Introduction

Introduction

In this section of our school improvement plan we provide an overview of the analysis of instructional and organizational effectiveness we conducted to help us identify our school’s strengths and limitations. The results of this analysis are summarized on the following pages. We utilized this information to help us identify ways we could build on our strengths, as well as address the limitations of our school’s instructional and organizational effectiveness, as we developed our school improvement plan.

To assist us in identifying strengths and limitations of our school’s instructional and organizational effectiveness, we administered the “Survey of Instructional and Organizational Effectiveness” based on the NSSE’s Indicators of Schools of Quality. Each member of the faculty and administration completed the survey. Parents also completed the survey.

The results of the survey indicated that our communication between home and school, and the school and the community, are rated very high. Math scores on the PACT have risen steadily over the last five years due to varied instructional strategies and increased use of manipulatives across grade levels.

However, the survey indicated three areas of limitations. While teachers and parents rated our instructional strategies high, there were some concerns about assessment tools used. A variety of assessment methods, that addresses the needs of all learners, should be utilized. The second area of concern was in Language Arts. Specifically, the learning needs of various ability groups within the classroom, and the need for a “common language” for terms used across the grade levels. The final area of concern involves mobile students who transfer in and out during the year. These students need a specialized tutorial program to promote success. A review of performance on the PACT highlighted this critical need.

Summary of Strengths and Supporting Evidence

Areas of Strengths

Evidence

Roebuck communicates with the community through many programs that encourage learning for all members.

Grandparents Day, Fall Festival, Santa Breakfast, and related arts programs provide opportunities for community involvement.
Dorman Mentoring, Teacher Cadet, Big Brother/Big Sister and student teacher programs help build a collaborative network of support for students.
Business partners enhance the school’s programs such as Terrific Kids and Core Essentials Character Education by offering financial endorsements and volunteering time.
The community supports school programs by volunteering time and resources for the Health and Fitness Fair, Career Day, Veteran’s Day, the School Improvement Council and PTO.

Roebuck communicates and makes an effort to include all parents through a variety of genres.

Weekly newsletters and monthly school newsletters inform parents of school events and accomplishments.
Luncheons, Writing Tea, and Carnations for Character and related arts programs offer opportunities for parental involvement.
Phone system with voice mail, Schoolnotes.com, weekly folders, and conferences promote communication between parents and the school.
Parent volunteers facilitate learning through activities such as tutoring, reading aloud, attending field trips, and volunteering time.

Math, due to many programs and enrichment activities, continues to be an academic strength at Roebuck Elementary School.

A high percentage of students score basic and above on PACT.

Programs such as Math Explorers, SMART (Studying Math and Reading Together), and Math For Today help enhance and strengthen students’ math skills.
The Odyssey computer lab provides students the opportunity to practice and review concepts that are taught in the classroom.
Manipulatives and related arts programs enhance student learning.
After school PACT Prep program provides extra help and practice for students who need to improve their math skills.
Staff development opportunities keep teachers abreast of current trends, best practices, and strategies.
Textbook Adoption Committees analyzed school needs and compared them to the textbooks available for adoption to choose a book that would benefit our program and that was aligned to the SC Math Standards.
The District Curriculum Guide is implemented to ensure a continuum and consistency across grade levels.
Recognition and incentives are awarded for student success.

Character education is emphasized throughout the school year by student participation in a variety of activities.

Big Brother/Big Sister program provides positive role models to reinforce social skills as well as academics.
Guidance services are available for students on a continuous basis.
Monthly guidance lessons are taught in the classroom based on the Core Essentials Character Education Program sponsored by the Chick-Fil-A.
Positive Office Referrals and postcards are submitted to administration weekly recognizing student achievement and positive behavior.
Eagle Mania recognizes students for exemplary behavior each semester.
Character education is reinforced through student writing and across the curriculum.
Student work is displayed in halls

SGA Canned Food Drive, G.I.F.T.S. (Getting Involved For Tsunami Survivors), and S.O.S. (Support Our Soldier) offer students an opportunity to contribute to the local and global community.

Summary of Limitations and Supporting Evidence

Areas of Limitations	Evidence
Methods of assessment need to be more varied and authentic to meet the learning goals and needs of different ability levels.	According to the responses on the “Survey of Instructional and Organizational Effectiveness”, assessment was the lowest rated area for our school by parents and teacher alike. Students are usually assessed with textbook provided tests (multiple choice, fill in the blank, etc.). Teacher training on authentic assessment models is needed.
The learning needs of various ability levels in Language Arts are not effectively addressed in a whole group setting.	Grades K and 1 have a reading enhancement program. Grades 2 – 5 do not. There is a lack of training for school-wide writing rubric to assess and plan student writing. There is a need for developmentally appropriate reading materials that meet the needs of various ability levels. Students in grades 3, 4, and 5 who scored below basic on the ELA portion of PACT are 16%, 15%, and 20% respectively. Continuous teacher training is needed. There is no common “lingo” for reading terms across grade levels.
Instructional strategies and learning activities for mobile students are not well-aligned to the desired school-wide results for student learning.	More than 50% of students in grades 3 – 5 who are new to Roebuck did not meet PACT and/or MAP grade level standards.

Analysis of the Overall Instructional and Organizational Effectiveness of Our School

Overall, the instructional practices and organizational conditions of our school are congruent with each other and are well aligned with the school’s mission and beliefs. However, three major areas that need to be strengthened include the following:

· Stronger alignment of instructional strategies and learning activities in Language Arts, in order to attain the desired school-wide results for student learning.

· Improved methods of assessment in order to effectively support our learning goals.

· Implementation of instructional strategies and activities to maximize learning potential for mobile students.

Priorities for Improvement:

To build on the school’s strengths
- Build on the school’s instructional design to continue the active engagement of student’s in their learning.

Build on existing programs for continued parental involvement.

Build on the positive and productive relationship between the school and the community.

To address limitations and areas in need of improvement

o Focus on the instructional strategies, learning activities, and materials in Language Arts that need to be aligned with desired school-wide results for student learning.

o Focus on improved methods of assessment to effectively support our learning goals.

o Focus on instructional strategies and activities to maximize learning potential for mobile students.

4 = exemplary; 3 = fully functioning and operational; 2 = evidence of progress, but indicators or quality are not full operational; 1 = low level of development and implementation; 0 = no evidence of the indicators of quality

		Percent of responses
	Average	4	3	2	1	0
*Instructional System*
Curriculum
1. Develops a quality curriculum	3.6	39	21	0	0	0
2. Ensures effective implementation and articulation of the curriculum	3.7	37	24	0	0	0
3. Evaluates and renews the curriculum	3.6	34	25	0	0	0
Instructional Design
4. Aligns instruction with the goals and expectations for student learning	3.8	44	16	1	0	0
5. Employs data-driven instructional decision making	3.5	32	27	3	0	0
6. Actively engages student in their learning	3.5	47	14	0	0	0
7. Expands instructional support for student learning	3.7	44	15	2	0	0
Assessment
8. Aligns assessments with clearly defined expectations for student learning	3.6	41	19	1	0	0
9. Defines the purpose of the assessment	3.6	42	19	0	0	0
10. Selects the appropriate method of assessment	3.4	30	31	0	0	0
11. Collects a comprehensive and representative sample of student achievement	3.5	41	20	0	0	0
12. Develops fair assessments and avoids bias and distortion	3.7	45	16	0	0	0
*Organizational System*
Educational Agenda
1. Facilitates a collaborative process in developing a shared vision	3.7	45	14	2	0	0
2. Develops a beliefs and mission that define a compelling purpose and direction	3.7	47	14	0	0	0
3. Defining measureable goals focused on improving student learning	3.7	46	14	1	0	0
Leadership for School Improvement
4. Promotes quality instruction by actively supporting teaching and learning	3.8	46	15	0	0	0
5. Develops comprehensive and school wide improvement plans	3.7	45	15	1	0	0
6. Employs effective decision making	3.7	40	21	1	0	0
7. Monitors performance through a comprehension assessment system and reflection	3.7	46	15	0	0	0
8. Provides skillful stewardship by ensuring effective management of the organization, operation, and resources of the school	3.7	42	19	0	0	0
Community-building
9. Fosters community-building conditions and working relationships within the school	3.8	47	14	0	0	0
10. Extends the school community through collaborative networks of support for student learning	3.8	49	12	0	0	0
Culture of Continuous Improvement and Learning
11. Build skills and capacity for improvement through comprehensive and ongoing professional development programs	3.6	44	16	1	0	0
12. Creates the conditions that support productive change	3.6	39	20	2	0	0