Ramirez Thomas Elementary

Celebrating ResultsAdministrator’s Meeting, September 7, 2012

2012 NMSBA Data  Reading 2011 Reading 2012 GrowthAll Students 25.3% 41.6% 16.29%Female 29.9% 52.4% 22.51%Male 19.1% 31.1% 11.98%Caucasian 70.0% Hispanic 23.2% 41.5% 18.26%Economically Disadvantaged 25.0% 41.5% 16.46%Students w Disabilities 14.3% 11.1% -3.17%English Language Learners 13.7% 27.0% 13.25%English Language Learners, Exited 64.7%

Math 2011 Math 2012 GrowthAll Students 27.1% 35.4% 8.26%Female 26.0% 36.9% 10.91%Male 28.7% 34.0% 5.24%Caucasian 50.0% Hispanic 26.1% 34.7% 8.63%Economically Disadvantaged 26.4% 35.6% 9.17%Students w Disabilities 7.1% 7.4% 0.26%English Language Learners 22.6% 21.7% -0.84%English Language Learners, Exited 52.9%

What the teachers have to say: “Student growth is always at the top of the priority list.” “It’s not about individuals, it’s about the community as a

whole.” “The expectations are the same for everyone, and we hold

each other accountable.” “Everyone is on the same page.” “Vertical alignment of curriculum” “We learn together so we have the same accountability.” “Consistency” “We meet in grade level teams, three times a week.” “We look at data together. So do the students.” “Extended Day”

What worked:

Common Commitments/Vision Common Curriculum Job-embedded Professional Development Extended School Day – Instructional Time Attention to Data – Teachers and Students Focused Interventions PLCs

Professional Learning CommunitiesCritical Conversations and Relational Trust

Belief that ALL students can learn and it’s everyone’s responsibility Leadership has high expectations for teachers – and supports them

Resources: appropriate preparation, PD, curriculum, supplies Support: administrative and collegial involvement Time: no task overload

Attention to detail The four questions Staff/team meetings focused Norms Agendas Artifacts

Team notes with a purpose Mandatory curriculum and data meetings 3xs a week Common lesson plans

Data/Interventions

What do we want students to learn?

How will we know if they’ve learned it?

What will we do if they don‘t?

What will we do if they already know?

“School districts should not try to simply build a learning community that has as many

definitions as there are people defining it. The emphasis should be on restructuring how

people work together. That’s what ultimately has an effect on the classroom.”

- Nelda Cambron-McCabe (The School Administrator, May 2003, p.8)