-Moving Forward- Capstone Project

1. Regis University EDLS 643 Capstone Project By Jon Wuerth -Moving Forward-CapstoneProject

2. Multiple award-winning program Expansion to 78 students Drawing from 18-20 elementary schools High parent and community support Assessment evidence of high academic success Integrated natural science-based experiential curriculum framework in place Devoted and passionate students How are we doing?

3. Larger staff size and student population Increased responsibilities for all TOSA to coordinate multiple program aspects RtI integration from ground up PBIS modifications and improvement Abundant parent helpers needing responsibilities Standards-based report cards Opportunities to improve student achievement Moving Forward – The road ahead

4. By the end of the 2012-2013 school year 90% of the fourth grade students will be proficient or advanced in writing as measured by the Colorado TCAP. Smart Goal – Student Achievement

5. We are moving forward in our instruction, and the state standards will be our framework. Standards-based report cards (SBRC), as adopted by Academy 20, will provide us with a valuable tool to accurately assess student academic growth. This will provide clarity to parents/guardians about the progress their child is making toward meeting or exceeding the identified state standards at the fourth grade level. The SBRC allow us to accumulate bodies of evidence ensure 90% of students achieve proficient or advanced on TCAP writing. RATIONALE

6. Our focus: Ensure 90% of School in the Woods students receive a proficient or advanced TCAP score on the spring 2013 TCAP Ensure teachers have designated planning time to focus on those students scoring PP on their 3rd grade writing TCAP Ensure the teachers have determined which reporting indicators will be taught each quarter Ensure 3-6 bodies of evidence have been identified for each of the fourth grade Colorado Academic Standards Plan Objectives

7. What do students need to know, understand, and be able to do? How do we teach effectively to ensure students learn? How do we know that students have learned? What do we do when students don’t learn or reach proficiency before expectation? Source: “Standards- Based Classroom” Colorado Coalition for Standards-Based Education, 2008 Our goal is to answer four questions:

8. Begin communication about SBRC Determine reporting indicators Plan assessments Create rubrics Receive training for data entry- Infinite Campus steps for implementation Of sbrc

9. Action Plan

10. Action Plan Part 2

11. Action Plan Part 3

12. Action Plan Part 4

13. Communication – Essential for success Message – School in the Woods has had considerable success over its 13 year history both in student achievement and improvements in student affect. Yet, we can all raise our bars. With coordinated curriculum alignment and assessment, effective PBIS program, devoted staff, and an integrated and organized parent/community network assessment scores, reflecting increased student knowledge and understanding, can be obtained.

14. Communication Continued

15. Strengths Students who apply often have higher achievement. Students come from higher socio-economic level. Parents are supportive Students feel sense of obligation to “step it up.” Challenges Students come from up to 20 different schools. Takes time to initially assess all “new” students. Only have them for one year Limited staff size Lack of common planning Student Achievement

16. Third grade CSAP scores of incoming School in the Woods students (for one class): • U PP P A • Reading 2 17 6 • Writing 5 16 5 • Math 3 7 15 • 18 students on the bubble either just above or below. CSAP Scores 2011-2012

17. 2011 CSAP Writing Scores

18. Testing Period (8/22/11 to 9/30/11) - (4/6/12 to 5/18/12) Gain Student SS SEM Test Date SS SEM Test Date SS Difference SEM of Difference Student 2947 (65) 8/25/11 3201 (80) 4/26/12 +254 (103) Student 2865 (67) 8/25/11 2796 (62) 4/26/12 -69* (92) Student 2799 (72) 8/25/11 2824 (63) 4/26/12 +25* (96) Student 2865 (71) 8/26/11 2902 (71) 4/26/12 +37* (101) Student 2400 (62) 8/25/11 2458 (62) 4/27/12 +58* (87) Student 2787 (65) 8/25/11 2716 (63) 4/26/12 -71* (90) Student 2864 (67) 8/29/11 2781 (66) 4/27/12 -83* (94) Student 2934 (75) 8/29/11 2915 (59) 4/26/12 -19* (95) Student 2710 (69) 8/25/11 2936 (64) 4/26/12 +226 (94) Student 2499 (65) 8/29/11 2887 (66) 4/26/12 +388 (92) Student 2688 (60) 8/29/11 2871 (61) 4/26/12 +183 (86) Student 2497 (62) 8/29/11 2688 (60) 4/26/12 +191 (86) Scantron Scores Fall and Spring

19. Strengths We have made it work Grants have been earned Flexibility in budgeting Small student population Much equipment has been purchased already Challenges Earn right to set up budget for school or have input Has been reduced by 30% School population increase Budget

20. Strengths Parent Involvement Student Involvement Motivation Commitment Community Blog Multi-year parents Passion Challenges Parent Involvement Scheduling Personalities (small staff) Commitment Only one year Training of staff, parents, students School culture

21. SCHOOL IN THE WOODS SUMMER WATERING SCHEDULE We really appreciate your help with watering and weeding the garden plots & native flower bed area over the summer. • Raised Bed Area: The hose in the garden area is attached to the building and is easy to see. Please water the four raised beds, and the small row of flowers alongside the cold frame area. • Native Flower Bed: This area is in the front of the school where you walk in on the right side. The hose is under the ramp of the first portable cottage. • Greenhouse and Cold Frame: Were not watering the greenhouse or cold frame as they are done for the season. Make sure you put away the hose and any equipment when you finish. You do not have to water every day if the garden doesn’t need it. So far this summer, 3x's a week seems to be enough. When you water, water deep and use your own judgment. Also, Mr. Wuerth said, If you want to plant anything else in the garden feel free. Thank you. Thank you. Thank you. Example of culture and volunteerism

22. Parent created schedule

23. Strengths Many parents Considerable time Parent competencies Dedication Commitment Club leaders Challenges Scheduling Cancellations Training Follow-through Distractions (talking) Privacy (between staff) Parent Involvement

24. Daily 1-2 volunteers Weekly 7-12 volunteers Library 1-3 per week Math 1 per day Clubs 2-3 per week Special events 2-8 parents Total hours per year 2500+ hours Parent Volunteer Data

25. Volunteers at our School

26. Student Discipline • Strengths • Few concerns • Peer support • TRACKS program • Responsible students • Parent support • Greater mobility • Challenges • Consistency between students • Consistency between teachers • Awarding TRACKS • TRACKS rewards?? • Consequences (type) • Sequencing of rewards and consequences

27. Answer the following questions in complete sentences, using most of the words in the question in your answer. What was the inappropriate choice that you made? Why was it not a good choice? What can you do differently in the future? What can Mrs. Esposito, Mr. Wuerth, Ms. Roberts, and Mrs. Powers do to help you make good choices and to help you succeed at School in the Woods “Current” Refocus Sheet Questions

28. Standards-Based Report Cards Let’s all know our learning targets.

29. Our targets are important… Yet, seek paths less traveled as well.