WELCOME!!!

1. WELCOME!!! Lonsdale Elementary School Open house 2013

2. Currently, Lonsdale Elementary School is classified as a school in the “Typical” Range 56.5 Schools in this range scored within a point range of 50-70 Typical OUR GOAL IS TO BE A COMMENDED SCHOOL!!!

3. Educator Evaluation System

4. School Classification Breakdown

5. EPSS (Educator Performance Support System) All Teachers Data Team Work Susan Mischler, Colleen Boisvert, Tracy Hastings, Jeannine Magliocco ELA Curriculum Alignment to the Common Core Barbara Berleth, Kimberly Cole, Debra Lyons, Dana Miga, Susan Mischler SS Curriculum Alignment to the Common Core Diane Avery RIDE Systems under RTTTTeacher Leadership

6. Educator Evaluation System • Research has shown that one of the most important school-based factors influencing a student’s achievement is the quality of his or her teacher (RIDE website, 2012). • Continuous feedback aligned with teacher standards • Teacher Professional Growth Plans and Student Learning Objectives will drive the work teachers do (data and needs based) • The online EPSS (Educator Performance Support System) will capture all critical information associated with teacher and administrator evaluations and streamline the process for both educators and evaluators. The EPSS will provide access to all forms, components, and scoring features required for implementation, as well as guidance to support the evaluation process (RIDE website, 2012).

7. Percentage of Lonsdale Students Achieving Proficiency or Above Over the Past 5 Years

8. Longitudinal Reading Proficiency by Grade Reading Proficiency: 2010-2011 2011-2012 2012-2013 • Lonsdale School 85 % 86% 73% • Beginning of Grade 3 86 % 85% 65% • Beginning of Grade 4 91 %88%*74% • Beginning of Grade 5 81 % 83%83%

9. Longitudinal Mathematics Proficiency by Grade • Math Proficiency: • 2010-2011 2011-2012 2012-2013 • Lonsdale School 75 % 82% 66% • Beginning of Grade 3 68 %82% 56% • Beginning of Grade 4 87 %83%83% • Beginning of Grade 5 71 % 83% *63%

10. Longitudinal Writing Proficiency—Grade 5 • Writing Proficiency: • 2010-2011 2011-2012 2012-2013 • Lonsdale School 61% 62% 74% • (grade 5) Lincoln Elementary Schools Writing Scores 2011-2012 2012-2013 Central 68% 86% Lonsdale 62% 74% Northern 61% 63% Saylesville 69% 71%

11. Reading Proficiency Across Elementary Schools in Lincoln Grade Central Lonsdale Northern Saylesville 3 74% 65% 71% 71% 4 86% 74% 72% 75% 5 86% 83% 75% 85% 6 (Teaching Year) 88% 89% 82% 85% Percentage Of Students Proficient Or Proficient With Distinction Percentage Of Students Substantially Below Proficiency Grade Central Lonsdale Northern Saylesville 3 12% 13% 7% 9 4 2% 2% 8% 10% 5 6% 5% 8% 8% 6 3% 0% 3% 7%

12. Mathematics Proficiency Across Elementary Schools in Lincoln Percentage Of Students Proficient Or Proficient With Distinction Grade Central Lonsdale Northern Saylesville 3 71% 56% 74% 77% 4 80% 83% 73% 65% 5 85% 63% 69% 74% 6 80% 81% 74% 85% Percentage Of Students Substantially Below Proficiency Grade Central Lonsdale Northern Saylesville 3 13% 21% 7% 7% 4 8% 6% 14% 15% 5 9% 12% 15% 14% 6 10% 13% 14% 19%

13. Lonsdale Elementary Subgroups (IEP and SES (Supplemental Education Services)) IEP Grade Number of Students Reading Proficiency Math Proficiency • 3 8 25% N/A • 4 1 N/A N/A • 5 3 N/A 33% SES Grade Number of Students Reading Proficiency Math Proficiency • 3 31 42% 38% • 4 15 67% 73% • 5 15 73% 47%

14. Timeline of Action Principal performs preliminary analysis February 25 through March 12 Item Analysis with Grade level teams begins during common planning time Results communicated To faculty February 8, 2013 2012 NECAP Results released March 13 Grade level team meeting—grade level teams meet to brainstorm interventions based on item analysis results and begin implementation March 21 SIT meets and develops action plans Implementation

15. Grade 3 Findings from Item Analysis • Reading Findings • Academic Vocabulary • Analysis and interpretation weak • Reading the questions • Inference of Idiomatic Expression • Developing constructive responses using details from the passage • Math Findings • Completion of items • Fractions (equal parts of a whole) • Using key words to choose operation (“How many more…?”) • Equivalence • Line plots vs. graphs—how to read • Area of a shape using manipulatives • Depth of Knowledge—multi-step difficult problems

16. Grade 4 Findings from Item Analysis • Reading Findings • Homophones • Analysis and Interpretation • Response to Informational Text • Prefixes • Poem comparison • Math Findings • Place value • Mathematics Vocabulary • Fluency with subtraction, multiplication • Equivalence • Depth of Knowledge—multi-step word problems

17. Grade 5 Findings from Item Analysis • Reading Findings • Constructed responses—supporting with evidence from the text • Vocabulary—using context to determine meanings of unknown words • Fact vs. Opinion • Understanding the prompt for a constructed response. • Analysis and Interpretation • Math Findings • Following directions • Fractions---reducing to lowest terms • Algebraic expressions (relationships between the operations) • Equivalence • Key words to help create algebraic expressions • Fractions—reducing to lowest terms

18. ACTION PLANS--Developed in both Reading and Math • Use Envisions program more regularly to expose students to problems with higher depth of knowledge (“quick checks’) • Academic and test words “word walls”—highlight them in directions • Key words “word walls” and consistency of its use during instruction • Continue with Student Learning Objectives in Math---Fluency focus • More consistent focus on equivalence—work at a more concrete level to scaffold for the abstract balancing of equations • Provide more consistent opportunities to solve problems at higher levels that are “like” problems that were solved during instruction • Explicitly embed those skills that were deficient into math instruction or morning work (for example, counting and making change in grade 2) • Continue practicing responses to literary and informational text with the TEEC format—write the acronym on their written work • Provide more opportunities for students to compare two texts (such as poems) • More explicit work with morphemic parts of words (prefix, suffix—meaning) • Build stamina for reading lengthier passages • Consistently require students to read the questions before reading a passage. • Explicitly teach inference of idiomatic expressions • Reading and writing about various text structures such as fact vs. opinion and cause/effect to embed understanding of these important comprehension • Students will take released items from the test in June. • Students will practice with multiple choice tests in June and in September. Additional ACTIONS the school will take Face to Face meetings with parents of students who achieved 1’s or 2’s Ramp up program Summer--the start of NECAP Highlights in “SPOTS” and on listserv for parent intervention PLC s to focus on these areas of need (Text Complexity is the next topic) Reward students for hard work and effort during testing

19. Science NECAP Proficiency Levels Students in grade 4 take Science NECAP in the Spring of their fourth grade year Students are tested for their understanding of Grade Span Expectations Science NECAP will be taken until the spring of 2016

20. Science Initiatives in Place in Response to NECAP Data • Scientist Notebook • Revised Scope and Sequence ~includes Kit-based Inquiry Science • Common Inquiry tasks being implemented at grade 4 • Study Island • TEEC Writing • Consultant and Professional Development • Increased district and school-based support in Science • Action plan to be developed in Science

21. Time and people…. • Grade Level and Faculty meeting times devoted to topics focused on teaching and learning (e.g., intervention block planning, Looking at Student Work, data analysis) • Common Planning Time (3x/week) • School Improvement Team • Lonsdale Parents and Teachers • PBIS (1x/month) • PLC (1x/month during faculty meeting) • Intervention Blocks~built into Master schedule (common preps and Intervention blocks) • September Ramp-up—9/4—9/20 • Face to Face meetings with Parents

22. PPaws and Path to a Reward Principal’s Award Keys to Kindness Paw Raffle Student Leadership—PBIS Leadership Team and 5th grade Leadership Team (Service, Fun, and Spirit) Community Meetings PBIS (Positive Behavior Intervention Supports)

23. Parents—Important Partners in a Child’s Education • When parents get connected to the school, children do • better. Research shows children whose parents are • involved get better grades, do better on tests, and • have fewer discipline problems at schoolby more than 50 percent • Parent Outreach • Face to face meetings with parents • Listserv • Lonsdale Spots • Website • SIT • LPT • Volunteers (BCI check required) • Earn Your Parent Paw!

24. On our way from Typical….. …to Commended!