NO CHILD LEFT BEHIND

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NO CHILD LEFT BEHIND

• ONE SCHOOLS STORY

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WOULD YOU LIKE TO SPEAK ABOUT BEING ON THE LIST?
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THANKS FOR INVITING ME

• Its no great shame to be on the list
• but
• Its no great honor either!

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THE EDDIES

• June, 2003
• Finalist Elementary School of Excellence

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2003 NHEAIP SCORES ANNOUNCED!

• HIGHEST ELA SCORE 252 UP 10 POINTS FROM 2002
• HIGHEST MATH SCORE 254 UP 10 POINTS FROM 2002
• PERCENTAGE SCORING BASIC AND ABOVE IN ELA UP 21
• PERCENTAGE SCORING BASIC AND ABOVE IN MATH UP 22
  

• PERCENTAGE OF SED STUDENTS SCORING BASIC AND
  ABOVE UP 12
• PERCENTAGE OF WHITE STUDENTS SCORING BASIC AND
  ABOVE UP 22
• PERCENTAGE OF STUDENTS WITH AN EDUCATIONAL
  DISABILITY SCORING BASIC AND ABOVE UP 30 in MATH

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ONE SMALL PROBLEM!
STUDENTS WITH EDUCATIONAL DISABILITIES FAIL TO
MAKE ADEQUATE YEARLY PROGRESS IN ELA!
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THE BEGINNING

• 2001-2002
• New Principal
• New Literacy program
• New third grade teachers
• Population explosion
• No Child Left Behind
• Title One troubles

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2002-2003

• Watch List
• CSRD Literacy Program continues
• Professional development for teachers in Four
  Blocks, Comprehension Strategies and Six Traits
  Writing
• Eddies Elementary School of the Year finalist
• HOPE Institute

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RUN FOR THE HILLS
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BUT INSTEAD.

• Press release touting the positive achievements
• Letter to parents with same message
• Helped to maintain staff morale, at the same time
  upping the ante

• Revived HOPE team, opening it to additional staff
• Rehired HOPE facilitator to assist in developing
  the Improvement Plan
• Team reviewed outcomes of Root Cause Analysis

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The Planning Process

• K.I.S.S.
• Expand participation through school visitations
• Use facilitator to encourage buy-in
• Update vision to meet current realities

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THE GOAL

• Within two years, Grade 3 students with
  educational disabilities will make AYP in
  English/Language Arts.

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Pre-Requisites for Success

• Acknowledge the problem
• Accept responsibility
• Believe that improvement is achievable
• Involve as many stakeholders as possible
• Celebrate success

• Take advantage of offers of help
• Strive for consistency
• Integrate the Improvement Plan strategies with
  existing initiatives

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• Started in 2000
• Reading Task Force
• Developed to determine what was working in our
  district and what needed to be improved.
• Research and visitations followed

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May 2001

• Debriefing of Reading Task Force and teachers
  found that programs that were successful in other
  schools had
• Common Language
• A balanced literacy program
• An uninterrupted literacy block
• Professional Development

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Fall 2001

• Awarded CSRD Grant
• Three Goals
• Establish a positive school climate based on
  mutual respect and inclusion of constituents
• Reorganization of space, time and team practices
  in ways that optimize student learning and
  teacher effectiveness.
• All students reading at or above grade level by
  third grade and every year thereafter.

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Interventions

• Two Reading Specialists
• Grades K-2
• Grades 3-5
• Family Literacy
• KINDERBLOCK
• Reading Recovery (fully implemented)
• Summer Reading Camp
• Multiple copies of books and a Teacher Resource
  Center

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STRATEGIES FOR STUDENTS

• Provide one session of all-day Kindergarten for
  those assessed to be most needy
• Provide before and after-school reading support
  for targeted Grade 3 students

• Provide supplemental instruction in testing
  strategies for targeted Grade 3 students
• Provide universal design language arts software
  for Special Needs students

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Student Strategies for Summer

• Reading camp for 45 students K-2
• Individual reading tutoring for below level
  readers Grades 3-5
• Summer reading assignment for all students Grades
  3-5
• Bookmobile visits neighborhoods and recreational
  areas weekly 187 students participated 1014
  books loaned over 300 miles traveled

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Strategies for Staff

• Continued training in Balanced Literacy
• Training in coordination of services for multiple
  interventions
• Continued training in analysis of data to drive
  reading instruction

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MORE STRATEGIES

• Collaborative grade level groups worked with a
  trained facilitator focusing on instructional
  improvement

• Workshop on allowable testing accommodations
• Database to track achievement and program results
  for students with educational disabilities

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A LUCKY COINCIDENCE

• Over 60 hours of training in best practices in
  fulfilling regulations. of IDEA
• Staff development in effective instructional
  methods for students with disabilities

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Staying On Track

• Two-day summer workshop on Differentiated
  Instruction with a focus on Literacy
• 15 days of imbedded training throughout the
  school year
• Continued literacy training

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WE DID IT!
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NCLB THE GOOD

• Terrific Professional Development
• New Programs
• New materials
• Greater attention paid to the needs of Elementary
  Special Needs children
• Total cost for implementation 101,836.89
• Cost to the HDSD budget 14,000 (toward all-day
  kindergarten)

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THE BAD

• Can we sustain the same programming and momentum
  when moving from one grade level to three?
• Will we have adequate financial resources to
  maintain programs and strategies already in place?

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THE UGLY

• Were still on the list!
• We will now need to make AYP in three grades, 36
  different categories.
• Benchmark for making AYP rises for the fall 2005
  tests.

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THE BOTTOM LINE