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

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

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

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  1. Burr ElementaryData Team Presentation“Every Child, Every Classroom, Every Day”2013 -2014

  2. Burr ElementaryData Team Presentation2013 -2014 Vision Statement All 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.

  3. Burr ElementaryData Team Presentation2013 -2014 School Mission Statement Our school’s 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.

  4. Burr ElementaryData Team Presentation2013 -2014 Tier 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.

  5. Burr ElementaryData Team Presentation2013 -2014 Tier 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.

  6. Burr ElementaryData Team Presentation2013 -2014 Tier 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

  7. Burr ElementaryData Team Presentation2013 -2014 Tier 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

  8. 20 2011 MEAP Scores 3rd grade Oakbrook District Rank Order County State Reading 66% 68% 13/25 61% 62% Mathematics 30% 44% 20/25 35% 36% 4th grade Reading 80% 77% 10/25 69% 68% Mathematics 56% 52% 11/25 43% 45% Writing 68% 58% 1/25 49% 40% 5th grade Reading 76% 76% 12/25 70% 69% Mathematics 45% 48% 26/25 39% 40% 6th grade Reading 74% 78% 17/25 68% 67% Mathematics 48% 53% 19/25 38% 37% 11 MEAP Scores 3rd grade Oakbrook District Rank Order County State Reading 66% 68% 13/25 61% 62% Mathematics 30% 44% 20/25 35% 36% 4th grade Reading 80% 77% 10/25 69% 68% Mathematics 56% 52% 11/25 43% 45% Writing 68% 58% 1/25 49% 40% 5th grade Reading 76% 76% 12/25 70% 69% Mathematics 45% 48% 26/25 39% 40% 6th grade Reading 74% 78% 17/25 68% 67% Mathematics 48% 53% 19/25 38% 37%

  9. Burr ElementarySchool Initiatives2013 -2014 Instructional: 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 Core Assessment Summer School 2014 Increased MEAP Scores

  10. Burr ElementarySchool Initiatives2013 -2014 Home/School Connection: Diet Coke with the Principal Junior High visit early October from (2) sixth grade teachers and principal Staff Positive Postcards Recognition Luncheon for Freedom and Community Churches Improved website, Principal Blog, and teacher tweets Professional 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)

  11. Burr ElementarySchool Initiatives2013 -2014 Other: NEA Master Teacher – Cassandra Joss (95 in the Country) The Class of 2014 NEA Teacher Leadership Initiatives (200 teachers in 6 states) Melissa Gronzo PE-nut Nutrition Program (K – 6) Henry Ford Health Systems Green School Application Operation Kindness – The Hero in Me

  12. Moving ForwardStrengths and Considerations2014-2015 Continue with an Aligned and Rigorous Curriculum Continue Effective Instructional Practices that are Consistent in all Classrooms Use of Assessments and Analysis of Student Performance Data to Dig Deeper Increase Accountability Positive School Culture Focused on Data and Improving Student Achievement Increase 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.

  13. Kindergarten Math2013-2014 Goals: *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

  14. Kindergarten Reading2013-2014 Goals: *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.

  15. Kindergarten Writing2013 -2014 Goals: *Write 3-4 complete sentences on a given topic *High frequency words spelled correctly *Proper use of writing conventions Strategies: *Writer’s 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. Mrs. Fortier, Mrs. Joss and Mrs. Robinson

  16. Kindergarten Social Studies2013 -2014 Goals: *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 GLCE’s. Mrs. Fortier, Mrs. Joss and Mrs. Robinson

  17. Kindergarten Science2013-2014 Goals: *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 GLCE’s.

  18. Kindergarten 2013-2014 The 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. Mrs. Fortier, Mrs. Joss and Mrs. Robinson

  19. First Grade Math2013-2014 Goals: 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

  20. First Grade Reading2013-2014 Goals: 90% of first grade students will show one year’s growth or more in reading OR be at a Fountas & Pinnell level I or higher. Strategies: Guided reading groups, Daily 5, Café 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 graph Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

  21. First Grade Writing2013 -2014 Goals: Students will increase their writing proficiency on the end of the year writing assessment using the District 6 point holistic rubric. Strategies: Write Steps, Writer’s 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: Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

  22. First Grade Social Studies2013 -2014 Goals: 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: Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

  23. First Grade Science2013-2014 Goals: 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 Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

  24. First Grade 2013-2014 The 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 studies Create science and social studies vocabulary word walls Implement more science and social studies stations incorporating Discovery Science during Daily 5 time Improve the management of the café board and conferring notebook Full implementation of math vocabulary notebooks Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

  25. Second Grade Math2013-2014 Goals: 90% of second grade students will score proficient or better on the second grade common core math assessment. Strategies: Our strategies are… guided math spiraling setting goals pre and post tests math stations Dreambox Math minutes Problem solving sheets Interactive/Vocabulary notebooks Math homework packets aligned with common core Interventions: Our interventions this year… ISM Kari Dennis (math push-in) Dreambox Progress Monitoring: To progress monitor all of our students we use… Five minute addition and subtraction tests Pre and Post test graphs Student data folders Data: 86% of our second grade students scored proficient or higher. Mrs. Carlin, Ms. Peila and Ms. Sutter

  26. Second Grade Reading2013-2014 Goals: 90% of second grade students will read at or above grade level. Strategies: Our strategies are… Daily 5 Comprehension framework Guided reading LLI Kits Flexible small groups Interactive notebooks Interventions: Our interventions are… RTI Imagine Learning Progress Monitoring: To progress monitor our students we use… F & 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). Mrs. Carlin, Ms. Peila and Ms. Sutter

  27. Second Grade Writing2013 -2014 Goals: 90% of second grade students will be proficient or better in writing. Strategies: Our strategies are… flexible groups Write Steps writer’s workshop 6+1 writing traits Daily 5 progress monitoring monthly writing assessments Interventions: Our interventions are… small groups guided by our monthly writing assessments Progress Monitoring: To help us progress monitor we use… monthly writing assessments Conferencing with students during Student data folders Data: 88% of second grade students scored proficient or higher on their writing assessments. Mrs. Carlin, Ms. Peila and Ms. Sutter

  28. Second Grade Social Studies2013 -2014 Goals: Students will have a greater understanding of the Tier 2 vocabulary Strategies: Our strategies include… guided highlighting cross curricular comprehension framework Interventions: Our interventions are… flexible small groups Progress Monitoring: To progress monitor we use… Writing Tracker vocabulary checks Student data folders Data: 5 week quick checks Write Tracker- Started in January Mrs. Carlin, Ms. Peila and Ms. Sutter

  29. Second Grade Science2013-2014 Goals: Students will have a greater understanding of the Tier 2 vocabulary Strategies: The strategies we use include… guided highlighting cross-curricular comprehension framework Discovery Science Interventions: Our interventions are… flexible small groups Progress Monitoring: To help us progress monitor we use… Writing Tracker vocabulary checks Student data folders Data: 5 week quick checks Write Tracker- Started in January Mrs. Carlin, Ms. Peila and Ms. Sutter

  30. Second Grade 2013-2014 The 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 year’s 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 areas utilize learning center and E.L. support continue to integrate vocabulary notebooks in all subject areas lowest 30% of students will be attending summer learning to get continued support Discovery Science continue with small group instruction in all subject areas interactive notebooks begin using Science and Social Studies notebooks Mrs. Carlin, Ms. Peila and Ms. Sutter

  31. 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 Centers Hands-on Activities Use of manipulatives Increasing Accountability Spiraling Back Vocabulary Targeting instruction based on data Math 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

  32. Third Grade Reading2013-2014 Goals: 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 – CAFÉ goals Development of academic and domain specific words – Frayer model Technology – Discovery Science, Guided Highlighted Reading/Comprehension Framework across the curriculum Application of Webb’s Depth-of-Knowledge Nightly leveled reading materials Student data, accountability, and goal sheets Parent communication, collaboration, and education Interventions: Guided small group instruction RTI Progress Monitoring: 5-week Fountas and Pinnell (nonfiction) for identified bottom 30% in each classroom Quarterly Fountas and Pinnell (nonfiction) assessment for all students Meeting with small groups and conferring with individual students daily Exit tickets/Credit Cards/Parking Lot – Feedback to guide instruction Data: Data will be recorded and shared at the conclusion of the assessments Mrs. Dennis, Mrs. Marks, and Mrs. Santiago

  33. Third Grade Writing2013-2014 Goals: 90% of third grade students will score proficient with a holistic score of 4, 5, or 6 based on the Expository Writing: 6 Traits Rubric Strategies: Implementation of WriteSteps utilizing 6 Traits of Quality Writing, Writer’s Workshop, Madeline Hunter’s Lesson Plan Format, authentic student writing samples, graphic organizers, and 6 Traits/Common Core rubrics Increase 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 setting Peer collaboration, conferencing Paragraph Frames to support text structure RTI, ELL support Progress Monitoring: Writer’s Notebook – Students generate text, find ideas, and practice what they know about spelling, grammar, and different writing genres. It is within the Writer’s Notebook that we informally assess the growth of each individual writer. Monitoring of writer’s notebooks during one-on-one conferencing ensures evidence of progress towards focused broader goals and short term objectives Formal Core Writing pieces Writing 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.

  34. Third Grade Social Studies2013 -2014 Goals: 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. Mrs. Marks, Ms. Oldani and Mrs. Santiago

  35. Third Grade Science2013-2014 Goals: 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. Mrs. Marks, Ms. Oldani and Mrs. Santiago

  36. Third Grade 2013-2014 The 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 Mrs. Marks, Ms. Oldani and Mrs. Santiago

  37. Fourth Grade Math2013-2014 Goals: 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 data Mrs. Henry, Mr. Clarke, Mrs. Wilson

  38. Fourth Grade Reading2013 -2014 Goals: 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, CAFÉ Strategies, guided reading groups, daily at-risk groups, DOK questioning, reader’s 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

  39. Fourth Grade Writing2013-2014 Goals: 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, WriteStepsWriting Prompts, Mini-Lessons, and 5 weeks quick checks Data: Fall, Mid-Year, & Spring Writing Assessments scored w/ 6 point rubric focusing on Writing Traits. Grade Level Specific Writing Prompts. Mrs. Henry, Mr. Clarke, & Mrs. Wilson

  40. Fourth Grade Social Studies2013 - 2014 Goals: 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

  41. Fourth Grade Science2013 - 2014 Goals: 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

  42. Fourth Grade 2013-2014 The 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. Mrs. Henry, Mr. Clarke, & Mrs. Wilson

  43. Fifth Grade Math2013-2014 Goals: 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

  44. Fifth Grade Reading2013-2014 Goals: 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 year’s growth or more) Strategies: Daily 5/Reading Workshop, CAFÉ 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 year’s growth or more in reading. Mrs. Redwick and Mrs. Pappas

  45. Fifth Grade Writing2013-2014 Goals: 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

  46. Fifth Grade Social Studies2013 -2014 Goals: 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. Mrs. Redwick and Mrs. Pappas

  47. Fifth Grade Science2013 -2014 Goals: 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. Mrs. Redwick and Mrs. Pappas

  48. Fifth Grade 2012-2013 The 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 Year… We 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. Mrs. Redwick and Mrs. Pappas

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