1. Evergreen Heights Elementary

2. Evergreen Heights Elementary Race/Ethnicity 2014

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

4. Paula

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8. Paula

9. 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

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

11. 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

12. 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

13. Staci

14. 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,

15. 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

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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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.