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Harmony Elementary

All

Asian/ Pacific

American Indian/ Alaskan

achieved AYP

Students

Islander

Black

Hispanic

Math Participation Math Performance

Achieved Achieved

. .

Achieved Achieved

Achieved Achieved Achieved Achieved

. . . .

Reading/ELA Participation Reading/ELA Performance

Achieved Achieved

. .

Achieved Achieved

Economically Disadvantaged

Achieved Achieved Achieved Achieved

Harmony Elementary AYP Results by Subgroup

Students

Limited

Multi-

with Disabili-

English

Racial

ties

Proficient

  • In the table above, only results for subgroups that meet the state-set minimum number of students are used to determine AYP

White

Achieved

Achieved

.

.

Achieved

Achieved

.

.

This school achieved the state’s attendance standard for all students.

Achieved

.

Achieved

.

Achieved

.

Achieved

.

Percentage of Students Meeting or Exceeding State Standards

All Students Asian/Pacific Islander Black Hispanic Amer. Indian/Alaskan Native White Multiracial Students with Disabilities Limited English Proficient

All Students Asian/Pacific Islander Black Hispanic Amer. Indian/Alaskan Native White Multiracial Students with Disabilities Limited English Proficient

Economically Disadvantaged 0%

20% 40% 60% 80% Reading/English Language Arts

100%

Economically Disadvantaged 0%

20%

40% 60% Mathematics

80%

100%

Harmony ES

GCPS

Harmony ES

GCPS

Note: In charts above, only subgroups with 10 or more students are reported. Results for groups smaller than the state minimum are not considered for AYP. e dotted line on each graph represents the states’ AYP standard in 2011. e charts above reect spring and summer test administrations.

Harmony Elementary students continue to make progress on the CRCT, with percentages of students meeting and exceed- ing standards above the system average in reading/English language arts and close to the system average in mathematics. e school made Adequate Yearly Progress (AYP), meeting all of the state’s academic goals, testing participation requirements, and attendance standards.

A Message from the Principal About Student Achievement and Academic Initiatives

Harmony Elementary uses various methods of instruction to meet the needs of all students. We focus on learning of the Academic Knowledge and Skills (AKS) curriculum by the eective and pervasive use of Quality-Plus Teaching Strategies in all classrooms. ese research-based teaching techniques have proven eective with all types of learners across grade levels and subject areas. Our school improvement goals include supporting academic growth in both literacy and mathematics and increasing the percentage of students performing in the Exceeds Standards range. An emphasis on collaboration between specialized and general education teachers continues to support academic excellence for all. Reading Recovery and the Early Intervention Program (EIP) continue to support students who show areas of need in reading and mathematics based on their CRCT results. Additional academic support was oered through before- and after-school tutorials, including computer-based programs and teacher-directed sessions in mathematics and writing. Our writing results indicate that this approach has been successful. On the Georgia Grade 5 Writing Assessment, which is used as a Gateway test for promotion in Gwinnett, 99% of the students required to pass for promotion were successful on the rst try. anks to the eectiveness of these initiatives, we will continue to provide them as tutorials for all students in order to increase the performance level of every student.

A key initiative to improve student achievement is analysis of test data to determine areas of academic strengths and those needing additional support. Data is used to drive dierentiated instruction. For instance, teachers for grades 3–5 use data to form exible groupings of their students in mathematics. In an eort to support learning for our students with disabilities, we used an inclusion model to give special education students more exposure to grade-level instruction. Teachers and students gave positive feedback on this collaboration, and we have begun implementing the inclusion model in all grade levels. Harmony supports rigorous, hands-on, engaging daily instruction, high-quality sta development, and learning for all students.

Teachers participate in weekly professional learning communities, on-going local professional development in reading and math, and quarterly half-day planning sessions. Additional support sta who serve as coaches in the classrooms support the professional growth of teachers. Our emphasis for sta development in the coming school year will be in the area of literacy. We hope to establish a teacher cohort for an inquiry study of literacy and supporting workshops.

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