Dahlgren School Profile - DoDEA

Dahlgren School Profile

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Dahlgren School Profile Profile Revised November, 2012

Dahlgren Elementary/Middle School 193 Sampson Road, Code TS

Dahlgren, Virginia 22448 (540) 653-8822

http://www.am.dodea.edu/ny_va/dahlgren

Mrs. Alice Herring, Principal


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DoDEA Mission Statement The Department of Defense Education Activity provides, in military communities

worldwide, exemplary educational programs that inspire and prepare all students for success in a global environment.

District Mission Statement The NY/VA DDESS District, in partnership with its military communities, provides

a quality education that focuses on success for all students through high expectations for student achievement, wise management of available resources,

excellent employee performance and community-wide collaboration.

School Vision Statement The vision of Dahlgren School is to engage all students in varied learning

opportunities to foster high levels of achievement and prepare them for success in an ever changing global environment.

SUCCEED… IT’S WHAT WE DO


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Overview of the Community and School

The Naval Support Facility is located in a rural/suburban area and is the area’s major employer. Many civilian workers live in the surrounding counties and work at Dahlgren. There are several tenant facilities which employ both civilian workers and military personnel. Some of these are schools for military personnel which last anywhere from several months to almost a school year. Sometimes persons assigned to these schools bring their families and the children attend Dahlgren School for a short time. Other students typically attend Dahlgren School for three years, the length of their parent’s rotation. The typical turnover rate each year is about 40% of the school population. Dahlgren School is presently sponsored by Naval Support Activity South Potomac. Dahlgren School is an elementary/middle school which offers classes from pre-kindergarten to eighth grade to children of military personnel who live on the Naval Support Activity Dahlgren. Older children attend the local high school in King George County. Dahlgren School has a long history on the base since it was established in 1918. There is an active “Friends of Dahlgren” association made up of former alumni who are often involved in school events. Many other military and community volunteers help support the school’s programs including an active Parent – Teacher Organization (PTO), mentoring, tutoring, coaching, and providing assistance in the classroom and on field trips.


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In 1942 the base built the main Dahlgren School building, still in use today. In 1950 two Quonset huts were added to the school building, forming a small complex. A third addition was added to this complex in 1990. During FY 93, an addition was constructed to house a gymnasium, music room, technology integration lab and classroom. Another addition was completed during FY 95 which houses a Media Center, the guidance office and early childhood classrooms. The Dahlgren School combined with the Quantico Dependents’ School System in 1996. Two years later, West Point joined the system, and the three areas now comprise the New York and Virginia Domestic Dependent’s Elementary and Secondary Schools (NY&VADDESS) Dahlgren School strives to personalize instruction and to meet the needs of the student in the affective, cognitive, and physical learning arenas, while fostering the values of patriotism, citizenship, individualism, and creativity. Our goal is to sustain the highest levels of attainment possible and to meet effectively the unique needs of our military children. In order to meet the needs of all children, Dahlgren School offers special programs in art, music, gifted education, French/Spanish, Algebra, Geometry, remedial reading, special education, computer integration, AVID, and DARE, and a pre-school program including special education. The parents of enrolled children serve as School Board Members; elections are held each year. These base parents serve in a volunteer status. The children that attend Dahlgren School live within walking distance; therefore no buses are necessary. Close proximity to the school affords a unique advantage for our children and their parents- children get to go home for lunch, and the Base Commands encourage the military parents/sponsors to eat lunch with their child. At the request of parents, plans are in development for a cafeteria to be constructed behind the school.


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Unique Local Insights

In SY 2012-2013 Dahlgren School had 118 enrolled students. Of these 62 were male and 56 were female as illustrated in the following graph.

Figure 1

Regarding the ethnic or racial makeup of the school population, 70% are white/Caucasian; 16% are Black/African American; 4% are Asian and 10% are Bi-racial. 87.3% of the population is Non Hispanic/Latino and 12.7% are Hispanic/Latino. Figure 2


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Existing School Data During the 2011 – 2012 school year data was compiled in preparation for formulating new goals for school improvement. The following describes the information available at that time regarding the school and its needs:

Data Collection Instruments The following instruments were selected by committees to gather information regarding Student Data:

Terra Nova Tests of Achievement Scholastic Reading Inventory (SRI) Benchmark Assessment System (BAS) Reading Street Baseline Assessment Elements of Literature Local Assessments

Figure 3: Percent of Students Performing “At and Above Standard” (top two quarters) TerraNova, Third Edition Reading

CSI Goal 1: Assessment 1 Figure 3 shows data from the Terra Nova, Third Edition reading test for years 2009-2012. The vertical axis represents the proportion of Dahlgren School students performing above the national median (50th percentile)”At or Above Standard” (top two quarters), on this assessment. Comparing the height of the bars to each other within each cluster shows the amount of annual change in the level of student performance across grade levels.


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STATEMENT OF FINDINGS From 2009 to 2012, Dahlgren School 3rd grade students have experienced a 3 point decrease in the percent of students scoring at or above standard. Fourth grade has experienced a 29 point increase and now has 100% of students meeting standard. Fifth grade gained 18 points while grade 6 has now reached 100%. Seventh grade increased by 4 points while 8th grade maintained 100% of students at standard. Figure 4: Percent of Students Performing “At or Above Standard” (High Mastery)

Scholastic Reading Inventory

CSI Goal 1: Assessment 2 Figure 4 shows data from the local assessment for 2009-2012. The vertical axis represents the proportion of students performing “At Standard.” Comparison of the height of the bars to each other within each cluster shows the amount of annual change in the level of student performance across grade levels. STATEMENT OF FINDINGS Between 2009 and 2012, Dahlgren School 3rd graders have gained 25 points and are now at 88% at or above standard. Fourth grade gained 44 points, 5th grade gained 20 points, and 6th grade increased by 14 points (all students currently scoring at or above standard). Grade 7 lost 29 points in this past year. Grade 8 has dropped by 14 points between 2009-2012.


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Figure 5: Percent of Students Performing “At or Above Standard” (High Mastery) Benchmark Assessment System

CSI Goal 1: Assessment 3 Figure 5 shows baseline data from the first administration of the newly adopted BAS. The vertical axis represents the proportion of students performing “At Standard.” In future years, comparing the height of the bars to each other within each cluster will show the amount of annual change in the level of student performance across grade levels. STATEMENT OF FINDINGS 2012 serves as baseline data for this assessment.


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Figure 6: Percent of Students Performing “At or Above Standard” (High Mastery) Reading Street Baseline Assessment

CSI Goal 1: Assessment 4 Figure 6 shows baseline data from the first administration of the newly adopted Reading Street assessments. The vertical axis represents the proportion of students performing “At Standard.” In future years, comparing the height of the bars to each other within each cluster shows the amount of annual change in the level of student performance across grade levels. STATEMENT OF FINDINGS 2012 serves as baseline data for this assessment. 100% of all students at Dahlgren School performed at or above standard on the Reading Street Baseline Assessment.


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Figure 7: Percent of Students Performing “At or Above Standard” (High Mastery) Elements of Literature

CSI Goal 1: Assessment 5 Figure 7 shows baseline data from Elements of Literature assessments. The vertical axis represents the proportion of students performing “At Standard.” Comparison of the height of the bars to each other within each cluster shows the amount of annual change in the level of student performance across grade levels. STATEMENT OF FINDINGS In the 1 year period since the assessment began, Grade 7 has grown by 7 points and Grade 8 has grown by 21 points in the percentage of students scoring “at or above standard.”


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Figure 8: Percent of Students Performing “At or Above Standard” (High Mastery) Critical Thinking Local Assessment

CSI Goal 2: Assessment 1 N/11=10 16 21 11 7 16 8 14 8 6 Figure 8 shows data from the Local Critical Thinking Assessment. The vertical axis represents the proportion of students performing “At or Above Standard”. Comparing the height of the bars to each other within each cluster shows trends in change in the level of student performance across grade levels. Because OPI scores have a wide range of variance, they cannot be used to represent fixed values for the purposes of growth calculation year over year.


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Figure 9: Percent of Students Performing “At or Above Standard” (High Mastery) Critical Thinking Local Assessment

CSI Goal 2: Assessment 1 Figure 9 shows data from the Local Critical Thinking Assessment. The vertical axis represents the proportion of students performing “At or Above Standard”. Comparing the height of the bars to each other within each cluster shows trends in change in the level of student performance across grade levels. STATEMENT OF FINDINGS In grades 1, 2, 6, 7, and 8, 100% of students performed at or above standard. In grades 3, 4, and 5, at least 75% of students scored at or above standard.

Instructional Data Plan for Action: Instructional Data The staff reviewed the data and determined that STRETCH goals/initiatives were appropriate for continuation of the School Improvement Process. We had experienced success with both goals, especially Goal 2, compare and contrast. Goal 1 remained the same except we wanted to challenge students to summarize from “real world” sources. Goal 2 changed from compare and contrast to encompass STEM – related learning.


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Synopsis: STRETCH Learning

o The staff examined the available formative and summative data to determine that our students would best be served by creation of STRETCH goals for school improvement

o Goal 1 consists of a focus on using “real world” sources (newspapers, magazine articles, books, etc.) for improvement in reading comprehension

o Goal 2 consists of a focus on the Engineering Design Process for STEM (Science, Technology, Engineering, and Math) where students participate in several STEM-related challenges throughout the school year

These School Improvement Goals encourage higher level and critical thinking skills Continuation of Summarization and Compare and Contrast School Improvement Goals


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Unique Local Insights Data Collection Instruments We selected the following instrument to collect data regarding Unique Local Insights: 2010 Parent Satisfaction Survey Results A recent survey conducted during the 2009-2010 school year showed parent satisfaction with many areas of academic performance at Dahlgren School as seen by the following graphs: Figure 10

Question: What grade would you give your child’s school?

79

82

82

98

50 60 70 80 90 100

DoDEA

DDESS

NY/VA/PR

Dahlgren School

Percent Responding A and B

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Question: How would you grade your child’s school in preparing students in reading?

82

85

84

96

50 60 70 80 90 100

DoDEA

DDESS

NY/VA/PR

Dahlgren School



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Figure 12

Question: How effective is your child’s school in using technology as a tool for learning?

85

85

86

94

50 60 70 80 90 100

DoDEA

DDESS

NY/VA/PR

Dahlgren School

Percent Responding Very/Somewhat Effective

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Question: In your child’s school, is childhood obesity a problem?

53

50

52

40

30 40 50 60 70 80

DoDEA

DDESS

NY/VA/PR

Dahlgren School

Percent Responding Major/Minor Problem


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However, in the following graphs, parents have made their concerns clear: Figure 14

Question: How would you grade your child’s school in preparing students in foreign language?

59

45

53

40

30 40 50 60 70 80

DoDEA

DDESS

NY/VA/PR

Dahlgren School


Figure 15

Question: In your child’s school, is bullying a problem?

60

56

60

63

30 40 50 60 70 80

DoDEA

DDESS

NY/VA/PR

Dahlgren School



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Figure 16

Question: In your child’s school, is the lunch program a problem?

47

39

38

66

30 40 50 60 70 80

DoDEA

DDESS

NY/VA/PR

Dahlgren School


As evidenced by the above data from parent sources there are several issues which are areas of concern. The bullying issues are currently being addressed through a whole – school approach to include guidance activities, student council presentations, and PTO activities. The concern about lunch programs will be addressed soon as a cafeteria is being built within the next few years. Although students in the middle school can take a foreign language through distance learning, languages are not taught in the elementary school and this is an area that needs further investigation. Implications for Action: Unique Local Insights Continue a program of active involvement of parent volunteers in the educational process at the school.


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Existing School Data: Community Data Summary Presentation of Data: Figure 17

Middle School Enrollment in AVID

6th grade

7th grade

8th grade

Middle School Population

Fifty-six percent of sixth grade students, thirty-three percent of seventh grade students, and thirty-seven percent of students in eighth grade are enrolled in AVID. AVID is a program to prepare students in the academic middle for four-year college eligibility. The mission of AVID is to ensure that all students, most especially the least served students in the academic middle who are capable of completing a college preparatory path, will succeed in a rigorous curriculum, will enter mainstream activities of the school, will increase their enrollment in four-year colleges, and will become educated and responsible participants and leaders in society. AVID offers community members and base personnel volunteer opportunities that help to cement partnerships between the community and the school. Another program offered at Dahlgren School is the Mentor Program which pairs community volunteers and base personnel with students who need additional opportunities to work with adult role models. Implications for Action: Existing School Data: Community Data Areas identified by this data for student performance goals and strategies/interventions could include: Continue those personalized instructional programs such as AVID and the mentor program that have utilized volunteers from the base community forming an active and ongoing school - community partnership.


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Appendix A: Goal Statements & Triangulation of Data Student Performance Goal #1: Students will improve reading comprehension across the curriculum Essence: Reading comprehension is identified as the ability to understand and express ideas derived from real world content across the curriculum We chose this goal based on triangulating the following data sources:

Terra Nova Achievement Test - Reading Reading Street Baseline Assessment Elements of Literature Assessments Benchmark Assessment System Scholastic Reading Inventory Concepts in Print Inventory

Student Performance Goal #2: Students will ask, imagine, plan, create, as appropriate in order to solve problems Essence: Students will apply the steps of the Engineering Design Process to solve problems We chose this goal based on triangulating the following data sources:

Terra Nova Achievement Test – Science 2012 National Center for Technological Literacy STEM Assessment Environmental Scan


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Appendix B: Environmental Scan Summary Environmental Scan – 2012 Three articles were given to staff:

1. Stretch Learning: Rigor and Relevance for an Unpredictable World By Lin Kuzmich (International Center for Leadership in Education

2. NSTA Position Statement: Scientific Inquiry (www.nsta.org) 3. The World of Engineering : The Engineering Design Process

The Staff was invited to reflect and respond to the following questions: Stretch Learning - What is your understanding of Stretch Learning? Responses:

Pushing the potential of all learners Move students beyond their comfort zone Exceeds comfort zone Rigorous and relevant learning beyond minimum requirements Different for each student Schools must move students beyond their learning comfort zone

Implication for students Teachers must use differentiated learning to challenge students to expand their learning to go beyond what is easy. We must design curriculum that is demanding and then help them to achieve more than they believe they can. Staff Development Implications: Stretch Learning Differentiation – designing units NSTA Position Statement In each of the 3 Declarations, which do you feel has the most significance?

1. Regarding the use of Scientific Inquiry as a teaching approach, NSTA recommends that science teachers

Responses: Plan an inquiry-based science program for their students by developing both short and

long term goals that incorporate content knowledge Implement approaches to teaching science that cause students to question and explore

and to use those experiences to raise and answer questions about the natural world.

2. Regarding students’ abilities to do scientific inquiry, NSTA recommends that teachers help students

Responses:


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Design and conduct investigations to collect the evidence needed to answer a variety of questions

Learn how to draw conclusions and think critically and logically to create explanations based on their evidence

Communicate and defend results to their peers and others

Implications for Students Students will need guidance to think logically about a problem, and identify steps needed to reach a solution. They will also need to communicate effectively with each other during the discovery process, as well as present their findings to others. This is the real world experience that we are hoping to give our students in GOAL 1.

3. Regarding students’ understanding about scientific inquiry, NSTA recommends that teachers help students understand

Responses That there is no fixed sequence of steps that all scientific investigations follow. That scientific inquiry is central to the learning of science and reflects how science is

done Scientific inquiry is central but flexibility is essential

Implications for Students Our entire year last year was focused on empowering students with understanding where their own learning was and where the goals were for them. Using Scientific Inquiry will allow us to be partners with students on their learning journey, while give them the skills that they need for their future. Staff Development Implications Inquiry Based Learning – How to design lessons The teacher as facilitator Organization The World of Engineering Which Design step presents the most challenge for you? Ask – Imagine – Plan – Create – Improve Plan – for younger students, the teacher set up the plan for them to begin to work on the solutions Older students needed more time to think through their steps for solving the problems. They seemed to want the teacher to give them the steps, instead of working it out for themselves. Improve – motivating students to try again when the first ideas were not successful It seemed that there were some variables that affected the success of the improvement step for students. Sometimes the problem is so compelling; the students are eager to improve and/or modify to reach a better solution. The teacher may have to encourage and participate in the improvement process to get students started in this part of the process.


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Implications for Students Students need more practice with the Design process, so that as challenges become more rigorous, they are able to meet them. Again, this teaching technique allows the learner to participate in their own learning. Staff Development Implications STEM design process

Summary and Plan of Action

As a result of the data compiled from a variety of sources, goals were developed for school improvement. These goals are: 1) All students will improve reading comprehension across the curriculum and 2) Students will participate in STEM – related challenges using the Engineering Design Process to solve problems. Initially, the reading comprehension goal was implemented using the intervention of graphic organizers. Research was done which indicated that the skill which contributes most to reading comprehension is summarizing. Staff development was implemented in SY 2010 – 2011 to address this intervention. Eventually, staff determined that a STRETCH goal would challenge students to comprehend “real world” sources of information and this was implemented as a school improvement goal in SY 2012 – 2013. The compare and contrast goal showed maximum success therefore, staff determined a science – based goal using the Engineering Design Process would be beneficial to students and increase awareness of careers related to science and math. Following the AdvandED review in April of 2011, additional strategies were developed to ensure adherence to a comprehensive data collection system for the school with accompanying staff development to help staff implement the system. A system for helping students keep track of their academic progress was also initiated in the 2011-12 school year. These strategies have been received by staff and students as positive approaches to increase learning and to use data to form instruction. Implication for students Teachers must learn to guide students to working in groups to solve problems. Research says that students of today must be able to work together to solve problems rather than in isolation. The teacher as facilitator allows students to stretch their own learning capabilities and deepen understanding and make learning relevant.

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