State of the School Title I Meeting Bancroft Elementary

November 8, 2014

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Bancroft School

Purpose of State of the SchoolsThe purpose of the State of the School and Title I Annual meeting is to:• Provide information about the current state of the school • Provide an update on the School Improvement Plan • Share priorities, goals and strategies for improvement • Provide ways in which families can be engaged throughout

the year. • Clarify the purpose of Title I • Describe the communication parents/guardians can expect to

receive regarding their child’s progress.

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AgendaWHO WE ARESCHOOL’S CURRENT REALITY• Strengths • ChallengesSCHOOL IMPROVEMENT PLAN• Goal Areas and Strategies for Student Achievement, Climate, and Family

Engagement• Title I Budget and Use of FundsFAMILY ENGAGEMENT • Communication• Opportunities for involvement• Support

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Bancroft An Inquiry into Who We Are

Vision Statement: Every child college and career ready.Mission: Bancroft Elementary provides all students with an excellent academic foundation as creative and critical thinkers who are empowered to act responsibly with respect for self, community and the world.

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Bancroft Demographics 2014-2015

An Inquiry into Who We Are

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Native Amer-ican13%

African American

30%

Asian3%

Hispanic39%

Cau-casian16%

85%

Free/Reduced Lunch

42%

Limited English Proficient

19%

Special Educa-tion

Bancroft An Inquiry into Who We Are

Community description

• Bancroft is in its 102th year of serving the students and community of South Minneapolis.

• We focus our efforts on providing a high quality academic program which centers on the child. In addition to the core subjects, we provide vocal music, visual arts, physical education, instrumental music, and media sciences. Additionally, we offer Spanish as our World Language.

• Almost half of our students speak English as a second language. • Bancroft is the home for 3 classes of city-wide ASD students. • We also have a city-wide High 5 program which offers 1/2 day morning or afternoon

classes. • Bancroft offers an after school learning program for students needing extra support in

reading and/or math. • We also have community education offerings on-site and Minneapolis Kids Club, a city-

wide after school child care program, is housed in our building.

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Bancroft An Inquiry into Who We Are

• Unique programing

• The International Baccalaureate (IB) Primary Years Programme (PYP) • Bancroft is an IB World School offering the Primary Years

Programme (PYP). The PYP has much to offer our school but what exactly is it? The PYP is a world-renowned curriculum framework from the International Baccalaureate (IB) designed to encourage students to be active learners, well-rounded individuals and engaged world citizens. The Primary Years Programme targets learners in High 5 through 5th grade and aims to create relevant, engaging, challenging and significant educational environment for ALL children!

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Bancroft An Inquiry into Who We Are

• Community partners

American Swedish Institute AmeriCorps-reading and math support Cataract Masonic Lodge Local Universities Hamline University MCTC-Minneapolis Community Minnesota Sinfonia Target Urban Arts Academy

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Current Reality 2014Priority needs/focus areas identified in Spring 2014:• Accelerate growth of all ELL students• Continue to raise achievement levels in math and reading for all students with an emphasis

on our lowest performing students• Students demonstrate learning differentiated by content, process and productNew in 2014-2015:• Addition of an ELL teacher• Addition of K-2 Reading Specialist• Addition of Performing Arts Specialist• Addition of Media Specialist• Focused AE time for math and literacy• ELL teachers focusing on academic vocabulary• Using the LLI to increase literacy proficiency• Focus on creating a growth mind set within the Bancroft community • Submitted request to become a Community Partnership School for the 2015-2016 school year

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2014 School Designation

• School Designation: Focus• The Minnesota Department of Education identifies a school designation at Title I

schools based on the following categories from the MCA results:

• 2014• Proficiency: 1.01 out of 25• Growth (MCA to MCA): 11.71 out of 25• Achievement Gap: 13.61 out of 25

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School Improvement Plan

Our School Improvement Plan is designed to address the concerns revealed in the data and is focused on three core areas.• Student achievement• School climate and • Family engagement

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IB-PYP 2014

Strengths: Fully authorized IB World School. A fully developed Programme of Inquiry (POI) based on standards at each grade level. Teachers are administering the benchmark assessments with fidelity in math and are engaged in a continuous process of analyzing data to address student needs. In literacy, science and social studies teachers are administering the benchmarks as they align with the Units of Inquiry.

Challenges: Aligning the literacy benchmark assessments with the Units of Inquiry

Key Actions: Strengthen, at each grade level, a scope and sequence for aligning literacy benchmarks with the Units of Inquiry

Monitoring: Weekly IB team meetings.

Needs for Support: More time for collaboration.

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2014 Student AchievementWhere are we now?

• About 21% of our current 4th and 5th grade students are meeting or exceeding grade level standards on the reading MCA III

Priority needs/focus areas identified:• Accelerate growth of all ELL students• Continue to raise achievement levels in math and reading for all students with an

emphasis on our lowest performing students• Students demonstrate learning differentiated by content, process and product

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READING MCA 2013-14

3rd Grade 4th Grade 5th grade0

5

10

15

20

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MCA 2013MCA 2014

Student Achievement GoalsWhere are we going?

Reading• The percent of all students who earn achievement levels of

meets or exceeds the standards on the Reading MCAIII will increase from 20.4% (based on current enrollment) to 25.4% in 2015 to 30.4% in 2016 to 35.4% in 2017

• The percent of all students who earn an achievement level of non-proficient and demonstrates high growth on the Reading MCAIII will increase from 24% (based on current enrollment) to 32% in 2015 to 40% in 2016 to 48% in 2017

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READING MCA 2012-2017

2013 2014 Projected 2015

Projected 2016

Projected 2017

0

5

10

15

20

25

30

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AVERAGE

AVERAGE

Student AchievementWhere are we now?

• About 32% of our current 4th and 5th grade students are meeting or exceeding grade level standards on the Math MCAIII

• About 63% of our current 4th and 5th grade students of color partially met or did not meet grade level standards on the Math MCA III

Priority needs/focus areas identified:• Accelerate growth of all ELL students• Continue to raise achievement levels in math and reading for all students with an

emphasis on our lowest performing students• Students demonstrate learning differentiated by content, process and product

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MATH MCA/OLPA 2013-14

3rd Grade 4th Grade 5th Grade0

5

10

15

20

25

30

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45MCA 2013

OLPA 2014

MCA 2014

Student Achievement GoalsWhere are we going?

Math• The percent of all students who earn achievement levels of

meets or exceeds the standards on the Math MCAIII will increase from 32.4% (based on current enrollment) to 37.4% in 2015 42.4% in 2016 to 47.4% in 2017

• The percent of all students who earn an achievement level of non-proficient and demonstrates high growth on the Math MCAIII will increase from 12.2% (based on current enrollment) to 20.2% in 2015 to 28.2% in 2016 to 36.2% in 2017

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Math MCA 2012-2017

2012 2013 2014 Projected 2015

Projected 2016

Projected 2017

05

101520253035404550

AVERAGE

AVERAGE

5TH GRADE SCIENCE MCA 2012-14

2012 2013 20140

5

10

15

20

25

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AVERAGE

AVERAGE

School/Classroom Engagement: Questions to Consider

• School Climate: Is the school community inclusive of multiple experiences and foster a culture of mutual respect and appreciation among all staff, students and families?

• Disciplinary Policies and Practices: How will you ensure students of color, students who receive special education services, and low-income students are NOT disproportionally affected by disciplinary policies and implementation?

• Community Engagement: Are all families and community members connected and engaged with the school community?

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2014 School/Classroom EngagementWhere are we now?

• School-wide student engagement plan created and shared with all students, staff and families

• Classroom engagement plans created and shared with administration

• 4 student suspensions as of 10-27-14

Priority needs/focus areas identified:• Continue with on-site Mental Health collaboration• Continue with student support model

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School/Classroom Engagement 2014 GoalsWhere are we going?

• The number of all students who are suspended (including removals) will decrease from 147 in 2013 by 10 % every year for the next three years

• The number of African American students who are suspended (including removals) will decrease from 65 in 2013 by 10% every year for the next three years

• Increase the percentage of students attending school 95% of the time or more from 66% (current year data) to 80%

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Suspensions by Month by School Year Oct. 27, 2014

2014 Student Engagement(Behavior and Attendance)

Strengths: On-site Mental Health collaboration, grade level cluster student support model, Building-wide student engagement plan, individual classroom engagement plans (Essential Agreements), shared understanding and use of Learner Profile Attributes, systematic protocol for Child Study in collaboration with SPED and ELL, social skills groups, culturally specific groups, attendance buddies, attendance incentives and bus buddies. Challenges: Supporting students with mental health needs and student tardiness and attendance.Key Actions: Continue building upon strengths, monitoring and adjusting as needed.Monitoring: Weekly student support meetings, six week rotation of Child Study at each grade level and regular data meetings to include behavior, attendance and academic data.Supports: Time for increased collaboration

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2014 Family/Community Engagement

Strengths: Opportunities for family engagement to include Coffee, Tea and IB, Site Council, PTO, CPEO, Family Involvement days, Parent Education Nights, Wellness Night, Student performances, Student-led portfolio night and numerous volunteer opportunities. Challenges: Increasing engagement among our East African, African American and Native American families.Key Actions: Creating engagement opportunities that are inclusive of our diverse population. Continue to recruit parents of color to be involved in our Site Council and PTO.Monitoring: Attendance and participation in our family events, Site Council, PTO and CPEO.

Needs for Support:

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2014 PDPLCsStrengths: Weekly grade level PYP meetings to plan, implement, create assessments, look at student work, reflect and revise all standards-based Units of Inquiry.

Challenges: How to weave the new PDPL process into the PYP Planning meetings that occur weekly by grade level.

Key Actions: Consult with Karen Ruhs in how best to incorporate this new process into what we are already doing.

Monitoring: PDPLC Team lead will record notes. Teams will submit a January progress report. Team may elect to start a new goal as goals are met. IB-PYP collaboration meetings will continue and documentation of meetings will be kept on Google docs and updated unit planners.

Needs for Support: Continued communication with PDPLC lead.

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More Information

• For more detailed information on our School Improvement Plan and Family Involvement, please request a copy from the school or visit our website:

• http://bancroft.mpls.k12.mn.us/home

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Title I and School Improvement Plan

Title I is a federal program that provides money to schools and districts to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education to achieve proficiency on our state’s academic standards and assessments.

Title I supports our School Improvement Plan and the funding we receive helps us to reach our goals.

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Title IDo all schools receive Title I funds?– No. Title I programs are available to schools with

the greatest concentration of low-income families.

Budget– This year, 8% of our school budget comes from

this source. – The total Title I amount is $324,950

We are a school wide Title I program, which means all students are able to benefit from Title I services.

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Use of Title I Funds at Our School• To support our goals we are using the Title I

money in the following ways.

• 95% is being used for teachers and other staff– ELL teacher, Reading teacher, Associate Educators, Social Worker, Attendance

clerk, Bilingual Program Assistants( % of their positions)

• 5% is being used to support our curriculum– Materials and Parent Support events and PD

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Use of Title I Funds at Our School

• 2%is being used for family involvement– Parent Involvement Days, Parent Education nights,

with includes food and supplies• 3% is being used for other purposes – Instructional materials for students to use ( paper,

books, manipulative)

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Student ProgressTo monitor student learning, we use state assessments and other ways to gather information to plan programs and supports for our students.

1.Newsletters from the school and teachers2. Conferences3. Report Cards4. Phone calls and emails

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As a parent, you have the right…• to know the qualifications of your child’s teacher• to know when your child has a substitute teacher for more than four

weeks and the qualifications of the substitute teacher• to know how your child’s school is rated on its state test scores• to expect regular communication with your school in a language that you

can understand• to work with other parents and staff to develop a school-level parent

compact between the school and its families• to help plan how money for family involvement should be spent• to work with teachers, parents and the school principal to develop a

family involvement plan• to ask for a meeting with your school principal or your child’s teacher at

any time

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Opportunities for Family Involvement

• Provide input in the development of the School Improvement Plan, Family Involvement Plan, and the School Compact

• Participate in Site Council, PTO, CPEO, Coffee Tea and IB, Conferences

• Parents/guardians are encouraged to participate in Title I meetings and learning opportunities

• Attend school events• Visit your child’s classroom or volunteer at your child’s school• Talk to your child’s teacher about events and issues that may

affect your child’s work or behavior

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Family and Community Supports

• At the school level, contact our family liaison:Loiuse Boner– louise.boner@mpls.k12.mn.us

• Community liaisons for the school district in each Area (A, B, and C) as well as

• Cultural liaisons for Hmong, Somali, and Spanish-speaking families, as well as African American families. http://osfce.mpls.k12.mn.us/engagement

• District Parent Advisory Councils

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Moving Forward 2014How will we get there?

We will strengthen our stakeholder input for school improvement by/through… • School staff: Staff meetings, ILT, Surveys and an “open door” policy• Families: Site Council, PTO, Surveys and Coffee, Tea & IB

We will strengthen our communication of school improvement progress by/through…• School Staff: ILT meetings, News and Notes, Quarterly Reviews, data

meetings and PYP team meetings• Families and Community: Site Council, PTO, Annual Title 1 night, Coffee,

Tea & IB and the Bancroft Neighborhood Association.

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Moving Forward

We will provide the following opportunities for parents/guardians to provide input for school improvement by/through… • Having conversations with Parents formally and informally• PTO, Site Council, Coffee, Tea and IB Parent liaison• School survey about budget and start time – Portfolio Night

We will communicate about our school improvement progress by/through…• Winter and spring State of the School meetings at PTO events• Newsletters will report results of the survey• Post information on our website

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Questions and Comments• Record key points:

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