1. 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

2. 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.

3. 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

4. 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

6. Time to Give the Paddles! CLEAR!!!!
Year
AYP Status
# Targets Met
Growth Status
School Status
Met
17 out of 17
Expected
Distinction
Did Not
15 out of 17
No Growth
No Status
11 out of 13
Progress
16 out of 17
Time to Give the Paddles! CLEAR!!!!

7. Year
AYP Status
# Targets Met
Growth Status
School Status
Met
17 out of 17
Expected
Progress
High
Distinction

8. 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

9. 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

10. 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

11. “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

12. “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

13. “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

14. 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

15. 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

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

17. 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

18. 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

19. 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

20. 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

21. 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

22. Questions?

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