NO CHILD LEFT BEHIND ONE SCHOOL’S STORY WOULD YOU LIKE TO SPEAK ABOUT BEING ON “THE LIST?”
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Transcript of NO CHILD LEFT BEHIND ONE SCHOOL’S STORY WOULD YOU LIKE TO SPEAK ABOUT BEING ON “THE LIST?”
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NO CHILD LEFT BEHIND
ONE SCHOOL’S STORY
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WOULD YOU LIKE TO SPEAK ABOUT BEING ON “THE LIST?”
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THANKS FOR INVITING ME
It’s no great shame to be on the list
butIt’s no great honor
either!
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THE EDDIES
• June, 2003• Finalist:
Elementary School of Excellence
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2003 NHEAIP SCORES ANNOUNCED!
•HIGHEST ELA SCORE: 252; UP 10 POINTS FROM 2002
•HIGHEST MATH SCORE: 254; UP 10 POINTS FROM 2002
•PERCENTAGE SCORING BASIC AND ABOVE IN ELA UP 21%
•PERCENTAGE SCORING BASIC AND ABOVE IN MATH UP 22%
•PERCENTAGE OF SED STUDENTS SCORING BASIC AND ABOVE UP 12%
•PERCENTAGE OF WHITE STUDENTS SCORING BASIC AND ABOVE UP 22%
•PERCENTAGE OF STUDENTS WITH AN EDUCATIONAL DISABILITY SCORING BASIC AND ABOVE UP 30% in MATH
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ONE SMALL PROBLEM!
STUDENTS WITH EDUCATIONAL DISABILITIES FAIL TO MAKE ADEQUATE YEARLY PROGRESS IN ELA!
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THE BEGINNING
• 2001-2002 New Principal New Literacy program New third grade
teachers Population explosion No Child Left Behind Title One troubles
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2002-2003“Watch List”
CSRD Literacy Program continues
Professional development for teachers in Four Blocks, Comprehension Strategies and Six Traits Writing
Eddies Elementary School of the Year finalist
HOPE Institute
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RUN FOR THE HILLS…
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BUT INSTEAD….
• Press release touting the positive achievements
• Letter to parents with same message
• Helped to maintain staff morale, at the same time “upping the ante”
• Revived HOPE team, opening it to additional staff
• Rehired HOPE facilitator to assist in developing the Improvement Plan
• Team reviewed outcomes of Root Cause Analysis
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The Planning Process
• K.I.S.S.• Expand participation
through school visitations
• Use facilitator to encourage buy-in
• Update vision to meet current realities
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THE GOAL
• Within two years, Grade 3 students with educational disabilities will make AYP in English/Language Arts.
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Pre-Requisites for Success
• Acknowledge the problem
• Accept responsibility• Believe that
improvement is achievable
• Involve as many stakeholders as possible
• Celebrate success
• Take advantage of offers of help
• Strive for consistency
• Integrate the Improvement Plan strategies with existing initiatives
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Started in 2000
Reading Task Force
Developed to determine what was working in our district and what needed to be improved.
Research and visitations followed
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May 2001• Debriefing of Reading Task Force and
teachers found that programs that were successful in other schools had:
– Common Language– A balanced literacy program– An uninterrupted literacy block– Professional Development
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Fall 2001• Awarded CSRD Grant
Three Goals:
• Establish a positive school climate based on mutual respect and inclusion of constituents
• Reorganization of space, time and team practices in ways that optimize student learning and teacher effectiveness.
• All students reading at or above grade level by third grade and every year thereafter.
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Interventions
• Two Reading Specialists:– Grades K-2– Grades 3-5
• Family Literacy• KINDERBLOCK• Reading Recovery (fully
implemented)• Summer Reading Camp• Multiple copies of books and a
Teacher Resource Center
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STRATEGIES FOR STUDENTS
• Provide one session of all-day Kindergarten for those assessed to be “most needy”
• Provide before and after-school reading support for targeted Grade 3 students
• Provide supplemental instruction in testing strategies for targeted Grade 3 students
• Provide universal design language arts software for Special Needs students
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Student Strategies for Summer • Reading camp for 45
students K-2• Individual reading
tutoring for below level readers Grades 3-5
• Summer reading assignment for all students Grades 3-5
• Bookmobile visits neighborhoods and recreational areas weekly: 187 students participated; 1014 books loaned; over 300 miles traveled
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Strategies for Staff
• Continued training in Balanced Literacy
• Training in coordination of services for multiple interventions
• Continued training in analysis of data to drive reading instruction
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MORE STRATEGIES• Workshop on
allowable testing accommodations
• Database to track achievement and program results for students with educational disabilities
• Collaborative grade level groups worked with a trained facilitator focusing on instructional improvement
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A LUCKY COINCIDENCE
• Over 60 hours of training in “best practices” in fulfilling regulations. of IDEA
• Staff development in effective instructional methods for students with disabilities
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Staying On Track
• Two-day summer workshop on Differentiated Instruction with a focus on Literacy
• 15 days of imbedded training throughout the school year
• Continued literacy training
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WE DID IT!
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NCLB: THE GOOD• Terrific Professional
Development• New Programs• New materials• Greater attention
paid to the needs of Elementary Special Needs children
• Total cost for implementation $101,836.89
• Cost to the HDSD budget: $14,000 (toward all-day kindergarten)
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THE BAD
• Can we sustain the same programming and momentum when moving from one grade level to three?
• Will we have adequate financial resources to maintain programs and strategies already in place?
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THE UGLY
• We’re still on “the list!”
• We will now need to make AYP in three grades, 36 different categories.
• Benchmark for making AYP rises for the fall 2005 tests.
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THE BOTTOM LINE