Executive Summary. Louis L'Amour Elementary School

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1 Jamestown Public School District #l Ms. Vikki Coombs, Principal th Street SW Jamestown, ND Document Generated On May 29, 2015

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements and Areas of Improvement 5 Additional Information 8

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? -Louis L'Amour Elementary enrollment is 124 for the school year. -The percentage of students that receive "Free or Reduced" lunch is 33%. -The gender breakdown for our school is 48% male and 52% female. -The self-reported ethnicity of our student population is 92.7% Caucasian, 3% African American, 3% Pacific Islander, and less than1% Native American. -The Special Education staff serves 13.7% of students -Section 504 plans - 5% of students. -We have one section of each grade level K-5.. -The 21st Century M.O.S.T. after-school program serves 23% of our students. -All of our full-time certified staff are highly qualified. 2 teachers have 5 years or less and the remaining are over 10 years plus of teaching experience.. 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. Mission: LEARNING FOR ALL Vision: A SAFE AND ORDERLY ENVIRONMENT CLEAR AND FOCUSED ACADEMIC GOALS FOR EACH STUDENT FREQUENT MONITORING OF EACH STUDENT'S LEARNING ADDITIONAL OPPORTUNITIES TO LEARN FOR THOSE WHO INITIALLY STRUGGLE A COLLABORATIVE CULTURE HIGH EXPECTATIONS FOR EACH STUDENT STRONG LEADERSHIP EFFECTIVE PARTNERSHIPS WITH PARENTS Student Pledge Every day at Louis L 'Amour School I promise to show respect for everyone, take care of property, and be responsible for my words, my actions, and my learning. Louis L'Amour is a School-wide Title I School. Every student has the opportunity to make gains and succeed. We use data to drive instruction. Students not making progress are documented in our Multi-tiered Systems of Support and given intensity and checked if the interventions are making a difference. If not, a decision is made by the team to try something else to get the desired outcome. We provide differentiated instruction in the form of small group instruction, one-on-one, computer software (Essential Skills, Read Naturally, IXL Math, and many other skills based programs), Talented And Gifted, 21st Century after-school program, Learning Lab, and summer school. Our teachers and support staff hold frequent team meetings to review progress and change interventions. Our staff have district grade level meetings with math and reading coaches to improve best practices, teaching strategies, lesson design, data analysis, and interventions for students at all levels of achievement. held its School-wide Annual Review on May 5, 2014, to review the components of our school-wide plan, including multiple forms of achievement, program, stakeholder perception, and demographic data. Specifics regarding goals, assessment results, progress, identified problems/concerns, and changes for next year are recorded above. The team determined that we need to continue with the same goals for the school year. Teachers will collaborate with instructional coaches and leaders to persist in working toward the reading and math goals. It became apparent that a missing link in our progress/plan is the student--research proves that engaging students in the process of goal setting maximizes student growth. Some changes for next year will include formative assessment, and instructive feedback that is student friendly to help them improve. Staff at Louis L'Amour meet the requirements of "highly qualified", with supporting documentation available for review by stakeholders. Staff are continually developing professionally via district wide grade level meetings. These are led by our instructional coaches and focus Page 3

6 on collaboration to accomplish Curriculum Companion implementation, prioritizing the standards, goal setting and assessment, and technology integration. The district-wide professional development plan also guides our decisions. Every effort is made to involve parents in our school community. This year's Back to School Night/PAC meeting brought a record number of parents and students to Louis L'Amour, providing us the opportunity to present to parents the components of our School-wide Title I program and ways in which they can play an active role in their child's education. Parent Involvement Events are posted on sign-up sheets encouraging each family to volunteer in some capacity and promote attendance and involvement throughout the year. Our PTO is active, planning events and supporting staff. Math Turkey Bingo Night in November is always a crowd pleaser with 175 plus staff in attendance. It allows us time to meet with parents and students to implement strategies to work at home with math skills and support parents as they work with their child during home learning times and have fun playing bingo for turkeys. The Community read is our reading month activity. The book has been chosen and purchased for each family and staff to engage in the reading process through a daily schedule.activities are planned for at home and in school, and end with a community read finale'; every year has been a more successful. Parent surveys allow for feedback regarding the efficacy of our efforts from their perspective. Gearing up for Kindergarten has been implemented in the district and offered as families have registered for Kindergarten. We held 10 sessions with attendance being much improved over last year. The parents were receptive and the students were engaged in the activities. Many families in our school have preschoolers who attend our math and reading nights. The whole family is encouraged to read the Book Choice for the community read together. All of the school-wide documentation is kept in our yearly binder to share with our stakeholders if requested. Page 4

7 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. Strengths Louis L'Amour School provides small group instruction in Reading and Math to accommodate differentiated instruction for all students in grades K-3. We have paras that are able to assist students, so they may stay in the classroom as much as possible to learn. We provide a learning lab before school for all students K-5 to work on skills that are specific to them. The after school programming provides 65% of its time for academics daily with homework support. The teachers use data collected formally and informally to determine small flexible groups and instructional needs. Teachers meet with grade level teams in the district seven times a year with the math, reading and technology coaches for professional development. Teachers meet monthly to plan and use data for instruction. NWEA-MAP - Reading:: Kindergarten - Reading Mean RIT increased by % met the individual projected growth. 1st grade-reading Mean RIT increased by % met the individual projected growth. 2nd grade- Reading Mean RIT increased by % met the individual projected growth. 3rd grade- Reading Mean RIT increased by % met the individual projected growth. 4th grade- Reading Mean RIT increased by % met the individual projected growth. 5th grade- Reading Mean RIT increased by % met the projected growth. Oct North Dakota State Assessment Reading: 3rd grade 61% Proficient District 64% State 59% 4th grade 60% Proficient District 52% State 50% 5th grade 63% Proficient District 71% State 60% 3rd Grade: Number of students Advanced 4 or 22% District 20% State 18% Proficient 11 or 61% District 64% State 59% Part/Proficient 3 or 17% District 16% State 19% Novice 0 or 0% District 0% State 4% 4th Grade: Number of students Page 5

8 Advanced 3 or 15% District 31% State 24% Proficient 12 or 60% District 52% State 50% Part/Proficient 5 or 25% District 13% State 18% Novice 0 or 0% District 2% State 6% 5th Grade: Number of students Advanced 3 or 31% District 15% State 9% Proficient 10 or 63% District 71% State 60% Part/Proficient 1 or 6% District 12% State 23% Novice 0 or 0% District 2% State 8% The reading coach and grade level teachers meet to review recent data from progress monitoring probes, benchmark assessment, and classroom observations to arrange flexible small groups to administer intensity and differentiate instruction. 30+ minutes of small group instruction in a pull out format may be used for our struggling intensive students in reading. Students continue to benefit from our instructional model. Each year the teachers continue to refine intensity for small group instruction to reach students and teach them at their level to catch them up. Math: Kindergarten Math Mean RIT increased by % met the projected growth. 1st grade Math Mean RIT increased by % met the projected growth. 2nd grade Math Mean RIT increased by % met the projected growth. 3rd grade Math Mean RIT increased by % met the projected growth. 4th grade Math Mean RIT increased by % met the projected growth. 5th grade Math Mean RIT increased by % met the projected growth. The math coach and grade level teachers meet to review recent data from progress monitoring probes, benchmark assessment, and classroom observations to arrange flexible small groups to administer intensity and differentiate instruction. 30+ minutes of small group instruction in a pull out format may be used for our struggling intensive students in math. Students continue to benefit from our instructional model. Each year the teachers continue to refine intensity for small group instruction to reach students and teach them at their level to catch them Page 6

9 up. Areas of Improvements: The NWEA data indicates that 32% of students K-5 are not making the expected gains in the reading comprehension strand. How do we determine what reading components are causing the lack of gains in reading comprehension for specific students; vocabulary, phonics, fluency, or phonological awareness? 30 of our 123 students K-5 scored below the 40th percentile in the Comprehension strand. Achievement scores in reading based on data trends at Louis L'Amour Elementary. -Continue to find creative ways to involve parents. Page 7

10 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. -Louis L'Amour takes part in the Foster Grandparent Program. -Louis L'Amour takes part in the Master Reader Program. -Louis L'Amour was a pioneer in establishing a Community Read in Jamestown. Page 8

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