School Improvement Plan Report
Name of School:
Address:
Phone: 803-736-3183
Principal: Mrs. Denise Barth
School Improvement Team Members:
Beth Phillips - Instructional Technology Specialist and SACS Chair
Noelle Mohr - Grade 5 Teacher
Patti Hutchinson - Resource Teacher
Verena Stocker - Grade 2 Teacher
Teresa Jones - Grade 3 Teacher
Mark McDermet - Assistant Principal
Denise Barth – Principal
Dawne McLeod - Child Development Parent
Jennifer Gouvin – District Office Personnel
Dee Dee Milakovich - Fourth Grade Parent and SIC Chair
Linda Phipps – Second and Fifth Grade Parent and PTO President
Frank Goodenough - Business partner
Lynda Gore - Teaching Assistant
Part 3: Desired Results for Student Learning
Part 4: Analysis of Instructional and Organizational Effectiveness
Part 6:
Follow-up Report on the Implementation of the Plan and Documentation of
Results
Part 1: Profile
Executive Summary
Introduction:
This section of the School Improvement Planning Summary
provides information about the students and community served by
A. Student Performance Data
National Measures
The national student performance data for first, second, and fifth grades was derived from Terra Nova and the Metropolitan Achievement Test (MAT 7) from 1999 through 2001. In 2002, we started administering NWEA’s Measures of Academic Progress (MAP) in the fall and spring to grades 2-5. MAP tests are electronically administered and scored achievement tests designed to measure growth in student learning in the areas of reading and mathematics for individual students, classrooms, schools, and districts. The tests provide accurate and immediate data to help teachers plan instructional programs, place new students in the appropriate courses, and screen students for special programs.
Patterns and Trends
Terra Nova data from 1999 through 2001 for first graders showed an increase in their national percentile of the Mean NCE from the 75% to the 90% in Reading and from the 70% to the 91% in Math. Second graders increased from the 78% to the 87% in Reading and from the 72% to the 89% in Math. Fifth graders took MAT 7 in 1999 but they also showed gains in Reading (68% to 74%) and Math 74% to 84%) from 2000-2001. (See Figure 1)
An analysis of MAP data reflected all grade levels with mean scores above the national mean in Reading and Math for every administration of MAP at North Springs. NWEA MAP reports for Fall 2003 showed that Word Study & Analysis is an area of concern for grades 3 and 5 and that Analysis of Texts is a strength for fifth grade. Number & Operations is an area of concern for grades 2, 3 and 4 and Measurement is a concern for grades 2, 3, and 5. Second, third and fourth graders performed strongly in Algebra and Geometry. (See Figure 2)
State Measures
Students in third through fifth grades have taken the Palmetto Achievement Challenge Test (PACT) each year since the spring of 1998 in English/Language Arts and Mathematics. The test is part of a state plan designed to raise standards for SC students. Three cut scores are used to determine four levels of achievement. These levels are Below Basic, Basic, Proficient, and Advanced. Students scoring below basic will have summer school, academic assistance plans, comprehensive remediation and other programs made available to them. Science and Social Studies sub tests were given for the first time in the spring of 2003.
Kindergarten
and first grade students at
Patterns and Trends
North Springs’ PACT results have consistently been above the district averages for all three grade levels and student achievement has remained fairly consistent since PACT was instituted. Last year over 90% of our third graders and 85% of our fourth graders met standards in English/Language Arts and Math. Over 90% of our fifth graders met standards in both areas two years ago. North Springs has also focused on increasing achievement for African-American males and students on free and reduced lunch. In 1999 63% of our African American males met standards in Math and 80% in English/Language Arts. This number increased to 82% in Math in 2003 and stayed at 80% in English/Language Arts. For students on Free/Reduced Lunch achievement scores increased from 56% meeting standard in Math in 1999 to 83% in 2003 and 77% in ELA in 1999 to 83% in 2003. Spring 2003 was the first time PACT scores in Science and Social Studies were reported. North Springs’ students scored above district and state levels in all three grades with significant percentages scoring proficient and advanced. (See figures 3-12)
District Measures
The School Observation Measure (SOM) was used in the district for the first time during the 2003-2004 school year. Observers trained by the Center for Research in Educational Policy completed 10 three-hour observation periods to obtain a broad and valid perspective of the school’s instructional practices.
Patterns and Trends
North Springs’ fourth graders have consistently scored above the district in all six traits of writing. They are strong in ideas and conventions and weakest in organization. (See figure 13) As a long-term pattern, slight decreases have been seen in each area over the last two years for both the district and North Springs Elementary, with North Springs remaining the top district score for traditional elementary schools.
The SOM survey showed that our class time is very highly academically focused and that we have a high level of student interest and engagement. Our teachers use more direct instruction than other types of instructional orientations and the most common student activities are independent seatwork and experiential hands-on learning. (See figure 14)
School Performance-Based Measures:
The South Carolina Physical Education Assessment Program (SCPEAP) is a program designed to do state level assessment of physical education programs in South Carolina, based on state and national physical education standards. It was administered for the first time at North Springs during the 2002-2003 school year. Students in second grade were assessed in four different performance areas and students in fifth had five performance indicators. The PE teacher collected student assessment data throughout the year and submitted the data during the spring.
Students had to perform different tasks like performing a dance or demonstrating basic skills in different game categories. Data from all indicators from both grade levels was combined for a total school score. The district average for this assessment period was low due to missing data or data that did not follow the protocols. Few schools submitted full sets of data because of the late timing of the grant approval. North Springs' overall score for second grade was 19.76% mastery of the performance indicators while the district score was 32.13%. North Springs’ fifth graders scored 32.78% compared to the district overall score of 24.05%. Students are being re-assessed this year, with the goal of a 20% increase in scores for both grade levels. The Physical Education teacher, with more familiarity of the protocols, will also strive to follow all procedures exactly as directed.
Additional Student Performance Indicators
Teachers use data from the Standardized Test for Assessment of Reading
(STAR) and Accelerated Reader on a yearly basis to gauge the
reading progress of their students. Students are tested twice a year using STAR
General Patterns and Trends
A review of student performance through formal and informal measures shows many of the North Springs children are performing above district, state and national averages. Due to a recent redraw of attendance lines in the summer of 2002, our population increased by 40%. The group added did not mirror the demographic distribution currently in place, therefore it is difficult to draw clear comparisons in the data spanning from 2001-02 to 2002-03. However, examination of individual test reports from both PACT and MAP testing showed the majority of students made positive gains in that same period of time.
The following reports of data are included in the following section:
Figure 1: National Assessment Measures 1999-2001
Figure 2: MAP Summary Report – Fall 2003
Figure 3: Third Grade PACT ELA/Math by school 1999-2003
Figure 4: Fourth Grade PACT ELA/Math by school 1999-2003
Figure 5: Fifth Grade PACT ELA/Math by school 1999-2003
Figure 6: District Third Grade PACT ELA/Math 1999-2003
Figure 7: District Fourth Grade PACT ELA/Math 1999-2003
Figure 8: District Fifth Grade PACT ELA/Math 1999-2003
Figure 9: PACT ELA/Math by gender/race/lunch 1999-2003
Figure 10: Third Grade PACT Science/Social Studies 2003
Figure 11: Fourth Grade PACT Science/Social Studies 2003
Figure 12: Fifth Grade PACT Science/Social Studies 2003
Figure 13: Fourth Grade Writing Assessment 1999-2003
Figure 14: School Observation Measure Data 2003-2004
B. Student and Community Demographic Data
The total enrollment of North Springs Elementary is 692 K-5 students, which is an increase of 24 students in the last year though student enrollment increased by 155 students the previous year. We also house a Child Development class of 19 three and four year olds. The Overall School Enrollment report illustrates the fluctuation in the number of students over the past ten years. Student ethnicity has also changed over the past three years. The number of African-American students increased from 222 in 2001 to 357 in 2003 representing 75% of our increased enrollment. The number of students who qualify for Free and Reduced Lunch has also increased from 26% of the students in 2001 to 34% of our students this year. (See Figure 15)
The students of North Springs Elementary are residents of the northeast part of Richland County and are part of a school district of 19,417 students. The average income is $25,000, and the median home value is $113,500. (See Figure 16)
The northeast part of
The following reports of data are included in the following section:
Figure 15: Overall School Enrollment – 1995-2003
Figure 16: School District Demographics System
C. School Characteristics
North Springs Elementary School’s beautiful 79,000 square foot building is located on a well-manicured seventeen-acre tract in the second fastest growing district in our state. Due to this rapid growth, and with the support of a bond referendum, five elementary schools, two middle schools, and two high schools have been constructed over the last ten years to accommodate the growth of our suburban area. In our school’s 22-year history, we have been rezoned four times, with the last zoning occurring two years ago.
The school has a history of award-winning excellence beginning with earning the National Excellence in Education Award in 1987, five years after the opening of the school. Our school’s Absolute Rating on the South Carolina School Report Card has been an “Excellent” every year since the inception of the report card. Our Improvement Rating was “Excellent” for the 2000-2001 school year and has been “Good” every year since. We were a finalist for Palmetto’s Finest in 1996 and received the Palmetto’s Finest distinction in 2000-2001. We have earned Palmetto Gold status for the past three years and became one of the Schools of Promise last year. We were recognized by the South Carolina Department of Education for bridging the achievement gap, one of only 85 schools in the state honored in the summer of 2003. Our Academic Team has placed first in the state in the Knowledge Master Competition every year since 1998 and the sponsor of the Academic Team was Richland 2’s District Teacher of the Year in 1998-1999. (See Figures 17 and 18)
Our facility is a one-story brick structure that was
completed in 1982. Classrooms are separated into four pods with eight
classrooms and two planning rooms per pod. There are also seven portable
classrooms on the campus. In addition to regular instructional classrooms,
North Springs has a speech classroom, a resource classroom, three special
education classrooms, a media center, a cafeteria, an auditorium, a
multipurpose room for P.E., an art classroom, a music classroom, two computer
labs and a science discovery center that is housed in one of the portables. We
also have three playgrounds, a blacktop area with basketball goals, a soccer
field, an outdoor classroom and a Ropes Course on site. North Springs
Elementary is a “garden of learning” and murals throughout the school reflect
this theme. The art room and the media center flank a central courtyard that
features plants indigenous to South Carolina. We have a South Carolina Wildlife
Schoolyard Habitat that is maintained by the Science Club. The Palmetto Pride organization has dedicated
our
Currently the school is staffed by 52 certified and 32 classified staff members. Certified staff members include the principal, an assistant principal, an instructional technology specialist, a guidance counselor, a media specialist, a school psychologist, 33 classroom teachers, 8 special education teachers, and 5 related arts teachers. Our 52 certified staff members average 15 years of experience with 63% holding advanced degrees. Eight staff members have completed 30 hours beyond a master’s degree. One teacher has received her doctorate. There are 25 teachers who have a master’s degree, 10 have earned a bachelor’s plus 18 hours, and 8 hold a bachelor’s degree. Nine of our faculty members are Nationally Board Certified while four others are participating in the process this school year. Our educators are certified in the following areas: Elementary Education (25); Middle School Education (2); Early Childhood Education (19); Physical Education (3); Guidance (2); Music Education (1); Speech Pathology (2); Spanish (1); Art Education (1); Special Education (6); Gifted Education (2); and Media Specialist (1). Thirty-three per cent of our faculty maintains current certifications in more than one area. Classified staff includes a bookkeeper, an attendance secretary, one receptionist, a nurse, a health room assistant, a media assistant, an instructional assistant for the computer lab, a production assistant, seven instructional assistants for kindergarten and child development, five assistants for special education, three “floating” instructional assistants, a resource officer, a cafeteria manager, a cashier, four cafeteria workers, a head custodian and two full-time custodians and three half-time custodians. In addition, North Springs has three full-time student teachers, a guidance intern and four student interns.
Teacher attendance is a critical component in student achievement. North Springs prides itself on higher than average attendance and has been recognized for the best teacher attendance in the district in 2001-02. (See Figure 19)
Student-teacher ratios vary from grade to grade, but the school average is 21 to 1. There are 19 students with a teacher and two assistants in Child Development. Kindergarten averages 20 students with a teacher and an assistant. First grade classes average 18 to 19 students per class. Second grade classes average twenty students per class while third grade averages 22 and fourth and fifth both average 23 students per class. The district and its school board have made the maintenance of low class size a budget priority despite state funding budget cuts for two years.
Successful schools have pleasant, positive, and safe learning environments. North Springs Elementary School strives to provide just such an environment for its students, teachers, and parents. The moment a visitor enters the school, the office staff makes sure that he/she is greeted and helped with whatever they may need. Each visitor to North Springs is signed-in using our new Complete Campus Security System that allows us to log in each person and his/her reason for the visit. The office staff makes it their business to know familiar faces and to make everyone feel welcome in the school.
Our student
population reflects the wonderful diversity of our community. We serve confident children who have lived
all over the world, children who have had positive learning experiences, along
with children who have very special educational needs. We have developed an
educational program that celebrates this diversity provided by an instructional
staff that understands and incorporates the best practices needed for the core
curriculum as well as for enrichment.
The resources that we use address the specific need for direct
instruction as well as small group and individual activities. Our curriculum is
integrated at every grade level with blocks of uninterrupted instructional time
built in to accommodate our language arts and math programs. Teacher-prepared
long-range plans are correlated with SC Curriculum Standards and the Continuum
of Learning.
Our population
includes provisions for students with special needs. We have a primary
Emotionally Disabled (ED) classroom, an elementary ED classroom, a Dually
Diagnosed (DD) classroom, and a Resource room. We provide services in speech
and language therapy, occupational therapy, physical therapy, hearing impaired
services, and specially designed Physical Education. (See Figure 20)
All students
are screened for our district’s gifted and talented program using a variety of
tests, including Otis-Lennon, Ravens, MAP, STAR, and CogAT. Our 137 students in
grades 2-5, who qualify for this program, attend an in-house program one day
per week where their units of study are integrated across the curriculum and
address state standards. The program includes related field studies to further
the concepts being taught.
Students have access to extensive classroom libraries in addition to over 14,000 books in our media center. We encourage self-selected reading by allotting uninterrupted time and a comfortable environment where our students can become engaged in their books. The Accelerated Reader Program is incorporated throughout every grade level and Accelerated Reader points are proudly displayed in pods or classrooms to highlight individual progress during the school year. The media specialist and her assistant work closely with the students to help select books at their appropriate reading level and according to their interests. The kindergarten language arts curriculum incorporates thematic units which include the use of children’s literature. As kindergarten students are immersed in a variety of print media, they make steady progress toward becoming readers.
In kindergarten through third grades, reading is taught through the Open Court Reading Series, a highly structured phonics based program rich in quality text of all genres. Agreement to implement this program was based on research and the need for a challenging, but structured, language arts program for our students. Grades one and two devote a two and a half hour block to language arts. Third grade has reading and language arts integrated into an hour and a half block. Additional strategies include the development of reading lessons derived from the social studies text and novels connected to South Carolina history.
Fourth and fifth grades use the Treasury of Literature Series by Harcourt Brace for their guided reading instruction as well as the incorporation of numerous novel studies. Skills and strategies are taught within the context of the literature. In addition, many reading opportunities are derived from non-fiction sources in science and social studies.
Currently the district is involved in the language arts text adoption process. Grade level committees perform a curriculum standards match for each series under adoption and meet with committees district-wide to share their findings.
Through our interdisciplinary social studies curriculum, we empower students to become active, self-directed, responsible citizens who appreciate diversity and participate in an ever-changing global society. Time, Continuity and Change (History); Power, Authority, and Governance (Government/Political Science); People, Places, and Environments (Geography); and Production, Distribution, and Consumption (Economics) are the strands that unite our curriculum. Process standards such as developing time lines, using graphic organizers and teaching cause and effect are embedded in the content standards and are incorporated into lessons at every grade level in various and significant ways. Map skills are not taught in isolation, but rather as an integral part of the curriculum.
Our school adopted the Harcourt Brace series as our textbook reference because of its alignment with the state curriculum standards. Additionally, the third grade uses At Home in South Carolina as its South Carolina History textbook. The language arts and social studies curriculums are integrated with many of the classroom novel studies of the historical fiction genre. Our students are immersed in quality literature as they learn about significant historical events. Math and science lessons have also been successfully aligned with social studies. For example, a unit on astronomy is taught in conjunction with exploration, and electricity is taught while learning about Benjamin Franklin during colonial times.
Mathematics
instruction at our school is aligned with the curriculum standards of
Harcourt Brace
is the curriculum base for our mathematics program. By using Harcourt Brace, in conjunction with
supplemental materials, our students are taught to be problem solvers in
every-day situations. Teachers in
kindergarten through second grade also incorporate the Everyday Mathematics
curriculum in the areas of calendar, time, and money skills. Teachers in grades
2-5 use Accelerated Math to individualize instruction for students. This
program (funded by PTO) was implemented in school year 2002-03 based on the
analysis of data of individual student growth.
Accelerated Math is a computerized database of problems organized by
concept. Teachers select objectives
based on individual and class instructional needs. Students complete problems
and record answers on scan sheets. After scanning, the computer determines the
level of mastery and prints the next appropriate set of problems for each
student.
All classes
spend at least one hour a day on math instruction. Our curriculum provides activities to enhance
the transfer of learning from concrete to semi-concrete to abstract using
manipulatives and real life experiences. We encourage cooperative learning in
problem-solving situations, realizing that by working together students
increase interpersonal and communication skills. Our focus promotes the complex thinking
skills required for mathematical success at all levels.
Our science
curriculum is aligned with the national and state standards. Resource Guides,
developed by district science teams, guide this curriculum with instruction
designed for developmentally appropriate hands-on/minds-on experiences. Science
process skills and inquiries are embedded throughout the content areas.
Teachers use FOSS and STC kits to address the standards so students have the
opportunity to use a variety of scientific laboratory tools such as beakers,
Petri dishes, microscopes, hand lenses, goggles and balances. Collaborative
groups work on problem solving using the scientific method. Through MIMS Hub,
Zome Tools, JASON Project, GEMS, PEACHES, AIMS, Aquatic Wild, Project Wild,
Science P.L.U.S. Institute, Project Learning Tree, DHEC, and Backyard Habitat,
teachers are provided with a wealth of resource materials and hands-on
cross-curricular activities for our students. Through ACT 135 funding, we are
able to staff our Science Discovery Center with a certified teacher. The Science Discovery Center affords students
additional opportunities to work in collaborative groups as they are engaged in
science exploratory activities. Science
standards are addressed through using the inquiry approach while strengthening
math and reading skills in grades K-5 on a weekly basis.
Technology is
an integral part of instruction at North Springs, and all teachers and students
use a variety of formats including PowerPoint, Excel, Word, Publisher, KidPix,
Kidspiration, the Internet, and a large selection of over 50 CD-ROM programs
can be checked out from the media center.
As with any teaching tool, however, the appropriate use is determined by
the final outcome and impact on student learning and achievement. This is evident through the variety of
products displayed throughout the school. These products are focused on the
instructional objective, not the technology used.
All teachers
at our school have passed district technology competencies, and five teachers are
part of the district’s TEC Mentor Program. These teachers are trained to be
technology leaders in the school and district.
They do this by assisting their team of teachers with the planning and
implementation of lessons using the thoughtful integration of technology. A school technology team consisting of a
representative from every grade level meets frequently to address school-wide
technology concerns.
Through a
yearly district-based technology grant, we have purchased a wide variety of
hardware to enhance instruction and student technology use. The use of a large presentation television,
which can be checked out, as well as six permanently mounted units in
classrooms, enable whole classes to view computer directed instruction. In
addition, the music teacher uses this technology as she incorporates Music Ace
1 and 2 into her instruction to teach theory. A wireless laptop station with
thirteen networked laptops is available to classroom teachers for checkout.
Teachers have a SmartBoard available to facilitate the use of technology in
direct instruction. Digital cameras are widely used to complement the
curriculum, as students make class books, write about their pictures, and
document their learning experiences.
The media
center has 12 networked computers for student use, including Accelerated
Reader, Internet, online encyclopedias, the online catalog, and other
educational programs on our network. Technology is integrated throughout the
curriculum. Our students attend the
computer lab weekly where our highly skilled computer lab assistant
collaborates with our Instructional Technology Specialist (ITS) to create
lessons which are correlated with classroom instruction. The lessons focus on
the use of “real world” software that can be applied to multiple uses. In the lab students use a variety of software
programs including Microsoft Office, KidPix Studio Deluxe, Mighty Math, Type to
Learn, Base Ten Blocks, Click and Learn, Logic Blocks, Peg Board, Front Page Express,
Microsoft Publisher, Kidspiration, and Paint. There is also a flexible
scheduled lab that teachers may use with their classes on an as needed basis.
This lab allows teachers to do whole class technology applications in a more
efficient manner.
Our school
provides students at every grade level with enrichment opportunities spanning
across the curriculum. These activities
include Spanish,
Art Club,
Sports and Fitness Club, Chorus, Video Club, Spanish Club, Science Club, STYLE,
and Computer Club are open to interested students in fourth and fifth
grades. Students in any grade level may
choose to participate in our African-American Culture Club. Academic Team members are selected based on
results of a Trivia/Academic Test and teacher recommendation. Our science program has been enriched with
outside resources such as
Our related arts
team carefully plans its instruction to enrich classroom curriculum so that
student learning has optimal meaning and continuity. PE and reading are incorporated in our
school-wide Fit and Lit project with this year’s goal being to log 6,000 miles
and read 40,000 books. Art and Music classes provide enrichment opportunities
for students that involve participation in a variety of methods, techniques,
special studies, and the integration of technology. Grade-level musical
productions integrate what is being studied in the classroom. Our school is the site for the District Two
Challenge Course, and our physical education teacher was instrumental in
securing this state of the art facility not only for our students’ use but also
for other students throughout the district. An annual Career Day showcases a
range of employment opportunities designed to encourage students to reflect on
possible future employment. Our Environmental Club has won numerous awards such
as the Champions of the Environment 1997-2000, President’s Environmental Youth
Award 1998-2000, and the Eagle Award from SCANA and SCE&G 1999-2000.
Drug Awareness
Week, Kindergarten Splash Day, Read Across America Day, Thanksgiving feasts,
100th Day Celebrations, Story Exchange, Veteran’s Day activities with the
Veteran’s Day Parade, I Love Science Day, Cooking through Literature, parent
readers, the Lt. Governor’s Writing Contest and the spelling bee, are
opportunities offered to children at our school. Community resources provide enrichment and
include guest speakers from Clemson Extension, the Sheriff’s Department, Fire
Department, Health Associations, local hospitals and universities, and Clemson
Sandhills Research and Education Center.
Field Studies extend our learning beyond the classroom and include
places such as Harmon’s Pumpkin Field, the Lexington Museum, Richland County
Library, Charleston, Congaree Swamp, Florida, the State House, the State
Museum, Recycling Plant, Windy Hill Apple Orchard, Koger Center, Riverbanks
Zoo, Kershaw County Fine Arts Center, EdVenture, Sesqui Park, Clemson
Conservation Station, and the Junior Academy of Science Fall Workshops.
Community professionals in karate, dance, and gymnastics offer after-school
enrichment classes.
School safety is of utmost concern and an important factor in maintaining a positive learning environment. Therefore, North Springs Elementary has strict policies to enhance the safety of its students. A recent building project replaced classroom and school doors and locks to expedite the lock-down procedure. All faculty and staff wear ID’s with an attached building key, as well. During arrival and dismissal, assigned school personnel monitor the entrances and exits of the building. Drills are conducted for weather emergencies and for crisis management. Copies of the complete discipline code have been presented to the students and parents. Violations are addressed promptly and appropriately. The school provides counseling services, and community services are available if required.
The following Reports of Data are included in the next section:
Figure 17: SC School Report Card History
Figure 18: Awards
Figure 19: Teacher Attendance
Figure 20: Special Needs Populations
D. Stakeholder Perspectives on the Quality of Education
Overview:
In conjunction with the administration, faculty, support staff, parents and community members, North Springs Elementary School embarked upon a journey to revisit our purpose, and in doing so, we reviewed and reassessed our mission and reaffirmed our beliefs.
To properly execute this process, a committee of faculty, staff, parents, and community members was formed. The committee met to study our mission and beliefs. Finding that our beliefs, as written, remain the core of North Springs Elementary School, we unanimously voted to keep our beliefs as they currently stand. To best reassess our mission statement we reviewed our school improvement plan, our mission statement along with those of our district and other elementary schools within our district. The committee found that while we remained in support of our mission, the word “guarantees” in the statement “…North Springs Elementary School guarantees that our children will reach maximum potential while…etc” caused some concern. We do, however, remain committed to providing (guaranteeing) the comprehensive set of opportunities needed for each student in their own journey towards maximum potential and thus made modifications to our mission statement.
Once the committee completed the assessment of our beliefs and the adjustments to our mission, the findings were presented to the entire faculty and staff. The faculty/staff agreed that we remained firmly supportive of our established beliefs and that while within the mission the word “guarantees” as it stood was rather lofty, we agreed that the modifications made to the mission statement are acceptable.
The committee believes that while our mission is highly
accessible and visible, our beliefs need to be posted throughout the building,
in the classrooms, and in the school newsletter “The Cricket Times”. On this
and the following pages, our beliefs, our mission statement, and the mission of
our district are included.
Our Beliefs:
We believe that:
All people have worth, dignity, and uniqueness.
A safe, positive climate is necessary for learning.
All decisions must be based on what is in the best interest of our students.
All students can learn and be successful.
Family, students, educators, support staff, and the community must be partners in the educational process.
The diversity of our student population must be reflected in our staff, programs, and priorities.
The home environment plays a critical role in the student’s development.
Excellence in education for each student is achievable.
Our Mission:
In partnership with students, parents and the community, North Springs Elementary School guarantees our children a quality education empowering them to reach their maximum potential while acquiring the skills to become life-long learners and responsible citizens by providing challenging learning experiences in a caring environment.
District Mission:
Richland School District Two, in partnership with the Columbia Northeast community, guarantees each student a quality education by providing appropriate and challenging learning experiences to equip each individual for life-long learning, responsible citizenship, and productivity in an ever-changing world.
Part 3: Desired Results for Student Learning
A. Description of the Process of Defining the Desired Results for Student Learning
In 1999, a
The committee reconvened in 2004 to assess how well our students are performing in relation to the desired results for their learning and to discuss our priorities for improving student learning. They began their work by reviewing the school’s profile and its beliefs and mission as stated in Parts 1 and 2 of the 1999 SACS document. They also analyzed testing data to see how well North Springs’ students are meeting the South Carolina standards and to identify the areas to focus on when writing priority goals for improving student learning.
The NSSE's Survey of Goals for Student Learning was also administered in order to help identify the faculty's perception of the current levels of student achievement on each of the school-wide goals and the priority levels for improvement in each of the goals. The survey results indicated Thinking and Reasoning Skills rated lowest in achievement levels. These same goals were also considered to be high priorities for improvement by the survey respondents. Although the area of Learning to Learn skills was relatively high overall, one subcategory also was shown in need of improvement; “Students reflect on and evaluate their learning for the purpose of improvement” (See figures 24-25).
Annually, after the results of PACT are delivered, the school principal holds an in-service to present the findings. Grade level groups draw conclusions on areas of strengths and indicators for instruction. This year, the district language arts coordinator presented a school in-service to instruct teachers on how to correlate MAP scores to PACT. As a result of this comparison, teachers can now predict a student’s performance on PACT according to their RIT MAP score. Teachers use the breakdown of the RIT score on each subset on MAP to pinpoint each student’s area(s) of weakness in order to plan instruction. Also we can see if there is a trend in our school’s performance on any particular subset.
Curriculum Calibration
This year North Springs participated in Curriculum Calibration. Curriculum Calibration is the process of collecting students’ work samples for independent evaluation. Each teacher in grades one through five collected every piece of student work produced in a one week period from three different students. Each teacher was asked to select a high performer, an average performer and a low performer. The teacher attached a slip to each piece of work indicating the objective and the type of assignment. Independent assessors examined the work and determined the curriculum standard addressed. Once the standard addressed was identified, the grade level for that standard was placed on the work. This same process was followed for every piece of work submitted. Following the calibration, all the samples were compiled at each grade level and percentages were calculated for the amount of work actually found to be at grade level, above, or below, in each subject area.
In the area of English Language Arts, grades one, two and five had over 85% of the assignments at grade level, with only second grade showing some assignments above grade level. Fourth grade had 71% of assignments at grade level and 29% below grade level. (See figure 26)
In the area of Mathematics, grades one, two and three had over 97% of the assignments at grade level. Fourth grade had 73% at grade level with 14% below grade level and 13% above grade level. (See figure 27)
Based on the standard that 90% of work should be at grade level with 10% below grade level in each subject area, our percentages are very good overall. In addition, examination of PACT scores for North Springs shows fourth grade to have very strong performance on all sections of PACT, despite the findings of the curriculum calibration. In support of the choice of goal areas, it is noted that the percentage of assignments in English language arts in word study and analysis is only surpassed by the percentage of assignments in comprehension. (See figure 28) In math, the percentage of assignments in numbers and operations exceeded 82% in every grade except third. However, the percentage of assignments in measurement was zero in every grade but fourth, which had 4%. (See figure 29)
Feedback received from formal and informal testing,
curriculum calibration, as well as from faculty, parents and community members
substantiate the school’s commitment to the identified desired results for
student learning.
Furthermore, it is
noted that
The following reports of data are included in the following section:
Figure 24: Survey of Goals for Student Learning - Level of Student Achievement
Figure 25: Survey of Goals for Student Learning – Level of Priority for Improvement
Figure 26: Percentage of Student Assignments Aligned to South Carolina Standards
(ELA)
Figure 27: Percentage of Student Assignments Aligned to South Carolina Standards
(Mathematics)
Figure 28: Percentage
of Assignments by Type of Class, Grade, Subject
Topic (English Language Arts by Grade)
Figure 29: Percentage
of Assignments by Type of Class, Grade, Subject
Topic (Mathematics by Grade)
B. Analysis of Student Learning: Description of Students’ Current Level of Achievement
of the Desired Results for their Learning
·
District Six-Trait Writing Assessment: While
students' performance on the district writing portfolio assessment is the
highest in the district among the other elementary schools, our school’s scores have declined since
2001
· Classroom Observations:
Teachers noted that students have more difficulty using higher level
thinking skills such as making inferences, drawing conclusions and predicting
outcomes than using literal comprehension skills.
Teachers surveyed said that students have difficulty generating original ideas for writing.
These observations and assessments support the student learning
priority of: Reading: Word Analysis and Vocabulary. (See Part D for specific goals.)
Math
· PACT Test: The results of assessments in the math area show that students' average percentile scores
in grades 3-5 are higher than district and state average percentiles as represented by the mathematics
portion of the tests. Over the past five years, there has been general progress made in the number of
students meeting standard. Due to a redraw of district attendance in the last year, however, the
2002-03 data is somewhat lower. Overall, the trend has been decreasing numbers of students scoring
below basic and increasing numbers of students scoring proficient and advanced.
·
MAP Test: While an examination of students’
performance on the MAP test indicates strengths in “algebra”, and “geometry
“the students in grades 2-5 showed a weakness
in the areas of numbers and operations and measurement.”
· Classroom Observations: Teachers again noted that problems involving higher level thinking skills and real world connections are weaker than computation skills throughout all grade levels. Teachers would also like to have more materials available that correlate with the math curriculum.
These observations and assessments support the student learning
priority of: Mathematics: Numbers and Operations; Measurement (See Part D for specific goals.)
Science, Social Studies, and Foreign Language
· Teachers need more current media center resources across all curriculum areas to supplement the textbooks.
C. Desired Results for Student Learning and Indicators of Student Achievement
Positive changes in each of the five areas have occurred in the school climate and in the educational program since 1999.
Indicators
Kindergarten Trike-a-Thon for St. Jude’s Children’s Hospital
Save the Rainforest T-Shirt sale that saved over 60 acres of the rainforest
Making cards for the Alzheimer’s facility
Making pumpkin bread for the Oliver Gospel Mission (homeless shelter)
D. Priority Goals for Improving Student Learning
Mathematics (Thinking and Reasoning Skills)
· Students understand and use place value to represent whole numbers, decimals
and fractions
Reading Skills
Part 4: Analyzing Instructional and
Organizational Effectiveness: Focusing on the
Quality of the Work of the School
North
Springs Elementary is committed to ongoing evaluation and assessment of
instructional
and
organizational effectiveness in an effort to build strengths and reduce
limitations of the
school’s
educational endeavors. In doing so, we
have identified both the instructional and
organizational
strengths and limitations of the school’s infrastructure in an effort to
provide
high
quality education, and thereby obtain the desired results for student
learning.
In October, North Springs Elementary administrators and faculty conducted the National Study of School Evaluation’s Survey of Instructional and Organizational Effectiveness. The results of the survey in the area of Quality Instructional Systems indicated that our Curriculum and Instructional Design principles are particularly strong. All ratings verify that we are fully functional and operational. Our strength lies in developing a quality Curriculum and strong Instructional Design. Survey results indicate that the school actively engages students in learning, aligns instruction with the goals and expectations for student learning, and employs data-driven decision-making. In the area of Assessment, the survey results indicated four components as being fully functional and operational: 1) clearly defines the expectations for student learning to be assessed 2) establishes the purpose of the assessment 3) develops fair assessment and avoids bias and distortion and 4) collecting a comprehensive and representative sample of student achievement. (See figure 30)
Our indicators of Quality Organizational Systems were particularly strong. We were fully functional and operational in Leadership for School Improvement, Community-Building, and Culture of Continuous Improvement and Learning. North Springs Elementary School places great emphasis on promoting quality instruction in an academic learning environment, developing school-wide plans for improvement, monitoring progress of school improvement plans and providing skillful stewardship.
Even though we are fully functioning and operating, the
findings from the survey suggest that more focus is needed in the area of
evaluating and renewing the curriculum, expanding instructional support for
student learning, and providing quality and appropriate Assessment. Additionally, more emphasis needs to be
placed on employing effective decision-making, with particular attention given
to addressing the “moderately weak” functioning and operating findings from the
survey with regard to the school’s Educational Agenda: Vision, Beliefs,
The results of the survey led us to collect evidence related not only to those areas identified as strengths, but also to collect evidence in those areas identified as limitations.
The following reports of data are included in the following section:
Figure 30: Indicators of Quality Instructional Systems
Figure 31: Indicators of Quality Organizational Systems
Curriculum
|
Measure |
Evidence |
|
Standards for learning are clearly defined, rigorous and appropriately challenging. There is a comprehensive plan to support the effective implementation of the curriculum that facilitates the alignment of teaching practices, instructional support and resources, and assessments of student learning. |
· Responses from teacher surveys indicate that the teaching strategies
adequately address the school-wide goals for student learning defined by
state standards. · Test scores reflect that teachers are successfully supplementing
state curriculum materials to align with the state standards. Accelerated Reading and Accelerated Math as
well as a full-time certified science specialist and FOSS kits for science
are a few of the methods of supplementation. · Fully certified teachers in every classroom, a full-time
Instructional Technology Specialist for assistance and classroom instruction,
Spanish, Art, Media, Physical Education, and Music teachers support the
curricular team. Special Education
teachers, academic assistants, computer lab assistant, and a media assistant
are on-site to assist in the culmination of a strong curriculum. · Evidence from the School Report Card indicates that the curriculum is
meeting the needs of the students at the “Excellent” level. |
Instructional Design
|
Measure |
Evidence |
|
Students are instructed in a strongly positive academic learning environment where teachers engage students in activities that focus solely on students’ needs. The instructional design of the school purposefully lends itself to challenging students to apply knowledge and to become critical and independent thinkers. Reviewing and aligning instructional practices with state, district, and national standards solidifies our purpose of preparing the children for life-long success and achievement. |
· Instructional and non-instructional routines, as well as a newly
implemented motivational plan, foster an environment that promotes active
learning. · Hands on participation and discovery learning are teaching techniques
that utilize and encourage critical thinking in students. In addition to having a full-time
instructional technology specialist (ITS), in one of our two computer labs we
also house a full-time computer lab assistant that, in conjunction with the
ITS, instructs classes on a daily basis. · Collaboration among related arts, special area teachers and regular
classroom teachers allows faculty to integrate concepts across the
curriculum. · Art, Science, Video, and Computer Clubs are extracurricular
activities offered to students. The
Academic Team, ALERT (gifted and talented program), and the after-school
program are available to students who meet specific qualifications. |
|
Measure |
Evidence |
|
A positive, nurturing atmosphere has
been established and communicated among students, teachers, support staff,
administrators, parents, and the community.
School-wide programs are offered that actively engage parents in the
life and learning process of the school. |
· Families are an integral part of North Springs. Our sign-in numbers and volunteer books
have anywhere between three and twenty-five visitor entries per day. Education is viewed as an active partnership
between parents, teachers, staff, and students, and our data supports the
success of this partnership. Parent
volunteers design and assemble bulletin boards, tutor students in math, read
aloud with classes and work one-on-one with students. Volunteers also play a vital role in
communicating the school news by duplicating and distributing the school
newsletter. At North Springs we
recognize the important daily contributions made by our parents in a variety
of ways, one of which is the Volunteer Tea. · The North Springs community helps with organizations that aid beyond
our school walls. Jump Rope for Heart, Pennies for Pasta, Winter Days canned
food drive for Spring Valley High School, and the Sparkleberry Fair are some
examples of outside organizations. · In school, our students build community spirit and learn
responsibility through programs such as Art Club, African American Culture
Club, Student Council, Yearbook Staff, Computer Club, Video Club, Science
Club and STYLE-Sisters That Yield Leadership and Excellence. |
|
Measure |
Evidence |
|
With the administrative support,
teachers have continuous opportunities to enhance the curriculum in order to
obtain the desired results of student learning. |
· Teachers are provided with funds that allow them to attend reading,
writing, math, science, social studies and technology conferences to
strengthen the curriculum. Teachers are
encouraged to keep abreast of the latest advancements in education. |
|
· Our PTO and administration allocate funds to purchase resources to
enhance classroom learning and instruction. |
|
|
· “Technology for Two” classes are offered through the school district. Of the many classes offered, developing web
pages, using and designing PowerPoint Presentations, Microsoft Office
applications, Blackboard, and basic computer skills such as e-mail are all
methods to continue open communication with parents, educators, and
administrators. |
|
|
· Our district offers a variety of opportunities to enhance the
curriculum. Along with providing
district level curriculum coordinators in every subject area, ongoing
sessions such as differentiated instruction, learning centered schools, and
curriculum calibration are utilized to enhance professional development. |
4C. Summary of Limitations and Supporting Evidence
|
Measure |
Evidence |
|
Although our ratings indicated that the expectations for student learning were clearly defined as fully functioning and operational, the survey showed evidence of progress needed in selecting the appropriate method of assessment. |
Results from the NSSE Survey of Instructional and Organizational Effectiveness indicate that 21% of persons surveyed feel there is a limitation in selecting appropriate methods of assessment. Teachers want a better understanding of proper and more varied methods of classroom assessment to improve correlation with standardized testing. |
Relative Limitations
Educational
Agenda
|
Measure |
Evidence |
|
Although the ratings indicate that we are fully functioning in the category listed under educational agenda, 21% listed evidence of progress for facilitating a collaborative process to developing a shared vision. |
In committee discussions to analyze and give meaning to the survey data, there were some disagreements with this perspective of need. Based on the collaborative programs initially in the opening in-service and continued grade level and departmental discussions, we feel there is a strong emphasis on collaboration in developing our shared vision. However, we find that the vision is not being conveyed and/or internalized by new faculty members. |
Leadership
for School Improvement
|
Measure |
Evidence |
|
A method of employing effective decision-making that is data-driven, research-based, and collaborative is continuing. |
While 84% of people surveyed feel this area is fully functioning and operational, 16% feel as though this area is in progress. Ongoing professional development for faculty is underway and continuing to improve and strengthen this area. |
4D. Summary Analysis of the Overall Instructional and Organizational Effectiveness
The indicators of quality instructional and organizational systems as measured by the National Study of School Evaluation’s Survey of Instructional and Organizational Effectiveness revealed that North Springs Elementary School is strong in developing a quality curriculum and aligning the instruction with the goals and expectations for student learning. North Springs Elementary is particularly adept at promoting quality instruction in an academic learning environment, developing school-wide plans for improvement, monitoring progress of school improvement plans and providing skillful stewardship.
Furthermore, the findings from the survey suggest that more focus is needed in the area of evaluating and renewing the curriculum, expanding instructional support for student learning, and providing quality and appropriate assessment. Additional attention to facilitating a collaborative process in developing a shared vision, beliefs, and mission, and defining measurable goals focused on student learning is necessary to continue to promote quality instruction in an academic learning environment.
4E. Priorities for Improvement
Priorities for Building on the School’s Strength
· Continue to develop a quality curriculum as aligned with the goals and expectations of the school improvement plan
· Continue to align instruction with the goals and expectations of student learning
· Continue to promote quality instruction in an academic learning environment
Priorities for Addressing Limitations and Areas in Need of Improvement
· Provide professional development for teachers to strengthen the ability to utilize appropriate methods of assessment
· Provide opportunities to develop varied methods of classroom assessment to improve correlation with standardized testing
· Provide opportunities for teachers to research varied methods of assessment.
Part 5: Developing the Action Plan
Introduction:
Based on the analysis of the data and information collected in the profile, there are two priority areas for the desired results for student learning for this action plan. Both goals integrate Thinking and Reasoning Skills and Learning-to-Learn Skills with a focus on students reflecting and evaluating their learning (self-assessment) for the purpose of improving in the areas of reading and mathematics.
The following action plans target the desired results for student learning by focusing on the identified priorities for improving the school's instructional priorities and organizational conditions. The action plans highlight the need to incorporate varied student assessment, including formal, informal, and self-assessment in mathematics and reading with North Springs Elementary School's curriculum, and to expand professional development opportunities to include a focus on assessment and collaborative leadership. Additionally, the plans focus on increasing the resources available in the basic skill areas of Thinking and Reasoning, Learning-to-Learn, reading, and math. This includes efforts to more effectively involve parents/guardians and the community as human resources and to increase the use of technological resources throughout the math and reading curriculum areas.
The SACS Committee for Section 5 developed drafts of the action plans and checked each to ensure that they were consistent with the beliefs and mission, the school profile, the desired results for student learning, and the instructional and organizational analysis data. The faculty and staff reviewed and commented on the plans. Using this feedback, the SACS Committee for Section 5 conducted a final review and completed revisions of the two action plans.
Each of the action plans is outlined on the following pages. The plans are organized to include the following major categories for the focus of the action steps: curriculum development, instructional design, assessment development, professional development, organizational leadership, and parent/community involvement. Action steps are listed under the headings along with a timeline for implementation, required resources, and the person(s) responsible for implementation of each of the action steps.
After each action plan, there is an evaluation plan that states the specific measures that are identified to evaluate the implementation and effectiveness of the total plan. The measures are listed under three focus areas: A. Plan for Evaluating the Extent of Implementation and Effectiveness of the School Improvement Plan, B. Plan for Evaluating the Target Area Goals for Student Learning, and C. Plan for Documenting Improvement in Instructional and Organizational Effectiveness. Part 6 provides a report of the implementation of the plan and documentation of the results.
Part 5a Action Plan #1
|
Thinking and Reasoning and Learning-to-Learn Reading Skills Students will improve their reading skills as demonstrated by the following: Students will integrate word meanings, sentence structure (syntax), and sound symbol relationships to read and determine the meaning of unfamiliar words and improve their vocabulary while reading fiction and non-fiction materials. Students will use context to understand synonyms, antonyms, and homonyms, and word components. |
|||
|
Action Steps |
Time Line |
Est. Resources |
Person Responsible |
|
I. Curriculum Development A. Establish a committee within the school to address issues related to the teaching and assessment of reading across all grade levels. |
Year 1 |
· Designated faculty |
Principal or School Instructional Technology Specialist |
|
B. Create and implement grade level curriculum maps to ensure that state standards are being addressed and to eliminate student weaknesses in the targeted areas for reading. These maps will be refined each year. |
Year 1 |
· Designated Faculty · Copies of State Standards · Copies of the Learning Continuum · Copies of the Newly Adopted Reading Series · Copies of Grade Level Novel Units · Summer stipends for each grade level · -- $12,000 over three years |
Reading Representative for Each Grade Level |
|
C. Continue to integrate the district’s student technology standards into the reading and English/language Arts curriculum. |
Year 1 |
· Printing expenses--$250 · Teachers of reading · Technology mentors |
Instructional Technology Specialist |
|
D. Continue to use Accelerated Reader to enhance reading skills and increase student independence for reading fiction and non-fiction materials while increasing vocabulary and self-assessment. |
Year 1 |
· Accelerated Reading Program · Student Test for Accelerated Reading Program · Classroom Libraries · Media Center Materials |
Media Specialist |
|
II. Instructional Design A. Purchase new literature to include fiction and non-fiction literature, as well as additional Accelerated Reading Tests, for the media center to use with all students. A special emphasis needs to be placed on non-fiction books for the lower grades. |
Year 1 |
$6000 |
Media Specialist |
|
B. Obtain sets of class novels (grades 3-5) and trade books (grades K-2). |
Year 2 |
· $6000 · Teachers of Reading |
Grade Directors |
|
C. Implement the Classroom Performance System, a technology component, to evaluate reading comprehension. |
Year 1 |
· Interested teachers of reading · Classroom Performance System · Grade level reading passages--$1000 |
Instructional Technology Specialist |
|
D. Provide 2-5th grade students with instruction on the use of the Classroom Performance System. |
Year 1 |
· Interested teachers and their students · Classroom Performance System · Grade level reading passages |
Instructional Technology Specialist |
|
E. Investigate other strategies for integrating technology into the reading and language arts curriculum with an emphasis on self-assessment. |
Year 2 |
Technology Committee |
Instructional Technology Specialist |
|
F. Continue to provide K - 5th grade students with instruction on the use of Accelerated Reader. |
Year 1 |
Accelerated Reader Program |
Media Specialist |
|
G. Use regular grade level teacher meetings to discuss instructional strategies and varied assessment tools for strengthening students' reading skills. Teachers will use formal, informal, and student self-assessments that address targeted skills. |
Years 1 |
·
Teachers of · Various Assessments--$500 |
Principal Grade Level Lead Teachers |
|
III. Assessment Development A. Maintain an individual system for recording formal, informal, and student self-assessments. |
Year 3 |
· Release time for teachers working on reading assessment--$2000 · Resources on varied reading assessments--$1000 |
Reading Committee Chairperson District Reading Coordinator Reading Committee Members |
|
B. Use technology to provide students with immediate feedback for self-assessing reading skills based on the standards. |
Year 2 |
· Classroom Computers · Wireless Lab Computers · Computer Labs · Accelerated Reader Program |
Instructional Technology Specialist |
|
IV. Professional Development A. Provide two workshops each year with an emphasis on the integration of technology into the reading curriculum. |
Year 2 |
· Workshop materials--$200 · Technology mentors · Teachers of reading |
Instructional Technology Specialist |
|
B. Identify master teachers to provide assistance and share successful strategies in teaching and assessing reading. |
Year 2 |
· Budget to support attendance at conferences and workshops--$1000 · Professional development credit · Reading resources · Substitute expenses to allow visitation at other schools and peer observations--$500 |
Principal |
|
C. Send volunteers to workshops or conferences offering sessions on improving reading with an emphasis on vocabulary, phonemic awareness, and varied assessment. |
Year 1 |
· Substitute expenses--$500 · Workshop or conference expenses--$1000 |
Principal |
|
V. Organizational Leadership A. Establish a line item in the budget for curriculum development to support the improvement of students' reading skills and reading assessment. |
Year 1 |
$17,000 |
Principal Superintendent |
|
B. Select master teachers to provide assistance and share successful strategies in the teaching and assessing of reading. |
Year 2 |
· Workshop materials--$250 · Master teachers of reading |
Principal |
|
C. Provide additional planning time for teachers to meet and discuss reading concerns (TIP). |
Year 1 |
· Substitute funds for release time for teachers of reading · --$4050 · Teachers of reading |
Principal |
|
VI. Parent/Community Involvement A. Develop a "Drop Everything and Read (D.E.A.R) Day" for the involvement of parents and the community with the school for the purpose of improving reading skills. |
Year 2 |
· Means to obtain feedback from participating parents--$50 · Printing expenses--$200 · Teachers of reading |
Master teachers of reading |
|
B. Include suggestions, information, and/or activities for parents to use to help their children become better readers in the classroom newsletters and other handouts. |
Year 3 |
· $800 · Teachers of reading · Master teachers of reading |
Principal |
Means of Evaluating the Effectiveness of the Plan
A. Plan for Evaluating the Extent of Implementation of the School Improvement Plan
B. Plan for Evaluating the Target Area Goals for Student Learning:
C. Plan for Documenting Improvement in Instructional and Organizational
Effectiveness:
Part 5b Action Plan #2
|
Thinking and Reasoning Skills Students will improve their math skills as demonstrated by the following: Students will use math operations to compute accurately and incorporate place value to represent whole numbers, decimals, and fractions. Students will use measurement skills and problem solving strategies to estimate measurements. |
|||
|
Action Steps |
Time Line |
Est. Resources |
Person Responsible |
|
I. Curriculum Development A. Establish a committee, with representation from each grade level, within the school to address issues related to the teaching and assessment of mathematics across all grade levels. |
Year 1 |
· Designated faculty |
Principal or Instructional Technology Specialist |
|
B. Identify master teachers to be trained, to mentor, and to train other teachers in the teaching and assessment of mathematics. |
Year 2 |
· Master Teachers · Budget to support attendance at conferences and workshops—2 X $600 = $1200 · Workshop materials--$200 · Substitute teachers for release time—2 X $180 = $360 · Master Teachers’ stipends—2 X $500 = $1000 |
Principal |
|
C. Implement the district's curriculum map to ensure that standards are being addressed and to eliminate student weaknesses in the targeted areas for math. |
Year 1 |
· Copies of state standards · Copies of the district's curriculum map for each grade level · Teachers of math |
Math Committee District Math Coordinator |
|
D. Continue implementation of the standards-based mathematical curriculum. |
Year 1 |
· Copies of state standards · Copies of curriculum maps · Development materials · Support staff · Printing expenses--$400 · Teachers of math |
Principal District Math Coordinator |
|
E. Review and revise, if necessary, the technology curriculum to ensure students receive instruction in the use of calculators and other technologies. |
Year 2 |
· Budget for the purchase of calculators and other technologies--$3500 · Technology Committee · Development materials · Printing expenses--$200 |
Instructional Technology Specialist |
|
F. Continue to use Accelerated Math to enhance mathematical skills and increase independence through the use of problem solving strategies. |
Year 1 |
· Printing expenses--$1500 · Accelerated Math Program and expenses--$500 · Teachers of math |
Math Committee Chairperson |
|
II. Instructional Design A. Purchase software for classroom computers for use with all students. |
Year 1 |
· Budget allocation--$500 · Teachers of math · Technology Committee · Math Committee |
Instructional Technology Specialist |
|
B. Research and purchase materials that include a variety of assessment tools and math manipulatives for classroom use. |
Year 2 |
· Math Committee · Teachers of math · Budget allocation for assessment tools and manipulatives--$5000 |
Master Teachers |
|
C. Obtain classroom sets of calculators for classroom use. |
Year 2 |
· Math Committee · Teachers of math · Budget allocation for calculators --$4500 |
Master Teachers |
|
D. Provide 2nd - 5th grade students with instruction on the use of Accelerated Math and other software. |
Year 1 |
· Accelerated Math Program · Budget for ink cartridges, scanners, and scan sheets · Budget Allocation for software · Technology curriculum · 2nd -5th Grade teachers of math |
Instructional Technology Specialist |
|
E. Provide all students with instruction on the use of calculators. |
Year 3 |
· Teachers of math · Materials for workshops |
Master Teachers of Math |
|
F. Instruct students in the appropriate method of assessment. |
Year 2 |
· Teachers of math · Copying expenses--$300 |
Master Teachers of Math |
|
G. Provide all students with instruction on the use of manipulatives. |
Year 2 |
· Teachers of math · Budget allocation for manipulatives · Copying expenses |
Master Teachers of Math |
|
H. Use regular grade level teacher meetings to discuss instructional strategies for strengthening students' mathematical skills. Teachers will use formal and informal assessments that address targeted skills. |
Years 1 |
· Teachers of math · Copying expenses |
Principal Math Committee Members |
|
III. Assessment Development A. Maintain an individual system for recording formal and informal assessments. |
Year 1 |
· Teachers of math · Copying expenses · Resources assessment tools--$500 |
Principal |
|
B. Use technology to provide students with immediate feedback for self-assessing math skills based on the standards used by the teacher in classroom activities. |
Year 2 |
· Teachers of math · Classroom computers · Copying expenses · Wireless lab · Computer labs |
Instructional Technology Specialist |
|
C. Develop a variety of assessments that address State Standards. |
Year 2 |
· Teacher stipends or substitutes for release time--$2000 · Copying expenses · State Standards · Teachers of math |
Principal District Math Coordinator Master Teachers of Math |
|
IV. Professional Development A. Provide two workshops each year on the use of technology in the mathematics curriculum. |
Year 1 |
· Professional development credit · Workshop materials--$100 · Teachers of math |
Instructional Technology Specialist |
|
B. Identify master teachers to provide assistance and share successful strategies, including training the faculty in the use of a variety of assessment tools. The master teachers should also research and attend workshops and conferences that focus on assessment. |
Year 2 |
· Budget to support attendance at conferences and workshops--$1000 · Professional development credit · Math resources--$750 · Printing expenses--$250 · Substitute expenses to allow visitation at other schools and peer observations—3 X $60/day =$180 |
Principal or School Council District Math Coordinator |
|
C. Send volunteers to workshops or conferences offering sessions on improving the teaching and assessment of mathematics. |
Year 1 |
· Budget allocation for workshop expenses and travel--$750 · Volunteer teachers of mathematics · Substitute expenses to allow teachers to attend the workshops--$2 X 3 days X $60/day = $360 |
Principal |
|
V. Organizational Leadership A. Establish a line item in the budget for curriculum development to support the improvement of students' mathematics skills. |
Year 1 |
· Budget allocation--$25,000 |
Principal |
|
B. Select master teachers to provide assistance and share successful strategies. |
Year 2 |
· Designated faculty |
Principal |
|
C. Select a representative from each grade level to serve on the school’s math committee. |
Year 1 |
· Designated faculty |
Principal or Instructional Technology Specialist |
|
D. Provide additional planning time for teachers to meet and discuss mathematics concerns (TIP). |
Year 1 |
· Substitute funds for release time · Teachers of math |
Principal |
|
VI. Parent/Community Involvement A. Develop a "Math Day" for the involvement of parents and the community with the school in the area of improving mathematics in Numbers and Operations and Measurement. |
Year 2 |
· Teachers of math · Means to obtain feedback on the draft plan from relevant stakeholders · Printing expenses--$50 |
Principal Math Committee |
|
B. Include tips, information, and/or activities for parents to use to help their children become better mathematicians in classroom newsletters and handouts. |
Years 3 |
· Printing expenses · Teachers of math |
Principal Master Teachers of Math |
|
C. Provide an explanation of the assessment tool used to evaluate student progress if the assessment tool is non-traditional. |
Year 3 |
· Copying expenses · Teachers of math |
Master Teachers of Math |
A. Plan for Evaluating the Extent of Implementation of the School Improvement Plan
B. Plan for Evaluating the Target Area Goals for Student Learning:
C. Plan for Documenting Improvement in Instructional and Organizational
Effectiveness:
Part 6: Implementing the Plan and Documenting Results
A. Progress Report on the Implementation of the School Improvement Plan
The School Improvement Team provided leadership for monitoring the effective implementation of the school improvement plan. The primary role of the School Improvement Team, following the development of the plan, focused on monitoring and supporting the implementation phase over a three year time frame. This section will focus on the actions taken over the last five years since the ten year review took place.
The entire faculty and staff of
As part of the assessment process, all the professional development sessions that were part of the action plans were closely monitored to ensure the alignment of their progress with their intended purposes and effectiveness. Teachers returning from professional conferences shared the information with the faculty through our Orange Slip In-service program.
Another form of monitoring the implementation of the action plans included in-depth observations by trained observers. We use the STEP evaluation program as well as the School Observation Measures (SOM) model. (See Figure 14 in Part 1.) These observations were used to monitor the effectiveness of the curriculum alignment, the connections made between reading and writing instruction, and the use of a variety of resources in mathematics instruction. These observations revealed that teachers plan their lessons to address the standards of the curriculum and that students are being told what they are expected to learn.
Progress is being made in terms of student achievement. (See Figures 1-13 in Part 1.) In addition, teacher, student, and parent opinions about North Springs’ total program and its future are generally positive, based SIC surveys. (See Figures 21-23 in Part 1.)
B. Progress and Documentation on Target Goals
Target Goals for
1. Technology
2. Instructional strategies for diverse learners
3 .Staff development for support staff
4. Improved strategies for self-assessment
The action plan listed all strategies as starting in Year One and continuing as an ongoing process. For that reason, the strategies have been listed below with the evidence of attainment or specification of adjustments made rather than as a year-by-year report.
Documentation of the Target Goals
Goal Statement: Students will enjoy and appreciate opportunity involving the arts.
|
Interventions |
Strategies |
|
Study scheduling issues |
Scheduling of the arts has been studied and evaluated. Modifications have been made when necessary. |
|
Increased “Artist” visitations |
The possibility of visiting artists has been studied and considered. Budgetary issues have been a constraint and finding qualified artists that are also educators and know how to work with children is a concern. |
|
Develop comprehensive enrichment program for summer and after school |
Fourth and Fifth grade students can join the art club. The art club focuses on lessons that are educationally beyond what students learn in art class. The SAIL program has been initiated. The chorus is available for fourth and fifth grade students. Chorus members give several concerts a year not only at the school, but throughout the community. Students take field studies to the Columbia Museum of Art and the art department at the University of South Carolina. They have seen live performances at the Koger Center of Performing Arts. Every year several students are nominated for the Columbia Tri-District Arts Program. Members of the video club produce the “Morning Show” that is broadcast every morning school wide. |
|
Research effectiveness of current clubs |
A formal survey was abandoned. However, the arts are very well supported by parents, students and the PTO who generously give of their time and talents. |
|
Research addition of other clubs and other grade level involvement |
A science club has been added to the program. |
|
Research Arts grant |
In 2000-2001 a $5000.00 grant was awarded to the visual arts program to develop and implement a technology component to the program. |
|
School Visitation to |
Upon further examination, this strategy was found to not be effective in completing the goal. The school leadership group decided to initiate other programs that support the arts. |
Goal Statement: We will enhance all phases of school climate for students, staff, and community.
|
Interventions |
Strategies |
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Develop school-wide positive management program. |
ETA: The Cricket Way (emotions, thinking, and action) has become our school - wide management program. The four school wide ETA rules are: Be Kind, Do it the First Time, Listen, and Stay on Task. ETA-The Cricket Way allows students to reflect on their own behavior and think about the sequence that leads to good decision making. This program allows classes to earn prizes based on “Clickety” points. Prizes are given at one hundred point increments. Crickets are used to reinforce what we value. Classes may earn points in the following areas: related arts, community (traveling, lunch, and recess), academics, and special events (picture day, speakers, etc.). Faculty and staff were provided with an in-service to introduce this management program. Homeroom teachers introduced ETA-The Cricket Way to their classes. Reinforcement is given by support staff and administration. |
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Increase student recognition. |
· Awards day is held at the end of the year for 5th grade students as part of their culminating program. · Students are recognized by teachers and administrators by receiving an ETA certificate. Students are selected by a faculty member. The student’s name is sent to an administrator. The administrator pays a personal visit to the student and presents the child with a certificate. · Student organizations and students are praised and recognized by use of the school’s marquee. Recognitions are announced daily on the North Springs Today Show. Students are also recognized in the newsletter in the principal’s column, “Seeds of Thought” and in the Cricket Snippets. · Mrs. Podd, our art instructor, has a featured Artist of the Week. She displays the work of various students each week. · Teachers recognize students each week by selecting a class Student of the Week. The same students have their names announced at the beginning of the week on The North Springs Today Show. · Student recognition is sent to the media to be aired on Richland Two Television (R2TV). · Media Center Student Recognition · During media class, students receive prizes based on the number of Accelerated Reader points they earn. · Students are invited to end-of-year reading parties based on the number of points they earn. · Students are recognized for participating in the South Carolina Children's Book Award program. As students read and pass an Accelerated Reader test on a nominee book, they receive a prize. Also, students who pass three or more AR tests are allowed to vote on their favorite nominee book in March. ·
Students who participate in our Birthday Book
Club appear on our morning news show, North Springs Today, to receive their
birthday book. Also, participants have a book plate with their name and
birthday placed in their birthday book. Student names and birthdays are
displayed on a bulletin board in the · Students who read over the Winter Holiday break are recognized by receiving two tickets to attend a Lady Gamecocks basketball game and Chick-Fil-A gift certificates. The student who reads the most pages is allowed on center court to receive season tickets, a t-shirt and poster. · During National Library Week, students in kindergarten through 2nd grade participate in a coloring contest. The winner receives a free book. The 3rd through fifth grade students enter a bookmark design contest. The winner receives a free book and has their bookmark duplicated for other students to enjoy. |
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Increase staff recognition |
· The faculty and staff are constantly praised by each other along with the administrative staff. Recognition is given in a variety of forms such as: e-mails, cards, weekly newsletter column, and the North Springs Today Show. The faculty is also recognized for its many individual and group achievements at the annual end of the year luncheon. · Teacher recognition is also sent to the media to be aired on Richland Two Television (R2TV). · Teachers are praised and recognized by use of the school’s marquee. Recognitions are announced daily on the North Springs Today Show. |
Goal Statement: Strategies will be developed which will improve the quality of student achievement in basic skill areas.
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Interventions |
Strategies |
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Analyze student achievement as it related to State Standards & Frameworks. |
· TIPS – each team examined long range plans & standards to monitor and adjust teaching goals. · Curriculum Calibration · MAP Data & RIT Teaching Skills · PACT Data of Strengths & Weaknesses; Special Tutoring · After-school workshops for teachers – MAP, etc. · Six Trait Writing Workshops · Learning Centered Schools –Workshops · Differentiated Instruction Workshops |
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Research strategies to address student achievement as it relates to State Standards & Frameworks |
· MAP Data & Test View · PACT Data & Test View · Six Trait Writing Data · NS Teacher participated in developing PE assessment for State Standards · NS piloted PE skills sections to align National & State Standards · 2003, NS administered entire PE assessment & used data to improve student performance with Standard requirements |
Goal Statement: Technology will become more integrated into the curriculum.
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Interventions |
Strategies |
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Purchase software/hardware |
· The Accelerated Math Program was purchased for grades 2 – 5; one class in 1st grade, Special Ed., and the Flex Lab. Each class was also given a scanner. · The following software is available either in each classroom and/ or in the Computer Lab: · KidPix · Kidspiration · Publisher 2000 · At each grade level the following hardware is readily available: · Digital Cameras · Scanners · Video Projectors · Flex Cameras · Black Laser Printers (a color printer is located in the Media Center) · The SmartBoard, Presentation TVs, Classroom Performance Systems can be checked out as needed · At North Springs there is a flexible schedule lab that has 28 computers. This lab can be used in addition to regularly scheduled computer class. |
Goal Statement: Every student will demonstrate technological literacy.
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Interventions |
Strategies |
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Provide Teacher/Staff development |
The Instructional Technology Specialist has presented the following sessions:
There is a TEC Mentor willing to assist at almost each grade level |
Goal Statement: Students will assess their own work and devise a plan for improvement.
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Interventions |
Strategies |
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Provide staff development on teaching students to self-assess |
· The staff participated in Six-Trait Writing staff development which focused on strategies for student’s self-assessment in the fall of 2001. In addition, several staff members were selected to participate in WIN (Writing Improvement Network.) WIN provides educators an opportunity to practice self-assessment in their own writing thus enhancing their teaching and learning perspectives. · Staff members at each grade level participated in Learning Centered Schools summer staff development in 2003. The importance of self-assessment in teaching and learning was stressed due to its importance in helping students reach their full potential. · A team of teachers was selected to participate in Differentiated Instruction, the summer of 2003, led by the district. Teachers learned various strategies to use to help all learners assess their progress, readiness, interests, etc. |
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Provide in-service/staff development on Six-Trait Writing |
The district provided the means for three teachers to attend Six-Trait writing workshops in the summer of 1999. In addition, the district provided funds for a lower elementary teacher, an upper elementary teacher, and an administrator to attend an SDE Six-Trait Writing workshop during the 2001-2002, 2002-2003, and 2003-2004 school year. |
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Implement self-assessment strategies |
· Differentiated Instruction strategies encourage pre-assessment and pre-testing. As these informal self-assessment strategies are implemented, we are able to better serve the students. · The Learning Centered Schools philosophy (summer 2003) promotes building background strategies and the use of learning styles. These self-assessment strategies are implemented to improve student success in learning. |
Goal Statement – Strategies will be developed to meet the needs of children who learn in different ways
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Interventions |
Strategies |
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Teachers attend “Reaching Tough to Teach” conference in Jekyll Island |
In the summer of 1999 a team of
ten teachers attended a weeklong conference on strategies and techniques for
dealing with difficult students. This institute was sponsored by the The 10 participants presented these strategies to the faculty the following school year as well as to any new faculty members that joined the school. After the training the amount of referrals for inappropriate behaviors decreased. |
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Staff development for faculty and staff |
After school in-service sessions were shared and planned by different faculty members. Started in 1999, these ongoing sessions have increased teacher awareness of dealing with children with various needs. These “orange slip” sessions featured topics such as speech articulation, using movement to increase reading skills and dealing with students that had difficulty with impulse control. The impact of these sessions resulted in positive teacher feedback as well as a decrease in the amount of negative referrals. |
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Acquire instructional materials needed for application |
Teacher input was used to purchase instructional materials that addressed a variety of learning styles and modalities. Manipulatives to provide hands-on learning experiences in math were purchased. The media specialist purchased books for the media center at all levels of learning. Teachers also purchased materials such as leveled books and software that covered the wide variety of abilities in their classrooms. Teacher use of these materials was evident in their lesson plans and through administrators’ observations. Teacher feedback was also given as to the effectiveness of the materials. Their purchase is an ongoing process based on this feedback and student need. |
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Staff development on learning styles involving multiple intelligences |
Staff development is an ongoing process at North Springs. Orange slips (after school in-services) taught by the faculty have covered brain research on multiple intelligences and teaching accelerated learners. Teachers (one at each grade level K-5) are participating in an ongoing district supported program on Differentiated Learning started in the summer of 2003. The participants in this program submit technology lessons that incorporate multiple intelligences. One of these lessons is submitted on line with permission that it can be used by “PC Teach It” magazine, a magazine that integrates technology with the curriculum. Four observations during the year are made to see how the teachers are integrating the modalities and learning styles into their lessons. Learning Centered Schools which emphasizes best practices in the classroom was another initiative started the summer of 2003. Seven teachers were trained in a week long course that focused on student interest, rates of instruction, and how to increase student achievement. Other members of the faculty viewed the Learning Centered Schools tapes in one hour intervals twice a week during the summer. |
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Administer learning and teaching styles inventory |
The fifth grade teachers administer a learning style inventory to their students at the beginning of the school year. This on-line inventory identifies the ways that their students learn best, for example visual vs. auditory learners. The teachers use this data to incorporate these learning styles into their lesson plans. |
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Continue to provide after school and extended year services |
After school tutoring is available throughout the year for students who have academic plans. These plans are created for the students who scored below basic on the PACT test. Tutoring is provided on a grade level basis with one teacher in each grade level teaching Language Arts and/or Math from Sep.-Dec. In January each homeroom teacher is responsible for tutoring their individual students, lowering the teacher-student ratio. Parents, senior citizens and people from the community also provide small group and individual tutoring during different times of the day. Summer school is offered for third, fourth and fifth grade students. The impact of the tutoring/summer school program can be measured by the number of students who move from below basic on the PACT test to basic or above. Upper movement out of the bottom quartile on the MAP test administered in the fall and spring is an indicator of whether or not the tutoring has been effective in increasing student achievement. |
Goal Statement: We will monitor a safe learning environment
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Interventions |
Strategies |
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Re-evaluate all safety procedures |
· Car rider pick up procedures at dismissal have been completely revamped. Children are kept inside the building and called by walkie talkie as needed. Adults on duty know who should be picking up whom, and question anyone different. · New computerized labeling system for all visitors, including substitutes and volunteers. · All new doors throughout the building with new re-keying. · All personnel have a district flip chart of standard safety procedures in most situations (fire, bomb threat, campus intruders, etc). · All personnel have a red emergency folder that contains this flip chart along with such things as evacuation maps, instructions for assisting accident victims, and so forth. · Walkie Talkies and first aid kits go out with supervising teachers on recess duty. · Safety patrol has been re-instated. 4th and 5th graders monitor the hallways to make sure students travel in a safe manner. Violators must report to Deputy Mayo. · Deputy Mayo is the new resource officer who has been added to the staff part time. |
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Implement school safety team |
· Various staff members have been trained in CPR and first aid, and serve on an emergency response team. · An Inclement weather team has been assigned to certain duties during late starts because of inclement weather. · A committee has developed a school emergency/crisis plan. In ready to print form, the plan includes instructions for emergency communications, fire procedures, severe weather, hazardous materials, student runaways, abductions, and possession of weapons on campus. · Steps of action are set up for each possible crisis situation. · The plan will be reviewed and finalized and presented to the faculty and staff. |
Goal Statement: Additional funds will be provided for academic achievement.
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Interventions |
Strategies |
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Establish a North Springs Foundation |
The PTO has obtained 501C Status which allows the needed benefits usually associated with a foundation. |
Goal Statement: Each child will be provided an opportunity to attain an acceptable degree of proficiency and increase cultural awareness.
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Interventions |
Strategies |
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Continue implementation of Spanish program. |
Spanish has become a full time program. Every child goes to Spanish one day a week. |
Goal Statement: Reading and math skills will improve through using science process skills.
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Interventions |
Strategies |
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Continue implementation of Science Discovery Center |
The |
Goal Statement: Students will be able to make connections between subject areas.
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Interventions |
Strategies |
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Align novel units with historical perspectives. |
Appropriate historical fiction novels are used to reinforce content learned in social studies and to teach reading, writing and higher level thinking skills. The social studies and language arts standards are taught through many projects within each novel unit. Students publish both fiction and non-fiction for different audiences and purposes. Our goal is to effectively teach the standards and give our students “a being there experience” for the period of history being studied. |
Goal Statement: Support staff training will assist in increasing student achievement.
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Interventions |
Strategies |
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Include support staff in all staff development. |
All support staff have been involved with in-service training including district in-services for the last 5 years. Support staff also attend monthly team meetings. |
C. Epilogue: Reflections on Lessons Learned
The process of implementing the school improvement plan for North Springs Elementary School has resulted in many positive effects over the past five years. The plan’s primary focus was the improvement of student learning. Our goals included emphasis on core content as well as physical fitness, technology and cultural literacy. Standardized assessments reflect steady improvement in the academic areas. In areas of affective development, the documentation of improvement includes many new programs and opportunities resulting from the needs driving the action plan goals. As with any plan for sustained improvement, there are anticipated gains and unexpected positive outcomes.
Of importance in North Springs’ progress are the changes
that have taken place within the last five years. The school improvement plan was written in
1999. The principal at that time, Dr.
James Ann Lynch, was tapped in 2001 to open
Student achievement data for North Springs Elementary has been impacted by the sudden influx of students, making a clean interpretation of academic growth difficult. Prior to the redraw, less than 10 percent of grades three, four and five required academic plans. The population new to North Springs had over fifty percent of the new students requiring academic plans in these same three grades, a very different demographic than was currently in place. The prior population was less than 22% free/reduced lunch, but of the students new to North Springs, over 40% qualified. Therefore, the percentages shown in 2002-2003 seem to increase in a non-linear manner.
For the previously listed reasons, analysis of data bridging the 2001-2002 and 2002-2003 years needed to be examined in light of individual students and their personal gains. According to Measures of Academic Progress, over 90% of students made gains in their RIT scores in grades two through five. Due to privacy issues, these data have not been included.
Implementation of the plan required focused and sustained
staff development.
Elementary schools in Richland School District Two make use of professional planning time for each grade level to meet to assess progress on long range goals, align instruction to state standards, examine student work for curriculum calibration and plan future instruction to address goals for student learning. Teachers receive one half day each nine week period. In addition, related arts teachers receive one day per semester to correlate their instruction with core curriculum in each grade level, assuring that all instruction school-wide emphasizes and enhances key concepts. This planning allows reflection on the school improvement plan to keep the continuous improvement cycle at the forefront.
The continuous improvement process also relies on the gathering and dissemination of information. This is accomplished in a variety of ways. The most basic structure includes weekly meetings at each grade level. At these meetings, teachers plan curriculum and instruction and compare student work samples. Content area committees meet on a monthly basis. Each grade level is represented in these meetings and they are responsible for relaying information received at the district level. These meetings also assure the curriculum progresses logically from grade level to grade level without conceptual gaps. Team leaders meet once a month. This leadership group serves as a conduit from grade levels and departments to school administration. Many issues of curriculum and school climate are addressed through this group. One of the most important features of this meeting is the “Commendations and Concerns” which often bring to light positive events which might have otherwise been overlooked or other isolated incidents which may have larger ramifications if not proactively addressed.
Communication with parents and community members is accomplished with a variety of tools. Each student receives two newsletters weekly. One is the Cricket Times, which is school-wide and provides information of interest to everyone. On the front page every week is the principal’s column, “Seeds of Thought.” This column is used to communicate our progress on school goals through the celebration and recognition of school events and student accomplishments. The school report card issued each November includes information of importance to parents and community members and the Annual Yearly Progress (AYP) information includes disaggregated data. The annual SIC school report provides test score information showing yearly progress. The use of two school marquees provides a highly visible venue for community members who might not have children at North Springs. More than just a calendar, these have information related to our successes. All these communication tools have maintained and increased support and involvement by our parents and community.
D. Progress toward Peer Review Team Recommendations
The review team made the following recommendations at the last visit.
North Springs has met all the recommendations of the review team. The actions meeting each recommendation are listed below.
Faculty and staff are surveyed each spring to determine needs for future staff development. The in-service specified in the plan was provided (see documentation in section B) The use of the Orange Slip In-service has also made it possible to do the “Just-in-Time” training indicated as needs arise.
The school has participated in a yearly in-district grant program focused on hardware purchases. This has resulted in approximately $20,000 yearly for the past four years. Purchases have been focused on equity in classroom computer allocation, increased digital cameras and scanners, and Smart Boards. With the redrawing of attendance lines, a new 28 computer lab was installed for flexible scheduling use. The PTO invested $16,000 for the purchase of the Accelerated Math Program in grades 2-5. In addition, over $15,000 dollars of lottery funds have been dedicated to hardware and software purchases.
3. Instructional resources and materials that will enhance and support student learning should be obtained.
The school level budget has been used to increase the amount of both consumable and reusable materials. Lottery funds have been used to increase in-classroom libraries. PTO has also provided a yearly allocation of funds to each teacher for material purchases.
4. Consideration should be given for district funding of a foreign language teacher.
The district has begun providing a .5 FTE for a Spanish teacher. The PTO provides an additional $12,000 for this salary and the remainder is funded through local effort.
Since the fall of 2000, all support staff has been included in the school level in-service sessions. In some instances, they have also been invited to the district level in-service program. In-service is a component of every teaching assistant meeting held quarterly.
In the first three years following the ten year review, significant progress was made in reduction of the student/teacher ratio. With the redraw of attendance lines in the summer of 2002, however, some of our gains were weakened. This has been exacerbated by two stringent state budget years. We currently have the following ratios and eagerly anticipate a return to our previous progress.
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
The school improvement team found the recommendations to be vital in driving the initiatives of importance to instructional improvement.