Salina Intermediate Salina Intermediate School Improvement School Improvement

2008-092008-09

Presented by Abdulnasser Ahmed, Inaya Presented by Abdulnasser Ahmed, Inaya Bazzi, Majed Fadlallah, Glenn Maleyko, Bazzi, Majed Fadlallah, Glenn Maleyko,

Nadra ShamiNadra Shami

Zenib Ali and Hayat Motahhar (parents)Zenib Ali and Hayat Motahhar (parents)

MissionMission The mission of Salina Intermediate The mission of Salina Intermediate

School is to increase academic School is to increase academic achievement by implementing and achievement by implementing and evaluating aevaluating a technology integratedtechnology integrated comprehensive curriculum which enables comprehensive curriculum which enables students to becomestudents to become literate problem-literate problem-solving critical thinkers.solving critical thinkers. We have high We have high expectations for all students, and provide expectations for all students, and provide a safe and nurturing environment a safe and nurturing environment collaborativelycollaboratively with parents and with parents and community to ensure that all students community to ensure that all students become responsible, productive citizens.become responsible, productive citizens.

We envision an innovative, successful We envision an innovative, successful school where diversity is respected and school where diversity is respected and celebrated, where all students use higher celebrated, where all students use higher order thinking skills to meet high standards order thinking skills to meet high standards developed collaboratively by a motivated, developed collaboratively by a motivated, compassionate, and highly skilled staff, compassionate, and highly skilled staff, working in partnership with parents and the working in partnership with parents and the community.community.

VisionVision

Immigrant/Mobility

21%

79%

Immigrant/Refugee (117)

Non-Immigrant (430)I

Salina Immigration & MobilitySalina Immigration & Mobility 2007-08 School Year 2007-08 School Year

Limited English Proficiency Limited English Proficiency Student PopulationStudent Population

School Demographic

70%

30%

ELL

NonELL

Economically DisadvantagedEconomically Disadvantaged2007-08 School Year2007-08 School Year

Economically Disadvantaged

95%

5%

Free & Reduced Lunch (519)

Non Free and Reduced Lunch (28)

Schools Do Make a Schools Do Make a DifferenceDifference

Effective School Research of Ron Effective School Research of Ron Edmunds, Larry Lezotte, Wilbur Edmunds, Larry Lezotte, Wilbur Bookover, Michael Rutter, and Bookover, Michael Rutter, and other concluded:other concluded:

All children can learn; and the All children can learn; and the school controls the factors to school controls the factors to assure student mastery of the core assure student mastery of the core curriculumcurriculum

Schools Do Make a Schools Do Make a DifferenceDifference

An analysis of research conducted An analysis of research conducted over a thirty-five year period over a thirty-five year period demonstrates that schools that are demonstrates that schools that are highly effective produce results highly effective produce results that almost entirely overcome the that almost entirely overcome the effects of student backgrounds.effects of student backgrounds.

Robert Marzano, Robert Marzano, What Works in SchoolsWhat Works in Schools, 2003., 2003.

N T

Visionary LeadersVisionary Leaders

Leaders can use vision to build Leaders can use vision to build trust rather than break it if they trust rather than break it if they are willing to let their rhetoric give are willing to let their rhetoric give way to reality and allow their way to reality and allow their vision to become a blueprint rather vision to become a blueprint rather than public relations baloney.than public relations baloney.

Reeves, Douglas (2006). Reeves, Douglas (2006). The Learning The Learning LeaderLeader..

Effective visions help individuals Effective visions help individuals understand that they are part of a understand that they are part of a larger world and also reassure larger world and also reassure them of their individual importance them of their individual importance to the organization.to the organization.

Reeves, Douglas (2006). Reeves, Douglas (2006). The Learning The Learning LeaderLeader. .

NON-NEGOTIABLE GOALS

What

StudentAchievement

Resources Community Data/SI Celebration

Dearborn's Improvement Plan

ELAFocus on writing &reading comprehension

MathematicsFocus on problemsolving/critical thinking

Balancedbudget

Revenueenhancement

No borrowing

Parent involvement

Partnerships (City,HFCC, WSU, UM)

Inform instruction

Professionaldevelopment

Providefeedback

Staff

Students

Graduateguarantee

Five Year Processwith ongoing School Improvement Council's review, visits and feedbackWhen

NON NEGOTIABLE FACTORS THAT INFLUENCE STUDENT LEARNING

School Class Student District

Ways

Viable curriculum

SMART goals

Parent/Communityinvolvement

Safe/orderly environment

Principal leadership

Instructional strategies

Classroom management

Classroom curriculumdesign

Home environment

Learned intelligence/background

Motivation

Resource alignment

Data driven decisions

Inform parents

Marzano & Others

MEAP- Language Arts AYP Proficiency Growth

Salina Intermediate ELA MEAP AYP Proficiency Growth

2006-07 to 2007-08

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2006-07

2007-08

2006-07 30.20% 55.10% 79.00% 63.00% 63.20%

2007-08 45.20% 62.70% 97.50% 73.20% 73.80%

Special LEP Non-LEP ED All

MEAP - Mathematics AYP Proficiency Growth

Salina Intermediate Mathematics MEAP AYP Proficiency Growth

2006-07 to 2007-08

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2006-07

2007-08

2006-07 48.80% 77.70% 84.00% 80.60% 80.80%

2007-08 59.50% 80.00% 96.70% 84.90% 85.30%

Special Education

LEP Non-LEP ED All Students

School Improvement PlanSchool Improvement Plan

Goal 1: Goal 1: WritingWriting Goal 2: ReadingGoal 2: Reading Goal 3: Math/Problem SolvingGoal 3: Math/Problem Solving

Goal One: WritingGoal One: Writing

All students will demonstrate All students will demonstrate improvement in writing across all improvement in writing across all content areas with 78% of the content areas with 78% of the students showing proficiency by students showing proficiency by meeting the state standards based meeting the state standards based on the 2009 English Language Arts on the 2009 English Language Arts AYP Proficiency Index.AYP Proficiency Index.

Grade 1 2 3 4 5 6 7 84th 20 60 73 47 9 10 7 05th 9 19 66 18 9 2 3 06th 22 33 49 44 9 5 10 07th 20 56 66 30 11 8 5 08th 8 29 42 26 28 8 16 0total 79 197 296 165 66 33 41 0

percent of students receiving comment 15% 38% 58% 32% 13% 6% 8% 0%

Comment Codes:1 = Lacks focus on one central idea2 = Demonstrates limited control over sentence structure, vocab. and/or conventions3 = Needs details & examples to adequately develop the ideas & content4 = Lacks coherent organization &/or connections between ideas5 = Needs richer development of the central idea w/ some additional, relevant details and examples to receive higher score6 = Needs tighter control of organization &/or the connections among the ideas to get a higher score 7 = Needs greater precision and maturity of language use to get a higher score8= Earned the highest score of 6

Building Wide Writing Across the CurriculumBuilding Wide Writing Across the Curriculum

Constructive & Descriptive Feedback

Understanding and Improving Salina’s WAC Program

Thinking Maps

Goal Two: ReadingGoal Two: Reading

All students will demonstrate All students will demonstrate improvement in reading improvement in reading comprehension in all content areas comprehension in all content areas with 78% of the students showing with 78% of the students showing proficiency by meeting the state proficiency by meeting the state standards based on the 2009 standards based on the 2009 English Language Arts AYP English Language Arts AYP Proficiency Index.Proficiency Index.

DRA Independent Results

Spring 2008Grade Below At Above Total

4th 64 21 27 112

5th 33 15 38 86

6th 64 12 26 102

7th 83 31 1 115

8th 54 57 0 111

Total 298 136 92 526

Reading

Partnerships in Comprehensive Literacy Model (PCL)

Comprehensive Intervention Model (CIM)

Sheltered Instructional Observation Protocol (SIOP)

GuidedGuided ReadingReading

Teacher Support On-going Assessments

Goal Three: Goal Three: Math/Problem SolvingMath/Problem Solving

All students will demonstrate All students will demonstrate improvement in mathematical improvement in mathematical problem solving with 90% of the problem solving with 90% of the students showing proficiency by students showing proficiency by meeting the state standards based meeting the state standards based on the 2009 Mathematics AYP on the 2009 Mathematics AYP Proficiency Index.Proficiency Index.

Problem Solving Problem Solving Across the CurriculumAcross the Curriculum

Problem Solving/Math Rubric

Technology Integration

Thinking Maps Across the Curriculum

Study Island

Math Intervention - Middle School

Parent InvolvementParent Involvement

Writing - Pen PalsWriting - Pen Pals Reading BuddiesReading Buddies Family Math and Family ScienceFamily Math and Family Science Friday Computer ClassFriday Computer Class Family Literacy-Technology NightFamily Literacy-Technology Night Parent-Principal ForumsParent-Principal Forums Parent Advisory CommitteeParent Advisory Committee Parent Faculty Student Organization Parent Faculty Student Organization

(PFSO)(PFSO)

Middle SchoolMiddle SchoolLiteracy Intervention ClassLiteracy Intervention Class

Students in grades six through eight who are Students in grades six through eight who are two grade levels below the appropriate two grade levels below the appropriate reading level are flagged for this class. reading level are flagged for this class.

Other data can also be used to flag these Other data can also be used to flag these students. students.

They receive an additional 50 minute period They receive an additional 50 minute period each day in lieu of an elective class. each day in lieu of an elective class.

There are 3-4 teachers and one There are 3-4 teachers and one paraprofessional in this classroom for a 1:5 paraprofessional in this classroom for a 1:5 ratio teacher to student.ratio teacher to student.

Guided reading and computer software are the Guided reading and computer software are the major resources that are used in this class.major resources that are used in this class.

Elementary Elementary Literacy Intervention ClassLiteracy Intervention Class

Students in grades four and five who are two Students in grades four and five who are two grade levels below the appropriate reading grade levels below the appropriate reading level are flagged for this class. level are flagged for this class.

Other data can also be used to flag these Other data can also be used to flag these students. students.

They receive an additional 35 minute period They receive an additional 35 minute period each day. each day.

The scheduling involves having 2 groups of The scheduling involves having 2 groups of students coming together in a large group students coming together in a large group setting for enrichment. setting for enrichment.

Guided reading plus and Comprehension Focus Guided reading plus and Comprehension Focus groups are used for this interventiongroups are used for this intervention

ELL Newcomer Literacy ELL Newcomer Literacy CenterCenter

We have developed a newcomer literacy We have developed a newcomer literacy center that integrates reading across the center that integrates reading across the curriculum in grades 4th through 8curriculum in grades 4th through 8th.th.

All students receive at least five hours per All students receive at least five hours per day of intensive literacy instruction day of intensive literacy instruction throughout the content. throughout the content.

They receive two 120 minute blocks per day They receive two 120 minute blocks per day plus 60 minutes using ELL software.plus 60 minutes using ELL software.

ELPA, Common Assessments, and DRA ELPA, Common Assessments, and DRA results are used for appropriate student results are used for appropriate student placement in the newcomer literacy center.placement in the newcomer literacy center.

Implementation of Implementation of Special Education Co-Special Education Co-

teachingteaching Co-teaching in 4Co-teaching in 4thth through 8 through 8thth grade grade has been implemented in language has been implemented in language arts and mathematics.arts and mathematics.

We have followed the research by Dr. We have followed the research by Dr. Friend.Friend.

We have also been implementing an We have also been implementing an intensive literacy class for our intensive literacy class for our struggling students and are looking struggling students and are looking at adding numeracy.at adding numeracy.

Instructional Dialogues Instructional Dialogues and Intervention Processand Intervention Process

Teachers meet in teams with the Teachers meet in teams with the intervention team and the principal to intervention team and the principal to discuss struggling students. It is discuss struggling students. It is mandated at least three times per mandated at least three times per year. They must bring DRA data, year. They must bring DRA data, writing data and other data to the writing data and other data to the meeting. Pending the outcome, we meeting. Pending the outcome, we then decide on an intervention. then decide on an intervention.

Precision

To get something right. Precision is in the service of

personalization because it means to be uniquely accurate, that is precise to the learning needs of individuals.

Fullan, Hill, & Crevola (2006).

Data-Driven Data-Driven Decisions & InstructionDecisions & Instruction

The implementation of student portfolios The implementation of student portfolios that will include writing samples, DRA that will include writing samples, DRA tests, common assessments, performance tests, common assessments, performance assessment samples and other pertinent assessment samples and other pertinent data.data.

An assessment wall is used in all team An assessment wall is used in all team rooms for writing prompts and DRA rooms for writing prompts and DRA results. This wall assists us with the results. This wall assists us with the identification of children in need of identification of children in need of interventions.interventions.

AccountabilityAccountability

Writing Across the Curriculum Program.Writing Across the Curriculum Program. Administrative Building Walk-through Administrative Building Walk-through

and First things First.and First things First. Faculty best practices learning walks. Faculty best practices learning walks. Administrative observation and the Administrative observation and the

teacher evaluation system. teacher evaluation system. Administrators/teachers need to put Administrators/teachers need to put

First Things First and Collect Data and First Things First and Collect Data and use it in a precise manner. use it in a precise manner.

Standard Based Standard Based AssessmentAssessment

Our entire building is implementing Our entire building is implementing the standard based assessment 4the standard based assessment 4thth through 8through 8thth grade grade

We are looking to use more We are looking to use more performance based rubrics and performance based rubrics and eliminate percentages.eliminate percentages.

Thus the E-M-P-C scale for all Thus the E-M-P-C scale for all classroom assignments.classroom assignments.

Leadership Teams Leadership Teams MeetingsMeetings

Grade level teamsGrade level teams Literacy/SIP teamLiteracy/SIP team Special Education teamSpecial Education team Intervention teams for middle Intervention teams for middle

school and elementary gradesschool and elementary grades School Support teamSchool Support team DFLAP teamDFLAP team

Several Leadership teams Several Leadership teams meet on a regular basis. meet on a regular basis.

Add PLC calendarAdd PLC calendar

All of us can consciously All of us can consciously decide to leave behind a decide to leave behind a life of mediocrity and to life of mediocrity and to

live a life of greatness---at live a life of greatness---at home, at work and in the home, at work and in the

community. No matter community. No matter what our circumstances what our circumstances may be, such a decision may be, such a decision

can be made by everyone can be made by everyone of us. of us.

Steven Covey

The history of a free man is The history of a free man is never written by chance but never written by chance but

by choice– their choice. by choice– their choice.

Dwight D. EisenhowerDwight D. Eisenhower

Presentation References Covey, S. (2004). The 8th

habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.

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Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree

Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.

Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.

Education Week,, (2002) Technology in Education, October 1st, 2003.

Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall.

Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles

Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century.

Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.

Presentation References National Association of State Boards of

Education (2002) McLaughlin, M., & Talbert, J. (2001).

Professional learning communities and the work of high school teaching. Chicago: University of Chicago Press.

Sarason, S. B. (1996). Revisiting ‘The culture of the school and the problem of change’. New York: Teachers College Press.

Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form www.macul.org

Stiggins, R. (2004). Student Involved Classroom Assessment: 3rd Edition. Prentice Hall.