Spring Hill Elementary Quality School Improvement Plan

Part 4: Analysis of Instructional and Organizational Effectiveness

Our goal in part 4 was to identify and analyze the strengths and limitations of our instructional and organizational effectiveness within Spring Hill Elementary. In order to do this, we analyzed twenty-four principles related to our school's instructional and organizational practices, and identified the top four areas of strengths and limitations. The results of our findings follow. We will use this information to continue to build upon our solid foundation and address the identified limitations as we create a school improvement plan.

In order to obtain information on our school's strengths and limitations, we administered a survey based on the National Study of School Evaluation Indicators of School Quality. A total of 59 Spring Hill staff members (administrators, teachers, and instructional support staff) took part in the survey. Each member of the staff completed the survey in a staff meeting on September 15, 2004.

Part 4 committee members reviewed the data to determine instructional and organizational strengths and weaknesses. The results of the survey indicated a minimal difference in the range of average ratings for the twenty-four principles. The highest average was 3.64 and the lowest was 3.05.

Based upon our analysis of instructional and organizational effectiveness, the areas of strengths were:

" Actively Engages Students in their Learning - Students' engagement in their learning is maximized by employing effective classroom management and organizational strategies, by establishing a positive academic learning climate, and by emphasizing both essential knowledge and skills for student learning and higher order thinking skills.

" Selects the Appropriate Method of Assessment - Assessments are developed using a method that can accurately reflect the intended goals for student achievement and serve the intended purpose.

" The school develops a shared vision, beliefs and mission that define a compelling purpose and direction for the school.

" The school fosters community-building conditions and working relationships within the school.

Our survey indicated that the following principle was a weakness:

" Expands Instructional Support for Student Learning- Students are provided with a variety of opportunities to receive additional assistance to improve their learning, beyond initial classroom instruction.

After discussion in committee and interviews with teachers, we as a committee, feel strongly this is not a limitation. We provide students with a wide variety of resources to help students outside the classroom such as: the Early Intervention Program (EIP) in reading and math, After-school Reading and Math (ARM), volunteer reading tutors for grades 2-5, individualized one-on-one reading instruction for K-1, mentors for academic and emotional needs.

The priorities identified and established for our educational improvement plan are based on the following goals:

" To integrate the instructional and assessment functions of the teaching process to support data-driven decision making.

" To employ effective decision making that is data driven, research-based and collaborative.

" To monitor progress in improving student achievement and instructional effectiveness through a comprehensive assessment system and continuous reflection.

Summary of Strengths and Supporting Evidence

Areas of Strengths

6. Actively Engages Students in their Learning

Student engagement in their learning is maximized by employing effective classroom management and organizational strategies, by establishing a positive academic learning climate, and by emphasizing both essential knowledge and skills for student learning and higher order thinking skills.

Evidence

" Choice Cards are implemented throughout Spring Hill to improve school-wide and classroom behavior.
" Classroom agendas are used daily by teachers to give the students a preview of the lessons that will be taught.
" Teachers in grades 3-5 use agendas for organizational purposes, to effectively communicate assignments and other information with parents.
" Teachers in grades K-2 use folders daily to effectively communicate assignments and other information with parents.
" Student work is featured in display cabinets, hallways, classrooms, and media center.
" Classroom teachers use essential questions to focus student learning and promote higher order thinking skills.
" The use of rubrics gives students and parents a clear understanding of goals and expectations for class projects.
" A variety of teaching strategies and styles are applied to target differences in learning through the use of Multiple Intelligence theory.
" Enriching activities such as Science Olympiad, Math Bowl, Geography and Spelling Bees, Battle of the Books, Poetry Recitation Contests, and the new school newspaper are offered to extend and showcase student learning.
" Science experiments, math activities, field trips, and participation projects provide opportunities for students to apply their learning in tasks that require decision-making, investigation, and problem solving.

Areas of Strengths

10. Selects the Appropriate Method of Assessment

Assessments are developed using a method that can accurately reflect the intended goals for student achievement and serve the intended purpose.

Evidence

" Multiple assessment techniques are used, such as:
o STAR Reading
o Accelerated Reader
o DRA
o SRA
o Cindy Cupp Phonics
o Book reports
o Comprehension & Vocabulary Tests
o Projects
o Open ended questions
o Writing samples
o Teacher observations
o Traditional written tests
o 9-Week County Math Assessments
o Chapter Assessments
o Oral Reports/Presentations
o Student Portfolios
o Journals
o Computerized Tests
o ITBS/ CRCT/ GKAP/ COGAT
" Rubrics are designed to accurately assess students' writing, projects, reports, and other assignments.
" Assessments are used to identify students obtaining mastery and those who need remediation.

14. The school develops a shared vision, beliefs and mission that define a compelling purpose and direction for the school.

Evidence

" Spring Hill Elementary faculty and staff collaborated to develop the mission statement. It is revisited and revised annually by faculty and staff.
" The Spring Hill Elementary mission statement aligns with the Fayette County Board of Education mission statement.
" Belief statements emphasize that students are our first priority. They advocate effective educational practices and communicate our goals for student achievement.
" Both county and school statements are communicated through parent newsletters, staff and student handbooks, calendars, and websites, as well as being posted in the school building.
" Monthly grade level meetings and periodic half day planning meetings are held to share and encourage one another to try new teaching strategies and ideas.
" The Leadership team, which is comprised of grade chairs and administrators, meets monthly to address curricular issues.
" Faculty meetings are used to disseminate curricular and community-building information.
" The School Council, which consists of teachers, parents, administrators, and Partners in Education, meets monthly to share ideas for school improvement.

21. The school fosters community-building conditions and working relationships within the school.

Evidence

" The following programs/ resources are utilized within the school to support students:
o Guidance
o CARE
o Mentors
o Rainbows
o ASP
o Chorus concerts
o Field Day
o Annual art show
o Band/Orchestra concerts
o Media
o Multi-cultural week
o Mini-Society
o Red Ribbon Week
o Risk Watch/ Learn Not to Burn/ DARE
o 4-H
" Buddies across grade levels work together in activities/projects.
" Parent volunteers are encouraged to take part in activities throughout the school.
" Choice Cards provide consistency and clear behavioral expectations.
" Active P.T.O. provides assistance for instructional needs.
" Mentors in the community partner with students to assist in academic and emotional needs.

" Guest speakers are used to extend and support student's knowledge of various topics.

" A STEP (Systematic Training for Effective Parenting) Class is offered to parents.

" Additional workshops are offered to parents (such as Cindy Cupp's Phonics Program).

5. Employs Data-Driven Instructional Decision Making

The instructional and assessment functions of the teaching process are integrated to support data-driven instructional decision making.

" Training and experience in analyzing test data for designing instruction is limited.
" Testing data is not returned in a timely manner to facilitate data driven instructional decision making.
" Time to design instruction based on test data is limited.
" The CRCT, a state Criterion-Referencedd test, was given only to the fourth grade for the 2002-2003 school year. This prevented test scores from being used to track student growth and mastery in Reading, Math, and Language Arts in grades one, two, three, and five.

7. Expands Instructional Support for Student Learning (*)

Students are provided with a variety of opportunities to receive additional assistance to improve their learning, beyond initial classroom instruction.

(*) We feel that this is not a valid limitation.
Refer to explanation on pages 42 and 43.

" Students are frequently pulled during the course of the day.
" There is a lack of enriching activities for those not specifically identified for services from a particular program.

18. The school employs effective decision-making that is data-driven, research-based, and collaborative.

" There is not a school-wide system in place for continuously monitoring progress. It's reserved for classroom teachers to individually assess and reflect on student achievement.
" Since there is no one test given each year to our students, true comparison of student growth across grade levels is difficult.

19. The school monitors progress in improving student achievement and instructional effectiveness through a comprehensive assessment system and continuous reflection.

" CRCT results are not disaggregated for the following year's classes.
" ITBS is only administered to grades 3 and 5. It is given too early in the year and assesses skills not yet introduced.
" Time to design instruction based on test data and research is limited.
" Classroom teachers need additional time to collaborate with other grade levels and resource teachers.
" Some curricular decisions are made without sufficient collaboration.
" Research based decisions are not fully implemented or evaluated before they are replaced by a new pedagogical trend.

Analysis of the Overall Instructional

and Organizational Effectiveness
From a School Perspective

The instructional and organizational practices of Spring Hill Elementary are well aligned with and support the school's mission and beliefs. Spring Hill has a safe, secure, child-centered learning environment that actively engages students in their learning. Spring Hill fosters many community-building activities and develops working relationships within the school.

Based on the analysis of our instructional and organizational effectiveness, we have identified areas that need to be examined and improved.

The first set of bullets below highlights our strengths. These are areas that were highly rated. In spite of this high rating, we need to continue building on these strengths. The second set addresses the schools limitations. There was little difference between the response scores of the twenty-four principles.

Priorities for Improvement:

1. Continue Building on the Schools Strengths

" The school focuses on clearly defined beliefs and mission statement that
define our purpose and direction.

" Teachers use multiple assessment techniques.

" Spring Hill promotes community-building and positive working relationships.

" Teachers actively engage students in their learning.

2. Addressing the School's Limitations and Areas in Need of Improvement

" The instructional and assessment functions of the teaching process are integrated to support data-driven instructional decision making.

" The school employs effective decision making that is data driven, research-based, and collaborative.

The school monitors progress in improving student achievement and instructional effectiveness through a comprehensive assessment system and continuous reflection.