how it’s being done in burlington public schools! susan astone ellen johnson john lyons deborah...
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How It’s Being Done in Burlington Public Schools!
Susan AstoneEllen Johnson
John LyonsDeborah Dressler
Dr. Eric ContiSuperintendent of Burlington Public Schools
Burlington Public Schools Elementary
Neighborhood Schools Grades K-5– Fox Hill - 400 – Francis Wyman – 530– Memorial - 400– Pine Glen – 300
Class Size – 17-22 studentsSpecial Education Students – 13.9%
Our Strengths & Our Challenges-2009
• Highly Motivated Teachers• Quality Instruction• Central Administration
Support• Community Values
Educations • Financial Support• Informed and Supportive
School Committee
• Fragmented Schedule• Splintered Resources• No Common Planning
Time/Lack of Teacher Collaboration
• Inconsistent Understanding of Curriculum and Expectations
• Referral Rate Too High/Hit Rate Too Low
• Many Retentions District Wide
• Child Study Teams Without Parent Participation
Our Performance and Outcomes
• ELA MCAS Scores were consistently flat • ELA MCAS scores were lower than expected based
on demographics, skill level of teachers, quality of instruction and hard work
• 65%-70% of all students were not meeting grade level expectations in reading & math despite quality curriculum and instruction
• Special Education was viewed as “the solution”
Master Schedule4 Essential
Non-Negotiables– 90 Minutes of Uninterrupted Time for ELA– 75 Minutes of Uninterrupted Time for Math– Daily Common Planning Time for Teachers– 30 Minutes of Non-Overlapping Intervention Time– Weekly Grade Level Data Meetings
AssessmentUniversal Screening 3x a year-• DIBELS – Kindergarten• I-Ready Reading– Grades 1-5 • DRA2 – K-5• Symphony Math K-2• I-Ready Math Grades 3-5
Progress Monitoring•Reading - DIBELS •Math – Curriculum Based Measures
Tier 1 ELA Core Curriculum• Read Alouds, Shared Reading, Guided Reading,
Independent Reading (Blended Literacy)
• Learning Centers
• Fundations K-3
• Non-Fiction Writing K-2, ( 3-5)
• I-Ready Reading Lessons
Tier 2 ELA Interventions & Organizational Structure
• Phonemic Awareness-Florida Center for Reading Research
• Phonics : Double Dose of Fundations and Wilson Reading
• Fluency - Read Naturally
• Comprehension –Leveled Literacy Intervention by Fountas & Pinnell
• Small Similarly Skilled Groups of 3-5 Students
• Increased time on Learning 2-3 times a week
• Progressed Monitored every 2-3 weeks
• Data Analysis every 1-2 weeks• Adjustment to Intervention
Practice
Tier 3 ELA Interventions & Organizational Structure
• Orton Gillingham
• SRA Reading Mastery
• SRA Corrective Reading
• RAVO
• Highly Individualized & Focused Skilled Instruction
• Small Similarly Skilled Group of 2 Students or Individual Instruction
• Increased time on Learning 4-5 times a week
• Progressed Monitored every 1-2 weeks
• Data Analysis every 1-2 weeks
• Adjustment to Intervention Practice
Core Math Curriculum & Tier 2 & 3 Supplementary Curriculum
Tier 1 Core Curriculum• Envision Math
Tier 2 Supplementary Interventions• Symphony Math• ST Math• I-Ready Math Lessons• Focus Math Tier 3 Intensive Intervention • Saxon Math
Behavior
Tier 1• Building a School-wide Positive Behavior System• Building a Classroom Positive Behavior System• Guidance Counselors Teaching Life Skills Curriculum, Dr. Greg Hanley
Tier 2• Guidance Counselors-Individualized Behavior Plans• Guidance Counselors – Social Thinking
Tier 3• School psychologist-In-Depth Behavior Plans• Consultation with BCBA
The Principal’s Journey and Growth for Leading Response to Intervention
• Increased Capacity for Strengthening Sound Curriculum and Instructional Knowledge- Instructional Leader
• Increased Capacity for Understanding Students as Learners- Instructional Leader
• Increased Capacity to Maximize Time, Resources and Focus-Efficient & Supportive Leader
• Increased Capacity for Analysis, Collaboration, Problem-Solving, Solution Oriented- Collaborative Leader
• Increased Capacity for Increasing Achievement and Growth in Students- Teacher Leaders
Progression
• 2008-2009 Reading• 2009- 2010 Reading, Math • 2010-2011 – Reading, Math• 2011 – 2012 – Reading, Math, Behavior• 2012 – 2013 - Reading, Math, Behavior
Increased Staffing
• 2008-2009 – Currently staffed with Math Coach, Literacy and Math Tutors
• 2009-2010 – Additional Literacy and Math Tutor Hours
• 2010 – 2011 – Literacy Coach and “RTI Tutors” • 2011- 2012 – Building Level School
Psychologist, District-Wide BCBA
Moving Forward Next Steps to Ensure our Continuous
Growth & Learning• Sustaining Fidelity to Master Schedule• Reflecting and Using Data from our Universal Screening Tool• Increasing Understanding and Implementation of Common
Core Curriculum • Understanding and Aligning Common Core Expectations with
Burlington Public School Expectations• Increased Efficiency and Common Expectations at Grade Level
Meetings• Increase Knowledge of Scientifically Research Based
Interventions & Strategies• Efficient and Viable Problem Solving Process that Effectively
Narrows the Learning Gap• Increased Understanding about the Meaning of our
Assessment Data
Principal Dilemmas
• Translating our Student Performance on District Assessment Measures to State Assessment Measures.
• Developing and Strengthening the Capacity of New Administrators and Teachers
• Ensuring Commitment and Fidelity to the Response to Intervention Process to Distribute Decision Making to Teacher Leaders
• Aligning Curriculum School-Wide
2013-2014 Success Continues
• Continuous Progress in all Facets • Data- Driven Decisions the Norm• Reaching 80/15/5 in Reading • Adoption of a New Math Program• Reduced Behavior Referrals to Principal • Cultural Shift for Teaching, Practicing and Reinforcing
Behavioral Expectations• Special Education Referrals Decreased and Accurate• Teachers Leading - Increased teacher knowledge,
collaboration, and shared decision making, • Strong parental support and participation
How It’s Being DoneThe conditions necessary for the equity and excellence for all students
Karin Chenoweth (2007)
1. Outstanding Teaching2. Teacher Collaboration3. A Laser-like Focus on What We Want
Students to Learn4. The Use of Individual and Common Student
DATA to Inform Instruction5. The Use of Intervention Strategies for
Students Who did not Master the Material6. Personal Relationship Building
Burlington 2013 - 2014Lessons Learned
• Teacher Knowledge Matters• Time Matters• Curriculum Matters• Collaboration Matters• Data-Based Decision Making Matters• Relationships Matter• Persistence & Motivation Matters