Tennessee School Improvement Plan

Bobby Ray Memorial Elementary

Beverly Ramsey, Principal

2005-2006

Warren County School System

Dr. Jerry Hale, Director of Schools

School Improvement Planning Team

Tennessee School Improvement Planning Process Components

Component 1              School Profile and Collaborative Process

Component 2              Beliefs, Mission, and Vision

Component 3              Academic and Non-Academic Data Analysis

Component 4              Curricular, Instructional, Assessment, and Organizational Effectiveness

Component 5              Action Plan Development

Component 6              The School Improvement Plan and Process Evaluation

School Profile

And

Collaborative Process

1.1:  SIP Leadership Team Composition

1.2:  Subcommittee Formation and Operation

Bobby Ray Memorial Elementary School Improvement Planning Team Committees

Component 1 Subcommittee has met and dates are on file. _____________________________________________ Component 1 Subcommittee Chairperson Signature

Component 2 Subcommittee has met and dates are on file. _____________________________________________ Component 2 Subcommittee Chairperson Signature

Component 3 Subcommittee has met and dates are on file. _____________________________________________ Component 3 Subcommittee Chairperson Signature

Component 4 Subcommittee has met and dates are on file. _____________________________________________ Component 4 Subcommittee Chairperson Signature

Component 5 Subcommittee has met and dates are on file. _____________________________________________ Component 5 Subcommittee Chairperson Signature

Component 6 Subcommittee has met and dates are on file. _____________________________________________ Component 6 Subcommittee Chairperson Signature

1.3.1:  School and Community Data

School Characteristics

As a result of the restructuring of schools in McMinnville, the old Warren County Junior High facility became an elementary school.  In the autumn of 1994 a principal was named and internal remodeling of the buildings began.  Members of the staff were recruited and selected by the new principal and began meeting bimonthly to plan for the upcoming 1995-96 school year. 

The staff was given the opportunity to name this new school.  They took the responsibility seriously.  The name presented to the Warren County School Board was Bobby Ray Memorial Elementary.  David Robert “Bobby” Ray was killed at Phu Loc, Quang Nam Province in Vietnam on March 19, 1969.  Because of his heroic efforts to save the lives of his fallen comrades while under heavy fire, Ray was awarded the Congressional Medal of Honor, becoming the only Warren Countian ever to be so honored.  In presenting the idea for the name of the school, teachers and staff asked the school board to name the school as a tribute to all Warren County veterans.  A strong patriotic focus throughout the school remains today.

Bobby Ray Memorial Elementary School is located at the corner of North Chancery Street and Towles Avenue.  The campus is composed of four separate buildings, connected by walkways.  Thirteen kindergarten through second grade classes, the cafeteria, library, and administrative offices are located in Building A.  One second grade and six fourth and fifth grade classes are housed in Building B, along with an ESL class, music, art, special education, reading, and an indoor playroom.  A third building is the gymnasium and older, unused areas in that annex.  A fourth building is unused at this time.

Environmental and safety conditions are continually addressed by the staff.  The state health department comes annually to examine the buildings.  Fire drills are held monthly.  Tornado drills and lockdowns are regularly practiced.  The open campus and students walking between buildings remain a concern.  Cameras placed on the outside of the buildings and in all major hallways of the building aid in monitoring activity on the campus.  Teachers escort students from one building to another as a safety precaution.  A safety team including the principal, seven teachers, and a teacher assistant are trained to handle emergencies and use two-way radios to communicate throughout the school.

The most recent change in the school program at Bobby Ray Memorial was the development and implementation of a year-round calendar.  Teachers and staff studied the year-round calendar concept for two years and following parent support and school board approval, adopted the new calendar beginning with the 2001-02 school year.  Students attend school for the state-required 180 days, as do all Tennessee students.  However, the year-round calendar is broken down into shorter breaks throughout the year, rather than one long summer break.  There are four nine-week periods in the school year, with special intersession classes offered for one week during the fall break and one week during the spring break.

School Personnel

Highly competent professional personnel, including one administrator, twenty-four teachers in self-contained kindergarten through fifth grade homeroom classrooms, one physical education teacher, one librarian, one guidance counselor, one special education resource teacher, two reading teachers, one part-time music teacher, one part-time art teacher, and one part-time speech/language therapist provide quality educational services to Bobby Ray Memorial Elementary students.  Paraprofessional staff members include one secretary/bookkeeper, one attendance clerk, five instructional assistants, and one part-time nurse.  Support staff includes four custodians, one maintenance technician, and five food service employees.

The table below describes the teaching faculty with regard to race, gender, years of experience, advanced degrees, highly qualified status, and percent teaching outside of their certification.

Professionals at Bobby Ray Memorial Elementary have a total of 638 years of experience with the average years experience being 18.76.

Students

Bobby Ray Memorial Elementary is a K-5 school that presently has an enrollment of 486 students from a variety of backgrounds.  Student demographics can be broken down into these categories:  race/ethnicity and gender.  At this time approximately eighty-five percent of the school’s population is white, nine percent Hispanic, seven percent African-American, and less than one percent can be classified as other.  Currently the male-female population is almost equal in numbers with 244 males and 242 females.  Other data which plays a role in providing background information about the student population of Bobby Ray includes the free/reduced lunch, attendance/transfer, retention, and discipline referrals.  According to information provided by the school cafeteria manager, approximately 56% of our students receive free or reduced lunches.  This number qualifies Bobby Ray for the Title I Schoolwide program.  Bobby Ray’s attendance rate, always excellent, is over 95% for the school year.  Student transfers to Bobby Ray have risen in the last three years by approximately 100 students, due in part to the school’s status as the county’s only alternative calendar school and the inception of a site based ESL program to serve Hispanic students in our area.  The retention of students was significantly higher for the 2002-03 school year than is typical.  There were 5 students retained in kindergarten and five students in first grade.  Discipline matters are thought to be best handled on an individual basis in the classroom setting whenever possible.  All teachers use the same format for classroom discipline plans throughout the school.  Parents are notified of classroom and school policies through the student/parent handbook, the school website, and notes/contacts from teachers. 

Curriculum and Special Programs

Students at Bobby Ray Memorial Elementary have a varied curriculum offered to grades K through 5.  The curriculum includes language arts, math, science, social studies, physical education, art, music, and guidance.  A balanced literacy program is implemented in all classrooms.  Saxon Phonics and spelling (purchased with school funds in order to supplement the district’s reading series adoption) is used in kindergarten, first and second grades to develop phonemic awareness and word-attack skills so our students will have a strong foundation to build upon in reading and spelling.  Daily Oral Language is used in all classrooms.  Grades 3-5 spend additional time in the library utilizing resources and computers to develop writing and research skills.  Kindergarten, first, and second grade students have additional guidance time in order to focus on learning to make good choices and on positive behaviors.

All teachers participate in state standards and benchmark training to learn how to best implement curricular goals in daily instruction.  All teachers have copies of the standards and benchmarks.  The curriculum is aligned to the required standards.  Teachers share ideas, suggestions, and activities.

A study of previous grades, TCAP scores, early literacy, STAR test scores, and end of year assessments provide assistance in placing students in classes.  Students who are identified with any learning disability are provided special education services.  The special education program continues instruction toward goals and benchmarks with identified students.  The ESL program offers instruction for students who speak limited or no English.  Health Services conduct vision and hearing screening annually.  Parents of students whose screening indicate a need for further assessment are given a notice and a referral for professional testing/treatment.  Incoming kindergarten students are screened using the Brigance Test in the spring before fall enrollment.  Teachers and support personnel use the information to make decisions regarding referrals for special services as soon as the school year begins for those students.

Based on the number of students who qualify for free and reduced lunch, Bobby Ray Memorial qualifies for a school-wide Title I program.  Title I services are available to every student in the school.  Two reading teachers provide specialized instruction for students in grades kindergarten through three identified by teachers as low performing.  Students in grades four and five participate in a computer lab setting two times each month for supplemental instruction.  As part of the school wide services, books have been purchased for the library and supplemental reading books have been provided for classrooms.  Funds earmarked for Parent Involvement have helped to increase parent support and bring families into the school for scheduled Family Reading Nights and PTO meetings.  On record for each student enrolled is a signed Parent/Student/Teacher Compact pledging commitment to the school program.  Title I funds also provide opportunities for staff development.  Teachers from all grade levels are encouraged to attend workshops and meetings that will improve teaching methods and strategies.

A positive behavior modification program is in place to improve individual and group behavior.  This program focuses on positive behavior and enhances school climate.  Systems are set up to ensure student success.  Students are recognized and rewarded for making good choices.  Every school day is started with a broadcast over the intercom system called “Star Talk”.  Students who were “Caught Being Good” are recognized by name and deed by the principal, followed by fifth graders leading the Pledge of Allegiance and the School Pledge.  “Caught Being Good” slips are displayed on the cafeteria wall for all to see.  A school-wide reward is offered at the end of each nine week term for those who have exhibited appropriate behavior each day during the term.  Rewards have included a “Sock Hop” and a trip to Nashville to a Sounds baseball game.  A homework reward system has been set up in which students who return homework regularly are allowed to attend a movie in the gym.  Honor roll students are listed in the local newspaper.

The school guidance program provides instruction and interacting situations based on state standards.  Topics such as study skills, social skills, good behavior, health, safety, making friends, and career education are addressed.  The community is involved by contributing information, assistance and support in these topics.  The guidance program serves as a liaison between parents and the school and helps parents find sources for homework, tutoring, parenting skills, and other social issues. 

Weekly assembly programs are led and presented by students.  These programs integrate music, science, social studies, social skills, and multicultural education while enhancing skills in drama and public speaking.  Parents are always invited and welcome to attend assembly programs. 

Students in 4^th and 5^th grade are involved in 4-H Club programs.  Fifth grade students participate in Drama Club and perform for assemblies and evening presentations for parents.  Students at all grade levels participate in writing and art activities for the Mini Standard, a student-oriented monthly publication from our local newspaper.  A summer reading program, “Read for the Stars”, encourages students to keep their reading skills sharp over the summer break.  Participants are recognized for their endeavors when they return to school each July.

Before and after school tutoring and special homework sessions are provided for students who need the extra help.  Tennessee Tech, MTSU, and Cumberland University place student teachers in classrooms at Bobby Ray.  High school students in the Child Care program at Warren County High School assist students and teachers with daily activities. 

Parent and Community

Parents at Bobby Ray are actively involved in the library, classrooms, and numerous student activities.  They volunteer to help with book fairs, science fairs, field days, fund raisers, reading to and with students, TCAP testing, and serve as room mothers for class parties and activities.  Parents have provided meals for teachers on Parent Teacher Conference Night and for special occasions during Teacher Education Week.  Parents attend assembly programs, PTO meetings, parent conferences, and Family Reading Night.  They volunteer to help with the school newsletter, field trips, and the collection of items for “passive” fundraisers.  Parents are important members of our team and their support is invaluable.

In 1995, Bobby Ray Memorial formed a Partnership in Education agreement with McMinnville Electric System and Grand Rental Station.  These business partners provide our school with needed services, materials, and help support school projects.  They have rewarded students for participation in Ronald McDonald fundraisers.  They provide assistance with Career Day, Star Day, and special assemblies.

Community field trips include attending plays at Cannon County Playhouse, visits to the McMinnville Fire Department, post office, public library, McMinnville Parks and Recreation, Rock Island State Park, and the Chattanooga Aquarium.  Awards and incentives promoting and recognizing academic achievement are provided by Shoneys, Dairy Queen, Pizza Hut, Krystals, Ryans, and Arby’s.  The public library features summer and Saturday reading programs to complement the school reading program.

McMinnville is a community within Warren County, Tennessee.  Warren County is 431 square miles and has a total population of approximately 38,565 (Census, 2001).  Several economic, religious, social, cultural, and ethnic groups define McMinnville’s diversity.  The ethnic make up of Warren County includes White, Hispanic, African-American, and American Indian.  The average income for an individual living in Warren County is $25,000 and $37,835 for a family.  Warren County is home to several businesses that serve the needs of the local population.  The top employers in Warren County are Carrier Corporation, A.O. Smith Electrical Products, Bridgestone/Firestone Inc., Calsonic Yorozu Corporation, Sunbeam-Oster Household Products, and Cumberland Lumber.  The local nursery industry also employs many of Warren County’s population.

Warren County has three private schools and ten public schools, including three K-5 elementary schools, five K-8 schools, one middle school, and one high school.  Active Parent-Teacher Organizations insure community involvement in the education process.  In addition, a business and education partnership provides an atmosphere where graduating students are prepared for the world of work.

1.3.2:  Other Data Sources

Beliefs, Mission and Vision

2.1:  Collaborative Process

The beliefs and mission statements for Bobby Ray Memorial Elementary were initially written after several meetings, discussions, and revisions.  The staff first brainstormed by grade level and special area groups what they believed about educating children and about our school.  Each group then shared their ideas with the whole group.  The principal led a discussion and a question/answer session in order to narrow down and refine the ideas.  Representatives from each small group met and wrote the completed mission statement based upon the beliefs and ideas shared by the whole.  Throughout the school year, the Faculty Advisory Committee meets each week to discuss program planning and school needs.  The mission and beliefs for the school are considered as decisions are made.  A parent committee, made up of PTO officers and PTO board members meets quarterly.  Parents are encouraged to share ideas and give input as to school program and vision.  

2.2/2.3: Beliefs

Beliefs

1.      The pursuit of learning is a lifelong process.

2.      The school provides a safe, positive, and caring environment for the student.

3.      Faculty and staff work together to maximize each student's potential for success.

4.      Teachers, parents, and the community share the responsibility of providing a foundation for development of self-esteem, positive attitudes, and respect for self as well as others.

5.      A variety of resources and technology is available to prepare all students to meet the challenges of the future.

6.      Individual differences are respected and valued.

2.4:  Mission Statement

The mission of Bobby Ray Memorial Elementary, as a patriotic, safe, nurturing, student-centered school is to ensure that each individual acquires a foundation of academic, creative, and social skills which are vital to the development of a healthy sense of self-worth through a dynamic, progressive program which challenges and inspires compassion and a lifelong love of learning.

2.5:  Vision

The faculty and staff of Bobby Ray Memorial Elementary will provide a nurturing, safe, and stimulating environment in which students will become lifelong learners who are technologically sophisticated, are able to think critically, and accept responsibilities of citizenship.  Each child will learn and achieve to his or her highest potential.  Because we value and accept individual differences in students, we will create a meaningful curriculum based upon developmentally appropriate instructional techniques and resources.  Each child will be proficient in all subject areas.  Every student will have opportunities to pursue success and personal well-being.  We will provide a school climate that fosters creativity, enthusiasm, pride, and respect for self and others. 

Parents and teachers will work as partners in the education of children.  We will value parent input and encourage parents to share in their child(ren)’s goals, endeavors, and successes.  We will continually strive to provide the best possible educational environment for every child.  We will establish a school climate that fosters an awareness and appreciation of community and world issues and allows our students to contribute cooperatively with positive actions.

Academic and Non-Academic Data Analysis

3.1:  Variety of Academic and Non-Academic Assessment Measures

Academic Assessment Measures

1.                  TCAP Tests administered annually

2.                  TCAP Writing Assessment administered each winter

3.                  Think Link tests administered each fall and winter

4.                  STAR Tests administered beginning, middle, and end of year

5.                  Brigance Screening administered to students beginning kindergarten

6.                  Report Cards completed quarterly

Non-Academic Assessment Measures

1.                  Office referral discipline records

2.                  Attendance reports

3.                  Sign-in forms for Parent-Teacher Conferences

4.                  Sign-in forms for Family Reading Nights

5.                  Sign-in forms for PTO meetings

6.                  Needs Assessment Surveys

3.2:  Data Collection and Analysis

Academic Assessments

TCAP Tests are administered annually to 2^nd, 3^rd, 4^th, and 5^th grade students.  (Second graders will not take TCAP this current school year (2003-04) as decided by Warren County School System administration.) Analysis of the 2003 TCAP test results for each subject area is as follows:  

Reading Data Analysis

The 2003 Median National Percentile (MNP) reading composite score in 3^rd grade was 54 as compared to 55 for Warren County Schools and 56 for the state.  The 2003 MNP reading composite score in 4^th grade was 42 as compared to 53 for Warren County Schools and 56 for the state.  The 2003 MNP reading composite score in 5^th grade was 62 as compared to 52 for Warren County Schools and 54 for the state.  The 2003 School Report Card revealed that Bobby Ray Memorial Elementary received a “C” in reading academic achievement with a three year average NCE of 51.0 as compared to 51.0 for the system and 52.0 for the state.  The school’s report card also indicated an “A” in reading with a Cumulative Value Added Gain of 115.2 for Bobby Ray Memorial Elementary and a grade of “D” for Warren County Schools with a score of 90.6 and a grade of “C” with a score of 99.1 for the state. 

Bobby Ray Memorial Elementary’s Norm Target Gain (NTG) three year average for 4^th grade reading was 12.4 as compared to Warren County School’s 4^th grade average of 7.6.  The U.S. NTG is 12.  The NTG three year average for Bobby Ray Memorial Elementary’s 5^th grade reading was 16.5 as compared to Warren County School’s 5^th grade average of 11.7.  The U.S. NTG for 5^th grade is 13.

Criterion Referenced Test scores for third grade reading reveal that 21% of our students are below proficient, while 57% are proficient, and 22% are advanced.  Warren County School System’s third grade reading scores indicate 23% are below proficient, 53% are proficient, and 24% are advanced.  State CRT scores for third grade show 20% of the students are below proficient, 49% proficient, and 31% advanced.  Fifth grade CRT reading scores for Bobby Ray Memorial Elementary reveal that 20% of our students are below proficient, 42% are proficient, and 38% advanced.  Warren County School System’s fifth grade reading scores indicate that 25% are below proficient, 44% proficient, and 31% advanced.  State CRT scores for fifth grade show 21% of the students are below proficient, 48% proficient, and 31% advanced.  There are no CRT scores for fourth grade. 

One of eight subgroups for CRT reporting had a population of 45 or more students in third and fifth grades at Bobby Ray Memorial Elementary.  This subgroup included 102 white students enrolled with 100% of those students tested.  Eighty-four and three-tenths percent of students in the white subgroup scored proficient or advanced in reading.  We noted that the economically disadvantaged subgroup had fewer than 45 students for the 2003 test, but recognize that the number for 2004 will be over 45.  CRT scores for the economically disadvantaged subgroup in reading were 74.1% proficient or advanced.  No Child Left Behind requires 77.1% of students in every subgroup numbering 45 or more score proficient or advanced in order to meet adequate yearly progress goals for 2003-04 and 2004-05.

Language Arts Data Analysis

The 2003 Median National Percentile (MNP) language arts score in 3^rd grade was 50 as compared to 56 for Warren County Schools and 61 for the state.  The 2003 MNP language arts score in 4^th grade was 42 as compared to 50 for Warren County Schools and 58 for the state.  The 2003 MNP language arts score in 5^th grade was 54 as compared to 53 for Warren County Schools and 56 for the state.  The 2003 School Report Card revealed that Bobby Ray Memorial Elementary received a “D” in language arts academic achievement with a three year average NCE of 49.0 as compared to 52.0 for the system and 54.0 for the state.  The school’s report card also indicated a “C” in language arts with a Cumulative Value Added Gain of 95.5 for Bobby Ray Memorial Elementary and a grade of “D” for Warren County Schools with a score of 94.4 and a grade of “D” with a score of 94.2 for the state. 

Bobby Ray Memorial Elementary’s Norm Target Gain (NTG) three year average for 4^th grade language arts was 14.2 as compared to Warren County School’s 4^th grade average of 7.8.  The U.S. NTG is 15.  NTG three year average for Bobby Ray Memorial Elementary’s 5^th grade language was 14.5 as compared to Warren County School’s 5^th grade average of 12.2.  The U.S. NTG for 5^th grade is 15.

There are no CRT scores reported for language arts.

 The Writing element of Language Arts for 2003 indicated that Bobby Ray's fifth grade scored an Above Average (B) grade of 3.8 compared to Warren County School’s 3.9 score. The state average was 3.9.  Sixty-four students, including special education students, were tested with 5% scoring “outstanding,” 25% scoring “strong,” 34% scoring
”competent,” 20% scoring “limited,” 9% scoring “flawed,” and 2% scoring “deficient.”

Mathematics Data Analysis

The 2003 Median National Percentile (MNP) math score in 3^rd grade was 58 as compared to 60 for Warren County Schools and 59 for the state.  The 2003 MNP math score in 4^th grade was 49 as compared to 56 for Warren County Schools and 55 for the state.  The 2003 MNP math in 5^th grade was 68 as compared to 61 for Warren County Schools and 59 for the state.  The 2003 School Report Card revealed that Bobby Ray Memorial Elementary received a “C” in math academic achievement with a three year average NCE of 53.0 as compared to 54.0 for the system and 54.0 for the state.  The school’s report card also indicated an “A” in math with a Cumulative Value Added Gain of 127.1 for Bobby Ray Memorial Elementary and a grade of “C” for Warren County Schools with a score of 95.1 and a grade of “C” with a score of 101.4 for the state. 

Bobby Ray Memorial Elementary’s Norm Target Gain (NTG) three year average for 4^th grade math was 35.2 as compared to Warren County School’s 4^th grade average of 30.4.  The U.S. NTG is 25.  The NTG three year average for Bobby Ray Memorial Elementary’s 5^th grade math was 22.0 as compared to Warren County School’s 5^th grade average of 17.8.  The U.S. NTG for 5^th grade is 20.

Criterion Referenced Test scores for third grade math reveal that 28% of our students are below proficient, while 48% are proficient, and 24% are advanced.  Warren County School System’s third grade math scores indicate 24% are below proficient, 48% are proficient, and 28% are advanced.  State CRT scores for third grade show 21% of the students are below proficient, 48% proficient, and 31% advanced.  Fifth grade CRT math scores for Bobby Ray Memorial Elementary reveal that 16% of our students are below proficient, 51% are proficient, and 33% advanced.  Warren County School System’s fifth grade math scores indicate that 18% are below proficient, 51% proficient, and 31% advanced.  State CRT scores for fifth grade show 20% of the students are below proficient, 49% proficient, and 31% advanced.  There are no CRT scores for fourth grade. 

One of eight subgroups for CRT reporting had a population of 45 or more students in third and fifth grades at Bobby Ray Memorial Elementary.  This subgroup included 102 white students enrolled with 100% of those students tested.  Eighty-three and three-tenths percent of students in the white subgroup scored proficient or advanced in reading.  We noted that the economically disadvantaged subgroup had fewer than 45 students for the 2003 test, but recognize that the number for 2004 will be over 45.  CRT scores for the economically disadvantaged subgroup in math were 67.5% proficient or advanced.  No Child Left Behind requires 72.4% of students in every subgroup numbering 45 or more to score proficient or advanced in order to meet adequate yearly progress goals for 2003-04 and 2004-05.

Social Studies Data Analysis

The 2003 Median National Percentile (MNP) social studies score in 3^rd grade was 59 as compared to 59 for Warren County Schools and 56 for the state.  The 2003 MNP social studies score in 4^th grade was 47 as compared to 54 for Warren County Schools and 55 for the state.  The 2003 MNP social studies score in 5^th grade was 55 as compared to 49 for Warren County Schools and 52 for the state. 

The 2003 School Report Card revealed that Bobby Ray Memorial Elementary received a “D” in social studies academic achievement with a three year average NCE of 49.0 as compared to 50.0 for the system and 51.0 for the state. 

The school’s report card also indicated an “A” in social studies with a Cumulative Value Added Gain of 127.7 for Bobby Ray Memorial Elementary and a grade of “C” for Warren County Schools with a score of 98.7 and a grade of “C” with a score of 101.8 for the state. 

Bobby Ray Memorial Elementary’s Norm Target Gain (NTG) three year average for 4^th grade social studies was 19.6 as compared to Warren County School’s 4^th grade average of 13.2.  The U.S. NTG is 12.  The NTG three year average for Bobby Ray Memorial Elementary’s 5^th grade social studies was 12.3 as compared to Warren County School’s 5^th grade average of 8.3.  The U.S. NTG for 5^th grade is 13.

Science Data Analysis

The 2003 Median National Percentile (MNP) science score in 3^rd grade was 51 as compared to 55 for Warren County Schools and 55 for the state.  The 2003 MNP science score in 4^th grade was 48 as compared to 51 for Warren County Schools and 51 for the state.  The 2003 MNP science score in 5^th grade was 43 as compared to 49 for Warren County Schools and 50 for the state. 

The 2003 School Report Card revealed that Bobby Ray Memorial Elementary received a “D” in science academic achievement with a three year average NCE of 46.0 as compared to 50.0 for the system and 51.0 for the state. 

The school’s report card also indicated an “A” in science with a Cumulative Value Added Gain of 123.6 for Bobby Ray Memorial Elementary and a grade of “C” for Warren County Schools with a score of 103.9 and a grade of “C” with a score of 103.5 for the state. 

Bobby Ray Memorial Elementary’s Norm Target Gain (NTG) three year average for 4^th grade science was 24.3 as compared to Warren County School’s 4^th grade average of 20.4.  The U.S. NTG is 19.  The NTG three year average for Bobby Ray Memorial Elementary’s 5^th grade science was 19.0 as compared to Warren County School’s 5^th grade average of 15.8.  The U.S. NTG for 5^th grade is 16.

Think Link

The Think Link Learning Website (www.thinklinklearning.com/pass_overview.php) describes this assessment as “providing measures of student progress in the midst of instruction.  Teachers are able to adjust instruction based upon measurable data.”  At Bobby Ray Memorial Elementary, students in grades three through five take the Think Link test in August and again in December.  The August assessment “measures how well students have retained knowledge completed at the end of the previous grade.  Teachers use this information in planning instruction and goals for the first semester.  The December assessment provides an accurate measurement of how well students have mastered grade level objectives by this point in the curriculum.  Using this data, teachers can implement strategies to bolster skills that have not yet been acquired.  Reading and math are the only two subject areas tested using the Think Link assessment.

Third Grade Data

A comparison of reading scores from August to December indicate more than one year’s gain in mastery of sentence structure and editing skills.  Scores also indicate a one year gain in reading strategies.  According to the scores, areas to strengthen are basic reading, analyze text, evaluate and extend, and writing strategies.  Teachers used these scores to recommend students for before and/or after school tutoring.  Tutoring teachers focused on developing and improving these specific skill areas in reading.

A comparison of math scores from August to December indicates more than one year’s gain in mastery of statistics and patterns, as well as algebra.  About one year’s gain was noted in number skills and computation and estimation.  According to the scores, areas to strengthen are operation, measurement, geometry, and problem solving.  Teachers used these scores to recommend students for before and/or after school tutoring.  Tutoring teachers focused on developing and improving these specific skill areas in math.

Fourth Grade Data

A comparison of reading scores from August to December indicate more than one year’s gain in mastery of analysis of text and about one year’s gain in basic reading and sentence structure.  According to the scores, areas to strengthen are: evaluate and extend, reading strategies, writing strategies, and editing skills.  Teachers used these scores to recommend students for before and/or after school tutoring.  Tutoring teachers focused on developing and improving these specific skill areas in reading.

A comparison of math scores from August to December indicates more than one year’s gain in mastery of statistics and problem solving.  About one year’s gain was noted in computation and estimation, as well as operations.  According to the scores, areas to strengthen are numbers, measurement, geometry, and patterns and algebra.  Teachers used these scores to recommend students for before and/or after school tutoring.  Tutoring teachers focused on developing and improving these specific skill areas in math.

Fifth Grade Data

A comparison of reading scores from August to December indicate more than one year’s gain in mastery of basic reading and sentence structure.  About one year’s gain was noted in editing.  According to the scores, areas to strengthen include analyze text, evaluate and extend, reading strategies, and writing strategies.  Teachers used these scores to recommend students for before and/or after school tutoring.  Tutoring teachers focused on developing and improving these specific skill areas in reading.

A comparison of math scores from August to December indicate more than one year’s gain in mastery of problem solving skills, and about one year’s gain in numbers, computation and estimation, and geometry.  According to the scores, areas to strengthen include operations, measurement, statistics, and patterns and algebra.  Teachers used these scores to recommend students for before and/or after school tutoring.  Tutoring teachers focused on developing and improving these specific skill areas in math.

STAR (Standardized Test for the Assessment of Reading)

According to the STAR definition report, “STAR reading scores represent how students performed on the test compared with the performance of a nationally representative sample of students.  These scores present a ‘snapshot’ of achievement at a specific point in time.”  Second through fifth grade students at Bobby Ray Memorial Elementary take the STAR test three times during the year:  beginning of first semester, beginning of second semester, and end of second semester.  A comparison of scores from July (beginning of first semester) and January (beginning of second semester), a 0.44 increase in grade placement, indicate the following:

Second Grade

Grade equivalent scores for second grade improved from 2.1 to 2.6, an increase of 0.5.  Scale scores (based on difficulty of the questions and number of correct responses and useful for comparing student performance over time and across grades) changed from 219 to 307, an increase of 88 points.  Scores for Instructional Reading Level (IRL) indicate the grade level at which a student is at least 80% proficient at recognizing words and comprehending reading material with assistance.  Second grade students’ scores changed from 1.2 to 2.4, an IRL increase of 1.2 grade levels.

Third Grade

 Grade equivalent scores for third grade improved from 2.9 to 3.6, an increase of 0.7.  Scale scores (based on difficulty of the questions and number of correct responses and useful for comparing student performance over time and across grades) changed from 346 to 429, an increase of 83 points.  Scores for Instructional Reading Level (IRL) indicate the grade level at which a student is at least 80% proficient at recognizing words and comprehending reading material with assistance. Third grade students’ scores changed from 2.8 to 3.5, an IRL increase of 0.7 grade level.

Fourth Grade

Grade equivalent scores for fourth grade improved from 3.7 to 4.5, an increase of 0.8.  Scale scores (based on difficulty of the questions and number of correct responses and useful for comparing student performance over time and across grades) changed from 435 to 496, an increase of 61 points.  Scores for Instructional Reading Level (IRL) indicate the grade level at which a student is at least 80% proficient at recognizing words and comprehending reading material with assistance.  Fourth grade students’ scores changed from 3.5 to 4.0, an IRL increase of 0.5 grade levels.

Fifth Grade

Grade equivalent scores for fifth grade improved from 4.4 to 5.1, an increase of 0.4.  Scale scores (based on difficulty of the questions and number of correct responses and useful for comparing student performance over time and across grades) changed from 482 to 549, an increase of 67 points.  Scores for Instructional Reading Level (IRL) indicate the grade level at which a student is at least 80% proficient at recognizing words and comprehending reading material with assistance.  Fifth grade students’ scores changed from 3.9 to 4.4, an IRL increase of 0.5 grade level.

STAR Early Literacy Test

The STAR Early Literacy Test was administered to all kindergarten and first grade students in October, 2003.  According to the STAR score definition report, “STAR Early Literacy scores represent how well a student understands concepts and possesses specific skills that are important in the development of reading ability.  The Scaled Score is calculated based on both the difficulty of the questions and the number of correct responses and is associated with stages of literacy development.”  Eighty-eight kindergarten students completed the assessment with eighty-four scoring between 300-674 as emergent readers, four scoring between 675-774 as transitional readers, and none scoring as probable readers requiring scores of 775-900.  Fifty-six first graders completed the assessment with fifty-six scoring between 300-674 as emergent readers, thirty-six scoring between 675-774 as transitional readers, and fourteen scoring between 775-900 as probable readers.  Students will retake the assessment in the spring before school is out to determine gains in reading development.

Brigance Screening for Kindergarten

Kindergarten screening is held each year in April, prior to beginning kindergarten in July.  The Brigance Screening Instrument includes basic assessments for:  personal data response, color recognition, picture vocabulary, visual discrimination, visual-motor skills, gross-motor skills, rote counting, identification of body parts, following verbal directions, numeral comprehension, printing personal data, and syntax and fluency.   Seventy-four children who registered to attend Bobby Ray Memorial Elementary completed the screening process in April, 2003.  Four children scored below 50 (on a scale of 0 to 100), two scored between 50 and 60, four scored between 60 and 70, thirteen scored between 70 and 80, nineteen scored between 80 and 90, nineteen scored between 90 and 99, and thirteen scored 100.   Scores were used to determine level of kindergarten readiness and need for referral for special programs.

Non-Academic Assessment Measures

Office Referral Discipline Records

Discipline at Bobby Ray Memorial Elementary is administered fairly and consistently throughout the school.  All teachers have a written classroom discipline plan that is signed by parents at the beginning of the year in order to clearly communicate goals and procedures for behavior.  Teachers follow similar routines in each classroom so that transition from one year to the next is smooth and easily understood by all.

In cases of repeated minor misbehaviors or of major infractions, students are referred to the office by school personnel.  The following is number of student referrals to the office for administrative intervention:

·         July, 2003                               21 incidents (13 days of school for the month;  average of 1.62 referrals per day)

·         August, 2003                        47 incidents (21 days of school for the month;  average of 2.24 referrals per day)

·         September, 2003                   16 incidents (12 days of school for the month;  average of 1.33 referrals per day)

·         October, 2003                        19 incidents (15 days of school for the month;  average of 1.27 referrals per day)

·         November, 2003                    32 incidents (17 days of school for the month;  average of 1.88 referrals per day)

·         December, 2003                    13 incidents (15 days of school for the month;  average of 0.87 referrals per day)

·         January, 2004                        17 incidents (14 days of school for the month;  average of 1.21 referrals per day)

·         February, 2004                      14 incidents (16 days of school for the month;  average of 0.88 referrals per day)

·         (Data is unavailable for March until end of year.)

Data indicates an average of 1.46 referrals per day of school.  It should be noted that December has the lowest average referrals per day for the school year.  During that month, a school-wide incentive was in place for rewarding good behavior and choices.  There are no established steps for referring students to the office.  

Attendance reports

Attendance reports are filed with the state every twenty days.  Student attendance rates for the first five reporting periods of the 2003-04 school year were as follows:

·         Period 1:  95.5%

·         Period 2:  95.4%

·         Period 3:  95.0%

·         Period 4:  95.3%

·         Period 5:  90.9%

·         Period 6:  93.9%

It should be noted that during the fifth reporting period, an unusual amount of students experienced symptoms of the flu.  This appeared in attendance reports throughout the district and state.

Parent – Teacher Conferences

Parent – Teacher Conferences were held September 18, 2003.  We had a record attendance of approximately 300 parents or guardians who signed in to talk with teachers and staff members throughout the school.  Several members of the PTO provided dinner for teachers and staff during the evening.  We are happy to have parents involved and active at our school.

PTO and Family Reading Nights

Bobby Ray Memorial Elementary has a general PTO meeting once each quarter.  The meeting is held just after a Family Reading Night.  Attendance has been good at each of the first three quarters.  The first quarter PTO/Family Reading Night was August 21, 2003.  The program included a presentation by Warren County School System’s Director of Technology on the new K-12 Planet web site and the information available to parents. Approximately 200 parents and students attended.  The second quarter PTO/Family Reading Night was November 6, 2003.  The school principal provided parents with information on the school’s yearly budget.  Approximately 250 parents and students attended.  The third quarter PTO/Family Reading Night was held February 19, 2004.  MADD (Mothers Against Drunk Driving) provided an excellent video presentation for parents.  Approximately 250 parents attended.

Needs Assessment Surveys

A Needs Assessment was conducted in February and March, 2004.  Teachers, staff, parents, and community members were included in the survey process.  The results indicated that a majority of those surveyed believe that our school provides sufficient opportunities for parent involvement and that our school is preparing students for the future.  A majority agree that teachers in our school and district regularly communicate and that they are satisfied with the school.  The majority of those surveyed believe that teaching strategies in content areas is “significant” in meeting the needs of students.  They also believe discipline and classroom management, as well as test taking strategies with affective use of test data is “significant” in meeting the needs of students.  The majority of those surveyed indicated that using technology effectively is “somewhat significant” in meeting the needs of students.

3.3:  Report Card Data Disaggregation

Criterion Referenced Scores

The 2003 Report Card data for Bobby Ray Memorial Elementary indicates that 124 third and fifth graders took the Criterion Referenced portion of the test.  This was 100% of those enrolled in the third and fifth grades.  CRT scores were reported for Reading/Language and Math only. 

Of the 63 third graders taking test, 53 were White, seven were Hispanic, and three were Black.  Twenty-one were economically disadvantaged and two were limited English proficient. 

Reading/Language scores for third graders indicated that out of the 63 students taking the test 22.2% were below proficient, 54% proficient, and 23.8% advanced.  Scores for the 53 White students indicated that 22.7% were below proficient, 52.8% were proficient, and 24.5% were advanced.  Even though there were only 21 students in the economically disadvantaged subgroup, scores indicated that 28.6% of those students were below proficient, 52.4% were proficient, and 19% were advanced.  No scores were reported for the other subgroups. 

Math scores for third graders indicated that out of the 63 students taking the test, 25.4% were below proficient, 49.2% proficient, and 25.4% advanced.  Scores for the 53 White students indicated that 22.7% were below proficient, 50.9% were proficient, and 26.4% were advanced.  Even though there were only 21 students in the economically disadvantaged subgroup, scores indicated that 38.1% of those students were below proficient, 47.6% were proficient, and 14.3% were advanced.  No scores were reported for the other subgroups.

Of the 61 fifth graders taking test, 49 were White, seven were Hispanic, four were Black, and one was Native American.  Twenty-two were economically disadvantaged and one was limited English proficient

Reading/Language scores for fifth graders indicated that out of the 61 students taking the test 15.1% were below proficient, 46.9% proficient, and 38.0% advanced.  Scores for the 49 White students indicated that 10.6% were below proficient, 49.3% were proficient, and 40.1% were advanced.  Even though there were only 22 students in the economically disadvantaged subgroup, scores indicated that 24.3% of those students were below proficient, 54.5% were proficient, and 21.2% were advanced.  No scores were reported for the other subgroups. 

Math scores for fifth graders indicated that out of the 61 students taking the test 13.1% were below proficient, 52.5% proficient, and 34.4% advanced.  Scores for the 49 White students indicated that 10.2% were below proficient, 55.1% were proficient, and 34.7% were advanced.  Even though there were only 22 students in the economically disadvantaged subgroup, scores indicated that 27.3% of those students were below proficient, 54.5% were proficient, and 18.2% were advanced.  No scores were reported for the other subgroups. 

We recognize the need to specifically address the proficiency levels for students in the economically disadvantaged subgroup in both reading/language and math areas.  For the 2003-04 school year, we estimate the total number for this subgroup to be over 45.

Norm Referenced Scores

Median National Percentile scores for third graders indicate an overall improvement in reading from 47 for the 2001-02 school year to 54 for the 2002-03 school year.  By subgroups, third grade reading MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    41

                *              not economically disadvantaged:              62

                *              students with disabilities:                            1

                *              students without disabilities:                     56

                *              African American:                                   47

                *              Hispanic:                                                  55

                *              White:                                                     54

                *              Migrant:                                                   N/A

                *              Not Migrant:                                            54

                *              Limited English Proficient:                      8

                *              Not Limited English Proficient:                               55

                *              Female:                                                    55

                *              Male:                                                       51

Median National Percentile scores for third graders indicate an overall improvement in language arts from 43 for the 2001-02 school year to 50 for the 2002-03 school year.  By subgroups, third grade language arts MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    50

                *              not economically disadvantaged:              51

                *              students with disabilities:                          12

                *              students without disabilities:                     53

                *              African American:                                   49

                *              Hispanic:                                                  56

                *              White:                                                     53

                *              Migrant:                                                   N/A

                *              Not Migrant:                                            50

                *              Limited English Proficient:                      12

                *              Not Limited English Proficient:                               55

                *              Female:                                                    54

                *              Male:                                                       49

Median National Percentile scores for third graders indicate an overall improvement in math from 36 for the 2001-02 school year to 52 for the 2002-03 school year.  By subgroups, third grade math MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    42

                *              not economically disadvantaged:              55

                *              students with disabilities:                            2

                *              students without disabilities:                     56

                *              African American:                                   32

                *              Hispanic:                                                  34

                *              White:                                                     56

                *              Migrant:                                                   N/A

                *              Not Migrant:                                            52

                *              Limited English Proficient:                      10

                *              Not Limited English Proficient:                               53

                *              Female:                                                    56

                *              Male:                                                       54

Median National Percentile scores for third graders indicate an overall improvement in science from 41 for the 2001-02 school year to 59 for the 2002-03 school year.  By subgroups, third grade science MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    41

                *              not economically disadvantaged:              56

                *              students with disabilities:                            2

                *              students without disabilities:                     52

                *              African American:                                   50

                *              Hispanic:                                                  30

                *              White:                                                     52

                *              Migrant:                                                   N/A

                *              Not Migrant:                                            51

                *              Limited English Proficient:                      8

                *              Not Limited English Proficient:                               51

                *              Female:                                                    51

                *              Male:                                                       51

Median National Percentile scores for third graders indicate an overall improvement in social studies from 32 for the 2001-02 school year to 51 for the 2002-03 school year.  By subgroups, third grade social studies MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    40

                *              not economically disadvantaged:              67

                *              students with disabilities:                            8

                *              students without disabilities:                     61

                *              African American:                                   49

                *              Hispanic:                                                  35

                *              White:                                                     60

                *              Migrant:                                                   N/A

                *              Not Migrant:                                            59

                *              Limited English Proficient:                      9

                *              Not Limited English Proficient:                               59

                *              Female:                                                    59

                *              Male:                                                       61

Median National Percentile scores for fourth graders indicate a decrease in reading from 59 for the 2001-02 school year to 42 for the 2002-03 school year.  By subgroups, fourth grade reading MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    25

                *              not economically disadvantaged:              59

                *              students with disabilities:                          11

                *              students without disabilities:                     47

                *              African American:                                   44

                *              American Indian/Alaskan                         36

                *              Hispanic:                                                  18

                *              White:                                                     45

                *              Migrant:                                                     1

                *              Not Migrant:                                            43

                *              Limited English Proficient:                        1

                *              Not Limited English Proficient:                               43

                *              Female:                                                    41

                *              Male:                                                       46

Median National Percentile scores for fourth graders indicate a decrease in language arts from 52 for the 2001-02 school year to 42 for the 2002-03 school year.  By subgroups, fourth grade language arts MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    24

                *              not economically disadvantaged:              54

                *              students with disabilities:                            3

                *              students without disabilities:                     49

                *              African American:                                   25

                *              American Indian/Alaskan                         42

                *              Hispanic:                                                  18

                *              White:                                                     46

                *              Migrant:                                                     1

                *              Not Migrant:                                            42

                *              Limited English Proficient:                        1

                *              Not Limited English Proficient:                               42

                *              Female:                                                    44

                *              Male:                                                       39

Median National Percentile scores for fourth graders indicate a decrease in math from 64 for the 2001-02 school year to 49 for the 2002-03 school year.  By subgroups, fourth grade math MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    42

                *              not economically disadvantaged:              55

                *              students with disabilities:                            6

                *              students without disabilities:                     55

                *              African American:                                   37

                *              American Indian/Alaskan                         13

                *              Hispanic:                                                  58

                *              White:                                                     54

                *              Migrant:                                                     6

                *              Not Migrant:                                            52

                *              Limited English Proficient:                        6

                *              Not Limited English Proficient:                               52

                *              Female:                                                    54

                *              Male:                                                       48

Median National Percentile scores for fourth graders indicate a decrease in science from 60 for the 2001-02 school year to 47 for the 2002-03 school year.  By subgroups, fourth grade science MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    31

                *              not economically disadvantaged:              53

                *              students with disabilities:                            2

                *              students without disabilities:                     52

                *              African American:                                   55

                *              American Indian/Alaskan                         65

                *              Hispanic:                                                  21

                *              White:                                                     47

                *              Migrant:                                                   10

                *              Not Migrant:                                            45

                *              Limited English Proficient:                      29

                *              Not Limited English Proficient:                               49

                *              Female:                                                    40

                *              Male:                                                       51

Median National Percentile scores for fourth graders indicate a decrease in social studies from 52 for the 2001-02 school year to 48 for the 2002-03 school year.  By subgroups, fourth grade social studies MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    42

                *              not economically disadvantaged:              61

                *              students with disabilities:                          27

                *              students without disabilities:                     52

                *              African American:                                   46

                *              American Indian/Alaskan                         42

                *              Hispanic:                                                  34

                *              White:                                                     48

                *              Migrant:                                                   11

                *              Not Migrant:                                            47

                *              Limited English Proficient:                      11

                *              Not Limited English Proficient:                               47

                *              Female:                                                    47

                *              Male:                                                       46

Median National Percentile scores for fifth graders indicate an overall improvement in reading from 56 for the 2001-02 school year to 62 for the 2002-03 school year.  By subgroups, fifth grade reading MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    39

                *              not economically disadvantaged:              72

                *              students with disabilities:                          16

                *              students without disabilities:                     67

                *              African American:                                   55

                *              American Indian/Alaskan                           2

                *              Hispanic:                                                  62

                *              White:                                                     66

                *              Migrant:                                                   14

                *              Not Migrant:                                            63

                *              Limited English Proficient:                        9

                *              Not Limited English Proficient:                               63

                *              Female:                                                    59

                *              Male:                                                       62

Median National Percentile scores for fifth graders indicate a slight decrease in language arts from 58 for the 2001-02 school year to 54 for the 2002-03 school year.  By subgroups, fifth grade language arts MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    37

                *              not economically disadvantaged:              67

                *              students with disabilities:                          18

                *              students without disabilities:                     63

                *              African American:                                   67

                *              American Indian/Alaskan                           5

                *              Hispanic:                                                  50

                *              White:                                                     55

                *              Migrant:                                                   37

                *              Not Migrant:                                            55

                *              Limited English Proficient:                      11

                *              Not Limited English Proficient:                               55

                *              Female:                                                    55

                *              Male:                                                       52

Median National Percentile scores for fifth graders indicate an overall improvement in math from 66 for the 2001-02 school year to 68 for the 2002-03 school year.  By subgroups, fifth grade math MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    36

                *              not economically disadvantaged:              74

                *              students with disabilities:                          13

                *              students without disabilities:                     70

                *              African American:                                   60

                *              American Indian/Alaskan                         13

                *              Hispanic:                                                  54

                *              White:                                                     69

                *              Migrant:                                                   33

                *              Not Migrant:                                            69

                *              Limited English Proficient:                      12

                *              Not Limited English Proficient:                               69

                *              Female:                                                    70

                *              Male:                                                       58

Median National Percentile scores for fifth graders indicate an overall improvement in science from 49 for the 2001-02 school year to 55 for the 2002-03 school year.  By subgroups, fifth grade science MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    25

                *              not economically disadvantaged:              65

                *              students with disabilities:                          24

                *              students without disabilities:                     59

                *              African American:                                   35

                *              American Indian/Alaskan                         13

                *              Hispanic:                                                  28

                *              White:                                                     59

                *              Migrant:                                                   10

                *              Not Migrant:                                            45

                *              Limited English Proficient:                      31

                *              Not Limited English Proficient:                               45

                *              Female:                                                    44

                *              Male:                                                       65

Median National Percentile scores for fifth graders indicate decrease in social studies from 57 for the 2001-02 school year to 45 for the 2002-03 school year.  By subgroups, fifth grade social studies MNP scores for 2002-03 are as follows:

            *              economically disadvantaged:                    40

                *              not economically disadvantaged:              58

                *              students with disabilities:                          27

                *              students without disabilities:                     57

                *              African American:                                   32

                *              American Indian/Alaskan                           7

                *              Hispanic:                                                  51

                *              White:                                                     56

                *              Migrant:                                                   21

                *              Not Migrant:                                            55

                *              Limited English Proficient:                      24

                *              Not Limited English Proficient:                               55

                *              Female:                                                    52

                *              Male:                                                       57

We recognize the need to specifically address the skills for students in the economically disadvantaged subgroup in all subject areas, with concentration in reading/language and math.  It should also be noted that males are scoring lower than females throughout each grade level tested in math and language arts.

3.4:  Narrative Synthesis of All Data

Student Performance Data

TCAP writing assessment summaries for the 2003 school year show fifth grade students scoring above average with a score of 3.9 (Above Average Range is 3.5-3.9).  Previously, fourth graders were administered the writing assessment; therefore there is no 3-year average for the fifth grade assessment.

The TVAAS data for Bobby Ray Memorial Elementary reveals the following academic growth: math – A (Exemplary); reading – A (Exemplary); language – C (Average); social studies – A (Exemplary); science – A (Exemplary).

The 2003 criterion-referenced portion of the TCAP test only showed one subgroup with 45 or more students for the purpose of data collection.  One hundred percent of the 102 students in the white subgroup were tested.  The results showed 84.3% scored at the proficient or advanced level in reading, and 83.3% scored at the proficient or advanced level in math.  Out of the 211 students that were tested, 81.9% were proficient or advanced in reading and 80.6% were proficient or advanced in math.  The 2003-04 school year data will include an additional subgroup (economically disadvantaged) totaling 45 or more students.  Our goal is that at least 77.1% of those students score proficient or advanced in reading and 72.4% score proficient or advanced in math.

We recognize the need to focus on learning opportunities specifically related to poverty levels, gender, and spoken language.  Our plans will include staff development and implementation of research based instructional strategies.  Additional success for our students would be aided by addressing social issues, such as healthy habits, making good choices, and work ethic.

3.5:  Prioritized List of Goal Targets

1.                    Our goal is that at least 77.1% of students in subgroups numbering 45 or more will score at the proficient or advanced levels on the criterion referenced portion of the spring 2004 TCAP reading assessment and 82.825% of students on the 2005 TCAP reading assessment in order to meet adequate yearly progress as determined by the NCLB Act.

2.                    Our goal is that at least 72.4% of students in subgroups numbering 45 or more will score at the proficient or advanced levels on the criterion referenced portion of the spring 2004 TCAP math assessment and 79.3% of students on the 2005 TCAP math assessment in order to meet adequate yearly progress as determined by the NCLB Act.

3.                    Our goal is to establish a Positive Behavior Support program throughout the school.

4.                    Our goal is to establish a Coordinated School Health Plan.

Curricular, Instructional, Assessment, and Organizational Effectiveness

4.1:  Collaboration

There is a high degree of collaboration and cooperation between administration, staff, parents, and students at Bobby Ray Memorial Elementary.  The Parent Teacher Organization (PTO) board meets quarterly.  Following this meeting is a general PTO meeting.  Prior to each PTO meeting, a Family Reading Night is held from 4:30 to 6:30 p.m.  Dinner is provided for guests and students to eat before or after they read in the library.  Some of the students choose to take Accelerated Reader tests after reading books.  The PTO is composed of parents, grandparents, other stakeholders, teachers, teacher assistants, and the principal.  Proposals, fundraisers, and new business are decided in committee.  These are brought before the entire group to act upon.  Major consideration is given to ways to benefit student learning.

The School Leadership Team met the first and third Monday of the month from 3:00 to 5:00 p.m. during the first semester and every Tuesday afternoon during the second semester.  This committee is made up of a teacher from each grade level, a teacher assistant, the special education teacher, a special area teacher, and the principal.  The members are responsible for policy making and school decisions that arise during the course of the week or month.  The School Improvement Plan and Southern Association Accreditation are reviewed and brought up to date.  The school safety and crisis plan are reviewed and revised as needed by this committee in conjunction with the school safety team.  School budget input and BEP pool money allocations are also discussed.  The members of this team take information gathering surveys and new data back to the teachers/staff they represent.  The committee focuses on what can be done to make the greatest difference in improving student learning and school climate.

Staff meetings are scheduled the second Tuesday of each month.  Teachers, teacher assistants, and the principal attend.  School policies and concerns are reviewed.  Test data from all grade levels is analyzed in a concerted attempt to identify the school’s strengths and areas of need and then determine how to best address the areas of concern while continuing to improve or sustain areas of strength.  Teachers at Bobby Ray Memorial Elementary collaborate each quarter on curriculum mapping within their grade level teams.  School-wide meetings are scheduled to determine expected mastery for students at each grade level.

The principal attends a monthly administration meeting at the Central Office.  The Director of Schools, along with Central Office administrative directors for each of the school system’s departments, presents current information in regard to school board policies, laws, standards, and system goals.  Principals also meet monthly with the Director of Instruction with a focus on specific curriculum planning and staff development.

Parent-teacher conferences are held in the fall after the first nine-week grading period from 3:00 to 9:00 p.m. to allow all parents an opportunity to attend.  Parent-teacher appointments are scheduled through the office.  An ESL translator is available as well as teachers from specialty areas to meet with the classroom teacher and parents.  Strengths and limitations of the individual student are identified and special concerns are addressed.  Parents and/or other stakeholders are given suggestions regarding ways to improve student learning and are encouraged to support student achievement.

Professional development opportunities are made available to teachers and staff at the school level, county-wide, and within the state and nation.  Teachers have grade-level meetings at each school, as well as county-wide grade level meetings to work on curriculum mapping, discuss teaching practices, and share materials and ideas.  Staff development opportunities are presented throughout the school year and during the summer months.  Some of these include grade level conferences, curriculum specific conferences, Title I, writing and arts academies, and discipline/behavior management workshops.  The goal of staff development is to build and strengthen the capacity of the school’s instructional system and conditions to support student achievement.  Teachers consult with other professionals to further meet the needs of all students.  Consultations with specialists in speech, special education, guidance, psychologists, school nurse, and others are held when necessary to improve student learning and general well-being.   All faculty and staff use email and the internet to collaborate with other professionals and with parents.  

4.2            :  Evaluation of the Decision-making Process

Evaluation of the school’s organizational structure for decision making takes place through the evaluative process of the collaboration of the administration, instructional staff, and other stakeholders.  Strengths of this process are gained form the input of the school’s various committees.  Interest groups, such as the School-wide Title Committee and Parent-Teacher Organization, meet to discuss items pertaining to the benefit of the school.  Recommendations of these and other committee groups are forwarded to the school’s Leadership Committee.  The committee consists of the principal, a representative from each grade level, special populations, and office staff.  A parent and PTO representative are also included.  Items for discussion are brought before this committee and through a collaborative effort decisions are reached.  The documentation of this collaboration is gained through full faculty meetings each month in the school library.  The principal presents the findings and discussion of the Leadership Committee to the faculty and staff for review and discussion.  Actions regarding the decisions made through this process are put into motion by the administration.  The strength of this decision making process lies in acting in advance to deal with any expected difficulty.  The conclusion results in positive benefits for students, parents, faculty, and staff.  We will continue to rely on this proactive course although naturally not all difficult issues can be anticipated and therefore, there are certain limitations involved.  However, because we have these groups already in place the response is at a minimal.

4.3            :  Resource Allocation

Resource allocations at Bobby Ray Memorial Elementary are prevalent in many areas.  The school receives many donations from businesses including:  K-mart, Southern Central Iron ($53.30), General Mills, S.P. Recycling ($203.65), and Box Tops for Education ($125.50).  The money that these companies donate is put into the general budget for school supplies and miscellaneous items that are not covered in the school budget.

This past year the school also received the Governor’s Incentive Award in the amount of $5,154.63.  This money was used for staff development and instructional materials.

The Bobby Ray Memorial Elementary PTO donates money to the school on a regular basis.  Over the past year they have donated $5,420.00, which was used to help purchase computers, pay for campus landscaping, and constructing steps and walkway for the school.

The Bobby Ray Memorial Elementary Library receives donations of money, books, and teacher materials.  This year the library has received $305.64 in donations.  This money is used to purchase Accelerated Reader books and tests, as well as other books to circulate in the library.  All the books, videos and teacher materials are cataloged and available for teachers and students to check out.  The teacher resource room is located in the library.  Journals, magazines, thematic books, a laminator, a paper cutter, and other teacher resources are available.

The Bobby Ray Memorial Elementary Physical Education Department also receives money from Campbell’s labels which are donated by students.  Parent volunteers process the Campbell’s labels and send them off.  The Campbell’s label money is used to acquire things for the P.E. department.

Warren County School System per pupil funding is $5,987.00.

4.4            :  Curriculum Analysis and Support

Bobby Ray Memorial Elementary has a wide range of programs and processes in place for on-going curriculum analysis and support.  The following is a list of these programs:

1.                  School and grade level meetings with Director of Instruction for Warren County Schools are held in order to develop curriculum mapping and diary maps for each grade level.

2.                  Quarterly grade level meetings are held to develop, revise, and plan instruction based upon the state performance indicators.

3.                  The principal met with teachers by grade level assignments to review and discuss TCAP scores from the previous year.  Teachers shared ideas for successes noted by scores. 

4.                  Think Link tests were given at the beginning of the year and again at the end of the first semester.  Teachers reviewed and analyzed data to determine mastery, partial mastery, and nonmastery of specific skills in reading and math.

5.                  Before and after school tutoring was scheduled in order to target students whose Think Link scores indicated partial or nonmastery of skills.  Students whose report cards reflected a need for small group instruction were also targeted for tutoring.

6.                  STAR Testing is used to evaluate students transferring in to our school in order to make instructional decisions.  This test is given three times a year to all students in order to monitor progress in reading throughout the year.

7.                  Incoming kindergarten students go through a screening process to identify needs before they enter school.  This is held the spring before they start school.  Students are assessed by using the Brigance, vision and hearing screeners by Speech and Language Therapists, and a review of shot and physical records.

8.                  Students in fifth grade are given the TCAP Writing Assessment in February each year.

9.                  Students in grades in three through five are given the TCAP test every spring.

10.              The Special Education students receive complete psycho-educational evaluations before entering the program.  These students have vision/hearing screenings yearly.  They also must go through a re-evaluation process every three years.  Re-evaluations are given earlier than that if the IEP team feels it is necessary.  Each student’s IEP is written individually using this information, grades, and TCAP scores, as well as teacher and parent input.  Goals and objectives are correlated with state benchmarks.  Curriculum mapping is also used.

11.              All fourth grade students were screened for the gifted program.  Those students who met certain criteria where then referred for further testing.

4.5:  Instructional Analysis and Support

Bobby Ray Memorial Elementary has in place a plan for organized analysis and support for the instructional process that includes:

·        Exemplary Data Analysis-All data that reflects student output is thoroughly examined by the System Testing Coordinator, the school’s principal and classroom teachers.  Students entering Kindergarten are given the Brigance Readiness screening in the spring for fall placement.  These scores allow classroom teachers to determine the best program fit for all children, but especially children with special needs.  During the year Kindergarten and First Grade students’ data is collected regarding their progress by using a skills checklist.  Students failing to master skills are re-taught in small groups by the School-wide Title I teachers and then retested.  Data from the Second Grade students is obtained from the STAR and Think-Link Tests.  These tests are given twice a year.  Teachers meet together by grade level to determine in which skills students need remediation and acceleration.  This allows teachers to develop more individualized teaching strategies.  Students in grades 3-5 are also given the STAR and Think-Link Tests.  Teachers in these grades follow the same procedures for evaluation as the second grade teachers.  In addition to these tests, Students in these grades also take the TCAP Assessment.  Fifth Grade also takes the TCAP Writing Assessment.  When the data is returned, teachers once again meet and analyze test scores.  The principal is involved with guiding the teachers toward development of their curriculum and diary mapping to ensure better student performance.  In-service is planned so that grade level teacher teams may meet with teacher teams in both the grades preceding and following them.  Data is also shared from and with special classes such as Title I, Special Education, and ESOL.

·        Research-Based Strategies-In-service has been planned for the summer of 2004 that will cover the teaching strategies recommended by Robert Marzano in his book Classroom Instruction that Works.  These teaching strategies are based on actual scientifically based research that covers nine workable strategies.  Among these strategies are: outlining, analogies, and note-taking.  Other research-based strategies have been adopted and incorporated into the schools’ curriculum planning.  Guided reading and student led assemblies are both proven strategies used in our school.  Skill driven Curriculum Maps are developed by grade level teachers in order to facilitate effective classroom practices.  Dairy Maps are completed by the teachers to ensure that they have taught the skills from their Curriculum Maps.

·        Adaptation for all Students-Individualized student instruction is a top priority for meeting the needs of all students.  Our school faculty recognizes that all students can learn, although some learn and achieve at different rates.  Instructional strategies are adapted by each classroom teacher to meet the needs of the individuals of that particular classroom.  This faculty works together to meet the needs of those individual students that also require more intensive individualized instruction.  Teachers use observations and testing to determine which students might be at-risk.  At-risk students are then referred to the appropriate special area teacher for further testing and/or instruction.  Bobby Ray Memorial is a School-Wide Title I school.  All students are eligible for Title I services.  Title I teachers provide classroom teachers with small group teaching, and methods for adapting classroom instruction geared toward students that may be struggling.  The Special Education Department is also available to meet the needs of students who may qualify as learning-disabled, ADD/ADHD, or Gifted.  Testing is conducted to ensure that all options are explored to provide instruction.  IEP’s are drawn up with the cooperation of parents, teachers, and test administrators to adapt classroom and pull-out teaching.  ESOL services are available for students who have not tested as being English fluent in Reading, Writing, or Oral Language.  The ESOL teacher and a bi-lingual assistant are available to translate for and to parents, translate notes, and help the classroom teacher adapt their classroom instruction for students who are not English fluent.  Adaptations for any student in these areas and that any teacher classroom teacher deems needy include: reduced assignments, oral and modified testing, peer and cross-age tutoring, small group work, and after school tutoring.

·        Appropriate Staff Development-Staff development is built on input from classroom teachers, special area teachers, and the principal.  After reviewing test data, current research-based strategies, and areas of need as determined by the faculty, the principal and the Leadership Team discuss options for staff development. Recent past staff development has focused on Curriculum and Diary Mapping, interpreting test data, establishment of the ESOL program at Bobby Ray, and blood pathogens training.  Future staff development will include strategies for better classroom instruction.

·        Effective Time Utilization-Effective time utilization is a component in the instructional process that is constantly changing according to the make-up of special area classes, student enrollment, and the student/teacher ratio.  A master schedule is completed after the student draw in May of each year.  Based on the number of students, teachers, and special area classes, the master schedule is developed tentatively by the principal and the leadership committee.  All scheduling is subject to change at the beginning of the school calendar year if needed.  When developing a schedule that best utilizes time whereby students receive maximum classroom instruction, some areas for consideration are: amount of time needed by students to complete lunch, special area classes (music, library, etc.), assemblies, bathroom visits, and travel time between buildings.  Classroom time, as much as possible, is then scheduled so that teachers can block uninterrupted times in the morning for teaching reading, math, and language arts.  Afternoon schedules will vary, but science and social studies are generally taught in this time slot.

A System for Monitoring and Adjusting-A system for monitoring and adjusting Instructional Analysis and Support is checked through the Leadership Committee that meets weekly.  This committee consistently checks progress made by students through test data and by the teachers’ Curriculum and Diary Mapping.  The Leadership Committee also addresses concerns that faculty and staff may have regarding instructional strategies.  The School-Wide Title I Committee also oversees instructional analysis and support.  This committee meets twice a year to implement new teaching strategies learned through seminars and workshops and discuss options for improvements in teaching programs already in place. Student, parent, and faculty surveys are given at the end of the year to determine areas of strengths/weaknesses.  These surveys are used to help with future instructional planning.

Action Plan Development

GOAL 1

Form 5.1: Goal 1

Form 5.3, continued

GOAL 2

Form 5.1: Goal 2

Form 5.3, continued

GOAL 3

Form 5.1: Goal 3

Form 5.3, continued

GOAL 4

Form 5.1: Goal 4

Form 5.3, continued

The School Improvement Plan

and Process Evaluation

6.1:  Formative Assessment

BRIGANCE
 The spring before entering Kindergarten all students are given the Brigance. This screening identifies students who have special needs.  Additional speech and hearing screenings are available as needed.

DAILY ASSESSMENTS & OTHER TESTS
 The teachers at Bobby Ray Memorial Elementary School evaluate each student's progress by observation.  Written, oral, and unit tests are given on a daily and weekly basis.  Students are monitored to evaluate success and to help teachers plan for remedial and supplemental help.

REPORT CARDS
Bobby Ray Memorial Elementary has established many formative assessments. Mid-term reports are sent home, signed, and returned.  Students in Kindergarten through fifth grade receive a report card quarterly.  These are reports of regular assessments given throughout the grading period. In Kindergarten and first grade a checklist is monitored. Second grade through fifth grade students receive a letter grade to correlate with corresponding subjects. Parents receive a report of grades each nine week period, and it must be signed and returned.

THINK LINK
The students in grades two through five take the Think Link test in August and December. Reading and math skills are tested.  After taking the August test, teachers plan instruction and goals for the first semester. Before school and after school tutoring time is used to assist students who did not master or partially mastered specific skills in math and reading. The December test provides teachers with an assessment of objectives mastered.  The first grade teachers administer this test in March. Results are analyzed during staff development as grade level meetings are conducted with the principal.

STAR EARLY LITERACY
 STAR Early Literacy is a criterion-referenced test.  This assessment is given in the fall and spring to Kindergarten students.  Teachers can use STAR Early Literacy scores to estimate the student's proficiency in reading skills. The scores included are Scaled Scores, Reading Development Stage, Domain Scores, and Skill Scores.  This enables teachers to easily track progress and adjust instruction based on student's current needs.  Individual and small group tutoring is planned as necessary.

 

STAR
 STAR Reading scores are a representation of how students perform on the test compared with the performance of a nationally representative sample of students. According to the Score Definition Report, "these scores represent a 'snapshot' of achievement at a specific point in time." The following are measured on this assessment: grade equivalent, instructional reading level, normal curve equivalent, percentile rank, scaled score, and zone of proximal development. Second through fifth grade students transferring into Bobby Ray complete this assessment to assist the teacher in placing a student in an Accelerated Reading Level zpd). Teachers study the data along with T-Cap reading scores to determine the students in need of supplemental small group instruction. At risk students are placed in a school wide reading program after classroom and Title I teachers study data. The students are also given additional support in a before and after school tutoring program. Students in grades three through five take this assessment at the beginning of the school year (July), end of the first semester (December), and end of the year (May).  First grade students are given this assessment in December and May. T-Cap scores and all other scores are reviewed and analyzed by staff during scheduled in service.

6.2:  Summative Assessment

     Bobby Ray Memorial Elementary uses three types of annual assessments.  These annual assessments are TCAP/Writing TCAP, ThinkLink, and permanent records.  These assessment tools are used to aid in data analysis and procedures, plan for long-term comparisons, and plan for communication among teachers, parents, and students. 

     All grade levels (K-5) use permanent records to annually assess students.  These records are accessible to teachers, parents, and students upon request.  Teachers view each child’s permanent records at the beginning of each school year in order to view final grades, attendance, and TCAP scores.  We use all information to identify problem and growth areas.  Problem areas are addressed and noted for each student. Teachers may seek the advice of specialty area teachers as well as previous teachers in order to implement the best educational plan for each student.   

       Second grade students are administered the Thinklink test at the end of the year.  Parents receive a copy of the results with report cards. Third grade teachers will view the results of the test data at an inservice meeting during the summer.  Areas of strengths and weaknesses will be addressed.  Teachers with predominate areas of strength will discuss strategies with grade level teachers and other staff.  Teachers who have predominate areas of weakness will implement, revise, and/or eliminate strategies in order to show gains on the test the following year.    

     Students in grades (3-5) are administered the TCAP each spring.  The results are recorded in each student’s permanent record where teachers, parents, and students can view upon request.  At the end of the school year, a copy of the results will be given to parents along with report cards. The results of the TCAP test will be analyzed by teachers during an inservice meeting in the summer.  Each student’s scores will be compared to the previous year’s scores, when applicable. 

     Fifth graders take the Writing TCAP test each year in February.  The results are recorded in each student’s permanent records where teachers, parents, and students can view upon request.  Results of the test are sent home with each student along with report cards.  The results of the test are used to implement, revise, eliminate, and/or expound the writing strategies and skills that are taught in the fifth grade.  

     All assessments will have the following procedures:

1.                    Analyze all information- TCAP, ThinkLink, and permanent records by grade level.

2.                    Compare grades and test scores to previous year’s score (when applicable).

3.                    Utilize curriculum maps, diary maps, and TCAP analysis to aid in long-term comparisons in order to meet goals set by NCLB by 2010.

4.                    Implement, revise, and/or eliminate strategies as needed.

5.                    Provide all teachers, parents, and students with annual test results.

6.3:  Evaluation of the SIP Process

                Throughout the 2003-04 school year, the Faculty Advisory Committee (FAC) has been leading the way to review, revise and implement its school improvement plan (SIP).  The FAC representatives consist of teachers, administrators, and paraprofessionals.  These team members then serve as the chairpersons over the committees writing each component. 

                The committees held weekly meetings throughout the school year, taking each component one at a time.  The assigned committee with their FAC representative would take the components of the old SIP and brainstorm, draft, respond and revise, and problem-solve before sending it to the FAC.  The revisions were then combined and the FAC would review, proof and revise it a second time.  The final proofing was completed by the entire staff before going to the publishing stage. 

                Steps are already being taken to implement the new SIP for the 2004-05 school year.  The FAC included representation for all teacher, paraprofessionals and parents to have an open avenue for input in this on-going process. There are already several avenues in place to enhance communication between school and home by using our monthly newsletter, the school website and K12 Planet.   Bobby Ray Elementary acknowledges that our business is to educate the whole child and this requires constant monitoring and adjusting to meet the individual needs of each student.

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