Vision Statement
Consistency, Accountability and
a Sense of Urgency
Burr Elementary School’s Tier II Reading Indicators:
Tier II Indicator 1.1: The number of kindergarten through sixth grade students
who score at or above grade level in reading as measured by the Rigby/QRI
assessments will increase.
SMART Goals Reading:
85% of our Kindergarten Students who achieve a score of 4 or higher.
90% of our 1st Grade Students who achieve a score of 16 or higher.
90% of our 2nd Grade Students who achieve a score of 22 or higher.
90% of our 3rd Grade Students who achieve a reading score at or above grade level .
90% of our 4th Grade Students who achieve a reading score at or above grade level.
90% of our 5th Grade Students who achieve a reading score at or above grade level .
90% of our 6th Grade Students who achieve a reading score at or above grade level.
Burr Elementary School’s Tier II Mathematics Indicators:
Tier II Indicator 1.1: The number of kindergarten through sixth grade students who score 80%
or higher on the districts end of the year math assessment will increase.
Tier II Indicator 1.2: All students in third through sixth grades will meet or exceed standards
and be identified as proficient on the Michigan Educational Assessment Program (MEAP) tests in
reading, writing, math, science and social studies.
SMART Goals Math:
85 % of our Kindergarten Students will achieve a score to 80% or higher on the district spring math
85% of our1st Grade Students will achieve a score to 80% or higher on the district spring math
85% of our 2nd Grade Students will achieve a score to 80% or higher on the district spring math.
85% of our 3rd Grade Students will achieve a score to 80% or higher on the district spring math.
85% of our 4th Grade Students will achieve a score to 80% or higher on the district spring math
90% of our 5th Grade Students will achieve a score to 80% or higher on the district spring math
90% of our 6th Grade Students will achieve a score to 80% or higher on the district spring math
Burr Elementary School’s Tier II Writing Indicators:
Tier II Indicator 1.1: The number of fourth grade and seventh grade students that previously
attended Burr Elementary, who achieves a score of 4, 5, or 6 on the state (MEAP) six-point writing rubric
in Writing from Knowledge and Experience, will increase.
Tier II Indicator 1.1: The number of kindergarten through sixth grade students who achieve a score
of 4, 5, or 6 on the district wide six-point writing rubric in Writing from Knowledge and Experience will increase.
SMART Goals Writing:
80% of our kindergarten students will achieve a writing score that is at grade level benchmark or higher.
80% Percentage of our 1st grade students will achieve a writing score that is at grade level benchmark or higher.
85% of our 2nd Grade Students will achieve a writing score that is at grade level benchmark or higher.
85% of our 4th Grade Students will achieve a writing score that is at grade level benchmark or higher.
85% of our 5th Grade Students will achieve a writing score that is at grade level benchmark or higher.
85% of our 6th grade students will achieve a writing score that is at grade level benchmark or higher.
District
Rank Order
County
State
Reading
62%
68%
17/25
61%
62%
Mathematics
29%
44%
21/25
35%
36%
Reading
75%
77%
16/25
69%
68%
Mathematics
54%
52%
14/25
43%
45%
Writing
61%
58%
11/25
49%
40%
Reading
75%
76%
13/25
70%
69%
Mathematics
51%
48%
9/25
39%
40%
Reading
73%
78%
20/25
68%
67%
Mathematics
53%
53%
14/25
38%
37%
2
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Goals:
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Recognizing/writing numbers up to 20
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Addition and Subtraction within 10
•
Identify and extend patterns
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Non-standard measurement
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Sorting and Classifying
•
Graphing
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Increased knowledge in problem solving skills
Strategies:
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Whole group lessons
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Math Centers
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Use of Manipulatives
Interventions:
•
Small group Instruction
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Math centers by ability
Progress Monitoring:
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Concept Assessments throughout the year
Data:
•
Teachers look at needs and growth each unit/marking period
Mrs. Fortier, Mrs. Joss and Mrs. Robinson
Goals:
•
Rigby level 4
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Must know 20 Houghton Mifflin Sight Words
•
MLPP (Rhyme choice/supply, segmenting, blending, onset/rime)
Strategies:
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Guided Reading
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Word Study
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Comprehension Lesson Studies
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Sight Word bags sent home on weekends
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Bulldog bags
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Use of leveled books from Reading A to Z
Interventions:
•
RTI
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Small group instruction
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Sight word bags (assists with learning sight words)
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Parents receive current Rigby scores along with reading expectations quarterly
Progress Monitoring:
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MLPP 4 times a year
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DIBELS 3 times a year
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Spelling Inventory
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Informal assessments during guided reading
Data:
•
•
Reading Goal graph
Data Binder grids for recording scores
Mrs. Fortier, Mrs. Joss and Mrs. Robinson
Goals:
•
Write 3-4 complete sentences on a given topic
•
High frequency words spelled correctly
•
Proper use of writing conventions
Strategies:
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Writer’s Workshop Daily
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Handwriting (proper formation)
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Shared Writing
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Interactive Writing
Interventions:
•
RTI (writing)
•
Small group instruction
•
Parents receive sample writing/scores from their child monthly, along with an anchor paper
to compare growth
Progress Monitoring:
•
Monthly writing assessments
•
Informal assessments of writing prompts
Data:
•
Data binder grid for scoring
Mrs. Fortier, Mrs. Joss and Mrs. Robinson
Student Successes:
•
•
•
•
Higher level thinking of reading, writing, math
Higher success rate of reading at home
Significant growth in MLPP and Rigby scores
Significant growth in Math Assessment
Looking Ahead to Next Year….
•
New Technology
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More parent involvement
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More professional development for kindergarten teachers
•
Ownership of learning from students (online programs)
•
Students being involved in academic conferences
Mrs. Fortier, Mrs. Joss and Mrs. Robinson
Goals: *Fact Fluency
*Problem Solving
Strategies: *Fast Facts *Stations * Math Boxes * Graphic Organizer
Interventions: *Small Groups * Tutor
Progress Monitoring: *Quarterly (common) assessments
Data:
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
Goals: *On or above grade level (Rigby)
Strategies: *Small groups * Word Study *Daily 5
Interventions: *RTI *LLI *Small groups
Progress Monitoring: *Rigby assessments *Small group monitoring
Data:
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
Goals: *Complete sentences *Capitals and punctuation used appropriately * On topic
* 12 sentences by the end of school year
Strategies: *Small groups guided writing * One on one conferencing
Interventions: * Small groups
Progress Monitoring: *Quarterly common assessments
Data:
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
Student Successes: * Students who have gone from a 2 Rigby to above grade level
* Students beginning and end of year writing assessments
shows a tremendous amount of improvement
Looking Ahead to Next Year… * CAFÉ Goal Setting * Common math assessments
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
Goals: Problem Solving, Vocabulary, Spiraling (review)
Strategies: Problem Solving Graphic Organizer, Math Stations, MEAP Preparation Warm-Ups,
Vocabulary Notebook using Marzano’s Strategies
Interventions: Guided Math/Small Groups, Computer Lab, RTI, After School Program, Math
Moms
Progress Monitoring: Pre/Post Math Graphs/Assessments, Number Scrolls, Timed Tests,
Review (Spiral) Page at the end of each Assessment
Data: Pre/Post test Graphs, Snapshots, EOY Assessment
Mrs. Carlin, Mrs. Sorrentino and Ms. Sutter
Goals: Reading Fluency, Comprehension, Informational Text
Strategies: Comprehension Framework, Making Connections, Guided Highlighting, Text
Features, Bulldog Book Bags, Author’s Purpose
Interventions: RTI, Guided Reading, Word Mountain, Genre Units, W.E.B. Reading, RAZ Kids
Reading
Progress Monitoring: Read Naturally, DIBELS, Rigby, Reading Logs
Data: Snapshots, Sense of Urgency page, EOY Assessments, Binder
Mrs. Carlin, Mrs. Sorrentino and Ms. Sutter
Goals: Opinion Piece, Compare and Contrast Piece, Paragraph Formation, Informational
Writing
Strategies: 6+1 Traits, Graphic Organizers, Daily 5, Blue Print, Peer Conferencing, Writing
Binders, Quick Writes, Guided Highlighting
Interventions: Guided Writing, Interactive Writing, RTI
Progress Monitoring: Quarterly Writing Assessments, Rubrics, District Assessments
Data: Rubrics, Snapshots, Binder
Mrs. Carlin, Mrs. Sorrentino and Ms. Sutter
Student Successes: High Rate of Students Reading at Home, Higher Level Thinking in Reading, Writing, and
Math, Vocabulary Progress in all Subject Areas, Awareness of Text Features, Student /Parent Accountability
Looking Ahead to Next Year…
We are excited to continue high expectations and move forward with our Second Grade Goals!
Mrs. Carlin, Mrs. Sorrentino and Ms. Sutter
Goals: *To increase the number of students who pass the end of the year district assessment.
*To increase the number of students who pass the MEAP math test in October 2012.
Strategies: The continuous spiraling of all math concepts through daily practice, quizzes, and on tests.
We used real world situations to solve problems with the help of hands-on materials.
We worked in groups to practice the Common Core format for solving problems.
Interventions: The focus on math vocabulary was a giant focus this year. An interactive math
vocabulary wall was used so students could practice over and over on the definitions of math terms.
The math consultant was used to facilitate the learning of struggling learners in small groups.
Progress Monitoring: The use of pre and post test student charts were used to set goals for learning
as well as a record of how well they knew a concept. The end of the year assessment scores will
show us more information.
Data: The data for third grade math will be coming shortly as the end of the year assessment
has not been given at this time. We will also not know the scores for the MEAP
math test until Feb. of 2013.
Mrs. Dennis and Mrs. Santiago
Goals:
*To increase the percentage of students reading at grade level at the end of the year.
*Increase understanding of features and the structure of non-fiction selections.
Strategies: We incorporated Comprehension Framework into the social studies content by reading the
chapter book “Traders In Time” as well as through our text book lessons. Also, reading of non-fiction
selections were increased using Making Connections and Time for Kids articles.
Interventions: We switched our entire third grade schedule to allow for more time in reading and writing
after the first semester. This extra time was used to focus on teaching non-fiction selections in small
reading groups. Given the extra time, we focused on delivering the Comprehension Framework
effectively through our anthology as well as our social studies curriculum.
Progress Monitoring: In March, we used Fountas & Pinnell to determine reading levels of the bottom
quartile. We informally took note as to what areas of nonfiction the students were struggling on in their
reading groups.
Data: We will be able to give a percentage of students who are reading at grade level
after we do our testing of the students.
Mrs. Dennis and Mrs. Santiago
Goals: To increase the number of students who are writing at grade level on a personal
narrative at the end of the year.
Strategies: We switched our entire schedule to allow for more writing time. This extra time
was used to focus on all aspects of the writing process. Specifically, the use of lessons and
ideas from Blueprint for Exceptional Writing was utilized in developing targeted skills.
Interventions: The students reviewed several skills and topics that are essential for a great
writing piece. The students worked in small groups as well as met individually with the teacher
to conference on the assignments.
Progress Monitoring: The semester writing prompt data was used to determine what areas
needed to be focused on more as well as what topics to cover next. Students wrote weekly
and covered many Genres: Compare/Contrast, Opinion, Personal Narrative, Research Report.
Data: We will have the number of students who are writing at grade level shortly, as
all of the writing samples have not been scored at this time.
Mrs. Dennis and Mrs. Santiago
Student Successes: The success that the third grade has achieved the most this year, is the
comprehension and understanding of how a non-fiction selection is set up and the many features it could
contain. The students are answering more questions correctly and they now know where to find the
answers in a non-fiction article instead of just guessing.
The students have come a LONG way in solving math problems using the common core format. They are
now purposely trying to solve it a different way so they get a chance to explain how they did it. The
increased focus on vocabulary has dramatically helped the students solve these difficult problems.
Looking Ahead to Next Year…
Next year, the third grade team will be working extensively to continuously review student data
and will be adjusting their focus on an as needed basis. The student scores as well as teacher input will
direct the delivery and content area that needs to be covered the most.
Mrs. Dennis and Mrs. Santiago
Goals:
Every student is progressing toward grade level proficiency. Students should be at or
have shown progress toward grade level proficiency by the end of the school year.
Strategies:
Pre/Post testing, Student goal setting, Small group instruction, Use of hands-on
manipulatives, Student collaboration (Peer Groups)
Interventions:
Title 1 Mathematics Group, At-Risk small group instruction, and After School
Mathematics groups.
Progress Monitoring:
Pre/Post Testing, Beginning, Mid, and End of Year Assessments, Problem Solving
Graphic Organizer.
Data:
Student Goals and Fall, Mid, and Year End Assessments.
Mrs. Fisher, Mrs. Henry and Mr. Lawson
Goals:
Every student is progressing toward grade level proficiency. Students should be at or
have shown progress toward grade level proficiency by the end of the school year.
Strategies:
At-Home Reading Contract, Comprehension Framework, Modeled Lessons, CAFÉ
Strategies, Guided Reading Groups, Daily At-Risk Groups, Guided Reading Contract.
Interventions:
Small groups, Leveled Text, Goal Setting.
Progress Monitoring:
Fall, Mid, and End of Year Assessments, Continual Monitoring of At-Risk students
using Fountas & Pinnell Comprehension/Fluency assessment. Reading Record Book.
Data:
Compilation of Year Long Student assessments as Listed in P.M. section.
Mrs. Fisher, Mrs. Henry and Mr. Lawson
Goals:
Every student is progressing toward grade level proficiency. Students should be at or
have shown progress toward grade level proficiency by the end of the school year.
Strategies:
Model Writing with Grade Level Appropriate Samples, Comprehension Framework, 6
+ 1 Writing Traits , Writing Binders, Writing Conferences w/ Students (Goal Setting), &
Implementing Grade Level Writing Plan.
Interventions:
Conferencing and Goal Setting. Meeting Individually with students in order to focus
on Specific Writing Traits.
Progress Monitoring:
Fall & Spring Assessments, Quarterly Writing Prompts from School Wide Writing
Plan, and Mini-Lessons.
Data:
Fall & Spring Writing Assessments scored w/ 6 point rubric
focusing on Writing Traits. Grade Level Specific Writing Prompts.
Mrs. Fisher, Mrs. Henry and Mr. Lawson
Student Successes:
Students have shown a willingness to learn through a more cohesive student
centered learning initiative. While students learn they also monitor and critique their learning
which allows them to focus on their needs and what is at stake.
This approach has lead to growth in all of our key academic areas with more quality reading,
improved writing skills, and expanded mathematical knowledge.
Looking Ahead to Next Year…
The Burr 4th Grade team looks forward to building upon an already stable foundation.
To start the year off in the right direction we will share fall student assessment scores prior to
student/parent/teacher conferences so the parents are aware of how their student is doing early
on. We plan to continue to push at home reading and mathematics practice which involves the
family as active participants in their students academic success. We also found student
accountability through student led data to be vital to their growth and understanding and would
like have the students more involved in parent/teacher conferences. In areas of academics we
plan to incorporate more review or spiraling into our mathematics instruction in order to allow for
deeper understanding. We will use reading as our focus in the areas of Social Studies and
Science. With our transition toward Common Core we feel that our Reading, Writing, and
Mathematics instruction practices will allow for a smooth transition in fourth grade, as well as,
school wide.
Mrs. Fisher, Mrs. Henry and Mr. Lawson
Goals: All students are to reach their highest potential with a minimum of achievement of a Fifth Grade level by the end of the
school year.
Strategies: We will use flexible grouping and reinforce concepts with Daily Math materials. We will continue to incorporate writing
explanations to ensure understanding of concepts.
Interventions: We will use small group instruction and continue to use the RTI program.
Progress Monitoring: We will use MEAP data, Pre and Post Chapter Tests, Mid year assessment, and end of the year
assessment.
Data: The number of students achieving an A in Math has increased from 14 the first Report Card to currently 27. We had 16
students successful on the Mid Year Exam and there are now 32. We have 12 students who will be attending 7th Grade Math next
year – that is 20 % of our 5th Grade
Students.
Mr. Clarke and Mrs. Hackler
Goals: Each student in the fifth grade will reach their highest potential in reading. Students will
be proficient at the fifth grade reading level and also show growth from the beginning of the
year.
Strategies: Comprehension Framework, Guided Highlighted Reading, Close and Critical
Reading Strategies, 7 Keys to Comprehension, Modeling with Students, Graphic Organizers,
Using Text Features, Schema Chart, Journals
Interventions: Small group instruction in guided reading, RTI groups, partnered reading,
Progress Monitoring: Reader’s Notebooks, Fountas and Pinnell, Guided Reading Groups, RTI
Group, QRI Assessments, Friday Folders – Extra Credit Reading
Data: 97% of students are reading at the fifth grade level
Mr. Clarke and Mrs. Hackler
Goals: Each student in the fifth grade will reach their highest potential in writing. Students will
be proficient in all 6 + 1 writing traits and also show growth from the beginning of the year.
Strategies: Using student examples, mini-lessons on each trait, student partners based on
abilities, teacher writing with students, small group instruction, graphic organizers
Interventions: RTI group, ability grouping with partnered and small group activities,
Progress Monitoring: Writing folders with student data signed by parents, small group scoring,
Data: 73% of students are proficient in writing
Mr. Clarke and Mrs. Hackler
Student Successes: Almost 100% of students are reading on grade level or above, 20% of our students are going to be
participating in the 7th grade math curriculum next year.
Looking Ahead to Next Year… The focus will be using student examples in order to improve writing in the classroom and on
assessments. We will be using writing across the curriculum. Math will continue to focus on problem solving and student
explanations for answers by using the three step worksheet, figure it, draw it, explain it. In reading, we will continue using the
comprehension framework and close and critical reading steps.
Mr. Clarke and Mrs. Hackler
Goal:
•
to have 95% of 6th graders earn an A/B in math class
•
0 missing assignments
•
Increase on MEAP scores at least 10-15% form last year
•
Mid year Math Exam- 85% proficient
Strategies:
• Ability grouping based on current data
• 60 minute math lessons daily
• Writing the objective on board before each lesson
• Small groups including “math stations”
• Meaningful homework to promote confidence (less missing assignments)
• Online resources such as http://www.phschool.com, Khan Academy, Brain pop and United
Streaming
• Individual math goals set each month by student and teacher
• Data binders to log information and keep things organized
Interventions
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Math RTI every day for at risk students 30 minutes a day
Small group RTI for bottom 10% with Mrs. Kammerer
In class math tutor for lower math class (Mrs. Pioro)
free lunch math tutoring to all students ( Mr. Slater and 6 th teachers)
Khan Academy
Math book and homework video tutorials online 24/7.
Allowing “re-do” on tests for those who scored a 69% or below with parent signature on note
Class webpages with assignments
Daily “homework hotline” or e mails home to parents with homework
3x5 cards for vocabulary words
Math vocabulary word wall
Co-teach with learning center and ELL teachers
ISM math strategies including new problem solving strategies
Progress Monitoring
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•
•
•
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Chapter pre and post tests
Quick check quiz each week
Semester tests to review ability groups
Chapter goals set by student
Chapter data collection and data analysis by students
Mid term exam
Power school
Parent phone call and note home to those who score below 69% on quiz/test
Weekly notebook and binder checks
Data:
100% students had zero missing assignments several times throughout the year
85% average of students passed chapter tests all year with an A/B average
86% students passed Jan math exam with an A/B average
53% students scored a 1 or 2 on the Fall 2011 MEAP test
66% students scored a 1-2 or 3 on the Fall 2011 MEAP test
Interventions
•Leveled books for instruction
•Making connections materials
•Safari materials
•Comprehension Framework lessons
•Fontas and Pinnell
•Weekly Greek and Latin Root lessons (teaching vocabulary to improve comprehension By Trisha Callella)
•Daily 5 binders with reading information
•Monthly reading goals set by students
•Mrs. Jarzyna taking bottom 10% three times a week for additional instruction
•At home reading logs with leveled books
•MISD “ask” programs for additional genre units
•Websites such as Houghton Mifflin, Brainpop and to increase skills
•ISM “guided highlighting” lessons
•Co-teaching with LC and ELL teachers
Progress Monitoring
•Weekly group questions for comprehension
•Weekly reading logs sent home
•Weekly Daily 5 binder checks for completed logs
•Daily reading checks with small groups
•Student journal “think” logs- checked weekly or bi- weekly
•Student self assessment sheets
•Monthly goal setting and conference with teacher
•Houghton Mifflin Theme tests
•QRIs
•Fontas and Pinnell
•Parent phone calls and e mails as needed
•Quarterly assessment data sent to parents
Miss Gronzo and Mrs. Sandison
Data
Includes ELL and Learning Center Students
MEAP Fall 2011
74% at or above proficient
Fall 2011 QRI Scores
Below Grade Level…………24%
At Grade Level………………49%
Above Grade Level……….27%
Spring 2012 QRI Scores
Below Grade Level………..13%.
At Grade Level……………..34%
Above Grade Level……...54%
Weekly Reading Goals
80% of students
Completed their
Weekly Read at home
logs
Goals:
- 80% of students will achieve a 4 or higher on end of the year personal narrative
80% of students will pass comprehensive text structure test
80% of students will be able to score a 4 or higher on argument paper
80% of students will be able to score a 4 or higher on a compare and contrast paper
Strategies:
Data charts to monitor post and pre writing assessments
45 minutes writing lesson four times a week
Mini-lesson based on traits
Work on Writing strategy from Daily Five
Cornell notes
Wrote a paper using every type of text structure
Test over the text structure
Test over the 6+1 traits
Used binder as a tool box to store our mini-lesson notes
Reviewed the good, bad, and ugly of other students writing
Miss Gronzo and Mrs. Sandison
Interventions:
Teacher/student writing conference
Redo low performing papers
Small group conferencing
Peer intervention
Parent helper
Progress Monitoring:
Student record their own data
Teacher records student data
Whole class charted progress
Data:
22% scored a 4 or higher on the Fall writing assessment (based on 6+1 rubric)
81% scored a 4 or higher on the Spring assessment (based on 6+1 rubric)
83% scored 4/5’s on the quarterly compare and contrast writing assessment
88% scored 4/5’s on the quarterly persuasive writing assessment
82% average score on end of the year writing exam
Miss Gronzo and Mrs. Sandison
Student and teacher Successes
•8 students attending Jr. High math this school year
•4 students made the Math Olympiad Team and placed 4th over all
•7 students participated in Science Olympiad and places 5th over all and most improved team
•26 students (43% of all 6th graders) are in NEHS (3.5 GPA or higher)
•20-50% of students earned all A’s thought out the year
•90-100% students had Zero missing assignments several times throughout the year
•100% student attendance at Fall parent teacher conferences
•Public compliments from our Superintendent and Board Members on our binders
Looking Ahead to Next Year
We are very proud of all the success we had this year. With it being our first year teaching 6th grade together,
we set lots of goals and accomplished almost all of them plus more.
For next year we plan to continue with
Goals and strategies we implemented this year. We have some new strategies
We are going to try and look forward to another successful year.
Miss Gronzo and Mrs. Sandison
Six Research-Supported Quality Indicators for Successful Schools
Aligned and Rigorous Curriculum
Effective Instructional Practices
Use of Assessment and Analysis of Student Performance Data
Positive School Culture Focused on Achievement
Effective School Leadership
Parental and Community Engagement
The results need show that
we are a Successful School!
Burr Vision Statement 2012 – 2013
Simplicity, Clarity and Priority
Good curriculum, effective instruction and
authentic literacy