• Three of the four state test targets show growth, although not at the target we were seeking. Continued work, K-3, in both content areas will be stressed through leadership, professional development, resource allocation and instructional review. Overall, both reading and math scores are a priority. We are reviewing a new math materials adoption this year. The goals will be reset and the 3rd math target will be readjusted to accelerate progress towards the 3 & 5 year goals. Reading will be monitored this year to see how PD and new assessment diagnostics help with corrective teaching through intervention blocks and XLT. Primaries increased para support to Kindergarten and we are looking at ways to include more time 1-3.

    ELA – We have not met the growth targets we would like to meet in ELA. After analyzing data and having representatives attend the International Literacy conference we are all focusing a lot of our resources on building our literacy leaders in each building. The literacy team has chosen to focus on developing a love reading and writing at all levels and across all subgroups. All buildings have gotten specialized training on how to implement choice reading, standards based conferring with students about what they are reading, and all grade levels teach and commonly score each genre of writing.

    Science - Hands on Science is generally absent and each school has significant room for growth beyond just reading about science. Schools will work to step forward into helping students understand the world in which the live, with a strong foundation for intermediate science based on the Next Generation Science Standards (NGSS). Grade level representatives are serving on the science committee where they will design units aligned with NGSS, pilot the units, and share with their grade level team.

    Math – The math scores and lack of student growth at the primary schools are unacceptable. We are yearning for cohesive, comprehensive and appropriately challenging mathematics materials and are all represented on the math review committee. In the meantime, teachers continue to use and share materials aligned to the CCSS (Engage NY materials and other supplemental materials), follow district scope and sequence maps, and administer district common math assessments.

    Instructional Coaching – Teams of teachers continue to utilize coaching opportunities with District Educational Specialists. Additionally, our building facilitator’s roles have shifted to a more intentional support structure to better support teaching and learning.

    PLCs - All three Primary Schools PLC’s continue to be the primary vehicle for implementation of action plans aimed at the four plc questions: What do we want students to know? How will we know if they have achieved it? What will we do if the students didn’t learn it? And, What will we do if they did learn it?

    The Culture of Our Schools – Culturally, buildings are moving towards sharing and analyzing data and working to become high performing beyond simply the CEE staff survey of perceptions. We recognize we have pockets of excellence, and pockets of resistance. At the principal level we know and understand that not all teachers can be proficient and distinguished when half our students are not meeting standards in ELA and Math.

    Time- While all three primary schools have equal amounts of time, we all struggle with a lack of time to successfully and completely integrate the myriad of initiatives and support that is offered: EL pull outs, SE pull outs, 90 minute ELA blocks, 60 minute Math blocks, Intervention, I-Ready instructional time for struggling learners, science instruction, Hi-cap learners, ALL students, Lunch, Recess and PE. Time is also a struggle outside of the student learning day as we struggle to schedule parent conferences, PLC meetings, computer lab time, library time, staff meeting time, math materials review, writing scoring, monthly building ELA trainings, and PBIS to name a few competing initiatives.

    Our strengths- We are meeting regularly, collaborating, and sharing as primary building leaders more than we have historically. We are hardworking, we are dedicated, and we want to learn how to move all students forward, to successfully prepare students for their future. We are hustling toward a brighter future.

Last Modified on September 18, 2017