Southside Elementary School

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

Southside Elementary School recently finished our tenth year operating as a Professional Learning Community.  Looking back over the years of hard work and dedication by our students and staff, it has been very rewarding to see the growth our school continues to attain.  Several changes have taken place over the years, but the most significant has been the commitment our staff has made towards becoming an effective PLC.  We take part in meaningful collaboration (horizontally and vertically), use our data on a daily basis to drive instruction, continually focus on student learning, provide focused and rigorous interventions, and CELEBRATE student and staff success, etc.  Overall, we have created a community of learners that are the foundation of our Southside Family.

Southside Elementary has scored well above the state average on the majority of PAWS measures (Wyoming State Assessment) over the past six years.  When comparing data from 2009 to 2015, there has been a significant increase on all measures in the percentage of students on or above grade level on the Proficiency Assessment for Wyoming Students (PAWS).  Professional Learning Communities promote a team approach to educating all children.  This collaborative effort has been reflected in our high assessment results which include our exceptional education population making up twenty-three percent of our school population.  Improvement can also be seen across all grade levels as a result of an emphasis on school-wide goals as opposed to isolated improvements.  While we set school-wide SMART goals for Reading and Math, each grade level creates their own goals based on grade level data, and all students set individual goals to help meet the larger goal.  Teachers set target groups focusing on those groups of students requiring the most intensive intervention.  We feel this has made a direct impact on student achievement and higher test scores.  Even though our student achievement continues to climb, we are continually analyzing data and targeting areas of need as well as those who are exceeding expectations.  With the implementation of our new state standards, classroom instruction is more rigorous as we continue to work collaboratively while growing future problem solvers and critical thinkers.

We are convinced that due to school-wide, grade level, individual, and all school reading group goal setting, each has had a profound effect on student achievement.  The trend data reveals an average increase on MAP Reading scores of 18%, MAP Math of 21%, and DIBELS Reading of 9%.  We are most proud however, of the effect our daily school-wide reading intervention program (based on the DIBELS Screener) has had on the sustainability of our students returning after the summer months.  Note how each fall, our students are retaining more information and coming back stronger every school year (noted in yellow).  We did notice a decline in our PAWS/MAP data last year at the school and state level that we feel could be related to the switch over in state standards.  We look forward to seeing the results from this school year.

1. Monitoring student learning on a timely basis.

Through the use of the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) screening tool, our student body is benchmarked (screened) three times per year (fall, winter, and spring).  Through a collaborative team effort, data is analyzed and students are grouped according to specific needs (Intensive, Strategic, Instructional Benchmark, and Benchmark reading levels).  Intervention groups meet daily for 30 minutes during our School-wide Reading Intervention time.  Very systematic and targeted instruction is provided for students with the greatest needs, which are accomplished through the utilization of scientifically research-based reading programs.  Students are grouped and led by our most qualified and certified instructors, which are progress monitored bi-monthly while strategic students are monitored monthly.  This data is taken to our grade level collaborative meetings for analyzing and adjusting of instruction when needed.

In addition to the DIBELS monitoring, we consistently monitor students based on their grade level essential skills in reading, writing, and math.  We utilize common formative assessments which are administered and analyzed by our collaborative teams every two to three weeks.  The results are used to form intervention or enrichment groups based on student need and to adjust instruction. 

Our grade level and building-wide SMART Goals are revisited often to make sure we are continually progressing towards acquiring our intended outcome.  Staff and students at Southside are very committed to goal setting and monitoring progress towards meeting those goals.

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

The staff at Southside Elementary School have worked diligently staying focused on the three big ideas which have led to our successful creation of systems of intervention.  After establishing and aligning our essential skills at each grade level, our staff spent many hours designing effective common assessments and rubrics in reading, writing, and math.  Before instruction on a new unit, teachers administer a diagnostic assessment to ascertain the level of understanding their students possess.  This allows instructors to differentiate within their classrooms to meet the needs of all students.  Instruction takes place for a certain period of time, depending on individual need.  Common formative assessments are utilized, data is analyzed during grade level team meetings, and decisions are made accordingly.  Students who have not demonstrated expected levels of proficiency receive small group intervention, while students who have demonstrated proficiency receive enrichment to ensure continued growth.  Intervention/enrichment are provided daily for thirty minutes.  A second formative is administered at the completion of instruction to determine if additional intervention is required. 

Grade level teams consist of classified and certified staff who offer a wide range of strengths/skills.  The certified staff member who demonstrates the highest level of proficiency in a specific area, is assigned the group with the greatest need.  This is usually evident when looking at data.  Due to varying levels of strengths within our teams, we continue to learn and grow together as a staff.  When data portrays these strengths, our staff openly share effective strategies during weekly team meetings, as well as, how they have made them highly successful in acquiring elevated levels of proficiency with their students.

In addition to essential skills at each grade level, our teams have also written grade level SMART Goals based on baseline data collected at the beginning of each school year.  Our staff continually revisits the goals and data through the use of data boards, allowing them to focus on identified target groups while providing enrichment or intervention as needed.

This system of intervention has been very successful thus far.  We realized very quickly after analyzing our baseline data at the beginning of the 2011-2012 school year, our levels of proficiency in math were nowhere near where we wanted them to be.  We began the school year with a little over 50% of our student body demonstrating proficiency in math.  By the end of the year, our proficiency levels rose to 82%.  This amount of growth clearly demonstrated the high levels of success we were achieving through our collaborative work as a Professional Learning Community.  Last year, we implemented a math component to our Summer Reading Challenge, which had a greater impact on the sustainability of math concepts, as we did not lose any ground over the summer months.

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

We began our journey as a PLC ten years ago by making a commitment to working as a high performing team in order to meet the needs of all students.   We set out by creating a shared belief that all students could learn and we would do whatever it takes to achieve that belief.  We had to look outside the traditional box and envision what this would look like in our school setting.  Schedules were changed in order to provide time for staff to collaborate both vertically and horizontally, daily intervention times were built in for each grade level, duty schedules were created to allow certified and classified staff to attend meetings and provide support for intervention/enrichment, essential skills were aligned and set, common assessments and rubrics were created, book studies and trainings were held in order to educate all members of our school team to provide our students with the best education possible, building and grade level SMART Goals were written and achieved, strategies were shared, results were effectively utilized,  wherein our culture began and continues to emerge.  Our students and parents know that we are a culture who believes in them, and will provide the necessary time and support to enhance learning. 

If you were to ask any student, parent, or staff member at our school what they believe about Southside Elementary School, they would tell you that we are a “family of learners working together to meet the needs of all students.”  We are proud of how far we have come together, and will remain committed to continual modeling and practice of what high performing collaborative teams can do to improve learning for all our students.  We will continue to grow and learn as a team, acquire new strategies to enhance learning, research new programs and techniques to support instruction, create higher quality assessments incorporating critical thinking skills, build high-levels of trust holding crucial conversations when necessary, share our success and knowledge with others, but most importantly, we will ALWAYS keep our focus on our students and their learning. 

Percentage of student proficiency on PAWS (Proficiency Assessments for Wyoming Students) Assessment for grade levels 3-5 at school/state level

Grade:

3

Reading

(School/State)

Writing

(School/State)

Math

(School/State)

2009

67/54

72/55

85/81

2010

77/56

85/82

95/81

2011

79/66

93/80

95+/88

2012

84/70

NA/NA

*State did not administer writing last year

95+/91

2013

86/66

NA/NA

95+/87

2014

83/62

NA/NA

69/51


Grade:

4

Reading

(School/State)

Writing

(School/State)

Math

(School/State)

2009

83/71

45/46

75/75

2010

93/73

88/80

80/78

2011

88/84

78/75

83/81

2012

95+/83

NA/NA

*State did not administer writing last year

95+/82

2013

91/78

NA/NA

95/81

2014

86/64

NA/NA

77/47


Grade:

5

Reading

(School/State)

Writing

(School/State)

Math

(School/State)

2009

79/63

61/57

81/72

2010

71/63

90/80

74/71

2011

92/77

92/86

87/78

2012

87/79

NA/NA

*State did not administer writing last year

87/82

2013

89/73

NA/NA

95/80

2014

79/58

80/64

79/54

Percentage of student proficiency on MAP (Measure of Academic Progress) Assessment for grade levels K-5 at school level:

Southside Elementary School

6 Year Reading Data

Based on MAP Scores

Grade Level

2009

to

Spring

2010

 

#/% of students reading at or above grade level

 

Fall 2010

to

Spring

2011

 

#/% of students reading at or above grade level

 

Fall 2011

to

Spring

2012

 

#/% of students reading at or above grade level

 

Fall 2012

to

Spring 2013

 

 

#/% of students reading at or above grade level

 

Fall 2013

to

Spring 2014

 

 

#/% of students reading at or above grade level

 

Fall 2014

to

Spring 2015

 

 

#/% of students reading at or above grade level

 

Kindergarten

RIT 156

60/66 = 91%

RIT 156

47/56 = 84%

RIT 158

46/58 = 80%

RIT 158

44/53 = 83%

RIT 158

43/51 = 84%

RIT 158

42/51 = 82%

First Grade

RIT 172

56/61 = 92%

RIT 172

47/53 = 89%

RIT 177

54/59 = 92%

RIT 177

46/53 = 87%

RIT 177

46/52 = 89%

RIT 177

43/52 = 83%

Second Grade

RIT 190

54/66 = 82%

RIT 190

60/71 = 84%

RIT 190

35/47 = 75%

RIT 190

55/59 = 93%

RIT 190

38/48 = 79%

RIT 190

48/58 = 83%

Third Grade

RIT 199

31/39 = 79%

RIT 199

48/52 = 92%

RIT 199

53/64 = 83%

RIT 199

41/51 = 80%

RIT 199

45/51 = 88%

RIT 199

42/47 = 89%

Fourth Grade

RIT 206

35/39 = 90%

RIT 206

30/37 = 81%

RIT 207

45/53 = 85%

RIT 207

45/55 = 82%

RIT 207

40/43= 93%

RIT 207

41/49= 84%

Fifth Grade

RIT 211

27/38 = 71%

RIT 211

35/38 = 92%

RIT 212

33/44 = 75%

RIT 212

45/56 = 80%

RIT 212

40/52 = 77%

RIT 212

36/43 = 84%

Visit the NWEA site to view Normative Data:  http://www.nwea.org/

Percentage of students reading at grade level according to DIBELS (Dynamic Indicators of Basic Early Literacy Skills) screening tool for grades K-5/ Percentage of student’s proficient on the MAP (Measure of Academic Progress) assessment for grade levels K-5:

Southside Elementary School

Reading/Math Trend Data for 2009-2014(Fall to Spring)

Based on DIBELS/MAP Assessments

Assess.

% Prof.

 

2009-2010

Fall Assess.

% Prof.

 

2009-2010

Spring Assess.

% Prof.

 

2010-2011

Fall

Assess.

% Prof.

 

2010-2011

Spring Assess.

% Prof.

 

2011-2012

Fall

Assess.

% Prof.

 

2011-2012

Spring Assess.

% Prof.

 

2012-2013

Fall

Assess.

% Prof.

 

2012-2013

Spring Assess.

% Prof.

 

2013-2014

Fall

Assess.

% Prof.

 

2013-2014

Spring Assess.

% Prof.

 

2014-2015

Fall Assess.

% Prof.

 

2014-2015

Spring Assess.

DIBELS

 

59%

73%

65%

79%

73%

82%

73%

85%

76%

80%

73%

82%

MAP (Read.)

60%

85%

65%

87%

73%

83%

71%

84%

70%

85%

66%

84%

MAP (Math)

63%

83%

60%

82%

52%

82%

67%

85%

63%

88%

63%

84%

Visit the DIBELS sites to view information:  https://dibels.org/index.html or https://dibels.uoregon.edu/

  • Principal nominated for National Distinguished Principal for the State of Wyoming in 2011-2012 school year
  • Awarded 1st Place in Wyoming for Summer Reading Program Participation based on enrollment size in the following years:  2005, 2006, 2007, 2008, 2009, 2014
  • Awarded 2nd Place in Wyoming for Summer Reading Program Participation in the following years:  2010-2011, 2011-2012, and 2012-2013
  • Title I School with 100% Highly Qualified Teachers
  • Awarded the Fresh Fruit and Vegetable Grant for the following years:  2009 , 2010, 2011, 2012, 2013, 2014
  • Achieved State Accreditation every Accreditation Cycle
  • Met AYP ( Annual Yearly Progress) every year based on State Assessment results
  • Principal and Instructional Facilitator asked to present on the effectiveness of Professional Learning Communities at two state conferences and in a neighboring school district to their three elementary schools
  • Principal and staff asked to present at a state conference on our journey as a Professional Learning Community
  • Our school has been visited by six different school districts wanting to model their collaborative teams and system of intervention after ours
  • Instructional Facilitator, Title I Instructor, and Special Education teacher asked to present to three elementary schools in a neighboring community on our school wide reading intervention model.  This same school district then sent a team of teachers to visit our school to attend our team meetings and observe our school wide reading intervention.
  • Met or exceeded all expectations on our state’s new accountability model (2012-2013)
  • Recognized Nationally by “All Things PLC” as a model PLC school for the past three years (1 of only 3 schools in Wyoming)
  • Recognized Nationally as a “National Title I Distinguished School” (1 of 2 schools in Wyoming 2013)
  • Nominated for National Blue Ribbon School ( 1 of 3 schools in Wyoming and will find out the results in the Fall of 2014)
  • Recognized as a National Blue Ribbon School in the Fall of 2014

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