Troy Elementary School Emphasis on Raising Achievement and Closing Gaps Troy Elementary Faculty

School Improvement Reading 3D data shows consistently 30-40% of students are not achieving proficient status. We are part of Read-to-Achieve Emphasis on what we are doing in K-2 to raise these achievement levels and narrow gaps Increases in AMOs at every level will start with what we are doing here. Changing mindsets as we have increased stakes in accountability model.

Coaching/Professional Development The newly defined role of the Instructional Facilitator involves: Coaching Coaching sessions focus on areas such as: differentiation, small group instruction, best practices/strategies, classroom management, PDP goal/smart goal development, lesson planning Providing feedback via CWT and feedback form Leading professional development for teachers based on needs PLCs - Leading data-driven discussions

Data Wall (TRC) Tracking student progress using progress monitoring data from TRC Intervention planning and discussions using the data wall (grouping students, individual needs, intervention materials in MCLASS and I-Ready)

Math Task Tracking and Analysis Using NCDPI Math Tasks as Grade Level Common Assessments Teachers plan and track data digitally using a Microsoft OneDrive spreadsheet We discuss the results of common assessments at PLC meetings and teachers use these results to reflect on and improve their teaching effectiveness.

Letterland Intervention Students receive Letterland instruction in the regular classroom as well as in the intervention group. Small groups of no more than 6 students for 45 minutes. Scripted, research based intervention plans are used. Working on specific skills on individual student levels with the EC Teacher. EC students receive Letterland intervention with Mrs. Batten, EC Teacher. ESL students receive Letterland intervention with Mrs. Wolf, ESL Teacher. Other students with needs receive Letterland intervention with Ms. Morgan.

Total Participation Techniques Total Participation Techniques are teaching Techniques that allow for all students to demonstrate, at the same time, active participation and cognitive engagement in the topic being studied. *Examples of TPTs: Think-Pair-Share/Stand up, hand up, pair up * Quick Writes * White Board Hold-Ups Four Corners Inside outside circle Talking chips The purpose of TPTs is to make every student an active learner.

Differentiated Literacy Workstations Students complete activities in stations based on their needs. *Use of performance data to plan instruction. *Students work on leveled activities. *Students choose activities to work on phonics skills based upon their current Letterland unit (Grade level unit, Intervention level unit, or EC level unit). *Sight word station is set up with individual folders and materials. Students move on as they master each list. *Reading station is set up with individual, leveled student books and activities.

Daily Intervention Time Purpose is to meet student needs Flexible groups formed Daily targeted instruction

I-Ready and Personalized Instruction I-Ready is used for Reading and Math in the classroom and computer labs to support classroom instruction Data is collected through diagnostic exams and monthly progress monitoring Reports are available to examine growth and drive further instruction Teachers use the data collected and can assign lessons based on the objectives they are teaching Students work through interactive lessons based on their instructional needs

Cooperative Learning Strategies at Work

Thank You Each individual child is important. (Click the arrow when in Slide Show mode)