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2012-13 Huntsville Elementary School Improvement Planning

 

School Name:

Huntsville Elementary School

Accountability status:

Unidentified

Analysis of last year’s final results:

Areas of Greatest Progress:

Areas of Greatest Challenge:

4th grade math achievement scores were 42% proficient/advanced, which was 5% over our system scores. A gain of +2.7 was made from 2011 to 2012.

4th grade reading/language achievement scores were 48% proficient/advanced which was 3% above our system scores. A gain of +8.9 was shown from 2011-2012.

4th grade met AMO targets in reading/language and math.

3rd grade reading/language achievement scores showed 52% of students were proficient/advanced, which was 10% over our system scores.

3rd grade also met the AMO targets for reading/language.

 

HES failed to meet gap closure targets for special populations in reading/language.

4th grade reading/language and math TVAAS 3 year average scores remain below target, even though significant gains from 2011-2012.

3rd grade math scores did not meet the AMO trajectory for 2012

Underlying Reasons for Progress:

Underlying Reasons for Challenge:

Teachers participate in district wide reading and math collaboration meetings to discuss test data and share ideas that show positive academic results.

Our school system adopted a new math series (Envision) that is more aligned to the TCAP assessments and CCSS.

Professional development opportunities focus on best practices for teaching reading and math.

HES continues with RTI reading and math to identify and focus upon struggling students.

4th grade classes are departmentalized in order for teachers to concentrate on a specific subject area.

Our principal provides for uninterrupted reading and math blocks.

HES has a large percentage of 3rd and 4th grade classrooms that incorporate Promethean technology.

 

All teachers receive a reading and math pacing guide developed with teacher input.

Teachers applied for and received local bank mini-grants to enhance our reading and math instructional materials.

100% of HES staff is highly qualified.

Our Data Coach tracks student data and keeps teachers informed of student progress.

After- School instruction in reading and math was provided for struggling students.

 

HES does not have a full time Reading Coach. She can only stay ½ day with our elementary school. We have a large number of disadvantaged and struggling students. A part- time position is not effective for providing extra assistance to all students who targeted.

Our current reading series is not supportive of our current standards and has an ineffective intervention component. This series also doesn’t provide an adequate amount of non-fiction reading to meet current standards implementation.

HES has a lack of certified personnel to accommodate the individual needs of our large special population. Scheduling inclusion time is difficult without an adequate amount of staff.

All math classes are taught after lunch due to a lack of morning instructional time. Reading and intervention blocks receive morning priority.

Goals for 2012-13 school year:

*Note: no need to fill in this box, but please reference your AMO targets (available when you log in at http://www.tn.gov/education/mleaops.shtml under “Accountability Data”) for Achievement and Gap Closure in completing the rest of this document.

Plan for this school year:

Key strategies to achieve goals:

  1. 1.Strategy: We will implement weekly grade level and Data Coach meetings to include regular and special education teachers.

Implementation Plan:   Teachers will have weekly collaborations as a grade level to discuss CCSS and how we can work together to better meet the needs of our special populations. All teachers and the Data Coach will meet weekly to identify and discuss targeted students and skills. Meeting notes will be taken by the Data Coach and grade level chair person.

Desired outcomes: Teachers will have opportunities to plan lessons and set goals to better accommodate all students. Data Coaches will help teachers identify strengths and weaknesses in student performance. Together, teachers will determine the best academic approach to increase individual student performance. Working as a team will make the transition from each grade level PreK – 4 an easier transition because teachers will understand the needs of incoming students.

Projected costs and funding sources: There is no cost for common grade level planning among special and regular education teachers. The cost for the Data Coach is $45,000 provided by Race to the Top funding.

Describe how this specific strategy will help you achieve your goals for the school year 2012-13 and address areas of challenge from the past year: This strategy will ensure that regular and special education teachers have adequate common planning time. The teaching team will determine how to meet the needs of all students especially those with special needs. Teachers can discuss strengths and weaknesses in strategies and performance and modify lessons accordingly to meet our gap closure targets.

Data Coach meetings with all teachers including special education teachers should allow time for analyzing individual student performance and improving instruction and student accountability in targeted areas. Students will benefit from this strategy and show adequate gains on Discovery Ed, CRA, and end of year TCAP.

 

  1. 2.Strategy: Teachers will utilize Discovery Ed test data to target and conference with all students to set personal performance goals to increase scores. Targeted students will be referred to RTI and our after school program. Parents will receive notice of their child’s progress and help determine the need for any after school intervention.

Implementation Plan: After each Discovery Ed assessment, teachers will determine areas of need for each student. The students and teachers will work together to set achievement goals for the next test.

Any targeted students will be referred to intervention and after school for subject/skill specific instruction.   Parents will receive weekly documentation and can also make referrals for after school help at any time.

Desired outcomes: Students will perform better on formative and summative assessments such as Discovery Ed, CRA, and TCAP. We will meet AMO trajectories for 3rd grade math and our special populations’ gap closure targets. 4th grade students will continue to make significant gains.

Projected costs and funding sources: Cost of Discovery Ed testing is $3,600 provided by Title I. After-School tutoring has a cost of $1000.00 provided by extended contract funds.

Describe how this specific strategy will help you achieve your goals for the school year 2012-13 and address areas of challenge from the past year: All 3rd and 4th grade will benefit from conferencing and setting personal achievement goals. The students will show gains and positive achievement in areas of need.

  1. 3.Strategy: HES will implement cross curricular, subject specific instructional materials including Common Core Envision math inserts with PD and Common Core non-fiction texts with a focus on reading for information and organizing ideas.

Implementation Plan:   Teachers will use instructional time to incorporate Common Core teaching strategies and instructional materials to enhance our current curriculum.

Desired outcomes: Students will improve non-fiction reading skills and strategies for organizing information. Problem solving abilities will improve when teachers instruct with multiple solution paths and explaining thinking. STAR Reading, Discovery Ed, and TCAP scores in challenge areas will get better and meet our trajectories.

Projected costs and funding sources: Common Core inserts and PD were provided by Envision at no cost. Common Core instructional materials were provided through Title I funding.

Describe how this specific strategy will help you achieve your goals for the 2012-13 school year and address areas of challenge from the past year: Common Core inserts and instructional materials will give teachers and students opportunities to teach and learn from non-fiction texts and organizers as well as “support your answer” problem solving strategies for math. These supplements will enhance our existing math series and support our need for reading for information, which is not sufficiently addressed in our current reading series. Students should shows gains in our areas of greatest challenge.

 

 

Key benchmarks for progress on strategies:

Benchmark:

Timeline:

Formative Assessment (Discovery Ed, STAR Reading, and CRA to set goals and guide instruction

Summative Assessments (TCAP and CRA)

DE – 3 times per year

STAR – 3 times per year

CRA – 3 times per year

TCAP – end of year.

RTI Progress Monitoring for targeted students and parent updates of child’s progress

Data Coach/Grade Level Meetings with meeting notes

Lesson plan monitoring and evaluation

 

Weekly throughout the school year

Grade level transitions PreK – 4

End of school year

 

 

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