Summit Hall Reading & Math Linkages Chart – FY 14
ORGANIZATIONAL
PERFORMANCE RESULTS
(See attached)
LEADERSHIP
Our Vision
Summit Hall is a collaborative and respectful community of students, families, and staff dedicated to developing the
potential of all students in order to achieve academic excellence.
Our Mission
The Summit Hall Elementary School mission is to educate and nurture our students so that each child becomes an
individual of character committed to effective effort and prepared to face the academic challenges of middle and high
school.
Summit Hall Leadership will communicate the expectations and mission to improve student achievement to all
stakeholders through:
Staff Meetings (TCT)/ Professional Dev.
Action Team Meetings
Curriculum Planning Mtgs.
Team Planning
Data Chats
Instructional Team Meetings
Back-to-School Night
Teacher-Parent Conferences
Curriculum Nights
PBIS, Behavior Continuum
Email, Web Page
Title1/PTA Meeting
Communications: Newsletter (Spanish/English),
Connect Ed (Spanish/English),
Staff Bulletin
Progress reports and report cards)
Stakeholders will monitor communication of SHES expectations and mission, through agendas, action plans, grade level
planners, issue bins, plus/deltas, surveys, and class data walls. All parties will foster high academic expectations and
positive relationships.
STUDENT AND STAKEHOLDER FOCUS
Based on current performance data and root-cause analysis
specific students need teachers to provide:
Focused small-group instruction in reading and math;
Appropriate acceleration;
Focused re-teaching;
And an additional half-hour of math in K-5 for re-teaching,
acceleration, and practice.
Our instructional focus will be: Implementing Curriculum 2.0
with fidelity in Grades K- 5. We will engage students with
technology, encourage them to set goals, and track their
progress with data notebooks. In addition, emphasis on TASS
will cultivate a sense of student ownership for learning.
Students will monitor reading and math progress in order to
set goals for continued growth using teacher data and
feedback.
STRATEGIC PLANNING
GOALS AND MEASURES
- Summit Hall ES as a school will meet the
2014 Annual Measurable Objective for all
students, 90.9%, in Reading and increase
performance in the following subgroups:
FARMS from 84.4 to 92.2%, Latino/Hispanic
from 83.6 to 89.9%, LEP from 80.6 to 87.5%, &
Sp. Ed. from 65.5 to 84.1%.
- Summit Hall ES will meet the 2014 Annual
Measurable Objective, 91.9%, for all students
in Math and increase the subgroup
performance in Black/AfAm from 71.6% to
87.5%, FARMS from 77.2% to 92.2%, and
Special Education from 42.3% to 79.5%.
PROCESS MANAGEMENT
(See next page)
MEASUREMENT, ANALYSIS, AND
KNOWLEDGE MANAGEMENT
What (Accountability Measures)?
Grades K-2 MAP-P, mClass;
Grades 3-5: MAP-R, MAP-M,
DIBELS: ORF & Daze
ALL: Curriculum 2.0 formatives,
FASTT Math, Fountas & Pinnell
Assessments, Leveled Literacy
Intervention,
Surveys – Student & Staff (Gallup)
How (Data Review & Analysis)?
Quarterly team data chats
Weekly extended team planning
Parent review of student data
notebooks
School-wide monitoring tool
updated regularly based on
formative data
Data are studied for regrouping
students
FACULTY/STAFF FOCUS
Based on root-cause analysis we must
emphasize, expect, & monitor smallgroup instruction; leaders will provide
differentiated & guided professional
development on:
Effective small-group instruction;
Curr. 2.0 – planning, modeling, coteaching, checking for understanding,
reviewing, summarizing
Using technology – to maximize student
learning and engagement
Maintaining teacher and student data
notebooks to benchmark & monitor
student progress
Integrating TASS as a daily practice
PROCESS MANAGEMENT
Based on root-cause analysis, we will provide: extended common planning time weekly facilitated by SDT, RT, or math support teachers
Quarterly team-level data chats regarding student performance in reading and math to examine instructional focus and allocate student support
Bi-monthly staff/ILT meetings and quarterly BGSIP action team activities to monitor implementation of action plans.
Professional development needs identified by survey during fall 2013
After literature review, implementation of three instructional rounds centered on effective small-group instruction
Focused observations by instructional leaders with feedback/reflective conversation
See Action and Professional Development Plans for specific steps.
20102011
Reading
All
90.2
Hisp
93.5
Asian
100.0
Black
81.2
White
87.5
MR
N/A
Sp Ed
78.8
LEP
93.5
FARMS
89.6
School Progress Reading
Assessment
Group
2011- 20122012
2013
92.7
85.4
98.1
83.6
100.0
80.0
88.2
86.6
100.0
100.0
N/A
100.0
84.0
65.4
92.4
80.6
90.6
84.4
AMO Target
2010201120122011
2012
2013
Math
All
89.2
95.5
79.0
Hisp
90.2
98.1
79.7
Asian
100.0
100.0
90.0
Black
83.3
88.2
71.6
White
100.0
100.0
100.0
MR
N/A
NA
100.0
Sp Ed
72.7
88.0
42.3
LEP
91.3
97.8
79.6
FARMS
89.6
96.4
77.2
School Progress Math AMO Targets
Assessment
Group
Baseline201220132014201520162017
AMO AMO AMO AMO AMO AMO
Baseline201220132014201520162017
AMO AMO AMO AMO AMO AMO
All Students
87.9
88.9 89.9 90.9 91.9 92.9 94.0
All Students
89.2
90.1 91.0 91.9 92.8 93.7 94.6
American Indian or Alaska Native
Asian
Black or African American
Hispanic/Latino of
any race
Native Hawaiian or Other Pacific
Islander
White
Two or more races
*
*
81.7
*
*
*
*
*
*
*
*
*
*
*
*
83.2 84.7 86.3 87.8 89.3 90.8
86.6
87.7 88.8 89.9 91.0 92.2 93.3
*
*
83.3
82.1
*
*
84.7
83.6
*
*
86.1
85.1
*
*
87.5
86.6
*
*
88.9
88.1
*
*
90.3
89.6
*
*
91.7
91.1
*
*
*
*
*
*
*
*
*
87.5
na
88.5 89.6 90.6 91.7 92.7 93.8
na
na
na
na
na
na
American Indian or Alaska Native
Asian
Black or African American
Hispanic/Latino of any race
Native Hawaiian or Other Pacific
Islander
White
Two or more races
93.2
na
93.8 94.4 94.9 95.5 96.1 96.6
na
na
na
na
na
na
Free/Reduced Meals
89.6
90.4 91.3 92.2 93.0 93.9 94.8
Free/Reduced Meals
89.6
90.4 91.3 92.2 93.0 93.9 94.8
Special Education
72.7
75.0 77.3 79.5 81.8 84.1 86.4
Special Education
78.8
80.6 82.3 84.1 85.9 87.6 89.4
Limited English Proficient
80.0
81.7 83.3 85.0 86.7 88.3 90.0
Limited English Proficient
83.3
84.7 86.1 87.5 88.9 90.3 91.6
*
*
*
*
*