At this time of the year, the principal (me) reviews the Comprehensive Education Plan (CEP) Goals to ensure that we are on-track to meeting our targets. This information is shared and discussed with the members of the School Leadership Team. It is also reviewed by the Superintendent for the district. I have made the following findings:
Goal 1: By June 2012, 80% of grade K-5 students will increase their level of reading comprehension as evidenced by making at least a two level gain on the TCTWP Benchmarks for Reading Levels.
Summary of progress:
Based on our informal assessments we are on track to meet goal #1. I have evaluated our progress towards meeting our goal and objectives through several measures.
One piece of evidence in meeting this goal has been the continued school-wide study of the new Core Curriculum Learning Standards (CCLS). We have created on-grade and across-grade opportunities for teachers to plan rigorous lessons and to scaffold student learning. Teachers have incorporated at least two books from the appropriate CCLS level bands into their classroom curriculum and they have aligned their classroom libraries with the CCLS Appendix B. In addition, kindergarten and first-grade teachers have aligned their pacing calendars to the CCLS. Further evidence of meeting our goal can be found in how classroom teachers have assigned reading response tasks in each of the three CCLS writing genres – Informational Texts; Opinions/Literary Texts; and Narratives/Biography. I have supplemented classroom libraries with appropriate CCLS band-level books and non-fiction texts to support this work. We are on target for implementing non-fiction shared-reading as a core component of our reading program to strengthen critical reading instruction. The assistant principal and I have begun a year-long study of Charlotte Danielson’s Framework for Teaching with teachers with a focus on using open-ended questions, actively engaging students in the lessons, and creating genuine discussion among students.
In order to meet our goal, teachers continue to assist students in identifying clear learning goals for improving their critical reading skills. Students are setting learning goals on a regular basis and parents are signing that they have read and understand the goals. We had a full day professional development on Nov 8, 2011 on our school-wide comprehension focus, to study the Common Core State Standards, and to share the DOE’s instructional expectations with staff. We have another full day professional development planned for June 7, 2012.
Teachers assess students using running records at least four times a year for students reading on- or above-grade level and once a month for students reading below-grade level. Acuity periodic assessments are analyzed throughout the year and custom-made tests are created by teachers as further support for students learning. Around the building, we can find high levels of student conversation that delve into the concepts and big ideas in texts and the use of good word choice and vocabulary to communicate thinking. These interventions will positively impact on student progress and help us to achieve our goal.
Our goal is that by June 2012, 80% of grade K-5 students will increase their level of reading comprehension as evidenced by making at least a two level gain on the TCTWP Benchmarks for Reading Levels. As of November 30, 2012, 59% of the grade K-5 children made a one level gain on TCTWP and 10% made a two level gain.
At this point in the school year, I do not plan to revise the action plan for goal #1. We have completed many of the items on the action plan for meeting this goal, including staffing, scheduling, and funding. I believe we will meet and possibly exceed our objectives.
Goal 2: By June 2012, 80% of grade K-5 students will demonstrate critical reading skills as measured by obtaining at least grade level proficiency on Acuity Assessments and CARS (Comprehensive Assessment of Reading Strategies.)
Summary of progress:
Based on our informal assessments we are on track to meet goal #2. I have evaluated our progress towards meeting our goal and objectives through several measures.
One piece of evidence in meeting this goal has been the scheduling of frequent common-planning sessions so teachers can develop critical non-fiction reading rubrics that are aligned with their units of study and support content and concept building. This includes the development of high frequency and Tier 2 words. In addition, per diem days have been budgeted for sub coverage so teachers can participate in professional development activities on thinking maps and alignment to the CCLS. Our network literacy NSS has been assisting lead teachers on a regular basis in developing strategies and activities for building comprehension, selecting complex, appropriate text and choosing the appropriate concepts and critical reading skills to study. I have identified lead teachers for upper and lower grades to attend monthly coaching sessions with the network literacy specialist. These lead-teachers turn-key important information to the staff on improving student performance in the critical reading skills. This year, teacher observations and teacher alternative assessments have emphasized CCLS. Another piece of evidence in meeting our goal is teachers using student work to measure student’s progress in critical reading skills. We have established grade specific inquiry teams to research and implement effective teaching strategies in comprehension for students in sub-groups of the school population. Study groups have been formed around differentiation, the teaching of critical reading skills, and CCLS to offer teachers a venue to grow professionally and to share ideas and resources. The assistant principal and I have ensured that resources and professional books are purchased for staff for assessment, teaching word study lessons, and for using writing to support reading acquisition.
As the assistant principal and I conduct our building walk-throughs, we see ongoing classroom charts that display inquiries around critical reading skills. Teachers receive bi-monthly feedback from administrators to support their professional growth in the teaching of critical reading skills. We can also see evidence of differentiation being used throughout the day. Teacher lesson plans continue to show evidence of critical reading skills instruction for whole class and small groups. Teacher conference notes reflect assessments of student progress, reflect on student learning, and plan out next steps in critical reading skills. Teachers have been using the Reading Assessment Checklist to monitor reading behaviors, to teach, and to support progress. Progress on CARS assessments are conducted by teachers and the principal throughout the year with specific strategies to help struggling students. Teachers also support the students in their abilities to articulate how critical reading strategies help to raise their level of reading comprehension. As we continue throughout the school year, teachers will further develop expertise in teaching critical reading skills. This will be reflected in their lesson-plans and in whole class and small group instruction.
Our goal is that by June 2012, 80% of grade K-5 students will demonstrate critical reading skills as measured by obtaining at least grade-level proficiency on Acuity Assessments and CARS (Comprehensive Assessment of Reading Strategies.) As of October 2011, 51% of our K-5 students obtained an 80% or higher on the CARS assessment and another 22% scored between 70-79%. As of November 2011, 62% of grade 3 students scored an 80% or higher on Acuity – ELA, 75% of grade 4 students, and 78% of grade 5 students.
At this point in the school year, I do not plan to revise the action plan for goal #2. We have completed many of the items on the action plan for meeting this goal, including staffing, scheduling, and funding. I believe we will meet and possibly exceed our objectives.
Goal 3: By June 2012, 85% of Pre-K-5 students will improve their level of mathematics achievement by moving at least one level (novice to apprentice; apprentice to practitioner; or practitioner to expert) in at least one mathematics strand (geometry & measurement; patterns, functions, & algebra; numbers & operations; probability & statistics) as per the Exemplar’s Problem Solving Rubric.
Summary of progress:
Based on our informal assessments we are on track to meet goal #3. I have evaluated our progress towards meeting our goal and objectives through several measures.
One piece of evidence in meeting our goal is the add-ons teachers have created to enhance the Everyday Mathematics curriculum with a stronger focus on problem solving and constructing viable math arguments. A school-wide study of the CCLS in mathematics has begun. On-grade and across-grade opportunities to plan have been scheduled to ensure rigor and scaffolding for student learning. All teachers have administered at least two mathematics tasks that are aligned with the CCLS curricula. Teachers have ensured multiple entry points for all learners including students with disabilities and English language learners. These tasks engaged students in cognitively demanding mathematics that required them to demonstrate their ability to model with mathematics and to construct and explore the reasoning behind their arguments. Additional tasks will be assigned throughout the remainder of the year. We have acquired a volunteer one-day-a-week math coach who works with eight classes on mathematics games and the Math Olympiad. Teachers have incorporated all standards from the appropriate grade-level CCLS into their mathematics curriculum including using mathematics to represent and solve authentic problems in our world. Pacing calendars include lessons that strengthen students’ abilities to clearly construct and analyze mathematical arguments and to evaluate and articulate the reasons behind their claims. Teachers have received ongoing support in applying the CCLS to the Everyday Mathematics curriculum with a particular focus on problem solving and student demonstration of their mathematical thinking. We continue to work with our Network Math Specialist and Banks Street in using the Early Childhood Assessment – Mathematics. This is our second year participating in these assessments which help teachers to pinpoint gaps in student knowledge. Lead teachers have been identified and have attended professional development on gathering and analyzing data and finding appropriate tasks for problem solving. These professional development sessions also focused on constructing and defending logical paths to solving problems. I scheduled per diem funds to provide days for teachers to participate in professional development activities that build their expertise and effective practices, to increase teachers’ content knowledge in mathematics, and to deepen their understanding of how students learn and think about mathematics. Teachers have been adjusting their curriculum and instruction to help all students move toward the higher expectations of CCLS. Exemplars have been continued and expanded to provide rich problem solving activities and rubrics that assess and scaffold student learning. Students are required to demonstrate a solid knowledge of key concepts and demonstrate their mathematical thinking. Teachers have been provided with planning sessions around open-ended Everyday Math responses to assess student understandings and to inform instruction for whole class, small group, and/or individual instruction. Grade specific inquiry teams continue to research and provide effective teaching strategies in mathematics for students in sub-groups of the school population. These teachers work together to engage all students in rigorous tasks embedded in well-crafted instructional units with appropriate supports. Horizontal and vertical study teams look closely at current student work to understand the steps needed to reach the high level of performance that the CCLS demands. Teams analyze student work to continue the cycle of inquiry, making future instructional adjustments, and communicating lessons learned to other school staff. The technology teacher has been conducting parent workshops to help parents work with their children at home in order to increase their math skills. The parent coordinator has planned parent workshops on CCLS to improve student math achievement.
During my daily walk-throughs, I can see evidence of meeting our goal from my review of teachers’ lesson plans, student progress sheets, and the results of Exemplars assessments. I observe students working individually and in differentiated, collaborative groups on problem solving activities. Teachers are facilitating in-depth conversations around mathematical ideas and relationships. Charts and posters in the classrooms show evidence of teachers aligning to CCLS. Student work and their strategies for problem solving are posted around the classrooms. Students are becoming more proficient in articulating their solutions to solving problems both orally and in writing using sophisticated math vocabulary.
Our goal is that by June 2012, 85% of PK-5 students will improve their level of mathematics achievement by moving at least one level as per the Exemplar’s Problem Solving Rubric. As of November 2011, 58% of PK-5 students have improved by one level. An additional 35% of students remained on the same level. As of November 2011, 93% of grade 3 students scored an 80% or higher on Acuity – MATH, 90% of grade 4 students, and 88% of grade 5 students.
At this point in the school year, I do not plan to revise the action plan for goal #3. We have completed many of the items on the action plan for meeting this goal, including staffing, scheduling, and funding. I believe we will meet and possibly exceed our objectives.
Tags: CEP, curriculum, Danielson, ELA, goals, instruction, literacy, Math, planning, reading, teacher teams
