Gilbert Elementary School

School Information

School Name:  Gilbert Elementary School
School Address:  4400 Douglas Drive
                        Yakima, WA 98908
School Phone:  (509) 573-5800
School Fax:  (509) 573-5858
Principal:  David Lantz
Principal E-Mail:  lantz.david@yakimaschools.org

Demographics

Number of Students:  523
Number eligible for Free and Reduced Lunch:  77%
Percent of Limited English Proficient:  29%
Percent of Special Education:  22%
Racial/Ethnic Percentages:

• White (37%)
• Black (3%)
• Hispanic (56%)
• Asian/Pacific Island (2%)
• Other (2%)

Present Student Achievement Data in at least three points to demonstrate trends – for example, three consecutive years or the first, third, and fifth years. The data report should always include the most recent school year and should always offer a basis of comparison (for example, state scores, national scores, similar SES schools).

Scale: % meeting or exceeding standards

2006 Tests

State test	3rd (State/Gilbert)	4th (State/Gilbert)	5th (State/Gilbert)
Reading	68/60	81/79	76/75
Science	n/a	n/a	36/24
Writing	n/a	60/63	n/a
Math	64/48	59/54	56/55

2005 Tests

State test	4th (State/Gilbert)	5th (State/Gilbert)
Reading	80/69	n/a
Science	n/a	36/28
Writing	58/63	n/a
Math	61/52	n/a

2004 Tests

State test	4th (State/Gilbert)	5th (State/Gilbert)
Reading	74/56	n/a
Science	n/a	28/9
Writing	56/27	n/a
Math	60/38	n/a

Please feel free to comment on any aspect of the data that you feel is particularly significant.

2006 Data: Reading 79%, Math 54%, Writing 62%

• The significant growth in our scores started the year we started PLC in our school.
• Our reading levels (1, 2, 3, 4) were equal between the white and Hispanic populations. Our achievement gap is closing quickly.
• Our scores are equal or above the State Averages in 2006.
• Our scores are above the District Scores in all areas in 2006 – significantly in math where we have focused for the last two years.
• Our special education population is experiencing success on the WASL.
• There is no specific student population that is not making great gains on the WASL.

 

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

• Strong collaboration groups focused on data and student needs
• Action Research taken on by our specialists (Music, Library, PE) to enhance the entire school (area of focus: Building Wide Discipline)
• Stronger education for students based on research-based Best Practices
• Individualized Interventions (for below benchmark and above benchmark students) based on the data and collaboration of the teachers
• Differentiated Instruction for individual student needs, again from the collaboration of the teams
• Care for individual student needs includes emphasis on social/emotional as well as academic achievement
• High focus on knowledge of curriculum and instructional strategies
• High accountability for implementation of curriculum, assessment and interventions
• Grade Level teams and Vertical teams with regular meeting times that are focused on the whole spectrum of curriculum (K–5), common assessments, collecting data that drives decisions on instruction and intervention, and looking at student work
• Job-embedded professional development—grade level trainings, research based readings, whole staff trainings, and leadership training

 

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

1. Monitoring student learning on a timely basis.

• Common Assessments
• Regular analysis and reporting of the common assessment results
• Pacing charts for curriculum
• Reflection sheets on data collection
• Progress Monitoring in Reading on a regular basis
• Fluid intervention groups—skill focus and students change as needed based on RTI

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

• Schedule: intervention time scheduled into each day for each grade level
• Extended Learning Opportunities—after school and during vacation breaks
• Specialized groups throughout the school day to “double-dip” some of our students in skills/knowledge
• One-on-one work with students of Limited English upon entering our school to ease transitions
• Cross grade level instruction as appropriate

3. Building the capacity of teachers to work as members of high performing collaborative teams who focus the efforts of their team on improved learning for students.

• Instructional Leadership Team training that must be taken back to each grade level team—i.e., Marzano’s work on Instructional Strategies, Fullan’s work on Breakthrough, etc.
• Distributed Leadership in training of the staff—self learning, workshops, institutes, etc., bringing back the training to the other staff during professional development
• Team Building Training along with training about how teams form and perform
• Team Feedback Forms turned in to Administration and Coaches
• Team Time consistently built into the contracted day
• Curriculum Mapper Leadership Team—made up of K–5 Building Teachers—aligning the curriculum to state standards and then training grade level teams on how to use the map and hold each other accountable for it
• Full time, in-building Math Coach and Reading Coach
• Modeling of effective team time during staff meetings based on powerful teaching and learning components
• Contract with Solution Tree for three years to have a specific PLC coach to visit our building on a regular time

 

List any Awards and Recognition Garnered by Your School

Washington State Title I Improvement Award: $10,000
Received the award because Gilbert demonstrated significant growth in the Grade 4 Hispanic Reading, Writing, and Math on the WASL.

Principal (after receiving training at the PLC Leaders’ Academy) was requested to teach a year-long class to the entire district K–12 Administrators on how to implement Professional Learning Communities.

Principal and Math Coach presented to the Superintendent Executive Board and Math Center Directors about Gilbert’s Math program and recommendations for the entire district math plan.