Stephen J' Gerace Elementary School

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Stephen J. Gerace Elementary School-------------
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• Second Quarter Report
• February 1, 2007

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Key Accomplishments

• SJG teachers are tops in their field.
  Incorporate Best Practices for Teaching aligned
  with current research. Examples coming from
  Harvey Daniels, Teaching the Best Practice Way.
• SJG teachers keep abreast of the latest trends
  through professional readings conducted on their
  own and during PLCs.
• Faculty Meetings provide time for professional
  development and conversations relating to best
  practices for teaching.
• Implemented active learning protocols in
  school.
• Organized school around professional learning
  communities.
• Implemented the Scholastic Reading Inventory and
  tested all students for the second time
• Implement K12 Planet which provides electronic
  access to students grades and homework
  assignments.
• Collected progress report and grade card
  distribution data.
• Re-scheduled school around essentials doubled
  reading instruction, increased language arts and
  math by 50. Blocked reading together to provide
  aligned reading scheduling (all students 1-2, and
  3-5 taught reading at same time. This block
  affords the opportunity to offer flexible
  re-groupings planned for the second quarter.
• Expanded Video presence on Channel 77. Four
  videos were broadcast concerning students in the
  school-upcoming jump rope for heart scheduled.
• Improved technology offerings. All computers
  loaded with security software. Media Specialist
  assisted greatly in this area.
• Implemented Home Teams with parents in the
  building. Held 4 parent meetings during the
  quarter
• Provided professional development training on
  unprecedented scale including, Falling Through
  the Cracks, Differentiated Instruction,
  Cooperative Learning, Technology, NJASK 3-4,
  PLCs.
• Library lunch five days a week for grades 1-5.
• Informal visits to classrooms daily
• Expanded lexile library collection.
• Open forum for district administrators at HSA
  meetings
• Lunch time coffee connection with Principal and
  Superintendent
• Spotlight on Gerace expanded

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Key Learning

• Teachers want to be involved and included in the
  change process
• Faculty and staff are quick to learn and deploy
  technology (K12 Planet, etc.) Teaching staff are
  commended for their outstanding implementation of
  our new grade reporting system.
• Parents like increased communications (K12
  Planet, Home Teams, Lexile Information Meetings)
• Student failure rates on progress reports can
  drop significantly by report card period
• Professional learning communities have a positive
  impact on student production
• Students are reading more than ever before
• Discovered that students have a wide variety of
  reading ranges in each class. The discovery led
  to the planned introduction of flexible regrouped
  reading instruction which started on January 29
  for grade 1 and continued for grades 2-5.
• Media Specialist collaboration key with all new
  initiatives.
• SJG teachers are proactive and committed to the
  best.
• SJG teachers are continuing to incorporate the
  values of effective schools. With frequent
  monitoring of students, and time on task through
  active learning protocols our students are poised
  for success.

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2005-6 Results
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Cohort Comparison 2005 grade 3 students 2006
grade 4 students
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Achievement Goals
Objective 1 Language Arts By June 2007, there
will be a 11.2 increase in the percentage of
students scoring advanced proficient in Language
Arts for the 06-07 school year as measured by
the NJASK3. Baseline 2005-06
percentage Target 2006-07
percentage 34.5 45.3 improvement
Generate a 10.8 increase in the percentage
of students scoring advance proficient in
Language Arts for the 06-07 school year as
measured by the NJASK4.

• 31.0 41.8
  improvement
• Second Quarter Actions
• Continued to double instructional time for
  reading and expanded language arts instructional
  time by 50. To date, our kids have received
  over 70 hours of additional reading instruction.
• During this time, our reading teachers have
  deployed Strategies That Work Method of reading
  instruction for kids reading below basic. For
  those at the highest end, we have introduced the
  same focus affording all students to speak a
  common language for reading. Making text to text
  connections, text to self and text to world.
  During the second quarter, teachers have
  continued to incorporate action research
  approaches noted above . They are clearly
  aligning their instruction to best practices for
  teaching
• For Language Arts, our kids have received 30
  additional hours of focused instruction using the
  published series adopted by the district.

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Achievement Goals

• Second Quarter Actions
• We deployed our reading specialist to train
  teachers and organize a new leveled reading
  approach introduced January 29 for grade one and
  continuing from the first quarter for grades 2-5.
  These grades are grouped by Lexile Ranges for
  their Lexile reading time. Teachers engage in
  formal and informal planning meetings sharing and
  discussing Best Practice for teaching reading.
• First Grade students were introduced to this new
  leveled reading approach on January 29. They
  are grouped according to ranges.

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Achievement Goals
Objective 2 Mathematics By June 2007, there will
be a 11.2 increase in the percentage of students
scoring advanced proficient in Mathematics as
measured by the NJASK3 scores as listed below.
NJASK3 Mathematics Baseline 2005-06
percentage Target 2006-07
percentage 34.5 45.3 Gr.
4 31.0 41.8

• Second Quarter Actions
• We increased instructional time for math by 50.
  To date, our kids have received 70 additional
  hours of math instruction.
• During this time, our math teachers have deployed
  the Kapotes Math Magic (Lightning Loop) Method of
  instruction for kids performing below basic. For
  those at the highest end, we have introduced the
  Kapotes Smart Brain (Lightning Loop) program that
  has an outstanding record of success. All third
  grade students they have been introduced to
  Family Math. During the second quarter, teachers
  are continuing to incorporate instructional
  strategies directly aligned with the nations best
  practices for teaching-hands on learning.

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Achievement Goals

• Second Quarter Actions
• We deployed our MSLP to train teachers on best
  practices for teaching math. The MLSP works
  collaboratively with classroom teachers as they
  plan for the upcoming high stakes tests in March.

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2006 Program Development Goals

• Organize Schools for Success
• Continued Implementation of Professional
  Learning Communities
• Organized 6 PLC Teams that have met 14 times
  during the second quarter. Discussions ranged on
  how best to implement Best Practice approaches
  to the teaching of reading and math.
• 10 hours of organized meeting time thus far
• Principal, MLSP Reading Specialist attended
  weekly meetings with each grade level to discuss
  Strategies That Work and assist with
  organization of initiatives.
• Increase active learning as opposed to passive
  teaching
• Observed 4 active learning lessons per teacher
  during the second quarter. Reports are that as
  many as 38 additional active lessons and
  presentations were made
• Drive success through TQM techniques and
  strategies
• Using SRI scores to re-group reading strategies
  (January 29)
• Using progress report results to drive new
  success Action planning regimen. All teachers
  with low achieving students now required to
  develop action plan that is signed off by
  parents, students and staff.
• Using results of student satisfaction survey to
  affirm the lexiled approach as best practices for
  teaching of reading.
• Thus far, 50 principal home visits have been made
  to enhance parent satisfaction.
• Logging all parent contact hours. To date, 1700
  hours have been logged to keep parents involved.

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2006 Program Development Goals

• Equip School with Sophisticated Learning Tools
• Implemented a Benchmark assessment system
• Procured Riverside Benchmark system in school.
• Teachers continuing to implement system results
  and strategies
• Deploy an expansive and inclusive technology
  program
• Introduced at least 20 technology lesson plans in
  the school (one per teacher)
• Logged 32 opportunities for students to use
  computer lab
• Received at least 32 lesson plans that requires
  student use of technology
• Delivered 75 hours of dedicated technology
  training through library media teacher

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2006 Program Development Goals

• New Partnership with Parents Continuing
• Establish HOME teams for all students and their
  families
• Organized second HOME Team meeting with over 300
  people
• Prove access to student grades and assignments
  via the internet allowing parents to become more
  active in their childs schooling progress
• K12 Planet implemented in every classroom. All
  teachers are planning to use the system for
  grades. We estimate that about 50 of all
  assignments will be posted regularly

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2006 Program Development Goals

• Implement Teaching Methods that Motivate
• Distributed the Blooms taxonomy model to every
  teacher. We are confident that teachers know how
  to use the pedagogy. We are communicating our
  expectations that every teacher present at least
  three higher ordered lessons (based on the
  essential learnings necessary for success) each
  week.
• Continuing to use the model through the
  evaluation process to determine usage levels.
  Included copies of sample Best Practice
  strategies for staff.
• Staff received copies of Strategies that Work.
  Discussed during PLC meetings monthly.
• Reading Specialist created a Resource Binder
  specifically aligned with the structure observed
  in Strategies That Work.

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2007 Student Lexile Survey

• 29 Students from grades 1-5 were randomly
  sampled and asked the following questions with
  the corresponding results
• Question one How do you feel about lexiles?
• Total 72 Like it a lot
• Total 28 Like it a little
• 0 Do not like it at all
• Question Two How do you feel about having a
  different teacher?
• Total 62 Like it a lot
• Total 34 like it a little
• 3 Do not like it at all
• Question Three How do you like what you are
  reading during lexiles?
• Total 72 Like it a lot
• Total 24 Like it a little
• 3 Do not like it at all

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What Actions Have Been Taken During the Second
Quarter driven by First Quarter Results

• Mini Public Relations Workshop held for Main
  Office personnel and School Nurse conducted by
  building principal(three mandatory offerings to
  date)
• Main Office Personnel will attend these quarterly
• School Nurse and Secretaries have a Did you
  Know Corner on our newsletter
• Staff Administration have a continued open
  door policy for parents. As we look to improve
  communication, including all stakeholders is
  imperative. Newsletters (Spotlight on Gerace),
  HSA attendance, Principals Corner- all
  contribute to proactive improvement.
• Watch and Concerns lists updated, revisited
  weekly
• Lesson plans prepared for staff by MLSP and
  Reading Specialist to assist with recognition of
  best practices for teaching
• Data driven instruction leads to better
  preparedness and recognition of students
  strengths and weaknesses
• Grade three and four PLC meetings
• Grade four teachers host writers workshop for
  staff and district

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Student Achievement First Quarter - SRI Results
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Student Achievement- Second Quarter- SRI Results
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What does the data show?

• SRI Second Quarter results demonstrate the
  following
• Overall grade two showed the most amount of
  growth. 45 of grade two is now performing at
  the proficient range. 21 are performing at
  advanced proficient. This means 66 are
  proficient or better in this grade level.
• 52 of Grade three students fall within the
  proficient range as compared to SRI Quarter One
  which was 46. 20 are advanced proficient on
  SRI (Q2) compared to (Q1) results of 12.
  Clearly a marked increase.
• While (Q2) for grade four proficient decreased
  slightly, advanced proficient increased by 10
  points from (Q1). Overall 78 of grade four is
  proficient or better as demonstrated on the SRI
  tests
• Grade five had a 15 point increase in
  proficient. Advanced proficient had a 2
  percentage point increase. Overall, proficient
  and advanced proficient increased from 67 to
  84.

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Student Achievement-Second Quarter Reading
Benchmarks
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Student Achievement-Second Quarter Math Benchmarks
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What does the data showBenchmarking

• Grade three benchmarks results have shown that of
  the 65 third graders, 37 out of 65 (57)
  increased their scores on the second math
  benchmark. In reading scores generally remained
  flat.
• Grade four math results demonstrated that 40 out
  of 59 (68) students increased their math
  benchmark. Reading scores generally remained
  flat as well.
• Grade five saw a decrease in reading and math
  benchmark scores which is a similar trend across
  the district.

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Third Quarter Action

• Lexile ranges will continue to be narrowed based
  on SRI results.
• MLSP and Reading Specialist are continuing to
  revisit our watch and concern lists daily.
• PLC meetings will continue to be utilized to
  review data, analyze student actions and plan
  accordingly
• Professional development offerings highly
  recommended for all staff on a volunteer basis
• MLSP and Reading Specialist will meet twice a
  week for one hour each with building principal to
  review data and action plans.
• We will continue to build on the data by
  targeting questions on the benchmarking tests
  that indicate weaknesses. The results are used
  to collaborate with classroom teachers for lesson
  co-teaching and planning.
• Reading Specialist and building principal will
  offer a workshop for parents during a HSA to view
  the SRI Test.
• Drop everything and write
• Drop everything and mathersize
• Teachers preparing students for high stakes test
  daily. Every lesson embraces the mindset of best
  practices in this area.

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Student Achievement

• Student Grades
• Grade distributions by school, grades, and
  teacher
• Progress report distributions by school, grades,
  and teacher (or subject HS)
• Failure rates by school, grades, and teacher
• Progress report failure rates by school, grades,
  and teacher
• SRI
• Benchmarking

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First Quarter Grade Distribution
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Student Achievement Grade Distribution-Second
Quarter
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What Are We Doing With The Data?Second Quarter
Actions as a result of First Quarter Data
Analysis(Differences in Programming-Implementatio
n)

• Students in grades 1-2 and 3-5 are now grouped
  according to their Lexile range
• Doubled Reading Instructional Time
• MLSP Reading Specialist attend weekly PLC
  meetings to provide professional development
• Building Principal meets with individual grade
  levels to review data and incorporate strategies
  to assist. (Provided Strategies That Work
  Book- all staff will use common language for
  reading instruction
• Purchased Lexile Libraries for all grades
  (totaling 2,000 copies and growing)
• Met with Elementary Principals to discuss data
  from three schools- where we are, where we need
  to go
• Implement K12 Planet
• Attended training sessions to assist staff with
  implementation
• Gatekeeper training (Media Specialist Aide) of
  our webpage-update as needed
• Incorporate Family Math for Marking Period 3 4-
  Grade 3
• Incorporate Evaluation System that aligns with
  Five Year Plan and addresses Best Practices for
  teaching
• Reading Specialist organizing lessons based out
  of Strategies That Work. This encompasses
  suggestions from the Comprehension Tool Kit.
  Monitor, activate, ask questions, infer,
  determine importance and synthesize are
  strategies our students are continuing to
  practice.
• First quarter resulted in Gerace staff
  establishing clear understanding that inferential
  thinking helps readers to predict, surface themes
  and draw conclusions.
• Teachers are using essential questioning
  techniques to promote active thinking. Reading
  Specialist conducted lesson on the Titanic to
  demonstrate this. Question- Could this tragedy
  have been prevented?

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What Are We Doing With The Data?Second Quarter
Actions as a result of First Quarter Data
Analysis (Differences in Programming-Implementatio
n)

• Grades 3-4 are incorporating TIMED WRITING
  PROMPTS into their Language Arts Instruction-
  focusing on the poem and picture prompts cluster
  areas as seen on NJASK 3 4
• Grades 3- 4 are incorporating open ended math
  questions into their math instruction focusing on
  identifying strategies and communication your
  answers into words
• Grades 3 - 5 mapped out on a calendar math
  instruction from early January to date of state
  test to assure all skills are being addressed
  prior to the state assessment
• Grades 2-5 distributed spicy words to all
  students and incorporated activities using these
  words daily. Activities include using them in a
  sentence, defining and spelling.
• Data driven instruction is part of staff daily
  language
• Best Practice teaching is reflected in formal and
  informal observations
• All teaching directly aligned to CCCS.
• Grade level teachers meet frequently to assess
  watch and concern lists
• Grade level teachers meet frequently to align
  plans with best practices for teaching and each
  other
• Grade four teachers recognize the need for a
  writing program. Conduct workshop for district
  and staff.
• Gerace staff on board for review and
  implementation of formalized writing program
• Test analysis for the 06 results demonstrate 6
  points improvement from 05. The data analysis
  conducted by building principal, MLSP and Reading
  Specialist demonstrate that when analysis of the
  cluster areas was conducted on the LAL, our
  students present weaknesses in the area of
  writing (picture prompts and poetry) Time is of
  the essence- we must implement a unified writing
  program district wide.
• Active teaching equates to active learning-
  students are engaged, stimulated and motivated in
  all areas of active literacy! Our students
  engage in cooperative activities.

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Third Quarter Action-How do we plan to use the
data

• Simulated Test Day-Language Arts Literacy and
  Math
• Informal visits to classrooms daily
• Discussions with grades 3-5 students to motivate
  and inspire test readiness and seriousness
• Faculty Meeting-Test Security, Administration and
  role of all staff members in test success
• Continued monitoring of active lessons
• Continued monitoring of best practices for
  teaching
• Weekly lesson plan review-lessons targeting data
  driven instruction
• Professional Development Activities-
• Falling Through The Cracks, SRI, Benchmarking,
  Report Cards, Data Driven Instruction, and NJASK
  overview.
• Targeting small group instruction using
  benchmark results as a guide to selection and
  lesson designs

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Culture

• Stephen J. Gerace is a community that prides
  itself on outstanding student behavior and
  attitude. This is fostered through our Project
  Wisdom program and our Education Initiatives.
  Samplings include
• Morning Announcements where words of wisdom and
  encouragement are read every morning by a
  student representative
• Red Ribbon Week
• Character Education Assembly
• Helping Hands
• Jump Rope for Heart

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Community

• Home Teams participation
• Over 1600 Parent Contact Hours
• HSA informational meetings on curriculum changes,
  lexiles-benchmarking
• Enrichment programs sponsored by HSA-Harry Potter
  night, Curious George and Polar Express

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Honors, Awards

• March of Dimes The Make-A-Wish Foundation have
  acknowledged Stephen J. Gerace Elementary School
  for their donation and commitment to kindness.
• American Red Cross also has recognized our
  students for their understanding and need to help
  others.
• Jump Rope for Heart- we raised over 10,000
  dollars
• Stride Walk
• Support Our Troops
• Teachers nominated for Disney Teacher of The
  Year
• Whos Who Among Americas Teachers
• Student will attend National Young Scholars
  Program
• Defended Doctoral Dissertation on January 17,
  2007