Hillview Elementary School

1
Hillview Elementary School

• Third Quarter Report
• May 11, 2007

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Key Accomplishments

• Successfully generated Marking Period 3 report
  cards on the computer.
• Collected report card grade distribution data for
  Marking Period 3.
• Continued to expand video presence on Channel 77.
  Collaborative efforts have been made with the
  Director of Media to have our programs and
  activities broadcast on Channel 77. Hillview has
  continued to contact local newspaper and submit
  articles regarding our activities and programs.
• A district-wide ½ professional development day
  was provided in April. Staff chose workshops
  that focused on their professional areas of
  interest. Additional after school workshops were
  held for staff focusing on technology,
  block-scheduling, and Pequannock Townships
  2007-2008 district goals. Many Hillview teachers
  participated in these after-school professional
  development workshops.
• We continued to involve students, parents, and
  teachers in the change process.

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Key Learning

• Students are reading more than ever before. When
  students in grades 1 through 5 were informally
  surveyed, they thought they were reading more and
  were also enjoying what they were reading in
  Lexile groups and independently.
• New Lexile groups are mixed grades and allow for
  smaller SRI range.
• Additional higher level Lexile books were ordered
  to meet the instructional reading levels of
  students in grades 3-5.

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Achievement Goals
Objective 1 Language Arts (from Hillview Five
Year Plan for Success) Hillview School will
generate a 6.2 increase in the percentage of
students scoring advanced proficient in language
arts and mathematics for the 06-07 as measured by
the NJASK3 and NJASK4. 3rd grade 50.1
improvement to 56.3 overall 4th grade 61
improvement to 67.2 overall

• Third Quarter Actions
• Fourth grade teachers continue to incorporate
  higher order comprehension lessons such as ABC
  summarizing, Gallery Walk, Exploring Connections,
  and Inner Conversations.
• The MLSP teacher works with students needing
  additional support in writing. Students
• are pulled out on a rotational basis and
  receive small group instruction.
• Students identified as needing additional support
  in reading work in a small group setting
• with the reading specialist on a
  rotational basis.

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Achievement Goals (contd)

• Think-aloud strategies have been implemented in
  kindergarten and first grade. Teachers think out
  loud to model word attack and comprehension
  strategies.
• Benchmark and SRI testing results have been
  analyzed to plan instruction to meet the needs
  of all learners.
• Students have been sharing and assessing writing
  samples to improve content as outlined by the NJ
  Holistic Scoring Rubric. Peer Revision and
  Self-reflection strategies have been taught to
  students in grades 3 through 5 to help them
  improve their writing skills, in preparation for
  the NJASK.

6
Achievement Goals
Objective 2 Mathematics (from Hillviews Five
Year Plan for Success) Hillview School will
generate a 6.2 increase in the percentage of
students scoring advanced proficient in language
arts and mathematics for the 06-07 as measured by
the NJASK3 and NJASK4. 3rd grade 50.1
improvement to 56.3 overall 4th grade 61
improvement to 67.2 overall

• Third Quarter Actions
• Benchmark scores have been analyzed to plan
  instruction in preparation for the NJASK 3-5.
• The MLSP teacher works with students identified
  as needing additional support in mathematics.
  Based on the childs needs, a push-in or pull-out
  service is provided.
• Problem solving strategies have been implemented
  in grades K-5 through cooperative learning
  activities.

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2006 Program Development Goals

• Organize Schools for Success
• Continued Implementation of Professional Learning
  Communities
• Organized 6 PLCs that have met weekly during the
  third quarter. Professional Learning Communities
  have had a positive impact on student
  performance. For example, PLCs have discussed
  benchmarks, SRI (marking periods 1, 2 3), and
  worked together to compile Watch Concern lists.
  Teachers have developed strategies to foster
  continued improvement. They have used benchmark
  results to plan lessons and form student
  partnerships that group students with high and
  medium skills, and medium and low skills to work
  cooperatively.
• Increase active learning as opposed to passive
  teaching
• Observed 28 active learning lessons during
  third quarter. Reports are that as many as 58
  additional active lessons and presentations were
  made.
• Logging all parent contact hours. To date, 60
  hours have been logged to keep parents involved.
• Monthly school-wide newsletters have been sent
  home for grades K-5.
• Each grade level and specials have increased the
  amount of information and maintained an
  up-to-date page on our school website to assist
  students and parents and the community at large.

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2006 Program Development Goals

• Equip School with Sophisticated Learning Tools
• Implement a dynamic reading assessment to measure
  Lexiles
• Administered third SRI testing and third
  benchmark testing.
• Teachers have used the information obtained from
  these tests to drive their instruction.
• Leveled Libraries for Flexible Lexile Reading
  Groups
• The media specialist in collaboration with the
  classroom teachers and reading specialist met to
  select appropriate Lexiled books for the higher
  Lexile levels.
• Lexile books for the BR-200 range have also been
  selected and purchased. These books are being
  used at the appropriate levels.
• Deploy an expansive and inclusive technology
  program
• Introduced over 203 technology lesson plans in
  the school (one per teacher per week).
• Reviewed at least 73 lesson plans that require
  student use of technology.
• Delivered 133 hours of dedicated technology
  training for students and staff through the
  Library Media Specialist.

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2006 Program Development Goals

• Usher in a new Partnership with Parents
• During the third marking cycle, sent a letter to
  all parents of children in grades 1-5. This
  letter contained their childs new Lexile score,
  and included recommended strategies to improve
  learning and a list of books at their childs
  Lexile level.
• Distributed third marking period report cards in
  April.
• An average of 34 parents have continued to
  volunteer in the Media Center each week. Several
  other parents also help with shelving and in the
  computer lab.

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2006 Program Development Goals

• Implement Teaching Methods that Motivate
• There is evidence that the following are being
  utilized and implemented in each classroom
• Blooms Taxonomy
• The 61 Traits of Writing by Ruth Culham
• Strategies That Work by Anne Goudvis and
  Stephanie Harvey
• The expectation is that greater emphasis will be
  placed on Blooms Taxonomy and Active Learning
  will become more visible in each classroom as the
  year progresses.
• The 6 1 Traits of Writing by Ruth Culham have
  been implemented in grades 2-5.
• Strategies That Work by Anne Goudvis and
  Stephanie Harvey has been utilized and implement
  in creating active reading lessons for students.

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Student Achievement Scholastic Reading
InventoryReading Results Third Quarter
12
Student Achievement Scholastic Reading
InventoryReading Results Third Quarter
13
Hillview Elementary School SRI Q2 vs. Q3
Advanced Proficient
Proficient
Basic
Below Basic
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Reading Growth at Hillview
Grade 2
Grade 3
Grade 5
Grade 4
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SRI Reading Growth by Lexile Teacher

• Overall, most Lexile groupings showed an
  improvement.
• Some groups showed gains of up to 154 points
  higher than the first SRI testing.

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Student Achievement Benchmark Reading Results
Third Quarter
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Student Achievement Benchmark Math Results
Third Quarter
18
BenchmarkReading Q2 vs. Q3
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BenchmarkMath Q2 vs. Q3
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Student Achievement

• Student Grades
• Grades were split into two categories to account
  for the different grading systems in grades 1-2
  and 3-5.
• Grades 1-2 reflect grades given in Reading,
  Language Arts, and Math (E, G, S, or N).
• Grades 3-5 reflect grades given in Reading,
  Language Arts, Math, Science and Social Studies
  (A, B, C, D, or F).

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Student Achievement Grades by Class,
TeacherHillview Elementary SchoolThird
QuarterGrades 1 and 2
22
Student Achievement Grades by Class,
TeacherHillview Elementary SchoolThird
QuarterGrade 3, 4, and 5
23
Hillview Grade Distribution Q2 vs. Q3Grades 1
and 2
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Hillview Grade Distribution Q2 vs. Q3Grades 3-5
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Culture

• Student Behavior Incidents
• Number of reported behavior referrals
• The number of students referred to the
  nurse/principal for bullying or conflict was 11
  for January through April.
• The number of conflicts the peer mediators have
  helped to resolve was 15 for January through
  April.
• Number of serious behavior interactions
  (suspensions)
• From September through November 05-06 0
• From September through November 06-07 1
• From December through February 05-06 2
• From December through February 06-07 1
• From January through April 05-06 3
• From January through April 06-07 4

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Instruction

• Active Learning has been implemented through
  innovative lessons throughout grades K-5.
• We have continued to develop and utilize
• Partnerships
• Analyzing, Inferring, and synthesizing lessons
  and activities
• Kagan cooperative learning structures
• Inner conversation during reading
• Blloms Taxonomy
• Active Learning in the Reading Lexile 45 Binder

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Instruction (contd)

• The Media Specialist has implemented the
  following
• TV Turnoff contest Approximately 68 students
  read over 500 pages and became a member of The
  Hillview Library Hall of Fame.
• National Library Week In celebration of
  National Library Week, the media specialist held
  a research contest, a poster contest, and an
  essay contest. Hillview had a tremendous amount
  of parent participation to assist in the success
  of National Library Week.
• Poetry Idol In celebration of Aprils Poetry
  appreciation, the media specialist held an
  attention-grabbing program mirroring American
  Idol. Children in grades K-5 voted for their
  favorite poet. Hillviews favorite author was
  recognized as Jack Prelutsky.
• Kindergarten Students have continued using and
  enhance KidPix Deluxe 4 and Kid Works Deluxe
  (backgrounds, stickers, stampers, drawing tools)
  to reinforce curriculum skills through projects.
  The use of selected websites has helped to
  develop technology skills.

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Instruction (contd)

• Grades One and Two Students have been using Kid
  Pix Deluxe 4 and Kid Works Deluxe and have
  completed several projects related to curriculum
  areas. Students have utilized www.character.net
  in conjunction with our character education
  theme. Grade Two students have completed a slide
  show on planets. Students researched a planet
  (using the Internet and books) and then created
  slides which demonstrated their knowledge.
  Students were able to insert text boxes, change
  backgrounds, manipulate fonts, apply transitions,
  sounds, and timing settings. They were very
  proud of their end product!
• Grade Three Third graders have continued using
  Type to Learn. They have also continued to
  develop research skills using selected sites on
  the Internet. Students have explored the program
  Graph Club and have used it to create their own
  graphs. They have continued to develop their
  word processing skills using Microsoft Word.
• Grade Four Students have utilized many websites
  and the database Searchasaurus to access
  information for a research project. Students are
  creating a Powerpoint presentation with this
  information. They have been learning how to
  format backgrounds, transitions, etc.
• Grade Five Fifth graders are continuing to
  develop their word processing skills using
  Microsoft Word through curriculum-related
  projects. They have created A Year in Review
  posters using many elements of Microsoft Word.
  They have used Microsoft Publisher to create a
  newsletter which incorporates research from print
  and digital resources.

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Instruction (contd)

• Grades 1-5 have continued to use math websites to
  reinforce skills. United Streaming, word
  processing, and enrichment sites have been used
  as well.
• Grade Four has used technology for enrichment
  activities including interactive websites and
  search engines to build on information.
• Grade five has utilized BrainPop and United
  Streaming.
• All grades have used www.harcourtschool.com and
  www.pearsonsuccessnet.com to enhance classroom
  instruction.
• The PLCs have continued to meet and have found
  the common meeting time extremely beneficial to
  discuss assigned topics, share ideas, and
  evaluate lessons, strategies, and activities to
  meet various learning styles.

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Community

• Parent Contact
• An average of 34 parents are volunteering in the
  Media Center each week. Several other also help
  with shelving and in the computer lab.
• Parents on the Bookworm Committee assisted with
  Go Hog Wild for Reading (for third graders).
  This evening program was attended by most third
  parents and students.
• Fifteen (15) active parents serve on the Bookworm
  committee. There have been 3 Bookworm meetings
  and 19 volunteer hours have been devoted to
  planning and implementing various Media Center
  programs for grades K-5.
• Reading Incentive Committee
• On January 20th Hillview launched the Six Flags
  Read to Succeed Six Hour Reading Club. 247
  students met this goal and earned a ticket for
  admission to Six Flags Great.
• The Media Specialist hosted the Seuss Café to
  celebrate Read Across America. In
  collaboration with the reading incentive
  committee, the media specialist planned week long
  festivities including contests with prizes such
  as stickers. boommarks and erasers, visits from
  the media specialist on the seuss-cycle, and a
  transformed Hillview School into Hillviewville!