elms road elementary school mission statement

Achieving School Improvement Achieving School Improvement with the Three R’s:with the Three R’s:

Rigor, Relevance, and Rigor, Relevance, and RelationshipsRelationships

Elms Road ElementaryElms Road ElementarySwartz Creek Community SchoolsSwartz Creek Community Schools

2010-20112010-2011

Elms Road Elementary School Elms Road Elementary School Mission StatementMission Statement

At Elms Road Elementary we will commit At Elms Road Elementary we will commit ourselves to learning and respecting ourselves to learning and respecting others. Everyone will be responsible, safe others. Everyone will be responsible, safe and kind.and kind.

C ommit to LearningC ommit to LearningR especting OthersR especting OthersE veryone Is ResponsibleE veryone Is ResponsibleE veryone is SafeE veryone is SafeK indness CountsK indness Counts

Vision StatementVision StatementThe Elms Road Elementary Staff is dedicated to educating all The Elms Road Elementary Staff is dedicated to educating all

children in a positive learning environment to achieve lifelong children in a positive learning environment to achieve lifelong success. The educational staff will provide an atmosphere success. The educational staff will provide an atmosphere which fosters a love of learning while promoting children’s which fosters a love of learning while promoting children’s increased self-esteem, self-respect and mutual respect of increased self-esteem, self-respect and mutual respect of others. While promoting a clean, safe, and healthy others. While promoting a clean, safe, and healthy environment for all to enjoy, the employees will provide the environment for all to enjoy, the employees will provide the tools for students to become productive, responsible citizens.tools for students to become productive, responsible citizens.

The educational team strives to address each student’s The educational team strives to address each student’s individual learning style through differentiated instruction and individual learning style through differentiated instruction and curriculum.curriculum.The staff promptly addresses concerns of students and The staff promptly addresses concerns of students and parents.parents.The employees encourage and foster open communications The employees encourage and foster open communications between school and home.between school and home.

Educational Beliefs Educational Beliefs

Learning is our highest priority.Learning is our highest priority.Each child has worth and is capable of Each child has worth and is capable of learning at higher levels.learning at higher levels.Family and community involvement is Family and community involvement is essential for student learning.essential for student learning.Diversity is considered a strength.Diversity is considered a strength.Education is a life-long process.Education is a life-long process.Teachers are committed to prepare Teachers are committed to prepare students for success in the 21students for success in the 21stst century. century.Each child has a right to a quality education.Each child has a right to a quality education.

DemographicsDemographicsSwartz Creek CitySwartz Creek City

Population: 5,100Population: 5,100

96 % Caucasian96 % Caucasian

1% African-American1% African-American

3% Native American, Asian and other races3% Native American, Asian and other races

Elms Road ElementaryElms Road Elementary

K-5 Building Population: 412K-5 Building Population: 412

80% Caucasian80% Caucasian

14% African-American14% African-American

6% Native American, Asian, and other races6% Native American, Asian, and other races

2% of Elms Road Elementary students are from non-English speaking 2% of Elms Road Elementary students are from non-English speaking homes homes

47% Free and Reduced Lunch rate47% Free and Reduced Lunch rate

2008-2009 Targeted Title I School2008-2009 Targeted Title I School

2009-2010 Schoolwide Title I School2009-2010 Schoolwide Title I School

2010-2011 Schoolwide Title I School2010-2011 Schoolwide Title I School

Enrollment DataEnrollment DataSpring 2006

Spring 2007

Spring 2008

Spring 2009

Spring 2010

Kindergarten

85 71 87 63 70

Contained Special Ed

12 0 0 0 0

1 80 92 80 75 64

2 74 87 88 70 67

3 78 80 74 85 59

4 75 83 86 72 87

5 79 77 88 76 57

Total 483 490 503 441 404 (-37)

Percent of Students Percent of Students Receiving Free or Reduced Receiving Free or Reduced

LunchLunch

0

10

20

30

40

50

60

2006-2007 2007-2008 2008-2009 2009-2010

Differentiated Instruction Specialist Differentiated Instruction Specialist ModelModel

Work with studentsWork with students– Push in intervention groupsPush in intervention groups– Ketchup roomKetchup room– Response to Intervention groups: 90:30:30Response to Intervention groups: 90:30:30Model instruction/provide coverage while Model instruction/provide coverage while staff observe peersstaff observe peersResource gatheringResource gatheringProfessional development for staffProfessional development for staffSupport for staffSupport for staffChild studiesChild studiesData analysisData analysisResearch of best practicesResearch of best practices

““If special education is the only significant If special education is the only significant intervention tool available in a school, it is intervention tool available in a school, it is inevitable that the school will come to rely inevitable that the school will come to rely upon that intervention too frequently. A upon that intervention too frequently. A school with a multi-step system of school with a multi-step system of interventions arms itself with a variety of interventions arms itself with a variety of tools for meeting the needs of its students tools for meeting the needs of its students and thus is more likely to find the and thus is more likely to find the appropriate strategy”appropriate strategy”

- - Taken fromTaken from Whatever it takes: How a professional learning community responds when kids don’t learn

Classroom Intervention Plan

Ketchup Lunch

Response to Intervention90:30:30

Child Study

After School and Before School Tutoring

Final Child Study

Special Education Evaluation

Response to Intervention Model- Criteria

90 Minute ELA

•90 minute uninterrupted English Language Arts block all grade levels

•30 minute additional ELA intervention all students

•30 minute direct instruction intervention for all Special Education students-implementation Fall 2010

•DRA/MLPP

•Report Cards

•Teacher Referral

•DIBELS

Grades 1,2,3,4,5

Incomplete assignments

Fast Forward

AM//PM Tutoring

On-site Tutoring

Tier Review

Classroom Interventions

Parent Phone Calls (logged)

Child Study Team

Behavior Plan- Parents, Teacher/Student Success Coordinator

Quiet Lunch By Referral Only

Zero Tolerance Suspension

IndefiniteSuspension

Expulsion

Positive Behavior Support Pyramid

MEAP Reading TotalsMEAP Reading Totals

2005 2005 2006 2006 20072007 20082008 20092009

33rdrd 9090 9696 8787 8383 8888

44thth 9595 9090 8686 8585 8888

55thth 9191 9292 8484 8686 9393

Reading GoalReading Goal

Elms Road Elementary students will Elms Road Elementary students will increase their MEAP scores by 3% on increase their MEAP scores by 3% on the reading portion of the 2010-2011 the reading portion of the 2010-2011 MEAP testMEAP test

90:30:30 Response to Intervention 90:30:30 Response to Intervention StrategiesStrategies

Data AnalysisData Analysis

Implementation of MEAP toolbox itemsImplementation of MEAP toolbox items

MEAP Writing TotalsMEAP Writing Totals

2005 2005 2006 2006 20072007 20082008 20092009

33rdrd 5151 6060 5050 52 N/A

44thth 5151 4343 3636 4545 N/AN/A

55thth 7070 5151 5454 6868 N/AN/A

Writing GoalWriting Goal

Elms Road Elementary students will Elms Road Elementary students will increase their MEAP writing scores by 3% on increase their MEAP writing scores by 3% on the writing portion of the 2010-2011 MEAP the writing portion of the 2010-2011 MEAP testtest

Implementation of common writing process K-5Implementation of common writing process K-5

Implementation of writing process specific to assisting Implementation of writing process specific to assisting malesmales

Guided Study GroupsGuided Study Groups

Modeling by Differentiated Instruction SpecialistModeling by Differentiated Instruction Specialist

Response to Intervention (RtI)Response to Intervention (RtI)


MEAP Math TotalsMEAP Math Totals

2005 2005 2006 2006 20072007 20082008 20092009

33rdrd 9393 9595 9595 8888 9898

44thth 9393 8686 8787 8585 9191

55thth 8383 8282 8080 7171 8383

Math GoalMath Goal

Elms Road Elementary students will Elms Road Elementary students will increase their MEAP scores by 3% on increase their MEAP scores by 3% on the math portion of the MEAP test.the math portion of the MEAP test.

Response to Intervention (RtI)Response to Intervention (RtI)


Implementation of concrete and virtual Implementation of concrete and virtual manipulatives focusing on problem solvingmanipulatives focusing on problem solving

3rd Grade MEAP Data 3rd Grade MEAP Data AnalysisAnalysis

3rd Grade Data: Comparison of Data from 2005-3rd Grade Data: Comparison of Data from 2005-20092009

Reading:Reading: Student achievement increased by 5% Student achievement increased by 5% in reading.in reading.

Mathematics:Mathematics: Student achievement increased Student achievement increased by 10% in mathematics.by 10% in mathematics.

44thth Grade MEAP Data Grade MEAP Data AnalysisAnalysis

44thth Grade Data: Comparison of Data from 2005- Grade Data: Comparison of Data from 2005-20092009



55thth Grade MEAP Data Grade MEAP Data AnalysisAnalysis

55thth Grade Data: Comparison of Data from Grade Data: Comparison of Data from 2005 to 20092005 to 2009



Keys to Creating ChangeKeys to Creating Change

Getting started:Getting started:• Collaborative CultureCollaborative Culture• Degrees of ChangeDegrees of Change• Emphasis on LearningEmphasis on Learning• Essential Learning'sEssential Learning's• AssessmentsAssessments• Belief shiftBelief shift• ‘‘Must do’ listMust do’ list• WE WILL!WE WILL!

*Supporting the Under *Supporting the Under Supported…Supported…

• Identify needsIdentify needs• Define goalsDefine goals• Create interventionCreate intervention• Non-negotiablesNon-negotiables• Defining the systemDefining the system• Identify discussionsIdentify discussions• Identify rolesIdentify roles• Develop timelineDevelop timeline• Public relationsPublic relations• Response to InterventionResponse to Intervention• Positive Behavior SupportPositive Behavior Support

* Taken from Gayle Karhanek 2007* Taken from Gayle Karhanek 2007

Standards-Based Report Standards-Based Report CardsCards

Implementation of Standards-based Implementation of Standards-based report cards in Kindergarten –Fifth report cards in Kindergarten –Fifth gradesgrades– English Language Arts content areaEnglish Language Arts content area– Math content areaMath content area

What is a standards-based report What is a standards-based report card?card?

A standards-based report card sets A standards-based report card sets expectations and communicates expectations and communicates student progress toward meeting student progress toward meeting specificspecific

academic standards to parents and academic standards to parents and students.students.

How does a student benefit from a How does a student benefit from a standards-based report card?standards-based report card?

Students and parents will have additional Students and parents will have additional information on what students should know, information on what students should know, do and understand to help them be do and understand to help them be successful in a rigorous academic program.successful in a rigorous academic program.

Standards-based report cards help ensure Standards-based report cards help ensure students have mastered specific content students have mastered specific content and provide information on areas of and provide information on areas of strengths and weaknesses allowing for strengths and weaknesses allowing for acceleration and remediation opportunities.acceleration and remediation opportunities.

What performance indicators will be used onWhat performance indicators will be used onthis report card?this report card?

SCCS teachers decided to utilize a 4, 3, SCCS teachers decided to utilize a 4, 3, 2, 1 performance scale to communicate 2, 1 performance scale to communicate the level of mastery for each descriptor the level of mastery for each descriptor on the report card where a “3” on the report card where a “3” indicates a student consistently meets indicates a student consistently meets a standard, a “2” indicates a students a standard, a “2” indicates a students is progressing toward meeting a is progressing toward meeting a standard, and a “1” indicates the standard, and a “1” indicates the student is not meeting the standard.student is not meeting the standard.

How does a teacher know when a student How does a teacher know when a student hashas

met a standard ?met a standard ?

Criteria for determining performance are Criteria for determining performance are outlined in teacher developed rubrics for each outlined in teacher developed rubrics for each descriptor on the report card. Teachers are in descriptor on the report card. Teachers are in the process of developingthe process of developing

multiple assessments for each element. A multiple assessments for each element. A student has not met a standard until they have student has not met a standard until they have consistently provided evidence in a variety of consistently provided evidence in a variety of assessments.assessments.

Professional DevelopmentProfessional Development

Ron Ritchhart: Project Zero, Harvard Ron Ritchhart: Project Zero, Harvard Intellectual Character Intellectual Character

Dr. Rod Rock and Geralyn Myczkowiak: Cultures Dr. Rod Rock and Geralyn Myczkowiak: Cultures of Thinkingof Thinking

Dr. Muhammad: Achieving School Improvement Dr. Muhammad: Achieving School Improvement Through PLC’sThrough PLC’s

Gayle Karhanek: How Professional Learning Gayle Karhanek: How Professional Learning Communities Respond when Kids Don’t LearnCommunities Respond when Kids Don’t Learn

Ruth Culham, 6 + 1 Writing TraitsRuth Culham, 6 + 1 Writing TraitsGail Boushey & Joan Moser, The Daily 5 & Daily Gail Boushey & Joan Moser, The Daily 5 & Daily

CaféCaféOtter Creek Math, Rocket MathOtter Creek Math, Rocket Math

Elms Road ElementaryElms Road ElementarySchool Improvement TeamSchool Improvement Team

Cook, SandyCook, Sandy Differentiated Instructional SpecialistDifferentiated Instructional Specialist

Deschaine, Mary AnnDeschaine, Mary Ann PrincipalPrincipal

Harnden, TerrianneHarnden, Terrianne 11stst grade Teacher grade Teacher

McGrady, LauraMcGrady, Laura Building SecretaryBuilding Secretary

Love, JeremyLove, Jeremy 33rdrd grade Teacher grade Teacher

McCullough, KayMcCullough, Kay 44thth grade Teacher grade Teacher

Stewart, TracyStewart, Tracy Special Education TeacherSpecial Education Teacher

Schultz, SusanSchultz, Susan Speech PathologistSpeech Pathologist

Tylus, ValerieTylus, Valerie Title I Para-professionalTitle I Para-professional

Vanderlip, MichaelVanderlip, Michael Title I CoordinatorTitle I Coordinator

Vander Laan, JenniferVander Laan, Jennifer Kindergarten TeacherKindergarten Teacher

West, KevinWest, Kevin 55thth grade Teacher grade Teacher

Wood, JamieWood, Jamie Student Success CoordinatorStudent Success Coordinator

Ray, PaulRay, Paul ParentParent

Smith, LoisSmith, Lois ParentParent

BibliographyBibliographyDuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How a professional learning community responds when kids don’t learn. Bloomington, IN: Solution Tree (formerly National Educational Service

DuFour, R., DuFour, R., & Eaker, R (1998) Professional Learning Communities at Work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006) Learning by Doing. Bloomington, IN: Solution Tree (formerly National Educational Service

Eaker, R., DuFour, R., & DuFour, R. (2002). Getting started: Reculturing schools to become professional learning communities. Bloomington, IN: Solution Tree (formerly National Educational Service).

Reeves, D. (2004) Accountability for Learning: How teachers and school leaders can take charge. Alexandria, VA: ASCD

Ritchhart, Ron (2002) Intellectual Character: What it is, Why it Matters, and How to Get it. San Francisco, CA: Jossey-Bass

Marzano, Robert (2009) Getting Serious about School Reform Conference. Genesee Intermediate School District, Flint

elms road elementary school mission statement

Documents