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Baldwin Elementary School

Baldwin Elementary School . Instructional Time and Scheduling April 24, 2007 Dr. Ashley Cramp, Principal. Why Are We Examining Scheduling and the Reorganization of Instructional Time at Baldwin?. SOL Trend Data relatively stagnant in pass % (mid 70’s to low 80’s)

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Baldwin Elementary School

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  1. Baldwin Elementary School Instructional Time and Scheduling April 24, 2007 Dr. Ashley Cramp, Principal

  2. Why Are We Examining Scheduling and the Reorganization of Instructional Time at Baldwin? • SOL Trend Data relatively stagnant in pass % (mid 70’s to low 80’s) • Fall Measure of Academic Progress (MAP)Assessment • 60% 3rd grade below grade level in Reading, Language, Math • 40% of 4th grade below grade level in Reading, Language, Math • Mid-year MAPAssessment • Students are on-track for a ‘year worth of growth’ but still need stronger results from our instructional model • 26 3rd graders and 30 4th graders working beyond mid-year benchmarks (these numbers include but are not exclusive of our GT students) • PALS • Fall scores from 2006 indicate an increase in the need for PALS remediation, especially in Kindergarten • Fall Math Assessments • Indicate our students K-4 are struggling with acquisition of some specific core concepts and skills

  3. Collaborative Review, Research, and Recommendation Process • Volunteer Team of Professionals from Each Content Area • Ashley Hitner-Kindergarten Chris Short-Music (fine arts) • Jeff Osborne- 1st (primary) Allison Swanson-ESOL • Laura Confroy-4th (upper) Nancy Emanuel-Special Education • Jennifer Thompson-Resource Betty Garry-Assistant Principal • Leslie Fravel-Resource • Defined Team Goal • To examine instructional time in all 4 subjects to allow teachers and staff to accelerate learning for all levels, provide more small group time, delve deeper into the curriculum, engage in critical, higher level thinking, and most effectively utilize personnel other than classroom teachers (PALS, ESOL, SPED, Resource, etc.) • Review, Research, and Development Sessions • November 7, 2006 – Dr. Mike Rettig – Principal Meeting • November-December – Sharing of concept/initial discussions with Assistant Principal & other leaders • January 11, 2007 – All staff attended a general information session on parallel block with Dr. Rettig • January, 2007 – Two teacher leaders visited Cougar Elementary to tour, observe classrooms, talk with administration, gather more information • February 9, 2007 – Leadership team listed above (including Dr. Cramp) visited Cougar Elementary to tour, observe classrooms, talk with administration, gather more information • February 12, 2007 – All staff participated in staff development on parallel block • February 20, 2007 – Faculty meeting with further discussion about all thoughts and ideas from Feb 12 • February 22, 2007 – Dr. Rettig works with leadership team to create Baldwin’s schedule • March 5-9, 2007 – ALL staff visits Cougar for ½ day to observe, speak with staff, ask questions, etc. • March 12-16, 1007 – Dr. Cramp meets with all grade levels and groups of staff to review the proposed schedule, answer questions, etc • March 20, 2007 – Staff vote on moving forward with the parallel block schedule- 100% of instructional staff in favor

  4. Elementary Student Instructional Day • Based on 45 minute blocks and each class broken into 2 groups • DAILY: K-2 have one block of Science/SS and one block of Extension and 3-4 have one block of Science and one block of Social Studies • Encore is our new term for specials (Art, Music, PE, etc.) • Social Studies and Science and Extension are classes with different teachers

  5. Instructional Opportunities and Benefits • Increased instructional time in Language Arts and Mathematics; a portion of this increased time is small group • Allows teachers to specialize in Language Arts and Math OR Social Studies and Science • Children are exposed to a wider variety of personnel and teaching styles • Allows for movement throughout the day • Eases transition from Elementary to Mayfield • PALS remediation K-2 occurs during extension time; no longer pulled from core classes • Maintains common planning time for data assessment, curriculum discussions, etc. • Allows for acceleration of all levels of students (below grade level, on grade level, and above grade level including Gifted & Talented)

  6. Instructional Opportunities and Benefits • Increases frequency of PE from 1x every 5 days to 2 x every 6 days • Guidance becomes part of the Encore rotation to ensure continuity of lessons • Resource and specialized instructional personnel are available for push-in to make small groups even smaller for direct, explicit instruction • Opportunities for hands-on learning each day through the center-based extension rooms (K-2) • 3rd and 4th receive 45 minutes of Science and 45 minutes of Social Studies DAILY • Children work with their core classroom of students but are also with students from other classes throughout the day in Extension, Social Studies/Science, and Encore (specials)

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