Teachers devise appropriate modifications of instruction to accommodate their students’ interest, prior knowledge, learning styles and modalities and strengths and weaknesses. Educators are flexible changing their plans to accommodate students’ choices, interests and abilities. Teachers use hands on, highly interactive curriculum to build a strong foundation for communication, decision making, and problem solving within a real-world context. Teachers regularly provide opportunities for students to demonstrate in writing their understanding of the core content areas of math, science, and social studies. Teachers recognize the range of instructional opportunities technology offers. Students discuss, respond to, and share insights and questions about what they are reading, writing a thinking through literature study circles, conferences, learning logs or other reflective experiences. Regular classroom teachers, administrators, specialists and the support staff collaborate in planning and providing instruction for students Needs Educators group students according to their interest and choices, rather than their abilities Urgent Needs None Enriched and Accelerated Curriculum Top Strengths None Strengths An enriched (rather than remedial) curriculum accelerates the progress of students toward achieving high standards. Teachers design imaginative, flexible missions that encourage cooperative learning, peer coaching, and student interaction. Teachers use technology to create an electronic infrastructure that allows computer and computer related technology to become learning tools rather than electronic workbooks or static tutors. Needs Approaches frequently used by teachers of gifted or talented students, particularly those approaches emphasizing critical thinking skills, are used with all students. Cultural inclusiveness is used as a means of enhancing learning and participation for all students. By connecting technology to the core curriculum, teachers build continuity across instructional components. Students use technology to conduct research, communicate with peers in other regions, and share what they learn. Urgent Needs None ________________________________________________________________________ Intensive and Sustained Professional Development Top Strengths School leaders encourage professional development opportunities. Strengths Teachers offer enriched content that allows children to use knowledge in practical contexts. Staff development is tailored to the individual school’s needs and aligned with program goals.
Black Hawk Elementary Comprehension Needs Assessment 2008-2011 Assessment: Dakota STEP Population Assessed Spring 2008 % at or above proficient Spring 2009 % at or above proficient Spring 2010 % at or above proficient Spring 2011 % at or above proficient All Students Grades 3-5 n = 137 92% n = 140 80% n = 158 80% n = 168 80% Economically Disadvantaged Students Grades 3-5 n = 49 86% n = 51 78% n = 67 73% n = 75 77% White Students Grades 3-5 n = 124 93% n = 129 81% n = 146 80% n = 145 83%
Indicator 2 – Students can comprehend and fluently read text. standard 1.R.2.1 Comprehend text by applying reading strategies. Indicator 3 – Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses. standard 1.R.3.1 Identify major literary elements in texts. standard 1.R.3.2 Identify similarities and differences in text written by the same author. standard 1.R.3.3 Identify the differences between genres including fiction, nonfiction, and poetry. 2nd Grade Indicator 2 – Students can comprehend and fluently read text. standard standard 2.R.2.1 2.R.2.2 Apply strategies to read and comprehend text. Read aloud fluently to comprehend text. 2nd Grade Indicator 5 – Students can access, analyze, synthesize, and evaluate informational texts. standard 2.R.5.1 Identify and utilize text features to comprehend informational texts. Black Hawk Elementary Comprehension Needs Assessment 2008-2011 Math Assessment: Dakota STEP Population Assessed Spring 2008 % at or above proficient Spring 2009 % at or above proficient Spring 2010 % at or above proficient Spring 2011 % at or above proficient All Students Grades 3-5 n = 137 83% n = 140 77% n = 158 79% n = 168 75% Economically Disadvantaged Students Grades 3-5 n = 49 78% n = 51 71% n = 67 72% n = 75 68% White Students Grades 3-5 n = 124 88% n = 129 81% n = 146 80% n = 145 79%
Black Hawk Elementary will provide materials and training (ex: literacy training, helping parents work with their children, reading strategies, math strategies, etc.) to help parents work with their children. Black Hawk Elementary will also provide training and support to increase parent involvement through the following targeted areas: volunteer training and training parents to assist in educating school staff in how to best communicate with and work with parents to build ties between home and school. Black Hawk Elementary will coordinate and integrate parent involvement activities such as Head Start, Migrant Education, Homeless Education, and Reading Recovery. Black Hawk will also have a parent coordinator to assist with providing information regarding available school and community resources including, but not limited to, Character Counts, Kiwanis, and Rapid City Partnership. Black Hawk Elementary will provide full opportunities for the participation of parents with limited English proficiency or with disabilities, including providing information and school profiles in language and format parents will understand. Black Hawk Elementary will provide reasonable support for parent involvement activities which could include daycare and transportation. OPTIONAL POLICY ACTIVITIES May involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of trainings. May provide necessary literacy training from funds received under this part if the local education agency has exhausted all other reasonably available sources of funding for such training. May pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions. May train parents to enhance the involvement of other parents. May arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation. May adopt and implement model approaches to improve parental involvement.
School: Black Hawk Elementary District: Rapid City Area Schools – Rapid City, SD Evaluation Team: Kim Webber, Holly Mehlhaff, Jackie Higlin Date of Evaluation: 9-7-2011 Goal: To improve math achievement K-5 so that 84% (increase of 5% from 2009/2010) of the 3rd – 5th grade students will demonstrate proficient or advanced levels on grade level math content standards as evidenced by the Dakota STEP Test by the spring of 2011 by meeting AMO, Safe Harbor, or Confidence Interval Allowance. Strategy Implemented Timeline of Strategy Implemented Assessment or other Instrument Results Summative Comments Test taking strategies Inclusion of feedback, strategies, and formative assessment on lessons Individual goal setting and study of the Learning Assessment Model Providing focused student feedback using “Stars and Steps” Investigations unit study (SD Counts) Family Math Night with a focus on geometry content and vocabulary Create Working Number Game Tubs – integrate into Math Workshop Standards Support Teacher provides additional lessons according to assessed areas of Jan. – April 2011 Fall – Spring 2010/2011 Daily for 2010/2011 Monthly One per year 2010-2011 Weekly Intentional observations Unit assessments Work samples Student conferences DACS DSTEP Pre: DACS – Fall 2010 Mean Scaled Scores 3rd – 2157 4th – 2342 5th – 2494 State AMO = 72% Black Hawk overall math = 75% 3rd Grade Math DSTEP 2011 Proficiency = 67% 4th Grade Math DSTEP 2011 Proficiency = 78% 5th Grade Math DSTEP 2011 Proficiency = 82% Strengths – increase of 3rd grade scores and 5% increase in the number of students in advanced Weaknesses – overall, scores remain flat over past several years Instructional Adjustments: Support K-3rd grade teachers and students as they move toward DSTEP Testing Full Implementation of the Workshop Model Provide test taking strategies Flexible groupings by need Differentiated instruction Continue the use of the Pearson Plan for math Prioritize staff support from Math Teacher Leader by need. Begin with first year and new teachers Provide more math grade level planning time Learning Targets are posted and clearly defined to students Student self assessment related to learning targets 30 minute math block outside of the Investigations block Post: DACS – Spring 2011 Mean Scaled Scores 3rd – 2337 4th – 2508 5th - 2631
need Student goal setting in response to assessment data Tutoring Program Trimester Once per week (to include Number Talks) Create math game binders for all grade levels (8/11) Continue and increase the use of small groups based on need or strategy to work during Math Workshop time