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Diverse Populations in Small Rural Schools

Diverse Populations in Small Rural Schools. Presented by: Amy Trujillo-Conway Madalena Barboa-Archuleta. Introduction. Amy Trujillo-Conway, 3 rd Grade Teacher Level II Teacher- six years teaching experience Entire teaching career has been at Union Street Elementary School

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Diverse Populations in Small Rural Schools

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  1. Diverse Populations in Small Rural Schools Presented by: Amy Trujillo-Conway Madalena Barboa-Archuleta

  2. Introduction • Amy Trujillo-Conway, 3rd Grade Teacher • Level II Teacher- six years teaching experience • Entire teaching career has been at Union Street Elementary School • 1st year taught 2nd Grade, remainder of instruction in 3rd Grade. • Madalena Barboa-Archuleta, 4th Grade Teacher • Level III Teacher- eight years teaching experience • Entire teaching career has been at Union Street Elementary School • 1st year taught 5th Grade, remainder of instruction in 4th Grade.

  3. School Overview • The population of Union Elementary School is 80 • Union Elementary is comprised of one 2nd Grade Class, one 3rd Grade Class, one 4th Grade class, and one 5th Grade class • Hispanic students comprise 87% of the student body • There are 22 identified English Language Learners • Free breakfast and lunch meals are provided to each child • Union Street Elementary is located in an impoverished neighborhood within Las Vegas, NM. For the most part, neighborhood pride is absent, as are parks, or libraries • Economic hardship is a reality for many students, yet as a whole they manage to persevere and earn the highest standardized test scores, at the elementary level, in the West Las Vegas School District.

  4. West Las Vegas Union Elementary School Standards-Based Assessment 2004-2005 2005-2006 2006-2007

  5. West Las Vegas / Union ElementarySBA (Standards-Based Assessment) ~ Math / Reading / Science 2004-2005, 2005-2006 and 2006-2007ALL Students This graph shows the percent of ALL students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year. NNMN

  6. West Las Vegas / Union ElementarySBA (Standards-Based Assessment) ~ Math / Reading / Science 2004-2005, 2005-2006 and 2006-2007HISPANIC Students This graph shows the percent of HISPANIC students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year. NNMN

  7. West Las Vegas / Union ElementarySBA (Standards-Based Assessment) ~ Math / Reading / Science 2004-2005, 2005-2006 and 2006-2007ECONOMICALLY DISADVANTAGED Students This graph shows the percent of ECONOMICALLY DISADVANTAGED students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year. NNMN

  8. West Las Vegas / Union ElementarySBA (Standards-Based Assessment) ~ Math / Reading / Science 2004-2005, 2005-2006 and 2006-2007ENGLISH LANGUAGE LEARNERS This graph shows the percent of ENGLISH LANGUAGE LEARNERS at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year. NNMN

  9. West Las Vegas / Union ElementarySBA (Standards-Based Assessment) ~ Math / Reading / Science 2004-2005, 2005-2006 and 2006-2007THIRD GRADE Students This graph shows the percent of THIRD GRADE students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year. NNMN

  10. West Las Vegas / Union ElementarySBA (Standards-Based Assessment) ~ Math / Reading / Science 2004-2005, 2005-2006 and 2006-2007FOURTH GRADE Students This graph shows the percent of FOURTH GRADE students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year. NNMN

  11. West Las Vegas / Union ElementarySBA (Standards-Based Assessment) ~ Math / Reading / Science 2004-2005, 2005-2006 and 2006-2007Cohort Group - Grade 3 in 05-06 – Grade 4 in 06-07 This graph shows the percent of students in a grade level cohort at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year. NNMN

  12. Resources New Mexico Public Education Department Statistics and Data Files http://www.ped.state.nm.us/div/acc.assess/accountability/DistrictReportCard07.html

  13. WEST LAS VEGASUNION ELEMENTARY School NWEA MAP DATA FALL 2007 FALL 2006 SPRING 2007

  14. 3 West Las Vegas ~ Union Elementary THIRD GRADE NWEA MAP RIT FALL 2007Median RIT Achieved vs Typical Achievement Typical RIT Evaluation results for 3rd Grade student population (20 average) show that 3rd grade students scored at or above typical student median performance for Math and Reading.

  15. 3 West Las Vegas ~ Union ElementaryTHIRD GRADE NWEA MAP RIT FALL 2007Median RIT Achieved vs Typical Achievement Typical RIT Evaluation results for 3rd Grade student population (20 average) show that 3rd grade students scored above typical student median performance for General Science and below for Science Concepts and Processes.

  16. 3 West Las Vegas ~ Union Elementary NWEA MAP RIT Score Fall 2007/Spring 20073rd Grade Students Typical growth 10.9 Typical growth 9.1 + 17 + 12 This graph shows the median RIT of 3rd Grade student population (18 average) for Fall 2006, Spring 2007 and Typical Spring RIT. The typical fall to spring growth is shown above the group score.

  17. 4 West Las Vegas ~ Union Elementary FOURTH GRADE NWEA MAP RIT FALL 2007Median RIT Achieved vs Typical Achievement Typical RIT Evaluation results for 4th Grade student population (22 average) show that 4th grade students scored above typical median student performance for Reading and Math.

  18. 4 West Las Vegas ~ Union Elementary FOURTH GRADE NWEA MAP RIT FALL 2007Median RIT Achieved vs Typical Achievement Typical RIT Evaluation results for 4th Grade student population (22 average) show that 4th grade students scored below typical median student performance for General Science and at typical student performance for Science Concepts and Processes.

  19. 4 West Las Vegas ~ Union Elementary NWEA MAP RIT Score Fall 2006/Spring 20074th Grade Students Typical growth 8.8 Typical growth 6.5 + 11 + 9 This graph shows the median RIT of 4th Grade student performance (21 average) for Fall 2006, Spring 2007 and Typical Spring RIT. The typical fall to spring growth is shown above the group score.

  20. Resources NWEA MAP Northwest Evaluation Association Measures of Academic Progress www.nwea.org

  21. Strategy 1 Team Teaching • Established working relationships amongst colleagues • Class routines are created in 2nd Grade and are honored in the subsequent grades • Through ongoing professional development teachers apply new research based strategies • Writing strategies are taught, expected and implemented through each grade level • Core Fidelity (Everyday Math) • 90 + minutes of math taught daily

  22. Strategy 2Parent Involvement • Routine Set Through Grade Level • Homework Folders • Homework Routine /Home Links • Unit Family Letters • Game Packs • Parents are welcomed to observe and volunteer to help with support and activities

  23. Strategy 3Using Data to Drive Instruction • Students are tested using the NWEA MAP Assessment at the Beginning, Middle, and End of the School Year. This ensures student growth throughout the year, by targeting weakness. • Use of NWEA MAP RIT Scores, which are aligned to the N.M. Standards and Benchmarks, to drive teacher instruction, support and prepare students for introduction of new skills.

  24. Strategy 3(continued)Using Data to Drive Instruction • Use of De Cartes to Support Student Needs • De Cartes is a web based continuum instructional tool that provides skills that students are ready to learn • Break Down by Subject • Algebra • Data Analysis & Probability • Geometry • Measurement • Number & Operations

  25. Strategy 4Making Learning Enjoyable • Instruction is taught by enriching, connecting and applying skills through kinesthetic learning • Hands on learning Examples: • Learning Perimeter, measuring perimeter of the classroom • Learning Circumference, measuring circumference of head

  26. Strategy 4(continued) Making Learning Enjoyable • Incorporating Math Throughout the Day • Dancing • Listen to Mathematical Music • Graphing Halloween Candy • Skip counting • Incorporating Math Vocabulary Throughout the Day • Increase/Decrease • Half the amount of work • What percentage of you work was correct • Class average

  27. Conclusion In closing, success earned by students at Union Street Elementary School is attributed, in large, to the team work approach shared by the students, teachers and parents. High ratio of positive reinforcement for any success is an integral component. In addition, students are challenged with high expectations, opportunities for goal setting and support to meet their goals. The investment of hard work, distributed by the team members of Union Elementary Street School, is the single greatest strength.

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