• Category 2

    Selected in 2017

  • Grades: 2 - 3
    School Setting: urban
    Town Population: 24
    Student Enrollment: 367
    Student Demographics:

    Black/African American: 85%
    White/Caucasian: 9%
    Hispanic: 0.1%
    Hawaiian/Pacific Islander: 0%
    Asian: 0%
    Native American: 0%
    Other: 4.9%

    Teacher/Student Ratio: 1:20
    % Reduced Lunch: 100%
    % ELL Learners: 0%
    Founded: 2007
  • PRINCIPAL:
    Tamara Rizzo-Sterner
  • CONTACT:
    301 S Broadway
    Trotwood, OH 45426
    937-854-4456
    tamararizzo@trotwood.k12.oh.us
Madison Park Elementary School
Trotwood, OH
We strive to keep students in the school setting and believe that students learning and problem solving is based on their choices and actions.
Describe specific programs in place to ensure that families are involved in the success of your school and students.
Our parental involvement has steadily increased through our monthly parent engagement activities that promote family interaction including family dances, reading nights, family fun nights, student programs, and parent teacher conferences. Student agendas are provided for daily communication between parents and teachers and are used to provide feedback for the day, share concerns,and provide positive reinforcement. Our use of progress book also gives the parent up to date academic information.
Describe your philosophy of school change or improvement.
Our staff has evolved from traditional styles of education to beginning instruction with understanding the challenges and struggles that each individual may bring on any given day. We have implemented many behavioral and mental health support resources that engage with students on a daily basis as needed. We strive to keep students in the school setting and believe that students learning and problem solving based on their choices and actions within the school setting is far more productive than removing them. Our students are strong, resilient and talented, and we will continue to work together in building a strong school community where success is realized on a daily basis. Together We Achieve!

What are your school’s top two goals for the next year?
As we move into the upcoming year, we will continue to use what we have learned from our data to improve our systems and engage our learners in a positive, safe setting. We must continue to strive in providing the best resources and finest teaching practices. We will continue to use teacher collaboration through our Teacher Based Teams to analyze best teaching practices resulting in increased student performance.
What is the single most important factor in the success of your school that others could replicate?
Incorporating PBIS is key! School data identified factors inhibiting the learning climate including: an unacceptable suspension rate, below 90% attendance, and a high number of office referrals for disrespectful classroom behavior. A change in attitude was necessary to meet our building goals. Our PBIS team designed a strong, systematic program to enhance three categories: behavior, attendance and active learning. These factors are addressed in our Madison Park Motto for students, "I am Respectful, I am Responsible, I am an Active Learner; We are Madison Park Super Rams!” In response to our efforts, we accepted a Bronze Level Award from the Statewide PBIS Program in 2017 and recently recognized as a School of Honor for High Progress. Our PBIS Leadership Team, including our Counselor, is instrumental in organizing a program with 100% staff participation and outstanding participation from students. Each year we continue to build upon what we have learned through targeted PD.
Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.
Explicit instruction in reading is accomplished through the use of Leveled Literacy Intervention (LLI), both as an intervention for all students not meeting grade level reading expectations, and in small group instructional practices within the general reading instructional period.
Using data from NWEA/MAP, we are able to identify students needing extensive reading intervention and provide daily instruction specific to student's individual needs. The LLI team uses data three times throughout the year to gauge improvement, evaluate needs, and make adjustments accordingly.
Explain how Title I funds are used to support your improvement efforts.
T1 dollars provided staffing for high quality reading specialists who provide interventions and a school counselor was hired to support the social-emotional needs of the students. Fontes and Pinnell Leveled Literacy Intervention kits were purchased to provide targeted reading interventions to all students achieving below grade level and additional professional development was offered in the mathematical practices. To improve teacher quality and core instruction, an academic coach was hired to provide job embedded professional development. Parent engagement funds provided parent education nights in literacy and math.
Describe how data is used to improve student achievement and inform decision making.
Data based decision making is systematic through the 5-Step process within the building and district. Grade level teacher teams, including title one staff, review student progress individually, as a class, and as a grade level, using both district assessments and staff developed common formative assessments, as well as building attendance, behavior referrals, and suspension rates. The use of NWEA throughout the year helped us close the gap in reading by 23 percentage points and by sixteen percentage points in math.This review supports refinement of effective instruction through data analysis and positive behavior practices.

Describe your school culture and explain changes you’ve taken to improve it.
Our students respond positively to academic and behavioral reinforcement. We have established a strong commitment to serving students and recognizing their accomplishments with the structure of PBIS. Our PBIS Team meets monthly to analyze data in the three focus areas of attendance, behavior, and academic effort. We chose academic effort versus success due to the need to build a positive attitude toward effort and perseverance. We use T1 funds to recognize their accomplishments which has increased our attendance rate to an average of 96% yearly. For behavior, we use Public Works, PAX Tootles, Super Ram tickets, and Shout-Outs to recognize individuals and classes that are demonstrating behavior consistently conducive to learning. Our building strives to provide a welcoming environment from the start of the day. We have partnered with Eastway Behavioral Health Services to provide on sight support to our students and families.
Stats
  • Category 2

    Selected in 2017

  • Grades: 2 - 3
    School Setting: urban
    Town Population: 24
    Student Enrollment: 367
    Student Demographics:

    Black/African American: 85%
    White/Caucasian: 9%
    Hispanic: 0.1%
    Hawaiian/Pacific Islander: 0%
    Asian: 0%
    Native American: 0%
    Other: 4.9%

    Teacher/Student Ratio: 1:20
    % Reduced Lunch: 100%
    % ELL Learners: 0%
    Founded: 2007
  • PRINCIPAL:
    Tamara Rizzo-Sterner
  • CONTACT:
    301 S Broadway
    Trotwood, OH 45426
    937-854-4456
    tamararizzo@trotwood.k12.oh.us