Garden Hills Elementary School

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

We shifted from teaching to learning. The staff identified the importance of the team concept and looked at the needs of the students. Once the team identified essentials common assessments were established. The staff development was focused on Professional Learning Community books. Celebrations were established on a monthly basis to acknowledge students academic and social growth.

1. Monitoring student learning on a timely basis.

Common Assessments developed monthly for each grade level

Weekly review of student data in collaboration

Student data managed in excel spreadsheet so trends can be identified

Mastery Manager used to monitor district quarterly exams

2. Creating systems of intervention to provide students with additional time and support for learning.

Tutorial built into the day for second through fifth grade

Developing a strong Pyramid of Interventions which involves the parents

Literacy Team push in for classroom support

Use of special teachers for tutorial time

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

Created a common plan time in the master schedule

  • Designed the physical layout of the school so that like grade levels
  • Once a month have a half day PLC plan time where teachers reflect on the effectiveness of PLC practices
  • Professional Development book study “On Common Ground” and “Smart Goals”
  • Reflection with students on if they are intrinsically getting the message of each lesson this is done by asking students a series of questions on walkthroughs)
  • A collaboration accountability form is used for each collaboration meeting.
  • Celebrate the student successes academically and socially with rewards and acknowledgements monthly

Additional Achievement Data

Present Student Achievement Data. Numbers in tables represent percentage of students that meet or exceed standards.

Garden Hills Elementary School

Grade 3 2004 (GH/State) 2005 (GH/State) 2006 (GH/State) 2007 (GH/State) 2008 (GH/State) 2009 (GH/State)
Reading 60/65 59/67 84/71 72/na 67/na 81/na
Math 73/79 89/79 98/86 85/na 86/na 69/na
Writing n/a n/a n/a n/a n/a 32/na
Grade 4 2004 (GH/State) 2005 (GH/State) 2006 (GH/State) 2007 (GH/State) 2008 (GH/State) 2009 (GH/State)
Reading n/a n/a 77/73 96/na 77/na 88/na
Science 63/68 68/74 73/80 96/na 71/na 79/na
Soc.St. 57/61 n/a n/a n/a n/a n/a
Math n/a n/a 86/85 98/na 80/na 86/na
Grade 5 2004 (GH/State) 2005 (GH/State) 2006 (GH/State) 2007 (GH/State) 2008 (GH/State) 2009 (GH/State)
Reading 54/61 56/60 68/75 68/na 74/na 74/na
Math 70/72 73/73 64/79 89/na 87/na 66/na
Writing n/a n/a n/a 55/na 54/na 46/na

Garden Hills third grade math data represents a growth of 24.6% in three years. More significant is that broken down into ethnic groups in 2004 Caucasian students had a passing score of 94.5% and African American students had a passing score of 26%. By 2006 the achievement gap of 68.5% that existed in 2004 was reduced to 0% because the on the 2006 state assessment 100% of the Caucasian passed and 100% of the African American students passed. The overall percentage was a 91% because of the ESL scores added into to the overall score.

The third grade reading data had similar results. In 2004 Caucasian students passed the reading tests at 94.5% and the African American students 26%. This represents a 68.5% achievement gap. By 2006 the achievement gap has reduced to 15.8% with 100% of the Caucasian students passing and 84.2% of the African America. Once again a gallant effort of teachers engaged in the Professional Learning Communities.

Recognition by the Board of Education for making AYP status