-MOVING FORWARD- CAPSTONE PROJECT Regis University EDLS 643 Capstone Project By Jon Wuerth Draf t
Feb 23, 2016
-MOVING FORWARD-
CAPSTONEPROJECT
Regis UniversityEDLS 643
Capstone ProjectBy Jon Wuerth
Draft
HOW ARE WE DOING? 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
MOVING FORWARD – THE ROAD AHEAD
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
SMART GOAL – STUDENT ACHIEVEMENT
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.
RATIONALEWe 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.
PLAN OBJECTIVESOur 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
OUR GOAL IS TO ANSWER FOUR QUESTIONS: 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
STEPS FOR IMPLEMENTATION OF SBRC
Begin communication about SBRC Determine reporting indicators Plan assessments Create rubrics Receive training for data entry- Infinite
Campus
ACTION PLANGoals• Familiarize staff with SBRC• Identify SBRC reporting indicators• Identify “bubble” students on TCAP• Progress monitor “bubble students
regularly• Utilize reporting indicators to
ensure effective use of SBRC
Indicators of Success• Staff, students, and parents have clarity on
SBRC• Student growth iis determined using
multiple formative and summative assessments
• Reporting indicators developed• Progress monitoring done regularly with
several instrumentsActions Who is
responsible?
Resources Needed
Possible Barriers Target Date of Completion
Evidence of Completion
Review final version of SBRC
Academy District 20,TOSA, teachers
SBRC electronic copy
Teacher resistance/NegativityIntervention: Dialog and explanations of benefits to students and teachers
Aug. 2012
Staff familiar with SBRC
Student cum. files reviewed
SITW TOSA and teachers
Student cum. folders and data entry sheets
Class assignment conflictIntervention: Balance high and low needs students
Aug. 10, 2012
Student test scores recorded and analyzed
PD DayStudent testing data reviewed, SBRC revisited, writing indicators noted, progress monitoring instruments and schedule determined, strategy for creating reporting indicators
TOSA/Teachers
SBRC copies, student testing records from cums, laptop, projector,chart paper and supplies, snacks
Disagreement about specific writing indicators, incongruent ideas about what qualifies Intervention: Establish guidelines for reporting indicators that can be agreed upon
Aug. 13, 2012
Days activities completed and information recorded and noted
ACTION PLAN PART 2Actions Who is
responsible?
Resources Needed
Possible Barriers
Target Date of Completion
Evidence of Completion
Progress Monitoring
Teachers AIMS Web materials
Lack of follow-through or consistencyIntervention: Clear established guidelines
Sept./Oct. 2012
Regular progress monitoring records
Weekly team meeting to review data and reporting indicators
Teachers/TOSA
Progress Monitoring records, lesson plans
Insufficient time and/or time not spent reviewing dataIntervention: Outcomes of meeting shared with TOSA
Sept./Oct. 2012
Meeting occur on weekly basis and data is shared
Collect all writing data and prepare for SBRC
Teachers/TOSA
Data, SBRC Insufficient amount of data, confusion around quarter’s reporting indicatorsIntervention: Shared reporting indicators and teammates providing clarity
Oct 10, 2012
Evidence and completed SBRC
W/parents –review SBRC, reading/writing benchmarks, provide a look ahead
Teachers TOSA, parents
SBRC Confusion about SBRC by parents, insufficient explanation timeIntervention: SBRC study sheets, notes
Oct. Parent/Teacher Conferences
Completed SBRC and conferencesParent feedback
ACTION PLAN PART 3Actions Who is
responsible?
Resources Needed
Possible Barriers
Target Date of Completion
Evidence of Completion
On-going data collection, weekly team data meetings, and reporting indicator development
Teachers TOSA
AIMS Web materials, DIBELsMeeting space and time
Lack of follow through and indicator developmentIntervention: Documentation, TOSA involvement
Nov./Dec. 2012
Regular progress monitoring recordsReporting indicators documented
PD DayFirst semester data review, second semester writing reporting indicators outlined, review SBRC and grade level indicators for all subjects, identify possible second semester reporting indicators
Teachers/TOSA
SBRC, reporting indicators guidelines, curriculum map, chart paper and supplies, food
Disagreement regarding type and number of reporting indicatorsIntervention: review indicator outlines and 2nd semester goals and objectives
Jan. 3, 2013 Student data reviewed and various courses of action outlined, possible indicators produced and agreed upon
February/March - ongoing data collection, weekly team data meetings, and reporting indicator development
Teachers/TOSA
Data, SBRC, meeting time and place
Lack of follow-through, teachers feeling over-whelmedIntervention: Staff meetings to brainstorm strategies to accomplish work
Feb./March, 2013
Student data collected and documented, team meeting activities shared
TCAP (Reading, Writing, Math) and Parent Conferences
Teachers, TOSA, Parents
TCAP materials, daily snacks, SBRC, data
TCAP administration problemsIntervention: Testing training and specific guidelines
March, 2013 Parent/Teacher Conferences
Completed SBRC and conferences
ACTION PLAN PART 4Actions Who is
responsible?
Resources Needed
Possible Barriers
Target Date of Completion
Evidence of Completion
On-going data collection, weekly team data meetings, and reporting indicator development
Teachers TOSA
AIMS Web materials, DIBELsMeeting space and time
Lack of follow through and indicator developmentIntervention: Documentation, TOSA involvement
April/May, 2012
Regular progress monitoring recordsReporting indicators documented
PD DayReview SBRC and reporting indicators, review data and data collection method-ology, develop plan for next year, implementation and include reading “bubble” students strategy
Teachers/TOSA
SBRC, reporting indicators guidelines, curriculum map, reading standards, chart paper and supplies, food
Disagreements, varied ideas regarding way forwardIntervention: Outlined pros and cons, successes and challenges, ideas being brought to table
April. 19, 2013
Student data reviewed and various courses of action outlined, possible indicators produced and agreed upon
Celebration of year successes
Teachers/TOSA
Meeting location, time, food
Schedule problem, missing staffIntervention: Plan well in advance and receive commitment of participation
May 31, 2013
Student data collected and documented, team meeting activities shared
STUDENT ACHIEVEMENT 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
CSAP SCORES 2011-2012 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.
2011 CSAP WRITING SCORES
0 5 10 15 20 25 300
100200300400500600700800 CSAP Writing (One Class/26 students)
Scores
Proficient AdvancedPartiallyProficient
Targets
SCANTRON SCORES FALL AND SPRING
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 Student2947 (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)
BUDGET 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
SCHOOL CULTURE Strengths
Parent Involvement Student Involvement Motivation Commitment Community Blog Multi-year parents Passion
Challenges Parent Involvement Scheduling Personalities Commitment Only one year Training
PARENT INVOLVEMENT Strengths
Many parents Considerable time Parent competencies Dedication Commitment Club leaders
Challenges Scheduling Cancellations Training Follow-through Distractions (talking) Privacy (between staff)
PARENT VOLUNTEER DATA 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
VOLUNTEERS AT OUR SCHOOL
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
“CURRENT” REFOCUS SHEET QUESTIONS
Answer the following questions in complete sentences, using most of the words in the question in your answer.
1. What was the inappropriate choice that you made?
2. Why was it not a good choice?3. What can you do differently in the future?4. 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
STANDARDS-BASED REPORT CARDS
Let’s all know our learning
targets.
OUR TARGETS ARE IMPORTANT…
Yet, seek paths less traveled as well.