These were the goals and indicators we discussed yesterday

Narrative Description of the Process of Defining the Desired Results for Student Learning

The teachers, staff, administration, parents and business representatives worked together to develop a shared vision for student learning at Roebuck Elementary School. This vision is stated in terms of desired results for student learning and performance indicators.

We began our work by reviewing our beliefs and mission statement for our school, as well as the latest findings of educational research and literature concerning future trends that have implications for student learning. In addition, we examined the school, the district, the state and the national standards for student learning. We also reviewed test results from CogAt, IOWA and PACT. As the work of the committee progressed, it was also beneficial to look at the “Schoolwide Goals for Student Learning” that are described in the NSSE’s Indicators of Schools of Quality.

All teachers and selected parents were surveyed to determine the status of our present learning standards at Roebuck Elementary School. The purpose of collecting evidence of student achievement was to help establish baseline data so that we could monitor student improvements in student learning over time. Based on the survey results and the review of test scores and research, we developed our goals. We then drafted our statement of desired results for student learning and performance indicators. Copies of the draft statement of goals were distributed to the faculty and staff, as well as a representative sampling of parents. We requested feedback and comments from these groups. The feedback that we received reemphasized the importance of the goals that are outlined in the following section.

A. Desired Results for Student Learning and Indicators of Student Achievement

1. Students will develop strong communication skills in order to become proficient readers and writers through the utilization of rich language. (Communication Skills)

Indicators:

· Students show an increase in English language arts test scores.

· Students participate in the school-wide Accelerated Reader Program.

· Students meet grade level standards for writing.

· Students orally present their written work in the classroom and on the WRES morning show.

· Students receive German instruction and study about German culture.

· Students who qualify participate in after-school remediation programs to develop their reading and writing skills.

· Students in kindergarten and first grade participate in LEAP to enhance their language arts skills.

· Students in all grades attend the Odyssey computer lab to develop language arts skills.

· Students benefit from learning about other cultures.

· Students participate in interdisciplinary related arts programs.

2. Students will develop math skills in order to become proficient problem solvers through the use of a variety of mathematical strategies. (Thinking and Reasoning Skills)

Indicators:

· Students show an increase in math test scores.

· Students who qualify participate in extracurricular programs to enhance their math skills.

· Students in all grades attend the Odyssey computer lab to develop math skills.

· Students meet grade level standards for math.

· Students participate in hands-on activities using manipulatives to enhance mathematical skills.

3. Students will take responsibility for their own actions and will demonstrate ethical behavior. (Personal and Social Responsibility)

Indicators:

· Student office referrals decrease as their citizenship skills improve.

· Students who receive instruction and exposure to positive character traits through the character education programs as taught in a monthly guidance lesson.

· Students attend assemblies throughout the school years which emphasize positive character traits.

· Students receive Positive Office Referrals or Positive Postcards to recognize good character traits.

· Students receive instruction in handling conflicts and how to get along well with others.

· Students participate in Eagle-mania to recognize good classroom behavior.

· Students receive Golden Eagle Awards to recognize positive behavior.

· Students participate in classroom and school-wide programs to promote respect and awareness of other economic and cultural backgrounds.

· Students benefit from increased opportunities for parental involvement in school activities.

· Students benefit from parental participation in parenting programs/workshops.

4. Students will enhance their knowledge of science through the use of process skills and the integration of science content and experiences. (Expanding and Integrating Knowledge)

Indicators:

· Students show an increase in test scores in science.

· Students meet the curriculum requirements for their grade level in science.

· Students utilize practical, hands-on science materials to increase knowledge of science skills.

· Students benefit from materials purchased by funds received from science grants.

· Students are involved in science programs provided by area businesses.

· Students have the opportunity to participate in the annual science fair.

· Students are involved in a grade level science project.

5. Students will exhibit the use of technology to enhance their learning. (Expanding and Integrating Knowledge)

Indicators:

· Students utilize various technological resources to assist their learning.

· Students develop research skills by using computers.

· Students use computer programs such as Accelerated Reader and Odyssey for enrichment, enhancement and reinforcement in all academic areas.

· Students use computers to improve communication skills with such programs as Student Writing Center.

B. Analysis of Student Learning Needs: Description of Students’ Current Level of Achievement of the Desired Results of Their Learning

Communication Skills

In the third, fourth and fifth grades, there is a higher percentage of below basic performance in ELA compared to the district level (see Profile Data – Figures 1-12).
Program continues to address needs of exposure to foreign language through our German program.
Many students participate in the Accelerated Reader Program at our school. Many teachers indicate that poor readers shy away from the program and others rush through to use the computer. They also stated that the students rush through and don’t take the time to read the material first.

· According to written surveys, teachers indicate that students have difficulty recognizing, analyzing, and evaluating various forms of communication.

Thinking and Reasoning Skills

· The results of assessments of students’ mathematics skills on PACT tests reflect that the third and fifth grades have a higher percentage of below basic students compared to the district level. (See Profile Data – Figures 1-12)

· Performance assessments of student learning related to problem solving indicate students have a hard time relating mathematics to real life. Students need more opportunities to develop skills in problem solving situations that relate to the real world.

· Many teachers feel that students do not appear to reflect on the extent to which they have mastered math skills. Many students make careless mistakes and do not correct them.

Personal and Social Responsibility

· According to written surveys, teachers indicate that students have difficulty demonstrating an understanding of and responsibility for global and environmental issues.

· According to discipline data, students for the most part take responsibility for their own actions, but that problem lies with students who know what is right and wrong, but still choose to break the rules. Some students deny what they have done, in order to stay out of trouble. The number of office referrals for 2003-2004 was 439. This is an increase from the previous year. (See Profile Data – Figure 18)

Expanding and Integrating Knowledge

· The results of assessments of students’ science skills on PACT reflect that the third and fifth grades have a higher percentage of below basic students compared to the district level.

· According to written surveys, teachers indicate that students have difficulty demonstrating integrated knowledge and skills in applying multi-disciplinary approaches to solving problems or completing tasks.

Interpersonal Skills

· According to written surveys, teachers indicate that students have difficulty dealing with disagreements and conflicts caused by diversity of opinions and beliefs.

· According to surveys, teachers indicate that students have difficulty managing and evaluating behavior as a group member.

RESULTS of Goals for Student Learning Survey

4 = exemplary level of achievement; 3 = fully competent level of achievement; 2 = evidence of progress, but not yet fully competent level of achievement; 1 = low level of achievement; 0 = no evidence of achievement

	Average	Percent of responses
	Average	4	3	2	1	0
Expanding/Integrating Knowledge
1. Connects knowledge and experience from different subject areas	3.27	28	45	27	0	0
2. Uses what they already know to acquire new knowledge, develop new skills, and expand understanding	3.09	31	47	22	0	0
3. Demonstrates integrated knowledge and skills in applying multidisciplinary approaches to solving problems or completing tasks	2.89	25	40	33	2	0
Communication Skills
4. Communicates with clarity, purpose, and understanding of audience	3.07	32	44	22	2	0
5. Integrates the use of a variety of communication forms and uses a wide range of communication skills	3.04	27	53	16	4	0
6. Recognizes, analyzes, and evaluates various forms of communication	2.95	27	44	25	4	0
Thinking and Reasoning
7. Gathers and uses information effectively to gain new information and knowledge, clarifies and organizes information, supports inference and justifies conclusions appropriate to the context and audience	2.89	33	29	33	5	0
8. Utilizes, evaluates and refines the use of multiple strategies to solve a variety of problems	2.78	26	27	40	7	0
9. Generates new and creative ideas by taking considered risks in a variety of contexts	2.82	25	35	36	4	0
Interpersonal Skills
10. Works with others in a variety of situations to set and achieve goals	3.18	38	44	16	2	0
11. Manages and evaluates behavior as a group member	2.66	20	47	29	4	0
12. Deals with disagreement and conflict caused by diversity of opinions and beliefs	2.65	15	47	33	5	0
Personal/Social Responsibility
13. Takes responsibility for personal actions and acts ethically (e.g. demonstrates honesty, fairness, integrity)	2.95	20	56	22	2	0
14. Respects self and others, and understands and appreciates the diversity and interdependence of all people	2.89	24	44	30	2	0
15. Demonstrates an understanding of and responsibility for global and environmental issues	2.78	24	38	31	7	0
16. Acts as a responsible citizen in the community, state and nation	3.04	33	40	25	2	0