School Profile
Part 1: Profile
Executive Summary:
Introduction:
In this profile of our school improvement plan an overview of student performance data, student and community demographic data, school characteristics, and stakeholder perspectives on the quality of education is provided in Section A. A summary of the major sets of data within each of these categories is outlined in Section B.
Section A
1. Student Performance Data
Webster Elementary employs many types of assessments of student learning. The student performance data collected includes the SAT 10, S.T.A.R reading assessment, and Dynamic Indicators of Basic Early Literacy Skills (DIBELS).
SAT 10
Webster Elementary administers the SAT 10 to second grade students. This test is administered in the spring and is a norm-referenced test. It measures their achievement and school ability.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Webster Elementary administers the DIBELS assessment 3 times a year (beginning, middle and end). Listed below are the areas that are assessed in first and second grade.
The DIBELS measures were specifically designed to assess 3 areas of early literacy: Phonological Awareness, Alphabetic Principle, and Fluency with Connected Text. The measures are linked to one another, both psychometrically and theoretically, and have been found to be predictive of later reading proficiency.
 |
Measures of Phonological Awareness:
 |
Initial Sounds Fluency (ISF): Assesses a child's skill to identify and produce the initial sound of a given word.
|
|
Phonemic Segmentation Fluency (PSF): Assesses a child's skill to produce the individual sounds within a given word.
|
|
|
Measure of Alphabetic Principle:
|
Nonsense Word Fluency (NWF): Assesses a child's knowledge of letter-sound correspondences as well their ability to blend letters together to form unfamiliar "nonsense" (e.g., fik, lig, etc.) words.
|
|
|
Measure of Fluency with Connected Text:
|
Oral Reading Fluency (ORF): Assesses a child's skill of reading connected text in grade-level material work.
|
|
These measures link together to form an assessment system of early literacy development that allows progress. Information from http://dibels.uoregon.edu/dibels_what.php
2. School Characteristics
In September of 1960, Webster opened its doors to students. At that time it was an all black, 1st-8th grade school. The school was closed seven years later and black students in grades 1-8 were integrated into the existing schools in Muscle Shoals. In the summer of 1967, the Colbert County Head Start Program was moved into the Webster building. This program was transferred to a Colbert County school in 1975.
The Howell-Graves Elementary School was closed in the summer to 1976. All students and teachers were transferred to the Webster School building. At that time Webster was a K-4 school with an enrollment of 250 students.
In 1998, the Muscle Shoals School System re-organized its schools. Webster and Highland Park Elementary housed grades 1 and 2 only. Currently, we serve first and second grade students with 6 self-contained first grade classrooms and 6 self-contained second grade classrooms. We have a special education unit with a paraprofessional to assist with inclusion classes. We also have a full time Alabama Reading Initiative coach, Title I reading teacher, and physical education teacher. We share a counselor, music teacher, librarian, and library aide with our sister schools.
Each classroom is equipped with three computers that have Internet access. This access also provides a means of communication between home and school. These computers have access to our system’s intranet which is used to communicate with colleagues within the school district. Software has been installed on each computer to remediate and provide enrichment for the curriculum. A media room has been added to the school in the 2004-2005 school year for instructional purposes. It is functional for both the faculty and students. The library is also equipped with 7 computers with internet access, instructional software, and assessments for the students.
Our enrollment is 105 first graders and 105 second graders for a total of 210 students. The current ethnicity data reveals the population in first grade is 76% White, 21% Black, and 3% Hispanic. The data second grade data reveals 77% White, 18% Black, 3% Asian, and 2% Hispanic. The free/reduced lunch rate of the current year is 27.1%.
We strive for excellence in our schools by continuously staying abreast of research-based best practices to offer our students. Since 2000, Webster Elementary has been an Alabama Reading Initiative (ARI) Site. The administrators and faculty have been through extensive training and professional development in the area of reading. Peer coaching, grade level meetings, and cross-grade level meetings are used to enhance reflective practices among the faculty and staff. The effective strategies learned in training helped Webster and the Muscle Shoals City School System rank third in the DIBELS assessment for grades K-3. In 2004, Webster became an Alabama Math, Science, and Technology Initiative (AMSTI) school site.
Webster uses various interventions to help all students succeed. We partner with the Shoals Chamber of Commerce to offer a grant that allows us to provide tutoring 2 times a week during school hours to students. We also offer small group tutoring in the summer to remediate students. A Building Based Student Support Team meets on a regular basis to provide academic and behavioral interventions when students with needs are identified.
During the last five years while working with the Alabama Reading Initiative we saw the need to expand our library resources in the areas of guided reading sets, expository text, and accelerated reader books. We recognized that the areas of remediation and enrichment needed to be addressed. Therefore, we expanded our collection of leveled text.
The children that attend Webster Elementary are engaged in a variety of planned learning and extra-curricular activities including Jump Rope For Heart, St. Jude Math-A-Thon, Read Across America Week, Red Ribbon Week, Field Day, PTO Musicals, Special Olympics, Giving Tree Program, and Little Miss Trojan Pageant. An Extended Day program is offered to provide a structured environment.
3. Community Characteristics:
In the 2000 Census, the population in Muscle Shoals was 11,974. This is up 2063 people from the 1990 Census. Because of the population increase, Webster has seen a steady increase in enrollment each year. We foresee continued growth because of the city’s expansion in our district.
The city works closely with the schools by providing a sound tax base, a dynamic park and recreation department, and a supportive library. Our city through the park and recreation department provides extra-curricular activities such as softball, swimming, tennis, baseball, football, gymnastics, and twirling classes. The Muscle Shoals library also collaborates with the school in order to provide many learning experiences for children. The library recently opened a new children’s wing dedicated to serving elementary age students. During the summer, the library sponsors a reading program for elementary age children.
The proximal location of the University of North Alabama plays a vital role in the instructional effectiveness at Webster Elementary. Webster Elementary and the university are able to partner to provide clinical experiences and student teaching internships that promote instructional effectiveness and opportunities for both UNA students and Webster Elementary students.
4. Stakeholder Perspectives on the Quality of Education
Three Surveys were sent out in spring 2004:
- Teacher Survey
- Parent Survey
- Community Survey
Teacher Survey
Four Areas:
I. Quality of Instructional Program
II. Support For Student Learning
III. School Climate/Environment For Learning
IV. School Organization And Administration
Parent Survey
Five Areas:
I. Quality of Instructional Program
II. Support For Student Learning
III. School Climate/Environment For Learning
IV. Parent/School Relationships
V. Resource Management
Community Survey
Five Areas:
I. Quality of Instructional Program
II. Support For Student Learning
III. School Climate/Environment For Learning
IV. Community/School Relationships
V. Resource Management
Trends In The Surveys
v All subgroups surveyed believe that our school is doing an excellent job academically.
v All subgroups believe that Webster sets high expectations.
v An area of focus should be in the area of educating the students, parents and the community on bullying.
v An area of focus should be in the area of technology.
Projections
v A new computer lab is being opened in the 2004-2005 school year.
v A new science lab is being opened in the 2004-2005 school year.
Analysis
of
Teacher Survey
I. Quality of Instructional Program
Strengths
|
Strength:
|
100% of our teachers strongly agree or agree our school is doing a good job teaching language arts (reading, writing, speaking, listening).
|
|
Reason:
|
u Our school has become more proficient in teaching language arts. In 2003-2004 the Muscle Shoals school system ranked third in the DIBELS state assessment in Oral Reading Fluency (ORF).
u Webster Elementary is an Alabama Reading Initiative Reading Site.
u Teachers have had intensive professional development training in the area of reading for the past five years.
|
|
Strength:
|
100% of our teachers strongly agree or agree teachers use a variety of teaching strategies and learning activities to help students learn.
|
|
Reason:
|
u Webster has been an Alabama Reading Initiative site since 2000.
u Teachers stay current on the trends in education. Teachers will be trained in Math and Science in 2004-2006 through AMSTI (Alabama Math, Science, Technology Initiative)
u Differentiated learning is used at Webster.
u Small group reading allows students to be able to work at their own pace.
|
Weaknesses
|
Weakness:
|
Only 23% of our teachers perceive the school is dong a good job teaching career/vocational education. 77% believe that this is not applicable.
|
|
Reason:
|
u Webster only houses grades 1-2.
u This is not a focus of our curriculum
|
|
Weakness:
|
Only 71% of teachers feel Webster does a good job teaching fine arts
|
|
Reason:
|
u We are not able to offer as many fine art classes because of budget cuts.
u Our students attend music class every other week. The music teacher is split between 3 schools.
u Art is offered once a month. The Parent Teacher Organization (PTO) pays for someone to teach art.
|
II. Support For Student Learning
Strengths
|
Strength:
|
100% of our teachers strongly agree or agree students who are struggling receive additional support.
|
|
Reason:
|
u Differentiated Instruction in the classroom
u Title I
u Tutoring Program - Chamber of Commerce grant
|
|
Strength:
|
100% of our teachers strongly agree or agree our school provides teaching materials and supplies that are current and in good condition.
|
|
Reason:
|
u Administration
u Parent Teacher Organization
|
|
Strength:
|
100% of our teachers strongly agree or agree our school offers learning opportunities that support the full range of student abilities.
|
|
Reason:
|
u High expectations are held for all students
u Small group instruction is used to ensure the success of all students.
u Our PTO is very helpful to the teachers.
|
Weaknesses
|
Weakness:
|
85.9% of teachers strongly agree or agree our school encourages the use of school and community resources (library, Internet, and service organizations) to help students with their schoolwork.
|
|
Reason:
|
u There is a need to stress summer reading. There is a definite regression in reading after being out all summer.
u We need to educate our teachers on the tutoring grant we received from the Chamber of Commerce.
|
|
Weakness:
|
85.7% of our teachers strongly agree or agree up-to date computers and other technologies are used in our school to help students learn.
|
|
Reason:
|
u In the 2004-2005 school year, we will open a computer lab in our school.
u Until this time, teachers and students have only been able to use technology in the classroom and the library.
|
III. School Climate/Environment For Learning
Strengths
|
Strength:
|
100% of our teachers strongly agree or agree all students and staff at our school are treated with respect, regardless of race, religion, or gender.
|
|
Reason:
|
u School climate
u Character education
|
|
Strength:
|
100% of teachers strongly agree or agree that our students’ family members feel welcome in our school.
|
|
Reason:
|
u Strong parental involvement
u PTO
|
|
Strength:
|
100% of our teachers strongly agree or agree they are satisfied with our school.
|
|
Reason:
|
u School Climate
|
Weaknesses
|
Weakness:
|
85.7% of teachers perceive there are no problems with bullies in our schools.
|
|
Reason:
|
u Although teachers did score the school high, this is on the lower end of the school climate.
u Bullying is addressed through tradebooks, character education, and classroom meetings with the guidance counselor
|
|
Weakness:
|
92.8% of our teachers strongly agree or agree class size is appropriate for effective learning.
|
|
Reason:
|
u 1 teacher to 18 students – state regulation
|
IV. School Organization And Administration
Strengths
|
Strength:
|
100% of teachers strongly agree or agree Webster is committed to continuous improvement focused on improving student learning.
|
|
Reason:
|
u Ongoing job-embedded professional development
u Alabama Reading Initiative Site for the last five years
u Projected Trend – Math And Science training for the next 2 years
|
|
Strength:
|
100% of teachers strongly agree or agree positive working relationships between teachers and administrators are supported in our school through mutual respect and effective communication.
|
|
Reason:
|
u Faculty Meetings
u Grade-level meetings
u Cross grade-level meetings
|
|
Strength:
|
100% of teachers strongly agree or agree the administration of our school provides teachers with adequate support.
|
|
Reason:
|
u Principal sets the climate of the school
u Principal is the instructional leader of the school
u Professional development is provided to all faculty and staff to grow professionally.
|
Weaknesses
|
Weakness:
|
92.9% of teachers strongly agree or agree our school uses data and research to make informed decisions.
|
|
Reason:
|
u Disaggregated data is used to look for any gaps in the teaching and learning at Webster Elementary.
u There is a need for teachers to be educated on disaggregated data.
|
Analysis
Of
Parent Surveys
I. Quality of Instructional Program
Strengths
|
Strength:
|
100% of our parents strongly agree or agree our school is doing a good job teaching language arts (reading, writing, speaking, and listening)
|
|
Reason:
|
u Teachers are highly qualified
u More communication between parents and teachers about their reading ability.
|
|
Strength:
|
100% of our parents strongly agree or agree teachers hold high expectations for student learning
|
|
Reason:
|
u Parent/Teacher conferences
u Written, oral, and online communication takes place
|
Weaknesses
|
Weakness:
|
7.11% of parents agree our school is doing a good job teaching foreign languages. 35.7% of our parents feel neutral, and 57.1% of parents feel that this question did not apply
|
|
Reason:
|
u Webster encourages diversity and celebrates culture differences but does not have a formal foreign language program because of the lack of funding in the budget.
u This is an area that needs to be considered when funding is available.
|
|
Weakness:
|
64.3% of our parents do not know or feel our school is doing a good job teaching career/vocational courses. Only 7.1% of parents surveyed agreed that Webster is doing a good job teaching career/vocational courses.
|
|
Reason:
|
u Parents do not see the connection between what we are doing now at an early age preparing students for later in life.
u Communities are taught, but Webster does not have a Career Day.
|
II. Support for Student Learning
Strengths
|
Strength:
|
100% of our parents strongly agree or agree reports on their child are clear and easy to understand.
|
|
Reason:
|
u Parent Conferences are held
u Beginning, Mid Year, and End of the Year Progress letters are sent home.
u Weekly notes and calendars are used
u Open-door policy – Parents feel welcome coming in the classroom to talk to teachers.
|
|
Strength:
|
100% of parents strongly agree or agree Webster provides textbooks and supplies that are current and in good condition.
|
|
Reason:
|
u Webster uses federal, state and local monies to hold high expectations for all students.
|
Weaknesses
|
Weakness:
|
85.7% of parents believe Webster recognizes the achievements of students for all types of accomplishments.
|
|
Reason:
|
u First and second grade students are not as hard to be motivated.
u The faculty and staff has discussed this and would like to focus on recognizing accomplishments in the 2004-2005 school year.
|
|
Weakness:
|
71.5% of parents believe teachers are willing to give students individual help outside of class time.
|
|
Reason:
|
u Webster needs to educate the parents more about the tutoring opportunity for their child.
|
III. School Climate/Environment For Learning
Strengths
|
Strength:
|
100% of parents strongly agree or agree substance abuse is not a problem at our school.
|
|
Reason:
|
u Lessons designed to teach students about making good decisions.
u Classroom guidance sessions.
u Individual counseling
u Character Education
|
|
Strength:
|
100% of parents strongly agree or agree Webster provides a safe and orderly environment for learning.
|
|
Reason:
|
u Classroom and school procedures are enforced.
u School climate makes students feel secure.
|
Weaknesses
|
Weakness:
|
85.7% of parents strongly agree or agree there are no problems with bullies at our school.
|
|
Reason:
|
u Classroom meetings with the counselor.
u Classroom discussions with the teacher.
u Character Education
|
|
Weakness:
|
92.9% of parents strongly agree or agree adequate security measures are in place at Webster
|
|
Reason:
|
u All students deserve to go to school feeling safe at all times.
u Any visitors must go by the office to get a pass first.
|
IV. Parent Relationships
Strengths
|
Strength:
|
100% of parents strongly agree or agree Webster provides sufficient opportunities for parent involvement.
|
|
Reason:
|
u Faculty and staff allow parents in the school at all times.
u Webster continuously tries to build a bridge from home to school.
u Strong Parent Teacher Organization (PTO)
u Homeroom Mothers
|
|
Strength:
|
100% of parents strongly agree or agree they feel welcome at Webster.
|
|
Reason:
|
u Close connection between administration, faculty/staff, and parents.
u Conferences are held with parents to discuss student’s progress in school
|
Weaknesses
|
Weakness:
|
92.9% of parents strongly agree or agree Webster uses technology to provide parents with important information about our school.
|
|
Reason:
|
u All teachers have an email.
u Webster Elementary Website is continuously updated.
|
IV. Resource Management
Strengths
|
Strength:
|
92.9% of parents strongly agree or agree the quality of schools influenced their decision to live in this community.
|
|
Reason:
|
u Many families move to Muscle Shoals from surrounding areas to take advantage of the high expectations Muscle Shoals City Schools set for their students.
|
Weaknesses
|
Weakness:
|
84.7% of parents strongly agree or agree Webster’s school and grounds are clean and well maintained.
|
|
Reason:
|
u Full time custodian.
u Children are taught about littering and cleaning up after themselves.
|
Analysis
of
Community Survey
I. Quality of The Instructional Program
Strengths
|
Strength:
|
100% of the community strongly agreed Webster Elementary ranks well academically when compared to other schools.
|
|
Reason:
|
u Muscle Shoals City Schools ranked 3rd in the state (out of 130 counties) on DIBELS.
u SAT scores
u High Expectations are held for all students.
|
|
Strength:
|
100% of the community strongly agree or agree the education offered to students at our school is of high quality.
|
|
Reason:
|
u Webster is determined to stay on the cutting edge of best practices in all subject areas.
u Webster is an Alabama Reading Initiative school site.
u Webster is an Alabama Math, Science, and Technology Initiative School.
u High expectations are held with all students.
|
Weaknesses
|
Weakness:
|
85.7% of the community strongly agrees or agrees the school offers students a comprehensive program that includes music and art.
|
|
Reason:
|
u Music is offered once every other week. The teacher is split between three schools.
u Art is offered once a month. The Parent Teacher Organization (PTO) funds this position.
|
|
Weakness:
|
85.7% of the community feels the school is preparing students to deal with issues and problems they will face in the future.
|
|
Reason:
|
u The community is not educated enough on what happens at the elementary school level.
|
II. Support For Student Learning
Strengths
|
Strength:
|
100% of the community strongly agree or agree Webster offers opportunities that support the full range of student abilities.
|
|
Reason:
|
u Every student is different. Webster is committed teach to all the different learning styles.
u Small group instruction is used to teach to the individual child.
|
|
Strength:
|
100% of the community strongly agree or agree all students have equal access to quality education.
|
|
Reason:
|
u High expectations are set for all students.
u Children have many opportunities for success.
|
Weaknesses
|
Weakness:
|
85.7% of the community strongly agree or agree students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.
|
|
Reason:
|
u Until the 2004-2005 school year, students have not had a computer lab.
u The technology component in the course of study is covered, but does not provide a lot of enrichment in technology for students. Most students come to school knowing more about computers than the course of study covers.
|
|
Weakness:
|
85.7% of the community strongly agree or agree up-to-date computers and other technologies are used in our school to help students learn.
|
|
Reason:
|
u Until the 2004-2005 school year, students have not had a computer lab.
u Technology is ever-changing, therefore it is difficult to upgrade technology under the current budget.
|
III. School Climate/Environment For Learning
Strengths
|
Strength:
|
100% of the community strongly agree or agree the community respects teachers in our school.
|
|
Reason:
|
u The community takes an active role in our school system. They support learning.
u The community donates time and money to help at Webster.
|
|
Strength:
|
100% of the community strongly agree or agree they are for the most part satisfied with the school.
|
|
Reason:
|
u Webster believes in partnering with the community.
u Our goal is to help educate our students to become productive citizens in the area.
|
Weaknesses
|
Weakness:
|
71.4% of the community strongly agree or agree there are not problems with bullying at school. 28.6% of the community do not know if this happens in the school.
|
|
Reason:
|
u Classrooms meet with the counselor every other week.
u Character Education is taught.
|
|
Weakness:
|
71.4% of the community strongly agree or agree discipline in the school is appropriately maintained. The other 28.6% feel as though they do not have enough information to answer this question.
|
|
Reason:
|
u The community does not always have the opportunity to see how day to day discipline is handled.
u The school has rules and policies to go by.
u Each teacher has their own discipline plan.
|
IV. Community/School Relationships
Strengths
|
Strength:
|
100% of the community strongly agree or agree community members feel welcome at our school.
|
|
Reason:
|
u Webster has an open-door policy and wants to have the community involved in the school.
u Webster partners with the community on field trips.
|
|
Strength:
|
100% of the community strongly agree or agree Webster uses technology to provide community members with information about our school
|
|
Reason:
|
u Every teacher has an email to provide quick communication.
u Webster has a school website at www.mscs.k12.al.us (click on Webster Elementary)
|
Weaknesses
|
Weakness:
|
85.7% of the community strongly agree or agree the school board is responsive to our community.
|
|
Reason:
|
u School board meets frequently.
u The school board is very supportive of Webster Elementary.
|
|
Weakness:
|
85.7% of the community strongly agree or agree community members’ opinions are considered when important school decisions are made.
|
|
Reason:
|
u The school board is very open to suggestions from the community.
u The school board wants to have the community involved.
|
V. Resource Management
Strengths
|
Strength:
|
100% of the community strongly agrees or agrees the school grounds are clean and well-maintained.
|
|
Reason:
|
u Webster employs a full-time custodian.
u Students are taught about cleaning up after themselves.
|
|
Strength:
|
100% of the community strongly agrees Webster has a positive impact on the community’s property values.
|
|
Reason:
|
u The community values education.
u Many people move to Muscle Shoals for their children to have the opportunity to go to this school.
|
Community Population
School Year 2003-2004
Community Population
Population Size 11,924
Percent of residences with school-age children 34.7%
Number of Families 3,452
Average Family Size 2.95
Community – Racial Background
African American 1,689
Asian 57
Caucasian (White) 10,002
Hispanic 138
Other 121
**The information above was gleaned from the Northwest Alabama Council of Local Government 2000 Profile of General Demographic Characteristics for Muscle Shoals, Alabama.
School Characteristic Data
Webster Elementary
School Year 2003-2004
Class Size
Average Class Size 18 students
Other Characteristics of Teachers/Administrators
Average Age 38 1/2
Average Years of Experience 13 years
Percent with Advanced Degrees 82%
Operating Expenditure per pupil $6580.61 (2001-2002)
|
Staffing Data
|
|
Webster Elementary
|
|
|
|
|
|
|
|
|
|
|
|
|
1999-2000
|
2000-2001
|
2001-2002
|
2002-2003
|
|
Classification
|
School
|
System
|
School
|
System
|
School
|
System
|
School
|
System
|
|
Classroom Teachers
|
11.0
|
154.25
|
13.0
|
159
|
15.0
|
156.8
|
16.0
|
165.3
|
|
Counselors
|
0.5
|
6.0
|
0.5
|
6.0
|
0.5
|
6.0
|
0.5
|
6.0
|
|
Librarians
|
0.0
|
4.0
|
0.0
|
4.0
|
0.0
|
4.0
|
0.0
|
4.0
|
|
Administrators
|
1.0
|
11.75
|
1.0
|
12.8
|
1.0
|
13.0
|
1.0
|
12.0
|
|
Nurses
|
0.0
|
1.0
|
0.0
|
1.0
|
0.0
|
1.0
|
5.0
|
21.0
|
|
Other Certified Personnel
|
0.0
|
1.0
|
0.0
|
4.0
|
0.0
|
2.0
|
0.0
|
21.0
|
|
Support Staff
|
9.0
|
73.73
|
8.0
|
98.0
|
9.0
|
91.7
|
10.0
|
95.7
|
Performance Data
Webster Elementary
Stanford Achievement Test
School Year 1999-2000
|
Category
|
Results
|
|
SAI Nonverbal
|
108
|
|
SAI Verbal
|
105
|
|
SAI Total
|
107
|
|
|
|
|
Reading Total
|
73
|
|
|
|
|
Mathematics Problem Solving
|
79
|
|
Mathematics Procedures
|
81
|
|
Mathematics Total
|
81
|
School Year 2000-2001
|
Category
|
Results
|
|
SAI Nonverbal
|
102
|
|
SAI Verbal
|
102
|
|
SAI Total
|
102
|
|
|
|
|
Reading Total
|
71
|
|
|
|
|
Mathematics Problem Solving
|
78
|
|
Mathematics Procedures
|
71
|
|
Mathematics Total
|
76
|
School Year 2001-2002
|
Category
|
Results
|
|
SAI Nonverbal
|
100
|
|
SAI Verbal
|
101
|
|
SAI Total
|
100
|
|
|
|
|
Reading Total
|
71
|
|
|
|
|
Mathematics Problem Solving
|
72
|
|
Mathematics Procedures
|
69
|
|
Mathematics Total
|
71
|
School Year 2002-2003
|
Category
|
Results
|
|
SAI Nonverbal
|
106
|
|
SAI Verbal
|
103
|
|
SAI Total
|
104
|
|
|
|
|
Reading Total
|
71
|
|
|
|
|
Mathematics Problem Solving
|
65
|
|
Mathematics Procedures
|
66
|
|
Mathematics Total
|
67
|
School Year 2003-2004
|
Category
|
Results
|
|
SAI Nonverbal
|
107
|
|
SAI Verbal
|
102
|
|
SAI Total
|
105
|
|
|
|
|
Reading Total
|
77
|
|
|
|
|
Mathematics Problem Solving
|
70
|
|
Mathematics Procedures
|
68
|
|
Mathematics Total
|
70
|
Dynamic Indicators Basic Early Literacy Skills
(DIBELS)
School Year: 2003-2004
First Grade:
Letter Naming Fluency:
Beginning Middle End
Goal: 37 letter names
Students Tested: 104
Mean: (Standard 49.1 (16.2)
Deviation) 79% Low Risk
13% Some Risk
8% At Risk
Phonemic Segmentation:
Beginning Middle End
Goal: 35 phonemes 35 phonemes 35 phonemes
Students Tested: 104 105 103
Mean: (Standard 41.9 (14.9) 63.4 (8.1) 64.7 (6.1)
Deviation) 80% Established 99% Established 100% Established
14% Emerging 1% Emerging
6% Deficit
Nonsense Word Fluency:
Beginning Middle End
Letter Sounds: Goal: 24 Goal: 50 Goal: 50
Students Tested: 104 105 103
Mean: (Standard 45.3 (25.2) 80.3 (28.4) 93.4 (27.6)
Deviation) 81% Low Risk 91% Established 99% Established
15% Some Risk 8% Emerging 1% Emerging
4% At Risk 1% Deficit
Oral Reading Fluency:
Beginning Middle End
Goal: 20 words per min. 40 words per min.
Students Tested: 105 103
Mean: (Standard 55.6 (36) 81.9 (38.9)
Deviation) 85% Low Risk 88% Low Risk
12% Some Risk 11% Some Risk
3% At Risk 1% At Risk
Dynamic Indicators Basic Early Literacy Skills
(DIBELS)
School Year: 2003-2004
Second Grade:
Nonsense Word Fluency:
Beginning Middle End
Letter Sounds: Goal: 50
Students Tested: 100
Mean: (Standard 75.8 (29.6)
Deviation) 84% Established
13% Emerging
3% Deficit
Oral Reading Fluency:
Beginning Middle End
Goal: 44 words per min 97 words per min. 97 words per min.
Students Tested: 100 97 97
Mean: (Standard 73.2 (29.1) 95.6 (29.2) 110.6 (29.8) Deviation) 85% Low Risk 86% Low Risk 87% Low Risk
12% Some Risk 9% Some Risk 7% Some Risk
3% At Risk 5% At Risk 6% At Risk
Section B – Graphs
Appendix
Appendix A – 2000 SAT Scores
Appendix B – 2001 SAT Scores
Appendix C – 2002 SAT Scores
Appendix D – 2003 SAT Scores
Appendix E – 2004 SAT Scores
Appendix F – Teacher Opinion Survey
Appendix G – Parent Opinion Survey
Appendix H – Community Opinion Survey
|
