Race Brook SchoolPresentation to the Board of Education

December 8, 2014

• Literacy and workshop application• 2013- 2014 Accomplishments

Processes and ProceduresCurriculum/InstructionsBuilding ImprovementsStudent RecognitionsPartnerships

• CMT Results• Learning Goals

Year in Review2014-2015

One component of a balanced literacy program

• Mini-lesson

• Independent/partner Reading

• Group share

• A time to excite and engage the reader.

❖As good readers, we take for granted

all of the strategies we utilize to attack

new words or develop an understanding.

In order to make reading more accessible

to students for whom this is NOT second

nature, we need to be explicit and clear in

our teaching.

- the teacher connects to previouslearning.

- the teacher explicitly teaches a new skill or strategy through modeling.

the students practice the new skill or strategy with teacher guidance.

- the new learning is linked to the students’ reading for today and everyday in language artsand across content areas.

• Provides opportunity for students to apply the new skill or strategy taught to a book at their independent reading level.

• Allows students time to build reading stamina.

• Promotes independent readers who are actively engaged in their reading.

• A time for students to reflect on learning.

• Students share strategies they used during guided or independent reading to become more effective readers.

• Provides teacher another opportunity to assess learning.

Always Strive to be Your Best!Presentation to the Board of Education December 8, 2014

• Continued focus on data analysis and student progress monitoring through SRBI/Data team meetings.

• First full year of Talent Ed implementation.

• Updated procedures for lunchroom dismissal and hallway passage to recess.

• Updated security features/procedures.

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• PBIS Year 2 Training• Implementation of tier 2 supports

• Teacher practice goals and SLO’s – STAR Literacy tool, MEX Benchmark, surveys

• LLI – Leveled Literacy Intervention• Research based intervention support for tier 2 and 3

• Dr. Nancy Boyles • Close reading/interactive read aloud

• SBAC online assessment grades 3 - 6

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• New store front entrance and sally port doors:

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• New boilers and classroom univent system:

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• New roofing, drains and flashing system:

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• New flooring on the main hallway ramp:

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• Alexandra Barnes and Ana Carney – CAS Evening of the Arts Award.

• RBS Odyssey of the Mind teams competed at the state competition for the sixth year in a row.

• Governor’s Summer Reading Challenge: Top-performing School, fourth year.

• Lizzy Cohen and Mattea Salati: SCASA Superintendent’s Award Honorees.

• Nicole Mongillo, Caitlyn Carlson, Katie Barretta, Vera Belfonti: Orange Superintendent's Award Honorees.

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• Paugy Back to School Bash for families• New Family Pasta Dinner• Fangtastic Fest• Veterans Day Assembly• Family Pancake Breakfast• RBS Talent Show• Race Brook Rockin’ Road Race 5K• Junior Achievement Day• Father/Daughter Crystal Ball Dance• Mother/Son mini golf

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• Food drive for FISH of New Haven, donated 435 lbs of food.

• Donated over 400 books and art supplies to the Jamie Hulley Children Center and Read Aloud Organization.

• Collected Can tabs for Shriners Burn Center.

• Raised $571 for House of Heroes.

• Holiday gift drive to support 21 children in neighboring communities.

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Goal Advanced Total

2014 54.5% 24.5% 75.5%

2013 35.2% 28.2% 63.4%

2012 61.1% 27.8% 88.9%

2011 50% 37.9% 87.9%

2010 54.7% 16% 70.7%

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Student Learning Goal #1During the 2013-2014 school year 84% of students will at least maintain

yearly growth or will improve by one band as measured by the STAR Literacy tool.

Results:• This reading goal was exceeded as 91% of students met goal.

• The percent of students in grades 2 – 6 meeting benchmark increased from 75% in the fall to 91% in the Spring.

• The percent of students at the advanced band in grades 3 – 6 increased from 32% in the Fall to 44% in the Spring.

• 35% ( 94 students) improved their reading by at least one performance band from Fall to Spring.

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Student Learning Goal #2During the 2013 – 2014 school year, using the Math Expressions Common

Core District Benchmark 70% of students will master 80% of the benchmark standards.

Results• 78% of students met the end of year benchmark.

• Average benchmark scores:

Fall 30% Winter 54% Spring 86%

• Average end of year scores in grades 1 – 4 : 89%

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Student Learning Goal #3By the spring of 2014, as measured by the PBIS School Wide Evaluation Tool

we will improve our implementation average from 45% to 65%.

Results• School wide Evaluation Tool (SET):

• May 2013 – 45% implementation average

• April 2014 – 92% implementation average

PBIS Components: Expectations taught/defined, System for Rewarding, System for Responding,

Monitoring, Management, District Support

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Parent Feedback GoalDuring the 2013 - 2014 school year the number of surveyed parents

agreeing that they feel they can contact a teacher at their child's school and receive communication in a timely manner will improve from 77% to 85%.

Results• We achieved 98% of respondents feeling as though they can contact the

school and receive timely communication.

• Avenues of communication respondents reported receiving:• Phone calls, Emails, Post Cards, Websites, Letters, Eblasts, Newsletters

• 96% of respondents reported that they feel welcome most of or all of the time at Race Brook School.

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Student Feedback GoalDuring the 2013 - 2014 school year the number of students who agree that

they feel safe while in school will increase from 73% to 80%.

Results• The number of students responding that they almost always felt safe in

school was 85%.

• 90% of students reported feeling safe in their classroom.

• 92% of students reported feeling safe transitioning to and being in another classroom in the building.

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Student Learning Goal #1By May of 2015, using the STAR Literacy Tool, 85% of students at Race

Brook School will at least maintain yearly growth or will improve by one performance band.

Rationale• This reading goal is aligned to the Orange Public School Mission Statement

which is to inspire and empower each student to achieve academic excellence and provide powerful academic challenges.

• 73% of students in grades 3 – 6 were at or above the goal band in the Fall.

• 64% of first and second graders met the beginning of year benchmark.

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• Facilitate data team meetings.

• Implement the new district wide literacy program Journeys .

• Purchase and implement materials for instruction and progress monitoring.

• Provide professional development and support in workshop delivery model.

• Create block schedule with built in intervention times to meet the needs of all learners and strengthen SRBI interventions.

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Student Learning Goal #2By May of 2015, 72% of students at Race Brook School will achieve 80% or

greater on the Math Expressions Common Core district benchmark assessment.

Rationale• Analysis of Fall Math Expressions benchmark data revealed that in grades

1-3 the average benchmark score was 32%.

• In grades 4-6 the average benchmark score as measured by the Fall Math Expressions benchmark assessment was 23%.

• 75% of students in grades 2-6 met the Fall STAR Math benchmark.

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• Create block schedule with built in intervention times.

• Support data team process; analyze student assessment results.

• Implementation of STAR math to screen and progress monitor students using the STAR benchmark assessment and interim assessments.

• Modeled instruction and collaboration with teachers in planning, scoring assessments, and analyzing data.

• Professional development and support for teachers through Renaissance Learning.

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Student Learning Goal #3By the Spring of 2015, we will improve our PBIS system for responding to

behavior violations from 75% to 85%.

Rationale• School wide instruction in positive behavior expectations has a strong

impact on school climate and culture.

• Providing universal best practices and expectations for staff and students throughout the building insures that all members of the school community are held to the same standards.

• The PBIS skill building approach builds a foundation for improved social skills and decision making for all students at Race Brook School.

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• Attend year 3 training sessions with school based PBIS team.

• Insure that all staff follow universal procedures for identifying and responding to negative behaviors.

• Expected student behaviors & routines arestated positively, defined clearly, and posted throughout the building.

• All staff involved directly and/or indirectly in school wide interventions.

• Analyze data on problem behaviors using the SWIS online data system.

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Parent Feedback GoalBy May of 2015, parent survey data indicating that the classrooms at Race

Brook School are "always" free of mean behaviors, such as name-calling, exclusion, and bullying will increase from 48% to 55%.

Rationale• Providing a safe and comfortable learning environment is essential to

improved academic achievement for students.

• As indicated in the Spring 2014 parent survey data, the number of respondents that felt as though classrooms were "always" free of mean behaviors was only 48%.

• If students are taught to treat one another with respect, kindness, and acceptance, there will be fewer discipline incidents that could have a negative impact on instructional time.

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• Communicate to parents via Friday Eblast school wide activities and celebrations centered on the theme of kindness, respect, and acceptance.

• Character education assemblies as a vehicle to discuss the concepts of kindness, respect, acceptance.

• Share articles/stories centered on the themes of kindness, respect, and acceptance with families.

• Highlight and present classroom and school wide activities that teach and celebrate kindness, respect, and acceptance.

• Implement school wide PBIS program and procedures.

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Student Feedback GoalBy May of 2015, student survey data will indicate that 70% of students

surveyed feel that Race Brook School staff created a climate in which kindness, respect, and acceptance toward other students is emphasized "almost always“.

Rationale• Spring 2014 student survey data indicated that 60% of students said they

feel that students are "almost always" respectful toward them.

• Based upon the same Spring 2014 survey results only 35% of students said that they are “always” treated respectfully by other students.

• Promote a school climate that recognizes and respects individual differences, talents, and feelings among students.

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• Develop a brief student questionnaire to determine why students feel as though they are not treated with respect by other students.

• Analyze feedback from questionnaire to develop school wide procedures/lessons that address student fears.

• student led morning announcements centered around the themes of kindness, respect, and acceptance.

• Implement school wide PBIS program and procedures.

• Character recognition assemblies during the year.

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