Crosswind Elementary (2023)
- Number of Students: 720
- Percent Eligible for Free and Reduced Lunch: 5.3%
- Percent of Limited English Proficient: 4%
- Percent of Special Education: 18%
- White: 73%
- Black: 6.2%
- Hispanic: 1%
- Asian: 18.01%
- Native Hawaiian or Other Pacific Islander: 0.07%
- American Indian or Alaska Native: 0.07%
- Multiracial: 1.65%
- Other: 0%
Crosswind Elementary School, situated in the suburbs bordering Memphis, Tennessee, is actively pursuing recognition as a Model Professional Learning Community (PLC) school. With a consistent annual enrollment of 700-750 students, we proudly boast an experienced faculty, robust parental engagement, and a district office that provides unwavering support. At the heart of our educational endeavor is our visionary commitment: ensuring every student achieves at least one year's academic growth, or more, across all four core subjects within a single academic year. With this vision guiding our every decision, we have seen tremendous growth over the last three years.
However, this was not always the case. Since the state began tracking growth data, Crosswind has struggled to consistenly show growth. With a new principal coming on board four years ago, Crosswind Elementary School has made it a top priority to transform our school into a genuine professional learning community (PLC). While PLCs existed in name, they were primarily used for sharing grade-level information, book studies, and technology updates. Under the guidance of a new adminstrator, our focus became the power of collaboration and the significant impact that a group of educators working together can have on student growth and our own professional development.
In pursuit of this vision, we partnered with Solution Tree four years ago and brought in a presenter who provided training on the foundations of PLCs and the importance of interventions. From that point onward, we remained steadfast in our focus on building collaborative teams and enhancing teacher efficacy. We restructured our master schedule to allow for common planning time for grade levels, and we established weekly collaborative team meetings with an intense and direct focus on student data, interventions, and student work. Our adminstrative team is active in the collaborative meetings, supporting the importance of the work being done.
At the start of this academic year, we had the privilege of learning from Dr. Pam Liebenberg, who led a day-long professional development session with the entire faculty on the concept of "Letting Data Lead." As a result of our efforts, Crosswind is an exceptionally high-performing school, consistently achieving marked gains in student achievement and growth. We were named a Reward School by the state of Tennessee for the 21-22 school year and we have received all A's in achievement from the state since 1997. We were also nominated as a National Blue Ribbon School for the 21-22 school year and we will learn if we are selected in September. Our success can be attributed to the effective implementation of the PLC process and the positive culture present in our school.
We firmly believe that we are stronger together, and our students are truly "our students." They deserve the best we have to offer, and we are committed to tapping into the potential within our building. By leveraging school-wide data, we create tailored professional development opportunities led by the experts in our building; our teachers, instructional coaches, and administrators. The impact of these efforts has been profound, leading to continued growth and success for both our students and our educators.
In summary, our school has built shared understanding and commitment to the PLC at Work® process by prioritizing collaboration, leveraging data, and investing in professional development. We have fostered a culture of continuous improvement that empowers our educators to collectively work towards enhancing student outcomes and their own professional growth. The success we have achieved is a testament to the power of the PLC approach and the dedication of our entire school community.
1. Monitoring student learning on a timely basis.
2. Creating systems of intervention to provide students with additional time and support for learning.
3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
Crosswind teachers and staff work together in collaborative teams to dig into data to focus efforts on student growth and achievement. Throughout the year, data is taken from benchmarks, summative assessments, formative assessments, informal observations, projects, and other areas. Teachers work together to hone in on teacher strengths to provide quality instruction to all students. Every week, our grade level teams gather for dedicated collaborative meetings. This time is carefully safeguarded, free from any interruptions such as IEP meetings or parent conferences. This intentional protection highlights the importance we place on the tasks undertaken during these collaborative moments. Our teachers approach these meetings equipped with pre-selected student assignments, poised to engage in data analysis. Our ultimate objective is to refine our instructional approaches, with the overarching aim of elevating student learning outcomes.
To build teacher capacity, we provide evidence-based Professional development catered to our student population and best teacher practices. We have instructional coaches for ELA and Math who provide additional support to teachers to improve instructional strategies and lesson quality. They also serve as mentors and role modesl. Our on-site instructional facilitator works with teachers to implement technology into all facets of instruction as well as Crosswind Elementary to become an Apple Distinguished School. During our district wide Professional Development days, teachers can collaborate with other teachers in their grade band across the district. Teachers are given the opportunity to facilitate professional development and are encouraged to take on more leadership roles. The district partners with local colleges and universities to provide teachers the opportunities to pursue advanced degrees, in the areas of Math, ELA, and SPED.
Achievement Data Files
Additional Achievement Data
Our available data for kindergarten and first grade is restricted due to the fact that the 2022-2023 school year marked our initial implementation with Aimsweb benchmarking. In the past, we relied on Easy CBM for data collection, but unfortunately, we lack access to this data for the purpose of making comparisons. In addition, we used STAR in the past, but we no longer have access to this program. For comparision data with Aimsweb, we do not have state data since not all districts in the state use this benchmark. We do have access to national data, if needed.