SouthavenIntermediateSchool
Title I Comprehensive Needs Assessment
2011-2012
SouthavenIntermediateSchool is a Title I school located in an urban city with a population of approximately 45,000. The SIS student population consists of 1224 students with 64% free/reduced lunch population. The demographics consist of 58.8% Caucasian, 32% African-American, 2.4% Asian, 6.7% Hispanic, and .08%Indian/Native American. Each committee contained a combination of parents, regular education teachers, gifted teachers, Special Education teachers, Physical Education teachers, and counselors. The data the committees analyzed consisted of a parental involvement survey, professional development survey, school organization survey and student data survey. Information was also processed from MCT2 scores, MAP scores,
attendance, and discipline. These committees were responsible for gathering data in the following areas:
- Student Achievement
- Curriculum and Instruction
- Professional Development
- Family and Community Involvement
- School Context and Organization
Student and Program Achievement
MCT2 scores from the May 2010 assessment show our greatest weakness to be in the area of Language Arts. A greater focus on this area will be made during our daily GAP class instruction. Those MCT2 scores also show that out of our current 840 fourth and fifth graders: 31% scored basic and 10% scored minimal in Language Arts, 26% scored basic and 10% scored minimal in Mathematics.
Only 32 students out of our total 2010-2011 enrollment attend the YMCA PrimeTime afterschool care program. A summer program will be offered to students, which will include academic field trips. We will pass out flyers and increase parent notification of the program in efforts to increase its participation.
We have 42 students that are repeating the same grade again this year. Third grade has 11 students repeating. Of those 11 students only 1 student is currently failing with a third nine week average of 65 or below. Fourth grade has 31 students repeating. Of those 31 students 5 are currently failing with a third nine week average of 65 or below. Fifth grade has 5 students repeating. Of those 5 students only 1 student is currently failing with a third nine week average of 65 or below. The students that are still currently failing are in the TST process. These students are receiving extra help from a coach as well as getting small group instruction with our title lab instructors. We are also holding GAP classes that are divided up by our students RIT scores from their MAP assessment. These students are receiving instruction for 45 minutes a day with a small group of peers also on their level.
SouthavenIntermediateSchool implemented the MAP program (Measures of Academic Progress) this year. At this time our students have completed the fall and winter assessments. Overall, our entire school has shown growth according to the winter assessment results. In third and fourth grade, the least percentage of growth based on the average RIT score was in Reading. In fifth grade, the least percentage of growth based on the average RIT score was in Language. Based on the Northwest Evaluation Association’s (NWEA) 2008 normative data chart our third grade’s mean RIT score of 193.4 in Reading places our students at the beginning of the year third grade level. The fourth grade’s mean RIT score of 202.9 in Reading places them at fourth grade middle of the year level. The fifth grade’s mean RIT score of 211.8 in Language places them at end of year fifth grade level. We will focus on bringing up the third grade’s Reading scores through practice with reading comprehension and using the UNRAAVEL technique.
School Climate
For the 2010-2011 school year 246 cumulative records were mailed out to other schools where our former students have transferred. (as of April 4, 2011)
∙124 records were sent to other schools within the DeSotoCountySchool
District
∙43 records were sent to other schools within the state of Mississippi
∙72 records were sent out of state
∙7 records were sent to a private school or home school
This is our second year of sending records. We would like to collect the same data next year in order to determine a mobility rate.
The transition process from second to third grade this year was effective and student belonging was adequately fostered. SouthavenIntermediateSchool will continue to allow second grade classes to have an opportunity to tour our campus. We will also allow these students to interact with current students, experience a choir performance, and participate in an assembly with the administrative team. Informational brochures will be passed out for the upcoming students and parents in an effort to encourage parental involvement. Student belonging will also be fostered through the use of Kagan structures, school wide programs/assemblies, and student clubs. Southaven Intermediate faculty and staff have begun a variety of activities that motivate students to improve behavior, foster citizenship, and bring together the students and the staff. Southaven Intermediate faculty and staff also aim to make these events an annual occurrence. These events include: themed literacy nights, MCT2 informational night, citizenship breakfast, good student bus referrals, good referrals announced on the intercom, MCT pep rally, incentives for proficient MCT scores, faculty vs. student basketball games, talent show, and fifth grade promotion ceremonies. The staff is rewarded with coupons bearing various incentives and rewards for good attendance. We would like to continue with themed nights as well as themed activities within the school day that would keep students encouraged to make good choices with behavior and academics.
This school year there has been 0 expulsions. The following discipline summary begins August 5, 2010 and goes through April 4, 2011:
3rd Grade: 50 discipline infractions (write ups) – the largest amount of
infractions pertain to disruptive behavior and insubordination.
4th Grade: 88 discipline infractions – the largest amount of infractions
pertain to insubordination
5th Grade: 71 discipline infractions – the largest amount of infractions
pertain to profanity and offensive language
There are 142 log entries of students being sent to ALC from August 15, 2010, until April 4, 2011. There are 31 log entries of students being suspended from school from August 5, 2010 until April 4, 2011. We will continue through classroom guidance, positive write ups, and incentives such as citizenship breakfast to encourage and promote good behavior to reduce discipline issues. All of our teachers follow the code of discipline outlined in the DeSoto County Schools handbook. Individual classroom discipline is based on a check or color system. Students are given verbal warnings and then as the incidents escalate checks are given or students move their clip to the next color. There is a consequence tied to amounts of checks given or the color the student’s clip is on. Based on the severity of the incident students can be sent directly to the office to see a principal. Rewards and positive reinforcement is also implemented in each classroom.
Southaven Intermediate has had 95% of attendance for all grades. The largest attendance issue is tardiness. We will design and implement an incentive program to promote students getting to school in a timely manner. We will have to improve our means of parent communication and support in order to decrease this issue.
Curriculum and Instruction
One of the main strengths is that DeSotoCounty’s curriculum is completely aligned with the Mississippi Department of Education’s frameworks. After surveying our teachers, we learned that 18% review the frameworks on a daily basis, 53% of teachers review the frameworks on a weekly basis, and 29% of teachers review the frameworks on an “as needed” basis.
Teachers at SIS feel that having a Promethean, Mimio, or Smart Board is the most important piece of technology needed in the classroom with 62% of the votes. In last place was the overhead projector with 50% of the votes. Of the 49 classrooms at SIS, 42% have either a Promethean, Mimio, or Smart Board.
When ranking the effectiveness of technology in the classroom, 36% of the teachers feel they use technology vey effectively, while 52% of the teachers feel technology is lacking in their classroom.
When ranking other classroom materials, teachers voted support materials as 2nd or 3rd most important with combined total of 76% of the votes. Textbooks were next in classroom importance with 32% of the votes. The importance of classroom manipulatives was a tie with 26% of the votes in second and fourth place.
In our survey of the staff regarding extended time activities and support services, we found the following results:
Math Lab100% of the faculty agreed that it is effective
Language Lab100% of the faculty agreed that it is effective
Title I Lab100% of the faculty agreed that it is effective
TST Coaches95% of the faculty agreed that it is effective
GAP Classes32% of the faculty agreed that it is effective
while 68% disagreed
The staff indicated by their responses that the following departments were effective or very effective: Sped, Math Lab, Language Arts Lab, and Title I Lab. However, there were comments that the Sped department does all they can do for students, but more assistants are needed to establish a significant difference in the Sped students’ growth. Some specific improvements mentioned by the staff were: more training (legal issues, accommodations, modifications, etc.) for teachers that teach Sped students, more TST coaches, Teachers are more in favor of GAP classes since the time of the class was moved to the morning.Also second semester teachers kept their own class for GAP and had a 30 minute test prep/review period.
In the analysis of student progress reports, we looked at MAP scores and the rate of improvement from the fall to winter administering of the test. In Language, our scores improved an average of 3.15. In Reading, our scores improved by an average of 1.74 points, and in Math, our scores improved by an average of 2.21 points.
Professional Development
- Are there adequate on-the-job opportunities to participate in meaningful professional development at SIS?
Strongly Disagree 9%
Disagree 18%
Agree 55%
Strongly Agree 18%
- What professional opportunities would you like to see brought to our school?
Fifth: CEUs at SIS, classroom management, technology training, Eno
training
Fourth: TST training, Eno training
Third: Dealing with Difficult Students training, differentiated instruction,
Eno training
- What professional development did you get the most out of this past year? Would you like to participate in it again or have more information on that topic?
Fifth: Kagan training and Bookroom training
Fourth: Powerschool/ Kagan/Bookroom training
Third: Kagan/Writers Workshop/Bookroom training
- Do you feel teachers in your grade or subject area work collaboratively to improve student achievement? Why?
Fifth: No, planning is not scheduled for easy collaboration
Fourth: Yes, subject areas meet
Third: Yes, 3 groups meet
- How do you think collaborative efforts in the grade or subject area could be improved?
Fifth: common time for subject area planning and mandatory planning period
Fourth: Common planning time
Third: monthly meeting as a grade, folder with ideas for each objective taught put together by grade.
- Rank the effectiveness of these activities towards your personal professional growth (1 being the most effective, 5 being the least):
CEU classes: 48%
faculty meetings: 21%
conferences: 15%
study groups 9%
outside speakers at SIS 7%
Family and Community Involvement
Southaven Intermediate Schools encourages participation from our families and community.
We recognize and value the importance of the home in a child's overall development. The
following are opportunities to encourage parent participation:
*Open House--August 2011
*School Programs such as Fine Arts Parent Night and Bingo for Books Night
which provide educational information through fun activities for parents and
students.
* Field Trips--Parent volunteers accompany the students and serve as
chaperones
*Veteran's Day Celebration--Students are encouraged to invite the Veterans in
their family to lunch
*Thursday Night Book Fairs--Parents can shop with their children and volunteer
*Plays--Productionsare open to parents and community
*Parent Teacher Organization--Parents and teachers meet on a monthly basis to
have conversations about school issues including: fundraising, community
awareness, technology , and test prep
*YMCA PrimeTime Afterschool Program
*Parent/Teacher Conferences
*Opportunities for parents and community members to organize events such as
Fall Festival, scheduling of activities, provide volunteers to work centers or
booths.
SouthavenIntermediateSchool will communicate with parents on a regular basis as another means of strengthening the family/school relationship.Listed below are some forms of communication we will implement at our school:
*School Newsletter/Brochure--A school newsletter will be sent home every nine-
weeks concerning upcoming school functions, and highlighting student/staff
achievements
*PTO Newsletter--Parents crate a newsletter of all the activities/fundraisers that
the PTO will participate in on a monthly basis.
*District/School/Teacher Website
School Content and Organization
The average class size for 3rd grade is 26 and 4th grade is 25 and for 5th grade is 26. These classes are generally the same size or larger than in previous years. Teachers typically spend more than the required daily allotments of time teaching reading and math. Teachers indicate this leaves a lack of time to sufficiently cover objectives in science, social studies, and writing in all grades. Fourth and fifth grade also show limitations in teaching math and english.
80% of staff members feel they have a voice in most school decisions. Administrators are open to input from teachers and listen to concerns and suggestions. Some grade wide decisions are made during planning and through interaction with grade chairs and committee members.
60% feel they have a role in deciding what types of assessments they use to evaluate student growth. Weekly tests are teacher created or decided within the grade or planning group. Individual teachers feel they can tailor these to meet specific classroom needs. MAPS and AR are district assessments that are required and do not include input from teachers. All comments about MAPS were favorable. Most teachers agree that this assessment gives concrete and useful feedback that can immediately by implemented. Teachers feel they have no input in the MCT II assessment.
91% of teachers feel school committees and decision making bodies make it easy for teachers and support staff to voice opinions and concerns. Most liked the anonymous survey approach and suggested their use more often. School and teacher websites are used to allow parents and students to contact administrators and teachers and access important school or classroom information. Some suggestions include feedback surveys from parents at various times of the year, online surveys, parent questionnaires , school newsletters, and more family nights.
The majority of teachers agree with why and when we meet for staff meetings. The meetings have a clear purpose, are short, and to the point. Teachers feel the freedom to ask questions, give input, and voice concerns. Agendas, e-mails, and memos are precise and informative.Classroom observations are frequent and informal. There is no set schedule. Most teachers feel there is not enough feedback from administration to pinpoint specific strengths and weaknesses. Many teachers surveyed welcome the input and view this as a way to grow as educators. Many expressed interest in having the opportunity to observe effective teachers and gain valuable information and teaching techniques. Feedback, good or bad, should be more frequent and specific. Strategies used to help teachers with difficulties includes peer observations, workshops, and conferences. Suggestions for professional development to address general concerns include technology training, data analysis, classroom management, and use of positive reinforcement.
Analyzing SouthavenIntermediateSchool’s Needs and Goals:
A representation of teachers from grades 3-5, Gifted, Sped, Title I, Parents, and Counselors met, formed committees, and collected data. The data was collected from various sources including: MCT2 scores, MAP scores, surveys, PTO information, observations, and Powerschool.
Based on the data collected the following goals are defined:
- Provide more training at the school level and district level for Sped teachers on the following subjects: legal issues, accommodations, and modifications.
- Continue to increase technology throughout the curriculum by providing Enos.
- Continue to conduct GAP classes
- Modify schedule for teacher meetings, study groups, TST, and grade level planning.
- Based on MAP data, focus on improving 3rd grade reading scores through practice with reading comprehension and using the UNRAAVEL strategy.
- Professional development opportunities in the areas of: technology, data analysis, classroom management, and positive reinforcement.