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Standard 3: Teaching and Assessing for Learning


Throughout the 2015-2016 school year Ewing Elementary experienced many changes. We had focus areas on indicators 3.1, 3.2, 3.3, 3.5,

and 3.6. For indicator 3.1 we scored a 2.5. Overall our weaknesses lied in providing challenging and equitable learning opportunities for all

students and having equivalent learning expectations for our courses. On indicator 3.2 we scored a 2. Our score reflected the lack of a

systematic approach to ensure alignment across curriculum. Indicator 3 received an overall score of 2 due to the lack of collaboration, selfreflections,

differentiation of instruction, and the use of higher-order thinking strategies. This is due to the fact that we were not a data-driven

school and lacked the resources to use our data to drive our instruction. For indicator 3.4 and 3.5 we scored 3 or above. These areas were

our strengths for the 2015-2016 school year. On indicator 3.6 we had an overall score of 2. This was due to the fact that we failed to inform

students of learning expectations consistently as well as provide exemplars or feedback. We also failed to provide multiple measures to

inform the ongoing modification of instruction. These scores allowed us multiple areas to improve upon and we have worked diligently do so.

Our action plan for the 2015-2016 school year has carried over to the current school year and we have shown improvements for these

indicators based on a current self-assessment. Indicator 3.1 has improved to a 3.25. We have increased individualized instruction for each

student and differentiation based on student needs. Our curriculum is challenging and provides all students with equitable opportunities and

we are more horizontally aligned across curriculum. For indicator 3.2 we scored ourselves 3.3 improving upon our use of data to drive our

instruction. Indicator 3.3 was improved to an overall score of 3. This was due to our implementation of Kagan structures, intervention, and

daily lesson plans and reflections, ongoing PDSA's, and regularly updated Data Walls and Student binders. For indicator 3.5, although it

wasn't a targeted area, we did improve to a 3.6. This was due to our structured weekly grade-level PLC's where all members are held

accountable to work together to address needs of individual students. Indicator 3.6 was improved to a 2.75. We still lack the use of

exemplars, however, we have improved on providing students their learning expectations as well as providing consistent and specific

feedback to students about their learning.

Although the majority of these indicators reflect proficiency in our school, we still have areas in which we would like to improve upon. For

indicator 3.4, we didn't grow, however, we believe we can grow through the use of our grade-level PLCs as well as a newly implemented

collaborative-release time provided by our district. This allows teachers to be released from their daily duties to work closely with exemplar

teachers in the district to build their skillset and ultimately improve upon their own instructional practices within the classroom. An area of

continued focus is indicator 3.6. We are scored low due to the lack of exemplars. However, this has been something that's been identified

that we, as a school, need to be more aware. We have focused more on using exemplars in our classroom, not only as worksheets, but

allowing students to present their work orally though student discussions. We ensure that we will continue working diligently to improve in all

areas and not become stagnant or complacent with our current scores.

Before last year, professional learning was district mandated and not targeted to individual staff needs. Professional Learning Communities

(PLCs) were random, disorganized, and resembled staff meetings at times. Professional learning opportunities are now provided to all staff

through monthly PLCs with specific learning goals based on our school improvement plan. Through the Instructional Transformations grant,

classroom release time is provided to teachers to participate in professional development/coaching/mentoring so that they can collaborate

with colleagues in the areas of reading and mathematics. Through a formal program, provided by the school to develop teacher leadership,

we have a total of three faculty members who have received formal training in Kagan strategies. These personnel are provided release time

so that they may mentor/coach colleagues. New teachers are involved in a mentoring program with monthly professional learning to help

assist in their first year of teaching. Our school will continue to implement and refine these initiatives, as well as develop a system to evaluate

these programs.

In previous years, classroom newsletters were very sporadic and at the individual teacher's discretion. Open houses were held twice a year

and the only technology-based parent notification system in use was Bright Arrow. The school offers many opportunities to meaningfully

engage families. Newsletters, classroom websites, teacher Webpages, PTO Night, school website, school Facebook page, and Data Night

are all used to keep parents informed of the children's academic progress. We will continue all of these programs and implement a

systematic evaluative process to determine and monitor progress.

We have built a mentoring/support system through a program called Fifth Quarter where every adult staff member within the building serves

as an advocate for all students. Fifth Quarter is a program that provides emotional, academic, problem solving, and team building activities

to students in a small group setting from a staff member other than the student's homeroom teacher. This is conducted monthly for thirty


Teachers at Ewing Elementary use common grading and reporting policies, processes, and procedures based upon criteria defined by the

school. Parents are informed of grading and process monitoring procedures within each grade level through open house, data night, PTO

meetings, school websites, and teacher communications. We are the first school in the district to implement exit criteria for students in

kindergarten through third grade. MAP and Benchmark scores are communicated to parents quarterly. We are working toward developing

and implementing exit criteria for students in the fourth through sixth grades.

Teachers at Ewing Elementary participate in various types of professional learning that is based on the school needs. We do have some

professional learning based on individual needs as well, but most of our professional learning is school based. We have had various PD

sessions this year including; Kagan, Cognitive Coaching, LDC and MDC, writing, etc. We also participate in weekly Professional Learning

Communities (PLC) to discuss and monitor student growth and professional needs. Our staff also participate in Vertical Team Meetings at

the district level to align, discuss, and monitor curriculum. Our school has high expectations with a purpose and direction and we use our

professional learning activities to help meet these needs.

To meet the unique needs of our students, Ewing Elementary, has implemented and provided intervention services. We have two retired

teachers that work two days a week with intervention students in reading and math. Our media specialist also pulls intervention students

twice a week. These students were identified using various sources of data including K-PREP, MAP, and Benchmark assessment. Ewing

Elementary is also excited to provide a structured gifted program this year for those students who have qualified based on assessments.

These students receive gifted education twice a week. Our certified gifted educator pulls these students to work on their needs as well as

collaborates with classroom teachers. Classroom teachers also monitor and track each student's progress during their weekly PLC

meetings. Students track their own data through data notebooks and PDSA boards. We will continue with the programs that we have put in


As a school, we measure success in these areas through student achievement, student voice surveys, MAP scores, Benchmark Scores,

KPREP scores, parent surveys, and staff surveys. Through our systematic process that was implemented for the 2015-2016 school year and

has carried over to this year we went from a Needs Improvement school to a School of Distinction/High Progress School. All decisions for

students are based on data currently and this will continue throughout Ewing Elementary. We are a data-driven school where all stakeholders

have a shared vision for student success


Sample Lesson Plan

EES PLC Protocol

Ewing Gives Back Night Sign in

Friday Focus

2016-2017 Pirate Playbook


EES Advocacy Plan

SBDM Agendas and Minutes

2016-2017 FCS Grading Reporting Guidelines

Data Wall

2016-2017 Master Schedule


Contact Us
Ewing Elementary
5651 Elizaville Rd.
Ewing, KY 41039