SIP 4

Keheley Elementary School
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NATIONAL
In the Fall of 2006, the ITBS was given to all 3rd and 5th grade students. The Fall 2006 ITBS student performance data indicates:

STATE
Criterion-Referenced Competency Test (CRCT)
Spring 2007 CRCT Math results for Grades 1 - 5 give us our baseline scores for Fall 2007

While the majority of our students meets and exceeds standards, it is essential that our teachers employ practices to differentiate instruction to meet the needs of all students. Test scores have shown little increase over the past several years in content area scores of Reading, Language Arts, and Math, which reinforces the need to evaluate teaching methods and instructional strategies. Our emphasis is to take students from meets to exceeds, Level II to Level III, and from does not meet to meets, Level I to Level II. Our focus is to have 20% of the students at each grade level in grades 1 – 5 move to a higher level on CRCT math scores from spring 2007 to spring 2008. Feedback from classroom teachers as well as a closer analysis of the domains in the CRCT indicates that problem solving and computation are areas on which to focus. With the increasing number of students qualifying as economically disadvantaged, it is also important for teachers to understand how poverty impacts student learning.
A cause for concern is Keheley’s Adequate Yearly Progress (AYP) status for the students with disabilities subgroup and the economically disadvantaged subgroup. Students in these groups were three times more likely to score in level 1 (does not meet) in both Reading/English Language Arts and math than all students. Additionally, the percentage of all students exceeding standards were three to four times the percentage of SWD and economically disadvantaged students exceeding standards. According to the AYP attendance rate, 7.1% of all students were absent over 15 days but 23.5% of economically disadvantages students were absent over 15 days, an increase from the previous year’s rate of 10.6%. Absenteeism of over 15 days per year is a variable that may be influencing the performance of economically disadvantaged students.
Results are as follows for the GKAP-R Assessment completed in Spring 2007 for rising first grade students:

Stakeholder Perceptual Data Analysis

In response to the Cobb County School District Spring 2006 School Improvement Opinion Survey, 91% of Keheley staff and parents that participated in the survey indicated that they are satisfied with the quality of the educational program offered to students in mathematics. With the adoption of a new math series and a review of student math test data, Keheley will continue an instructional focus on math. Collaboration among teachers will help to strengthen the math instructional program. The survey indicated that students, parents, and staff feel that school safety (95% average), home-school communications (91% average), parental involvement (91.3% average), and our instructional process (92% average) are our overall strengths. An area of improvement according to the student survey would be the use of technology as 57% of students indicated they use technology in their class. However, 90% of parents and 95% of teachers felt that technology was used adequately in classrooms. Technology upgrades took place during the summer of 2007, so the opinions about the use of technology may improve as more reliable hardware is available for students’ instructional use.