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Maple Ridge Elementary. Accreditation Final Report January 2010. In the Beginning…. Surveys were distributed in June 2005 during the 2004 - 2005 school year. Maple Ridge Elementary started the accreditation process in 2005 – 2006.
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Maple Ridge Elementary Accreditation Final Report January 2010
In the Beginning… • Surveys were distributed in June 2005 during the 2004 - 2005 school year. • Maple Ridge Elementary started the accreditation process in 2005 – 2006. • Data was collected and the survey results from parents, educational assistants, teachers and student surveys led to the decision to formulate two goals.
Goal One To achieve a 5% improvement in student outcomes in the writing components of the provincial Grade 6 Literacy Assessment as administered in October 2009 (*2008)as compared to the 2003-2004 results. • The goal was amended to October 2008 due to a four year accreditation cycle. • This goal would result in a 5% increase in the percentage of students meeting (and exceeding) expectations.
Goal Two To provide parents, students, teachers and support staff with the appropriate information and strategies required to identify and respond effectively to inappropriate student behavior so that the frequency of those behaviors is decreased by 5% by June, 2009.
Strategies: Working With The End In MindTo Improve Student Writing Year One ~ 2005-2006 • Collaborative Analysis of Student Writing with Grade Level Partners Each Term: • Scored student writing samples • Scores informed instruction • Developed teachers’ understanding and consistency of expectations at each grade level • Professional development meetings to introduce rubrics and used samples to ensure consistency of scoring • Several authors presented to students Goal One
Strategies: Working With The End In MindTo Improve Student Writing Year One ~ 2005-2006 (Continued) • Staff increased knowledge of grade level expectations through examining DOE writing exemplars • Researched, examined and purchased numerous writing resources • Focused on descriptive feedback to students • T-Chart on strengths and needs Goal One
Strategies: Working With The End In MindTo Improve Student Writing Year Two ~ 2006-2007 • Site-based Writing In-services • Utilized computer program, Comic Life, to support student achievement in writing • Several staff had individual consultations with CCRSB ELA consultant and technology consultant • Continued collaborative analysis of student writing • Analysis of ELA Writing Data – Determined overall strengths and needs • School-wide focus on No Excuse Words Goal One
Strategies: Working With The End In MindTo Improve Student Writing Year Three ~ 2007-2008 • Grade Level Writing Plans by term - divided into Poetic, Transactional and Expressive • Technology Consultant provided PD to staff and parents to use Premiere Tools • Literacy mentor sessions often focused on writing • Continued analysis of ELA writing data • CCRSB Intensive Literacy program supported 24 students in grades 1 – 3 in the first year of this initiative. Goal One
Strategies: Working With The End In MindTo Improve Student Writing Year Four ~ 2008-2009 • Writing Support Groups for grade four students • Monitored student achievement with pre and post assessments • Assistive Technology used with students (Ten Thumbs, Co Writer, Premiere Tools) Goal One
Strategies: Highlights of a Professional Learning Community • Collaborative Analysis of Student Writing • Grade level partners collaborating with common assessments • Results informing writing instruction • Tracking individual student writing over time • Individual teachers initiating personal professional development through site-based literacy mentor, CCRSB consultants and conferences Goal One
Data: Comparison of Writing Scores Baseline to Present Achievement Goal One
Data: Letter Writing Task Goal One
Data: Story Writing Task Goal One
Comparison Graph: Ideas Goal One
Comparison Graph: Organization Goal One
Data: School-Wide Final Report Card Rubric Scores for Writing (Grades 1 – 5) Goal One
Data: School-Wide Final Report Card Rubric Scores for Writing (Grades 1 – 5) • 2003/2004 Baseline - 67% of students scored a 3 or higher • 2008/2009 - 77% of students scored a 3 or higher • 14.9 % improvement Goal One
Data: Anonymous Teacher Survey2007/2008 • 100% of teachers reported they felt they improved their writing instructional strategies. • 100% of teachers felt students’ writing abilities improved since accreditation began. • 100% teachers reported increased knowledge of writing expectations at their grade level. • 100% of teachers felt that the students’ writing skills have steadily increased. Goal One
Data: Clear Focus over Time Summary: Teachers reported an improvement in their instructional strategies and an enhanced understanding of grade level expectations. They believed students were steadily increasing their writing skills. The teachers were engaged in ongoing professional development activities to promote students’ writing skills. Goal One
We Met our Goal! • To achieve a 5% improvement in student outcomes in the writing components of the provincial Grade 6 Literacy Assessment as administered in October 2009 (*2008) as compared to the 2003-2004 results. • In October 2008, 87% of our students met or exceeded expectations. This represents a 10% increase over the baseline of 79% from 2003-2004. Goal One
Goal Two To provide parents, students, teachers and support staff with the appropriate information and strategies required to identify and respond effectively to inappropriate student behavior so that the frequency of those behaviors is decreased by 5% by June, 2009.
Strategies: Reflection on Change The accreditation process has allowed us the opportunity to examine how we gather and examine our data. • Reflection Room was discontinued so we expected our numbers to decrease • Homework was included as a referral in baseline data • Created duty supervisor handbook • Duty supervisors were provided with proactive training in regards to collaborative play and recess revival training • Educational Assistants and duty supervisors attended Virtues Conference • Purchased playground equipment for each grade level • Staff attended PEBS session with a behavioral consultant Goal Two
Strategies: Duty Supervisors - Building Shared Knowledge • Created roles and responsibilities for duty supervisors • Duty supervisors participated in Recess Revival • 3 Duty Supervisors and 6 Educational Assistants attended Virtues Conference • 2 duty supervisors attended PEBS session with CCRSB behavior specialist. Focused on strategies for dealing with students with significant behavior issues Goal Two
PEBS - Positive Effective Behavior Support • Objective to have all staff consistently responding to appropriate and inappropriate behavior • PEBS matrix developed and used by all staff • PEBS matrix was shared with parents and signed by students and parents • PEBS movie created by staff and students • PEBS matrix is explicitly taught and reinforced • Reviewed minor, middle and major behaviors with proactive and reactive strategies • Two staff members attended a two day PEBS conference Goal Two
“The Fantastic Four” RESPECT FOR SELF, OTHERS, ENVIRONMENT, & LEARNING
Strategies: Role of PEBS Mentors • Morning meet and greet with red and yellow zone students • Provide positive reinforcements and review goals • Advise teacher/administration of any concerns • Tally and track behavior data daily • Regularly communicate with parents via fax, email, phone and/or copies of target sheets Goal Two
Strategies: PEBS Movie Touched Many LivesSchool Wide Participation • Parent Awareness • Primary Orientation • New Transfer Student • New Teacher Information • PEBS MOVIE Goal Two
Strategies: Target SheetsTracking Individual Behaviors to Ensure Success Goal Two
Making Good Choices January 26, 2010 Name: John Doe Grade: Primary Teacher: Mrs. Happy
Making Good ChoicesAre You “On Target”?Name: Jane Doe Date: January 26, 2010Target Goal - 2 / 2Let’s get 12 in a row! Then we will celebrate! Good Choice #1: Good Choice #2:Stay in my seat when working Raise my hand before I speak All the time – please mark in the centre circle Some of the time – please mark in the middle circle Hardly ever – please mark in the outside circle
Target Sheets - Student Quotes • Grade One Student: “It was easy when I get 7 happy faces. ” • Grade Four Student: “I am now making better choices in class. Because you have to get it in my mind and put it in my head to stay in my seat and try not to talk out. I have to raise my hand. I am happy and excited about getting 10 minutes in the gym when I hit my target. When I hit my target 7 days in a row my mom gives me $2 and I put it in my piggy bank.” Goal Two
VIRTUES Program • VIRTUES Program presented to all staff • Monthly VIRTUE bulletin board display • Students write or draw how they practice a particular VIRTUE each month • Slide show promoting VIRTUES placed in foyer of Maple Ridge • Maple Ridge TV student anchors read VIRTUES messages each week • Combined VIRTUES with the PEBS matrix Goal Two
Qualitative EvidenceStaff Member Quote (2009) • The children are extremely well behaved in the hallways to the point that I hardly notice them in the hallways. Upon arrival there is always a staff person greeting students with a smile. I have been fortunate to be part of many wonderful schools. Maple Ridge exemplifies what many may consider as a model school. Goal Two
Qualitative EvidenceStaff Member Quote (2010) • Teachers are walking students through the hallway who compliment them on their wonderful hallway behavior. The praise is always well received by the students. Teachers are owning what they see understanding that we are a community of learners and every child in the school belongs to each of us. If a teacher comes upon a situation where intervention is required, he or she deals with it in a positive manner whether the child is in their class or not. This is the essence of PEBS – supporting children’s growth in a positive effective way. Goal Two
Qualitative EvidenceParent Quotes (2009) • I was waiting in the foyer to pick up my son. I stood and watched the orderliness with which the teachers and the students processed up the halls to the main doors and out to the busses. There was very little noise and a whole lot of organization. I have found the teachers to be courteous, respectful and demonstrate a willingness to help. I have observed that in their interaction with the children, they give the child their undivided attention when dialoguing with him or her. Goal Two
Qualitative EvidenceParent/Substitute Quote (2010) • Within the school everyone consistently models positive expectations. Consistent praise is heard to empower the students to make the right decisions. • The target sheets/rewards system are highly effective and keep the students focused on their personal goals. Goal Two
Data: Comparison of Office Referrals Goal Two
Data: Decrease of Office Referrals In 2008-2009, we had 48 office referrals. This represents a 15.8% decrease over the baseline of 57 office referrals in 2006-2007.
We Met our Goal! To provide parents, students, teachers and support staff with the appropriate information and strategies required to identify and respond effectively to inappropriate student behavior so that the frequency of those behaviors is decreased by 5% by June, 2009. • In 2008-2009, we had 48 office referrals. This represents a 15.8% decrease over the baseline of 57 office referrals in 2006-2007. Goal One
Accreditation Summary • We believe we have met our goals through an extended and explicit focus on improving student writing and behavior. • We are very proud of our dedication and the results we have achieved. • We believe we are leaders of change and continuous improvement. • Accreditation has enhanced our community of professionals with the creation of common goals and expectations and ensured student success!
