Emerald city elementary

Emerald City Elementary

Needs Assessment

Molly Calvert, Emily Smith, Shay Thompson, Brad Townsend, Michelle Walker

Overview & Procedure

Overview & Procedure

Newly constructed K-3 campus in rural East Texas

Approximately 675 students (2011-2012)

Demographics:79.7% White, 11.5% Hispanic, 5.4% African-

American, and 44.1% Economically Disadvantaged

2010-2011 AEIS reports: 49%- Commended in Reading, 45%- Commended in Math

Overview & Procedure (cont.)

38 Classroom Teachers, 2 Reading Interventionists, 2 Math Interventionists1 Principal, 1 Assistant Principal, 1 Counselor

Self-contained classrooms include: 9 Kindergarten classes (1 co-teach), 2 First Grade classes (1 co-teach), 1 Second Grade class (1 co-

teach)Teaming classrooms include: 7 Second Grade classes, 8 Third Grade classes-

(1 co-teach)Data sources used to assess the curricular, instructional, and assessment needs include:

AEIS (2006-2011) reports, DMAC data (Region VII), Campus Improvement Plan, and Interviews (sampling of teachers)

Summary of Strengths

Summary of Strengths

2006-2007 : Gold Performance Acknowledgements: Commended in Reading and Math

2007-2011 : Gold Performance Acknowledgements: Commended in Reading and Math

Use of to analyze data, view trends, & RtI documentation, K-12.

DMAC reveals: Common assessments and Benchmarks in Math (K-3), Common assessments

in Reading (2-3), and Benchmarks in Reading (3rd only)

Summary of Strengths (cont.)

DRA2s administered: beginning, middle, and end of year, K-3

Teacher interviews suggest the presence of a strong collaboration amongst curriculum creators

E.C.E.S. selected as a PLC model school by

Because the staff follows the PLC model, a strong collaboration is present in lesson planning

Written curriculum for Math, Reading/ELA, Science, and Social Studies, K-3

Summary of Strengths (cont.)

According to Interviews: RtI is monitored closely

Teachers meet with administrators every 2 weeks to discuss students and progress

Chosen to participate in study examining RtI process for the D.O.E. by

All K-3 classrooms equipped with Smart Boards, voice projection systems, data projectors, student computers,

and iPods

Summary of Needs

Summary of Needs

Based on AEIS report, DMAC data, DRA2 scores, & teacher interviews: it was determined there are areas

in need of improvement at E.C.E.S.

The following elaborates on the needs and recommendations for curricular, instructional, and

assessment improvements…

Comprehensive Needs Assessment

Curricular

Targeted Needs:

Curriculum document is not user friendly

Curriculum document is not supported by teachers

No “big understandings” in the curriculum

Curricular (cont.)

Recommendations for Improvement:

Adopt a new format for the curriculum document

Accountability for using and bringing the curriculum document to meetings

Include “big understandings” to tie together content areas

Instruction

Targeted Needs:

Unbalanced time for Math and Language Arts instruction

Interventions not consistent

Too many “non-negotiables”

Lack of quality in workstations

Instruction (cont.)

Recommended Improvements:

Balance out the class load between teachers or self-contained

Teach interventions with fidelity

Shorten the list of “non-negotiables”

Assessment

Targeted Needs:

Lack of alignment on benchmarks and common assessments in Reading

Need to raise the commended state assessment scores

Lack of authentic assessment

Assessment (cont.)

Recommended Improvements:

Create appropriate assessments and put on calendar

More enrichment opportunities for students that are excelling

Create and keep student portfolios

Emerald City Elementary School

Needs Assessment

East Texas Baptist University 2012Curriculum Leadership

Molly Calvert, Emily Smith, Brad Townsend, Shay Thompson, Michelle Walker