At Grimes Elementary School in Mount Vernon, our consultants provide key analysis, data gathering, and management of school improvement activities, as well as professional development for teachers in how to utilize assessments and assess students. We also oversee and update action plans that include increasing professional development opportunities for student based learning.
During the 2015-2016 school year, Just Inspire provided a consultant who was permanently housed at Grimes Elementary School to work with the interim principal, other consultants, and the teaching staff to collect, analyze, implement, and present various forms of data. The consultant worked with teachers to assist them in better understanding how to use the assessment programs and analyze the data from these programs so that they could properly implement their recommendations for group and individual study. Just Inspire also provided mentoring services to the Assistant Principal who was new to the position at the time.
An extended day program, which began in February of 2016, provided academic instructional services in Mathematics (emphasis on fundamental skills coupled with CCLS when possible) for grades K-6 in alignment with Common Core Learning Standards (CCLS). Just Inspire’s data consultant identified 155 (Math) students throughout the entire school to target using Math scores obtained from the prior year’s state scores for those in grades 4-6, i-Ready assessments for those in grades 2 and 3 and working with the teachers in grades K-1 to determine which students needed additional help.
Using the available data school leaders created an ELT program for students in grades K-6 focused on supplemental math support. 280 students were invited to attend. Classes were offered from 3:15 to 5:15 on either Mondays and Wednesdays or Tuesdays and Thursdays. For students who could not attend ELT, leaders developed a Saturday program that ran from 9-12. Currently 60 students are enrolled in that program. The supplemental math program used i-Ready and Dibels item analysis to identify learning gaps. Since Engage NY math units are used during the day, for continuity, leader chose to use targeted portions of those units in the afterschool classes. Classes have no more than 20 students and teachers create differentiated learning centers to address individual needs. Teachers provide small group instruction and guided practice.
Through this targeted program the school was able to raise its Math Scores proficiency school-wide from 14% in 2015 to 19% in 2016 and the interim principal stated that he expected to see even more improvement when the lowers grades are of age to take the NY State exams. At the end of the program the consultant assisted with the evaluation of the program by analyzing all data collected during the program and submitted a report to the District’s Central Office.