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Vision Statement Consistency, Accountability and a Sense of Urgency.

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Presentation on theme: "Vision Statement Consistency, Accountability and a Sense of Urgency."— Presentation transcript:

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2 Vision Statement Consistency, Accountability and a Sense of Urgency

3 Burr Elementary School’s 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. SMART Goals Reading: 85% of our Kindergarten Students who achieve a score of 4 or higher. 90% of our 1 st Grade Students who achieve a score of 16 or higher. 90% of our 2 nd Grade Students who achieve a score of 22 or higher. 90% of our 3 rd Grade Students who achieve a reading score at or above grade level. 90% of our 4 th Grade Students who achieve a reading score at or above grade level. 90% of our 5 th Grade Students who achieve a reading score at or above grade level. 90% of our 6 th Grade Students who achieve a reading score at or above grade level.

4 Burr Elementary School’s 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. SMART Goals Math: 85 % of our Kindergarten Students will achieve a score to 80% or higher on the district spring math 85% of our1 st Grade Students will achieve a score to 80% or higher on the district spring math 85% of our 2 nd Grade Students will achieve a score to 80% or higher on the district spring math. 85% of our 3rd Grade Students will achieve a score to 80% or higher on the district spring math. 85% of our 4 th Grade Students will achieve a score to 80% or higher on the district spring math 90% of our 5 th Grade Students will achieve a score to 80% or higher on the district spring math 90% of our 6 th Grade Students will achieve a score to 80% or higher on the district spring math

5 Burr Elementary School’s Tier II Writing Indicators: Tier II 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. SMART Goals Writing: 80% of our kindergarten students will achieve a writing score that is at grade level benchmark or higher. 80% Percentage of our 1 st grade students will achieve a writing score that is at grade level benchmark or higher. 85% of our 2 nd Grade Students will achieve a writing score that is at grade level benchmark or higher. 85% of our 4 th Grade Students will achieve a writing score that is at grade level benchmark or higher. 85% of our 5 th Grade Students will achieve a writing score that is at grade level benchmark or higher. 85% of our 6th grade students will achieve a writing score that is at grade level benchmark or higher.

6 MEAP Scores 3rd gradeOakbrook District Rank OrderCountyStateReading66%68%13/2561%62%Mathematics 30%44%20/2535%36%4th gradeReading80%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 gradeReading80%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% MEAP Scores 3rd gradeOakbrook District Rank OrderCountyStateReading66%68%13/2561%62%Mathematics 30%44%20/2535%36%4th gradeReading80%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 gradeReading80%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% 2011 MEAP Scores Third GradeBurrDistrictRank OrderCountyState Reading62%68%17/2561%62% Mathematics29%44%21/2535%36% Fourth Grade Reading75%77%16/2569%68% Mathematics54%52%14/2543%45% Writing61%58%11/2549%40% Fifth Grade Reading75%76%13/2570%69% Mathematics51%48%9/2539%40% Sixth grade Reading73%78%20/2568%67% Mathematics53% 14/2538%37%

7 MEAP Scores 3rd gradeOakbrook District Rank OrderCountyStateReading66%68%13/2561%62%Mathematics 30%44%20/2535%36%4th gradeReading80%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 gradeReading80%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% MEAP Scores 3rd gradeOakbrook District Rank OrderCountyStateReading66%68%13/2561%62%Mathematics 30%44%20/2535%36%4th gradeReading80%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 gradeReading80%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%

8 Goals: Recognizing/writing numbers up to 20 Addition and Subtraction within 10 Identify and extend patterns Non-standard measurement Sorting and Classifying Graphing Increased knowledge in problem solving skills Strategies: Whole group lessons Math Centers Use of Manipulatives Interventions: Small group Instruction Math centers by ability Progress Monitoring: Concept Assessments throughout the year Data: Teachers look at needs and growth each unit/marking period Mrs. Fortier, Mrs. Joss and Mrs. Robinson

9 Goals: Rigby level 4 Must know 20 Houghton Mifflin Sight Words MLPP (Rhyme choice/supply, segmenting, blending, onset/rime) Strategies: Guided Reading Word Study Comprehension Lesson Studies Sight Word bags sent home on weekends Bulldog bags Use of leveled books from Reading A to Z Interventions: RTI Small group instruction Sight word bags (assists with learning sight words) Parents receive current Rigby scores along with reading expectations quarterly Progress Monitoring: MLPP 4 times a year DIBELS 3 times a year Spelling Inventory Informal assessments during guided reading Data: Reading Goal graph Data Binder grids for recording scores Mrs. Fortier, Mrs. Joss and Mrs. Robinson

10 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 Interventions: RTI (writing) Small group instruction Parents receive sample writing/scores from their child monthly, along with an anchor paper to compare growth Progress Monitoring: Monthly writing assessments Informal assessments of writing prompts Data: Data binder grid for scoring Mrs. Fortier, Mrs. Joss and Mrs. Robinson

11 Student Successes: Higher level thinking of reading, writing, math Higher success rate of reading at home Significant growth in MLPP and Rigby scores Significant growth in Math Assessment Looking Ahead to Next Year…. New Technology More parent involvement More professional development for kindergarten teachers Ownership of learning from students (online programs) Students being involved in academic conferences Mrs. Fortier, Mrs. Joss and Mrs. Robinson

12 Goals: *Fact Fluency *Problem Solving Strategies: *Fast Facts *Stations * Math Boxes * Graphic Organizer Interventions: *Small Groups * Tutor Progress Monitoring: *Quarterly (common) assessments Data: Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

13 Goals: *On or above grade level (Rigby) Strategies: *Small groups * Word Study *Daily 5 Interventions: *RTI *LLI *Small groups Progress Monitoring: *Rigby assessments *Small group monitoring Data: Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

14 Goals: *Complete sentences *Capitals and punctuation used appropriately * On topic * 12 sentences by the end of school year Strategies: *Small groups guided writing * One on one conferencing Interventions: * Small groups Progress Monitoring: *Quarterly common assessments Data: Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

15 Student Successes: * Students who have gone from a 2 Rigby to above grade level * Students beginning and end of year writing assessments shows a tremendous amount of improvement Looking Ahead to Next Year… * CAFÉ Goal Setting * Common math assessments Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge

16 Goals: Problem Solving, Vocabulary, Spiraling (review) Strategies: Problem Solving Graphic Organizer, Math Stations, MEAP Preparation Warm-Ups, Vocabulary Notebook using Marzano’s Strategies Interventions: Guided Math/Small Groups, Computer Lab, RTI, After School Program, Math Moms Progress Monitoring: Pre/Post Math Graphs/Assessments, Number Scrolls, Timed Tests, Review (Spiral) Page at the end of each Assessment Data: Pre/Post test Graphs, Snapshots, EOY Assessment Mrs. Carlin, Mrs. Sorrentino and Ms. Sutter

17 Goals: Reading Fluency, Comprehension, Informational Text Strategies: Comprehension Framework, Making Connections, Guided Highlighting, Text Features, Bulldog Book Bags, Author’s Purpose Interventions: RTI, Guided Reading, Word Mountain, Genre Units, W.E.B. Reading, RAZ Kids Reading Progress Monitoring: Read Naturally, DIBELS, Rigby, Reading Logs Data: Snapshots, Sense of Urgency page, EOY Assessments, Binder Mrs. Carlin, Mrs. Sorrentino and Ms. Sutter

18 Goals: Opinion Piece, Compare and Contrast Piece, Paragraph Formation, Informational Writing Strategies: 6+1 Traits, Graphic Organizers, Daily 5, Blue Print, Peer Conferencing, Writing Binders, Quick Writes, Guided Highlighting Interventions: Guided Writing, Interactive Writing, RTI Progress Monitoring: Quarterly Writing Assessments, Rubrics, District Assessments Data: Rubrics, Snapshots, Binder Mrs. Carlin, Mrs. Sorrentino and Ms. Sutter

19 Student Successes: High Rate of Students Reading at Home, Higher Level Thinking in Reading, Writing, and Math, Vocabulary Progress in all Subject Areas, Awareness of Text Features, Student /Parent Accountability Looking Ahead to Next Year… We are excited to continue high expectations and move forward with our Second Grade Goals! Mrs. Carlin, Mrs. Sorrentino and Ms. Sutter

20 Goals: *To increase the number of students who pass the end of the year district assessment. *To increase the number of students who pass the MEAP math test in October Strategies: The continuous spiraling of all math concepts through daily practice, quizzes, and on tests. We used real world situations to solve problems with the help of hands-on materials. We worked in groups to practice the Common Core format for solving problems. Interventions: The focus on math vocabulary was a giant focus this year. An interactive math vocabulary wall was used so students could practice over and over on the definitions of math terms. The math consultant was used to facilitate the learning of struggling learners in small groups. Progress Monitoring: The use of pre and post test student charts were used to set goals for learning as well as a record of how well they knew a concept. The end of the year assessment scores will show us more information. 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 will also not know the scores for the MEAP math test until Feb. of Mrs. Dennis and Mrs. Santiago

21 Goals: *To increase the percentage of students reading at grade level at the end of the year. *Increase understanding of features and the structure of non-fiction selections. Strategies: We incorporated Comprehension Framework into the social studies content by reading the chapter book “Traders In Time” as well as through our text book lessons. Also, reading of non-fiction selections were increased using Making Connections and Time for Kids articles. Interventions: We switched our entire third grade schedule to allow for more time in reading and writing after the first semester. This extra time was used to focus on teaching non-fiction selections in small reading groups. Given the extra time, we focused on delivering the Comprehension Framework effectively through our anthology as well as our social studies curriculum. Progress Monitoring: In March, we used Fountas & Pinnell to determine reading levels of the bottom quartile. We informally took note as to what areas of nonfiction the students were struggling on in their reading groups. Data: We will be able to give a percentage of students who are reading at grade level after we do our testing of the students. Mrs. Dennis and Mrs. Santiago

22 Goals: To increase the number of students who are writing at grade level on a personal narrative at the end of the year. Strategies: We switched our entire schedule to allow for more writing time. This extra time was used to focus on all aspects of the writing process. Specifically, the use of lessons and ideas from Blueprint for Exceptional Writing was utilized in developing targeted skills. Interventions: The students reviewed several skills and topics that are essential for a great writing piece. The students worked in small groups as well as met individually with the teacher to conference on the assignments. Progress Monitoring: The semester writing prompt data was used to determine what areas needed to be focused on more as well as what topics to cover next. Students wrote weekly and covered many Genres: Compare/Contrast, Opinion, Personal Narrative, Research Report. Data: We will have the number of students who are writing at grade level shortly, as all of the writing samples have not been scored at this time. Mrs. Dennis and Mrs. Santiago

23 Student Successes: The success that the third grade has achieved the most this year, is the comprehension and understanding of how a non-fiction selection is set up and the many features it could contain. The students are answering more questions correctly and they now know where to find the answers in a non-fiction article instead of just guessing. The students have come a LONG way in solving math problems using the common core format. They are now purposely trying to solve it a different way so they get a chance to explain how they did it. The increased focus on vocabulary has dramatically helped the students solve these difficult problems. Looking Ahead to Next Year… Next year, the third grade team will be working extensively to continuously review student data and will be adjusting their focus on an as needed basis. The student scores as well as teacher input will direct the delivery and content area that needs to be covered the most. Mrs. Dennis and Mrs. Santiago

24 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: Pre/Post testing, Student goal setting, Small group instruction, Use of hands-on manipulatives, Student collaboration (Peer Groups) Interventions: Title 1 Mathematics Group, At-Risk small group instruction, and After School Mathematics groups. Progress Monitoring: Pre/Post Testing, Beginning, Mid, and End of Year Assessments, Problem Solving Graphic Organizer. Data: Student Goals and Fall, Mid, and Year End Assessments. Mrs. Fisher, Mrs. Henry and Mr. Lawson

25 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: At-Home Reading Contract, Comprehension Framework, Modeled Lessons, CAFÉ Strategies, Guided Reading Groups, Daily At-Risk Groups, Guided Reading Contract. Interventions: Small groups, Leveled Text, Goal Setting. Progress Monitoring: Fall, Mid, and End of Year Assessments, Continual Monitoring of At-Risk students using Fountas & Pinnell Comprehension/Fluency assessment. Reading Record Book. Data: Compilation of Year Long Student assessments as Listed in P.M. section. Mrs. Fisher, Mrs. Henry and Mr. Lawson

26 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: Model Writing with Grade Level Appropriate Samples, Comprehension Framework, Writing Traits, Writing Binders, Writing Conferences w/ Students (Goal Setting), & Implementing Grade Level Writing Plan. Interventions: Conferencing and Goal Setting. Meeting Individually with students in order to focus on Specific Writing Traits. Progress Monitoring: Fall & Spring Assessments, Quarterly Writing Prompts from School Wide Writing Plan, and Mini-Lessons. Data:Fall & Spring Writing Assessments scored w/ 6 point rubric focusing on Writing Traits. Grade Level Specific Writing Prompts. Mrs. Fisher, Mrs. Henry and Mr. Lawson

27 Student Successes: Students have shown a willingness to learn through a more cohesive student centered learning initiative. While students learn they also monitor and critique their learning which allows them to focus on their needs and what is at stake. 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 4 th Grade team looks forward to building upon an already stable foundation. To start the year off in the right direction we will share fall student assessment scores prior to student/parent/teacher conferences so the parents are aware of how their student is doing early on. 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 and would like have the students more involved in parent/teacher conferences. In areas of academics we plan to incorporate more review or spiraling into our mathematics instruction in order to allow for deeper understanding. We will use reading as our focus in the areas of Social Studies and Science. With our transition toward Common Core we feel that our Reading, Writing, and Mathematics instruction practices will allow for a smooth transition in fourth grade, as well as, school wide. Mrs. Fisher, Mrs. Henry and Mr. Lawson

28 Goals: All students are to reach their highest potential with a minimum of achievement of a Fifth Grade level by the end of the school year. Strategies: We will use flexible grouping and reinforce concepts with Daily Math materials. We will continue to incorporate writing explanations to ensure understanding of concepts. Interventions: We will use small group instruction and continue to use the RTI program. Progress Monitoring: We will use MEAP data, Pre and Post Chapter Tests, Mid year assessment, and end of the year assessment. Data: The number of students achieving an A in Math has increased from 14 the first Report Card to currently 27. We had 16 students successful on the Mid Year Exam and there are now 32. We have 12 students who will be attending 7 th Grade Math next year – that is 20 % of our 5 th Grade Students. Mr. Clarke and Mrs. Hackler

29 Goals: Each student in the fifth grade will reach their highest potential in reading. Students will be proficient at the fifth grade reading level and also show growth from the beginning of the year. Strategies: Comprehension Framework, Guided Highlighted Reading, Close and Critical Reading Strategies, 7 Keys to Comprehension, Modeling with Students, Graphic Organizers, Using Text Features, Schema Chart, Journals Interventions: Small group instruction in guided reading, RTI groups, partnered reading, Progress Monitoring: Reader’s Notebooks, Fountas and Pinnell, Guided Reading Groups, RTI Group, QRI Assessments, Friday Folders – Extra Credit Reading Data: 97% of students are reading at the fifth grade level Mr. Clarke and Mrs. Hackler

30 Goals: Each student in the fifth grade will reach their highest potential in writing. Students will be proficient in all writing traits and also show growth from the beginning of the year. Strategies: Using student examples, mini-lessons on each trait, student partners based on abilities, teacher writing with students, small group instruction, graphic organizers Interventions: RTI group, ability grouping with partnered and small group activities, Progress Monitoring: Writing folders with student data signed by parents, small group scoring, Data: 73% of students are proficient in writing Mr. Clarke and Mrs. Hackler

31 Student Successes: Almost 100% of students are reading on grade level or above, 20% of our students are going to be participating in the 7 th grade math curriculum next year. Looking Ahead to Next Year… The focus will be using student examples in order to improve writing in the classroom and on assessments. We will be using writing across the curriculum. Math will continue to focus on problem solving and student explanations for answers by using the three step worksheet, figure it, draw it, explain it. In reading, we will continue using the comprehension framework and close and critical reading steps. Mr. Clarke and Mrs. Hackler

32 Strategies: Ability grouping based on current data 60 minute math lessons daily Writing the objective on board before each lesson Small groups including “math stations” Meaningful homework to promote confidence (less missing assignments) Online resources such as Khan Academy, Brain pop and United Streaminghttp://www.phschool.com Individual math goals set each month by student and teacher Data binders to log information and keep things organized Miss Gronzo and Mrs. Sandison Goal: to have 95% of 6 th graders earn an A/B in math class 0 missing assignments Increase on MEAP scores at least 10-15% form last year Mid year Math Exam- 85% proficient

33 Interventions Math RTI every day for at risk students 30 minutes a day Small group RTI for bottom 10% with Mrs. Kammerer In class math tutor for lower math class (Mrs. Pioro) free lunch math tutoring to all students ( Mr. Slater and 6 th teachers) Khan Academy Math book and homework video tutorials online 24/7. Allowing “re-do” on tests for those who scored a 69% or below with parent signature on note Class webpages with assignments Daily “homework hotline” or e mails home to parents with homework 3x5 cards for vocabulary words Math vocabulary word wall Co-teach with learning center and ELL teachers ISM math strategies including new problem solving strategies Progress Monitoring Chapter pre and post tests Quick check quiz each week Semester tests to review ability groups Chapter goals set by student Chapter data collection and data analysis by students Mid term exam Power school Parent phone call and note home to those who score below 69% on quiz/test Weekly notebook and binder checks Data: 100% students had zero missing assignments several times throughout the year 85% average of students passed chapter tests all year with an A/B average 86% students passed Jan math exam with an A/B average 53% students scored a 1 or 2 on the Fall 2011 MEAP test 66% students scored a 1-2 or 3 on the Fall 2011 MEAP test

34 Interventions Leveled books for instruction Making connections materials Safari materials Comprehension Framework lessons Fontas and Pinnell Weekly Greek and Latin Root lessons (teaching vocabulary to improve comprehension By Trisha Callella) Daily 5 binders with reading information Monthly reading goals set by students Mrs. Jarzyna taking bottom 10% three times a week for additional instruction At home reading logs with leveled books MISD “ask” programs for additional genre units Websites such as Houghton Mifflin, Brainpop and to increase skills ISM “guided highlighting” lessons Co-teaching with LC and ELL teachers Progress Monitoring Weekly group questions for comprehension Weekly reading logs sent home Weekly Daily 5 binder checks for completed logs Daily reading checks with small groups Student journal “think” logs- checked weekly or bi- weekly Student self assessment sheets Monthly goal setting and conference with teacher Houghton Mifflin Theme tests QRIs Fontas and Pinnell Parent phone calls and e mails as needed Quarterly assessment data sent to parents Miss Gronzo and Mrs. Sandison

35 Data Includes ELL and Learning Center Students MEAP Fall % at or above proficient Fall 2011 QRI Scores Below Grade Level…………24% At Grade Level………………49% Above Grade Level……….27% Spring 2012 QRI Scores Below Grade Level………..13%. At Grade Level……………..34% Above Grade Level……...54% Weekly Reading Goals 80% of students Completed their Weekly Read at home logs

36 Goals: - 80% of students will achieve a 4 or higher on end of the year personal narrative - 80% of students will pass comprehensive text structure test - 80% of students will be able to score a 4 or higher on argument paper - 80% of students will be able to score a 4 or higher on a compare and contrast paper Strategies: - Data charts to monitor post and pre writing assessments - 45 minutes writing lesson four times a week - Mini-lesson based on traits - Work on Writing strategy from Daily Five - Cornell notes - Wrote a paper using every type of text structure - Test over the text structure - Test over the 6+1 traits - Used binder as a tool box to store our mini-lesson notes - Reviewed the good, bad, and ugly of other students writing Miss Gronzo and Mrs. Sandison

37 Interventions: Teacher/student writing conference Redo low performing papers Small group conferencing Peer intervention Parent helper Progress Monitoring: Student record their own data Teacher records student data Whole class charted progress Data: 22% scored a 4 or higher on the Fall writing assessment (based on 6+1 rubric) 81% scored a 4 or higher on the Spring assessment (based on 6+1 rubric) 83% scored 4/5’s on the quarterly compare and contrast writing assessment 88% scored 4/5’s on the quarterly persuasive writing assessment 82% average score on end of the year writing exam Miss Gronzo and Mrs. Sandison

38 Student and teacher Successes 8 students attending Jr. High math this school year 4 students made the Math Olympiad Team and placed 4 th over all 7 students participated in Science Olympiad and places 5 th over all and most improved team 26 students (43% of all 6 th graders) are in NEHS (3.5 GPA or higher) 20-50% of students earned all A’s thought out the year % students had Zero missing assignments several times throughout the year 100% student attendance at Fall parent teacher conferences Public compliments from our Superintendent and Board Members on our binders Looking Ahead to Next Year We are very proud of all the success we had this year. With it being our first year teaching 6th grade together, we set lots of goals and accomplished almost all of them plus more. For next year we plan to continue with Goals and strategies we implemented this year. We have some new strategies We are going to try and look forward to another successful year. Miss Gronzo and Mrs. Sandison

39 Six Research-Supported Quality Indicators for Successful Schools Aligned and Rigorous Curriculum Effective Instructional Practices Use of Assessment and Analysis of Student Performance Data Positive School Culture Focused on Achievement Effective School Leadership Parental and Community Engagement The results need show that we are a Successful School!

40 Burr Vision Statement 2012 – 2013 Simplicity, Clarity and Priority Good curriculum, effective instruction and authentic literacy


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