Reteach and Enrich: The Story of Holmes Elementary

Transcription

1 Reteach and Enrich: The Story of Holmes Elementary Nina Harris - Title I Mathematics Instructional Coach Connie Ray - Title I Interventionist Heather Rottermond - Assessment Coordinator, Washtenaw ISD/Livingston ESA

2 Learning Targets I am developing an understanding of priority schools and the requirements placed on them by the State of Michigan. I am able to explain the connection between the Instructional Learning Cycle process, Assessment Literacy and a reteach/enrichment process. I can explain how these initiatives can work together to improve student achievement. I am building an awareness of using formative assessments to create flexible groups in order to provide targeted instruction to scaffold students towards mastery of the standards. I can make connections to how the reteach and enrich model might work in my own building or district.

3 History Ypsilanti Community Schools is a new district only two years in the making, but has a very interesting history. This district, which is the consolidation of two school districts, Willow Run Community Schools and Ypsilanti Public Schools, had its beginnings back in a one-room schoolhouse in From 1917 to 1926 all students in Willow Run schools were transported to Ypsilanti to attend school to support the student teachers at Normal College (Eastern Michigan University) so that they could show beginning teachers how to teach. In 1941, at the beginning of the war, Ford Motor Company decided to build a bomber plant in Willow Run. Workers came from all over the country to find jobs, bring with them families.

4 History This increased student population required an addition to the building which was funded through a grant of money from the federal government. Using the grant monies, land was purchased in two townships, spanning two townships lead to a decision was made to create a new school district, Ypsilanti School District State funding was based on enrollment in May of each school year. In the previous May, there were 335 students enrolled but by the end of that year, the district had over 2000 students registered. Both districts continued to operate separately until 2 1/2 years ago. In 2013, Willow Run and Ypsilanti Public Schools merged to form the new Ypsilanti Community Schools.

5 Holmes Elementary 350 students ( ) Grades 2-5 Teacher to Student ratio 1:27 Balanced calendar school Economically disadvantaged 92% Students with disabilities 15% English Language Learners 2%

6 Demographics of Holmes Elementary ( )

7 Historical Achievement Data of Holmes Elementary

8 What is a Priority School? Priority Schools are schools whose ranking on MDE s Top to Bottom list is in the bottom 5% of all schools in the state Holmes was named in 2013 Support is provided through grant funds Priority School Requirements Identify an Intervention Model for the Reform Plan: Turnaround Redesign Plan/Unpacking Tool Focused on changes in school culture and instruction to raise student achievement Balanced Calendar ILC - Instructional Learning Cycle and Collaborative Planning Time

9 What is the Instructional Learning Cycle (ILC)? A structured approach that promotes collaboration and collective responsibility by setting up a defined structure for short term cycles of improvement Teacher teams review data and determine a focus for each ILC Teachers teams develop learning targets from CCSS Teacher teams create common formative assessments Short cycles of improvement are meant to last 2-4 week An ongoing interactive process based on theory of regular dialogue around implementation and impact

10 Analyze Assessment Data Post-Assessment Data - Main Idea ILC Grade level Teacher A Teacher B Combined classroom pretest Combined classroom post-test Change in Proficiency % at or above proficient % close to proficient % far from proficient 68% 67% 11% 68% +57% 23% 23% 14% 23% +9% 9% 10% 75% 9% -66%

11 Analyze Post-Assessment Data +57% change in the proficient range -66% in the far from proficient range.

12 What Is Assessment Literacy? The link between curriculum, instruction, and assessment. It is not a prepackaged program. A process for developing sound units of study with clear, student-friendly learning targets taken from complex content standards. Assessments are locally developed and match learning targets that reflect the learning taught within the unit. Teachers develop instructional plans that include formative assessments and a process to scaffold students throughout the trajectory of learning. Students are involved in the process and are provided feedback, opportunities to practice penalty-free, time to self-reflect and set learning goals. Based on research of impact of best assessment practices for low achieving students (Hattie, Stiggins, Chappuis, Black & Wiliam)

13 Blending the ILC with Assessment Literacy Where are we going? Identify focus areas Deconstruct Standards Clear learning targets Pre-Assessment Analyze data Where are we now? PreAssessment Analyze data Student self Assessment Feedback during learning Instructional plan Monitor teacher actions How are we going to close the gap? Use evidence of student needs to design focused instruction

14 Timeline Spring of 2014: 2nd Grade pilots the ILC Fall of 2014: 2nd Grade team offers PD in a PLC on the ILC for the other grades Fall of 2014: Title I teachers and 2 classroom teachers attend Assessment Literacy Training at Washtenaw ISD : Every grade level was expected to do 3 ILCs for the year and share results quarterly : Title I teachers attend grade level collaborative planning sessions to infuse sound assessment practices with the ILC process : 2nd Grade uses ILCs consistently and noticed a dramatic increase in achievement on local and NWEA assessments Summer 2015: Title I Teachers present the idea of reteach and enrich to the School Improvement Team to coordinate Title services, ILC, formative assessments to create an intervention model to drastically improve student achievement based on learning targets Summer of 2015: Entire staff was trained in Assessment Literacy

15 Introducing Change to the Staff The School Improvement Team presented the model to the entire staff before the start of school for feedback, questions, and concerns The Intervention Model would begin with the start of school Questions and concerns arose when the actual implementation occurred Concerns: time, data collection, trust, accountability, planning Logistics: problem-solving, honest conversations around bestpractices, student needs

16 The Intervention Model - Reteach and Enrich Power Hour Each grade level meets at least twice a week Support staff attend one of the collaborative planning meetings Short learning cycles Pre-Assessment Separate students based on the assessment data Discuss instructional strategies to target each group of students (high, average, low) Teachers then decide which group they will take with the Title I teachers always taking the lowest group of students Groups are small at the lowest level and receive reteaching and intense intervention Groups are larger at the highest level and receive enrichment instruction within the context of the learning target Groups are ALWAYS flexible Teachers teach their group at the same time, four times a week Formative assessments are consistently used to track student progress and shift instruction Post-Assessment Students that did not master the learning targets completely will have more opportunities to master the content and will re-assess

17 The Intervention Model - Reteach and Enrich Power Hour

18 The Intervention Model - Reteach and Enrich Power Hour

19 Questions

20 Contact Information Nina Harris- (757) Connie Ray- (734) Heather Rottermond - hrottermond@washtenawisd.org (734) ext. 1265