North Carolina CCSA Conference March 21st 8:00 AM Brady - Welcome Reading and Math ER North Carolina CCSA Conference March 21st 8:00 AM Celeste Henkel Elementary

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.

Learning Targets Getting staff buy in to make necessary changes How to use assessments to determine overall school needs and individual student needs Scheduling to provide needed time for CORE and Interventions CORE changes and Interventions utilized Lessons from our teachers

Celeste Henkel Demographics Kindergarten – 5th Grade 560 students 70% free/reduce lunch Sub-groups: EC, low socio-economic 78% Caucasian; 12.5% African- American; 6.11% Hispanic; 2.97% Asian; .33% other Blue collar workers Both parents work/single parent homes

Time to Give the Paddles! CLEAR!!!! Year AYP Status # Targets Met Growth Status School Status 2003-2004 Met 17 out of 17 Expected Distinction 2004-2005 2005-2006 Did Not 15 out of 17 No Growth No Status 2006-2007 2007-2008 11 out of 13 Progress 2008-2009 16 out of 17 Time to Give the Paddles! CLEAR!!!!

Year AYP Status # Targets Met Growth Status School Status 2009-2010 Met 17 out of 17 Expected Progress 2010-2011 High Distinction

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 Harder Putting the Plan into Action with All Hands on Deck approach

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 staff Times are PROTECTED!!!! See School Schedule

Use of Assessments “Checkup” EOG – Gives the overall picture for school / grade levels Predictive Assessments – Created by the district gives a comparison / grade level needs CFA – 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

“Alignment of Best Practices” CORE Focus “Alignment of Best Practices” Focus on Essentials – Grade Level Example Guided Reading / Balanced Literacy Math focus on the “why” Inclusion for EC in grades 2-5 with the use of co-teaching

“Continued Building Alignment” Clear Expectations “Continued Building Alignment” Positive Behavior Intervention Support Clear expectations throughout the building (classroom, hallway, bathrooms, cafeteria, car rider line,etc.) Focus on being proactive rather than reactive

“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 highest Based on proficiency and growth Example

Interventions / Enrichment “The diagnosis and prescription” Reading Researched Based Reading Mastery and Corrective Reading Fluency Focus Strategies implemented for advanced students Groups are flexible with continuous movement based on data

Interventions / Enrichment “The diagnosis and prescription” Math Strategies implemented for advanced students V Math for 5th Grade Groups are flexible with continuous movement based on data

Use of All Staff for Success “Code Blue” Teacher Assistants Enhancement Teachers Leadership Team

Parental Involvement “It takes a village” Open House Presentations Student Led Conferencing Tier 1 and Tier 2 Paperwork Volunteer focus on working with students Literacy Night

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 areas Tier 1 Paperwork is completed with parent

Student Example “Process” Student is given prescribed interventions based on gaps Student is assessed “progress monitored” weekly to measure growth If the student is progressing they keep going with the interventions

Student Example “Process” If the student is not progressing they are moved to Tier 2 where they are given more intensive interventions These interventions are provided by the grade level team Student is continued to be progress monitored weekly to measure growth

Lessons from our Teachers Our students rather than my students Make adjustments as needed Continued ongoing training and always learning Every adult in the building is responsible for the success of our students

Questions?

Jonathan Ribbeck – Principal ribbeck@iss.k12.nc.us Bonnie Wilson – Instructional Facilitator wilsonb@iss.k12.nc.us Susan Stevenson – Counselor sstevenson@iss.k12.nc.us Jennifer Myers – 1st Grade jmyers@iss.k12.nc.us Sarah Wojcio – 3rd Grade swojcio@iss.k12.nc.us Jason Gardner – 5th Grade jgardner@iss.k12.nc.us