Reading and Math ER
North Carolina CCSA Conference
March 21st 8:00 AM
Celeste Henkel Elementary
www.iss.k12.nc.us
Emergency Room?
At an
elementary
school?
www.iss.k12.nc.us
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Learning Targets
Getting staff buy in to make necessary changes
How to use assessments to determine overall
school needs and individual student needs
Scheduling to provide needed time for CORE
and Interventions
CORE changes and Interventions utilized
Lessons from our teachers
www.iss.k12.nc.us
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Celeste Henkel Demographics
Kindergarten – 5th Grade 560 students
70% free/reduce lunch
Sub-groups: EC, low socio-economic
78% Caucasian; 12.5% African- American;
6.11% Hispanic; 2.97% Asian; .33% other
Blue collar workers
Both parents work/single parent homes
www.iss.k12.nc.us
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Celeste Henkel EOG % Proficiency Reading, Math and Science
100
90
85.4
87
84
83.7
80
73.6
70
66.8
72.8
67.1
57.1
60
50
40
30
20
10
0
Reading Overall
Math Overall
2008-2009
2009-2010
Science Overall
2010-2011
www.iss.k12.nc.us
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Year
AYP Status
# Targets
Met
Growth
Status
School
Status
2003-2004
Met
17 out of 17
Expected
Distinction
2004-2005
Met
17 out of 17
Expected
Distinction
2005-2006
Did Not
15 out of 17
No Growth
No Status
2006-2007
Did Not
15 out of 17
No Growth
No Status
2007-2008
Did Not
11 out of 13
Expected
Progress
2008-2009
Did Not
16 out of 17
Expected
Progress
Time to Give the Paddles! CLEAR!!!!
www.iss.k12.nc.us
6
Year
AYP Status
# Targets
Met
Growth
Status
School
Status
2009-2010
Met
17 out of 17
Expected
Progress
2010-2011
Met
17 out of 17
High
Distinction
www.iss.k12.nc.us
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Staff Buy In for Change
“Change of Practices”
Always start with the data, What does it tell us?
Why the data is what it is, Root causes?
What do we have control of?
What is our focus? – Smarter not Harder
Putting the Plan into Action with All Hands on
Deck approach
www.iss.k12.nc.us
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Scheduling
“Treatment Plan”
Time for uninterrupted CORE Reading 90 min.
and Math 60 min.
Intervention / Enrichment block for Reading and
Math 45 min.
Feedback given from staff
Times are PROTECTED!!!!
See School Schedule
www.iss.k12.nc.us
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Use of Assessments
“Checkup”
EOG – Gives the overall picture for school / grade levels
Predictive Assessments – Created by the district gives a
comparison / grade level needs
CFA – Created by grade levels based on semester
objectives – measures growth across the semester.
Answers: What do they already know? What do they still
need to learn?
Progress Monitoring – Weekly assessments based on
students gaps for the Tier 1 and 2 “At risk students”
AIMS Fluency Assessment
www.iss.k12.nc.us
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CORE Focus
“Alignment of Best Practices”
Focus on Essentials – Grade Level
Example
Guided Reading / Balanced Literacy
Math focus on the “why”
Inclusion for EC in grades 2-5 with the use
of co-teaching
www.iss.k12.nc.us
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Clear Expectations
“Continued Building Alignment”
• Positive Behavior Intervention Support
• Clear expectations throughout the building
(classroom, hallway, bathrooms, cafeteria,
car rider line,etc.)
• Focus on being proactive rather than
reactive
www.iss.k12.nc.us
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At Risk List
“Who do we need to focus on?”
Given to teachers the 1st day back from
summer break – Planning from day 1!
In order from lowest to highest
Based on proficiency and growth
Example
www.iss.k12.nc.us
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Interventions / Enrichment
“The diagnosis and prescription”
Reading
• Researched Based
• Reading Mastery and Corrective Reading
• Fluency Focus
• Strategies implemented for advanced students
• Groups are flexible with continuous movement
based on data
www.iss.k12.nc.us
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Interventions / Enrichment
“The diagnosis and prescription”
Math
• Strategies implemented for advanced
students
• V Math for 5th Grade
• Groups are flexible with continuous
movement based on data
www.iss.k12.nc.us
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Use of All Staff for Success
“Code Blue”
• Teacher Assistants
• Enhancement Teachers
• Leadership Team
www.iss.k12.nc.us
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Parental Involvement
“It takes a village”
• Open House Presentations
• Student Led Conferencing
• Tier 1 and Tier 2 Paperwork
• Volunteer focus on working with students
• Literacy Night
www.iss.k12.nc.us
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Student Example
“Process”
• All students are assessed in Reading and Math
to determine “on level” or “not on level”
• Students who are not “on level” are given
further assessments to determine gap areas
• Tier 1 Paperwork is completed with parent
www.iss.k12.nc.us
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Student Example
“Process”
Student is given prescribed interventions
based on gaps
Student is assessed “progress monitored”
weekly to measure growth
If the student is progressing they keep going
with the interventions
www.iss.k12.nc.us
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Student Example
“Process”
• If the student is not progressing they are
moved to Tier 2 where they are given
more intensive interventions
• These interventions are provided by the
grade level team
• Student is continued to be progress
monitored weekly to measure growth
www.iss.k12.nc.us
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Lessons from our Teachers
Our students rather than my students
Make adjustments as needed
Continued ongoing training and always
learning
Every adult in the building is responsible
for the success of our students
www.iss.k12.nc.us
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Questions?
www.iss.k12.nc.us
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• Jonathan Ribbeck – Principal
ribbeck@iss.k12.nc.us
• Bonnie Wilson – Instructional Facilitator
wilsonb@iss.k12.nc.us
• Susan Stevenson – Counselor
sstevenson@iss.k12.nc.us
• Jennifer Myers – 1st Grade
jmyers@iss.k12.nc.us
• Sarah Wojcio – 3rd Grade
swojcio@iss.k12.nc.us
• Jason Gardner – 5th Grade
jgardner@iss.k12.nc.us
www.iss.k12.nc.us
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