Evans International Staff Development

1. Evans International Staff Development A Focus on Math Skills 2012-2013

2. Overall Assessment Student Discipline- Strengths- -IB program has high expectations for student behavior -Responsive classroom strategies in place -Boys Town modeling used -PBIS in place Weaknesses- • High number of referrals at certain times of year • High number of repeat offenders • Not much behavior support/resources at school (only counselor)

3. Overall Assessment of Evans International Parent Involvement- Strengths- -Over 90% attendance of parent/teacher conferences -Good attendance to family fun nights/music programs -Very dedicated PTO president and Vice president Weaknesses- -Average of less than10 people at PTO/SAC meetings monthly -Low turnout at Parent Information/IB/Instruction Nights -Principal not strong in this area

4. Overall Assessment of Evans International School Culture- (staff survey results) -Pros- • Staff feels supported by principal to become better teachers • Staff has many resources, support staff, literacy coach, IB coordinator • Staff has ample time to plan and collaborate • Staff uses data to improve instruction -Cons- • Staff does not feel empowered by principal • Staff would like more effective staff development • Staff does not feel effective evaluations are given before or after staff trainings • Staff wants more technology training and relevant trainings • Staff does not see much parent involvement encouraged by principal

5. Overall Assessment of Evans International Student Achievement- strengths and needs -Evans “meets” proficiency goals in Academic Achievement and Growth in all subjects, -Math Scores for Academic Growth are “approaching” -Math Scores for Growth Gaps are “approaching” or “does not meet” (students w/disabilities) -CSAP Scores in Math 2011- 3rd Grade- 65% 4th Grade- 80% 5th grade-72% -Math scores have never gone above 80% in any grade level

7. Academic Achievement and Academic Growth Gaps in Math • Academic Achievement in Math: • Evans International Elementary made AYP in math in 2008, 2009, and 2010. However, we did not make AYP in math in 2011. Our CSAP scores have remained stable over 3 years, with overall (grades 3-5) students scoring 70% proficient/advanced in 2009 & 2010 and scoring 72% in 2011. Though scores remained stable in 2008-2010, 3rd grade saw a 13% decrease in scores in 2011 with 64% of students scoring proficient/advanced. 4th grade performance increased by 6% in 2011 with 81% of students scoring proficient/advanced. Our 5th grade scores have improved 11% over three years. The percentage of unsatisfactory scores is trending higher in 3rd grade, with the percentage of students scoring unsatisfactory doubled from 6% to 12% from 2010 to 2011. The table below shows CSAP results for math by grade level and overall over a 3 year period. • Academic Growth & Growth Gaps Summary in Math: • Over a 3 year period we are consistently showing significant increases in the % of students at grade level proficiency at the beginning of the year and those at proficiency at the end of the year; 66%-80% improvement in grade level math assessments in the primary grades, and 17%-19% in SCANTRON math scores. Over 3 years the achievement gap between white and black students overall in math has grown significantly from 2% in 2009, 29% in 2010, to 33% in 2011.

8. End of Year Math Assessments/SCANTRON Percentage of students Proficient or Advanced • Kindergarten-88% • First Grade-77% • Second Grade-63% • Third Grade- 60% • Fourth Grade-50% • Fifth Grade-49%

9. Math CSAP Trends

10. Overall Assessment of Evans International Budget- -This area is a strength for the school -Title I funding increases budget -Average of $7,004.00 set aside for staff trainings and development -Principal is knowledgeable about budget -Main issue is cuts from Central Office not always given well in advance

11. Rationale At my school, teachers do not feel empowered or believe that they are given effective staff development. The data shows that scores are lowest in Math. This plan gives some leadership opportunities to staff members, and allows them to have a say in their staff development. They will have various opportunities to learn new strategies to help improve achievement in math. Teachers will be given what they want and feel is important to help them become more effective in the area of math.

12. SMART Goal • There will be an increase in the percentage of Evans International 3rd -5th graders scoring proficient or advanced in math from 72%-80% on the 2013-2014 TCAP scores.

13. The Plan After analyzing data from the above strands, I feel that my school could use a new way to approach staff development. The biggest growth gaps are in Math, so I would like to have an individualized staff development plan to increase student achievement in Math.

14. Components of the Plan • Needs assessment to assess what staff needs in math training • Have staff with strengths in math instruction provide in-services/mini-trainings at staff meetings • Provide professional development in math such as Kim Sutton, Developing Mathematical Ideas (DMI), Stand Out Math, etc. • Provide trainings on integrating technology into the math curriculum • Provide time for vertical and horizontal math curriculum/standards alignment • Allow time to improve common math assessments • Do a staff book study of effective math strategies • Create a tool for evaluating the effectiveness of staff development • New teachers to the school will have more math assistance from mentors

15. Needs Assessments A needs assessment will be give to staff to assess: • What math skills their students are struggling with • What math trainings they would be interested in • Which math topics in PLC’s should be focused on • What are their strengths/weaknesses in math instruction • What types of math trainings would they be willing to facilitate for staff This needs assessment, given at the beginning of the year (Jan.), could be done through Survey Monkey and would serve as a map for creating the staff development plan for the coming school year.

16. Evaluations In order to assess the staff trainings and book study’s effectiveness, evaluations will be given after each training to staff to see how relevant and practical this process was to them in their classroom, as well as see the effects the trainings had on student achievement in math. These evaluations will: • Ask about relevance and effectiveness to student achievement • Ask staff about their input on how to make the trainings better • Create discussion amongst staff about effective strategies they used in the classroom • Provide reflection to gain more insight from teachers • All evaluations will be looked at by administrators and team leaders and will be discussed and reflected on at the end of the year for future goal setting

17. Staff Trainings for the Year • Roadmap for Mathematical Success-Kim Sutton (Creative Mathematics) • Teaching Intensive Math Content through Meaning and Motivation • This class focuses on how to map out and successfully teach the content of mathematics through practical ideas that can be implemented in your classroom tomorrow. Kim Sutton will share her model for covering the content and needed scaffolding skills to lead to the application of mathematics. She gives you a foundation for multiplication and division that starts in your primary classroom and continues through 5th grade. • Kim will use her four-part model for effective instruction; focus activities for all levels, drills to thrill, whole class lessons and small group instruction. • Developing Mathematical Ideas (DMI) • Developing Mathematical Ideas (DMI) is a professional development curriculum designed to help teachers think through the major ideas of elementary and middle-school mathematics and examine how students develop those ideas.  At the heart of the materials are sets of classroom episodes (cases) illustrating student thinking as described by their teachers. • Math Technology/iPad apps • Mrs. Webb and Mr. Scheck (teachers at Evans) will provide staff with training on how to integrate technology into math lessons, including iPad apps (our school is getting 2-3 iPads per classroom)

18. Book Study The whole staff will be asked to read and reflect together throughout the year on the book Elementary and Middle School Mathematics-Teaching Developmentally by John Van de Walle, Karen Karp and Jennifer M. Bay-Williams. This book assists teachers in becoming more confident in teaching math and has new strategies for ELL students and students with disabilities- which is important for my school. It also discusses ways to integrate technology when teaching math curriculum. -Teachers will be asked to try new strategies and report out in PLCs after each book study meeting. -Team leaders will keep a running list of effective strategies and activities learned from the book for sharing.

19. Plan of Action

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24. Communication Plan to Staff In August -Presentation of school wide data (from this powerpoint) -Rationale of plan based on scores and survey results of needs assessment given -SMART goal -Presentation of calendar- staff meetings for year -Break into teams for grade level discussion and/or concerns -Discussion/Reflection/Input -Questions and Concerns

25. Boosters • The beginning needs assessment allows staff to be a part of the planning process • Having evaluations for trainings help teachers focus on what worked and gives them opportunities for feedback • Having select staff from the school lead the trainings make it more relevant • Teachers gain new and improved strategies in math to increase student understanding and achievement

26. Barriers • Time • Budget • Burn out • Resistance • Reliable data • Resources/District Issues

27. Reflection My goal for this plan is to not only help increase the math scores for Evans International, but also help teachers feel more empowered and successful about their staff development. I hope they will find new and improved strategies from this plan to help them become effective math instructors. If effective, this model could also be used in the future in other subject areas at my school.