*90% of GENERAL EDUCATION kindergartners will know all letters and sounds*90% of kindergartners will be readers.

Kindergarten Writing2013 -2014Goals:*Write 3-4 complete sentences on a given topic*High frequency words spelled correctly*Proper use of writing conventions

Strategies:*Writers Workshop daily*Handwriting (Proper formation)*Shared Writing*Interactive Writing*Write Steps

Interventions:*RTI (writing)*Small group instruction*Writing mini-lessons*Parents receive sample writing/scores from their child monthly, along with an anchor paper to compare growth

Progress Monitoring:*5 week quick checks*Monthly writing assessments*Informal assessments of writing prompts

Data:*85% of GENERAL EDUCATION kindergartners will independently write 3-4 complete sentences on a given topic.


Kindergarten Social Studies2013 -2014Goals:*Making real world connections with: history, geography, civics/government, economics and decision making.

Strategies:*Whole group lessons*Connecting vocabulary with pictures*Incorporating non-fiction books to facilitate discussion*Use of technology (Brainpop Jr., YouTube, Discovery Science) for exposure to non-fiction topics*Non-fiction writing

Interventions:*Small group reinforcement when needed

Progress Monitoring:*5 week quick checks*Informal and observational assessments throughout units

Data:*90% of GENERAL EDUCATION Kindergartners will understand general social studies concepts according to Michigan GLCEs.Mrs. Fortier, Mrs. Joss and Mrs. Robinson

Kindergarten Science2013-2014Goals:*Experience in Physical, Life, and Earth Sciences

Strategies:*Hands on activities*Whole group lessons*Use of technology (Brainpop Jr., YouTube, Discovery Science) for exposure to non-fiction topics*Non fiction writing

Interventions:*Small group reinforcement when needed

Progress Monitoring:*5 week quick checks*Informal and observational assessments throughout units

Data:*90% of kindergartners will understand general science concepts according to Michigan GLCEs.

Kindergarten 2013-2014The Bottom 30%*Have grown due to teacher led instruction and small groups.*Blended learning has not shown significant growth for most of our bottom 30%.

Student Successes:

5 week quick check monitoring has shown that students are improving in all subject areas.Considering the majority of kindergartners did not attend a formal preschool, students have made great gains.Implementation of the Fountas and Pinnell reading assessments has increased student comprehension.All students have grown from Fall to Winter NWEA scores. We project that 90% of kindergartners will reach their projected RIT score in math and reading.

Looking Ahead to Next Year.*Hoping to have McGraw Hill language arts program to guide our literacy instruction.*Hoping not to be subbed out as frequently with new initiatives.*Hopefully Burr will get the Great Start Readiness Program.


First Grade Math2013-2014Goals: 80% of our students will pass the end of the year first grade math assessment with an 80% or higher.

Strategies: Small-group instruction, Spiraling, Dream Box, Espark, Brainpop Jr., Math stations, Common Core Math Boxes, Vocabulary, Problem-solving, Manipulatives, Strategies for Fact Fluency

Interventions: Leveled small-group instruction

Progress Monitoring: 5 week quick checks, Mad minutes, Quarterly common assessments

Data:

Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

First Grade Reading2013-2014Goals: 90% of first grade students will show one years growth or more in reading OR be at a Fountas & Pinnell level I or higher.

Strategies: Guided reading groups, Daily 5, Caf strategies, Time for Kids, Comprehension Framework, Vocabulary, Guided Highlighted Reading, Making Connections, Word Study, Text Features, Raz-kids, Espark

Interventions: RtI, Leveled guided reading groups, Leveled Literacy Intervention

Progress Monitoring: Fountas & Pinnell, Sight Word checks, Spelling Inventory

Data: See graphMrs. Haroney, Ms. Pierce and Mrs. Verbrugge

First Grade Writing2013 -2014Goals: Students will increase their writing proficiency on the end of the year writing assessment using the District 6 point holistic rubric.

Strategies: Write Steps, Writers Workshop, Mini-lessons, 6+1 Traits, Small-group instruction, Conferring, Peer-editing, Mentor Texts, Narrative & Expository writing, Word Study

Interventions: Individual Conferring, Small-group Instruction

Progress Monitoring: 5 week quick checks, Spelling inventory

Data:


First Grade Social Studies2013 -2014Goals: Students will learn four grade-level appropriate vocabulary words per unit.

Strategies: Non-fiction texts in small group and whole group reading instruction, Time for Kids, Text features, Non-fiction writing, Interactive notebooks, Brainpop Jr.

Interventions: Re-teach content in small groups, Oral testing

Progress Monitoring: 5 week quick checks

Data:


First Grade Science2013-2014Goals: Students will learn four grade-level appropriate vocabulary words per unit.

Strategies: Discovery Science, Brainpop Jr., Non-fiction texts in small group and whole group reading instruction, Time for Kids, Text features, Non-fiction writing, Hands-on activities, Interactive notebooks

Interventions: Re-teach content in small groups, Oral testing

Progress Monitoring: 5 week quick checks

Data: See graphs


First Grade 2013-2014The Bottom 30%The bottom 30% benefited from small group instruction throughout the day in all content areas.Many have been offered participation in the Summer Learning program at Burr.

Student Successes:Many students who came in reading below grade level are now reading at grade level.Students have become more proficient in writing since the fall.Small-group instruction has increased students understanding of math concepts.Fact fluency strategy instruction has led to better scores on timed tests.

Looking Ahead to Next Year.

Interactive vocabulary notebooks in science and social studiesCreate science and social studies vocabulary word wallsImplement more science and social studies stations incorporating Discovery Science during Daily 5 timeImprove the management of the caf board and conferring notebookFull implementation of math vocabulary notebooks


Second Grade Math2013-2014Goals: 90% of second grade students will score proficient or better on the second grade common core math assessment.

Strategies:Our strategies areguided mathspiraling setting goalspre and post tests math stationsDreamboxMath minutesProblem solving sheetsInteractive/Vocabulary notebooksMath homework packets aligned with common core

Interventions:Our interventions this yearISMKari Dennis (math push-in)Dreambox

Progress Monitoring:To progress monitor all of our students we use Five minute addition and subtraction testsPre and Post test graphs Student data foldersData:86% of our second grade students scored proficient or higher.

Mrs. Carlin, Ms. Peila and Ms. Sutter

Second Grade Reading2013-2014Goals:90% of second grade students will read at or above grade level.

Strategies:Our strategies areDaily 5Comprehension frameworkGuided readingLLI KitsFlexible small groupsInteractive notebooks

Interventions:Our interventions areRTI Imagine Learning

Progress Monitoring:To progress monitor our students we useF & P Student data folders

Data:85% of second graders are reading at or above grade level (those not proficient made at least one years growth).


Second Grade Writing2013 -2014Goals:90% of second grade students will be proficient or better in writing.

Strategies:Our strategies areflexible groups Write Stepswriters workshop6+1 writing traits Daily 5progress monitoringmonthly writing assessments

Interventions:Our interventions aresmall groups guided by our monthly writing assessments

Progress Monitoring:To help us progress monitor we usemonthly writing assessmentsConferencing with students during Student data folders

Data:88% of second grade students scored proficient or higher on their writing assessments.


Second Grade Social Studies2013 -2014Goals:Students will have a greater understanding of the Tier 2 vocabulary

Strategies:Our strategies includeguided highlighting cross curricular comprehension framework

Interventions:Our interventions are flexible small groups

Progress Monitoring:To progress monitor we useWriting Tracker vocabulary checks Student data folders

Data:5 week quick checks Write Tracker- Started in January


Second Grade Science2013-2014Goals:Students will have a greater understanding of the Tier 2 vocabulary

Strategies:The strategies we use includeguided highlightingcross-curricular comprehension framework Discovery Science

Interventions:Our interventions areflexible small groups

Progress Monitoring:To help us progress monitor we use Writing Tracker vocabulary checks Student data folders

Data:5 week quick checksWrite Tracker- Started in January


Second Grade 2013-2014The Bottom 30%There has been significant growth in all areas.

Student Successes:In reading our bottom 30% students have increased from 0% proficient to 44% proficient or higher. (ALL students have made at least one years growth)In writing our bottom 30% students have increased from 0% proficient to 67% proficient or higher. In math our bottom 30% students have increased from 0% proficient to 72% proficient or higher.

Looking Ahead to Next Year.continue to spiral in all subject areasutilize learning center and E.L. supportcontinue to integrate vocabulary notebooks in all subject areaslowest 30% of students will be attending summer learning to get continued supportDiscovery Sciencecontinue with small group instruction in all subject areasinteractive notebooksbegin using Science and Social Studies notebooks


Third Grade Math2013-2014 Goal: To increase all general education students score on the math assessment from the beginning of the year to the end of the year.

Strategies:Common Core Math CentersHands-on Activities Use of manipulativesIncreasing AccountabilitySpiraling BackVocabularyTargeting instruction based on dataMath across the curriculum.

Interventions:Differentiated stations.Tests given in a small group when needed. Kari Dennis pushes in to double-dip with bottom 30% Small-group Instruction.

Progress Monitoring: The data from the beginning-year and mid-year assessment was used to guide instruction. The added component of Dreambox and NWEA testing also gave input to each students weaknesses and strengths.

Data: The data for third grade math will be coming shortly as the end of the year assessment has not been given at this time. We are projecting between 80-90% of general education students will pass the end of the year assessment.

Mrs. Marks, Ms. Oldani and Mrs. Santiago

Third Grade Reading2013-2014Goals:All third grade students will increase proficiency in reading by one years growth or more as measured by the Fountas and Pinnell Benchmark Assessment.

Strategies:Increase targeted instruction and reading of nonfiction text Guided small group instruction CAF goalsDevelopment of academic and domain specific words Frayer modelTechnology Discovery Science, Guided Highlighted Reading/Comprehension Framework across the curriculumApplication of Webbs Depth-of-Knowledge Nightly leveled reading materialsStudent data, accountability, and goal sheetsParent communication, collaboration, and education

Interventions:Guided small group instructionRTI

Progress Monitoring:5-week Fountas and Pinnell (nonfiction) for identified bottom 30% in each classroomQuarterly Fountas and Pinnell (nonfiction) assessment for all studentsMeeting with small groups and conferring with individual students daily Exit tickets/Credit Cards/Parking Lot Feedback to guide instructionData:Data will be recorded and shared at the conclusion of the assessments

Mrs. Dennis, Mrs. Marks, and Mrs. Santiago Third Grade Writing2013-2014Goals:90% of third grade students will score proficient with a holistic score of 4, 5, or 6 based on theExpository Writing: 6 Traits Rubric

Strategies:Implementation of WriteSteps utilizing 6 Traits of Quality Writing, Writers Workshop, Madeline Hunters Lesson Plan Format, authentic student writing samples, graphic organizers, and 6 Traits/Common Core rubricsIncrease consistent, targeted writing instruction across the curriculum to maximize student learning focusing on Constructed Response and Text Structure Implementation of Writing Tracker used to build writing fluency and comprehension of content and vocabulary

Interventions:

One-on-one conferencing, evaluating, reflecting, and individual goal settingPeer collaboration, conferencingParagraph Frames to support text structureRTI, ELL support

Progress Monitoring:Writers Notebook Students generate text, find ideas, and practice what they know about spelling, grammar, and different writing genres. It is within the Writers Notebook that we informally assess the growth of each individual writer. Monitoring of writers notebooks during one-on-one conferencing ensures evidence of progress towards focused broader goals and short term objectivesFormal Core Writing piecesWriting Tracker data recorded and graphed

Data:Constructed Response 5 week checks show an increase in structure, grammar, and individual writing techniques. 80% of students scored a 4 or higher on the 5 Paragraph Expository Writing piece in March.

Third Grade Social Studies2013 -2014Goals: To provide students with a deeper understanding of the Social Studies content and to establish an outcome that represents a higher level of comprehension and ability to help students compile information and apply it in new and different ways.

Strategies: Note taking, stations ,Writing Tracker and Frayer Model vocabulary activities to monitor understanding of content. Time lines are used to help understand when historical events have taken place. Additionally, interactive notebooks, Quick checks and other graphic organizers are used for summarizing, comparing and contrasting and cause and effect. Videos are used to take students on impossible field trips and reach students with a variety of learning styles and varying learning acquisition styles. Lastly, students dramatize events to help interpret what they have learned.

Interventions: Small groups are formed for the bottom 30% to review vocabulary and other lesson material. Tests are read to applicable students.

Progress Monitoring: Writing Tracker is used to help summarize main ideas and vocabulary after each Unit. Chapter tests using multiple choice, vocabulary matching, and constructed response questions are used.

Data: Since starting Writing Tracker this year 54/59=92% of third grade students have increased their writing fluency related to the content learned since September/October.


Third Grade Science2013-2014Goals: To provide students with a deeper understanding of the Science content and to establish an outcome that represents a higher level of comprehension and ability to help students compile information and apply it in new and different ways.

Strategies: Note taking using a basic version of Cornell notes with essential questions. Science Problem Solving Steps: The Scientific Method. Begin lessons with Quick Checks for review. Group work and journaling in the Interactive Notebook. Leveled articles related to content. Writing Tracker to summarize learning and apply new vocabulary. Pre-reading activities using the Frayer Model for a better understanding of vocabulary. Other graphic organizers are used to teach main idea, and compare and contrast. Leveled articles are used to teach content. Discovery Science videos and lessons. Stations are used to summarize articles, Hands-on Activities, and Technology (Discovery Science resources) such as video and virtual labs.

Interventions: Small groups are formed for the bottom 30% to review vocabulary and other lesson material. Tests are read to applicable students.

Progress Monitoring: Writing Tracker is used to help summarize main ideas and vocabulary after each Unit. Chapter tests using multiple choice, vocabulary matching and constructed response questions are used.

Data: Since starting Writing Tracker this year 50/59=85% of third grade students have increased their writing fluency related to the content learned since September/October.


Third Grade 2013-2014The Bottom 30%

Student Successes:*Currently, 89% of the bottom 30 have increased their reading level by at least 1 years growth.*Currently, 72% of the bottom 30 are proficient with a score of 4,5, or 6 using the constructive response rubric.*70% of the bottom 30 increased their score from beginning-year to the mid-year assessment. *There is evidence of writing strategies being applied throughout the curriculum. *Parent communication.

Looking Ahead to Next Year.*LLI Kit*Implementing accommodations for ELL students based on proficiency levels obtained through the new WIDA assessment. *Increase basic fact practice.*Developing I can statements from the language and content specific objectives (Framework).*Data folders


Fourth Grade Math2013-2014Goals: Every student is progressing toward grade level proficiency. Students should be at or have shown progress toward grade level proficiency by the end of the school year. 80% or more will be at grade level norms for the mathematics section of the NWEA assessment.

Strategies: pre and post testing with graphs, post testing with common core questions, student goal setting, small group instruction, use of hands-on manipulatives, student collaboration, Frayer model/vocabulary instruction, mathematic stations, DreamBox, NWEA data practice website, interactive whiteboard using various websites, common core problem-solving, DOK Level 4 investigation (Geometry Town, Fraction Flags)

Interventions: Title I mathematics small groups, at-risk small group instruction, differentiated instruction groups from volunteer retired teacher & parent volunteers

Progress Monitoring: pre & post testing for each unit, beginning, middle, and end of year assessments, NWEA assessments

Data: unit post-tests, beginning, middle, end of year assessment scores,NWEA dataMrs. Henry, Mr. Clarke, Mrs. Wilson

Fourth Grade Reading2013 -2014Goals: Every student is progressing toward grade level proficiency. Students should be at or have shown progress toward grade level proficiency by the end of the school year. 85% of students will be reading at a Fountas & Pinnell level S or above by June 13.

Strategies: 140 minutes/week on reading logs required, comprehension framework, modeled lessons, CAF Strategies, guided reading groups, daily at-risk groups, DOK questioning, readers response journal, use of Smarter Balance practice assessments, reading A to Z, Science A to Z, Tumblebooks, Readworks Science nonfiction passages,

Interventions: small groups, leveled text, goal setting, RTI

Progress Monitoring: Fall, Mid, and End of Year Assessments, Continual Monitoring of At-Risk students using Fountas & Pinnell Comprehension/Fluency assessment

Data: 5 week quick checks along with Compilation of year long student assessments

Mrs. Henry, Mr. Clarke, & Mrs. Wilson

Fourth Grade Writing2013-2014Goals: Every student is progressing toward grade level proficiency. Students should be at or have shown progress toward grade level proficiency by the end of the school year. 80% of the students will be proficient in the 6 traits of writing.

Strategies: WriteSteps, Model Writing with Grade Level Appropriate Samples, Comprehension Framework, 6 + 1 Writing Traits , Writing notebooks, Writing Conferences w/ Students, (Goal Setting) Grammar lessons, Constructed Response

Interventions: Conferencing and Goal Setting, Meeting individually with students in order to focus on Specific Writing Traits, Small group instruction

Progress Monitoring: Fall, Mid-Year, & Spring Assessments, WriteSteps Writing Prompts, Mini-Lessons, and 5 weeks quick checksData: Fall, Mid-Year, & Spring Writing Assessments scored w/ 6 point rubric focusing on Writing Traits. Grade Level Specific Writing Prompts.


Fourth Grade Social Studies2013 - 2014Goals: Every student is progressing toward grade level proficiency. Students should be at or have shown progress toward grade level proficiency by the end of the school year.

Strategies: Frayer model and intensive vocabulary instruction, write tracker, and constructed responses. Technology centered exploration using Common Core goals toward mastery of vocabulary and concepts, use of social studies text in guided reading groups

Interventions: Small group and one-on-one instruction with a focus on writing in the content area while using content specific vocabulary.

Progress Monitoring: 5 week quick checks focusing on vocabulary and constructed response questions, check understanding quizzes and tests.

Data: 5 week quick checks, constructed responses, and check understanding quizzes.

Mr. Clarke, Mrs. Henry and Mrs. Wilson

Fourth Grade Science2013 - 2014Goals: Every student is progressing toward grade level proficiency. Students should be at or have shown progress toward grade level proficiency by the end of the school year.

Strategies: Frayer model and intensive vocabulary instruction, write tracker, and constructed responses. Technology centered exploration using Discovery Education virtual labs, grade level specific readings, and Common Core strategies, use of science text (ReadWorks and Navigating Nonfiction) in guided reading groups, Science A to Z.

Interventions: Small group and one-on-one instruction with a focus on writing in the content area while using content specific vocabulary. Small group guidance in the virtual labs and grade level specific readings.

Progress Monitoring: 5 week quick checks focusing on vocabulary and constructed response questions, check understanding quizzes and tests.

Data: 5 week quick checks, constructed responses, quizzes and tests.

Mr. Clarke, Mrs. Henry and Mrs. Wilson

Fourth Grade 2013-2014The Bottom 30%: As a FOCUS school we have been dedicating extra time to ensure that all students below grade level focus on clearly stated goals and expectations. These expectations and goals are designed to help them improve their reading, writing, and mathematics skills. These skills are also carried through into their science and social studies comprehension. Regardless of our students academic standing it is our mission to bridge the gap between our below grade level and above grade level students. The expectation is that all students will show academic growth in all aspects of Common Core expectations with our core focus on those that have the highest need. They have also been receiving small group instruction in every subject area.

Student Successes: Students have shown a willingness to learn through a more cohesive student centered learning initiative. While students learn they also monitor their own learning through the use of student data folders, which allows them to focus on their needs and goals.This approach has lead to growth in all of our key academic areas with more quality reading, improved writing skills, and expanded mathematical knowledge.

Looking Ahead to Next Year The Burr 4th Grade team looks forward to building upon an already stable foundation. We plan to continue to push at home reading and mathematics practice which involves the family as active participants in their students academic success. We also found student accountability through student led data to be vital to their growth and understanding. In areas of academics we plan to continue incorporating spiraling into our mathematics instruction in order to allow for deeper understanding and use reading as our focus in the areas of Social Studies and Science.


Fifth Grade Math2013-2014Goals: At least 80% of students will be proficient on the 5th Grade End-of-the-Year Math Exam. (Proficient is earning at least an 80% on the exam.) All students will make progress toward being at or above grade level.

Strategies: Daily math lessons with buddy checks, math stations, DreamBox, small group instruction, weekly problem solving (show, draw, explain, solve it another way method), daily problem solving, Math RTI, re-teaching material until mastery is achieved, spiraling math concepts, hands-on materials, Frayer Model for vocabulary, note taking, math journals, and pre and post test graphing and goal setting.

Interventions: Math RTI, small group instruction, re-teaching until mastery is achieved

Progress Monitoring: The 5th Grade Math Assessment was used to determine student ability levels at the beginning of the year. Throughout the year chapter pre and post tests and weekly timed math fact tests were used to track student progress. The 5th graders took a Mid-Year Math Assessment in January to determine their mid-year progress. In June, the students will take the 5th Grade End-of-the-Year Math Assessment to determine their proficiency level on the 5th grade material. 5 Week Checks were also used to monitor math fact progress of the bottom 30% students.

Data: Fall: 15% of general education students were proficient on the 5th Grade Math Assessment. Spring Projection: at least 80% of general education students will be proficient on the 5th Grade End-of-the-Year Math Assessment.

Mr. Clarke, Mrs. Fisher, and Mrs. Hackler

Fifth Grade Reading2013-2014Goals: All students will be at or above grade level in reading by the end of the school year. (For students who were not at grade level at the beginning of 5th grade, they will make at least one years growth or more)

Strategies: Daily 5/Reading Workshop, CAF strategy lessons, mini-Lessons, teacher modeling, guided reading, small group instruction, making connections, depth of knowledge for digging deeper questions, close and critical/guided highlighted lessons, genre studies, comprehension framework lessons, reading across the curriculum (informational text), leveled text, one-on-one conferring, Frayer model and data folders and goal setting

Interventions: Daily Guided Reading groups for below level students (RTI), small group instruction, ability grouping, strategy based grouping, and Imagine Learning Program for ELL students

Progress Monitoring: The QRI and the Fountas and Pinnell reading assessments were used at the beginning of the year and will be used at the end of the year to determine student reading levels. The Fountas and Pinnell reading assessment was used to monitor growth throughout the school year (September, November, January, March, and May.)

Data: Fall: 60% of general education students were at or above grade level in reading. Spring Projection: 90% of general education students will be at or above grade level in reading. 100% of students will make at least one years growth or more in reading.

Mrs. Redwick and Mrs. Pappas Fifth Grade Writing2013-2014Goals: Each student in the fifth grade will reach their highest potential in writing. At least 80% of students will be proficient in all 6 + 1 writing traits and also show growth from the beginning of the year.

Strategies: Student examples, mini-lessons on each trait, student partners based on abilities, teacher writing with students, small group instruction, graphic organizers, writing across curriculum, constructed response questions, data folders/goal setting, teacher conferencing, and peer conferencing.

Interventions: RTI groups, ability grouping with partnered and small group activities

Progress Monitoring: Writing folders with student data, small group scoring, and writing assessments were used to monitor progress throughout the year. In the fall and winter students were scored on a personal narrative writing piece using a 6+1 Traits rubric. In the spring, students will be scored on a third personal narrative using the 6+1 Traits rubric to determine their growth throughout the year. Constructed response assessments were given to the bottom 30% every 5 weeks to monitor progress in writing.

Data: Fall: 40% of 5th graders were proficient on personal narrative essays.Spring Personal Narrative Projection: At least 80% of 5th graders will be proficient.

Mrs. Redwick and Mrs. Pappas

Fifth Grade Social Studies2013 -2014Goals: 80% of fifth grade students will demonstrate proficiency in the area of vocabulary as it relates to the content being studied. This also includes being proficient in writing an answer to a constructed response question.

Strategies: Frayer model, group and partner based activities, individual and group projects, note taking using many strategies, lesson outlines, comprehension framework, text features/structure for prior knowledge, write tracker, and vocabulary activities, interactive journals

Interventions: Partnered and small group activities, reading buddies, small group reading/note taking

Progress Monitoring: Chapter Tests, Write Tracker, vocabulary/constructed response five week checks, and group and individual projects were used to monitor progress throughout the year.


Fifth Grade Science2013 -2014Goals: At least 80% of fifth grade students will be proficient in the area of vocabulary as it relates to the content being studied. This also includes being proficient in writing an answer to a constructed response question.

Strategies: Frayer Model, hands-on exploration of concepts, inquiry based activities, visual aids (includes multimedia resources, models, and demonstrations), group and partner based activities, verbal note taking, Comprehension Frameworks, Write Tracker, Close and Critical/Guided Highlighting, comprehension activities with informational text, constructed responses and multiple vocabulary activities.

Interventions: Partnered and small group activities, reading buddies, small group instruction, goal setting, and study guides.

Progress Monitoring: Unit tests, Write Tracker, vocabulary/constructed response five week checks, and comprehension assignments were used to monitor progress throughout the year.


Fifth Grade 2012-2013The Bottom 30%: As a Focus School one of our priorities is to increase the achievement of our bottom 30% students in the areas of reading, writing, math, science, and social studies. We used five week data checks to regularly monitor the progress of these at-risk students. We used that information to guide instruction and provide interventions. We closely monitored their progress and worked with them daily in RTI groups. Each student in our bottom 30% has made progress in all subject areas this year.

Student Successes: Our reading data shows that all students have made at least one grade level growth this year. Our students have also shown much growth in writing, from 40% in the fall to an expected 80% or more proficiency.We had significant growth in Math this year. In the fall 15% of the students were proficient on the 5th grade End-of-the-Year Math Assessment. We expect that at least 80% of the students will be proficient on the 5th grade End-of-the-Year Math Assessment. Therefore, the fifth graders have made significant progress this year in math. Student data on the write tracker shows that by incorporating more vocabulary activities into lessons, they are able to write more using their vocabulary, by making connections, which results in proficiency on chapter tests.

Looking Ahead to Next YearWe will continue to incorporate more of the Common Core Strategies, which involves vocabulary and explanation/ interactive journals in our daily lessons in all subjects. We will be using Houghton Mifflin for our Reading and Writing program and we expect that this will be a helpful resource in allowing students to continue make progress in reading and writing. We will continue to focus on the bottom 30% to allow them to make progress toward grade level and to close the achievement gap.


Learning Center Math2013-2014Goals:1. Students will achieve their individualized math goals stated on their IEP.

Strategies: Daily guided practice focusing on common core standards , math fluency ,vocabulary and problem solving skills. Regular use of the Frayer Model for vocabulary. Pre & post tests with student goal setting. Building anchor charts as visuals on math concepts with the students. Math vocabulary word wall. Problem-solving and math resource folder. Interactive math activities. I can learning objectives.

Progress Monitoring: Pre & post tests, Unit tests, Daily Exit tickets

Mrs. Luhmann & Mrs. Harder

Learning Center Reading2013-2014Reading Goals: 1.Students will achieve their individualized reading goals stated on their IEP.2.Students will make 1 years growth according to their Fountas-Pinnell Reading Assessment.

Strategies: Daily guided reading focusing on basic reading skills, reading comprehension strategies and vocabulary. Guided highlighted reading using text that involved science and social studies content to build background knowledge, word study, K-PALS and REWARDS program focusing on decoding unknown words using prefixes, suffixes and chunks. Interactive bulletin boards focusing on authors purpose and text features. Regular guided practice on answering evidence based questions. I can learning objectives.

Progress Monitoring:Regular Fountas-Pinnell Reading AssessmentWeekly decoding assessmentsDaily teacher logMrs. Luhmann & Mrs. Harder

Learning Center Writing2013 -2014Goals:1.Students will achieve their written language IEP goals .2. Students will score a 4 or higher on their Spring writing assessment using the 6+1 rubric.

Strategies: Daily guided writing instruction using Write Steps. Use of writing Stems , paragraph frames and graphic organizers. Providing opportunities to build background knowledge. Guided practice and modeling of constructed responses, Interactive 6 + 1 writing board, using students samples as examples, I can learning objectives, I do, we do, you do!

Progress Monitoring:Monthly data collection on IEP goals6+1 RubricsTeacher logMrs.. Luhmann & Mrs. Harder

English Learners EL2013-2014Goals: ELL students will increase one or more levels in English Language Proficiency each year. They will also show an increase of one years growth in reading.

Strategies:Paralleling teacher instruction with comprehension framework, Frayers model, authors purpose, text features and structures, guided highlighted reading, I Can statements, goal setting, writing tracker, visuals, building background, sentence stems, scaffolding, and constructed response.

Educating the teachers on effective strategies with EL students vie consultations and professional development. Interventions:Sheltered instruction in speaking, reading, writing and listening in the English language.Small group, guided reading instruction, with a focus on comprehension, and vocabulary building using nonfiction text.Homework supportSupport of content in the classroom utilizing best practices to enhance comprehension or core content.Imagine Learning English program Assisting with parent communication and interpretations to bridge the language barrier and keep our parents informed.

Progress Monitoring:Daily interactions and consultationsBottom 30 lists FLEP/LEP student reports at mid and year endWIDA assessmentMEAP scores

Mrs. Gaydos and Ms. Jarzyna

Burr Elementary Data Team Presentation “Every Child, Every Classroom, Every Day” 2013 -2014

Documents

Transcript of Burr Elementary Data Team Presentation “Every Child, Every Classroom, Every Day” 2013 -2014