Elementary Principal’s Report to Grinnell-Newburg School Board
January 12, 2011 Nancy Beck, Head Elementary Principal
| 2010 – 2011 District Annual Improvement Goals: 1. Decrease the percentage by 50% of nonproficient students in grades 4, 8, and 11 as compared to their matched cohort FAY percentile scores in grades 3, 7 and 10 in reading comprehension and mathematics, and in grades 8 and 11 as compared to their matched cohort FAY percentile scores in grades 7 and 10 in science, as measured by the appropriate ITBS and ITED subtests. 2. Increase the percentage of students whose reading NSS are above the typical NSS increase for grades 4, 8, and 11 as compared to their matched cohort FAY NSS scores in grades 3, 7 and 10 in reading comprehension and mathematics, and in grades 8 and 11 as compared to their matched cohort FAY NSS scores in grades 7 and 10 in science, as measured by the appropriate ITBS and ITED subtests 2010 – 2011 Building Goal: Use the IDM process to implement research-based strategies and interventions to meet the needs of all students. |
12/15/10 Professional Development
Iowa Core Outcome 5.b.1 Educators engage in professional development that contains all elements of effective professional development for student achievement (IPDM).
Bailey Park:
Teachers collaborated to build lessons and activities focused around the Smart Board. They learned more about the Education City software and also the math and reading curriculum's on-line support and applications.
Fairview:
New technology was introduced at the beginning of the professional development session. Survey results were put into a Wordle Document and the Website Xtra Normal and the video we created at the RTI conference in Des Moines were shared, followed by watching a YouTube Video on RTI (IDM). We collaboratively put our work into Google Docs after teachers created log ins. Our Google Doc contained an outline of the tiers of instruction and what percentage of students should fall in each tier, we discussed common assessments, what our frequency of progress monitoring would be per tier and who would do the progress monitoring.
Davis:
Teachers collaborated on the use of instructional technology (SuccessMaker, Education City, math and reading on-line support and applications) as well as review and discussion of the 90/90/90 study. The 90/90/90 study details schools that have 90% minority students, 90% students in poverty, and 90% proficiency. Teachers learned what is occurring in those schools and discussed how we can incorporate some of those characteristics in our school.
1/5/11 Professional Development
Iowa Core Outcome 5.b.1 Educators engage in professional development that contains all elements of effective professional development for student achievement (IPDM).
Comprehension/fluency group, facilitated by Matt Marietta
Discussion of the six types of struggling readers continued and teachers shared out a lesson for each type of reader. Teachers defined and analyzed the 5 skills needed to be a successful reader and then looked at the assessments we are currently using to diagnose these skill areas, cut points/benchmarks are and interventions we can use. Reading intervention websites that tie interventions to specific scores on assessments were introduced.
Daily 5, facilitated by Sarah Seney
Professional development focused on the Daily 5 continued. Teachers briefly reflected on the first Daily 5 component, Read to Self, and how it was going in classrooms. The staff was introduced to two more components of the Daily 5, Read to Someone and Listen to Reading, and watched a clip of Read to Someone being introduced to a first grade class. Discussion followed about implementation of the component in classrooms and what barriers might present as implementation occurs.
Teachers read the article The Art of Grouping Students and then discussed flexible grouping and its connection to the Daily 5. Once the Daily 5 components are fully implemented and the students are independent at them, the teachers can start pulling skill level groups and teaching mini lessons based on student needs. The staff used current data to group their students according to need and developed differentiated lessons to support skills needed by students.
Davis Elementary, facilitated by Nancy Beck
Formative assessment research, the power of formative assessment and specific characteristics of formative assessment were discussed. Teachers, in grade level teams, then discussed current status and next steps for use learning targets, one foundational formative assessment strategy.
Teachers planned for MAP and ITBS testing, including testing schedules, communication with parents, a student assembly for promotion of ITBS testing, and the small groups to be led by the elementary counselors focused on testing skills.
Teachers shared formative assessment ideas as grade level teams and also developed prioritized lists of needs for their grade levels/building.
Progress on Davis Elementary School Improvement Plan – Charting the Actions (see included chart) The next meeting in Marshalltown is January 21 and we will share our progress with other schools at that time.
