SURN ACTION RESEARCH WENONAH ELEMENTARY SCHOOL REBECCA J. WALTERS, PRINCIPAL...
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Transcript of SURN ACTION RESEARCH WENONAH ELEMENTARY SCHOOL REBECCA J. WALTERS, PRINCIPAL...
SURN ACTION RESEARCH
WENONAH ELEMENTARY SCHOOL REBECCA J. WALTERS, PRINCIPAL [email protected]
ABOUT WENONAH ELEMENTARY Student population: 230 Grades K-5 Instructional staff: 37 Support
Staff: 9 Title 1 school; 90% free & reduced lunch;
very transient student population Waynesboro City Public Schools
1 PreK center; 4 elementary schools; 1 middle school; 1 high school; Adult Basic Education program; 1 alternative education program
Fall observation data
Frequency of observational look-fors and low-yield practices in first round of student engagement observations (December 2014)
Indicators for high, active student engagement most frequently noted: 3. Engages in reading 11/12 5. Engages in discussing text or other input 10/12 9. Applies metacognition strategies 10/12
Indicators for lower-yield practices for students most frequently noted:
L1. Completes worksheet and homework 10/12 L3. Responds orally 9/12
Indicators for high, active student engagement least frequently noted:
6. Engages in problem solving 4/12 7. Creates products 3/12
Staff Development Plan
Book study for K-5 teachers: Visible Learning for Teachers Focusing on concepts tied to current School Improvement Plan indicators for
Wenonah Elementary School Staff was divided into 3 learning teams looking at before, during, and after of
visible teaching/learning – 3 sessions – January-April 2015
Grade level and individual professional learning focused on planning for higher levels of student engagement
Staff development ½ day – February 2015 Whole staff session on Engaging Students in Learning Focus on “What does student engagement look like?” and the use of total participation
techniques to increase engagement
Staff share opportunity – focused on visual tools that support student engagement Anchor charts, student-friendly learning objectives, question stems,
word walls
Highlights of post-assessment data Based on observational data and feedback provided to teachers, we
noticed significant increases in the following indicators: 1. Engages in setting learning goals
Most teachers are now posting student-friendly learning objectives and expecting students to be able to communicate their learning goals.
4. Engages in writing We have observed increased evidence of students engaging in note-taking and sustained
writing
6. Engages in problem-solving Students working together to problem solve in math; word study sorting
8. Peer tutoring, cooperative learning, reciprocal teaching, cooperative groups
We noticed positive changes in the evidence of lower-yield strategies: L1. Completes worksheets and homework
Worksheets are more engaging with authentic writing tasks and note-taking
L3. Responds orally Teachers are using more TPTs to seek feedback or student input (movement, dry erase
boards)
Fall to Spring data comparisons -Most significant changes observed
Next Steps for Data: to be completed by the end of May
Share data with School Improvement Team and Division Improvement Team During April SIT and DIT meetings
Share data with instructional staff During May staff meeting
Complete professional book study Continue to provide individualized
teacher feedback through the evaluation process
Recommendations for Professional Development for 2015-16 Embed principal-conducted student
engagement observations into the School Improvement Plan for 2015-16 to keep a focus on increasing engagement
Consider offering opportunities for peer observations focused on student engagement – using the Indicators of Student Engagement Observation Protocol form
Plan professional development and follow-through centered on summer Copenhaver Institute - Engaging Students in Poverty