Baldwin Elementary School

1
Baldwin Elementary School

• Instructional Time and Scheduling
• April 24, 2007
• Dr. Ashley Cramp, Principal

2
Why Are We Examining Scheduling and the
Reorganization of Instructional Time at Baldwin?

• SOL Trend Data relatively stagnant in pass (mid
  70s to low 80s)
• Fall Measure of Academic Progress (MAP)
  Assessment
• 60 3rd grade below grade level in Reading,
  Language, Math
• 40 of 4th grade below grade level in Reading,
  Language, Math
• Mid-year MAP Assessment
• Students are on-track for a year worth of
  growth but still need stronger results from our
  instructional model
• 26 3rd graders and 30 4th graders working beyond
  mid-year benchmarks (these numbers include but
  are not exclusive of our GT students)
• PALS
• Fall scores from 2006 indicate an increase in the
  need for PALS remediation, especially in
  Kindergarten
• Fall Math Assessments
• Indicate our students K-4 are struggling with
  acquisition of some specific core concepts and
  skills

3
Collaborative Review, Research, and
Recommendation Process

• Volunteer Team of Professionals from Each Content
  Area
• Ashley Hitner-Kindergarten Chris Short-Music
  (fine arts)
• Jeff Osborne- 1st (primary) Allison Swanson-ESOL
• Laura Confroy-4th (upper) Nancy Emanuel-Special
  Education
• Jennifer Thompson-Resource Betty Garry-Assistant
  Principal
• Leslie Fravel-Resource
• Defined Team Goal
• To examine instructional time in all 4 subjects
  to allow teachers and staff to accelerate
  learning for all levels, provide more small group
  time, delve deeper into the curriculum, engage in
  critical, higher level thinking, and most
  effectively utilize personnel other than
  classroom teachers (PALS, ESOL, SPED, Resource,
  etc.)
• Review, Research, and Development Sessions
• November 7, 2006 Dr. Mike Rettig Principal
  Meeting
• November-December Sharing of concept/initial
  discussions with Assistant Principal other
  leaders
• January 11, 2007 All staff attended a general
  information session on parallel block with Dr.
  Rettig
• January, 2007 Two teacher leaders visited
  Cougar Elementary to tour, observe classrooms,
  talk with administration, gather more
  information
• February 9, 2007 Leadership team listed above
  (including Dr. Cramp) visited Cougar Elementary
  to tour, observe classrooms, talk with
  administration, gather more information
• February 12, 2007 All staff participated in
  staff development on parallel block
• February 20, 2007 Faculty meeting with further
  discussion about all thoughts and ideas from Feb
  12
• February 22, 2007 Dr. Rettig works with
  leadership team to create Baldwins schedule

4
Elementary Student Instructional Day

• Based on 45 minute blocks and each class broken
  into 2 groups
• DAILY K-2 have one block of Science/SS and one
  block of Extension and 3-4 have one block of
  Science and one block of Social Studies
• Encore is our new term for specials (Art, Music,
  PE, etc.)
• Social Studies and Science and Extension are
  classes with different teachers

5
Instructional Opportunities and Benefits

• Increased instructional time in Language Arts and
  Mathematics a portion of this increased time is
  small group
• Allows teachers to specialize in Language Arts
  and Math OR Social Studies and Science
• Children are exposed to a wider variety of
  personnel and teaching styles
• Allows for movement throughout the day
• Eases transition from Elementary to Mayfield
• PALS remediation K-2 occurs during extension
  time no longer pulled from core classes
• Maintains common planning time for data
  assessment, curriculum discussions, etc.
• Allows for acceleration of all levels of students
  (below grade level, on grade level, and above
  grade level including Gifted Talented)

6
Instructional Opportunities and Benefits

• Increases frequency of PE from 1x every 5 days
  to 2 x every 6 days
• Guidance becomes part of the Encore rotation to
  ensure continuity of lessons
• Resource and specialized instructional personnel
  are available for push-in to make small groups
  even smaller for direct, explicit instruction
• Opportunities for hands-on learning each day
  through the center-based extension rooms (K-2)
• 3rd and 4th receive 45 minutes of Science and 45
  minutes of Social Studies DAILY
• Children work with their core classroom of
  students but are also with students from other
  classes throughout the day in Extension, Social
  Studies/Science, and Encore (specials)