bto success story: J.B. SUTTON ELEMENTARY SCHOOL

Two years ago, J.B. Sutton Elementary School was labeled "underperforming" by the state. In addition, it failed to achieve annual yearly progress (AYP) on its federal No Child Left Behind goals. One year later, the school jumped two levels from underperforming to performing plus and made AYP. A focus on student data, frequent assessments, plus build-to-suit instruction and interventions made the difference.

School Overview

Sutton Elementary School in Phoenix's Isaac School District is one of 84 Arizona schools participating in the Beat the Odds School Partners Program. Principals are taught how to incorporate into the operation of their schools the findings of the 2006 "Beat the Odds" research by the Center for the Future of Arizona. The study found that demography is not destiny, and that schools that perform better than expected based on their demographics share a set of common practices.

  

Sutton Elementary School serves 775 K-5 students. Of these, 92 percent are Hispanic and 70 percent are English language learners. All of the students qualify for the federal free and reduced price lunch program, an indicator of poverty.

A Firm Foundation

Principal Ruiz was fortunate in that Sutton School had a firm foundation upon which to build. When he became principal, the school was in its fifth year of the Reading First program using DIBELS (Dynamic Indicators of Basic Early Literacy Skills) to measure students' fluency and literacy. Also, the school was rehearsed in providing interventions based on individual student needs.

 

Under his leadership, Sutton Elementary became the first school in the district to use the Galileo online assessment system. It measures how well students are meeting grade-level reading and math standards (what students are expected to know). The Galileo system allowed teachers to build formative assessments; common assessments that group skills together so that several standards can be measured together; and benchmark assessments that reflect everything taught in a quarter.

 

Sutton Elementary School's assessment programs have very specific goals, which provide a clear bottom line for student achievement.

Every Day, in Every Classroom

 

Principal Ruiz employs a variety of ways to ensure that the data collected through DIBELS and Galileo is used every day, in every classroom.

 

Data Room: The focus of this converted conference room is the data wall. It provides educators with a snapshot of grade level and individual student academic achievement. "We look at all of our kids individually who are in the intensive (neediest) level," said Principal Ruiz. "We discuss what is being done for José or Maria."

 

Every Thursday following early release of the students, the principal and teachers at Sutton work together to increase student achievement. They look at the students' DIBELS and Galileo data to determine where they are currently, where the weaknesses are, where they want to go, and what they need to do to excel in those areas.

 

They identify re-teaching and enrichment opportunities based on individual student needs. During the week, a reading interventionist and two paraprofessionals work with small groups of K-5 students in sessions of at least 30 minutes. Students who need the most help may receive two reading lab sessions per day.

 

Saturday Academies: Approximately 100 students attend two-hour Saturday academies where they are re-taught information they didn't master, according to the quarterly Galileo test results. Topics may include adding fractions or understanding the elements of a plot. During the first year, students in grades three through five attended the Saturday academies. During the 2009-2010 year, first and second graders also are participating and showing gains in academic achievement.

Taking Data to the Student Level

In 2008-2009, students began working with their test data so that they could understand where they stood, where they needed to be, and their responsibility for learning. Three new activities were introduced.

 

Student data portfolios: Students graph their quarterly reading, math and science assessment results and work with the school and their parents to set goals for the next quarter. Administrators randomly visit classrooms to see the students' data portfolios and chat with them about how they are progressing towards their goals. "It gives students a way to talk about the skills they are deficient in and what they need to work on," commented Principal Ruiz. "Students become very excited when they master their specific academic standards."

 

Quarterly data conferences: These school-wide meetings provide Principal Ruiz with the opportunity to show the Galileo results across the board, and point out areas by grade level where the school needs to improve. "It is a great motivator for the kids," he said. "Students really understand and own that data."

 

All time best celebrations: When a class achieves an all time best average, it is shared on the morning announcements or in the school newsletter. The principal comes to the class to congratulate the students and teacher.

Summary

Principal Ruiz has learned that what you are using isn't as important as how you are using it. "You have to be systematic in your use of assessment systems and data sources," he said.

 

"Our clear bottom line is student achievement--to become an excelling school," he said. "That's very visionary. Data provide the steps that we take to get there, a platform for conversations regarding the individual needs of each child, and how to service the students accordingly. You're not guessing regarding where the kids are at and how to get them to that next level. That's the really powerful piece."

 

"Data is fantastic," added fifth grade teacher Kristie Webster. "Data gives you a focus. Students, teachers, everyone knows the common goal and every step of the way how we're going to achieve what we need to achieve, and our timelines. We're constantly reassessing, monitoring, working together in grade-level groups, and as a whole staff. It's all very clear-cut. I think that's absolutely necessary for a school to succeed."