Ramirez Thomas Elementary Celebrating Results Administrator’s Meeting, September 7, 2012

2012 NMSBA Data Reading 2011Reading 2012Growth All Students25.3%41.6%16.29% Female29.9%52.4%22.51% Male19.1%31.1%11.98% Caucasian70.0% Hispanic23.2%41.5%18.26% Economically Disadvantaged25.0%41.5%16.46% Students w Disabilities14.3%11.1%-3.17% English Language Learners13.7%27.0%13.25% English Language Learners, Exited 64.7% Math 2011Math 2012Growth All Students27.1%35.4%8.26% Female26.0%36.9%10.91% Male28.7%34.0%5.24% Caucasian50.0% Hispanic26.1%34.7%8.63% Economically Disadvantaged26.4%35.6%9.17% Students w Disabilities7.1%7.4%0.26% English Language Learners22.6%21.7%-0.84% English Language Learners, Exited 52.9%

What the teachers have to say: “Student growth is always at the top of the priority list.” “It’s not about individuals, it’s about the community as a whole.” “The expectations are the same for everyone, and we hold each other accountable.” “Everyone is on the same page.” “Vertical alignment of curriculum” “We learn together so we have the same accountability.” “Consistency” “We meet in grade level teams, three times a week.” “We look at data together. So do the students.” “Extended Day”

What worked: Common Commitments/Vision Common Curriculum Job-embedded Professional Development Extended School Day – Instructional Time Attention to Data – Teachers and Students Focused Interventions PLCs

Professional Learning Communities Critical Conversations and Relational Trust Belief that ALL students can learn and it’s everyone’s responsibility Leadership has high expectations for teachers – and supports them  Resources: appropriate preparation, PD, curriculum, supplies  Support: administrative and collegial involvement  Time: no task overload Attention to detail  The four questions  Staff/team meetings focused  Norms  Agendas  Artifacts Team notes with a purpose Mandatory curriculum and data meetings 3xs a week Common lesson plans Data/Interventions What do we want students to learn? How will we know if they’ve learned it? What will we do if they don‘t? What will we do if they already know?

“School districts should not try to simply build a learning community that has as many definitions as there are people defining it. The emphasis should be on restructuring how people work together. That’s what ultimately has an effect on the classroom.” - Nelda Cambron-McCabe (The School Administrator, May 2003, p.8)