Tyler Run Elementary School

Building Strengths

(August)

• Met AYP for all subgroups in reading and math.
• Increased the number of students meeting their projected performance level in reading for all grades, and 5th grade science and social studies.
• Increase in Performance Index to 106.4, ranking them in the top 4.6 percent of elementary schools.
• Met Ohio Achievement Test benchmarks for all subjects and grades with all passage rates exceeding 87 percent.
• Based on Developmental Reading Assessment scores, 90 percent of grades K-2 were at or above grade level in reading by the end of the 08-09 school year.

Building Areas for Improvement

(August)

• Less than 80% of students met their projected performance level in Math for all grades.
• Based on DRA results and teacher observations, students in grades K-2 need additional instruction in retelling strategies, starting with oral retellings and moving to written retellings

Focus

(August)

• To clearly articulate quality learning targets that directly align curriculum to assessment and instruction.

Actions

(September)

Mid Year Check

(January)

All teachers will focus on the following curriculum processes:

1. Analyze curriculum maps to be clear and confident about map standards.
2. Research and explore curriculum map indicators to obtain deep content knowledge.
3. Unpack the curriculum to identify clear learning targets or the scaffolding to the learning targets.
4. Clearly define what mastery of the learning targets looks like when achieved.
5. Will know where students are in relation to the specified learning targets at any time.

As the instructional leaders, we will:

1. Make daily decisions aligned with the building and district focus.
2. Conduct building walk-throughs for the purpose of collecting evidence of progress on the curriculum focus.
3. Conduct evaluations of staff members with an emphasis on the curriculum processes.
4. Create professional development opportunities during late starts, curriculum days, etc. to support building CIP.
5. Collect feedback from staff on progress of the building CIP action steps.

• On the August 25th Curriculum Day, we learned what makes a quality learning target and reviewed our CIP goals for the year.
• During the September 21st Curriculum Day, the grade level teams planned a unit to teach, which included an emphasis on quality learning targets. In addition, the staff worked to deepen their understanding by connecting the essential questions and enduring understandings.
• For the October 8th late start, our teaching teams reflected on their curriculum unit plan from the September 21st Curriculum Day. The teachers reflected on student learning and decided what the students needed next. Professional discussions were centered on the value of quality learning targets in order to increase student achievement.
• On the January 28th late start, the teachers learned how formative assessment blends seamlessly into classroom instruction including creating effective range and hinge point questions for upcoming units of study.
• Teachers have continued the practice of unpacking the curriculum during their weekly collaborative planning time.
• In addition to weekly collaborative time and building level professional development, some teachers have taken the Formative Assessment training offered by building administration, Elementary Unpacking Course and Dylan William course.

• Through teacher evaluations, administrators have offered feedback to teachers to assist them with furthering their understanding of the curriculum and formative assessment.
• Teachers have filled out surveys after professional development opportunities. These surveys have helped administrators improve the quality of professional development. The surveys have provided useful information about the needs of the staff.
• Administration is conducting daily walkthroughs to collect evidence of our progress toward the district and building CIP.

Results we expect

(September)

Mid Year Check

(January)

• An increase in the percentage of staff using classroom learning targets explicitly in their instruction based on the month to month principal walkthroughs.
• TRES will have at least 80% of their 3rd, 4th and 5th grade students meeting or exceeding their projection in Math.
• TRES will increase the number of 5th grade students that are scoring accelerated or advanced in Reading.

• Due to a higher percentage of staff using classroom learning targets explicitly in their instruction, there is a higher percentage of students who are able to articulate the target during walkthroughs.
• Grade level teams continue to monitor the progress of all students in order to exceed their projected level.

Link to District CIP

(What district benchmark results will get better because we improve our results?)

• Focus Area: To clearly articulate quality learning targets that directly align curriculum to assessment and instruction.
• Benchmark 1: Percentage of students achieving at or above their projected performance level.
• Benchmark 4: Increase or maintain at least 50 percent of students scoring at advanced and accelerated.