Henry J. Kaiser, Jr. Elementary School A public school of choice providing Arts, Equity &...

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Henry J. Kaiser, Henry J. Kaiser, Jr. Elementary Jr. Elementary School School A public school A public school of choice of choice providing providing Arts, Equity & Arts, Equity & Achievement Achievement for all! for all!

Transcript of Henry J. Kaiser, Jr. Elementary School A public school of choice providing Arts, Equity &...

Henry J. Kaiser, Jr. Henry J. Kaiser, Jr. Elementary SchoolElementary School

A public A public school of school of choice choice

providingproviding

Arts, Equity Arts, Equity & &

Achievement Achievement for all!for all!

Kaiser MissionKaiser Mission

Henry J. Kaiser, Jr. Elementary School, strives to provide an arts-enriched academic program in a stimulating and creative learning environment where all can feel respected, valued and safe. We seek to impart the necessary skills for student excellence and to produce well-rounded, reflective, socially aware individuals

Kaiser DiversityKaiser DiversityKaiser is a microcosm of the city of Oakland. We celebrate children from all of Oakland’s neighborhoods, socio-economic levels, diverse family structures and cultural backgrounds. Our families come from Oakland’s heartlands to Kaiser, a school located in the hills with a fabulous view of the Golden Gate Bridge! We are a successful public school of choice!

Kaiser StaffKaiser Staff

Our staff of life-long learners engages in inquiry and dialogue to continually improve instruction and works closely with our families and students to provide an exciting learning environment where all work to meet our goals of providing:

•a place where the “family spirit” prevails• academic excellence and encouraging diversity• teaching which is holistic, interactive and facilitative• exposure and hands-on learning in fine arts, music, movement and drama.• an aesthetically pleasing environment• a learning environment where all feel respected, valued, safe and supported

Opportunities for Parental Opportunities for Parental InvolvementInvolvement

Parents enrich and support our instructional program through:

PTA membership Classroom support, tutoring, office support Event and field trip chaperoning Fundraising Book fair Community Newsletter Site council membership Monthly multicultural celebrations Grounds beautification projects Family math, science, literacy nights

Results of Parental Results of Parental InvolvementInvolvement

PTA funding support includes:

Books, supplies and classroom materials for enrichment Instructors for P.E., library assistance and computer Instructors and equipment for music/movement Additional Teacher’s aide Faculty/Staff classroom stipends Special programs and events Multicultural programs and events P.E. equipment Orff musical instruments Printing for parent communications

DemographicsDemographics African AmericansAfrican Americans 54% 54% (130) (130) Asian AmericansAsian Americans 6% 6% (15) (15) Hispanic/LatinoHispanic/Latino 10%10% (25) (25) White White 24% 24% (61) (61) Filipino/Pacific IslanderFilipino/Pacific Islander 4% 4% ( 9) ( 9) OtherOther 2% ( 5) 2% ( 5)

Free/Reduced lunchFree/Reduced lunch 29% (72) 29% (72) Total Number of Students 247Total Number of Students 247 Open enrollment students 95%Open enrollment students 95%

Moving Forward - API Moving Forward - API ScoresScores

714724 725

777788

828

700

720

740

760

780

800

820

840

1999-20002000-01 2000-01 2001-02 2002-03 2003-2004

Closing the GapClosing the Gap

2001

2002

2002

20022003

2003

2003

2004

2004

2004

2001

625

675

725

775

825

875

925

975

African American White Socioeconomic

Focus on Attendance Focus on Attendance

Challenge: To encourage families to make school attendance a priority

Attendance Rate 1999-2004

95.195.4

95.7

96.3 96.4 96.4

94

94.5

95

95.5

96

96.5

1999 2000 2001 2002 2003 2004

Year

Percent of Students

Attending

Overall School Overall School PerformancePerformance

Advanced/Proficient Advanced/Proficient English Language ArtsEnglish Language Arts 2004 = 54%2004 = 54% 2003 = 52%2003 = 52% MathematicsMathematics 2004 =64%2004 =64% 2003 = 58%2003 = 58%

Far Below Basic/BasicFar Below Basic/Basic English Language ArtsEnglish Language Arts 2004 = 10%2004 = 10% 2003 = 21%2003 = 21% MathematicsMathematics 2004 = 12%2004 = 12% 2003 = 20%2003 = 20%

Grade Level PatternsGrade Level Patterns 55thth grade most improved in English Language grade most improved in English Language

Arts and Mathematics.Arts and Mathematics. 33rdrd grade least improved moving students into grade least improved moving students into

advanced and proficient in English Language advanced and proficient in English Language Arts and moving students out of Far Below Arts and moving students out of Far Below Basic and Below Basic in English Language Basic and Below Basic in English Language Arts.Arts.

22ndnd grade least improved moving students out grade least improved moving students out of Far Below Basic and Below Basic in of Far Below Basic and Below Basic in Mathematics.Mathematics.

44thth grade least improved moving students into grade least improved moving students into advance and proficient in Mathematics.advance and proficient in Mathematics.

Ethnicity PatternsEthnicity Patterns African Americans showed most improvement moving students out of African Americans showed most improvement moving students out of

Far Below Basic and BasicFar Below Basic and Basic African Americans improved moving students to Proficient/Advanced African Americans improved moving students to Proficient/Advanced

(ELA)(ELA) Both African Americans and Hispanics moved more than 10% into Both African Americans and Hispanics moved more than 10% into

Proficient/AdvancedProficient/Advanced

05

1015202530354045505560

Far Below Below Basic Proficient Advanced

African American

Hispanic

White

Asian

Filipino/Pacific

English Language ArtsEnglish Language Arts Writing strategies have been our focus for the past two years. Writing strategies have been our focus for the past two years. Strategies for scaffolding the complete writing process are usedStrategies for scaffolding the complete writing process are used Peer editing for teachers and studentsPeer editing for teachers and students Monthly staff development in writing (Bay Area Writing Project)Monthly staff development in writing (Bay Area Writing Project) Use of technology for writingUse of technology for writing

CST ELA 2004 by Grade Level

05101520253035404550

FBB BB B PRO ADVPerformance Category

Percent of Students

2

3

4

5

ELA Content ClustersELA Content Clusters

Strengths (above 70%):Strengths (above 70%):

Written and oral language conventions (grades 2) Written and oral language conventions (grades 2)

Word analysis (grades 2,3,5)Word analysis (grades 2,3,5)

Literary response and analysis (grades 2,3,5)Literary response and analysis (grades 2,3,5)

Weaknesses (below 70%):Weaknesses (below 70%):

Reading comprehension (grades 2,3,4,5,)Reading comprehension (grades 2,3,4,5,)

Writing strategies (grades 3,4,5)Writing strategies (grades 3,4,5)

Written and oral language conventions (grades Written and oral language conventions (grades 3,4,5)3,4,5)

MathMath

CST Math 2004 by Grade Level

0

10

20

30

40

50

FBB BB B PRO ADV

Performance Category

Percent of Students

2

3

4

5

•Expanding challenges for proficient and advanced students. Expanding challenges for proficient and advanced students. •Use of math manipulatives and real life problem solving Use of math manipulatives and real life problem solving applicationsapplications•Pull out and tutoring for under-prepared studentsPull out and tutoring for under-prepared students•Strict adherence to pacing chart and reteaching of skillsStrict adherence to pacing chart and reteaching of skills•Computer assisted learning for math reinforcementComputer assisted learning for math reinforcement

Math Content ClustersMath Content Clusters

Strengths (above 70%):Strengths (above 70%):Number sense (grades 2,3,5)Number sense (grades 2,3,5)Algebra and functions (grades 2,3,5)Algebra and functions (grades 2,3,5)Statistics, data analysis and probability Statistics, data analysis and probability

(grades 2-5)(grades 2-5)Measurement and geometry (grade 2)Measurement and geometry (grade 2)

Weaknesses (below 70%):Weaknesses (below 70%):All Math Areas (grade 4)All Math Areas (grade 4)Measurement and Geometry (grades 3,5)Measurement and Geometry (grades 3,5)

Students with Special NeedsStudents with Special Needs

Students are provided with resource support as Students are provided with resource support as well as small group and individual tutoringwell as small group and individual tutoring

Formal IEPs for all identified special needs Formal IEPs for all identified special needs students.students.

Weekly Student Success Team meetingsWeekly Student Success Team meetings ADA 504 plans to accommodate identified students ADA 504 plans to accommodate identified students

who have special learning differenceswho have special learning differences Intervention tutors supported by TIIG fundingIntervention tutors supported by TIIG funding

GATE StudentsGATE Students

Students are provided with enrichment support as well as small group and individual Students are provided with enrichment support as well as small group and individual tutoringtutoring

Staff is trained to extend classroom lessons to challenge gifted studentsStaff is trained to extend classroom lessons to challenge gifted students Projects and opportunities for using technology to extend learningProjects and opportunities for using technology to extend learning Chess instruction for grades 3,4,5Chess instruction for grades 3,4,5 Parent resource links provided via Kaiser websiteParent resource links provided via Kaiser website CAG Conference attended by teachers and parentsCAG Conference attended by teachers and parents A cluster of GATE students is included in each classroomA cluster of GATE students is included in each classroom

LEP StudentsLEP Students

Our LEP students traditionally make up less Our LEP students traditionally make up less than 3% of the student body. than 3% of the student body.

LEP students typically become Fluent English LEP students typically become Fluent English Proficient after 2 years at Kaiser.Proficient after 2 years at Kaiser.

All staff members are CLAD credentialedAll staff members are CLAD credentialed Small group oral language skill developmentSmall group oral language skill development Tutoring provided by community volunteersTutoring provided by community volunteers

Our challenges are to…Our challenges are to…

Differentiate instruction to support, Differentiate instruction to support, accommodate and meet the needs of all studentsaccommodate and meet the needs of all students

Ensure consistent and explicit Standards based Ensure consistent and explicit Standards based instruction in all classroomsinstruction in all classrooms

Develop more strategies to improve reading Develop more strategies to improve reading comprehension and writing skillscomprehension and writing skills

Strengthen home to school connection for Strengthen home to school connection for mathematics skill reinforcementmathematics skill reinforcement

Raise academic expectations for all students, Raise academic expectations for all students, closing the gap in test scoresclosing the gap in test scores

Solicit outside funding through grants and Solicit outside funding through grants and partnerships to continue established programspartnerships to continue established programs

Differentiate instruction to Differentiate instruction to support, accommodate and support, accommodate and

meet the needs of all meet the needs of all studentsstudents

Workshops focusing on differentiated Workshops focusing on differentiated instruction and classroom intervention instruction and classroom intervention strategiesstrategies

Communicating with parents via weekly class Communicating with parents via weekly class newsletters, report card, twice yearly newsletters, report card, twice yearly conferences, Student Study Team Meetings, IEP conferences, Student Study Team Meetings, IEP MeetingsMeetings

Using Workshop to address the needs of GATE, Using Workshop to address the needs of GATE, ELD and all under prepared studentsELD and all under prepared students

Working collaboratively with the site’s Data Working collaboratively with the site’s Data Inquiry CoachInquiry Coach

Ensure consistent and Ensure consistent and explicit Standards based explicit Standards based

instruction in all instruction in all classroomsclassrooms

Assessing progress and matching grade Assessing progress and matching grade level standards to instructional programlevel standards to instructional program

Communicating with parents via weekly Communicating with parents via weekly class newsletters, report card, twice class newsletters, report card, twice yearly conferences, Student Study Team yearly conferences, Student Study Team Meetings, IEP MeetingsMeetings, IEP Meetings

Teacher workshops to align instructional Teacher workshops to align instructional program with standards program with standards

Develop more strategies to Develop more strategies to improve reading improve reading

comprehension and writing comprehension and writing skillsskills

Observing and modeling best Observing and modeling best practicespractices

Lesson Design Study focusing on Lesson Design Study focusing on writing and reading comprehensionwriting and reading comprehension

SRA Reading Comprehension kitsSRA Reading Comprehension kits In school and after school tutoringIn school and after school tutoring In house staff developmentIn house staff development

Strengthen home to school Strengthen home to school connection for mathematics connection for mathematics

skill reinforcementskill reinforcement

Family math nightFamily math night Take home computer program (grade 5)Take home computer program (grade 5) Homework which involves family Homework which involves family

interactioninteraction Web site linksWeb site links Weekly class newsletters detailing Weekly class newsletters detailing

current focus areascurrent focus areas

Raise academic Raise academic expectations for all expectations for all

students, closing the gap in students, closing the gap in test scorestest scores

Develop strategies to meet the needs of Develop strategies to meet the needs of students with learning disabilitiesstudents with learning disabilities

Focused instruction to move 50% of students Focused instruction to move 50% of students from Basic to Proficient/Advanced on from Basic to Proficient/Advanced on standardized teststandardized test

Analyze data, plan and monitor interventionsAnalyze data, plan and monitor interventions Second Step training for staff and studentsSecond Step training for staff and students Ensure equity for enrichment opportunities Ensure equity for enrichment opportunities

such as field trips and afterschool programssuch as field trips and afterschool programs

Solicit outside funding Solicit outside funding through grants and through grants and

partnerships partnerships

Establish and maintain community partnerships Establish and maintain community partnerships Grant writing workshopsGrant writing workshops Contacting foundations that support the arts, Contacting foundations that support the arts,

technology and educationtechnology and education Making full use of passive fundraising programsMaking full use of passive fundraising programs Being aware of and in compliance with state Being aware of and in compliance with state

and federal regulationsand federal regulations Have a fully functional websiteHave a fully functional website

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For additional information visit:

http://www.kaiserelementaryschool.com