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BARTON SCHOOLSTATE OF THE SCHOOL ADDRESSApril 11, 2007

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An Introduction to Clara Barton

“Where the Wise Rise to Success”

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Barton School “Where the Wise Rise to Success”

Standards-based, high expectations, inquiry based, and community- oriented

A positive environment preparing students to be knowledgeable, responsible, caring, and confident citizens in an ever changing world.

Dedicated to continuous improvement

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Dr. Farrah S. Koonce, Principal

Basic Philosophy: All decisions are made in the best interest of students

3rd year as principal of Barton School Ed.D. Educational Leadership, University

of Pennsylvania MA, Educational Leadership, Monmouth

University BA, Elementary Education and History,

Monmouth University

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Principal’s Note

Our challenge for the 2006-2007 school year is to continue to build on our achievements. We can be proud of what we have achieved at Barton, but our achievements are not due to complacency and satisfaction with the status quo. Our programs are built on a strong community connection, continuous collaboration, and dedicated teacher professionals. We will be working hard to meet Cherry Hill Board of Education goals by focusing on improved student achievement, closing the achievement gaps where they exist, integration of an integrated curriculum, review of special education programs, and through a school facilities action plan.

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Barton Faculty

All teachers are certified and deemed “Highly Qualified”

Numerous teachers with advanced degrees including technology and mathematics

Spirit of collaboration

Committed to Professional Development

Culture of excellence!

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Barton Demographics

459467

493 494 501 495 505

430440450460470480490500510

Number of Students

2000- 01

2001- 02

2002- 03

2003- 04

2004- 05

2005- 06

2006- 07

Years

Barton Demographics

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Student Ethnicity Breakdown

0%15%

10%

11%

0%

64%

American Indian or AlaskaNative

Asian

Black or African

Hispanic or Latino

Native Hawaiian/PacificIslander

White

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Barton Organization2006-2007

2.5 Kindergarten classes 6 Grade 1 classes 5 Grade 2 classes 5 Grade 3 classes 4 Grade 4 classes 4 Grade 5 classes 0 Self-Contained Special Needs class 3 Resource Rooms Average Class Size is 20 students

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2007 – 2008 Proposed School Budget

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Implications of the 2007 – 2008 Proposed Budget – Elementary

Increased class size in grade 5 (from 24 to 25)

3 elementary positions cut (across the district)

1 educational assistant cut (across the district)

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Barton Organization2007-2008 (Budgeted)

2.5 Kindergarten classes 6 Grade 1 classes 5 Grade 2 classes 5 Grade 3 classes 5 Grade 4 classes 4 Grade 5 classes 0 Self-Contained Special Needs class 3 Resource Rooms Average Class Size is 20 students

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Board Goals

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Goal 1: Continue to improve student achievement at all grade levels and close achievement gaps

where they exist.

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Continuous Improvement

We collect and analyze data in order to provide our students with the differentiated instruction and support they need to meet and exceed the standards.

Data helps us to identify at-promise students and their specificlearning needs. We have used the data to develop before, during, and after school programs to accelerate student learning.

Teachers maintain the Student Database which allows us to systematically gather and analyze data. Additionally, teachers have developed Collaborative Plans to focus their attention to specific academic areas.

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Student Achievement DataCurrent Grade 6 students (based on 2005 NJASK 5 data )

Language Arts Math

Advanced Proficient 17 38

Proficient 70 44

Partially Proficient 8 13

92% of students were advanced proficient or proficient in LA. 87% of students were advanced proficient or proficient in Math.

7 students received a perfect score of 300 on the math.

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Student Achievement DataCurrent Grade 5 students (based on 2005 NJASK 3 data )

L A Math SC

Advanced Proficient 8 43 25

Proficient 71 37 55

Partially Proficient 11 11 11

No Score 1 0 187.8% of students were advanced proficient or proficient in LA.87.9% of students were advanced proficient or proficient in Math. 87.8% of students were advanced proficient or proficient in Science.

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Student Achievement DataCurrent Grade 4 students (based on 2005 NJASK 3 data )

L A Math

Advanced Proficient 14 39

Proficient 56 39

Partially Proficient 13 5

84.3% of students were advanced proficient or proficient in LA.94.0% of students were advanced proficient or proficient in Math.

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Continuous Improvement

Using data to drive instruction (trends, etc..) Specific Instructional Strategies (Better Answers,

etc…) Implementation of new writing program Intervention Programs

– Before and After School Program – Summer School– ESST Support, Math Coach, Instructional Support

Specialist – Educational Assistant for Academic Support – Researched based interventions

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Continuous Improvement through Professional Development

– Writing Initiative: Lucy Calkins – 2nd full year of Math Investigations

Implementation – New Teacher Workshops: various

disciplines – In –house workshops including Reading

with Meaning – Sample lessons and co-teaching with ISS

and Math Coach

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Goal 2: Begin implementation of an integrated curriculum, instruction, assessment and professional development framework that will assure continuous student progress within an aligned Pre K – 12 educational program.

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Goal 3: Develop an action plan to improve school facilities with a focus on learning,

safety, infrastructure, and maintenance.

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Goal 4: Review special education programs to ensure that every child’s needs are met in accordance with the Individualized Educational Program (IEP) and in compliance with State mandated program requirements.

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Things to Celebrate at Barton

Infusion of technology across the curriculum at all grade levels

2 teachers recognized as Geraldine Dodge Foundation recipients

3 Odyssey of the Mind teams have moved on to State Finals – a student recognized for individual accomplishments

Continuation of Character Education Initiatives Gains in student achievement based on NJASK data Over 600,00 pages for the Reading Program Continuation of the K Readiness Packets

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THE END