Milan C-2 Elementary
- Number of Students: 243
- Percent Eligible for Free and Reduced Lunch: 68%
- Percent of Limited English Proficient: 49%
- Percent of Special Education: 10%
- White: 55%
- Black: 2%
- Hispanic: 39%
- Asian: 1%
- Native Hawaiian or Other Pacific Islander: 0%
- American Indian or Alaska Native: 0%
- Multiracial: 3%
- Other: 0%
In the beginning, our district sent all staff to national PLC conventions across the United States. We received guidance from our local professional development committees after we returned from the national conventions. We took sections of the PLC process and promoted it in manageable chunks. We reflected frequently after the process was put in place. We took input from our staff as a team to make changes if needed. This helped to create trust and buy-in.This created a cohesive atmosphere where everyone was willing to collaborate. We continued to move forward and after many years, this is the way our elementary does business daily. Meeting on a regular basis to discuss student learning & ways to improve, making data-based decisions regarding student learning. Student involvement in our PLC process through the use of student data notebooks, and letting them know what goals we are trying to reach to improve learning in our school. Strong leadership from administration & faculty leadership team (working together collaboratively to set specific goals & make improvements in student learning).
Milan C-2 Elementary is located in rural northeast Missouri. Milan’s student population is diverse with 49% of our students being ELL and 68% of our students receiving free or reduced lunch. Milan Elementary has a family atmosphere and believes all students are capable of learning at a high level. At its core, the Milan Elementary building improvement plan guides the school year along with its goal wall, building curriculum map, visible priority standards in each room and the posting of student work.
Staff and students strive to improve and seek excellence every day in academics and behavior. The PLC team establishes success indicators that drive our goals and team for the year. Staff collaborates using data from various tools and knowledge from colleagues. Grade level teams meet weekly to write and review smart goals. The teachers meet vertically to identify gaps and devise a plan. Teachers use each other through peer observations and to improve teaching in their own rooms.
Students and parents are aware of goals in their classes through use of their data notebooks. In addition, students share their notebooks with parents at parent-teacher conferences. Students are held accountable for their academics and behaviors through the sharing of achievement scores and behavior data. The student-led conferences and giving the information back to our students has brought our PLC full circle. There is also strong parent involvement that brings about another data piece monitoring student expectations. It has given our students the drive to succeed.
1. Monitoring student learning on a timely basis.
We monitor our student’s progress daily, weekly, and monthly through various forms and they are as follows:
-Monthly Progress monitoring for DIBELS assessment
-Monthly Progress monitoring for STAR-Reading assessment
-Weekly classroom reading assessments that are teacher created.
-Weekly Smart goal setting and assessing through Pre- & Post-tests for each skill.
-Monthly Evaluate/Acuity skill monitoring in Communication Arts and Math as part of a district utilized assessment.
-Bi-weekly Students keep track of assessment data in Student data notebooks to monitor their own progress, set and attain goals. Students track their smart goal skills taught weekly, STAR reading scores, DIBELS scores, skills in all subjects, math, reading, science and social studies. Students also track their evaluate and acuity scores( this is a test given once per month to monitor their progress on skills in reading and math and to prepare them for the state assessment.)
We meet weekly to discuss, assess and devise a plan each week as grade levels to determine those skills that need to be re-taught. We meet bi-monthly as a leadership team to discuss skills and how to help out the grade level and content area teams to assist them in meeting their goals. We meet monthly to discuss our students' progress vertically as a building. We determine what skills have been taught, and identify and set a plan for those that have not. If students are struggling, we provide assistance to that teacher or grade level through ideas, re-teaching, enrichment, and assistance.
2. Creating systems of intervention to provide students with additional time and support for learning.
We monitor our students' progress weekly and meet bi-monthly and monthly as a leadership team. We collaborate across grade levels with all teachers and support services. We collaborate vertically once per month to ensure that we do not miss teaching those important skills needed.
-3 Tiered Intervention System (Tier 2 & 3 students receive an additional 30-40 minutes of intervention time for Reading & Math daily through Title, ELL, & small groups within the classroom).
-Each grade level has a specific time for Intervention built into their daily schedule for small groups in reading and math. These groups are determined once per month when the team meets and each month, students may be moved from group to group based on their progress. Once students are moved, they will receive those interventions and enrichments until the next month.
-Tier 1 students receive 30-40 minutes of Enrichment time known as Den Time. The enrichment activities are provided by available classroom teachers, Special education teachers, ELL teachers and specials teachers.These students have met their goal and will receive enrichment activities during this time.
-Our "Care Team” meets once per month to monitor the progress of our at-risk students. These students are recommended by their classroom teacher to the team. Once the team reviews the recommendation, we determine if that student needs support for behavior, academic, or counseling. Once the support has been determined we then monitor all aspects of the student. We set goals for the students in reading and math. We utilize several tools to assess and monitor the students’ progress. If a student has met goals we set new ones and if a student does not meet their goals we analyze why, develop a plan and progress from there. Students on the care team will receive intervention in the areas they are deficient. If they are deficient in all they will receive reading and math interventions and tutoring after school. We use our flow chart to help guide us through our intervention process.
3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
-Weekly grade-level meetings with a focused agenda concerning smart goals, student goals, grade level needs, and other assessments. We discuss strategies to meet smart goals and any other building goals as a grade level team. This is done during a common grade level prep time. Students are all at specials during this meeting time.
-Monthly Title & CARE Team meetings to discuss specific groups of students and strategies to meet their needs and goals. (We focus on data gathered through the DIBELS and STAR-Reading assessments, weekly classroom reading assessments and weekly skills in all subject areas and ways to meet individual student goals & grade level goals. This is done during a common grade level prep time. Students are all at specials during this meeting time.
-Bi-monthly meetings with the Leadership team to discuss PLC, PBS (Positive Behavior Support System), & CW (Collaborative Works Grant). In these meetings we discuss our indicators, celebrations, students’ progress, and student data as grade levels and as a building. We discuss student behavior and devise PBS lessons to assist in improving student behavior. We discuss student progress and devise plans to incentivize students to meet individual, grade level or building goals. These meetings occur after school with all the leadership team present for 1 hour. Each grade level, specials area, sped, ELL and title are all representatives that make up this team.
-Quarterly meetings with PLC team to discuss the status of our PLC process & ways to improve learning in our school. We set success indicators at the beginning of each school year to help us measure the success of our PLC team as the year progresses. When we have met a success indicator we mark it off as met, if we are working on the indicator we mark it as ongoing and if we have not started it yet, it stays blank until we get to it. Each PLC agenda starts with our success indicators at the top of the page. Our Indicators are visible for us to review and discuss the progress on each one. This allows us to make plans and remember our goals for the school year as a PLC team. The leadership team is represented by each grade level and area in our building. We determine as a team what we want to see improve each year as a PLC for our Elementary building.
Additional Achievement Data
2014-2016 Annual Performance Report (The Missouri School Improvement Plan) is the annual performance report that measures ever school in the state for accreditation purposes. Our elementary continues to grow academically and shown below in our student's performance on the Missouri Assessment Program in the areas of Math and ELA. Our building has earned 50 of the 50 points possible the last two years and attendance under the 90/90 rule has been above 90% for the last three consecutive years. As an elementary, we are allotted 50 points based on academic achievement, subgroup achievement, and attendance. The following shows our results for the 2014-2016 school years.
Our elementary continues to grow academically as shown by our student achievement in the subject areas of Math and ELA. Our students have grown tremendously and continue to increase in each subject area getting us closer to the state average. Our RTI process has aided in the success of our students. Our scores have increased in the third-grade subject area of ELA 35% in the last three years and in the fourth-grade subject area of ELA 52% in the last three years. In Math third grade improved 20% and in fourth grade, they have improved their scores 34% in the last three years. As of 2016, we finished only 4% away from the state average in ELA and 2% away from the state average in Math.
|Missouri Assessment Scores|
|ELA Milan Total||15%||45%||58%|
|ELA State Total||49%||58%||62%|
|ELA Milan Total||21%||31%||48%|
|ELA State Total||50%||51%||50%|
*Exemplary PLC Class of 2017 for the State of Missouri.
**Positive Behavior Support Recognition for the State of Missouri.
-Bronze: 2010, 2011, 2012
-Silver: 2013, 2014, 2015
-Gold: 2016, 2017