London Elementary School

1
London Elementary School

• School Based Council
• Report of Progress
• Laurel County Board of Education
• December 8, 2008

2
Vision and Mission Statements

• Learning Equals Success
• London Elementary Success
• equals staff, students, and parents
• working together as a team
• to help all students reach their highest level
  of learning.

3
Tigers Guidelines for Success

• Take Responsibility
• Initiate Kindness
• Give your Best Effort
• Expect to Learn
• Respect yourself and others
• See yourself as a winner

4
London Elementary Demographics

• Enrollment 635 students including preschool
• 425 students receive free or reduced meals 67
• 21 minority students 4
• 125 students with a disability 20
• Large transient population 61 entries 49
  withdrawals since August 18
• Students raised by grandparent/aunt/uncle 35
• Students in foster home placement 3

5
NCLB Adequate Yearly Progress Report Reading
AMO
6
NCLB Adequate Yearly Progress Report - Math AMO
7
Academic Indices
8
Accountability Goals Achieved

• Accountability Index 91.6
• Combined Index 88.4
• Accountability Goal 85.0
• Novice Reduction 7.65
• Novice Goal 15.11
• Met 10 out of 10 NCLB goals. We are officially
  out of NCLB consequences?

9
Achievements Attributed to

• Our dedicated staff pulled together to implement
  many school improvement strategies over the past
  several years.
• ESS tutors working with 3rd, 4th, and 5th grade
  target students in reading and math.
• ESS tutors and classroom teachers collaborating
  for ORQ coaching.
• Increased focus on higher order/critical thinking
  skills through instruction and assessments.
• Ongoing student progress monitoring / analysis
  through Learning Check/Review Days every 5 weeks,
  PAS assessments (3 times for year), on-going
  Literacy First Assessments, and weekly CATS like
  assessments (as indicated in the assessment
  calendar).
• Continued use of instructional technology
  resources including voting systems, wireless
  slates, and smart board resources.

10
Achievements Attributed to

• Students with disabilities attend Fast ForWord
  daily.
• 3rd, 4th, and 5th grade students attend Compass
  Math two days per week.
• All students complete 10 minutes of Fastt Math
  daily.
• Rhymes N Times instruction is implemented in 2nd
  and 3rd grade classrooms.
• We are in our 5th year of Everyday Math and
  continue to see improvement in students problem
  solving abilities.
• Grade level and vertical team planning regularly.
• Weekly staff meetings focus on curriculum,
  instruction, and assessment and include job
  embedded professional development sessions.
• Extracurricular activities drama club, student
  choir, STLP, after school tutoring, homework help
  sessions in after school day care.

11
Achievement Gaps and Subgroup Analysis

• Gender According to scale scores, there are no
  significant gender achievement gaps. There was a
  3 increase in boys scoring proficient in the
  area of reading within the gender subgroup which
  is slightly below the 5 biennial target for this
  subgroup. There was a 13 increase in boys
  scoring proficient in the area of math within the
  gender subgroup which is well above the 8
  biennial target for this subgroup.
• Free/Reduced Although achievement gaps are
  evident within this subgroup in reading and math,
  there were gains made in students scoring
  proficient within this subgroup. There was a 4
  gain in students scoring proficient in the area
  of reading within the free and reduced subgroup
  which is only 1 below the biennial target of 5.
  There was a 14 gain in the students scoring
  proficient in the area of math within the free
  and reduced subgroup which is well above the 7
  biennial target for this subgroup.
• Students with Disabilities Although achievement
  gaps are evident within this subgroup in reading
  and math, there were gains made in students
  scoring proficient within this subgroup. There
  was a 14 gain in students scoring proficient in
  the area of reading within the students with
  disability subgroup which is very close to the
  biennial target of 16. There was a 5 gain in
  the students scoring proficient in the area of
  math within the students with disability subgroup
  which is above the 3 biennial target for this
  subgroup.

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Biennial Targets to Close Achievement Gaps in
Reading

• Gender Subgroup
• By September 2009, KCCT results will reflect an
  increase of 5 in males scoring at or above
  proficiency in reading.
• Free/Reduced Subgroup
• By August 2009, the NCLB Adequate Yearly Progress
  Report will reflect an increase of 5 the percent
  in the students scoring at or above proficiency
  within the free and reduced subgroup in reading.
• Students with Disabilities Subgroup
• By August 2009, the NCLB Adequate Yearly Progress
  Report will reflect an increase of 9 in the
  number of students scoring at or above
  proficiency within the students with disabilities
  subgroup in reading.

13
Biennial Targets to Close Achievement Gaps in Math

• Gender Subgroup
• By September 2009, KCCT results will reflect an
  increase of 5 in males scoring at or above
  proficiency in math.
• Free/Reduced Subgroup
• By August 2009, the NCLB Adequate Yearly Progress
  Report will reflect an increase of 3 in the
  number of students scoring at or above
  proficiency within the free and reduced subgroup
  in math.
• Students with Disabilities Subgroup
• By August 2009, the NCLB Adequate Yearly Progress
  Report will reflect an increase of 8 in the
  number of students scoring at or above
  proficiency within the students with
  disabilities subgroup in math.

14
CSIP Priority Goals

• By September 2009, KCCT results in reading will
  reflect a Reading Academic Index of 100 with no
  more than 3 of students scoring at the Novice
  level and an increase of 6 in the number of
  student scoring at the proficient level.
• By August 2009, the NCLB Adequate Yearly Progress
  Report will reflect an increase of 9 in the
  number of students scoring at or above
  proficiency in reading within the students with
  disabilities subgroup.
• By September 2009, KCCT data will reflect a gain
  of 3 points in the total academic index, with no
  more than 7 of students scoring at the novice
  level.
• By August 2009, the NCLB Adequate Yearly Progress
  Report will reflect an increase of 8 in the
  number of students scoring at or above
  proficiency in math within the students with
  disabilities subgroup.
• By May 2009, SWIS data reports will reflect a 25
  reduction in classroom and office discipline
  referrals.

15
Plans to Increase Student Achievement

• Reading Literacy First whole group and small
  group instruction strategies to motivate
  students to read more for enjoyment Fast ForWord
  products Hooked on Phonics
• Math Star Math Fastt Math Rhymes N Times
  Strategic Math
• RtI tiered interventions - target groups for
  intense interventions on-going progress
  monitoring support team meetings parent
  involvement
• Daytime and after school ESS tutoring targeting
  on the cusp students who are very close to
  scoring proficient in the areas of reading and
  math.
• Technology - voting systems, slates, wireless
  microphones, Smart Board resources, and on-line
  leveled readers.

16
Plans to Increase Student Achievement

• Strategies to promote positive school culture -
  student achievement celebrations staff wellness
  program school wide recycling Reading Club
  Triple A Club Mentoring Program implementation
  of Positive Behavioral Interventions and Supports
  Plan
• Unpacking the Standards training for teachers
  Use of Program of Studies skills and concepts
  along with Core Content for Assessment to
  eliminate curriculum gaps.
• Increased use of I can statements during
  instruction to communicate student outcomes and
  to make instruction relevant to students informs
  students of the content for which they will be
  held accountable.
• Increased use of formative assessments
  continuous review using flashbacks exit slips
  voting systems CATS like assessments group
  ORQs morning work bell ringer assignments

17
Plans to Increase Student Achievement

• Attendance full time school nurse ? 817
  students seen only 51 students sent home 12
  daily meds 7 as needed meds (inhalers) 10
  emergency health plans.
• Staff meetings have intentional focus on
  curriculum, instruction, and assessment and offer
  opportunities for continuous improvement of
  teacher effectiveness.
• Name Them and Claim Them Target students are
  identified for interventions within the students
  with disabilities subgroup.
• Part time instructional assistant focusing on 4th
  and 5th grade collaboration in reading and
  writing.

18
Monitoring of School Improvement Efforts

• Leadership and teachers hold RtI Progress
  Meetings to discuss the implementation of
  interventions and student progress.
• Learning Check results are analyzed and next
  steps identified to help target groups achieve
  proficiency.
• Teachers participate in weekly PLC team meetings
  to disaggregate data, monitor student progress
  and discuss intervention implementation, plan
  quality instruction and assessment, and
  strategies to close gaps.
• PAS data is analyzed to identify students for ESS
  reading and/or math.
• Curriculum, instruction, and assessment will be
  monitored through instructional walk throughs.
• Comprehensive School Improvement Plan strategies
  will be monitored at bi-monthly staff meetings
  and monthly council meetings. School Improvement
  Planning is a standing council agenda item.

19
District Rewards Money

• Part time instructional assistants to implement
  RtI interventions for at risk students
• Staff and student achievement celebrations

20
Critical Needs

• RtI interventionists to implement interventions
  for at risk students
• Additional resource teachers for students with a
  disability
• Additional Planning/Records Days

21
Thank You