pinewood elementary

Pinewood Elementary

School Data and Plan for Improvement

School Demographics

African Ameri-

can36%

American Indian24%

Asian4%

Multi-Racial18%

Pacific Is-

lander0%

White18%

Race

Hispanic46%

Non-Hispanic54%

Ethnicity

Yes86%

No14%

Free and Reduced Lunch

LEP28%

Not LEP72%

Limited English Proficiency Status

Student Achievement DataEOG Scores

Reading Math Science School Composite

0

10

20

30

40

50

60

70

80

90

100

2009-20102010-20112011-2012

Student Growth on EOGs

Reading Math Overall

-0.2

-0.1

0

0.1

0.2

0.3

0.4

2009-20102010-20112011-2012

Student Achievement Data Summary

• Pinewood was a school of high growth in both 2010-2011 and 2011-2012.

• In 2011-2012, Pinewood met the school improvement goal of 61% for reading by .6%.

• In 2011-2012, Pinewood met the school improvement goal of 81% for math by 5.9%.

Perception Data – Teacher Surveys

2009-2010 2010-2011 2011-20120%

10%

20%

30%

40%

50%

60%

Strongly AgreeAgreeDisagreeStrongly Disagree

School goals for instruction and achievement are clearly communicated at this school.

2009-2010 2010-2011 2011-20120%

10%

20%

30%

40%

50%

60%

Strongly AgreeAgreeDisagreeStrongly Disagree

I feel empowered by my principal to do what is necessary to impact student achievement.

2009-2010 2010-2011 2011-20120%

10%

20%

30%

40%

50%

60%

Strongly AgreeAgreeDisagreeStrongly Disagree

My school has a strong culture of collaboration.

Teacher Surveys – Professional Development 2011-2012

Differentiated In

structi

on

EOG Preparation

Best Prac

tices

Technology

Training

0%10%20%30%40%50%60%70%

Very SatisfiedSatisfiedUnsatisfiedVery UnsatisfiedDon't Know

Professional Development Continued

ESL Stu

dents

Reading C

omprehension

Math M

anipulati

ves

Integrated Curri

culum

0%10%20%30%40%50%60%70%

Very SatisfiedSatisfiedUnsatisfiedVery UnsatisfiedDon't Kno

What does the data show?• EOG scores are improving. The school made “high

growth” the last two years.• Math scores are significantly higher than reading and

science scores.• A large majority of teachers feel that school goals for

instruction and achievement are followed and communicated.

• A large majority of teachers feel that school has strong culture of collaboration.

• A large majority of teachers feel that they are empowered to do what is necessary to impact student achievement.

What are teachers’ perceptions of professional development?

• Teachers feel the most satisfied towards professional development on reading comprehension, using math manipulatives, differentiated instruction, best practices, and integrated curriculum.

• Teachers do not feel as satisfied towards professional development on EOG preparation, technology training, and ESL students.

Where do we go from here?

• How do we maintain “high growth?”• How do we increase our reading and science

scores?• What types of professional development will

benefit our school?• How do we continue our improvement and fix

our problems?

The Plan for 2012-2013

1. Meaningful Professional Development2. Nonviolent Interventions for Discipline Problems3. Community Outreach

Professional Development

• Reading Comprehension was a big focus last year, and it will continue to be a big part of professional development this year. – This year Pinewood will be a phase 3 school for Balanced

Literacy.• There will be a technology workshop during one of the

in-service days. – There will be four classes led by teachers (using iPads,

advanced Smartboard, Edmodo, and using Google docs). There will be two sessions with these four classes, and teachers can pick which two classes to attend.

Professional Development Continued

• There will be professional development days devoted to sharing best practices and model lessons for both science instruction and using math manipulatives.

Professional Development Continued

• PLCs - Teachers can join PLCs on the following topics based off their needs:– Integrating curriculum– Best practices for teaching ESL students– Children in poverty– EOG preparation– Action research– Peer observation

• Each teacher must lead or join at least one PLC.• PLCs will be led by teachers.• The principal and assistant principal will monitor PLCs

throughout the year.

Nonviolent Interventions for Discipline Problems

• Teachers will be selected by the principal to attend training on nonviolent interventions.

• The main idea is that teachers should not to get into “power struggles” with students.

• Here are some sample behaviors and the approach teachers should use:– The student shows anxiety – The teacher should be supportive– The student is defensive – The teacher should be directive.– The student is acting out – The teacher should use nonviolent crisis

intervention.– The student is showing tension reduction – The teacher should use

establish therapeutic rapport.

Community Outreach

1. Update the website. The calendar always needs to be up-to-date, and there needs to be more pictures and videos added.

2. Keep the community updated by posting on Facebook and sending newsletters to the neighborhood HOA.

3. Create a public relations committee that will maintain the website, promote the school via social media, contact the local media, and communicate with the community partners.

This plan build on our strengths and improve on our weaknesses.• The planned professional development will focus

on student learning and help us continue to be a school of high growth.

• The nonviolent interventions will helps us to maintain order in our classrooms while building quality relationships with our students.

• The community outreach will enable us to gain needed support from the surrounding community.

All of these things will allow Pinewood to continue to be a winning team!