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Maple Ridge Elementary Accreditation Final Report January 2010.

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Presentation on theme: "Maple Ridge Elementary Accreditation Final Report January 2010."— Presentation transcript:

1 Maple Ridge Elementary Accreditation Final Report January 2010

2 In the Beginning… Surveys were distributed in June 2005 during the school year. Surveys were distributed in June 2005 during the school year. Maple Ridge Elementary started the accreditation process in 2005 – Maple Ridge Elementary started the accreditation process in 2005 – Data was collected and the survey results from parents, educational assistants, teachers and student surveys led to the decision to formulate two goals. Data was collected and the survey results from parents, educational assistants, teachers and student surveys led to the decision to formulate two goals.

3 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 results. The goal was amended to October 2008 due to a four year accreditation cycle. 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. This goal would result in a 5% increase in the percentage of students meeting (and exceeding) expectations.

4 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.

5 Goal One Strategies: Working With The End In Mind To Improve Student Writing Year One ~ Collaborative Analysis of Student Writing with Grade Level Partners Each Term: 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 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 Professional development meetings to introduce rubrics and used samples to ensure consistency of scoring Several authors presented to students Several authors presented to students

6 Goal One Strategies: Working With The End In Mind To Improve Student Writing Year One ~ (Continued) Staff increased knowledge of grade level expectations through examining DOE writing exemplars Staff increased knowledge of grade level expectations through examining DOE writing exemplars Researched, examined and purchased numerous writing resources Researched, examined and purchased numerous writing resources Focused on descriptive feedback to students Focused on descriptive feedback to students T-Chart on strengths and needs T-Chart on strengths and needs

7 Goal One Strategies: Working With The End In Mind To Improve Student Writing Year Two ~ Site-based Writing In-services Site-based Writing In-services Utilized computer program, Comic Life, to support student achievement in writing Utilized computer program, Comic Life, to support student achievement in writing Several staff had individual consultations with CCRSB ELA consultant and technology consultant Several staff had individual consultations with CCRSB ELA consultant and technology consultant Continued collaborative analysis of student writing Continued collaborative analysis of student writing Analysis of ELA Writing Data – Determined overall strengths and needs Analysis of ELA Writing Data – Determined overall strengths and needs School-wide focus on No Excuse Words School-wide focus on No Excuse Words

8 Goal One Strategies: Working With The End In Mind To Improve Student Writing Year Three ~ Grade Level Writing Plans by term - divided into Poetic, Transactional and Expressive Grade Level Writing Plans by term - divided into Poetic, Transactional and Expressive Technology Consultant provided PD to staff and parents to use Premiere Tools Technology Consultant provided PD to staff and parents to use Premiere Tools Literacy mentor sessions often focused on writing Literacy mentor sessions often focused on writing Continued analysis of ELA writing data Continued analysis of ELA writing data CCRSB Intensive Literacy program supported 24 students in grades 1 – 3 in the first year of this initiative. CCRSB Intensive Literacy program supported 24 students in grades 1 – 3 in the first year of this initiative.

9 Goal One Strategies: Working With The End In Mind To Improve Student Writing Year Four ~ Writing Support Groups for grade four students Writing Support Groups for grade four students Monitored student achievement with pre and post assessments Monitored student achievement with pre and post assessments Assistive Technology used with students (Ten Thumbs, Co Writer, Premiere Tools) Assistive Technology used with students (Ten Thumbs, Co Writer, Premiere Tools)

10 Goal One Strategies: Highlights of a Professional Learning Community Collaborative Analysis of Student Writing Collaborative Analysis of Student Writing –Grade level partners collaborating with common assessments –Results informing writing instruction Tracking individual student writing over time Tracking individual student writing over time Individual teachers initiating personal professional development through site-based literacy mentor, CCRSB consultants and conferences Individual teachers initiating personal professional development through site-based literacy mentor, CCRSB consultants and conferences

11 Goal One Data: Comparison of Writing Scores Baseline to Present Achievement

12 Goal One

13 Data: Letter Writing Task

14 Goal One Data: Story Writing Task

15 Goal One Comparison Graph: Ideas

16 Goal One Comparison Graph: Organization

17 Goal One Comparison Graph: Matters of Correctness

18 Comparison: Trends Data (ELA)

19 Comparison: Trends Data (ELLA)

20

21 Goal One Data: School-Wide Final Report Card Rubric Scores for Writing (Grades 1 – 5)

22 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 2003/2004 Baseline - 67% of students scored a 3 or higher 2008/ % of students scored a 3 or higher 2008/ % of students scored a 3 or higher 14.9 % improvement 14.9 % improvement

23 Goal One Data: Anonymous Teacher Survey 2007/ % of teachers reported they felt they improved their writing instructional strategies. 100% of teachers reported they felt they improved their writing instructional strategies. 100% of teachers felt students’ writing abilities improved since accreditation began. 100% of teachers felt students’ writing abilities improved since accreditation began. 100% teachers reported increased knowledge of writing expectations at their grade level. 100% teachers reported increased knowledge of writing expectations at their grade level. 100% of teachers felt that the students’ writing skills have steadily increased. 100% of teachers felt that the students’ writing skills have steadily increased.

24 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.

25 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 results. 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 results. In October 2008, 87% of our students met or exceeded expectations. This represents a 10% increase over the baseline of 79% from In October 2008, 87% of our students met or exceeded expectations. This represents a 10% increase over the baseline of 79% from

26 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.

27 Goal Two 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 Reflection Room was discontinued so we expected our numbers to decrease Homework was included as a referral in baseline data Homework was included as a referral in baseline data Created duty supervisor handbook Created duty supervisor handbook Duty supervisors were provided with proactive training in regards to collaborative play and recess revival training Duty supervisors were provided with proactive training in regards to collaborative play and recess revival training Educational Assistants and duty supervisors attended Virtues Conference Educational Assistants and duty supervisors attended Virtues Conference Purchased playground equipment for each grade level Purchased playground equipment for each grade level Staff attended PEBS session with a behavioral consultant Staff attended PEBS session with a behavioral consultant

28 Goal Two Strategies: Duty Supervisors - Building Shared Knowledge Created roles and responsibilities for duty supervisors Created roles and responsibilities for duty supervisors Duty supervisors participated in Recess Revival Duty supervisors participated in Recess Revival 3 Duty Supervisors and 6 Educational Assistants attended Virtues Conference 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 2 duty supervisors attended PEBS session with CCRSB behavior specialist. Focused on strategies for dealing with students with significant behavior issues

29 Goal Two PEBS - Positive Effective Behavior Support Objective to have all staff consistently responding to appropriate and inappropriate behavior Objective to have all staff consistently responding to appropriate and inappropriate behavior PEBS matrix developed and used by all staff PEBS matrix developed and used by all staff PEBS matrix was shared with parents and signed by students and parents PEBS matrix was shared with parents and signed by students and parents PEBS movie created by staff and students PEBS movie created by staff and students PEBS matrix is explicitly taught and reinforced PEBS matrix is explicitly taught and reinforced Reviewed minor, middle and major behaviors with proactive and reactive strategies Reviewed minor, middle and major behaviors with proactive and reactive strategies Two staff members attended a two day PEBS conference Two staff members attended a two day PEBS conference

30 “The Fantastic Four” RESPECT FOR SELF, OTHERS, ENVIRONMENT, & LEARNING Maple Ridge PEBS Matrix SettingsRespect for SelfRespect for OthersRespect for Environment Respect for Learning All Settings  Be prompt and use time wisely  Speak and act properly VIRTUE of Respect  Be considerate  Keep hands and feet to self  Use good manners and language  Keep school neat and clean  Recycle and use the garbage bins  Eat and drink in designated areas  Be prepared with homework and/or supplies  Be a good listener  Support others’ efforts and contributions Entrance  Enter prepared for learning VIRTUE of Orderliness  Use an indoor voice  Walk  Remove hat  Wipe your feet  Use an indoor voice  Use indoor voice  Walk quietly and safely Hallways  Walk safely VIRTUE of Cooperation  Use indoor voice  Walk quietly  Keep to the right in hallways  Keep belongings in place  Value others’ displays and space  Use an indoor voice  Walk quietly Assemblies  Give me five VIRTUE of Excellence  Listen  Sit properly  Enter and exit quietly  Respond politely  GIVE ME 5  Sit  Keep hands to yourself  Be attentive Lunch  Stay seated while eating VIRTUE of Responsibility  Stay in your seat  Speak with an indoor voice  Respect all supervisors  Keep belongings in place  Value others’ displays and space  Use an indoor voice  Walk quietly Washroom  Wash hands VIRTUE of Cleanliness  Flush toilet and keep washroom clean  Value personal space  Value property  Place paper towel in garbage  Turn taps off  Use indoor voice  Return to classroom quickly Playground  Play safely  Take pride in your playground VIRTUE of Peacefulness  Be positive with others  Value personal space  Use good language and actions  Follow playground rules  Place litter garbage cans  Take care of school property  Practice fair play and playground rules Bus  Follow bus rules VIRTUE of Courtesy  Remain seated  Use quiet voices  Walk to the bus  Listen to the bus driver  Follow rules

31 Maple Ridge PEBS Staff Matrix Transition Times for Students Consistent Practices ~ Supporting Student Transitions Morning ALL staff on duty – be visible in and out of your classroom until all students arrive. Be ready in your classroom at 7:40am to meet and greet your students. Support ALL students in our school. Ensure that your partner has your class covered, if necessary. Recess Have students get ready a bit earlier than the bell if you are on duty. Stagger when on duty and monitor the whole playground. Be in the hallway/doorway when students are getting ready. Encourage students to dress quickly when getting ready. Allow students to get snack, wash hands and use washroom. Promptly meet the line up coming inside by staggering where we meet the students. Lunch Teachers teach until 11:30 (P-2) or 12:10 (3-5) Dismiss students and close door when you leave your classroom. Students participating in lunch activities are brought to the foyer by the teacher. Teachers meet students in the cafeteria at 12:20 (P-2) or 1:00 (3-5) Washroom Breaks Review PEBS matrix with students Encourage washroom breaks during recess and lunch Remind all students to walk quietly in the hallway Only 1 male student and 1 female student out of the room at a time Address issues as they arise Grades 3-5 students should be using a sign out sheet with times Assemblies Have students walk in one straight quiet line Support students by reinforcing quiet movement in hallways Always have students walk to the right of the hallway Seating design at assemblies will depend on a performance Hallways Ensure that students are walking quietly in single file on the right side of the hallway Teachers deliver and pick up students for music, PE, etc. Dismissal ALL staff on duty - be visible Double check any changes (bus and/or pick ups) Positively reinforce those who are walking to the bus or foyer Support ALL students in our school.

32 Goal Two Strategies: Role of PEBS Mentors Morning meet and greet with red and yellow zone students Morning meet and greet with red and yellow zone students Provide positive reinforcements and review goals Provide positive reinforcements and review goals Advise teacher/administration of any concerns Advise teacher/administration of any concerns Tally and track behavior data daily Tally and track behavior data daily Regularly communicate with parents via fax, , phone and/or copies of target sheets Regularly communicate with parents via fax, , phone and/or copies of target sheets

33 Goal Two Strategies: PEBS Movie Touched Many Lives School Wide Participation Parent Awareness Parent Awareness Primary Orientation Primary Orientation New Transfer Student New Transfer Student New Teacher Information New Teacher Information PEBS MOVIE PEBS MOVIE

34 Goal Two Strategies: Target Sheets Tracking Individual Behaviors to Ensure Success

35 Making Good Choices January 26, 2010 Target Goal: 5 / 7 Listen when someone is talking Name: John Doe Grade: Primary Teacher: Mrs. Happy Times of the DayI did it! Not yet  8:00 – 9:00am 9:00 – 10:10am 10:10 – 10:30am (RECESS) 10:30 – 11:30am 11:30 – 12:20pm (LUNCH) 12:20 – 1:00pm 1:00 – 1:50pm TOTALS

36 Making Good Choices Are You “On Target”? Name: Jane DoeDate: January 26, 2010 Target Goal - 2 / 2 Let’s get 12 in a row! Then we will celebrate! Good Choice #1:Good Choice #2: Stay in my seat when workingRaise 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

37 Goal Two Target Sheets - Student Quotes Grade One Student: “It was easy when I get 7 happy faces. ” 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.” 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.”

38 Goal Two VIRTUES Program VIRTUES Program presented to all staff VIRTUES Program presented to all staff Monthly VIRTUE bulletin board display Monthly VIRTUE bulletin board display Students write or draw how they practice a particular VIRTUE each month Students write or draw how they practice a particular VIRTUE each month Slide show promoting VIRTUES placed in foyer of Maple Ridge Slide show promoting VIRTUES placed in foyer of Maple Ridge Maple Ridge TV student anchors read VIRTUES messages each week Maple Ridge TV student anchors read VIRTUES messages each week Combined VIRTUES with the PEBS matrix Combined VIRTUES with the PEBS matrix

39 Goal Two Qualitative Evidence Staff 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. 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.

40 Goal Two Qualitative Evidence Staff 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. 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.

41 Goal Two Qualitative Evidence Parent 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. 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.

42 Goal Two Qualitative Evidence Parent/Substitute Quote (2010) Within the school everyone consistently models positive expectations. Consistent praise is heard to empower the students to make the right decisions. 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. The target sheets/rewards system are highly effective and keep the students focused on their personal goals.

43 Goal Two Data: Comparison of Office Referrals

44 Data: Decrease of Office Referrals In , we had 48 office referrals. This represents a 15.8% decrease over the baseline of 57 office referrals in

45 Goal One 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, In , we had 48 office referrals. This represents a 15.8% decrease over the baseline of 57 office referrals in In , we had 48 office referrals. This represents a 15.8% decrease over the baseline of 57 office referrals in

46 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!

47 Thank You


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