Post on 23-Aug-2020
STOWERS ELEMENTARY SCHOOL
PROFILE
School Year 2013-14
Scott Sterry, Principal
Sharon McGourty, Assistant Principal
7791 Stowers Drive
Ft. Benning, GA 31905
“Academic Excellence, Responsible Citizenship,
Future Ready!”
Proud Member of the Georgia/Alabama School District
Dr. Christy Cabezas, Superintendent
706-544-2312 Phone
706-544-2349 Fax
Stowers Elementary School, Ft. Benning, Georgia
- 2 -
Table of Contents
Continuous School Improvement Leadership Team (CSILT) 4
Mission and Vision Statements 5
Overview of the Community & School
School History 6-7
Community Information 8
Academic School Programs 9
Extra-Curricular Programs and Activities 10
Partners In Education 11
Unique Local Insights 12
Chart 1: Gender 13
Chart 2: Race and Ethnicity 14
Chart 3: Mobility Rate 15
Chart 4: Military Rank of Sponsors 16
Chart 5: Free and Reduced Lunch 17
Chart 6: Support Services 18-19
Implications for Unique Local Insights 20-22
Existing School Data – School Performance Data 23
Chart 7: Terra Nova 3 Math Performance 23
Chart 8: Terra Nova 3 Language Performance 24
Chart 9: Local Problem Solving Assessment 25-26
Chart 10: Local Writing Assessment 27
Environmental Scan 28
Analysis Data and Implications 29
Triangulation of Data 32
Goal 1: Writing 32
Goal 2: Math 33
Stowers Elementary School, Ft. Benning, Georgia
- 3 -
Appendices
Teacher Demographics 35
Protocols for Local Assessments 36-37
Timelines for Local Assessments 38-39
Polya’s Four Step Problem Solving Process 40
Writing and Math Problem Solving Rubric Samples 41-43
Stowers Elementary School, Ft. Benning, Georgia
- 4 -
Continuous School Improvement Leadership Team
Cassi Haddix Kindergarten, Chair
Robert Thorne Third Grade
Ginger Pearce Fourth Grade
Diane Harper Kindergarten
Yolanda Brown Third Grade
Jeanie Jenkins Math Instructional Support
Scott Sterry Principal
Sharon McGourty Assistant Principal
Scott Peckham Parent/PIE Representative
Stowers Elementary School, Ft. Benning, Georgia
- 5 -
Mission and Vision Statements
DoDEA and Stowers Mission Statement
Educate, Engage, and Empower each student to succeed in a dynamic
world.
DoDEA Vision Statement
To be among the world’s leaders in education, enriching the lives of
military-connected students and the communities in which they live.
Stowers Vision Statement
Academic Excellence, Responsible Citizenship, Future Ready!
Stowers Elementary School, Ft. Benning, Georgia
- 6 -
Overview of the Community and School
School History
Ft. Benning was established in 1918 and was famous worldwide as “The Home of the
Infantry.” It currently is known for its armor battalions as well. In 2011 it became the Maneuver
Center of Excellence. Schools for soldiers’ children were founded in 1921 because parents did not
want their children making the bus trip to Columbus, Georgia on the very inadequate roads of that
time.
In order to fully appreciate the place the post schools hold at Ft. Benning, it is important to
get a brief snapshot of the development of the post. Ft. Benning is on 286 square miles, including
Chattahoochee and Muscogee Counties and extends into Alabama. The nearest large city is
Columbus, Georgia, the second largest city in Georgia, with a population of 198,000 people.
The first session of the Fort Benning Children’s School was held in January 1921 with sixty
children and three teachers. The school was in a four-room frame building, used as a night school
for soldiers. Funds for the school were obtained through tuition, contributions, and proceeds from
ball games, dances, and other entertainments. One baseball game of note, the Annual Baseball
Game between the Academic Department and the Student Officers had Major Omar N. Bradley
pitching.
Stowers Elementary School, Ft. Benning, Georgia
- 7 -
Patch School was built in 1931, Wilbur School was built in 1950, Faith School in 1953, Loyd
School in 1959, White School in 1962, and Wilson and McBride Schools were built in 1965.
Finally, Dexter School was completed in 1969, giving the system a total of seven elementary schools
and one middle school. In 1995, Stowers Elementary School was opened and Wilbur School was
transformed into the Administration Offices, now called the District Superintendent’s Office (DSO).
Stowers Elementary School serves the Bouton Heights, Davis Hill, and Patton Village II
housing areas. The school is named in honor of Corporal Freddie Stowers, a South Carolina native
who was the first African American to be awarded the Congressional Medal of Honor in World War
I. President George H. W. Bush presented this award to his two surviving sisters in 1991 for his
heroic actions while in battle in the Champagne-Marne region of France.
Stowers and Ft. Benning are faithful to the Army Values:
Loyalty
Duty
Respect
Selfless Service
Honor
Integrity
Personal Courage
You will see traits of these values in all we do to serve our military families.
Stowers Elementary School, Ft. Benning, Georgia
- 8 -
Community Information
The Stowers Elementary School community has a variety of services available on Ft. Benning to
meet each family’s needs.
Soldier and Family Readiness Program
o Army Community Services
o Family Advocacy Program
o Social Work Services
o Respite Child Care
o Victim Advocacy
o New Parent Support/First Steps Program
o Crisis Intervention Hotline
Relocation Readiness Program
Financial Readiness Program
o Army Emergency Relief
o Army Community Service Emergency Food Locker
Army Volunteer Program
Child and Youth Services
o Early Developmental Intervention Services (EDIS)
o School Age Services (SAS)
Morale and Welfare Recreational Services (MWR)
Exceptional Family Member Program (EFMP)
Stowers Elementary School, Ft. Benning, Georgia
- 9 -
Academic School Programs
Stowers Elementary School complies with the DoDEA requirements through the implementation
of the DoDEA curriculum standards. Students receive standards-based instruction in all curricular
areas and the following:
Music Education
Visual Arts Education
Physical Education
Technology
Media Services
Guidance
Character Education
Some students require additional academic, emotional, physical, and /or social support services
through the following programs:
Gifted Education
Read 180
Math Instructional Support
Reading Instructional Support
English-as-a-Second-Language Services (ESL)
Homebound Education
Extended School Year (ESY)
Speech and Language Therapy
School Psychologist
Learning Impaired (LI) – resource, inclusion, co-teach, consult
Pre-School Services for Children with Disabilities (PSCD)
Occupational Therapy (OT)
Physical Therapy (PT)
Military Family Life Counselor (MFLC) – student, parent, family
Emotionally Impaired (EI) – resource, inclusion, co-teach, consult
Stowers Elementary School, Ft. Benning, Georgia
- 10 -
Student Support Team (SST)
Guidance and Counseling – individual, small group, classroom
Autism Specialist
School Nurse
Parent Workshops
504 Accommodation Plans
Extra-Curricular Programs and Activities
Chorus – supports enrichment in the fine arts
Sport Cup Stacking – supports physical and social development
Stowers Static (school-wide television program) – supports student leadership, collaborative
team work, and public speaking
Stowers Ambassadors – supports student leadership and responsible citizenship
STEAM Club – supports enrichment in Science, Technology, Engineering, Art, and Math
Student Council – supports student leadership and responsible citizenship
Lego Robotics – supports team building, science, engineering, and academic enrichment
Math Club (K-2 interventions) – supports academic achievement in math and CSI Goal
Math Team (for competition) – supports academic achievement and enrichment in math
Running/Walking Club- supports physical health and promotes lifelong habits of good health
Stowers Elementary School, Ft. Benning, Georgia
- 11 -
Partners In Education
One of the flagship programs of the Greater Columbus Georgia Chamber of Commerce is the
Partners in Education (PIE) program. Stowers is fortunate to partner with the 2nd
Battalion, 29th
Infantry Regiment. They are present in our school throughout the year, volunteering every
Wednesday afternoon to work in the classrooms. This year we focused their attention on working
with all students on our two school-wide goals of writing and problem solving. In addition to the
academic assistance they provide, our partners help with Honor Roll Assemblies, Field Day,
Reading Celebration, Fall Festival, and the annual Jingle Bell Jog. Each year the unit brings tanks,
trucks, and static displays to share with our students during our annual PIE Celebration. A PIE
soldier also attends our Continuous School Improvement Leadership Team (CSILT) meetings,
providing additional stakeholder support and input. The PIE soldiers sponsor a Leadership Academy
for upper-grade students to support our vision of responsible citizenship, as well as Army Values.
Their presence in our school influences the success of our students, both academically and socially.
We have recently learned that the 2nd
Battalion, 29th
Infantry Regiment is being disbanded. The Post
Commander is working with our PIE coordinator to assign a new unit to work with Stowers. It is our
understanding that the rear detachment of the 2nd
/29th
will continue to serve our school until the end
of the school year.
Stowers Elementary School, Ft. Benning, Georgia
- 12 -
Unique Local Insights
Stowers Elementary School, Ft. Benning, Georgia
- 13 -
Chart 1: School Demographics--Gender
SY 2013-2014
N=450
Findings:
Chart 1 shows the gender population of Stowers Elementary School for the 2013-2014 school year.
Boys make up 52 percent of the population and girls make up 48 percent of the population.
Analysis:
There is not a strong difference in gender population.
Stowers Elementary School, Ft. Benning, Georgia
- 14 -
Chart 2: Race and Ethnicity
Diversity is an asset and strength to understanding and celebrating Cultural Diversity in a school.
We celebrate the differences and unique qualities that our students bring into our school as a learning
opportunity for everyone.
Stowers Elementary School, Ft. Benning, Georgia
- 15 -
Chart 3: School Demographics—Mobility Rate
N=450
Findings:
Chart 2 shows the mobility rate for students for the last four school years. This chart indicates that
51 percent of our students were not enrolled for the entire 2012-13 school year.
Analysis:
Mobility rate is determined using the following formula: Mobility Rate = New Enrollees +
Withdrawn Students /Sept. 30 Enrollment Total X 100. In 2012, our mobility rate was 78 percent
because school zones changed. Mobility rates are based on student enrollment from the end of
September to the end of April each year.
Stowers Elementary School, Ft. Benning, Georgia
- 16 -
Chart 4: School Demographics—Military Rank of Sponsors
SY 2013-2014
Sponsors N=450
Findings:
Chart 3 shows the military ranks of the student body’s sponsors (the person or persons in the family
who are in the military). E= Enlisted Grade Military Sponsor. O= Officer Rank Military Sponsor.
Our families consist of 1 sponsor with the military grade E-l, 2 sponsors with the military grade E-2,
20 sponsors with the military grade E-3, 123 sponsors with the military grade E-4, 141 sponsors with
the military grade E-5, 119 sponsors with the military grade E-6, 35 sponsors with the military grade
E-7, 4 sponsors with the military grade E-8, 1 sponsor with the military rank of O-3, and 1 sponsor
with the military rank of O-4.
Analysis: Many of these sponsors have multiple children and qualify for the more spacious housing
available in our housing area. The majority of our students are from enlisted families in the military
grade range of E-4 to E-6.
Stowers Elementary School, Ft. Benning, Georgia
- 17 -
Chart 5: School Demographics—Free & Reduced Meals
38%40% 40%
38%
31%
27%26%
25%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Aug. 2010 Aug. 2011 Aug-12 Aug. 2013
Free and Reduced Meals
Free Reduced
SY 2013-2014
N=450
Findings:
Chart 4 shows the percentage of students receiving free or reduced price meals (breakfast and lunch)
for four consecutive school years. In SY 2010-2011, the population of Stowers was 399, with 33
percent receiving free meals and 31 percent receiving reduced price meals. In school year 2011-
2012, with a population of 538, 40 percent received free meals and 27 percent received reduced price
meals. In SY 2012-2013, 40 percent of our student population of 570 received free meals, and 26
percent received reduced price meals. This school year we have 38% of our students receiving
breakfast and lunch free, and 25% receiving these meals at a reduced price.
Analysis:
The current school year shows 63 percent of the student body receives free or reduced price meals.
Students who qualify for a free/reduced lunch are calculated into Stower’s economically
disadvantaged subgroup.
Stowers Elementary School, Ft. Benning, Georgia
- 18 -
Chart 6: Support Services
Findings:
Chart 5 shows the percentage of students receiving support services as of October 2013. There were
116 students receiving Special Education (SPED) services, many of whom receive multiple services.
These services include, but are not limited to, speech, language, resource support, inclusion,
counseling services, self-contained services, PSCD, occupational therapy, and physical therapy. In
addition, since October 2013, many more students have been referred for SPED services. Chart 5
also shows that 6 % of our students receive English-as-a-Second-Language (ESL) services, 10%
receive Read 180 instruction, (reading fluency/comprehension support), and 3% receive gifted
education. The gifted program also serves 8% of our students with enrichment. Ten percent of the
students at Stowers are serviced by math instructional support (Math IS) and 8% percent are serviced
by reading instructional support (Reading IS).
Stowers Elementary School, Ft. Benning, Georgia
- 19 -
Analysis:
Stowers’ SPED population is 24 percent of its total student body. This percentage is not in line with
the national average of 13 percent and is a significant factor in the picture of Stowers Elementary
School achievement scores. Stowers Elementary School is appropriately staffed to meet the needs of
its students.
All students who have been identified with academic deficits receive appropriate interventions either
through a student instructional support program (69% of all students receive one or more support
services); or through an individualized intervention plan through SST (Student Support Team). Our
entire faculty and staff work together to provide the support and interventions needed by each of our
students.
Stowers Elementary School, Ft. Benning, Georgia
- 20 -
Implications for Unique Local Insights
The school demographics of Stowers Elementary School indicate several areas unique to this
population. These include the mobility rate, high numbers of students receiving special education
services, high percentage of students receiving free and reduced meals, and the ranks of current
sponsors. These are all factors that help tell our story. Here at Stowers we consider the diverse
characteristics of our school population as an educational opportunity that challenges us as teachers
and mentors. Knowing and understanding these characteristics help us analyze our teaching
practices and the effect they have on student achievement.
The high mobility rate of our students creates an opportunity for helping students transition in and
out of our school with feelings of welcome and support. We take this opportunity to reach out to
new students with a warm and receptive class and school climate to help them adjust to the demands
of a rigorous academic program as well as to the social issues that are created from recently arriving
at a new school. For example we have created a team of student meeter/greeters in each classroom
that are assigned to welcome any new student to Stowers. These students give the newcomer a tour
of the school and discuss general school expectations (behavior, attitude, effort, school climate,
(respectful, courteous, zero tolerance for bullying or harassment type behaviors). The principal and
teachers make sure they spend time during the day talking with each new child about how their first
day is going. The counselor touches base to make sure they are transitioning ok and several staff
members will make the effort to introduce themselves and offer assistance as needed or simply
answer questions they might have (administrators, counselors, specialists, teachers, support staff).
Frequent deployments of our military sponsors lead to less support at home for these students and
higher stress and anxiety for the families left behind. Because our families are separated by
deployments, oftentimes when the soldiers return, the families visit relatives or take vacations. This
leads to higher numbers of school absences. We work collaboratively with the installation to reduce
unexcused absences. For example we monitor student absences very closely and when a student
misses five or more days, we contact the sponsor to let them know we are aware of the time out of
school and are monitoring the student to determine if there has been a negative impact that might
Stowers Elementary School, Ft. Benning, Georgia
- 21 -
require additional support to help the student regain any lost academic skills or knowledge. If the
teacher feels there has been a significant impact, the school’s Student Support Team (SST) will meet
with the teacher and parent to discuss the issues of learning that have been affected and determine
next steps. If there were additional absences that appeared avoidable or could be possible
educational neglect, we work with the command to help us help the parents keep the student in
school more consistently.
The rank held by our students’ sponsors may influence their resources and experiences, which could,
in turn, have an effect on achievement. The majority of our sponsors hold pay grades of E4, E5, and
E6. These soldiers statistically hold fewer college degrees and earn less than higher ranking
soldiers. Several years ago, the majority of our sponsors held pay ranks of E6 and E7, so there has
been a notable change in the rank of our military families over the past three years.
Stowers’ ethnic population remains diverse. Students share classes and friendships with various
cultures which allow them to be well-rounded and aware of customs and beliefs different than their
own. This diversity provides an opportunity to gain a greater understanding of those who are
different than themselves. In many homes, more than one language is spoken, so we are challenged
with meeting the unique academic needs of our English Language Learners.
Stowers Elementary School hosts a program that is not available in most schools on Fort Benning –
a Pre-school Children with Disabilities classroom (PSCD) for three- and four-year-olds. Regardless
of assigned housing area, any student who qualifies for this program will either attend school at
Stowers, or in the PSCD class at Dexter or Wilson Elementary Schools. Often when our students
have aged out of the pre-school program, their parents request that their children stay in the school
that is familiar to them. Instead of returning to their home school, the students are approved to stay at
Stowers on a space available basis.
The percentage of students at Stowers with special needs remains above the norm. While 24% of
Stowers students receive special education services, our professional staff has successfully included
this population into the mainstream of school activity. Stowers Elementary started co-teaching this
school year in order to increase student access to grade-level standards-based instruction. This trend
Stowers Elementary School, Ft. Benning, Georgia
- 22 -
of acceptance and inclusion is a hallmark of the Stowers instructional program. We believe that all
students are special and unique individuals – and all have potential worth cultivating and nurturing.
Stowers embraces and embodies shared leadership, which has led to shared decision making. The
continuous school improvement process has created an informed school community that has resulted
in better decisions for all stakeholders. There is a strong commitment to improvement, and the staff
shows a willingness to change and seek ways to help students. Students have welcomed the concept
of “ownership” and are enjoying being a part of the accountability.
High mobility rates, the large subgroup of special education students, and economically
disadvantaged students are the most significant challenges for our school. The demographic
information combined with the student learning assessment data outlined in the following pages,
create a very clear and concise picture of Stowers Elementary School.
Stowers Elementary School, Ft. Benning, Georgia
- 23 -
Existing School Data-
School Performance Data
Chart 7: Student Performance Data
38%
50%
67%
31%
50%
34%
46%
73%
54%57%
50%
63%
55%
44%
67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Grade 3 Grade 4 Grade 5
TerraNova Math Subject Test Scores by Year and Grade Level
2009
2010
2011
2012
2013
Percent of students performing in the top two quartiles on Terra Nova 3 Math Performance Assessment
Findings:
Chart 6 shows student performance information derived from the TerraNova, Third Edition for third,
fourth, and fifth grades in the area of Math. These numbers indicate the percent of students
performing in the top two quartiles in Math: which indicates students who perform at or above
standards of proficiency in Math.
Analysis: This chart illustrates progress made from school year 2008-09 until school year 2012-
2013 in the area of third-grade math performance. It is notable that third grade improved by 17
percent. Improvements made in grade three are significant. Fourth and fifth grade scores appear to
be stagnant and/or show a decline between 2009 and 2013.
Stowers Elementary School, Ft. Benning, Georgia
- 24 -
Chart 8: Student Performance Data
39%
62%
71%
53%
67% 67%
44%
69%65%
46%
89%
52%
43%
50%47%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 3 Grade 4 Grade 5
TerraNova Language Subject Test Scores by Year and Grade Level
2009
2010
2011
2012
2013
Percent of students performing in the top two quartiles on Terra Nova 3 Language Assessment
Findings:
Chart 7 shows student performance information derived from the TerraNova, Third Edition for third,
fourth, and fifth grades in the area of Language. These numbers indicate the percent of students
performing in the top two quartiles in Language; which indicates students who perform at or above
standards of proficiency in Language.
Analysis:
There was a decline in all grades during the 2012-2013 school year.
Stowers Elementary School, Ft. Benning, Georgia
- 25 -
Chart 9: Student Performance Data
Local Problem Solving Assessment
88%
67%
88%
23%
28%
83%
76%
43%
58%
70%
80%
75%
92%
72%
44% 45% 44%46%
76%
84%
69%
33%
44%
28%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Mathematics Problem Solving Local Assessment by Year and Grade Level
2010
2011
2012
2013
Per
centage of students performing in the top two of four ranks
Description of the local assessment process:
To assess problem solving skills of our students, we provide them with grade/age appropriate word
problems. They have been trained to use Polya’s four step problem solving process to solve the
given problem: Step 1 – The students identify the important factors within the problem that will help
them solve it. Step 2 – They choose a strategy that will give them a concrete method of reviewing
the information needed to solve the problem. This might involve using tally marks, pictures,
manipulatives, graphs, etc. Step 3 - They then solve the problem by obtaining an answer. Step 4 -
The last step in the process is to get them to look back and check their answer to make sure it makes
sense, and matches the strategy they used to get the answer.
Stowers Elementary School, Ft. Benning, Georgia
- 26 -
Stowers Elementary School teachers administer the local math problem solving assessment three
times each year: once to gain the baseline knowledge the students have at the beginning of the year,
again mid-year, and at the end of the year to determine growth. Each child will obtain a score based
on a four tiered rubric that ranks their level of mastery by their attempt at solving the problem.
Rankings: 1- Below Basic (did not provide a strategy nor solve the problem) 2- Basic (used a
strategy but could not solve the problem), 3- Used a successful strategy, obtained an answer, but did
not go back and check or verify accuracy of answer obtained. 4- Selected and used an accurate
strategy, obtained the correct answer, as well as check the answer and process for accuracy.
Examples of these rubrics as well as Polya’s Four Step Process can be found in the appendix section.
Findings: Rank 1 and 2 of the math problem solving rubric is considered below standard for that
grade level. Rank 3 and 4 are considered at or above the standard for that grade level. The graph
indicates that First Grade has shown growth over the past three years in the percentage of students
scoring in the top two ranks of their grade level scoring rubric. Kindergarten, Second Grade, Third
Grade, Fourth Grade, and Fifth Grade have shown a decline in the percentage of students scoring in
the top two ranks of the scoring rubric for their grade level.
Analysis:
In the four years shown, only grade one has increased the percentage of students in the At Standard
and Above Standard categories of our local problem solving assessment. Within each year, we have
seen improvement in each grade level; however, from year to year, all grade levels other than first
have decreased in achievement. The large decrease of students scoring in the top two categories on
the local Problem Solving assessment in grades two through five made it clear that our problem-
solving intervention should be addressed. Teachers have made grade-level changes in resources and
activities for implementation to improve results.
Stowers Elementary School, Ft. Benning, Georgia
- 27 -
Chart 10: Student Performance Data
Local Writing Assessment
76%
43%
58%
70%
80%75%
42%
54%
64% 67%
76%
85%80%
64%
34%40%
79%
54%
70%
90%
70%
43%
63%
49%
0%
20%
40%
60%
80%
100%
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Writing Assessment Scores by Year and Grade Level
2010
2011
2012
2013
Percentage of students performing in the top two of four ranks
Description of the local assessment process:
To assess the writing skills of our students, we provide them with grade/age appropriate writing
prompts. Kindergarten and First Grade focus their writing rubrics more on writing conventions as
well as the student’s ability to create complete sentences that are on topic to the writing prompt.
Grades two through fifth have been trained to use the writing traits of the 6+1 Writing Traits and
apply those traits to their writing when responding to the writing prompt. Examples of these rubrics
follow in the appendix section.
Stowers Elementary School teachers administer the local writing assessment three times each year.
Once to gain the baseline knowledge the students have at the beginning of the year, again mid-year,
and at the end of the year to determine growth. Each child will obtain a score based on a four tiered
rubric that ranks their level of mastery based on the product produced in writing against their grade
level writing prompt. Rankings: 1- Below Basic- well below standard, 2- Basic- below standard 3-
Proficient- At Standard, 4- Advanced- Above Standard.
Stowers Elementary School, Ft. Benning, Georgia
- 28 -
Findings: The graph indicates that First Grade has made steady and significant progress in meeting
or exceeding the standard of their writing standards based on their local writing assessment scores.
Kindergarten and Second Grade demonstrated fluctuating scores over the past four years. Third,
Fourth, and Fifth Grade showed a decline in the percentage of students scoring in the top two ranks
of their writing rubric based on the scores obtained on their local writing assessment.
Analysis:
In the four years shown, all grade levels made varying degrees of increase or decrease in the
percentage of students in the At Standard and Above Standard categories for our local writing
assessment. The large decrease of students scoring in the top two categories on the local Writing
assessment in grades two, three, and five indicates that our writing intervention should be addressed.
Teachers have made grade-level changes in resources and activities for implementation to improve
results.
Environmental Scan
Stowers Elementary School tried to answer the following query:
What do students need in order to be productive and competent members of a 21st century
global society?
The staff of Stowers Elementary School looked at what 21st century learning is and what students
will have to know and be able to do because we understand that the world of the future will be very
different from the one we know and understand today. There will be unimaginable advances in
technology as well as jobs that have not been invented yet and a society that we cannot comprehend
or predict. Our job is to help prepare students to be flexible, work cooperatively, multi-task, and be
problem solvers along with being good communicators. The preponderance of research shows that
there are common characteristics of good written and mathematical communication. These
characteristics are considered the foundation of a good writing and math communication program.
Teaching these traits in a systematic, organized way has been proven to be the most effective
method. Our staff looked closely at what students will need to be successful in the 21st century. If
we truly believe our vision, that we are preparing students for their future, then our most important
task is to teach children how to communicate and solve problems. The following resources were
critical in helping us form our School Improvement Goals, as well as our school vision and mission
statements.
Stowers Elementary School, Ft. Benning, Georgia
- 29 -
Resources
Diederich, P.B., French, J. W., & Carlton, S.T. (1961). Factors in the judgment of writing
quality. Princeton, NJ: Educational Testing Service.
Flower, L.S. and Hayes, J.R. (1977). Problem-solving strategies and the writing process.
College English, 39, 449-461.
Flower, L.S. and Hayes, J.R. (1981). A cognitive process theory of writing. College
Composition and Comminication, 32, 365-387.
Hillocks, G. (1987) Synthesis of Research on Teaching Writing, Educational
Leadership, 44, 71-82
Knowledge Works (accessed on 08/01/2014). 2006-2016 Map of Future Forces Affecting Education.
http://resources.knowledgeworks.org/map/
McIntosh, R., Jarrett, D., and Northwest Regional Educational Laboratory (2000). Teaching
Mathematical Problem Solving: Implementing the Vision: A Literature Review.
http://www.nwrel.org/msec/images/mpm/pdf/monograph.pdf
Sommers, N. (1982). Responding to student writing. College Composition and
Communication, 33, 148-156.
Tompkins, G.E. (1993). Teaching Writing: Balancing process and product. Englewood
Cliffs, NJ. Macmillan.
Stowers Elementary School, Ft. Benning, Georgia
- 30 -
Analysis of Data and Implications
Stowers Elementary School has collected and analyzed demographic and Terra Nova achievement
data for the past five years. In addition, local assessment data has been analyzed. The totality of this
information is an accurate picture of the students in our school and the families in our neighborhood.
Demographically, our students are from large families, ethnically diverse, and highly mobile. These
statistics may not appear significant in isolation, but taken as a whole, the data is telling. When the
scores for the Terra Nova sub-skills were analyzed, it was evident that the areas of communication,
both written and mathematical, were our areas of weakness. Therefore, we focused our efforts on
Written and Math Communication, as well as Math Problem Solving and Reasoning. Our goals are:
Goal #1 All students will improve written communication skills across the curriculum.
TerraNova, Third Edition Language (2009-2013 3rd
-5th
)
Local Writing Assessments
Anecdotal Data
Environmental Scan
Goal #2 All students will improve in math problem solving and reasoning.
TerraNova, Third Edition Math (2009-2013 3rd
-5th
)
Local Math Problem-Solving Assessments
Math Curriculum Assessment Data
Anecdotal Data
Environmental Scan
After looking closely at what students will need to be successful in the 21st century, and determining
that written communication skills are vital to their success in the future, we continued to follow our
vision and to teach our children how to write and solve problems. After looking at our goal-related
data for the last few years and not seeing the desired results, we created an action plan to address the
contributing factors. In order to both measure and increase student performance in our goal areas,
Stowers has identified and begun implementation of the following actions:
Stowers Elementary School, Ft. Benning, Georgia
- 31 -
Teaching and Learning Practices:
Additional collaboration time given with a focus on interventions, data-driven decision
making, and looking at student work to inform instructional practices.
Collaboration dedicated to increasing standardization of the use of our interventions and
resources across each grade level
Reconfiguration of the physical settings used for collaboration, to allow for goal-related
collaboration between grade levels, administration, support personnel, special education, and
specialists
More guidance from administration on collaboration topics, and increased accountability for
recording/reporting results.
Collaboration among colleagues to build best practices in differentiation of instruction,
assessing student work, infusing technology to enhance lessons, and using data to drive
instruction
Collaboration to look at the tough topics pertaining to teaching, mentoring, and developing
lessons that positively impact the performance of our socio-economically deprived students,
subgroups such as gender, ethnic/race, or special education that are performing below the
general population of the school.
Increase in time designated for sharing of goal-related best practices
Increase in accountability for teaching and practicing intervention strategies with fidelity
More conferencing with students in an effort to improve their monitoring of personal growth
and setting of personal goals
Horizontal Collaboration: Teachers work together to look at student performance, identify
students at risk, develop strategies and interventions, and progress monitor for effective
outcomes. They will frequently conference with students to keep them informed of the
program designed for them and how they are being monitored for success. Students may
eventually collaborate together on their progress monitoring and goal setting.
Vertical Collaboration: Teachers will work with grade level teachers above and below to
establish performance criteria required for success at the next level. Sharing ideas to build
the required skills and knowledge is essential. Discussing these requirements with students
helps them to understand the expectations that will be required of them. Conferencing with
them about goals and strategies to achieve those expections will provide next steps for the
students as they progress through their goals.
Research and review of currently used rubrics
Increase in communication with all stakeholders concerning our goals
Support for teachers to help improve goal-related Terra Nova OPI’s
We will continue to strive for improvement by refining what works well and identifying best
practices to target our deficits which we have identified by examining our data. This means
continuing to “drill down” into the data to pinpoint exact areas needing greater focus. We will look
at current research to determine the best strategies to ensure differentiation of instruction to meet
each student’s needs. Special educators and classroom teachers will continue to collaborate to
determine how to most effectively serve special-needs students.
Stowers Elementary School, Ft. Benning, Georgia
- 32 -
Triangulation of Data
Writing
Qualitative Data:
Teacher Consensus
GOAL 1
ALL STUDENTS WILL IMPROVE WRITTEN COMMUNICATION SKILLS ACROSS
THE CURRICULUM
Environmental Scan
2006-2016 Map of Future Forces
Affecting Education
Partnership for 21st Century Skills
Quantitative
Data: Terra Nova 3
2009-2013 (3rd-5th) Terra Nova 3
Objectives Summary
Part 1
2009-2013 (3rd-5th)
Local Writing
Assessment Data
Stowers Elementary School, Ft. Benning, Georgia
- 33 -
Math Problem Solving
Qualitative Data:
Anecdotal Math Data
GOAL 2
ALL STUDENTS WILL IMPROVE IN MATH PROBLEM SOLVING AND REASONING
Environmental Scan
2006-2016 Map of
Future Forces Affecting Education
Partnership for 21st
Century Skills
Quantitative
Data:
Terra Nova 3 (Math)
2009-2013 (3rd-5th) Terra Nova 3
Objectives Summary
Part 1 (Math)
2009-2013 (3rd-5th)
Local Problem
Solving Assessment
Stowers Elementary School, Ft. Benning, Georgia
- 34 -
APPENDICES
Stowers Elementary School, Ft. Benning, Georgia
- 35 -
TEACHER DEMOGRAPHICS
Stowers Elementary School, Ft. Benning, Georgia
- 36 -
Assessment Protocols
Freddie Stowers Elementary School’s math assessment is designed to be a criterion referenced test.
Math problem solver and writing tests are locally designed and scored performance based
assessments. Classroom teachers utilize the data from these assessments to inform classroom
instruction and to monitor student progress towards meeting end of year grade level standards.
Math Series Protocol
Provide each student with paper and pencil.
Give each student a copy of the test.
The teacher will read directions as they appear on the test. No extra help or assistance shall
be given.
Provide ample time for students to complete the task. Test may be broken into sections and
given over a two day period.
Math Problem Solving Protocol
Provide each student with paper and pencil.
Manipulatives will be accessible as needed.
Give each student a copy of the problem solver.
The teacher will read directions as they appear on the test. No extra help or assistance shall
be given.
Provide ample time for students to complete the task.
Writing Assessment Protocol
Provide each student with paper and pencil.
Provide each student with a copy of the writing prompt.
The teacher will read the prompt aloud twice as students follow along on their own page. No
extra help or assistance shall be given.
Provide ample time for students to complete the task.
SRI Protocol
All students will take the SRI in the computer lab.
Teacher may not read any part of the test to students; this includes students with
individualized education plans.
Stowers Elementary School, Ft. Benning, Georgia
- 37 -
Provide ample time for students to complete the task.
Math Benchmark Protocol
Provide each student with a test copy, pencil, and calculator.
Students with accommodations will be tested by SPED teachers.
The teacher will read directions as they appear on the test. No extra help or assistance shall
be given.
Provide ample time for students to complete the task.
Grading Local Assessments
Teachers will grade assessments as a grade level.
Two teachers will score each student assessment based on the rubric and place the scores on
a back corner.
o Example: The first teacher scored 1 and then the second teacher scored 2. The student
would be rated 1.5
If the scores are more than 1 point apart a third rating must be completed by an additional
teacher.
o All three scores will then be averaged.
The third scorer for grades 4 and 5 will be Mrs. Jenkins for problem solving and Mrs. Lapp
for writing.
Stowers Elementary School, Ft. Benning, Georgia
- 38 -
Freddie Stowers Elementary School
Assessment Timeline 2013-14
Beginning of the Year Baseline Assessments
• Must be administered August 13th through August 30th
.
• All new students who register before November 15th
will be administered beginning of the year assessments.
Local Assessment (Problem Solver and Writing)
• Must be administered by September 20th
.
Midyear Assessments
• Must be administered January 8th
through January 26th
.
• All new students who register before March 31st
will be administered midyear
assessments.
End of the Year Assessments
• Must be administered May 8th
through May 16th
.
SRI Assessment – administered 5 times a school year
• Beginning of Year – August 9th
through August 30th
• End of the 1st
nine weeks – October 7th
through October 25th
• End of the 2nd
nine weeks – January 8th
through January 24th
• End of the 3rd
nine weeks – March 4th
through March 21st
• End of the Year – April 28th
through May 16th
• All new students (who register throughout the year) must take the SRI within 10 school
days of registration, but not on the day of registration. Unless they are within two weeks of the next scheduled SRI.
Beginning of the Year Assessments:Math Problem SolverWriting AssessmentCumulative Math TestSRI 3rd – 5th
BAS 1st – 3rd
Mid-Year Assessments:Math Problem SolverWriting AssessmentSRI 3rd – 5th
BAS Kindergarten
End of the Year Assessments:
Math Problem Solver Writing Assessment Cumulative Math Test
SRI 3rd
– 5th
BAS K – 3rd
Stowers Elementary School, Ft. Benning, Georgia
- 39 -
Freddie Stowers Elementary School Local Assessment Timeline 2013-2014
BAS– administered 2 times a school year
• Beginning of Year – August 12th
through September 20th
• Kindergarten Midyear – January
• End of the Year – April 21st
through May 16th
Math Benchmark– administered 3 times a school year 3rd
– 5th
• Quarter 1 – October 21st
through October 25th
• Quarter 2 – December 16th
through December 20th
• Quarter 3 – March 17th
through March 21st
Terra Nova
February 24th
through February 28th
Data Tracker Entry Days
• October 1st
• February 4th
• March 18th
• May 20th
Grading Days for Assessments
• The week before Data Tracker. Four morning collaboration days may be used as needed to grade assessments. The Focused Learning Team (FLT) day will stay the same. We will also have the Tuesday afternoon early release to grade.
Stowers Elementary School, Ft. Benning, Georgia
- 40 -
Polya’s Four Step Problem
Solving Process
1) Find out
2) Choose a strategy
3) Solve ___O___=___
4) Look back
Stowers Elementary School, Ft. Benning, Georgia
- 41 -
Stowers Elementary School, Ft. Benning, Georgia
- 42 -
Math Problem Solving Rubric
Student Name_____________________________Score______Date__________
Level: 16-14 Advance; 13-11 Proficient; 10-8 Basic; 7-4 Below Basic
Category 4 Advanced
16-15-14
3 Proficient
13-12-11
2 Basic
10-9-8
1 Below Basic
7-6-5-4 S-Strategy Select a Strategy
I selected and used a strategy, and it worked. I checked the strategy and it worked.
I selected and used a strategy, and it worked. I did not check my work.
I used a strategy, but was unable to solve the problem. I am not sure how it works.
I did not show a strategy, and the problem is not solved.
A-Answer Calculate a Correct Answer
My answer and work are correct with all parts labeled.
My answer and work are correct.
Part of my work is correct, but my answer is incorrect.
My answer is not correct.
V-Vocabulary Support Answer with Math Vocabulary
I used math vocabulary words I learned in fourth grade and additional vocabulary words to explain my answer.
I used math vocabulary words I learned in fourth grade to explain my answer.
General math terms are used
I did not use math vocabulary.
E-Explain Explain your answer using math representation, graphs, pictures, timeline, number line, charts, etc..
I used math, drew a picture/chart/diagram/labeled/etc… to solve the problem and explained and stated my strategy clearly with additional details.
I used math, drew a picture/chart/diagram/labeled/etc… to solve the problem and I stated my strategy, but partially explained it.
I used math, drew a picture/chart/diagram/labeled/etc… to solve the problem, but I did not state the strategy and I partially explained it.
I did not use any math, state the strategy, or explain my strategy.
Stowers Elementary School, Ft. Benning, Georgia
- 43 -
4 Above Standard
(Advanced)
3 At Standard
(Proficient)
2 Below Standard
(Basic)
1 Well Below Standard
(Below Basic)
Score
24 – 23 – 22 – 21 - 20 19 – 18 – 17 – 16 - 15 14 – 13 – 12 – 11 – 10 9 – 8 – 7 – 6
Focus/Ideas Has a clear topic
sentence that expresses
the main idea.
Has 4 or more details
that support the topic.
Maintains focus
throughout.
Has a developed
topic sentence.
Has 3 details that
support the topic.
Maintains focus.
Has a weak topic
sentence.
Has 2 details that
support the topic.
Focus strays.
Does not have a
topic sentence.
Has at least 1 detail
that supports the
topic.
Has little or no
focus.
Organization/
Paragraphs
(Components of
a paragraph has
a topic
sentence, 3 or
more details,
and a closing.)
Has at least 3
paragraphs.
Has appropriate order
words and/or phrases.
Has at least 2
paragraphs.
Has order words
and/or phrases.
Has at least 1
paragraph.
Has few or ineffective
order words and/or
phrases.
The writing lacks 1
or more components
of a paragraph.
Has no order words
or phrases.
Voice Voice is consistently
appropriate for the
purpose, audience, topic,
and/or genre.
The voice is unique,
honest, and passionate.
Voice is
appropriate for the
purpose, audience,
topic and/or genre.
The voice is unique,
but lacks passion.
Voice is weak for the
purpose, audience,
topic, and/or genre.
Voice comes and goes.
Voice is not
appropriate for the
purpose, audience,
topic, and/or genre.
Voice is unclear or
uninvolved.
Word Choice Words are used
correctly.
Words enhance the
writing.
Word choice is
thoughtful and precise.
Word choice includes 4
or more sensory words.
Word choice includes
figurative language.
Most words are
used correctly.
Most words
enhance the
writing.
Word choice is
thoughtful.
Word choice
includes at least 3
sensory words.
Words are used
incorrectly.
Words do not enhance
the writing.
Word choice shows
little thought.
Word choice includes
at least 2 sensory
words.
Has a limited range
of words.
Word choice shows
no thought.
Word choice
includes 1 sensory
word.
Sentence
Fluency
Has complete sentences.
Has no run-on
sentences.
Has no rambling
sentences.
Varied structures and
lengths contribute to
the flow of the writing.
Has one incomplete
sentences.
Has one run-on
sentences.
Has one rambling
sentences.
Has some variation
in sentence
structure and
lengths.
Has 2 incomplete
sentences.
Has 2 run-on
sentences.
Has 2 rambling
sentences.
Has little variation in
sentence structures
and lengths.
Has only 1 or no
complete sentences.
Writes only run-on
or rambling
sentences.
Has no variation in
sentence structures
and lengths.
Conventions Has no more than 1 error in
grammar.
Has no more than 1 error in
punctuation.
Has no more than 1 error in
spelling of grade level
appropriate words.
Has no more than 2
errors in grammar.
Has no more than 2
errors in punctuation.
Has no more than 2
errors in spelling of
grade level
appropriate words.
Has no more than 3 errors
in grammar.
Has no more than 3 errors
in punctuation.
Has no more than 3 errors
in spelling of grade level
appropriate words.
Has more than 4
errors in grammar.
Has more than 4 errors
in punctuation.
Has more than 4 errors
in spelling of grade
level appropriate
words.
Third Grade Writing Scoring Rubric 2013-14 Student’s
Name:___________________________
Stowers Elementary School, Ft. Benning, Georgia
- 44 -