PGM’s Unified Plan UpdatesPresented by Jennifer Posa-Whitner, Principal

Data by Brooke Kirschner, Supervisor of NCLB/TestingPresented February 9, 2012

PGM’s Unified Plan Ensures that We…

• Identify root causes and focus intervention on those specific areas

• Progress monitor and make adjustments based on the data to drive our targeted instruction for all levels of instruction

• Analyze student growth to make sure that what we are doing is working

PGM’s 2010-2011 Unified PlanTARGETED:• Reading Comprehension and Fluency• Teacher Professional Development on Using

Data to Target Systemic and Explicit Instruction

Because of This Laser Focus on Root Causes in 2010-2011…

Pine Grove Manor School2011 vs. 2010 NJ ASK 3LANGUAGE ARTS LITERACY

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Pine Grove Manor School2011 vs. 2010 NJ ASK 3MATHEMATICS

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Pine Grove Manor School2011 vs. 2010 NJ ASK 4LANGUAGE ARTS LITERACY

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Pine Grove Manor School2011 vs. 2010 NJ ASK 4MATHEMATICS

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Pine Grove Manor School2011 vs. 2010 NJ ASK 4SCIENCE

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PGM 2011-2012 Unified Plan Chose 3 Areas to Concentrate On

READING COMPREHENSION

ATTENDANCE

MATH(OPEN ENDED)

Reading Comprehension

• Students do not consistently stop to segment text as they read, asking themselves questions or making connections. (Students are not reading or rereading for understanding.)

• Students need to learn comprehension strategies so that they can read and understand not only at their independent level, but also when reading text above their independent level.

• We are moving students’

levels throughout the school year, but we still continue to have a gap in students that are reading at grade level.

Some Strategies We Use to Target Reading Comprehension

-Balanced Literacy

-Read Alouds

with accountable talk-

Think Alouds

-Teacher modeling of comprehension strategies in mini lesson and during small group

-Practice of these strategies in small guided reading groups & during extended day

-Asking Open-Ended questions that elicit higher level thinking

-TC units of study to support independent use of comprehension strategies

At PGM We Instill the Love of Reading

• PGM Summer

Reading Incentive, Accountability & Follow Via:

Monthly Reading Rally’s & Nightly Reading Logs,Principal Stunts as Added Incentives,

Encouraging Announcements and Praise (Shout Outs)

ACTION STEPS

• Monitor & Analyze Data– Analyze data during grade level meetings to identify

students not meeting or approaching benchmark standardsprovide targeted/explicit instruction

– Use of running records and anecdotal notes to drive instruction via walk throughs as well as during pre and post observation conferences.

• Monthly Principal Walk Throughs– Target comprehension strategies such as segmenting text,

asking questions as students read, making connections, rereading during read alouds, small group instruction and individual conferencing

Sample of Principal Walk Through Pine Grove Manor Grades 3 & 4

January LAL Focus Walk

Teacher Name: _________________ Grade Level: _________ Reading Notebook -evidence of comprehension work (This is an area identified in our Unified Plan. There should be entries at least 4 times per month

Sufficient Evidence

Some Evidence

Little Evidence

Comments: Next steps: Anchor charts that reflect reading comprehension strategies- (This is an area identified in our Unified Plan)

Sufficient Evidence

Some Evidence

Little Evidence

Comments: Next steps: Anecdotal Notes- Anecdotal notes must show a next step that is targeted and follow through on that targeted skill is evident in future lessons with that child.

Sufficient Evidence

Some Evidence

Little Evidence

Comments: Next steps

Action Steps continued…• Targeted Teacher

Professional Development– Provided by the Literacy Coach

& TC Consultants on how to use the reader’s notebook and use of anecdotal notes to drive targeted next step instruction

– Analyzing Running records-Incorporates cues, such as visual along with meaning & structure when students come to a word they do not know-Segment Text & Question-Reread-Make connections

Measurable Outcomes for Reading Comprehension

How Do We Monitor Progress at PGM?

• By implementing running record benchmark assessmentsin September, November, March & June (assess both comprehension and fluency)

• By using data from the running records to drive differentiated guided reading and small group instruction

• By monitoring the percentage of students moving the appropriate number of reading levels throughout the year (K:3 levels, Gr. 1:5 levels, Gr. 2-4:3 levels each)

Progress Monitoring SamplePGM, Grade 1* - Sp.E Last First High Spelling Running Writing #-ESL/B Name Name Frequency Inventory Record On Demand

Sept Nov Mar June Sept Mar Sept Oct Nov Dec 1 2 3 4

50 181 LN F I 2 358 75 LN C D 2 3200 200 LN H L 3 419 35 E B C 1 2.514 40 E B D 1 2133 175 E E H 2 3174 200 LN I L 3 4149 200 WWP L M 3 3.590 125 LN D D 3 3.5125 186 LN H I 3 3.512 12 E B B 2 268 121 LN D F 2.5 3149 200 LN I L 2.5 3.5142 175 E F G 2 471 110 E D F 2 340 76 E B C 1 2.524 84 LN D G 1 3.5199 200 LN I M 2.5 4199 200 LN H I 3 3.549 74 E C E 2 378 128 LN E G 2 3

41 102 E B D 2 2.5x 41 x x E x 3

*Lightfoot-Taylor: Enrolled 11/2/2011

Directions: 1). Type your name, school and grade in the top row. 2 ). In column A type an * (asterisk) for a Special Education Student and a # 1, #2, #3, or #4 for ESL/Bilingual students (indicating their level of ESL). Levels 1 and 2 ESL/BIL students’ names will be listed and coded on this Literacy Assessment spreadsheet by the mainstream teacher, but the data will be put on the ESL/BIL spreadsheet by the ESL/BIL teacher. Mainstream teachers will complete all information on the Literacy Assessment spreadsheet for Levels 3 and 4 ESL/BIL students. I F a student is neither classified as a special education student nor ESL/Bilingual, please leave the column blank. 3). Enter each student's first and last name in the next two columns. High Frequency Word Assessment is recorded as a cumulative score. Bold indicates months when Running Records must be done according to TC Benchmarks. Running Records are taken in September, November, March, and June for fourth grade students who are below or approaching benchmarks. Running records are taken in September, January and June for students who are meeting or exceeding grade level standards Additional Running Records may be done and recorded A sample is

PGM’s DATA UPDATES ON COMPREHENSION/READING

DATA from September 2011 to November 2011

Grade 1

Grade 240% students moved up 1 level

48% students moved up 1 level27% students moved up 2 levels

13% students moved up 2 levels12% students moved up 3 levels

4% students moved up 3 levels5% students moved up 4 levels

34% remained at the same level16% remained at the same levelTOTAL MOVEMENT 84% TOTAL MOVEMENT 65%

Grade 3

Grade 438% students moved up 1 level

53% students moved up 1 level13% students moved up 2 levels

7% students moved up 2 levels5% students moved up 3 levels

2% students moved up 3 levels44% remained at the same level 38% remained at the same levelTOTAL MOVEMENT 56%

TOTAL MOVEMENT 62%

(New Benchmark coming in a month)

Attendance

• When students are not in school, it impacts the amount of time students receive direct & quality instruction

Strategies to Target Attendance

-Implement a Positive Attendance Initiative and get students excitedabout coming to school-Monthly Recognition-Daily Shout Outs-Increase parent awareness of the academic impact as well as inform parents of their child’s attendance -End of year recognition for students & families

• Provide support to parents and families/students

• Make parents aware of district attendance policy

• Educate parents and students of the importance of being at school

• Notify parents of 4, 8 and 10 absences• Meet with parents of chronically absent students (12

or more days) to provide support, as well as to come up with a plan of action to improve attendance

Action Steps to Target Attendance

Measurable Outcomes for Attendance

How Do We Monitor Progress at PGM?

Compare Monthly Attendance Data in 2011-2012 to MonthlyAttendance Data in 2010-2011

• Use data to drive next stepsWORK TOGETHER

• If we do not see a decrease each month, meet with counselors and/or teachers and nurse to come up with plan of action to help the family/student improve attendance

• Daily morning announcements• All Calls• Flyers• Pump up at Monthly Reading Rally• Individual parent meetings with principal/guidance for support

Pine Grove Manor SchoolMonthly Attendance UPDATE

2010-2011 vs. 2011-2012 School Year

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Pine Grove Manor SchoolMonthly Attendance2010‐2011 vs. 2011‐2012 School Year

96.5%

95.8%

October

2010‐2011 2011‐2012

95.7%

94.9%

November

2010‐2011 2011‐2012

95.9%

94.5%

December

2010‐2011 2011‐201295.6%

92.3%

January

2010‐20112011 2012

Math• Students do not consistently formulate

correct answers to extended constructed response problems

• Students do not consistently showtheir work AND explain their answer using words

• Students do not make the Reading Connection– Multi –Step word problems require:

• Segmenting the text • Answering the steps/questions within

the question (rereading for understanding)• Making connections between what they

know in order to apply that knowledge to solve problems

Strategies to Target Math

Explicitly Connect Reading Strategies Across Content Area of Math Via:• Strategy Anchor charts • Teacher Modeling

Expectation • Practice in Small Guided

Math groups & during Extended Day

• Providing students with feedback in their student math journals

ACTION Steps for Math

• Monitor & Analyze Data– Analyze data during grade level meetings to identify

students not meeting or approaching benchmark standardsprovide targeted/explicit instruction

– Use benchmark assessments and anecdotal notes to drive instruction via walk throughs as well as during pre and post observation conferences.

• Monthly Principal Walk Throughs– That target evidence of the implementation of

comprehension strategies such as segmenting text, thinking about what the question is asking as students read, making connections & the importance of rereading in math

-Student journal responses to ECR with teacher feedback• Targeted Teacher Professional Development

– Targeted small group/differentiated instruction, journal feedback to move students and use of anecdotal notes to drive targeted next step instruction

– Provided by the Math Coach and Aussie consultants

Measurable Outcomes for Math How Do We Monitor Progress at PGM?• Teachers will use data

from benchmark assessments over the course of the school year to drive explicit instruction

• Journal entries will show an increase in rigor over the course of the school year. Teachers will score student work using a rubric

• Students will complete a beginning of the year & end of the year assessment containing ECR problems in math, as well as progress monitor monthly in order to increase performance from September 2011to June 2012

Examples of Extended Constructed Responses

Working Hard at PGM

SGS’s Unified Plan UpdatesPresented by Eileen Brett, Principal

Data by Brooke Kirschner, Supervisor of NCLB/TestingPresented February 9, 2012

Transition from Elementary Schools to SGS

• First time students of one grade level are within one school

• Subgroups show accountability

• Potential for success is built upon early interventions

SGS’s Unified Plan Ensures that We…• Identify areas in need of

improvement and dig deeply to identify root causes

• Review progress throughout the year and adjust strategies for targeted areas

• Analyze student growth to make sure that what we are doing is working

SGS’s 2010-2011 Unified PlanTARGETED:• Individual staff accountability• Reduction in disruptive classroom behaviors• Improve reading comprhension

Because of This Laser Focus on Root Causes in 2010-2011…

Sampson G. Smith School2011 vs. 2010 NJ ASK 5LANGUAGE ARTS LITERACY

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Sampson G. Smith School2011 vs. 2010 NJ ASK 5MATHEMATICS

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Sampson G. Smith School2011 vs. 2010 NJ ASK 6LANGUAGE ARTS LITERACY

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Sampson G. Smith School2011 vs. 2010 NJ ASK 6MATHEMATICS

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SGS 2011-2012 Unified Plan Chose 3 Areas to Concentrate On

Individual Staff Accountability

Reduction in Class Disruption

Reading Comprehension

Reading Comprehension

• Students were able to read a piece of literature, but were unable to answer comprehension questions related to the piece.

• Students were able to decode the written word but were not able to extract meaning from the word.

• Students are unable to comprehend single isolated words, thus unable to extract meaning from the entire paragraph and eventually the entire piece of writing.

• Students need to learn meaning behind vocabulary to be able to establish comprehension.

Some Steps We Took to Target Vocabulary Instruction

Book Study GroupsBuilding Robust VocabularyWhat To Do About Struggling Readers

Forming a Vocabulary PLCFurther research of vocabulary strategiesCreation of Vocabulary ToolkitStaff Development

Whole Staff Commitment Vocabulary Word of the DayPre and Post AssessmentsVocabulary Competitions

At SGS We Celebrate Reading

Through the Vocabulary Work

• Vocabulary Word of the Day• Vocabulary Word Wasps• Vocabulary Incentives• Participation in the Scripps Spelling Bee

ACTION STEPS

• Monitor & Analyze Data– Analyze data during summer months to

identify students not meeting or approaching benchmark standardsprovide targeted/explicit instruction.

– Analyze data during summer months to identify patterns of weaknesses and strengths within individual classrooms.

ACTION STEPS

• September Data Mining Sessions– Each teacher receives the data on the students

taught in the previous year for a study of strengths and weaknesses at a faculty meeting.

– Each teacher receives the data on the students taught in the present year for a study of strengths and weaknesses at a faculty meeting.

– Each teacher meets individually with one of the

ACTION STEPS

• Individual Administrator/Staff Meeting– Each teacher meets individually with one of

the building administrators to discuss a student they have identified to target.

– The teacher with the administrator writes an action plan for that individual student.

Measurable Outcomes

How Do We Monitor Progress at SGS?

• By implementing running record benchmark assessmentsin September, November, March & June

• By using data from the running records to drive differentiated guided reading and small group instruction

• By using data from common assessments to drive small group and individualized instruction.

Strategies to Target Disruptive Behavior

-Research Positive Behavior Plans appropriate for intermediate and middle school level.

-Train a core team of teachers in the system found most appropriate.

-Use the Harry Wong foundations for positive classroom behaviors and procedures in all classrooms.

Further Strategies to Target Disruptive Behavior

-Measure the effectiveness of the Harry Wong foundations for classroom behavior.

-It was found that the Harry Wong was not clear enough nor cohesive enough for schoolwide effectiveness.

-SGS wrote a grant to support PBS schoolwide and was accepted for the grant.

Working Hard at SGS