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El Dorado Elementary School - North East ISD

PLC Case Study Project -

Erica Silva

on 8 December 2012

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Transcript of El Dorado Elementary School - North East ISD

About El Dorado Strength Strength Strength Opportunity Opportunity Program: Writing
Objective: 4th Grade Writing TAKS scores decreased amongst Hispanics 9% from 2010 to 2011. Program: Attendance
Objective: 95% Attendance Rate El Dorado Elementary School - North East ISD Program: Special Education
Objective: Reading TAKS scores for 5th grade Special Education increased significantly between testing in 2010 and 2011. Program: Mathematics TAKS Testing
Objective: Overall scores across board for Mathematics TAKS testing increased. Program: Campus Performance
Objective: Low Science TAKS Scores Created by: Erica Silva, Esperanza Sistos & Oliva Torres Castro Established in 1973
Recognized Campus
Bilingual/Dual Language Campus
School Mascot is the Mustangs
School Colors are Royal Blue and White
Principal: Susan Peery
Assistant Principal Monica Herrera Supporting Data (the WHY?)
Based on the No Child Left Behind Act (NCLB), the targeted attendance rate per campus is 90%. In the 2009-2010 and 2010-2011 school years, El Dorado exceeded this goal with a 96.8% attendance rate in 2009-2010 and a 96.5% attendance rate in 2010-2011.
Supporting Strategy (the HOW?)
Attendance rates are considered to be additional academic indicators - if a child is in school, they raise their chances of excelling academically. In order to maintain their status of attendance, El Dorado offers incentives to the entire classroom with perfect attendance (i.e., extra recess, lunch with the principal, and crazy hair days).
Expected Outcome (the WHAT?)
If incentives regarding student interests are continuously offered, the targeted attendance rates will excel. Supporting Data (the WHY?)
Data from the Academic Excellence Indicator System (AEIS) states that in 2010, 94% of 4th grade Hispanics met or exceeded the TAKS Standards, however, in 2011; only 85% of 4th grade Hispanics met or exceeded the TAKS Standards.
Supporting Strategy (the HOW?)
The student to teacher ratio within the 4th grade level is 27:1, which is high. Teachers may not have the one on one instructional time that is necessary to ensure higher scores.
Expected Outcome (the WHAT?)
Encourage small group work within the grade level provide sentence stems and allow usage of classroom resources for writing. Use journal writing in each subject to encourage student writing. Encourage parent involvement by sending homework centered on writing El Dorado's Mission: We will ensure that all members of our school community continuously learn at high levels to create knowledgeable and ethical participants in our globally networked society. Supporting Data (the WHY?)
The school scores for Reading TAKS taken by the students enrolled in the Special Education department increased more than 20% between testing in 2010 and 2011.
Supporting Strategy (the HOW?)
5th grade students might have come more prepared and with more knowledge from previous years. 5th grade reading teachers might have the adequate materials and support to ensure that their students were prepared for the TAKS test. Education department might have effectively communicated with previous Special education teachers about the students and the areas that they needed to work on or needed more practice with.
Expected Outcome (the WHAT?)
The school needs to continue offering a high amount of support for the in class students and the teachers. Supporting Data (the WHY?)
The school as a whole scored higher than the state in the Math TAKS test across all grade levels for the 2010-2011.
Supporting Strategy (the HOW?)
The high amount of support that the math teachers have is higher than the state average. Math teachers might have more resources. The school is maintaining a low student to teacher ratio.
Expected Outcome (the WHAT?)
A good way to keep the math scores higher than the norm is to continue to offer a high amount of support for the math teachers and students. The school must maintain a low student to teacher ratio. Supporting Data (the WHY?)
The campus scores for 5th grade Science TAKS decreased about 9% from the years 2010 to 2011. In 2010 the scores were at 87% and then dropped to 78% in 2011.
Supporting Strategy (the HOW?)
The repetition of having to practice so much, often results in lower enthusiasm which in return has an effect on test scores.
Expected Outcome (the WHAT?)
Incorporating engagement into the curriculum as well as offering tutoring to all students to ensure each student is given the opportunity to increase their Science skills. Opportunity Program: Limited English Proficiency
Objective: Decreased TAKS Scores for English Language Learners Supporting Data (the WHY?)
From the years 2009-2010 the TAKS scores for ELL's were at 70% and in 2010-2011 the scores decreased to 69%. The progress of the ELL students decreased by 1%.
Supporting Strategy (the HOW?)
Since the scores dropped by only 1% this could be due to the test itself. The ELL students possibly had a difficult time reading and understanding the questions, because the tests are only given in English.
Expected Outcome (the WHAT?)
To improve test scores the school and teacher should offer tutoring during class free time as well as after school to ensure the ELL students are progressing and understanding the questions. TRENDS:
Special Education
ELL Classroom Recommendation:
Communicate with the parents during and after school to ensure that they are meeting the students needs. Classroom Recommendation:
Increase the communication with the students parents to meet students needs. Classroom Recommendation:
Students with perfect attendance for each week will have classroom free time on Fridays. Those students can choose what they want to do for the last 15-20 minutes of school. (draw, color, read, or listen to music) Classroom Recommendation:
Continue small group, grouping high with low.
Implement a writing club where students meet once a week, write stories or letters and share. Classroom Recommendation:
Have two teachers in the classroom (Sp Ed & Para), this will help students learn better with one on one instruction. Classroom Recommendation:
Teach different strategies to help students with math according to their learning styles.
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