Executive Summary. Southeastern Louisiana University Laboratory School

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1 Southeastern Louisiana University Laboratory School Tangipahoa Parish School System Dr. Fawn T Ukpolo, Administrator 1200 North General Pershing Hammond, LA Document Generated On October 1, 2012

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements and Areas of Improvement 4 Additional Information 5

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? (SLU Lab) is one of six Louisiana University Schools. The School is housed on the campus of Southeastern Louisiana University in the heart of the College of Education. Although considered a public school, SLU Lab tuition totals $2041 (waivers are available). Our school is uniquely governed by two institutions: Tangipahoa Parish School System (TPSS) and Southeastern Louisiana University (SLU). TPSS is currently the largest employer in Tangipahoa Parish with approximately 2,600 employees and serves 19,436 students. SLU has 1,930 employees with a student enrollment of over 16,000. We are one of the few diverse schools in the parish with 142 White students, 53 African American students, 13 Hispanic students, and 17 Asian students. SLU Lab teachers, bus drivers, cafeteria workers, and SPED teachers are paid by TPSS out of Minimum Foundation Program (MFP) money. To teach at the Lab school one must have a Master's degree and five years teaching experience. The salaries of the director, PE teacher, and teacher aids are paid out of tuition. Facilities and maintenance services are provided by the university. Because of the one class per grade level limit, enrollment into SLU Lab is based on class openings. Acceptance is based on TPSS court order desegregation plan[i]. To be admitted into the Lab School, the following procedures are followed: There must be an opening, siblings are accepted first, minorities next (the school is required to keep a 35% minority ratio), and last, distance to the school is considered (whoever lives closest to the school). Page 2

5 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. (SLU Lab) is a K-8 school located on the campus of Southeastern Louisiana University in Hammond, Louisiana. The school is housed in the College of Education. Although the school is considered a public school, students pay $2,041 per year to attend. SLU Lab is unique in the fact that it is one of the last "Open School Concept"; students in grades 1-4 are located in the center of the school without walls to separate the classrooms. While for some children this might be a distraction, the students at the Lab School have thrived in this environment. Another unique factor of the school is our governance structure. We are governed by two institutions: Tangipahoa Parish School System (TPSS) and Southeastern Louisiana University (SLU); this duel partnership can sometimes pose a challenge when dealing with finances. TPSS is the largest employer in Tangipahoa Parish with approximately 2,600 employees. The district serves 19,436 students. SLU has 1,930 employees and a student enrollment of over 16,000. SLU Lab has one administrator, 14 teachers (one for each grade level) grades K- 8 and PE, a librarian, part-time music, art, and Spanish teacher, a part-time resource teacher, and 2 Paraprofessionals. The school is extremely diverse with 142 White students, 53 African American students, 13 Hispanic students, and 17 Asian students. SLU Lab teachers, bus drivers, cafeteria workers, and SPED teachers are paid by TPSS out of Minimum Foundation Program (MFP) money. To teach at the Lab school one must have a Master's degree and five years teaching experience. The salaries of the director, PE teacher, and teacher aids are paid out of tuition. Facilities and maintenance services are provided by the university. Because of the one class per grade level limit, enrollment into SLU Lab is based on class openings. Acceptance is based on TPSS court order desegregation plan[i]. To be admitted into the Lab School, the following procedures are followed: There must be an opening, siblings are accepted first, minorities next (the school is required to keep a 35% minority ratio), and last, distance to the school is considered (whoever lives closest to the school). Although there are no direct challenges associated with the community the school serves, being under two governing bodies at times is challenging. Page 3

6 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Our mission is: "To collaborate with stakeholders to ensure students reach their full potential by providing rigorous and challenging experiences that help our children become productive citizens." To continuously achieve such high ratings, we place tremendous emphasis on our motto: "Proper Preparation Promotes Peak Performance." If asked "Are you staying true to your mission?" the answer would be an overwhelming "Yes". SLU Lab proudly received a School Performance Score (SPS) of and an A+ grade from the state. Of the 1,334 public schools that were administered the ileap and Leap examination, we ranked 34th. We are extremely proud of this ranking because out of the 33 schools ahead of us only eight had non-selective admission standards like SLU Lab. Although, we are still waiting for our official SPS, preliminary data shows we have increased our SPS from to The Laboratory school also uses a variety of sound pedagogical instructional strategies that are research based and academically sound. Amongst these strategies is the Kagan Program, which is used to promote active participation of students. We have also begun using a more hands on approach to teaching science, as well as implementing a greater use of technology across the curriculum. We are moving toward making the Singapore Math Program and Lucy Calkins' Reading and Writing Workshops part of our curriculums this year. Finally, Differentiated Instruction will be implemented this year. Teachers meet regularly to share these strategies, working together to brainstorm, problem-solve, and assist each other. They are also provided with the latest research-based textbooks to help them improve their teaching skills. Students are involved in planning, carrying out and evaluating their instruction and lessons. Through programs such as those mentioned, they are encouraged guide much of their own learning based on their strengths, weaknesses, and interests. Project based learning allows students to do projects and experiments that require the application of things learned in the classroom, thus taking learning and understanding to a higher level. They also participate in creating evaluation tools and in doing peer tutoring, peer evaluations, selfreflections, and journaling in order to detail information they've learned and how it is applicable to everyday life. With faculty and students working together for a common purpose, students are able to see the importance of learning and how what they are doing in school pertains to the outside world. Doing this helps them to become productive students and citizens. Page 4

7 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. SLU Lab began the School Accountability Report (SAR) process in January As with our A+ picture, we invited stakeholders to be part of this process as well. Our committees consisted of our SLU Lab faculty, staff, and parents, along with TPSS personnel, SLU faculty, staff, and Lab school family members. These stakeholders served on various committees such as curriculum, library, technology, and the SACS external review committee. Appointed Chairs of each committee and focus group were SLU Lab faculty members who had expertise in the subject area. During stakeholder selection for each committee we viewed our students' emergency cards and selected parents whose professions correlated with committee needs. We also sought SLU faculty members and community personnel who had a specialty in the area(s) of need. After that, we asked PTA members to serve on committees of interest. Please note that due to The Family Educational Rights and Privacy Act (FERPA), committees that viewed or analyzed student test data were limited to SLU faculty only. Last, when committees made decisions or suggested changes to a school policy, the Dean of the College of Education was asked to join the committee or focus group (i.e. change in dress code or a change in the school's discipline policy) to ensure the university would accept the policy change. Documentation from interviews and surveys will validate the collaborative effort in completing the SAR. Needs assessment surveys were sent to families, s with surveys attached were sent out to stakeholders, and surveys were passed out to faculty and students. Parents were invited to be a part of this journey at PTA meetings and our Student Government Association (SGA) was also included in this selfassessment. Academic data for this report was collected from: 1. ileap and Leap: 2. IOWA Test of Basic Skills: 3. Dynamic Indicators of Basic Early Literacy Skills (DIBELS): 4. Star Reading 5. Headsprout: 6. EAGLE: 7. End of Course Testing: 8. Newton's Classroom: 9. MySkillsTutor: Achievement Series: Teacher developed assessments 12. Student report cards Non-academic data for this report was collected from: 1. Louisiana Needs Assessment (LANA) 2. Student surveys 3. PTA surveys 4. Teacher surveys 5. Direct observations Page 5

8 6. Notes from meetings An advantage of a smaller populated school is the ability our faculty and staff have to follow students' individual academic progress throughout his or her tenure at SLU Lab. For example, our primary math teacher teaches 2nd, 3rd, and 4th grade math. This allows her to track her students' progress for three years. Our primary ELA teacher instructs 2nd and 3rd grade ELA along with science and social studies allowing her follow- up on her students' needs consecutively. Additionally, our 4th grade teacher instructs 3rd, 4th, and 5th ELA, and our middle school teachers track their students from 5th - 8th grade. We have found this model works great for not only being able to target student needs but also identify student advocates. Page 6

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