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Edward A. White Elementary School Profile

Edward A. White Elementary School School Profile

300 First Division Road Fort Benning, GA 31905

706-545-4623 (school)

706-545-5469 (fax)

Dr. Renee Mallory, Principal

GA/AL SCHOOL DISTRICT Dr. Christy Cabezas

Superintendent


Table of Contents

Contents: Page:

Mission, Vision, & Purpose ………………………………………………………………. 3 Unique Local Insights

Our School ……………………………………………………………………………… 4

Parent Perceptions/Opinions ………………………………………………….. 5

Teacher Perceptions/Opinions ………………………………………………… 9

Student Perceptions/Opinions ………………………………………………… 10

School Student Data

Standardized Test Data …………………………………………………………… 11

Other Common Measures ………………………………………………………. 57 School Instructional Data

Teacher Instructional Practices ………………………………………………… 59

Student Instructional Practices ………………………………………………… 61

Student Engaged Time …………………………………………………………….. 62

Staff Development …………………………………………………………………… 63

School Organization …………………………………………………………………. 64

Support and Enrichment Programs …………………………………………. 72

Community Data Demographics …………………………………………………………………………. 77

Community Programs ………………………………………………………………. 77

School/Community Change Patterns ………………………………………… 77

Parent and Community Organization s……………………………………….. 77 Appendix A: Goal Statements & Triangulation of Data Appendix B: Environmental Scan


DoDEA Mission We educate, engage, and empower each student to succeed in

a dynamic world.

Edward A. White Vision We aspire to provide an environment for student excellence in

academics, behavior, and leadership that result in lifelong learners who contribute to a global society.

Purpose At Edward A. White School we work together to create a strong mind, healthy body, and giving spirit so that we can be the best

we can be.


Unique Local Insights

Every school has its own story to tell. The context in which influencing and learning takes place drives the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Fort Benning, a US Army Training and Doctrine Command (TRADOC) installation was established in 1918 and is named for Major General Henry L. Benning. Ft. Benning is a part of the tri-city area that is composed of Columbus, GA, Phenix City, AL, and Fort Benning, GA. E. A. White Elementary School is named in honor of Lieutenant Edward A. White, an officer in the Korean War. Lieutenant White was a graduate of the Infantry School at Ft. Benning, Georgia and was posthumously awarded the Distinguished Service Cross for his valiant battlefield conduct.


N (2008-2009) N (2013-2014) Grade 3 = 34 Grade 3 = 31 Grade 4 = 29 Grade 4 = 24 Grade 5 = 29 Grade 5 = 30 Findings: The Terra Nova Multi Assessment, Third Edition Reading Sub-Skill: Evaluate and Extend Meaning data shows third grade in the upper quartile. Analysis: The Terra Nova Multi Assessment, Third Edition test sub-skill assessment: Evaluate and Extend Meaning.

75

73

81

84

73

75

Grade 3 Grade 4 Grade 5

Edward A. White School Terra Nova Reading Subskill: Evaluate/Extend Meaning

2008-2009 2013-2014


N (2008-2009) N (2013-2014) Grade 3 = 34 Grade 3 = 31 Grade 4 = 29 Grade 4 = 24 Grade 5 = 25 Grade 5 = 30 Findings: The Terra Nova Multiple Assessment, Third Edition, Reading Sub-Skill: Analyze Text data shows that grades three and four had an increase across test years 2008-2014; while grade five continues to need academic support. Analysis: These scores are from the Terra Nova Multiple Assessment, Third Edition. Fifth grade scored lower than the third and fourth grades on the sub-skill of analyze text.

78 87

78 80

68 60

0

10

20

30

40

50

60

70

80

90

100

2008-2009 2013-2014

P

e

r

c

e

n

t

i

l

e

Years

Edward A. White School Terra Nova Subskill: Analyze Text 2008-2014

Grade 3

Grade 4

Grade 5


N (2008-2009) N (2013-2014) Grade 3 = 34 Grade 3 = 31 Grade 4 = 29 Grade 4 = 24 Grade 5 = 25 Grade 5 = 30 Findings: The Terra Nova Multiple Assessment, Third Edition, Social Studies data shows that grades three had an increase across test years 2008-2014; while grade four and five continues to need academic support. Analysis: These scores are from the Terra Nova Multiple Assessment, Third Edition. Fifth grade scored lower than the third and fourth grades on the social studies assesment.

81 82 84 78

81

64

0

10

20

30

40

50

60

70

80

90

2008 - 2009 2013 - 2014

Pe

rce

nti

les

Years

Edward A. White School Terra Nova Social Studies 2008 - 2014

Grade 3

Grade 4

Grade 5


75

88

75

85 87

73

0

10

20

30

40

50

60

70

80

90

100

2008 - 2009 2013 - 2014

Pe

rce

nti

les

Years

Edward A. White School Terra Nova Science

2008 - 2014

Grade 3

Grade 4

Grade 5

N (2008-2009) N (2013-2014) Grade 3 = 34 Grade 3 = 31 Grade 4 = 29 Grade 4 = 24 Grade 5 = 25 Grade 5 = 30 Findings: The Terra Nova Multiple Assessment, Third Edition, Science data shows that grades three and four had increase across test years 2008-2014; while grade ive continues to need academic support. Analysis: These scores are from the Terra Nova Multiple Assessment, Third Edition. Fourth and fifth grade scored lower than the third grade on the science assesment


N = 39 Findings: Fall Baseline 2012: Does Not Meet 46% Approaches 23% Meets 15% Exceeds 15% Analysis: Baseline BAS for 2012 reflects 30% of Kindergarten students measured at the meets or exceeds level on the reading comprehension as measured by BAS.


N = 42 Findings: End of the Year 2013: Does Not Meet 5% Approaches 7% Meets 33% Exceeds 55% Analysis: End of the Year for 2013 reflects 88% of Kindergarten students measured at the meets or exceeds level on the reading comprehension as measured by BAS.


2% 2%

22%

73%

Edward A. White Elementary School Benchmark Assessment System (BAS) End of Year Kindergarten: 2013 - 2014

Does NotMeetApproachesMeets

Exceeds

N = 41 Findings: End of the Year 2014: Does Not Meet 2% Approaches 2% Meets 22% Exceeds 73% Analysis: End of the Year for 2014 reflects 95% of Kindergarten students measured at the meets or exceeds level on the reading comprehension as measured by BAS.


N = 45

40%

22%

16%

22%

Edward A. White Elementary School Benchmark Assessment System

Baseline Kindergarten: 2014 - 2015

Does Not Meet

Approaches

Meets

Exceeds


N = 52 Findings: Fall Baseline 2012: Does Not Meet 39% Approaches 0% Meets 3% Exceeds 58% Analysis: Baseline BAS for 2012 reflects 61% of first grade students measured Meets or Exceeds levels on the reading comprehension level as measured by BAS.


N = 52 Findings: End of the Year 2013: Does Not Meet 15% Approaches 4% Meets 0% Exceeds 81% Analysis: End of the Year BAS for 2013 reflects 81% of first grade students measured Meets or Exceeds levels on the reading comprehension level as measured by BAS.


N = 40 Findings: Fall Baseline 2013: Does Not Meet 70% Approaches 7% Meets 8% Exceeds 15% Analysis: Baseline BAS for 2013 reflects 23% of first grade students measured Meets or Exceeds levels on the reading comprehension level as measured by BAS.


N = 40 Findings: End of the Year BAS 2014: Does Not Meet 10% Approaches 0% Meets 20% Exceeds 70% Analysis: End of the Year BAS for 2014 reflects 90% of first grade students measured Meets or Exceeds levels on the reading comprehension level as measured by BAS.

10%

0%

20%

70%

Edward A. White Elementary School Benchmark Assessment System(BAS)

End of the Year First Grade: 2013 - 2014

Does Not Meet

Approaches

Meets

Exceeds


N = 37

73%

8%

5%

14%

Edward A. White Elementary School Benchmark Assessment System(BAS)

Baseline First Grade: 2014 - 2015

Does Not Meet

Approaches

Meets

Exceeds


N = 42 Findings: Fall Baseline 2012: Does Not Meet 33% Approaches 5% Meets 7% Exceeds 55% Analysis: Baseline BAS for 2012 reflects 62% of second grade students measured on the Meets or Exceeds levels on the reading comprehension level as measured by BAS.


N = 47 Findings: End of Year 2012: Does Not Meet 11% Approaches 9% Meets 26% Exceeds 55% Analysis: End of Year BAS for 2013 reflects 81% of second grade students measured on the Meets or Exceeds levels on the reading comprehension level as measured by BAS.


N = 43 Findings: Fall Baseline 2013: Does Not Meet 49% Approaches 7% Meets 9% Exceeds 35% Analysis: Baseline BAS for 2013 reflects 44% of second grade students measured on the Meets or Exceeds levels on the reading comprehension level as measured by BAS.


N = 44 Findings: End of the Year BAS 2014: Does Not Meet 11% Approaches 0% Meets 14% Exceeds 75% Analysis: End of the Year BAS for 2014 reflects 89% of second grade students measured on the Meets or Exceeds levels on the reading comprehension level as measured by BAS.

11%

0%

14%

75%

Edward A. White Elementary School Benchmark Assessment System (BAS)

End of Year Second Grade: 2013 - 2014

Does Not Meet

Approaches

Meets

Exceeds


N = 32

50%

9%

13%

28%

Edward A. White Elementary School Benchmark Assessment System

Baseline Second Grade: 2014 - 2015

Does Not Meet

Approaches

Meets

Exceeds


N = 26 Findings: Fall Baseline 2012: Does Not Meet 36% Approaches 0% Meets 0% Exceeds 64% Analysis: Baseline BAS for 2012 reflects 64% of third grade students measured on the Exceeds level on the reading comprehension level as measured by BAS.


N = 26 Findings: End of Year 2012: Does Not Meet 31% Approaches 0% Meets 8% Exceeds 62% Analysis: End of Year BAS for 2013 reflects 70% of third grade students measured on the Meets or Exceeds levels on the reading comprehension level as measured by BAS.


N = 35 Findings: Fall Baseline 2013: Does Not Meet 37% Approaches 26% Meets 14% Exceeds 23% Analysis: Baseline BAS for 2013 reflects 37% of third grade students measured Meets or Exceeds levels on the reading comprehension level as measured by BAS.


7%

7%

3%

83%

Edward A. White Elementary School Benchmark Assessment System (BAS) End of Year Third Grade: 2013 - 2014

Does Not Meet

Approaches

Meets

Exceeds

N = 30 Findings: End of the Year 2014: Does Not Meet 7% Approaches 7% Meets 3% Exceeds 83% Analysis: End of the Year BAS for 2014 reflects 86% of third grade students measured Meets or Exceeds levels on the reading comprehension level as measured by BAS.


N = 30

70%

8%

0%

23%

Edward A. White Elementary School Benchmark Assessment System (BAS)

Baseline Third Grade: 2014 - 2015

Does Not Meet

Approaches

Meets

Exceeds


N = 3rd 29

4th 33

5th 28 Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and indicates that from 39% to 50 % of Edward A. White students in grades 3-5 are in the Proficient reading levels and 21% to 32% are Advanced. Analysis: The SRI test shows that the students in grade three through five have the highest numbers of students in the Proficient reading level at an average of 45.


N =

3rd 27 4th 35

5th 33

Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and indicates that from 37% to 44 % of Edward A. White students in grades 3-5 are in the Proficient reading levels and 19% to 37% are Advanced. Analysis: The SRI test shows that the students in grade three through five have the highest numbers of students in the Proficient reading level at an average of 41%


N =

3rd 43 4th 33

5th 33

Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and indicates that from 42% to 64 % of Edward A. White students in grades 3-5 are in the Proficient reading levels and 21% to 39% are Advanced. Analysis: The SRI test shows that the students in grade three through five have the highest numbers of students in the Proficient reading level at an average of 51%.


N = 2nd 46

3rd 42 4th 40

5th 33

Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and indicates that from 28% to 62 % of Edward A. White students in grades 2-5 are in the Proficient reading levels and 27% to 50% are Advanced. Analysis: The SRI test shows that the students in grade two through five have the highest numbers of students in the Proficient and Advanced reading levels at an average of 41%.


N = 2nd 46

3rd 26 4th 35

5th 29

Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and when compared to the baseline data indicates the largest percentage of students in grades 3-5 scored in the Proficient or Advanced levels. The range for the Advanced and Proficient levels indicated an increase of 12% from the baseline when averaged. The Basic level range indicated a decrease of 7% average. The Below Basic level indicated decrease of 4% average. Analysis: The SRI test shows that the students in grades 2-5 show progression from levels Below Basic and Basic to Proficient and Advanced grade level.


N = 3rd 34

4th 31 5th 35

Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and indicates that from 40% to 53 % of Edward A. White students in grades 3-5 are in the Proficient reading levels and 15% to 26% are Advanced. Analysis: The SRI test shows that the students in grade three through five have the highest numbers of students in the Proficient reading level at an average of 46%.


N = 3rd 28

4th 28

5th 34 Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and indicates that from 39% to 54 % of Edward A. White students in grades 3-5 are in the Proficient reading levels and 25% to 29% are Advanced. Analysis: The SRI test shows that the students in grade three through five have the highest numbers of students in the Proficient reading level at an average of 47%.


N =

3rd 34

4th 29 5th 35

Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and indicates that from 35% to 49 % of Edward A. White students in grades 3-5 are in the Proficient reading levels and 24% to 44% are Advanced. Analysis: The SRI test shows that the students in grade three through five have the highest numbers of students in the Proficient reading level at an average of 43% and 34% advanced.

6%

15%

35%

44%

17%

14%

45%

24%

0%

17%

49%

34%

-10% 10% 30% 50% 70% 90%

Below Basic

Basic

Proficient

Advanced

Percentile

L

e

v

e

l

s

Edward A. White School SRI Performance Quarter 2

2013 - 2014

5th

4th

3rd


N =

Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and indicates that from 33% to 52 % of Edward A. White students in grades 2-5 are in the Proficient reading levels and 21% to 44% are Advanced. Analysis: The SRI test shows that the students in grade two through five have the highest numbers of students in the Proficient reading level at an average of 42% and 37% advanced.

7%

18%

33%

42%

6%

12%

38%

44%

6%

21%

52%

21%

3%

6%

52%

39%

-10% 10% 30% 50% 70% 90%

Below Basic

Basic

Proficient

Advanced

Percentiles

L

e

v

e

l

s


2013 - 2014

5th

4th

3rd

2nd

2nd 45

3rd 34 4th 29

5th 31


N =

Findings: The SRI (Scholastic Reading Inventory) test is administered quarterly and indicates that from 26% to 54 % of Edward A. White students in grades 2-5 are in the Proficient reading levels and 28% to 53% are Advanced. Analysis: The SRI test shows that the students in grade two through five have the highest numbers of students in the Proficient reading level at an average of 44% and 44% advanced. 88% of our students are proficient or higher.

5%

16%

26%

53%

3%

3%

44%

50%

4%

18%

50%

28%

0%

3%

54%

43%

-10% 10% 30% 50% 70% 90%

Below Basic

Basic

Proficient

Advanced

Percentile

L

e

v

e

l

s

Edward A. White School SRI Performance - End of the Year

2013 - 2014

5th

4th

3rd

2nd

2nd 43

3rd 32 4th 28

5th 30


N=

3rd 40

4th 31

5th 32

25%

20%

35%

20%

13%

23%

55%

10%

22%

16%

38%

25%

-10% 10% 30% 50% 70% 90%

Below Basic

Basic

Proficient

Advanced

Percentile

L

e

v

e

l

s

Edward A. White School SRI Performance Baseline

2014 - 2015

5th

4th

3rd


18%

18%

48%

18%

9%

12%

56%

24%

15%

21%

32%

32%

-10% 10% 30% 50% 70% 90%

Below Basic

Basic

Proficient

Advanced

Percentile

L

e

v

e

l

s


2014 - 2015

5th

4th

3rd

N =

3rd 40

4th 34 5th 34


N =

14%

19%

50%

17%

14%

11%

46%

29%

11%

23%

32%

34%

-10% 10% 30% 50% 70% 90%

Below Basic

Basic

Proficient

Advanced

Percentile

L

e

v

e

l

s

Edward A. White School SRI Performance 2nd Quarter

2014 - 2015

5th

4th

3rd

3rd 42

4th 35 5th 38


13%

20%

43%

25%

9%

9%

47%

35%

6%

17%

31%

46%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Below Basic

Basic

Proficient

Advanced

Percentiles

L

e

v

e

l

s


2014 - 2015

5th

4th

3rd

N=

3rd 40 4th 34

5th 35


Edward A. White School SPI Performance Baseline

2014 – 2015

Pre-Decoder 59%

Beginning Decoder

19%

Developing Decoder or Advanced

22%

Kindergarten SPI Baseline

Not Scored 20%

Pre-Decoder 58%

Beginning Decoder

22%


0%

1st Grade SPI Baseline


N =

Not Scored 21%

Pre-Decoder 21% Beginning

Decoder 41%


17%

2nd Grade SPI Baseline

Not Scored 15%

Pre-Decoder 35%

Beginning Decoder

46%


4%

Kindergarten SPI Midyear

K 41

1st 36 2nd 29


N =

Not Scored 17%

Pre-Decoder 63%

Beginning Decoder

20%


0%

1st Grade SPI Midyear

Not Scored 21%

Pre-Decoder 21%

Beginning Decoder

41%


17%

2nd Grade SPI Midyearof Year

K 47 1st 40

2nd 29


Edward A. White School Reading Comprehension Baseline

2014 – 2015

N =

Below Basic 38%

Basic 21%

Proficient 23%

Advanced 18%

4th Grade Reading Comprehension

Below Basic 62%

Basic 18%

Proficient 20%

Advanced 0%

5th Grade Reading Comprehension

4th 34

5th 34


Below Basic 32%

Basic 15% Proficient

8%

Advanced 45%

1st Grade Fluency Baseline

Edward A. White School Fluency Performance Baseline

2014 – 2015

Below Basic 29%

Basic 56%

Proficient 5%

Advanced 10%

Kindergarten Fluency Baseline


N=

Below Basic 65%

Basic 6%

Proficient 6%

Advanced 23%

K 41

1st 40 2nd 31


2008-2009 n=34 Grade 3 n=29 Grade 4 n=25 Grade 5 2009-2010 n=30 Grade 3 n=36 Grade 4 n=33 Grade 5 2010-2011 n=32 Grade 3 n=38 Grade 4 n=39 Grade 5 2010-2011 n=32 Grade 3 n=38 Grade 4 n=39 Grade 5 2011-2012 n=38 Grade 3 n=36 Grade 4 n=29 Grade 5 2012-2013 n=27 Grade 3 n=39 Grade 4 n=33 Grade 5 2013-2014 n=31 Grade 3 n=24 Grade 4 n=30 Grade 5 Findings: Data shows that student achievement in the area of math problem solving for students in grades 4 and 5 are below the 75% of the Terra Nova Multiple Assessments. Analysis: There was a 3% increase in the sub-skill of math problem solving for grade three. Achievement below the 75% in the sub-skill of math problem solving indicates a need for continual improvement consideration in fourth and fifth grade. N=

Grade 3Grade 4

Grade 5

77

60 62

82

67

65

78

67 68

84

71

61

84

61

70

87

46

69

Edward A. White School Terra Nova Subskill: Problem Solving

2009-2014

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Kdg 27

1st 34

2nd 31


N=

Kdg 36

1st 36

2nd 43

3rd 29

4th 37

5th 30

Findings: Novice 23-81%, Apprentice 14-47%, Practitioner 0-28%, Expert 0-5% Analysis: The Math Problem Solving Baseline Data indicated a need for growth in math multi-step problem solving at all grade levels.


N=

Kdg 47

1st 35

2nd 41

3rd 15

4th 22

5th 23

Findings: Novice 2-55%, Apprentice 17-62%, Practitioner 0-70%, Expert 0-40% Analysis: The Math Problem Solving Mid-Year Data indicated there is growth from Novice to Apprentice in all grade levels, Apprentice to Practitioner in all grade levels, and Practitioner to Expert in all grade levels in the math multi-step problem solving activity.

0% 20% 40% 60% 80% 100%

K

1st

2nd

3rd

4th

5th

38%

6%

2%

20%

55%

9%

62%

31%

37%

53%

0%

17%

0%

23%

54%

20%

41%

70%

0%

40%

7%

7%

5%

4%

Percentile

G

r

a

d

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L

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v

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s

E. A. White School Math Problem Solving Mid-Year 2012 - 2013

Novice

Apprentice

Practitioner

Expert


N=

Kdg 47

1st 35

2nd 41

3rd 15

4th 22

5th 23

Findings: Novice 0-20%, Apprentice 16-33%, Practitioner 27- 77%, Expert 11-30% Analysis: The Math Problem Solving End of the Year Data indicated there is growth from Novice to Apprentice in all grade levels, Apprentice to Practitioner in all grade levels, and Practitioner to Expert in all grade levels in the math multi-step problem solving activity. The Data indicates that 73% of the students are Practitioner or higher in math problem solving.


N=

Kdg 45

1st 44

2nd 43

3rd 39

4th 32

5th 35

Findings: Novice 7 - 93%, Apprentice 7 - 66%, Practitioner 0-58%, Expert 0-6% Analysis: The Math Problem Solving Baseline Data indicated a need for growth in math multi-step problem solving at all grade levels.


N=

Kdg 44

1st 44

2nd 41

3rd 34

4th 31

5th 34

Findings: Novice 0 - 41%, Apprentice 18 - 94%, Practitioner 11 – 44 %, Expert 0 - 32% Analysis: The Math Problem Solving Midyear Data indicates growth in math multi-step problem solving.

0% 20% 40% 60% 80% 100%

Kinder

1st

2nd

3rd

4th

5th

41%

7%

0%

3%

3%

18%

48%

36%

41%

18%

94%

38%

11%

27%

44%

39%

3%

32%

0%

30%

15%

32%

0%

12%

Percentile

G

r

a

d

e

L

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v

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l

s

E. A. White School Math Problem Solving Midyear 2013 - 2014

Novice

Apprentice

Practitioner

Expert


N=

Kdg 40

1st 40

2nd 43

3rd 30

4th 27

5th 29

Findings: Novice 0% - 7%, Apprentice 7% - 55%, Practitioner 3% - 63 %, Expert 18% - 83% Analysis: The Math Problem Solving End of the Year Data indicates growth in math multi-step problem solving with an average of 87% at the Practitioner or Expert Levels.

0% 20% 40% 60% 80% 100%

K

1st

2nd

3rd

4th

5th

2%

2%

0%

7%

4%

7%

20%

55%

7%

7%

25%

27%

48%

25%

63%

3%

52%

45%

30%

18%

30%

83%

19%

21%

Percentile

G

r

a

d

e

L

e

v

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l

s

E. A. White School Math Problem Solving

End of Year 2013 - 2014

Novice

Apprentice

Practitioner

Expert


N=

Kdg 41

1st 38

2nd 31

3rd 41

4th 33

5th 34

0% 20% 40% 60% 80% 100%

K

1st

2nd

3rd

4th

5th

95%

45%

13%

20%

3%

76%

5%

37%

35%

54%

70%

18%

13%

42%

27%

24%

6%

5%

10%

3%

Percentile

G

r

a

d

e

L

e

v

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l

s

E. A. White School Math Problem Solving Baseline 2014 - 2015

Novice

Apprentice

Practitioner

Expert


N=

Kdg 45

1st 40

2nd 27

3rd 42

4th 34

5th 37

0% 20% 40% 60% 80% 100%

K

1st

2nd

3rd

4th

5th

29%

3%

0%

21%

24%

24%

42%

8%

11%

31%

56%

22%

18%

18%

52%

40%

21%

46%

11%

73%

37%

7%

0%

8%

Percentile

G

r

a

d

e

L

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v

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l

s

E. A. White School Math Problem Solving Midyear 2014 - 2015

Novice

Apprentice

Practitioner

Expert


Edward A. White School Kindergarten Math Checklist Baseline

2014 – 2015

N = 41

Below Basic 19%

Basic 49%

Proficient 32%

Advanced 0%


Below Basic 21%

Basic 30%

Proficient 43%

Advanced 6%

Kindergarten Everyday Math Baseline

Edward A. White School Everyday Math Baseline

2014 – 2015

N = 47

N = 39

Below Basic 100%

Basic 0%

Proficient 0%

Advanced 0%

1st Grade Everyday Math Baseline


N=30

Below Basic 97%

Basic 3%

Proficient 0%

Advanced 0%

2nd Grade Everyday Math Baseline


Edward A. White School SMI Baseline 2014 – 2015

N=38

N=32

Below Basic 42%

Basic 40%

Proficient 13%

Advanced 5% 1st Grade SMI Baseline

Below Basic 66%

Basic 25%

Proficient 6%

Advanced 3% 2nd Grade SMI Baseline


Edward A. White School enVision Math Baseline

2014 – 2015

N = 40

N = 34

Below Basic 95%

Basic 2%

Proficient 3%

Advanced 0%

3rd Grade

Below Basic 85%

Basic 9%

Proficient 6%

Advanced 0%

4th Grade


N = 34

Below Basic 97%

Basic 3%

Proficient 0%

Advanced 0%

5th Grade


Edward A. White School

Terra Nova 3 National Percentile – Assessment Summary Part II Spring 2009-2014

2013 Target – 75% of students at or above standard (<51) and fewer than 5% of students below standard (>25)

Grade 3 - All Students

Percentile Rank

(09/10/11/12/13/14)

% At or Above

Standard (2014)

% Below Standard

(2014)

Reading 71/60/66/71/79/84 100 0

Language 68/55/66/64/66/89 100 0

Math 68/77/68/82/80/90 97 3

Science 85/77/70/77/78/89 97 3

Soc. Stud. 85/72/75/86/83/81 97 3


Percentile Rank

(09/10/11/12/13/14)

% At or Above

Standard (2014)

% Below Standard

(2014)

Reading 69/76/69/73/72/71 74 26

Language 52/67/69/67/78/67 67 33

Math 57/73/63/81/69/60 58 42

Science 68/58/70/67/74/73 67 33

Soc. Stud. 7184/71/77/70/67 74 26


Percentile Rank

(09/10/11/12/13/14)

% At or Above

Standard (2014)

% Below Standard

(2014)

Reading 88/76/83/67/79/67 67 33

Language 68/69/76/66/85/74 67 33

Math 84/74/81/72/89/77 76 24

Science 88/79/87/73/85/77 80 20

Soc. Stud. 80/82/89/81/83/76 77 23


Analysis of Data and Implications 2009-2010

Terra Nova Multiple Assessments: The analysis of data from the Terra Nova Multiple Assessments over time indicates the need to address specific reading and math content standards in daily classroom instruction to raise overall student achievement. Disaggregated data by gender and ethnicity shows the need to continually enhance the learning environment for English Language Learners and male students. The data from the Terra Nova sub-skill of problem solving is no longer among the lowest areas of student achievement in grades 3, 4, and 5. There was a 3 to 7 percent increase in the sub-skill of math problem solving for grades 3-5. Achievement below the 75 percentile in the sub-skill of problem solving indicates a need for continual improvement. The data from the Terra Nova sub-skill of Evaluate and Extend Meaning over a three year period shows a decline in student achievement in grades 3, 4, and 5. Achievement on Terra Nova sub-skill in Evaluate and Extend Meaning reflects 75%. Analyze Text shows increase of an average for grades 3-5 of .833 from 2009-2010 Terra Nova Implications - Non-Hispanic students scored higher than Hispanic students in every subject on the Terra Nova test in grades 3-5. Teachers will use this data to continue to provide researched based instruction in order to meet the need of the Hispanic students. Teachers will continue school-wide collaboration focusing on the ELL and Hispanic students while collecting further data to indicate future trends. There is further need for faculty input and discussion of assessment data to better facilitate the needs of ELL students. Females scored higher in language arts/reading and math than the males on the Terra Nova test in grades 3-5. Teachers will actively engage males more often during instruction in language arts/reading and math. The Terra Nova scores in math problem solving declined from 2005-2008. Through the disaggregation of data the faculty chose math problem solving as an area of need. There was a 3 to 7 percent increase in the sub-skill of math problem solving for grades 3-5, 2009 -2010 Terra Nova. Achievement below the 75 percentile in the sub-skill of problem solving indicates a need for continual improvement. . The data indicates a need for continuous work in these areas. Both goals will continue for the school year 2010/2011. Developmental Reading Assessment: Students at Edward A. White Elementary School show growth in reading as assessed by the Developmental Reading Assessment. By the end of school year 2009, 70% or greater of students in grades K, 1, 2 and 3 performed At or Above grade level as measured by the DRA. At the end of the school year 2010, 83% of students in K, 1, 2, and 3 performed AT or Above grade level as measured by the DRA. Implications - Teachers will be provided staff development in the utilization of research based graphic organizers to include advanced organizers. The use and improvement of guided reading, Scholastic Achievement Manager, and higher order thinking/questioning techniques will assist in the improvement of Reading Comprehension. This provides data to support the


reading comprehension goal with the increase in Below or Partial categories. The faculty will also be provided staff development in the new system wide reading series, Reading Streets.

Environmental Scan: Research has shown that students need to have the following attributes in order to be effective in the workforce: critical thinkers, problem solvers, innovators, and effective communicators. They have also found that high school students who have been recently hired are lacking operational skills in critical thinking, problem solving, written communication, leadership, work ethic, and self-direction. Research also shows that the skills and content areas that will be growing in importance in the next five years will include: critical thinking, information technology, health and wellness, collaboration, innovation and personal financial responsibility. An analysis of data regarding what students should know and be able to do to be competitive in the 21st Century, points to the ability to read and understand text well and to be problem solvers in math and in social and work situations. According to 21st Century Skills the core subjects are as follows:

English, reading or language arts World languages Arts Mathematics Economics Science Geography History Government and Civics

Employers are looking for the application and knowledge of skills utilizing oral communication, collaboration, professional work ethic, written communication, critical thinking and problem solving from employees that have graduated from college as stated in a research survey.

Implications- The faculty and staff should incorporate 21st century skills and proficiencies into the school curriculum within the context of academic standards. The expectation for the students we teach today will be to use 21st century skills and reading comprehension skills to problem solve, to understand, and address global issues.


Analysis of Data and Implications 2012-2013

Terra Nova Multiple Assessments: The analysis of data from the Terra Nova Multiple Assessments over time indicates the need to address specific reading and math content standards in daily classroom instruction to raise overall student achievement. Disaggregated data by gender and ethnicity shows the need to continually enhance the learning environment for English Language Learners and male students. The data from the Terra Nova sub-skill of problem solving is no longer among the lowest areas of student achievement in grades 3, 4, and 5. There was a 1 to 8 percent increase in the sub-skill of math problem solving for grades 3-5. However fourth grade growth of 1% indicates a continued need of focus. Achievement below the 75 percentile in the sub-skill of problem solving indicates a need for continual improvement. The data from the Terra Nova sub-skill of Evaluate and Extend Meaning over a three year period shows steady progress in student achievement in grades 3, 4, and 5. Analyze Text shows increase of an average for grades 3-5 of .23 from 2012-2013 Terra Nova Implications - Non-Hispanic students scored higher than Hispanic students in every subject on the Terra Nova test in grades 3-5. Teachers will use this data to continue to provide researched based instruction in order to meet the need of the Hispanic students. Teachers will continue school-wide collaboration focusing on the ELL and Hispanic students while collecting further data to indicate future trends. There is further need for faculty input and discussion of assessment data to better facilitate the needs of ELL students. Third grade males outscored females in reading and language arts, while at fourth grade females outscored males. At fifth grade all students scored at the same level. Teachers will actively engage subgroups more often during instruction of the curriculum. The Terra Nova scores in math problem solving show growth for third and fifth grade and remained the same for the fourth grade from 2008-2013. Through the disaggregation of data the faculty chose math problem solving as an area of need. Achievement below the 25 percentile in the sub-skill of problem solving indicates a need for continual improvement in third and fourth grades. The data indicates a need for continuous work in these areas. Both goals will continue for the school year 2013 - 2014. Benchmark Assessment System (BAS) Students at Edward A. White Elementary School show growth in reading as assessed by the Benchmark Assessment System (BAS). By the end of school year 2009, 70% or greater of students in grades K, 1, 2 and 3 performed At or Above grade level as measured by the Developmental Reading Assessment. At the end of the school year 2013, 80% of students in K, 1, 2, and 3 performed AT or Above grade level as measured by the BAS.


Implications – Goal 1 -Teachers will continue staff development in the utilization of research based graphic organizers to include advanced organizers. The use and improvement of guided reading, Scholastic Achievement Manager, and higher order thinking/questioning techniques will assist in the improvement of Reading Comprehension. This provides data to support the reading comprehension goal with the increase in Below or Partial categories. The faculty will also be provided staff development in the system wide reading series, Pearson. Goal 2 – Teachers will be provided staff development in the utilization of Scholastic Mathematics Inventory (SMI), to assist in the improvement of problem solving. Staff development will continue in the area of concise mathematical writing skills.

Environmental Scan: Research has shown that students need to have the following attributes in order to be effective in the workforce: critical thinking, problem solving, innovation, and effective communication. They have also found that high school students who have been recently hired are lacking operational skills in critical thinking, problem solving, written communication, leadership, work ethic, and self-direction. Research also shows that the skills and content areas that will be growing in importance in the next five years will include: critical thinking, information technology, health and wellness, collaboration, innovation and personal financial responsibility. An analysis of data regarding what students should know and be able to do to be competitive in the 21st Century, points to the ability to read and understand text well and to be problem solvers in math and in social and work situations. According to 21st Century Skills the core subjects are as follows:

English, reading or language arts World languages Arts Mathematics Economics Science Geography History Government and Civics

Employers are looking for the application and knowledge of skills utilizing oral communication, collaboration, professional work ethic, written communication, critical thinking and problem solving from employees that have graduated from college, as stated in a research survey.

Implications- The faculty and staff should incorporate 21st century skills and proficiencies into the school curriculum within the context of academic standards. The expectation for the students we teach today will be to use 21st century skills and reading comprehension skills to problem solve, to understand, and address global issues.


Other Common Measures

District or school wide criterion referenced tests – Our school uses Susan

O’Connell Math Problem Solving to assess their problem solving abilities. It is used in the

beginning, middle and end of the school year. Teachers analyze and record the data in

our Data Tracker. This local assessment is used to drive instruction, assist with school

goals, and enhance student achievement.

Enrollment data - E. A. White Elementary School serves students in grades

Kindergarten - 5th grade. The average enrollment is 251 students. 16% = IEP,

17% = Free & Reduced Lunch, 34% = Mobility and 14% = Deployment Rate

Retention Rates – During school year 2012-2013, 5 students out of 250 = 12% were

retained.

Suspension, Expulsion – There has been zero suspension in the last three years, and

zero expulsion.

Achievement and failure patterns across grade levels – E.A. White’s Goal One

focuses on Analyze Text and Evaluate/Extend Meaning from Terra Nova which shows an

increase across the 3rd -5th grade levels of 11 to 14 points above the National Percentile

Average, with a low of 64% and a high of 84%. E.A. White’s Goal Two focuses on

Problem Solving and Reasoning from Terra Nova which shows an increase across the 3rd

-5th grade levels of 9 to 23 points above the National Percentile Average, with a low of

61% and a high of 84%.

Co-curricular participation – From 8:15 – 8:45 teachers collaborate both vertically

and horizontally to better define the needs of students. Every Tuesday, Wednesday, and

Thursday mornings vertical collaboration with grade level teachers and the core

collaborate group (principal, counselor, special education) meet weekly. IS reading, ESL

and gifted education teachers join in collaboration every other week. Also, Art, Music,

and the Information Specialist join in each 2nd and 4th week of the month. Vertical

collaboration provides a consistent focus on the standards and individual student needs.

Issues of school climate – Parents have expressed how our teachers and staff

provide a happy, warm, and embracing environment that encourages students to learn and recognizes the unique learning needs of each child. They also like the activities and programs involving parents providing a family atmosphere. We hold true to the ideal neighborhood school where faculty, parents, students, and stakeholders mean community.


Current Military Ranks of Parents

Rank # sponsors % enrollment

1LT - 1st Lieutenant – O-2 8 3.2%

2LT - 2nd Lieutenant – O-1 4 1.6%

CAPT – Captain – O-3 26 10.6%

COL – Colonel – O-6 11 2.5%

CSM - Command Sergeant Major – E9 16 6.5%

CW2 - Chief Warrant 2 1 .4%

CW3 – Chief Warrant 3 2 .8%

CW4 - Chief Warrant 4 3 1.2%

LCDR - Lieutenant Commander 0 0.0%

LTC - Lieutenant Colonel – O-5 60 24.5%

MAJ – Major – O-4 90 36.8%

MSG – Master Sergeant – E-8 6 2.4%

PFC – Private First Class 0 0%

SFC – Sergeant 1st Class – E-7 5 2.0%

SGT – Sergeant – E-5 7 2.8%

SPC – Specialist – E-4 1 .4%

SSG – Staff Sergeant – E-6 3 1.2%

WO1 – Warrant Officer 1 1 .4%

Null - No rank for parent present. (Sponsor deployed) 0 0.0%

Total commissioned officers - 206 Total noncommissioned – 38


Findings: Questioning and Inquiry Based 48% Guided Practice 61% Learning Centers 35% Cooperative Groups 35% Small Group 83 % Whole Group 87% Analysis: The findings indicate that classroom teachers at Edward A. White Elementary School utilize a variety of instructional practices that engage students in learning activities on a daily basis. Whole group instruction is used frequently to introduce or model the skill which leads to differentiated student practice.

Edward A. White School

Instructional Models Used Daily Teacher Survey

October 2009

33%

91%

86%

38%

17%

38%

42%

67%

67%

52%

26%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lecture

Whole Group

Small Group

Cooperative Group

Project Based Learning

Independent Study

Peer Tutoring

Learning Centers

Guided Practice

Questioning & Inquiry Based

Inegrated Units

Mo

de

ls

Percentile

n=23


Student Instructional Technique 2013-2014 The school collected data from a student feedback form about the instructional techniques they experience in the classroom. Smart Board 30% Computer/Technology based activities 23% Guided Practice 22% Small Group 13% Learning Centers 11%

We took the top five instructional techniques and asked students what they experience the most and they felt that they use the Smart Board and Computer/Technology based activities the most in the classroom.


Teacher Instructional Techniques 2014 – 2015

We collected data from an electronic teacher feedback form about the

instructional techniques teachers use in the classroom.

0

10

20

30

40

50

60

70

80

90

Daily

Weekly

Monthly

Don't Use


Student Instructional Technique 2014 - 2015

The school collected data from an electronic student feedback form about the

instructional techniques they experience in the classroom. The students selected

the three best ways that they learn.

48

133

57

157

109

87

65

136

162

115

95

82

107

Student Instructional Techniques

Number

of

students


0 20 40 60 80 100

People clearly understand the schools goals

Clear Alignment

Two-Way Communication

Flexible/Empowered

High-Quality focus on education

High Service/Focus on students

Teamwork

High Performance

Self Starters

Sense of Urgency

People are highly accountable

Open to change

Encouraged to innovate

High performance is recognized and rewared

High levels of feedback

Core values are important

People feel appreciated and valued

High Trust

Healthy/Fast-paced environment

Positive/Optimistic/Forgiving

Focused/Balanced/Effective

Respect for diversity of ideas and people

E.A. White School Climate Feedback

Both

Occasionally

Mostly

Always


Student Engaged Time

The instructional day at White begins at 9:00 AM and ends at 3:30 PM. The duty day for professional staff members is from 8:15 AM to 3:45 PM on Mondays, Wednesdays, Thursdays, and Fridays. On Tuesdays, students are dismissed at 2:15 PM and the duty day for professional staff members ends at 4:15 PM. The early release of students on Tuesday afternoon provides time for professional development, collaboration meetings, faculty meetings, district training sessions, and Continuous School Improvement committee meetings. The designation of this time on a weekly basis provides many opportunities for staff members to grow as a professional learning team to better serve the needs of students and to enrich teaching practices. In addition, daily from 8:15-8:45 teachers collaborate both vertically and horizontally to better define the needs of students.


Staff Development Opportunities for 2014 - 2015

One full Wednesday per month-Principal’s training June 26-HAZMAT training-custodians, secretaries, supply, Administrative assistants July-Asbestos Training-selected staff August 3-CSI Team Training August 4-PD-Nurses’ training August 6-8-STEM training for selected teachers August 7-Data Review training-all August 7-8-Read 180: The Next Generation-Read 180 teacher August 9-SST training and Art/Music/PE curriculum review August 13-GradeSpeed-4th and 5th grade teachers August 11-15-AM Collab-Assessments and Protocols-all August 19-PD-Assessment Webinar-Principals August 19-Early Release-Playground Safety and Trafficking in Persons training-all August 21-BAS training-K-3 August 22-PD-Educational Technologists August 26-IPAD training-Spec. Ed teachers August 29-PD Day-Action Plan/AdvEd training-all September 2-Early Release-Required DoDEA training-all September 8-9-PD-STEM training-Callaway Gardens-Principals and District IS September 8-11 and September 17-Literacy Intervention training-LII teacher September 12-PD Day-Project-Based Learning-All September 15-AM Collab-BAS Reporting-K-3 September 16-Early Release-Required DoDEA training September 17-19-AM Collab-Rubrics and Exemplars-all September 18-PD-Co-teaching training-selected teachers September 18-19-PD-Webmaster training-Educational Technologists September 19-PD-Multiage classroom training-selected teachers September 23-PD-SPED Intervention training-Principals and selected teachers September 23-Early Release-Family Advocacy training-all September 25-AM Collab-LII Reading Review-all September 26-AM Collab-Guided Reading Review-all September 29-30-ESL Math training-ESL teachers September 30-AM Collab-Tech Tuesday-Google-all


September 30-Early Release-Regie Routman Book Study, Writing for Audience and Purpose-all October 1-AM Collab-Adult to Student Sexual Harassment training-all October 6-DDESS Administrators’ Training October 7-AM Collab-Tech Tuesday-Graphic Organizers-all October 9-AM Collab-Regie Routman Book Study, Writing for Audience and Purpose-all October 10-PM-Aspen training-Secretaries October 16-SST training-Counselors October 21-AM Collab-Tech Tuesday-Google and ENCORE-all October 21-Early Release-Regie Routman Book Study, Writing for Audience and Purpose October 23-PD Child Abuse Prevention and Resiliency training-Counselors October 23-PD-Gifted records training-Gifted teacher October 23-24-AM Collab-Data Analysis and Display October 24-PD-Counselor training October 27-PD-SPARKS training-P.E. Teachers October 27-AM-Ebola update and preparedness-nurses October 28-AM Collab-Tech Tuesday-ENCORE and Google-all November 6-AM-Health Update and hand washing training November 10-PD-21st Century STEM-Principal and selected teachers November 13-AM-Tech Thursday-Interactive SMART Board training-all November 12-13-PD-CEDR training: Communication and Conflict Resolution-Principals and Case Study Chairs for Spec. Ed. November 18-AM-Tech Tuesday-Interactive SMART Board training-all November 18-Early Release-Susan O’Connell Problem Solving Review-all November 19-1/2 day-District Network Team -Principals November 20-21-AM-Looking at Student Work review-all December 2, 9, 16-AM-Tech Tuesday-all December 10-Leveled Literacy Training-Principals December 14-AM-DoDEA TN Data January 6-Early Release-Tiered Instruction with Technology-District IS-all January 8-9-AM-Padlet Training-District IS-all January 13-AM-RazKids Review-all January 28-AM BAS Review-District IS-Kindergarten teachers February 5 and 6-AM-Analysis of 2nd Quarter Data-all February 13-Professional Dev. Day-AdvEd Standards Review-all


February 24-Early Release-Strategies Review-all March 5 and 12-AM-Review of Marzano strategies-all March 3, 10 and 17-AM-Tech Tuesday-all March 31-Early Release-ELEOT Review April 2 and 3-AM-Analysis of 3rd Quarter Data-all


School Organization The Department of Defense Education Activity (DoDEA) has a continuous cycle of evaluating and revising all subject area programs. The process begins with evaluating the current program, finding programs that are co-existent with the standards, utilizing a pre-implementation timeframe, and ending with the implementation and assessment of the new textbooks and materials.

E.A. White Elementary School Staff for 2014 – 2015


Position Name

Principal Renee Mallory

Secretary Beth Roberts

Nurse Crystal LeMarQuand

Supply Technician Willine Burgess

Custodian Betty Johnson

Custodian Raymond McClendon

Custodian Al Morris

Kindergarten Kindergarten Aide

Tammy Ashley Janet Snow

Kindergarten Kindergarten Aide

Tammy Logan Mary McAnulty

First Grade Nichole Stryjek Angel Nelson

Second Grade Melody Vaillant Crystal Banks

Third Grade Virginia Suich Lisa Madler

Fourth Grade Penny Wilson

Fourth-Fifth Grade Multi-age Robert Thorne

Fifth Grade Shelia Brown

Guidance Counselor Evelyn Montgomery

Educational Technologist Tammy Kleiber

Speech Pathologist Shelia Dade

Special Education Teacher Kaytalyn Winston

ESL Teacher Zoraida Andrade

Gifted Education Teacher Marie Hand

Physical Education Teacher Michael Campos

Music Teacher Troy Dobbs

Art Teacher Maribell Valentin

Read 180/IS Support Dana Pollard

Media Specialist Mitzi Crow

Media Automation Clerk Doris Lamb

Math IS Support Evelyn Braman

Special Education Aides Katie Rice


PROFESSIONAL STAFF TEACHING EXPERIENCE

Findings: n=21 Years of Experience = 0-1 years 5% Years of Experience = 1-3 years 5% Years of Experience = 4-6 years 19% Years of Experience = 7-10 years 14% Years of Experience = 10+ years 57% Analysis: The findings indicate that all certified personnel have a majority of 10 or more years of teaching experience

0 2 4 6 8 10 12

0

1 - 3

4 - 6

7 - 10

>10

E.A. White School Educator's Years of Teaching Experience

2014 - 2015

12

3

4

1

1


Findings: n=21 Teachers having a BA/BS degree = 38% Teachers having a Master’s degree = 29% Teachers having an Education Specialist = 29% Teachers having a Doctorate = 5% Analysis: The faculty of Edward A. White is highly qualified with the majority of degrees in the fields of Masters and Education Specialist.

0

1

2

3

4

5

6

7

8

BA/BS Masters Ed. Spec. Doctorate

E.A. White School Teachers' Highest Degree

2014 - 2015

BA/BS

Masters

Ed. Spec.

DoctorateHighest Degree Held

N u m b er of Teachers

8

6 6

1


School Organization cont.

INTEGRATED LANGUAGE ARTS AND READING

The focus of the Integrated Language Arts and Reading Standards includes reading, writing, speaking and listening skills. Instructional strategies include, but are not limited to, flexible grouping, guided reading, whole/small group instruction, cooperative learning opportunities and peer buddy reading.


MATH

Math standards center on students’ learning and their ability to reason, think and communicate mathematically in grades pre-kindergarten through fifth grade. Instructional strategies include, but are not limited to, the use of manipulatives, problem solving strategies and technology.


SCIENCE Science standards stress a hands-on inquiry based approach; students acquire skills in the fields of our universe, world, and lives. The standards enhance curiosity, stimulate the thinking process, and promote higher order questioning techniques for 21st century learners.

Building A Model Knee

Making Play Dough


Little Engineers

Goldie Blox


SOCIAL STUDIES The standards for Social Studies emphasize the growth and preservation of a democratic society and the globalization of our world. Providing students with meaningful opportunities that help develop skills, values and attitudes needed to become productive citizens in a global society.


HEALTH The DODEA standards in Health Education prepare students to make informed decisions on topics concerning individual, family and public health. Teachers, school nurse, counselor, and physical education instructor emphasize topics such as nutrition, conflict resolution, building good character, drug awareness, and fitness.

Paw Pals


Class Buddies


Support and Enrichment Programs

A vital part of E. A. White is the "spirit" of the school. The faculty is responsive and

compassionate thus creating a dynamic school. Many parents and visitors have commented on how everyone at school is committed to do whatever it takes to ensure that all children succeed. A variety of activities can be found at E. A. White! The student-led morning announcements kick off each day and remind us of upcoming events, including Red Ribbon Week, Scholastic Book Fairs, Field day, Field Trips, Robotics Competitions, and Chorus Concerts. Our reading incentive program encourages all students to become “REEL READERS”, where points earned are redeemed for an end of year celebration with popcorn and a movie at the local post theater. As visitors and parents walk through our school, they may see students engaged in the outdoor classroom, or working in the garden. More often than not, visitors entering our school leave with the vivid impression of the columns which display patriotic and academic art down our sidewalk. We still hold true to the ideal neighborhood school where faculty, parents, students, and stakeholders mean community.

The following programs and services are provided, as indicated for our students:

Special Education: 5%

Speech and Language: 5%

Gifted Education: 10%

English as a Second Language: 10%

The DoDEA English as a Second Language Program (ESL) provides service for students to increase English language skills so their academic performance is equivalent to native English-speaking students of the same age and grade level. The focus is to provide the educational opportunities that will enable the English Language Learner (ELL) to be an independent learner, successful in the classroom, and a productive member of society. Most of the ESL students at E. A. White School are children of foreign officers in WHINSEC. Non-English speaking students of other military sponsors are also serviced by this program. The percentage of ESL students at White School is approximately 16%.


Edward A. White Elementary offers a diverse range of specialized instruction and extracurricular opportunities designed to enrich and enhance student learning and further our mission. These classes include:

Programs:

Special Education Resource Services

Occupational/Physical Therapy

Grade K through 5 Program (inclusion/Partial Pull-out)

Speech and Language therapy

Read 180 (Grades 3-5)

Reading Instructional Support (Grade 1& 2)

Math Instructional Support (Grade 3)

Gifted Education (Grades 1-5)

STEAM initiative

ESL Support

Gardening (2nd grade)

Principal Breakfast (Grades 4-5 honor roll)

Perfect Attendance ceremony

Star Student (pictured below)


Edward A. White Elementary Extracurricular Opportunities

News Production - Eligibility: 4th - 5th Graders

Teacher/Sponsor: Mrs. C.

Meetings: Before School

Students present the daily news on a live broadcast every school morning. Teams are rotated on a regular basis.

Roaring Leaders- Eligibility: 3rd - 5th Graders

Teacher/Sponsor: Mrs. M.

Meetings: Thursday Mornings

Students represent the school in school-community activities


LEGO Mindstorm NXT Robotics

Eligibility: 4th and 5th Graders

Teacher/Sponsor: Mrs. H.

Meetings: Before School and After School

Students will utilize higher order thinking skills to solve the Robotic Challenges. The students will participate in at least

one of the Lego League Robotics Competitions.

Roaring Readers (2 groups) - Eligibility: 2n - 3

rd grade and

KDG-1st

grade

Teacher/Sponsor: Mrs. V. and Mrs. M. Meetings: After school Students participate in a reading tutorial program.


Technology Club - Eligibility: 3rd

– 5th

Teacher/Sponsor: Mrs. K. Meetings: After school Students use computer programs and other technology tools to participate in technology bases activities.

Safety Patrol - Eligibility: 4th - 5th Graders

Teacher/Sponsor: Mr. C.

Meetings: Before and after school

Students help monitor the sidewalks and walking areas around the school before and after school hours.


Community Data Demographics – This school year 2014 – 2015 E.A. White school serves 225 students. Approximately 50% are male and 50% are female. The school enrollment consists of the following ethnic classifications: 25% Hispanic, 75% Non-Hispanic (Asian/Hawaiian/Pacific Islander 8%, Black/African American 6%, Indian/Alaskan Native 2%, Not Specific 1%, and White 83%.) E.A. White School serves students in grades Kindergarten – 5th grade. Local, state, and federal mandates that impact the school program – E.A. White was chosen as one of three schools in the Georgia/Alabama District to be designated a STEAM (Science, Technology, Engineering, Arts, & Math) school. Community programs and facilities available to students –Family & Morale, Welfare & Recreation, Fort Benning, GA School/business partnerships – Our PIE Partners in Education partners are OCS (Officer Candidate School) and WHINSEC (Western Hemisphere Institute for Security Cooperation). The influence of Partners in Education is evident at through our Honor Breakfast, Reading Incentive, classroom support, and the arts. PIE led a school wide assembly to kick off the school’s purpose of Strong Minds, Healthy Bodies, and a Giving Spirit as their contribution. Parent and community organizations - E.A. White Elementary School has a very active Parent Teacher Organization. The teachers and staff work closely with the PTO in planning and hosting a variety of school-wide events, with a teacher liaison attending monthly PTO meetings. Our PTO supports teachers and students by purchasing additional classroom materials designed to enhance student learning. The PTO logged in 33 volunteers with a total of 641.50 hours for the 2012 - 2013 school year. The PTO’s purpose is to support the school’s interventions, instructional program and activities, such as, planning events to foster educational and social opportunities for families and children. PTO has supported the school by the following:

Student planners

ESL workbooks

Attendance to Columbus State University Program

Attendance at Springer production

Science Assembly

Teacher/classroom supplies

Science Fair Ribbons/Trophies

Teacher appreciation gifts & meals

Volunteer appreciation gifts

Quarterly Family Night

Reading Counts Celebration

Book Fairs

Seasonal Festivals

Silent Auction

Plays at our local historical Springer Opera House

Teacher Appreciation Week which includes a wonderful luncheon for all faculty and staff.


Parent Survey

Findings: The Parent Survey showed that 71% of the parents surveyed felt that reading comprehension and 51% of the parents surveyed felt math problem solving should be an area of emphasis Analysis: The Parent Survey reveals that reading comprehension and math problem solving should be the major areas of emphasis.

Reading comprehension n=101/142

Writing n=66/142

Oral communication n=24/142

Listening n=9/142

Math computation n=28/142

Math reasoning/ problem solving n=73/142

Science n=21/142

Social Studies/History n=2/142

Health/Physical Education n=5/142

Reasoning/Inquiry n=17/142

Using technology n=11/142

Leadership n=9/142

Personal Discipline/Self-control n=11/142

Foreign Language n=20/142

Art n=5/142

Music n=0/142

Problem Solving n=16/142

E. A. White School

Parent Survey October 2008

Question: 1. On which THREE of the following areas do you think your child’s school

should place the most emphasis?

71%

46%

17%

6%

20%

51%

15%

1%4%

12%8% 6% 8%

14%

4%0%

11%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Readin

g com

prehensi

on

Writ

ing

Ora

l com

munic

ation

Liste

ning

Math

com

putatio

n

Math

reaso

ning/ p

roble

m s

olvin

g

Science

Social S

tudie

s/Histo

ry

Health

/Phys

ical E

ducatio

n

Reaso

ning/In

quiry

Using te

chnolo

gy

Leadership

Personal D

isciplin

e/Self-

contro

l

Foreig

n Language

Art

Musi

c

Proble

m S

olvin

g

Subjects

Pe

rcen

tile

Responses


Very Effective

43%

Somewhat Effective

55%

Somewhat Infeffective

2%

Very Ineffective

0%

Parents rate how effective DoD Schools are in preparing students for the 21st Century

2010 – 2011 Customer Satisfaction Survey

0

10

20

30

40

50

60

70

80

90

10093

88 88 83 85

81

18

65

78

Parents Grade the school on preparing students for the

subject areas


Very satisfied 43%

Somewhat satisfied

29%

Somewhat Dissatisfied

3%

Very Dissatisfied

1% Don't Know 24%

Parents rate how satisfied they are with the assistance available to students


Appendix A: Goal Statements

Edward A. White School Goals 2013 -2014

Goal 1: By May 2014, all students will improve in reading comprehension across the curriculum, as measured by system wide and local assessments. Goal 2: By May 2014, all students will improve problem solving and reasoning in mathematics through higher level critical thinking, as measured by system wide and local assessments.


Appendix A: Triangulation of Data Student Goal #1: By May 2014, all students will improve in reading comprehension across the curriculum, as measured by system wide and local assessments. Edward A. White Elementary school chose this goal based on the triangulation of the following data sources: 1. Terra Nova Multiple Assessments, 3rd Edition, 2009 - 2013 Reading OPI: Evaluate and Extend Meaning, Reading and Writing Strategies, Analyze Text and Language Arts OPI: Writing Strategies 2. Parent Survey 3. Environmental Scan Student Goal #2: By May 2014, all students will improve problem solving and reasoning in mathematics through higher level critical thinking, as measured by system wide and local assessments. Edward A. White Elementary School chose this goal based on triangulating the following data sources: 1. Terra Nova Multiple Assessments, 3rd Edition, 2009 - 2013 Problem Solving and Reasoning 2. Parent Survey 3. Environmental Scan


Appendix B: Environmental Scan The staff at Edward A. White Elementary School conducted a review of current research to determine the needs of students in the 21st Century. The research supporting instructional focus and strategies based upon data collected on the student achievement of students at Edward A. White Elementary School is summarized below.

Reading Classroom Instruction That Works, Marzano, Pickering & Pollick, 2007. The strategy of using advanced organizers helps all students retrieve what they already know about a topic. Putting Reading First: The Research Building blocks for Teaching Children to Read Research over 30 years has shown that instruction and comprehension can help students understand what they read and communicate with others about what they read. Graphic organizers help students focus on concepts and how they are related to other concepts. P21 Strategic Council Members, 21st Century Skills: Learning for Life in Our Times - An analysis of data regarding what students should know and be able to do to be competitive in the 21st Century, points to the ability to read and understand text well and to be problem solvers in math and in social and work situations. According to 21st Century Skills these core subjects are included: •English, reading or language arts •World languages •Arts •Mathematics

Math Roads to Reasoning- The development of reasoning power is a primary objective of elementary mathematics. Problem solving, which is the basis for developing reasoning power, has been at the forefront of the mathematics curriculum for many years. The National Council of Teachers of Mathematics’ Principles and Standards, released in 2000, continue to emphasize both of these areas.


P21 Strategic Council Members, 21st Century Skills: Learning for Life in Our Times - Research has shown that students need to have the following attributes in order to be effective in the workforce: critical thinkers, problem solvers, innovators, and effective communicators. They have also found that high school students who have been recently hired are lacking operational skills in critical thinking, problem solving, written communication, leadership, work ethics, and self-direction. National Council of Teachers of Math Standards, Students need to develop a range of strategies for problem solving, such as using diagrams, looking for patterns, or using Read Alouds. These strategies need to become embedded across the curriculum for optimal student learning. Students need to be capable of self-monitoring in order to adjust the strategies they are using as they solve a problem. Susan O’Connell, Introduction to Problem Solving – Strategies for the Elementary Math Classroom – In order to be effective mathematicians, students need to develop understanding of critical math content. They need to understand numbers and operations, algebra, measurement, geometry, data analysis, and probability. Students must learn to problem solve, communicate their ideas, reason through math situations, prove their conjectures, make connections between and among math concepts, and represent their mathematical thinking.

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