Comparison of Essential Elements of School Improvement at the Dever Prior to 2010 2010-Present Preliminary Proposal Difference (Current vs Proposed) Curriculum Reading: Harcourt Trophies Scott Foresman Reading Street (2008-2010) Math: TERC Investigations Science: FOSS (not generally taught) Social Studies: Not generally taught Reading: Scott Foresman Reading Street/Calle de la Lectura (2010-2011 only) School- Developed Units of Study aligned to CCSS Phonics: Fundations/Estrellita Spelling (new in Spelling Connections (ENG) Word Study (SPAN) Reading Interventions: Leveled Literacy Intervention Soar to Success Wilson Reading System Reading: Mondo Bookshop (It is unclear if this will be used for core instruction or guided reading groups) Phonics/Spelling: TBD Reading Intervention: TBD Math: TBD Science: TBD Social Studies: TBD Mondo will be used for ELA. Other differences are not clear.
Math: TERC Investigations w/supplements to align with CCSS Science: FOSS Social Studies: BPS Units (K-2) Social Studies Alive (3-5) Instructional Delivery Model(s) Length of School Day: 6 hours Reader’s Workshop: BPS Adaptation of Fountas and Pinnell model 90 minutes daily Length of School Day: 7 hours Reader’s Workshop: Uncommon Schools’ Model 90-110 minutes Phonics: K-2- 40 minutes 4x/week Length of School Day: 8 hours ELA: Uncommon Schools’ Model 120 minutes per day Reading: No difference in instructional model for reading K-2: Average loss of 12 minutes of reading instruction per day 3-5 Average gain of 5 minutes of reading instruction per day Writing K-2 Loss of 60 minutes per day of writing instruction
K-5 School & District formative and summative assessments BPS Predictives Interims provided by external partner Social Emotional Supports Second Step WEDIKO Side-By-Side Social Skills Groups WEDIKO support for LAB PBIS Second Step (2010-2013) Open Circle (2013-2014) Morning Meeting WEDIKO support for LAB City Connects (1.5 social workers) Home for Little Wanderers (2 therapists provide one on one counseling in the school) PBIS Morning Meeting Weekly Behavior Intervention Groups (30 minutes each) No change in PBIS No social-emotional curriculum identified Added behavior intervention groups Counseling and social work supports not identified in preliminary plan Professional Development BTU Contractual 30 hours; 12 hours during professional development days and 18 hours to be scheduled outside of the school day. BTU Contractual 30 12 hours during professional development days and 18 hours to be scheduled outside of the school day. 20 days of PD in the summer 20 additional days of PD in the summer
One 48 minute team meeting per week Reading First Coach One required observation per year 100 additional hours as per Joint Agreement for Turnaround Schools; 16 hour summer institute, 84 hours of contractual team meeting and coaching time. 1.5 Reading Coaches .4 Math Coach Administration required to conduct 2 classroom observations per day and provide actionable feedback in writing and in person Weekly meeting time is not articulated but time will be integrated for data meetings and PLCs Reading Coach Math Coach Bi-weekly observations of all teachers with actionable feedback Difference in weekly meeting/coaching time is not clear Reduction of .5 Reading Coach Addition of 1.0 Math Coach Increased frequency of observations for some members Family Engagement Bilingual BPS Family and Community Outreach Coordinator Bilingual BPS Family and Community Outreach Coordinator (Until June 2012) Required parent communication logs (monthly) Community Liaison Mandatory bi-weekly communication Reinstatement of Family/Community Liaison Increased required communication with
families (monthly to Data English TRC Results 2009-2010 MOY Kinder: N/A Grade 1: 15% P/A 71% Far Below Proficient Grade 2: 41% P/A; 38% Far Below Proficient Enrollment: 2009-2010 482 English TRC Results 2013-2014 MOY Kinder: 93% P/A 7% Below Proficient Grade 1: 32% P/A 44% Far Below Proficient Grade 2: 43% P/A 32% Far Below Proficient Enrollment: 2013-2014 585 English TRC Results Kinder: N/A Grade 1: 17 pt. increase in P/A 27 pt. decrease in Far Below Proficient Grade 2: 2pt. increase in P/A 6 pt. decrease in Far Below Proficient Note: The grade 2 cohort in has 32% LEP students. The grade 2 cohort in is 50% LEP. Enrollment: 103 additional students 14