Presentation on theme: "North Carolina CCSA Conference March 21st 8:00 AM"— Presentation transcript:
1 North Carolina CCSA Conference March 21st 8:00 AM Brady - WelcomeReading and Math ERNorth Carolina CCSA ConferenceMarch 21st 8:00 AMCeleste Henkel Elementary
2 Emergency Room? At an elementary school? As students show gaps in their learning, like a doctor it is our job to “cure” them by using the correct treatment / prescription for their needs.
3 Learning TargetsGetting staff buy in to make necessary changesHow to use assessments to determine overall school needs and individual student needsScheduling to provide needed time for CORE and InterventionsCORE changes and Interventions utilizedLessons from our teachers
6 Time to Give the Paddles! CLEAR!!!! YearAYP Status# Targets MetGrowth StatusSchool StatusMet17 out of 17ExpectedDistinctionDid Not15 out of 17No GrowthNo Status11 out of 13Progress16 out of 17Time to Give the Paddles! CLEAR!!!!
7 YearAYP Status# Targets MetGrowth StatusSchool StatusMet17 out of 17ExpectedProgressHighDistinction
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 HarderPutting the Plan into Action with All Hands on Deck approach
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 staffTimes are PROTECTED!!!!See School Schedule
10 Use of Assessments“Checkup”EOG – Gives the overall picture for school / grade levelsPredictive Assessments – Created by the district gives a comparison / grade level needsCFA – 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 “Alignment of Best Practices” CORE Focus“Alignment of Best Practices”Focus on Essentials – Grade Level ExampleGuided Reading / Balanced LiteracyMath focus on the “why”Inclusion for EC in grades 2-5 with the use of co-teaching
12 “Continued Building Alignment” Clear Expectations“Continued Building Alignment”Positive Behavior Intervention SupportClear expectations throughout the building (classroom, hallway, bathrooms, cafeteria, car rider line,etc.)Focus on being proactive rather than reactive
13 “Who do we need to focus on?” At Risk List“Who do we need to focus on?”Given to teachers the 1st day back from summer break – Planning from day 1!In order from lowest to highestBased on proficiency and growthExample
14 Interventions / Enrichment “The diagnosis and prescription” Reading Researched BasedReading Mastery and Corrective ReadingFluency FocusStrategies implemented for advanced studentsGroups are flexible with continuous movement based on data
15 Interventions / Enrichment “The diagnosis and prescription” Math Strategies implemented for advanced studentsV Math for 5th GradeGroups are flexible with continuous movement based on data
16 Use of All Staff for Success “Code Blue”Teacher AssistantsEnhancement TeachersLeadership Team
17 Parental Involvement“It takes a village”Open House PresentationsStudent Led ConferencingTier 1 and Tier 2 PaperworkVolunteer focus on working with studentsLiteracy Night
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 areasTier 1 Paperwork is completed with parent
19 Student Example“Process”Student is given prescribed interventions based on gapsStudent is assessed “progress monitored” weekly to measure growthIf the student is progressing they keep going with the interventions
20 Student Example“Process”If the student is not progressing they are moved to Tier 2 where they are given more intensive interventionsThese interventions are provided by the grade level teamStudent is continued to be progress monitored weekly to measure growth
21 Lessons from our Teachers Our students rather than my studentsMake adjustments as neededContinued ongoing training and always learningEvery adult in the building is responsible for the success of our students
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