stowers elementary school profile school year 2013-14 · scott peckham parent/pie representative ....

STOWERS ELEMENTARY SCHOOL

PROFILE

School Year 2013-14

Scott Sterry, Principal

Sharon McGourty, Assistant Principal

7791 Stowers Drive

Ft. Benning, GA 31905

“Academic Excellence, Responsible Citizenship,

Future Ready!”

Proud Member of the Georgia/Alabama School District

Dr. Christy Cabezas, Superintendent

706-544-2312 Phone

706-544-2349 Fax

Stowers Elementary School, Ft. Benning, Georgia

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Table of Contents

Continuous School Improvement Leadership Team (CSILT) 4

Mission and Vision Statements 5

Overview of the Community & School

School History 6-7

Community Information 8

Academic School Programs 9

Extra-Curricular Programs and Activities 10

Partners In Education 11

Unique Local Insights 12

Chart 1: Gender 13

Chart 2: Race and Ethnicity 14

Chart 3: Mobility Rate 15

Chart 4: Military Rank of Sponsors 16

Chart 5: Free and Reduced Lunch 17

Chart 6: Support Services 18-19

Implications for Unique Local Insights 20-22

Existing School Data – School Performance Data 23

Chart 7: Terra Nova 3 Math Performance 23

Chart 8: Terra Nova 3 Language Performance 24

Chart 9: Local Problem Solving Assessment 25-26

Chart 10: Local Writing Assessment 27

Environmental Scan 28

Analysis Data and Implications 29

Triangulation of Data 32

Goal 1: Writing 32

Goal 2: Math 33


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Appendices

Teacher Demographics 35

Protocols for Local Assessments 36-37

Timelines for Local Assessments 38-39

Polya’s Four Step Problem Solving Process 40

Writing and Math Problem Solving Rubric Samples 41-43


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Continuous School Improvement Leadership Team

Cassi Haddix Kindergarten, Chair

Robert Thorne Third Grade

Ginger Pearce Fourth Grade

Diane Harper Kindergarten

Yolanda Brown Third Grade

Jeanie Jenkins Math Instructional Support

Scott Sterry Principal

Sharon McGourty Assistant Principal

Scott Peckham Parent/PIE Representative


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Mission and Vision Statements

DoDEA and Stowers Mission Statement

Educate, Engage, and Empower each student to succeed in a dynamic

world.

DoDEA Vision Statement

To be among the world’s leaders in education, enriching the lives of

military-connected students and the communities in which they live.

Stowers Vision Statement

Academic Excellence, Responsible Citizenship, Future Ready!


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Overview of the Community and School

School History

Ft. Benning was established in 1918 and was famous worldwide as “The Home of the

Infantry.” It currently is known for its armor battalions as well. In 2011 it became the Maneuver

Center of Excellence. Schools for soldiers’ children were founded in 1921 because parents did not

want their children making the bus trip to Columbus, Georgia on the very inadequate roads of that

time.

In order to fully appreciate the place the post schools hold at Ft. Benning, it is important to

get a brief snapshot of the development of the post. Ft. Benning is on 286 square miles, including

Chattahoochee and Muscogee Counties and extends into Alabama. The nearest large city is

Columbus, Georgia, the second largest city in Georgia, with a population of 198,000 people.

The first session of the Fort Benning Children’s School was held in January 1921 with sixty

children and three teachers. The school was in a four-room frame building, used as a night school

for soldiers. Funds for the school were obtained through tuition, contributions, and proceeds from

ball games, dances, and other entertainments. One baseball game of note, the Annual Baseball

Game between the Academic Department and the Student Officers had Major Omar N. Bradley

pitching.


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Patch School was built in 1931, Wilbur School was built in 1950, Faith School in 1953, Loyd

School in 1959, White School in 1962, and Wilson and McBride Schools were built in 1965.

Finally, Dexter School was completed in 1969, giving the system a total of seven elementary schools

and one middle school. In 1995, Stowers Elementary School was opened and Wilbur School was

transformed into the Administration Offices, now called the District Superintendent’s Office (DSO).

Stowers Elementary School serves the Bouton Heights, Davis Hill, and Patton Village II

housing areas. The school is named in honor of Corporal Freddie Stowers, a South Carolina native

who was the first African American to be awarded the Congressional Medal of Honor in World War

I. President George H. W. Bush presented this award to his two surviving sisters in 1991 for his

heroic actions while in battle in the Champagne-Marne region of France.

Stowers and Ft. Benning are faithful to the Army Values:

Loyalty

Duty

Respect

Selfless Service

Honor

Integrity

Personal Courage

You will see traits of these values in all we do to serve our military families.


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Community Information

The Stowers Elementary School community has a variety of services available on Ft. Benning to

meet each family’s needs.

Soldier and Family Readiness Program

o Army Community Services

o Family Advocacy Program

o Social Work Services

o Respite Child Care

o Victim Advocacy

o New Parent Support/First Steps Program

o Crisis Intervention Hotline

Relocation Readiness Program

Financial Readiness Program

o Army Emergency Relief

o Army Community Service Emergency Food Locker

Army Volunteer Program

Child and Youth Services

o Early Developmental Intervention Services (EDIS)

o School Age Services (SAS)

Morale and Welfare Recreational Services (MWR)

Exceptional Family Member Program (EFMP)


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Academic School Programs

Stowers Elementary School complies with the DoDEA requirements through the implementation

of the DoDEA curriculum standards. Students receive standards-based instruction in all curricular

areas and the following:

Music Education

Visual Arts Education

Physical Education

Technology

Media Services

Guidance

Character Education

Some students require additional academic, emotional, physical, and /or social support services

through the following programs:

Gifted Education

Read 180

Math Instructional Support

Reading Instructional Support

English-as-a-Second-Language Services (ESL)

Homebound Education

Extended School Year (ESY)

Speech and Language Therapy

School Psychologist

Learning Impaired (LI) – resource, inclusion, co-teach, consult

Pre-School Services for Children with Disabilities (PSCD)

Occupational Therapy (OT)

Physical Therapy (PT)

Military Family Life Counselor (MFLC) – student, parent, family

Emotionally Impaired (EI) – resource, inclusion, co-teach, consult


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Student Support Team (SST)

Guidance and Counseling – individual, small group, classroom

Autism Specialist

School Nurse

Parent Workshops

504 Accommodation Plans

Extra-Curricular Programs and Activities

Chorus – supports enrichment in the fine arts

Sport Cup Stacking – supports physical and social development

Stowers Static (school-wide television program) – supports student leadership, collaborative

team work, and public speaking

Stowers Ambassadors – supports student leadership and responsible citizenship

STEAM Club – supports enrichment in Science, Technology, Engineering, Art, and Math

Student Council – supports student leadership and responsible citizenship

Lego Robotics – supports team building, science, engineering, and academic enrichment

Math Club (K-2 interventions) – supports academic achievement in math and CSI Goal

Math Team (for competition) – supports academic achievement and enrichment in math

Running/Walking Club- supports physical health and promotes lifelong habits of good health


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Partners In Education

One of the flagship programs of the Greater Columbus Georgia Chamber of Commerce is the

Partners in Education (PIE) program. Stowers is fortunate to partner with the 2nd

Battalion, 29th

Infantry Regiment. They are present in our school throughout the year, volunteering every

Wednesday afternoon to work in the classrooms. This year we focused their attention on working

with all students on our two school-wide goals of writing and problem solving. In addition to the

academic assistance they provide, our partners help with Honor Roll Assemblies, Field Day,

Reading Celebration, Fall Festival, and the annual Jingle Bell Jog. Each year the unit brings tanks,

trucks, and static displays to share with our students during our annual PIE Celebration. A PIE

soldier also attends our Continuous School Improvement Leadership Team (CSILT) meetings,

providing additional stakeholder support and input. The PIE soldiers sponsor a Leadership Academy

for upper-grade students to support our vision of responsible citizenship, as well as Army Values.

Their presence in our school influences the success of our students, both academically and socially.

We have recently learned that the 2nd

Battalion, 29th

Infantry Regiment is being disbanded. The Post

Commander is working with our PIE coordinator to assign a new unit to work with Stowers. It is our

understanding that the rear detachment of the 2nd

/29th

will continue to serve our school until the end

of the school year.


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Unique Local Insights


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Chart 1: School Demographics--Gender

SY 2013-2014

N=450

Findings:

Chart 1 shows the gender population of Stowers Elementary School for the 2013-2014 school year.

Boys make up 52 percent of the population and girls make up 48 percent of the population.

Analysis:

There is not a strong difference in gender population.


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Chart 2: Race and Ethnicity

Diversity is an asset and strength to understanding and celebrating Cultural Diversity in a school.

We celebrate the differences and unique qualities that our students bring into our school as a learning

opportunity for everyone.


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Chart 3: School Demographics—Mobility Rate

N=450

Findings:

Chart 2 shows the mobility rate for students for the last four school years. This chart indicates that

51 percent of our students were not enrolled for the entire 2012-13 school year.

Analysis:

Mobility rate is determined using the following formula: Mobility Rate = New Enrollees +

Withdrawn Students /Sept. 30 Enrollment Total X 100. In 2012, our mobility rate was 78 percent

because school zones changed. Mobility rates are based on student enrollment from the end of

September to the end of April each year.


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Chart 4: School Demographics—Military Rank of Sponsors

SY 2013-2014

Sponsors N=450

Findings:

Chart 3 shows the military ranks of the student body’s sponsors (the person or persons in the family

who are in the military). E= Enlisted Grade Military Sponsor. O= Officer Rank Military Sponsor.

Our families consist of 1 sponsor with the military grade E-l, 2 sponsors with the military grade E-2,

20 sponsors with the military grade E-3, 123 sponsors with the military grade E-4, 141 sponsors with

the military grade E-5, 119 sponsors with the military grade E-6, 35 sponsors with the military grade

E-7, 4 sponsors with the military grade E-8, 1 sponsor with the military rank of O-3, and 1 sponsor

with the military rank of O-4.

Analysis: Many of these sponsors have multiple children and qualify for the more spacious housing

available in our housing area. The majority of our students are from enlisted families in the military

grade range of E-4 to E-6.


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Chart 5: School Demographics—Free & Reduced Meals

38%40% 40%

38%

31%

27%26%

25%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Aug. 2010 Aug. 2011 Aug-12 Aug. 2013

Free and Reduced Meals

Free Reduced

SY 2013-2014

N=450

Findings:

Chart 4 shows the percentage of students receiving free or reduced price meals (breakfast and lunch)

for four consecutive school years. In SY 2010-2011, the population of Stowers was 399, with 33

percent receiving free meals and 31 percent receiving reduced price meals. In school year 2011-

2012, with a population of 538, 40 percent received free meals and 27 percent received reduced price

meals. In SY 2012-2013, 40 percent of our student population of 570 received free meals, and 26

percent received reduced price meals. This school year we have 38% of our students receiving

breakfast and lunch free, and 25% receiving these meals at a reduced price.

Analysis:

The current school year shows 63 percent of the student body receives free or reduced price meals.

Students who qualify for a free/reduced lunch are calculated into Stower’s economically

disadvantaged subgroup.


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Chart 6: Support Services

Findings:

Chart 5 shows the percentage of students receiving support services as of October 2013. There were

116 students receiving Special Education (SPED) services, many of whom receive multiple services.

These services include, but are not limited to, speech, language, resource support, inclusion,

counseling services, self-contained services, PSCD, occupational therapy, and physical therapy. In

addition, since October 2013, many more students have been referred for SPED services. Chart 5

also shows that 6 % of our students receive English-as-a-Second-Language (ESL) services, 10%

receive Read 180 instruction, (reading fluency/comprehension support), and 3% receive gifted

education. The gifted program also serves 8% of our students with enrichment. Ten percent of the

students at Stowers are serviced by math instructional support (Math IS) and 8% percent are serviced

by reading instructional support (Reading IS).


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Analysis:

Stowers’ SPED population is 24 percent of its total student body. This percentage is not in line with

the national average of 13 percent and is a significant factor in the picture of Stowers Elementary

School achievement scores. Stowers Elementary School is appropriately staffed to meet the needs of

its students.

All students who have been identified with academic deficits receive appropriate interventions either

through a student instructional support program (69% of all students receive one or more support

services); or through an individualized intervention plan through SST (Student Support Team). Our

entire faculty and staff work together to provide the support and interventions needed by each of our

students.


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Implications for Unique Local Insights

The school demographics of Stowers Elementary School indicate several areas unique to this

population. These include the mobility rate, high numbers of students receiving special education

services, high percentage of students receiving free and reduced meals, and the ranks of current

sponsors. These are all factors that help tell our story. Here at Stowers we consider the diverse

characteristics of our school population as an educational opportunity that challenges us as teachers

and mentors. Knowing and understanding these characteristics help us analyze our teaching

practices and the effect they have on student achievement.

The high mobility rate of our students creates an opportunity for helping students transition in and

out of our school with feelings of welcome and support. We take this opportunity to reach out to

new students with a warm and receptive class and school climate to help them adjust to the demands

of a rigorous academic program as well as to the social issues that are created from recently arriving

at a new school. For example we have created a team of student meeter/greeters in each classroom

that are assigned to welcome any new student to Stowers. These students give the newcomer a tour

of the school and discuss general school expectations (behavior, attitude, effort, school climate,

(respectful, courteous, zero tolerance for bullying or harassment type behaviors). The principal and

teachers make sure they spend time during the day talking with each new child about how their first

day is going. The counselor touches base to make sure they are transitioning ok and several staff

members will make the effort to introduce themselves and offer assistance as needed or simply

answer questions they might have (administrators, counselors, specialists, teachers, support staff).

Frequent deployments of our military sponsors lead to less support at home for these students and

higher stress and anxiety for the families left behind. Because our families are separated by

deployments, oftentimes when the soldiers return, the families visit relatives or take vacations. This

leads to higher numbers of school absences. We work collaboratively with the installation to reduce

unexcused absences. For example we monitor student absences very closely and when a student

misses five or more days, we contact the sponsor to let them know we are aware of the time out of

school and are monitoring the student to determine if there has been a negative impact that might


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require additional support to help the student regain any lost academic skills or knowledge. If the

teacher feels there has been a significant impact, the school’s Student Support Team (SST) will meet

with the teacher and parent to discuss the issues of learning that have been affected and determine

next steps. If there were additional absences that appeared avoidable or could be possible

educational neglect, we work with the command to help us help the parents keep the student in

school more consistently.

The rank held by our students’ sponsors may influence their resources and experiences, which could,

in turn, have an effect on achievement. The majority of our sponsors hold pay grades of E4, E5, and

E6. These soldiers statistically hold fewer college degrees and earn less than higher ranking

soldiers. Several years ago, the majority of our sponsors held pay ranks of E6 and E7, so there has

been a notable change in the rank of our military families over the past three years.

Stowers’ ethnic population remains diverse. Students share classes and friendships with various

cultures which allow them to be well-rounded and aware of customs and beliefs different than their

own. This diversity provides an opportunity to gain a greater understanding of those who are

different than themselves. In many homes, more than one language is spoken, so we are challenged

with meeting the unique academic needs of our English Language Learners.

Stowers Elementary School hosts a program that is not available in most schools on Fort Benning –

a Pre-school Children with Disabilities classroom (PSCD) for three- and four-year-olds. Regardless

of assigned housing area, any student who qualifies for this program will either attend school at

Stowers, or in the PSCD class at Dexter or Wilson Elementary Schools. Often when our students

have aged out of the pre-school program, their parents request that their children stay in the school

that is familiar to them. Instead of returning to their home school, the students are approved to stay at

Stowers on a space available basis.

The percentage of students at Stowers with special needs remains above the norm. While 24% of

Stowers students receive special education services, our professional staff has successfully included

this population into the mainstream of school activity. Stowers Elementary started co-teaching this

school year in order to increase student access to grade-level standards-based instruction. This trend


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of acceptance and inclusion is a hallmark of the Stowers instructional program. We believe that all

students are special and unique individuals – and all have potential worth cultivating and nurturing.

Stowers embraces and embodies shared leadership, which has led to shared decision making. The

continuous school improvement process has created an informed school community that has resulted

in better decisions for all stakeholders. There is a strong commitment to improvement, and the staff

shows a willingness to change and seek ways to help students. Students have welcomed the concept

of “ownership” and are enjoying being a part of the accountability.

High mobility rates, the large subgroup of special education students, and economically

disadvantaged students are the most significant challenges for our school. The demographic

information combined with the student learning assessment data outlined in the following pages,

create a very clear and concise picture of Stowers Elementary School.


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Existing School Data-

School Performance Data

Chart 7: Student Performance Data

38%

50%

67%

31%

50%

34%

46%

73%

54%57%

50%

63%

55%

44%

67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Grade 3 Grade 4 Grade 5

TerraNova Math Subject Test Scores by Year and Grade Level

2009

2010

2011

2012

2013

Percent of students performing in the top two quartiles on Terra Nova 3 Math Performance Assessment

Findings:

Chart 6 shows student performance information derived from the TerraNova, Third Edition for third,

fourth, and fifth grades in the area of Math. These numbers indicate the percent of students

performing in the top two quartiles in Math: which indicates students who perform at or above

standards of proficiency in Math.

Analysis: This chart illustrates progress made from school year 2008-09 until school year 2012-

2013 in the area of third-grade math performance. It is notable that third grade improved by 17

percent. Improvements made in grade three are significant. Fourth and fifth grade scores appear to

be stagnant and/or show a decline between 2009 and 2013.


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39%

62%

71%

53%

67% 67%

44%

69%65%

46%

89%

52%

43%

50%47%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5

TerraNova Language Subject Test Scores by Year and Grade Level

2009

2010

2011

2012

2013

Percent of students performing in the top two quartiles on Terra Nova 3 Language Assessment

Findings:

Chart 7 shows student performance information derived from the TerraNova, Third Edition for third,

fourth, and fifth grades in the area of Language. These numbers indicate the percent of students

performing in the top two quartiles in Language; which indicates students who perform at or above

standards of proficiency in Language.

Analysis:

There was a decline in all grades during the 2012-2013 school year.


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Local Problem Solving Assessment

88%

67%

88%

23%

28%

83%

76%

43%

58%

70%

80%

75%

92%

72%

44% 45% 44%46%

76%

84%

69%

33%

44%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Mathematics Problem Solving Local Assessment by Year and Grade Level

2010

2011

2012

2013

Per

centage of students performing in the top two of four ranks

Description of the local assessment process:

To assess problem solving skills of our students, we provide them with grade/age appropriate word

problems. They have been trained to use Polya’s four step problem solving process to solve the

given problem: Step 1 – The students identify the important factors within the problem that will help

them solve it. Step 2 – They choose a strategy that will give them a concrete method of reviewing

the information needed to solve the problem. This might involve using tally marks, pictures,

manipulatives, graphs, etc. Step 3 - They then solve the problem by obtaining an answer. Step 4 -

The last step in the process is to get them to look back and check their answer to make sure it makes

sense, and matches the strategy they used to get the answer.


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Stowers Elementary School teachers administer the local math problem solving assessment three

times each year: once to gain the baseline knowledge the students have at the beginning of the year,

again mid-year, and at the end of the year to determine growth. Each child will obtain a score based

on a four tiered rubric that ranks their level of mastery by their attempt at solving the problem.

Rankings: 1- Below Basic (did not provide a strategy nor solve the problem) 2- Basic (used a

strategy but could not solve the problem), 3- Used a successful strategy, obtained an answer, but did

not go back and check or verify accuracy of answer obtained. 4- Selected and used an accurate

strategy, obtained the correct answer, as well as check the answer and process for accuracy.

Examples of these rubrics as well as Polya’s Four Step Process can be found in the appendix section.

Findings: Rank 1 and 2 of the math problem solving rubric is considered below standard for that

grade level. Rank 3 and 4 are considered at or above the standard for that grade level. The graph

indicates that First Grade has shown growth over the past three years in the percentage of students

scoring in the top two ranks of their grade level scoring rubric. Kindergarten, Second Grade, Third

Grade, Fourth Grade, and Fifth Grade have shown a decline in the percentage of students scoring in

the top two ranks of the scoring rubric for their grade level.

Analysis:

In the four years shown, only grade one has increased the percentage of students in the At Standard

and Above Standard categories of our local problem solving assessment. Within each year, we have

seen improvement in each grade level; however, from year to year, all grade levels other than first

have decreased in achievement. The large decrease of students scoring in the top two categories on

the local Problem Solving assessment in grades two through five made it clear that our problem-

solving intervention should be addressed. Teachers have made grade-level changes in resources and

activities for implementation to improve results.


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Local Writing Assessment

76%

43%

58%

70%

80%75%

42%

54%

64% 67%

76%

85%80%

64%

34%40%

79%

54%

70%

90%

70%

43%

63%

49%

0%

20%

40%

60%

80%

100%

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Writing Assessment Scores by Year and Grade Level

2010

2011

2012

2013

Percentage of students performing in the top two of four ranks

Description of the local assessment process:

To assess the writing skills of our students, we provide them with grade/age appropriate writing

prompts. Kindergarten and First Grade focus their writing rubrics more on writing conventions as

well as the student’s ability to create complete sentences that are on topic to the writing prompt.

Grades two through fifth have been trained to use the writing traits of the 6+1 Writing Traits and

apply those traits to their writing when responding to the writing prompt. Examples of these rubrics

follow in the appendix section.

Stowers Elementary School teachers administer the local writing assessment three times each year.

Once to gain the baseline knowledge the students have at the beginning of the year, again mid-year,

and at the end of the year to determine growth. Each child will obtain a score based on a four tiered

rubric that ranks their level of mastery based on the product produced in writing against their grade

level writing prompt. Rankings: 1- Below Basic- well below standard, 2- Basic- below standard 3-

Proficient- At Standard, 4- Advanced- Above Standard.


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Findings: The graph indicates that First Grade has made steady and significant progress in meeting

or exceeding the standard of their writing standards based on their local writing assessment scores.

Kindergarten and Second Grade demonstrated fluctuating scores over the past four years. Third,

Fourth, and Fifth Grade showed a decline in the percentage of students scoring in the top two ranks

of their writing rubric based on the scores obtained on their local writing assessment.

Analysis:

In the four years shown, all grade levels made varying degrees of increase or decrease in the

percentage of students in the At Standard and Above Standard categories for our local writing

assessment. The large decrease of students scoring in the top two categories on the local Writing

assessment in grades two, three, and five indicates that our writing intervention should be addressed.

Teachers have made grade-level changes in resources and activities for implementation to improve

results.

Environmental Scan

Stowers Elementary School tried to answer the following query:

What do students need in order to be productive and competent members of a 21st century

global society?

The staff of Stowers Elementary School looked at what 21st century learning is and what students

will have to know and be able to do because we understand that the world of the future will be very

different from the one we know and understand today. There will be unimaginable advances in

technology as well as jobs that have not been invented yet and a society that we cannot comprehend

or predict. Our job is to help prepare students to be flexible, work cooperatively, multi-task, and be

problem solvers along with being good communicators. The preponderance of research shows that

there are common characteristics of good written and mathematical communication. These

characteristics are considered the foundation of a good writing and math communication program.

Teaching these traits in a systematic, organized way has been proven to be the most effective

method. Our staff looked closely at what students will need to be successful in the 21st century. If

we truly believe our vision, that we are preparing students for their future, then our most important

task is to teach children how to communicate and solve problems. The following resources were

critical in helping us form our School Improvement Goals, as well as our school vision and mission

statements.


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Resources

Diederich, P.B., French, J. W., & Carlton, S.T. (1961). Factors in the judgment of writing

quality. Princeton, NJ: Educational Testing Service.

Flower, L.S. and Hayes, J.R. (1977). Problem-solving strategies and the writing process.

College English, 39, 449-461.

Flower, L.S. and Hayes, J.R. (1981). A cognitive process theory of writing. College

Composition and Comminication, 32, 365-387.

Hillocks, G. (1987) Synthesis of Research on Teaching Writing, Educational

Leadership, 44, 71-82

Knowledge Works (accessed on 08/01/2014). 2006-2016 Map of Future Forces Affecting Education.

http://resources.knowledgeworks.org/map/

McIntosh, R., Jarrett, D., and Northwest Regional Educational Laboratory (2000). Teaching

Mathematical Problem Solving: Implementing the Vision: A Literature Review.

http://www.nwrel.org/msec/images/mpm/pdf/monograph.pdf

Sommers, N. (1982). Responding to student writing. College Composition and

Communication, 33, 148-156.

Tompkins, G.E. (1993). Teaching Writing: Balancing process and product. Englewood

Cliffs, NJ. Macmillan.

http://resources.knowledgeworks.org/map/

http://www.nwrel.org/msec/images/mpm/pdf/monograph.pdf


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Analysis of Data and Implications

Stowers Elementary School has collected and analyzed demographic and Terra Nova achievement

data for the past five years. In addition, local assessment data has been analyzed. The totality of this

information is an accurate picture of the students in our school and the families in our neighborhood.

Demographically, our students are from large families, ethnically diverse, and highly mobile. These

statistics may not appear significant in isolation, but taken as a whole, the data is telling. When the

scores for the Terra Nova sub-skills were analyzed, it was evident that the areas of communication,

both written and mathematical, were our areas of weakness. Therefore, we focused our efforts on

Written and Math Communication, as well as Math Problem Solving and Reasoning. Our goals are:

Goal #1 All students will improve written communication skills across the curriculum.

TerraNova, Third Edition Language (2009-2013 3rd

-5th

)

Local Writing Assessments

Anecdotal Data

Environmental Scan

Goal #2 All students will improve in math problem solving and reasoning.

TerraNova, Third Edition Math (2009-2013 3rd

-5th

)

Local Math Problem-Solving Assessments

Math Curriculum Assessment Data

Anecdotal Data

Environmental Scan

After looking closely at what students will need to be successful in the 21st century, and determining

that written communication skills are vital to their success in the future, we continued to follow our

vision and to teach our children how to write and solve problems. After looking at our goal-related

data for the last few years and not seeing the desired results, we created an action plan to address the

contributing factors. In order to both measure and increase student performance in our goal areas,

Stowers has identified and begun implementation of the following actions:


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Teaching and Learning Practices:

Additional collaboration time given with a focus on interventions, data-driven decision

making, and looking at student work to inform instructional practices.

Collaboration dedicated to increasing standardization of the use of our interventions and

resources across each grade level

Reconfiguration of the physical settings used for collaboration, to allow for goal-related

collaboration between grade levels, administration, support personnel, special education, and

specialists

More guidance from administration on collaboration topics, and increased accountability for

recording/reporting results.

Collaboration among colleagues to build best practices in differentiation of instruction,

assessing student work, infusing technology to enhance lessons, and using data to drive

instruction

Collaboration to look at the tough topics pertaining to teaching, mentoring, and developing

lessons that positively impact the performance of our socio-economically deprived students,

subgroups such as gender, ethnic/race, or special education that are performing below the

general population of the school.

Increase in time designated for sharing of goal-related best practices

Increase in accountability for teaching and practicing intervention strategies with fidelity

More conferencing with students in an effort to improve their monitoring of personal growth

and setting of personal goals

Horizontal Collaboration: Teachers work together to look at student performance, identify

students at risk, develop strategies and interventions, and progress monitor for effective

outcomes. They will frequently conference with students to keep them informed of the

program designed for them and how they are being monitored for success. Students may

eventually collaborate together on their progress monitoring and goal setting.

Vertical Collaboration: Teachers will work with grade level teachers above and below to

establish performance criteria required for success at the next level. Sharing ideas to build

the required skills and knowledge is essential. Discussing these requirements with students

helps them to understand the expectations that will be required of them. Conferencing with

them about goals and strategies to achieve those expections will provide next steps for the

students as they progress through their goals.

Research and review of currently used rubrics

Increase in communication with all stakeholders concerning our goals

Support for teachers to help improve goal-related Terra Nova OPI’s

We will continue to strive for improvement by refining what works well and identifying best

practices to target our deficits which we have identified by examining our data. This means

continuing to “drill down” into the data to pinpoint exact areas needing greater focus. We will look

at current research to determine the best strategies to ensure differentiation of instruction to meet

each student’s needs. Special educators and classroom teachers will continue to collaborate to

determine how to most effectively serve special-needs students.


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Triangulation of Data

Writing

Qualitative Data:

Teacher Consensus

GOAL 1

ALL STUDENTS WILL IMPROVE WRITTEN COMMUNICATION SKILLS ACROSS

THE CURRICULUM

Environmental Scan

2006-2016 Map of Future Forces

Affecting Education

Partnership for 21st Century Skills

Quantitative

Data: Terra Nova 3

2009-2013 (3rd-5th) Terra Nova 3

Objectives Summary

Part 1

2009-2013 (3rd-5th)

Local Writing

Assessment Data


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Math Problem Solving

Qualitative Data:

Anecdotal Math Data

GOAL 2

ALL STUDENTS WILL IMPROVE IN MATH PROBLEM SOLVING AND REASONING

Environmental Scan

2006-2016 Map of

Future Forces Affecting Education

Partnership for 21st

Century Skills

Quantitative

Data:

Terra Nova 3 (Math)

2009-2013 (3rd-5th) Terra Nova 3

Objectives Summary

Part 1 (Math)

2009-2013 (3rd-5th)

Local Problem

Solving Assessment


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APPENDICES


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TEACHER DEMOGRAPHICS


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Assessment Protocols

Freddie Stowers Elementary School’s math assessment is designed to be a criterion referenced test.

Math problem solver and writing tests are locally designed and scored performance based

assessments. Classroom teachers utilize the data from these assessments to inform classroom

instruction and to monitor student progress towards meeting end of year grade level standards.

Math Series Protocol

Provide each student with paper and pencil.

Give each student a copy of the test.

The teacher will read directions as they appear on the test. No extra help or assistance shall

be given.

Provide ample time for students to complete the task. Test may be broken into sections and

given over a two day period.

Math Problem Solving Protocol


Manipulatives will be accessible as needed.

Give each student a copy of the problem solver.


be given.

Provide ample time for students to complete the task.

Writing Assessment Protocol


Provide each student with a copy of the writing prompt.

The teacher will read the prompt aloud twice as students follow along on their own page. No

extra help or assistance shall be given.


SRI Protocol

All students will take the SRI in the computer lab.

Teacher may not read any part of the test to students; this includes students with

individualized education plans.


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Math Benchmark Protocol

Provide each student with a test copy, pencil, and calculator.

Students with accommodations will be tested by SPED teachers.


be given.


Grading Local Assessments

Teachers will grade assessments as a grade level.

Two teachers will score each student assessment based on the rubric and place the scores on

a back corner.

o Example: The first teacher scored 1 and then the second teacher scored 2. The student

would be rated 1.5

If the scores are more than 1 point apart a third rating must be completed by an additional

teacher.

o All three scores will then be averaged.

The third scorer for grades 4 and 5 will be Mrs. Jenkins for problem solving and Mrs. Lapp

for writing.


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Freddie Stowers Elementary School

Assessment Timeline 2013-14

Beginning of the Year Baseline Assessments

• Must be administered August 13th through August 30th

.

• All new students who register before November 15th

will be administered beginning of the year assessments.

Local Assessment (Problem Solver and Writing)

• Must be administered by September 20th

.

Midyear Assessments

• Must be administered January 8th

through January 26th

.

• All new students who register before March 31st

will be administered midyear

assessments.

End of the Year Assessments

• Must be administered May 8th

through May 16th

.

SRI Assessment – administered 5 times a school year

• Beginning of Year – August 9th

through August 30th

• End of the 1st

nine weeks – October 7th

through October 25th

• End of the 2nd

nine weeks – January 8th

through January 24th

• End of the 3rd

nine weeks – March 4th

through March 21st

• End of the Year – April 28th

through May 16th

• All new students (who register throughout the year) must take the SRI within 10 school

days of registration, but not on the day of registration. Unless they are within two weeks of the next scheduled SRI.

Beginning of the Year Assessments:Math Problem SolverWriting AssessmentCumulative Math TestSRI 3rd – 5th

BAS 1st – 3rd

Mid-Year Assessments:Math Problem SolverWriting AssessmentSRI 3rd – 5th

BAS Kindergarten

End of the Year Assessments:

Math Problem Solver Writing Assessment Cumulative Math Test

SRI 3rd

– 5th

BAS K – 3rd


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Freddie Stowers Elementary School Local Assessment Timeline 2013-2014

BAS– administered 2 times a school year

• Beginning of Year – August 12th

through September 20th

• Kindergarten Midyear – January

• End of the Year – April 21st

through May 16th

Math Benchmark– administered 3 times a school year 3rd

– 5th

• Quarter 1 – October 21st

through October 25th

• Quarter 2 – December 16th

through December 20th

• Quarter 3 – March 17th

through March 21st

Terra Nova

February 24th

through February 28th

Data Tracker Entry Days

• October 1st

• February 4th

• March 18th

• May 20th

Grading Days for Assessments

• The week before Data Tracker. Four morning collaboration days may be used as needed to grade assessments. The Focused Learning Team (FLT) day will stay the same. We will also have the Tuesday afternoon early release to grade.


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Polya’s Four Step Problem

Solving Process

1) Find out

2) Choose a strategy

3) Solve ___O___=___

4) Look back


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Math Problem Solving Rubric

Student Name_____________________________Score______Date__________

Level: 16-14 Advance; 13-11 Proficient; 10-8 Basic; 7-4 Below Basic

Category 4 Advanced

16-15-14

3 Proficient

13-12-11

2 Basic

10-9-8

1 Below Basic

7-6-5-4 S-Strategy Select a Strategy

I selected and used a strategy, and it worked. I checked the strategy and it worked.

I selected and used a strategy, and it worked. I did not check my work.

I used a strategy, but was unable to solve the problem. I am not sure how it works.

I did not show a strategy, and the problem is not solved.

A-Answer Calculate a Correct Answer

My answer and work are correct with all parts labeled.

My answer and work are correct.

Part of my work is correct, but my answer is incorrect.

My answer is not correct.

V-Vocabulary Support Answer with Math Vocabulary

I used math vocabulary words I learned in fourth grade and additional vocabulary words to explain my answer.

I used math vocabulary words I learned in fourth grade to explain my answer.

General math terms are used

I did not use math vocabulary.

E-Explain Explain your answer using math representation, graphs, pictures, timeline, number line, charts, etc..

I used math, drew a picture/chart/diagram/labeled/etc… to solve the problem and explained and stated my strategy clearly with additional details.

I used math, drew a picture/chart/diagram/labeled/etc… to solve the problem and I stated my strategy, but partially explained it.

I used math, drew a picture/chart/diagram/labeled/etc… to solve the problem, but I did not state the strategy and I partially explained it.

I did not use any math, state the strategy, or explain my strategy.


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4 Above Standard

(Advanced)

3 At Standard

(Proficient)

2 Below Standard

(Basic)

1 Well Below Standard

(Below Basic)

Score

24 – 23 – 22 – 21 - 20 19 – 18 – 17 – 16 - 15 14 – 13 – 12 – 11 – 10 9 – 8 – 7 – 6

Focus/Ideas Has a clear topic

sentence that expresses

the main idea.

Has 4 or more details

that support the topic.

Maintains focus

throughout.

Has a developed

topic sentence.

Has 3 details that

support the topic.

Maintains focus.

Has a weak topic

sentence.

Has 2 details that

support the topic.

Focus strays.

Does not have a

topic sentence.

Has at least 1 detail

that supports the

topic.

Has little or no

focus.

Organization/

Paragraphs

(Components of

a paragraph has

a topic

sentence, 3 or

more details,

and a closing.)

Has at least 3

paragraphs.

Has appropriate order

words and/or phrases.

Has at least 2

paragraphs.

Has order words

and/or phrases.

Has at least 1

paragraph.

Has few or ineffective

order words and/or

phrases.

The writing lacks 1

or more components

of a paragraph.

Has no order words

or phrases.

Voice Voice is consistently

appropriate for the

purpose, audience, topic,

and/or genre.

The voice is unique,

honest, and passionate.

Voice is

appropriate for the

purpose, audience,

topic and/or genre.

The voice is unique,

but lacks passion.

Voice is weak for the

purpose, audience,

topic, and/or genre.

Voice comes and goes.

Voice is not

appropriate for the

purpose, audience,

topic, and/or genre.

Voice is unclear or

uninvolved.

Word Choice Words are used

correctly.

Words enhance the

writing.

Word choice is

thoughtful and precise.

Word choice includes 4

or more sensory words.

Word choice includes

figurative language.

Most words are

used correctly.

Most words

enhance the

writing.

Word choice is

thoughtful.

Word choice

includes at least 3

sensory words.

Words are used

incorrectly.

Words do not enhance

the writing.

Word choice shows

little thought.

Word choice includes

at least 2 sensory

words.

Has a limited range

of words.

Word choice shows

no thought.

Word choice

includes 1 sensory

word.

Sentence

Fluency

Has complete sentences.

Has no run-on

sentences.

Has no rambling

sentences.

Varied structures and

lengths contribute to

the flow of the writing.

Has one incomplete

sentences.

Has one run-on

sentences.

Has one rambling

sentences.

Has some variation

in sentence

structure and

lengths.

Has 2 incomplete

sentences.

Has 2 run-on

sentences.

Has 2 rambling

sentences.

Has little variation in

sentence structures

and lengths.

Has only 1 or no

complete sentences.

Writes only run-on

or rambling

sentences.

Has no variation in

sentence structures

and lengths.

Conventions Has no more than 1 error in

grammar.

Has no more than 1 error in

punctuation.

Has no more than 1 error in

spelling of grade level

appropriate words.

Has no more than 2

errors in grammar.

Has no more than 2

errors in punctuation.

Has no more than 2

errors in spelling of

grade level

appropriate words.

Has no more than 3 errors

in grammar.


in punctuation.


in spelling of grade level

appropriate words.

Has more than 4

errors in grammar.

Has more than 4 errors

in punctuation.

Has more than 4 errors

in spelling of grade

level appropriate

words.

Third Grade Writing Scoring Rubric 2013-14 Student’s

Name:___________________________


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stowers elementary school profile school year 2013-14 · scott peckham parent/pie representative ....

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