Hailey Elementary School

School Information

School Name: Hailey Elementary School
School District: Blaine County School District
School Address: 520 S. First Ave, Haily, ID 83333
School Phone: 208-578-5070
School Fax: 208-578-5170
Principal: Tom Bailey
Principal email: tbailey@blaineschools.org

Demographics

Number of Students: 463
Number eligible for Free and Reduced Lunch: 30%
Percent of Limited English Proficient: 15.3%
Percent of Special Education: 7%
Racial/Ethnic Percentages:

• White: 82%
• Black: 0%
• Hispanic: 18%
• Asian/Pacific Island: 0%
• Other: 0%

Student Achievement Data:

Percentage of students passing: School Scores/State Comparison Scores

School	Math HES/State	Reading HES/State	Writing HES/State	Science HES/State
2006-07	88.5/77.0	84.6/80.8	76.3/75.0	77.5/78.1
2007-08	87.0/80.8	85.2/84.6	76.6/73.2	79.3/75.3
2008-09	95.4/81.6	93.2/88.2	87.3/73.5	94.5/75.3

Grade 3	Math HES/State	Reading HES/State	Writing HES/State
2006-07	85/51	81/47	70/31
2007-08	87/59	80/45	70/32
2008-09	93/70	90/54	80/46

Grade 4	Math HES/State	Reading HES/State	Writing HES/State
2006-07	88/49	85/45	77/41
2007-08	84/50	86/46	78/40
2008-09	97/63	95/59	92/59

Grade 5	Math HES/State	Reading HES/State	Writing HES/State	Science HES/State
2008-09	91/53	86/50	78/47	78/33
2007-08	90/59	86/49	87/44	79/42
2006-07	98/69	85.0	93/52	95/50

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

The data shows that upon implementing a focused PLC the test scores have had a dramatic increase over the last three years. This consistent team approach has taken us from a school in danger of AYP sanctions to one making all aspects of AYP. Our staff is committed to building the capacity of our PLC work and expresses confidence that scores will continue to rise. With 70% of third graders reaching the Advanced level in math, teachers feel we can extend this success to all grades and all subject areas. Focusing on the learning of every student has become the culture of our school.

 

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

Hailey Elementary has moved from one teacher responsible for 20 students to 3 teachers per grade level plus a specialist team (special education, reading and ENL teachers) responsible for 60 students. This collaborative team approach has become the culture which drives all of our decisions. As the team views the data they are focusing on the individual needs of each student and designing instruction al strategies that are pertinent to the success of each individual. A common statement among the staff is,” I can’t imagine teaching in isolation now that I teach as part of a team”.

 

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

1. Monitoring student learning on a timely basis.

- Grade level teams have a daily common prep period of 50 minutes and meet twice a week to review the status of students.

- Common assessments are created by each grade level team based on the curriculum standards for each unit of instruction. Teams also develop beginning of unit pre tests to help determine student ability levels for placement in groups.

- Grade level teams administer common assessments every 3-6 weeks depending on grade level, to help determine best practices for increasing student performance.

- Grade level teams also review District assessments which are administered 5 times a year, to compare grade level progress district wide.

 

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

- All students have the same Math instructional period which allows students to flow horizontally and vertically to the proper level of math competency. All teachers and staff help with small group instruction during this time.

- A Reading Clinic is embedded in the daily instruction for those students who need additional support in all areas of reading from fluency to word decoding.

- Grade Level Pacing guides are utilized to direct instruction.

- Intervention and enrichment times are designated for all grade levels to master outcomes. Interventions are provided by the Special Education, ESL and Reading Specialist staff. Enrichment programs are taught by the Gifted and Talented Program staff and grade level teachers.

- An Extended Day period is offered to all students who need additional support three days a week. This is a 1 1/2 hour session taught by grade level teachers and specialists.

 

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

All Grade level teams have a common prep. They meet at least once a week to:

- Make adjustments to the pacing calendar.

- Establish norms and SMART goals.

- Review assessments and adjust groupings.

- Review best practice scenarios to enhance instruction.