Olentangy Meadows Elementary School

Building Strengths

(August)

• Increase in Performance Index and ranking in the state.
• Met Ohio Achievement Test benchmarks for all subjects and grades.
• Increased the Economic Disadvantaged subgroup passage rate in both reading and math by more than 9 percent.
• Increased the number of students meeting their projected performance level in reading for all grades, and 5th grade science and social studies.
• 78% met or exceeded grade level benchmarks in reading based on the Developmental Reading Assessment II in grades K, 1 and 2.

Building Areas for Improvement

(August)

• 57.9% of LEP subgroup was proficient in reading.
• Decrease in the number of 5th grade students meeting their projected performance level in math.
• Decrease in the number of primary students mastering math fact fluency using end of grade level benchmarks.

Focus

(August)

• To clearly articulate quality learning targets that directly align curriculum to assessment and instruction.

Actions

(September)

Mid Year Check

(January)

All teachers will focus on the following curriculum processes:

1. Analyze curriculum maps to be clear and confident about map standards.
2. Research and explore curriculum map indicators to obtain deep content knowledge.
3. Unpack the curriculum to identify clear learning targets or the scaffolding to the learning targets.
4. Clearly define what mastery of the learning targets looks like when achieved.
5. Will know where students are in relation to the specified learning targets at any time.

As the instructional leaders, we will:

1. Make daily decisions aligned with the building and district focus.
2. Conduct building walk-throughs for the purpose of collecting evidence of progress on the curriculum focus.
3. Conduct evaluations of staff members with an emphasis on the curriculum processes.
4. Create professional development opportunities during late starts, curriculum days, etc. to support building CIP.
5. Collect feedback from staff on progress of the building CIP action steps.

1. Building teams have used Curriculum Day and late starts to review the CIP goals and discuss the importance of unpacking and the use of quality targets.
2. Curriculum exploration started at the September Curriculum Day, and focused on depth by learning more about transfer and how to transfer student learning and understanding across multiple subjects. Enduring understandings and essential questions were researched and explored as a means to deeply impact student learning and mastery.
3. Building teams have continued the regular practice of unpacking the curriculum during their collaboration times. In addition, curriculum unpackings from 2008-09 have been refined with an emphasis on quality and clarity.
4. During late starts and team planning times, the teachers continue to examine student work as it relates to the learning targets. Various levels of student achievement (below, at, above) have been identified, with anchor papers used to bring clarity to what master looks like when achieved.
5. In addition to unit summative assessments, formative assessments continue to be used to identify where students are. Building-wide “watch lists” are monitored by building administration in conjunction with staff to monitor over-all student achievement.

1. The OMES administrative team continues to see high quality examples of learning targets posted in classrooms. This information is then used to support professional development decisions for specific teams (example, February Modules 3 & 4 opportunity for staff).
2. The OMES administrative team is on target with the required number of classroom walk-throughs, and continues to see a positive trend in quality target postings. The monthly target posting rate fluxuates between 30 and 50%.
3. Completed staff evaluations continue to emphasize the curriculum processes, with particular attention given to quality targets, the assessment process, and use of the Optimal Learning Model. Staff is given feedback and suggestions on how to further improve in these areas.
4. The OMES administrative team, in conjunction with Central Office leadership, continue to plan quality professional development opportunities during Late Starts, Curriculum Days, and monthly staff meetings. In addition, the building has continued the learning of the Regie Routman Reading/Writing Connections modules, focused on the Optimal Learning Model.
5. Following professional development opportunities, exit slips are used to help improve the quality of professional development.

Results we expect

(September)

Mid Year Check

(January)

• An increase in the percentage of staff using classroom learning targets explicitly in their instruction based on the month to month principal walkthroughs.
• OMES will increase the proficiency passage rate for IEP LEP subgroup in Reading.
• OMES will have more 5th grade students meeting or exceeding their projection in Math.

• The 2009-10 School Year data has shown a significant improvement in the frequency of postings of learning targets.
• OMES Administration (Mrs. Hawk) has coordinated meetings including intervention, literacy support, and the building ESL aide to discuss student (subgroup) progress and service delivery. Roles have been redefined based on these meetings.
• The fifth grade team has worked tirelessly to redesign the fifth grade math block and to differentiate instruction to better meet the needs of students. The use of flexible groups and formative assessment have greatly impacted student achievement in the area of fifth grade math.

Link to District CIP

(What district benchmark results will get better because we improve our results?)

• Focus Area: To clearly articulate quality learning targets that directly align curriculum to assessment and instruction.
• Benchmark 1: Percentage of students achieving at or above their projected performance level.
• Benchmark 3: Meet state and national standards.