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Www.iss.k12.nc.us Reading and Math ER North Carolina CCSA Conference March 21 st 8:00 AM Celeste Henkel Elementary.

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Presentation on theme: "Www.iss.k12.nc.us Reading and Math ER North Carolina CCSA Conference March 21 st 8:00 AM Celeste Henkel Elementary."— Presentation transcript:

1 Reading and Math ER North Carolina CCSA Conference March 21 st 8:00 AM Celeste Henkel Elementary

2 2 Emergency Room? At an elementary school?

3 3 Learning Targets Getting staff buy in to make necessary changes How to use assessments to determine overall school needs and individual student needs Scheduling to provide needed time for CORE and Interventions CORE changes and Interventions utilized Lessons from our teachers

4 4 Celeste Henkel Demographics Kindergarten – 5 th Grade 560 students 70% free/reduce lunch Sub-groups: EC, low socio-economic 78% Caucasian; 12.5% African- American; 6.11% Hispanic; 2.97% Asian;.33% other Blue collar workers Both parents work/single parent homes

5 5

6 6 YearAYP Status# Targets Met Growth Status School Status Met17 out of 17ExpectedDistinction Met17 out of 17ExpectedDistinction Did Not15 out of 17No GrowthNo Status Did Not15 out of 17No GrowthNo Status Did Not11 out of 13ExpectedProgress Did Not16 out of 17ExpectedProgress Time to Give the Paddles! CLEAR!!!!

7 7 YearAYP Status# Targets Met Growth Status School Status Met17 out of 17ExpectedProgress Met17 out of 17HighDistinction

8 8 Staff Buy In for Change Change of Practices Always start with the data, What does it tell us? Why the data is what it is, Root causes? What do we have control of? What is our focus? – Smarter not Harder Putting the Plan into Action with All Hands on Deck approach

9 9 Scheduling Treatment Plan Time for uninterrupted CORE Reading 90 min. and Math 60 min. Intervention / Enrichment block for Reading and Math 45 min. Feedback given from staff Times are PROTECTED!!!! See School Schedule

10 10 Use of Assessments Checkup EOG – Gives the overall picture for school / grade levels Predictive Assessments – Created by the district gives a comparison / grade level needs CFA – Created by grade levels based on semester objectives – measures growth across the semester. Answers: What do they already know? What do they still need to learn? Progress Monitoring – Weekly assessments based on students gaps for the Tier 1 and 2 At risk students AIMS Fluency Assessment

11 11 CORE Focus Alignment of Best Practices Focus on Essentials – Grade Level Example Guided Reading / Balanced Literacy Math focus on the why Inclusion for EC in grades 2-5 with the use of co-teaching

12 12 Clear Expectations Continued Building Alignment Positive Behavior Intervention Support Clear expectations throughout the building (classroom, hallway, bathrooms, cafeteria, car rider line,etc.) Focus on being proactive rather than reactive

13 13 At Risk List Who do we need to focus on? Given to teachers the 1 st day back from summer break – Planning from day 1! In order from lowest to highest Based on proficiency and growth Example

14 14 Interventions / Enrichment The diagnosis and prescription Reading Researched Based Reading Mastery and Corrective Reading Fluency Focus Strategies implemented for advanced students Groups are flexible with continuous movement based on data

15 15 Interventions / Enrichment The diagnosis and prescription Math Strategies implemented for advanced students V Math for 5 th Grade Groups are flexible with continuous movement based on data

16 16 Use of All Staff for Success Code Blue Teacher Assistants Enhancement Teachers Leadership Team

17 17 Parental Involvement It takes a village Open House Presentations Student Led Conferencing Tier 1 and Tier 2 Paperwork Volunteer focus on working with students Literacy Night

18 18 Student Example Process All students are assessed in Reading and Math to determine on level or not on level Students who are not on level are given further assessments to determine gap areas Tier 1 Paperwork is completed with parent

19 19 Student Example Process Student is given prescribed interventions based on gaps Student is assessed progress monitored weekly to measure growth If the student is progressing they keep going with the interventions

20 20 Student Example Process If the student is not progressing they are moved to Tier 2 where they are given more intensive interventions These interventions are provided by the grade level team Student is continued to be progress monitored weekly to measure growth

21 21 Lessons from our Teachers Our students rather than my students Make adjustments as needed Continued ongoing training and always learning Every adult in the building is responsible for the success of our students

22 22 Questions?

23 23 Jonathan Ribbeck – Principal Bonnie Wilson – Instructional Facilitator Susan Stevenson – Counselor Jennifer Myers – 1 st Grade Sarah Wojcio – 3 rd Grade Jason Gardner – 5 th Grade


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