Evergreen Heights Elementary 2015-2016

Evergreen Heights Elementary Race/Ethnicity 2014

Student Demographic Data Past Now 2001-02 2014-15 Free and Reduced 37.4% 56% Hispanic Population 8.9% 22.5% English Lang. Learners 0% 23.9% Enrollment 314 544 ANNE Over time, staff, with principal leadership notices a change in demographic. They see a need for change of instructional procedure

Paula

Paula

Paula

Paula

Paula

How Did We Make A Change? Developed a needs assessment Research of best practices focusing on our ELL population, math instruction and best practices. Implemented School-wide Title/SIP Plan based on data (CEE, MSP, DIBELS, MAPS, Classroom) Focused staff development in area of need (ELL, Math and Reading) Staci Leads to a SIP Plan

Master Schedule ANNE Whole Group Instruction Walk To Read – Walk to Math Tier III Invervention

Professional Development Classroom teachers and support staff trained in ELL strategies (GLAD, Book Studies, UW TELL GRANT) Teacher leadership Academy-District Level Professional Learning Communities School-wide focus on standards common assessments formative data collection interventions in math Staci

Curriculum Standards-Based Commercial Materials Teacher Created Materials are compiled and created to specifically align to the standards. Problem solving practice materials Assessments that mirror SBA claims and targets Commercial Materials Used when appropriate Engage New York Saxon Math Materials (supplemental) Staci

Staci

Meeting the Needs of ALL Students Instruction Question 1 - (What do students need to learn?) Whole class instruction, aligned to the standards (one standard at a time) Assessment Question 2 - (How will we know when they learned it?) Common Staff-Created Assessments, Ongoing Intervention Questions 3/4 - (What will we do when they do/don’t succeed?) Walk-To Programs in both reading and math, 45 minutes a day. Students are flexibly grouped for intervention, additional practice, and enrichment Paula PLC Book Study,

Leadership Happens Everywhere! Principal Responsible for executive decisions, evaluation, coaching, guiding discussions School Improvement Plan (SIP) Team Comprised of one member from each grade level and specialists Responsible for bringing information from grade levels back to whole group and vice versa, voting on building initiatives, planning professional development Specialists 2-3 Title I/LAP Specialists are responsible for coordinating intervention groups and directing para-professionals Grade Levels Responsible for planning instruction, creating common assessments, evaluating grade level data and planning intervention groups Shared Leadership Each staff member has a strength to share STACI

Teamwork: Staff, Families, and Students responsible for learning! Anne:Teachers have a willingness to learn. Teamwork: Staff, Families, and Students responsible for learning!

Menu of Best Practices and Strategies for Mathematics Strategy Level of Evidence Panel Opinion Tutoring Tutoring by an Adult Evidence-based 100% Peer/Cross-Age Tutoring Research-based Extended Learning Time Summer Learning Double-Dosing Staci

Professional Development Strategy Level of Evidence Panel Opinion Professional Development Targeted Professional Development Evidence-based 100% Professional Learning Communities Promising 86% Consultant Teachers Instructional Coaches Research-based Staci

Community Partnerships Strategy Level of Evidence Panel Opinion Family Involvement Family Involvement Outside of School Promising 100% Family Involvement at School Community Partnerships Student Mentoring by a Community Partner Research-based 71% Staci

Common Core Challenges Shift in Standards Created Gaps Our current 5th graders are especially impacted by the change in standards. Though we tried to minimize gaps by shifting standards earlier in K-2, the current 5th graders had no experience with CCSS before testing last year. Backfilling We have found the need to simultaneously backfill while teaching the new standards. Often times this has resulted in a time crunch. Anomalies 87% of this year’s 5th graders met standard in math as 4th graders.  Even with that level of success we see they are lacking in basic facts and number sense. Paula

Additional Challenges Curriculum We find ourselves starting over and creating curriculum again both at the district level and school level. We had very little training on the new curriculum we were given. Growing and Changing Population The number of students we are serving has grown significantly over the last few years. This has led to logistical and support challenges. Time There is not enough time in our day to teach all of the standards as fully as we would like. We need more time for teachers to dig deeply into the standards. We also need more time to plan together. Paula

What We Are Doing To Address Challenges Build Staff Capacity in Math We added in math coaching and ELL coaching time. Support Staff We hired para-educators that are more comfortable with math. Tier 3 We scheduled tier 3 time for students who are struggling with a concept or who are not showing growth. Extended Day Math/Iready Computer We started a math extended day program for students who are not meeting standard. STACI

Where Do We Go from Here? Revamp Current Math Program Ongoing PD We will be looking at our math program with a critical eye to see what we need to keep, drop, or adapt. Ongoing PD Our teacher leaders will be providing additional in-house professional development during the school year. Peer Observation We have some very talented teachers. Their strategies, ideas, and structures need to be shared with the rest of the staff. We should be learning from each other. STACI

Celebrations Met AYP 100% all categories (Margin of Error) Title I National Distinguished Schools Award 2011, 2014 Title I Academic Achievement Award 2015 AWSP School of Distinction 2013, 2014, 2015 3rd Grade Top 25% in Washington 2011 MSP Closing the Achievement GAP with our low-income and Hispanic cells Staff working together to improve student learning! STACI Celebrations: 3rd grade top 25%, National Award Furthermore, leads to staff, parent, and student perceptions being positive.