-MOVING FORWARD-

CAPSTONEPROJECT

Regis UniversityEDLS 643

Capstone ProjectBy Jon Wuerth

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ft

HOW ARE WE DOING?

Multiple award-winning program Expansion to 78 students Drawing from 18-20 elementary schools High parent and community support Assessment evidence of high academic

success Integrated natural science-based

experiential curriculum framework in place

Devoted and passionate students

MOVING FORWARD – THE ROAD AHEAD

Larger staff size and student population Increased responsibilities for all TOSA to coordinate multiple program aspects RtI integration from ground up PBIS modifications and improvement Abundant parent helpers needing

responsibilities Standards-based report cards Opportunities to improve student

achievement

SMART GOAL – STUDENT ACHIEVEMENT

By the end of the 2012-2013 school

year

90% of the fourth grade students will

be proficient or advanced in writing as

measured by the Colorado TCAP.

RATIONALEWe are moving forward in our instruction, and the state

standards will be our framework. Standards-based report

cards (SBRC), as adopted by Academy 20, will provide us

with a valuable tool to accurately assess student

academic growth. This will provide clarity to

parents/guardians about the progress their child is

making toward meeting or exceeding the identified state

standards at the fourth grade level. The SBRC allow us to

accumulate bodies of evidence ensure 90% of students

achieve proficient or advanced on TCAP writing.

PLAN OBJECTIVESOur focus: Ensure 90% of School in the Woods students

receive a proficient or advanced TCAP score on the spring 2013 TCAP

Ensure teachers have designated planning time to focus on those students scoring PP on their 3rd grade writing TCAP

Ensure the teachers have determined which reporting indicators will be taught each quarter

Ensure 3-6 bodies of evidence have been identified for each of the fourth grade Colorado Academic Standards

OUR GOAL IS TO ANSWER FOUR QUESTIONS: What do students need to know, understand,

and be able to do?

How do we teach effectively to ensure students learn?

How do we know that students have learned?

What do we do when students don’t learn or reach proficiency before expectation?

Source: “Standards- Based Classroom”Colorado Coalition for Standards-Based Education, 2008

STEPS FOR IMPLEMENTATION OF SBRC

Begin communication about SBRC

Determine reporting indicators

Plan assessments

Create rubrics

Receive training for data entry- Infinite

Campus

ACTION PLANGoals• Familiarize staff with SBRC• Identify SBRC reporting indicators• Identify “bubble” students on TCAP• Progress monitor “bubble students

regularly• Utilize reporting indicators to

ensure effective use of SBRC

Indicators of Success• Staff, students, and parents have clarity on

SBRC• Student growth iis determined using

multiple formative and summative assessments

• Reporting indicators developed• Progress monitoring done regularly with

several instruments

Actions Who is responsible?

Resources Needed

Possible Barriers Target Date of Completion

Evidence of Completion

Review final version of SBRC

Academy District 20,TOSA, teachers

SBRC electronic copy

Teacher resistance/NegativityIntervention: Dialog and explanations of benefits to students and teachers

Aug. 2012

Staff familiar with SBRC

Student cum. files reviewed

SITW TOSA and teachers

Student cum. folders and data entry sheets

Class assignment conflictIntervention: Balance high and low needs students

Aug. 10, 2012

Student test scores recorded and analyzed

PD DayStudent testing data reviewed, SBRC revisited, writing indicators noted, progress monitoring instruments and schedule determined, strategy for creating reporting indicators

TOSA/Teachers

SBRC copies, student testing records from cums, laptop, projector,chart paper and supplies, snacks

Disagreement about specific writing indicators, incongruent ideas about what qualifies Intervention: Establish guidelines for reporting indicators that can be agreed upon

Aug. 13, 2012

Days activities completed and information recorded and noted

ACTION PLAN PART 2

Actions Who is responsible?

Resources Needed

Possible Barriers

Target Date of Completion

Evidence of Completion

Progress Monitoring

Teachers AIMS Web materials

Lack of follow-through or consistencyIntervention: Clear established guidelines

Sept./Oct. 2012

Regular progress monitoring records

Weekly team meeting to review data and reporting indicators

Teachers/TOSA

Progress Monitoring records, lesson plans

Insufficient time and/or time not spent reviewing dataIntervention: Outcomes of meeting shared with TOSA

Sept./Oct. 2012

Meeting occur on weekly basis and data is shared

Collect all writing data and prepare for SBRC

Teachers/TOSA

Data, SBRC Insufficient amount of data, confusion around quarter’s reporting indicatorsIntervention: Shared reporting indicators and teammates providing clarity

Oct 10, 2012

Evidence and completed SBRC

W/parents –review SBRC, reading/writing benchmarks, provide a look ahead

Teachers TOSA, parents

SBRC Confusion about SBRC by parents, insufficient explanation timeIntervention: SBRC study sheets, notes

Oct. Parent/Teacher Conferences

Completed SBRC and conferencesParent feedback

ACTION PLAN PART 3

Actions Who is responsible?

Resources Needed

Possible Barriers

Target Date of Completion

Evidence of Completion

On-going data collection, weekly team data meetings, and reporting indicator development

Teachers TOSA

AIMS Web materials, DIBELsMeeting space and time

Lack of follow through and indicator developmentIntervention: Documentation, TOSA involvement

Nov./Dec. 2012

Regular progress monitoring recordsReporting indicators documented

PD DayFirst semester data review, second semester writing reporting indicators outlined, review SBRC and grade level indicators for all subjects, identify possible second semester reporting indicators

Teachers/TOSA

SBRC, reporting indicators guidelines, curriculum map, chart paper and supplies, food

Disagreement regarding type and number of reporting indicatorsIntervention: review indicator outlines and 2nd semester goals and objectives

Jan. 3, 2013 Student data reviewed and various courses of action outlined, possible indicators produced and agreed upon

February/March - ongoing data collection, weekly team data meetings, and reporting indicator development

Teachers/TOSA

Data, SBRC, meeting time and place

Lack of follow-through, teachers feeling over-whelmedIntervention: Staff meetings to brainstorm strategies to accomplish work

Feb./March, 2013

Student data collected and documented, team meeting activities shared

TCAP (Reading, Writing, Math) and Parent Conferences

Teachers, TOSA, Parents

TCAP materials, daily snacks, SBRC, data

TCAP administration problemsIntervention: Testing training and specific guidelines

March, 2013 Parent/Teacher Conferences

Completed SBRC and conferences

ACTION PLAN PART 4

Actions Who is responsible?

Resources Needed

Possible Barriers

Target Date of Completion

Evidence of Completion

On-going data collection, weekly team data meetings, and reporting indicator development

Teachers TOSA

AIMS Web materials, DIBELsMeeting space and time

Lack of follow through and indicator developmentIntervention: Documentation, TOSA involvement

April/May, 2012

Regular progress monitoring recordsReporting indicators documented

PD DayReview SBRC and reporting indicators, review data and data collection method-ology, develop plan for next year, implementation and include reading “bubble” students strategy

Teachers/TOSA

SBRC, reporting indicators guidelines, curriculum map, reading standards, chart paper and supplies, food

Disagreements, varied ideas regarding way forwardIntervention: Outlined pros and cons, successes and challenges, ideas being brought to table

April. 19, 2013

Student data reviewed and various courses of action outlined, possible indicators produced and agreed upon

Celebration of year successes

Teachers/TOSA

Meeting location, time, food

Schedule problem, missing staffIntervention: Plan well in advance and receive commitment of participation

May 31, 2013

Student data collected and documented, team meeting activities shared

STUDENT ACHIEVEMENT Strengths

Students who apply often

have higher achievement.

Students come from higher

socio-economic level.

Parents are supportive

Students feel sense of

obligation to “step it up.”

Challenges Students come from up to

20 different schools.

Takes time to initially

assess all “new” students.

Only have them for one

year

Limited staff size

Lack of common planning

CSAP SCORES 2011-2012

Third grade CSAP scores of incoming School in the Woods students (for one class):

U PP P A Reading 2 17 6 Writing 5 16 5 Math 3 7 15

18 students on the bubble either just above or below.

2011 CSAP WRITING SCORES

0 5 10 15 20 25 300

100

200

300

400

500

600

700

800CSAP Writing (One Class/26 students)

Scores

Proficient AdvancedPartiallyProficient

Targets

SCANTRON SCORES FALL AND SPRING

Testing Period (8/22/11 to 9/30/11) - (4/6/12 to 5/18/12) Gain Student SS SEM Test Date SS SEM Test Date SS Difference

SEM of Difference Student 2947 (65) 8/25/11 3201 (80) 4/26/12 +254 (103) Student 2865 (67) 8/25/11 2796 (62) 4/26/12 -69* (92) Student 2799 (72) 8/25/11 2824 (63) 4/26/12 +25* (96) Student 2865 (71) 8/26/11 2902 (71) 4/26/12 +37* (101) Student 2400 (62) 8/25/11 2458 (62) 4/27/12 +58* (87) Student 2787 (65) 8/25/11 2716 (63) 4/26/12 -71* (90) Student 2864 (67) 8/29/11 2781 (66) 4/27/12 -83* (94) Student 2934 (75) 8/29/11 2915 (59) 4/26/12 -19* (95) Student 2710 (69) 8/25/11 2936 (64) 4/26/12 +226 (94) Student 2499 (65) 8/29/11 2887 (66) 4/26/12 +388 (92) Student 2688 (60) 8/29/11 2871 (61) 4/26/12 +183 (86) Student 2497 (62) 8/29/11 2688 (60) 4/26/12 +191 (86)

BUDGET

Strengths We have made it work

Grants have been earned

Flexibility in budgeting

Small student population

Much equipment has

been purchased already

Challenges

Earn right to set up

budget for school or

have input

Has been reduced by

30%

School population

increase

SCHOOL CULTURE

Strengths Parent Involvement Student Involvement Motivation Commitment Community Blog Multi-year parents Passion

Challenges Parent Involvement Scheduling Personalities Commitment Only one year Training

PARENT INVOLVEMENT

Strengths Many parents Considerable time Parent competencies Dedication Commitment Club leaders

Challenges Scheduling Cancellations Training Follow-through Distractions (talking) Privacy (between staff)

PARENT VOLUNTEER DATA

Daily 1-2 volunteers Weekly 7-12 volunteers Library 1-3 per week Math 1 per day Clubs 2-3 per week Special events 2-8 parents

Total hours per year 2500+ hours

VOLUNTEERS AT OUR SCHOOL

STUDENT DISCIPLINE

Strengths Few concerns Peer support TRACKS program Responsible students Parent support Greater mobility

Challenges

Consistency between students

Consistency between teachers

Awarding TRACKS TRACKS rewards?? Consequences (type) Sequencing of rewards

and consequences

“CURRENT” REFOCUS SHEET QUESTIONS

Answer the following questions in complete sentences, using most of the words in the question in your answer.

1. What was the inappropriate choice that you made?

2. Why was it not a good choice?3. What can you do differently in the future?4. What can Mrs. Esposito, Mr. Wuerth, Ms.

Roberts, and Mrs. Powers do to help you make good choices and to help you succeed at School in the Woods

STANDARDS-BASED REPORT CARDS

Let’s all know our learning

targets.

OUR TARGETS ARE IMPORTANT…

Yet, seek paths less traveled as well.