NEWARK CENTRAL SCHOOL DISTRICT
KELLEY SCHOOL 2015-16
BUILDING PLAN FOR EXCELLENCE
MONITORING REPORT
Board Meeting Date: 5/18/16
READING
Percentage of Students Reading on Grade Level
QUARTER 1 / QUARTER 2 / QUARTER 3 / QUARTER 4 / END OF YRGOAL
#
Students / %
Students / #
Students / %
Students / #
Students / %
Students / #
Students / %
Students
3rd Grade / 111/158 / 70% / 141/160 / 88% / 138/163 / 85% / 90%
4th Grade / 99/134 / 74% / 110/137 / 80% / 113/141 / 80% / 90%
5th Grade / 127/155 / 82% / 140/154 / 91% / 136/160 / 85% / 90%
READING ANALYSIS & ACTION
NOTE: At the Intermediate level, students in Grade 3 move through levels N,O,P, Grade 4: Q,R,S, and Grade 5: T,U,V across the four quarters of the year so during this quarter we want students in Grade 3 to be at O, Grade 4 at R and Grade 5 at U. The table above reflect these levels.
STRENGTHS:
v Students exceeding the expected benchmark at each grade level: Third Grade 46, Fourth Grade 64 and Fifth Grade 31 which means they have reached the end of year expectation.
v All grade levels are within 10% of the end of year goals Teachers note students’ ability to orally state and begin to put to writing specific text evidence that supports comprehension
v 2/7 of our 3rd grade students with IEPs are reading on level, 7/16 in 5th grade.
v There are 79 students on the cusps of reaching state proficiency(The”127”) in the area of ELA at 4th and 5th grade. 78/79 of those students on level according to our standards for independent reading benchmarks with 41 of those students reading above level.
v Students are demonstrating improved fluency especially phrasing. Students growth has been noted in decoding unknown words using context clues and braking apart multisyllabic words (2-3 syllables). Students are able to comprehend independent reading level text identifying main idea and summary.
v Above all we are seeing students, even some of the most struggling students making attempts.
AREAS OF FOCUS:
1. Students reading for meaning and decoding multisyllabic words (4+ syllables)
2. Increasing comprehension of text thinking beyond the texts
READING ACTIONS:
Focus 1: As part of our LAP, our actions include “Teachers will have the opportunity to work with colleagues using student performance indicators and student learning behaviors to identify instructional focuses. Teachers will then plan together to develop targeted learning opportunities that address student achievement needs. After planning the team will implement lesson, observe student learning behaviors, examine student outcomes, meet to reflect on achievement of targeted achievement and repeat the cycle.” Our special education staff meets regularly to engage in collaborative coaching. Earlier in the year our special education staff went into classrooms and watched student learning in the area of reading instruction, then provided recommendations of support for student learning based on what the students demonstrated they knew and need. Continued professional conversations are occurring with a focus on meaning and multisyllabic word decoding.
Focus 2: As part of our LAP, our actions is “Consistent implementation of Cluster Meetings where reading and classroom teachers will meet as clusters every 4 to 5 weeks to analyze reading progress, determine student needs and implement necessary interventions”. Teachers will use this time to focus on a sustained action of our Plan for Excellence of using the strategic reading behavior checklist to focus on student learning behaviors regarding comprehension focuses of having students think beyond the text.-This is a continued focus.
ELA
Percentage of Students Achieving Proficiency (Levels 3 & 4) on ELA Module Assessments
WRITING / QUARTER 1 / QUARTER 2 / QUARTER 3 / QUARTER 4 / END OF YRGOAL
#
Students / %
Students / #
Students / %
Students / #
Students / %
Students / #
Students / %
Students
3rd Grade / 109/157 / 69% / 105/160 / 66% / 110/163 / 67% / 85%
4th Grade / 103/138 / 75% / 110/137 / 80% / 112/141 / 79% / 65%
5th Grade / 105/153 / 69% / 108/154 / 70% / 111/156 / 71% / 75%
ELA ANALYSIS & ACTION
STRENGTHS:
v Students exceeding the expected benchmark at fourth grade by 14%, third grade saw a modest gain of 2%, fifth grade is within 4% of their goal, all three grade levels are at or exceeding where they were last year at this time of year by 13% or more
v There are 79 students on the cusps of reaching state proficiency(The”127”) in the area of ELA at 4th and 5th grade. 77/79 of those students have a cumulative average of 3 or better after 3 quarters.
v 4/7 of our students in 3rd grade with IEPs have a cumulative average in the proficiency range, 5/11 students receiving 4th grade ELA have a cumulative average in the proficiency range
v Students building stamina engaging in complex texts and motivated by the content(especially at third grade). Students continue to show the ability to delve into deeper and deeper discussion about the text. Students are initiating their own writing answering text dependent questions with complete sentences, grade appropriate vocabulary, and improved use of evidence from the text. Students are using close reading strategies, context clues, annotating text and accurately writing gist statements after reading sections of texts.
v Above all we are seeing students, even some of the most struggling students making attempts.
AREAS OF FOCUS:
1. Students taking on skills independently
2. Students responses being thorough with laser focused details
3. Effective Feedback to students and professional practice
ELA ACTIONS:
Focus 1: As part of our LAP, our actions included “utilizing our enrichment and AIS support staff to observe student learning behaviors.” Our LAP also indicated that “students will set goals for their learning based on feedback and analysis of their work”. After February break, our school refocused our efforts on the independence rubric that was shared and emphasized in the fall. Classroom teachers continue to have students set goals for their learning and discuss the skills they need to apply to help them accomplish their goals independently.
Focuses 2 & 3: As part of our LAP, “Teachers will (continue to)collaborate with Instructional Coaches and Literacy Consultant to assist with the implementation of Instruction in ongoing sessions throughout the year building consistency of instruction and maximizing the effectiveness of instructional delivery.” During these collaborative work sessions teachers are co-planning lessons with consultants/coaches that focus on students accessing complex text and answer text dependent questions using relevant details. Focuses have been on students annotating text, developing and answering relevant text dependent questions of each other, and writing gist statements throughout the text to later use in a summary of the entire text. Additionally, some teachers have sought support with providing formative feedback embedded throughout the lesson. The consultants/coaches have worked with teachers to develop a learning target tracking tool to use while students are working independently. Teachers are then finding opportunities to provide feedback to students prior to the end of the lesson so students can immediately put the feedback into practice before the end of the lesson.
MATH
Percentage of Students Achieving Proficiency (Levels 3 & 4) on Math Module Assessments
MATH / QUARTER 1 / QUARTER 2 / QUARTER 3 / QUARTER 4 / END OF YRGOAL
#
Students / %
Students / #
Students / %
Students / #
Students / %
Students / #
Students / %
Students
3rd Grade / 134/160 / 84% / 126/160 / 79% / 135/165 / 82% / 85%
4th Grade / 101/135 / 75% / 101/137 / 74% / 99/138 / 72% / 70%
5th Grade / 99/153 / 65% / 102/154 / 66% / 96/156 / 62% / 70%
MATH ANALYSIS & ACTION
STRENGTHS:
v Students exceeding the expected benchmark at fourth grade by 2%, fifth grade is within 8% of goal, and third grade is within 3% of the goal. All three grade levels are at or exceeding where they were last year at this time of year by 17% or more.
v There are 76 students on the cusps of reaching state proficiency (The”127”) in the area of Math at 4th and 5th grade. 67/76 of those students have a cumulative average of 3 or better. (2/9 students not at proficiency with their cumulative average have a proficient average in the 3rd quarter)
v 7/9 of our students with IEPs receiving 3rd grade math have a cumulative average in the proficiency range
v Students are demonstrating increased strengths with math facts and fractions, fractions, fractions. Students are becoming increasing proficient with the comparing, adding, subtracting, multiplying and converting fractions from proper to improper forms (vice versa). Students are able to use accurate visual models to when solving math problems and are becoming increasingly more skilled at identifying key details in word problems.
v Above all we are seeing students, even some of the most struggling students making attempts.
AREAS OF FOCUS:
1. Students accessing more complex math problems and deconstructing those math problems
2. Effective Feedback to students and professional practice
MATH ACTIONS:
Focus 1: As part of our LAP, one of our actions is “During individual teacher meetings with the principal and quarterly review meetings, we will analyze student work performance and student learning behaviors, reflect on instructional teaching behaviors that led to student performance and develop plans of action for addressing areas of concern.” We are noticing interdisciplinary trends between ELA and Math and beginning to look at providing similar scaffolds for students in both areas. For example as teachers collaborate with Instructional Coaches and Literacy Consultants to assist with the implementation of Instruction in ELA, one of the strategies acquired from this work was having students chunk text and annotate as they read to assist with identifying key information and relevant details. Similarly in math, teachers are beginning to have student chunk and annotate information that is contained in multi-step math problems to assist with identifying relevant details that need to be used to solve.
Focus 1 & 2: Again similar to our focuses in ELA, “Teachers will (continue to)collaborate with Instructional Coaches and Literacy Consultant to assist with the implementation of Instruction in ongoing sessions throughout the year building consistency of instruction and maximizing the effectiveness of instructional delivery.” During these collaborative work sessions teachers have sought support with how to provide formative feedback throughout the lesson. The consultants/coaches have worked with teachers to develop a learning target tracking tool to use while students are working independently. Teachers are then finding opportunities to provide feedback to students prior to the end of the lesson so students can immediately put the feedback into practice before the end of the lesson.
Continued Practice: As part of our LAP, one of our actions includes “Consistent implementation of AIS time block where teachers work with colleagues using student performance indicators and student learning behaviors to identify instructional focuses.” During AIS and other opportunities throughout the instructional day, students are engaging with the web-based software program “IXL”. Teachers are able to select specific skills/standards for students to work on via desktop computers or mobile devices like iPads. Students complete a series of questions to demonstrate their level proficiency with the skill, as the student shows proficiency the levels of questions increase. Teachers can then receive analytical reports on students’ progress, which they then use to plan for future instruction. Additionally, because the program is web-based students can sign on at home or outside of school and practice the skills as well.
2015-16 NYS MATH ASSESSMENT
Percentage of Students Achieving Proficiency (Levels 3 & 4) on NYS MATH ASSESSMENT
MATH / 2015-16 NYS MATH ASSESSMENT RESULTS / PROFICIENCY GOAL#
Students / %
Students
3rd Grade / 30%
4th Grade / 33%
5th Grade / 30%
2015-16 NYS ELA ASSESSMENT
Percentage of Students Achieving Proficiency (Levels 3 & 4) on NYS ELA ASSESSMENT
MATH / 2015-16 NYS MATH ASSESSMENT RESULTS / PROFICIENCY GOAL#
Students / %
Students
3rd Grade / 45%
4th Grade / 41%
5th Grade / 43%