Fairview Elementary School

School Information

School Name: Fairview Elementary School
District Name: School District 54
School Address:  375 Arizona Blvd., Hoffman Estates, IL 60194
School Phone: (847) 357-5700
School Fax: (847) 357-5700
Principal: Beth Erbach
Principal E-Mail: betherbach@sd54.org

Demographics

Number of Students:  540
Number eligible for Free and Reduced Lunch: 6.7%
Percent of Limited English Proficient: 9.2%
Percent of Special Education:  8.5%
Racial/Ethnic Percentages:

• White: 47.6%
• Black: 5.3%
• Hispanic: 14.7%
• Asian/Pacific Island: 28.8%
• Other: 3.4%

 

Student Achievement Data:

 

	% School/District/State
Grade 3	2005	2006	2007	2008
Reading	78/NA/67	92/NA/71	86/NA/73	93/82/72
Math	87/NA/79	99/NA/86	97/NA/87	97/94/85

	% School/District/State
Grade 4	2005	2006	2007	2008
Reading	NA	81/NA/73	94/NA/74	92/83/73
Math	NA	95/NA/85	99/NA/86	99/94/85
Science	88/NA/71	91/NA/80	96/NA/80	93/86/76

	% School/District/State
Grade 5	2005	2006	2007	2008
Reading	61/NA/63	91/NA/69	87/NA/70	96/84/74
Math	88/NA/73	98/NA/79	96/NA/83	99/92/81
Writing	NA	NA	81/NA/50	93/70/55

	% School/District/State
Grade 6	2005	2006	2007	2008
Reading	NA	86/NA/73	94/NA/73	93/84/74
Math	NA	97/NA/79	98/NA/81	95/92/81
Writing	NA	NA	NA	93/80/60

Fairview ISAT Math and Reading Growth Over Time
	2005	2006	2007	2008	2009
Reading	69.5%	85.3%	89.8%	93.8%	94.2%
Math	85.1%	94.0%	96.8%	97.4%	97.7%

2009 ISAT Scores
	Grade 3	Grade4	Grade 5	Grade 6
Reading	89%	94%	94%	100%
Math	96%	98%	97%	99%
Science	NA	97%	NA	NA
Writing	94%	NA	93%	95%

Please comment on any aspect of the data that you believe is particularly significant.

Fairview Elementary School has shown an upward trend in all subject areas at all grade levels over the past four years. From 2005 to 2008, third grade has shown a 15% gain in reading and a 10% gain in math. In fifth grade, there was a 35% gain in reading and a 11% gain in math. From 2006 to 2008, fourth grade shows an 11% gain in reading and a 4% gain in math. Sixth graders showed a 7% gain in reading. Currently, our ISAT scores throughout the grade levels are at or above the 90% mark in all subject areas. Our school has made impressive gains as a result of the Professional Learning Communities model.

Please present additional information that indicates your efforts to build a professional learning community have had a positive impact on students and/or teachers.

Fairview Elementary School began implementing the DuFour & Eaker model of Professional Learning Communities at Work during the 2005-2006 school year. A small group of staff members went to the DuFours’ training and read the book, Whatever it Takes. They then shared the information that they learned with the rest of the staff to help us implement this model in our school. The staff broke up into PLC teams with every staff member being included on a team. This helped to make everyone on the staff invested in the process of Professional Learning Communities. The teams began by creating norms for them to run by. Then, the teams looked at a specific grade level list of our district essential outcomes for students to master. The PLC teams broke this list up into essential skills for students to master during each trimester. Then, the teams began creating common assessments to administer to students to see if they needed additional interventions in that particular skill/outcome. The teams worked together to plan intervention lessons for the different leveled groups such as: working towards mastery, mastery, beyond mastery/enrichment. The majority of teams saw growth in student scores after the intervention takes place. By the 2006-2007 school year, the program was fully implemented and all staff members were sent to a 2-day training on Professional Learning Communities at Work.

We continued to implement the practices of the previous year, and added additional common planning time for the PLC teams. This time was created through the creation of a “Buddy Program” and Wednesday Staff Development Time as well as through the alignment of the master schedule for grade levels. The “Buddy Program” allows the intermediate students to mentor primary students on literacy skills. One teacher will monitor the group of students, while the other teacher is given time with their PLC team. This program allows staff to have an extra 50 minute block of PLC time each month. Our staff appreciates the administrative collaboration with allowing for PLC planning times throughout the week, month, and year. Since this time has been “found” and made available for staff to use, the staff is much more invested in the program due to the time they are given to work on it. Through the implementation of PLCs, staff has seen a growth in student achievement and a decrease in the amount of students identified for special services. The staff has become more cohesive and is working together to ensure student success.

Please elaborate strategies you have found to be effective in the following areas:

1. Monitoring student learning on a timely basis.

All second through sixth grade students at Fairview Elementary School are given the MAP test three times per year. This test allows us to properly place students and determine individual and classroom goals based upon the different math and reading strands that are tested. Kindergarten and First grade students are given the ISEL three times per year, in the fall, winter and the spring. This test also allows us to properly place students and determine individual and classroom goals based upon the different snapshots for reading that are tested. These tests allow us to assess student’s needs and differentiate our instruction throughout the school year.

Classroom teachers give team-developed common formative assessments at least three times a trimester. This allows staff to monitor whether or not students are learning the essential outcomes that are being taught. Staff members use this data to effectively prepare materials to instruct the diverse learning needs of all students in each grade level. A wide variety of instructional practices are utilized during weekly intervention groups. These common formative assessments help teachers adjust their future instruction to meet the learning needs of their students.

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

At Fairview School, students are all receiving a minimum of 600 minutes of Literacy instruction per week. In addition, students are given common assessments by grade level according to the District’s Literacy Essential Outcomes. These common assessments are analyzed by PLC teams to determine who needs additional support with the targeted skill. Students who did not meet mastery on the skill are placed in an intervention group. Students who have met mastery are placed in enrichment groups. After 5-10 intervention sessions, a post-test is given (the same assessment as the initial test). Analyzing the data, looking for mastery is the next step. Students who have not mastered the skill will continue to work on essential outcome during small group or one-on-one instruction. After the outcome is completed, the PLC team reflects on the intervention.

Three times a year, students are assessed using the MAP and ISEL tests. Students who perform at the 25th percentile or below are placed in reading remediation groups. Students are placed into groups based on similar needs and we maintain groups with no more than six students per group. These groups meet four times per week for 45 minutes per session. Materials used are research based and district approved. (Examples: Fountas & Pinell Levelled Literacy Instruction, MacMillan McGraw-Hill Triumphs.)

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

Grade level teams are given a common planning time for a minimum of one hour each week to meet. PLC teams meet during staff development time on early-release days twice a month and are also given time to plan once a month during Buddy Time. Each grade level team uses the allocated times to collect and analyze local data, plan intervention and enrichment, sessions, develop common assessments, and to reflect upon the progress of the students and the team. Each trimester, the staff comes together to share with each other the progress of the team and look at the data building-wide. Each year, the principal provides the staff with two current professional books to support their instructional development. Study groups have been formed. Occasionally, the teachers will meet to discuss and reflect upon the professional materials. They are also given the opportunity to get professional development support from the administration and literacy coach as needed.

List awards and recognitions your school has achieved:

• 90 – 90 Schaumburg School District 54 Award (Awarded for overall scores on ISAT at or above 90% in both reading and math)

• Academic Improvement Award -2007 Illinois Honor Roll School