Comprehensive

Needs Assessment
2018-2019
MABELVALE ELEMENTARY SCHOOL

| 9401 MABELVALE CUTOFF, MABELVALE , AR 72103 PHONE: 501-447-5400

 Comprehensive Needs Assessment
Mabelvale Elementary School
2018-2019
Note: This is a living document. As new data is analyzed, the Leadership Team will make any
necessary adjustments or modifications to this plan to reach our intended targets.

Focus Area 1: Achievement

Goal: to improve core instructional practices that support student achievement and growth
through the implementation of R.I.S.E. in grades Kindergarten – 2nd and continued
implementation of comprehensive literacy in grades 3rd – 5th to increase our student
performance in Reading.

Current Status:

Mabelvale Elementary School practices distributive or shared decision-making to

improve best adult practices that support student achievement. We will continue to
implement a “team” structure to reflect distributive leadership in our school community.
Currently, our master schedule reflects adequate time for the various building level teams
to meet weekly to improve instructional practices as well as engage with our parents and
community stakeholders. We have assessed multiple indicators of effective practice to
develop, implement and monitor team structure. Research has indicated that “if a student
moves from the classroom of an effective teacher to that of an ineffective one, their
achievement gains are typically negated (Kane & Staiger, 2008; Sanders & Rivers 1996).
Conversely, if a student is placed in the classrooms of effective teachers in consecutive
academic years, their achievement is far more likely to accelerate. Further, teachers are
more effective when their peers are more effective; indeed, teachers consistently report
that peers have the greatest impact on their practice. Consequently, it is the collective
community of teachers, led by the principal, that is key to promoting schoolwide learning.
In fact, empirical research shows that among the many individual in-school factors that
influence student achievement, two stand out. Teacher impact is the single most important
factor, accounting for 33% of school-level variation in achievement, closely followed by the
influence of the principal at 25%. A host of other school-level factors, some of which cannot
be adequately measured, account for the balance of 42%.”

Our focus is on building leadership capacity. For our leadership practices to evolve and
deepen, we have utilized the Shared Leadership Assessment Tool
[http://www.indistar.org/app/Resources/IndicatorResources/SharedLeadershipSelfAsses
sment.pdf] to assess the current status of key elements of a shared decision-making system.
As an instructional leadership team, we have identified areas that need improvement. We
have discovered the following, as listed below, these descriptors sound like our school, but
we have a top down and not bottom up approach. Currently, the agenda and work is
generated from the administration and not the grade level teams. We will work to develop
capacity for teacher leaders to drive the work with the administration being monitors of
the work and provide support and insight.

 The Leadership Team serves as a conduit of communication to the faculty and staff.
 The Leadership Team shares in decisions of real substance pertaining to curriculum,
instruction, assessment, and professional development.
 The Leadership Team seeks the input of others not on the team, in order to
represent all faculty/staff.

We will use a continuous improvement cycle (Plan » Do » Check) to implement those

additional practices that are intended to build greater leadership capacity in our school
community. Our timeline for implementing and monitoring our practices will be developed
as we plan in Indistar.

Mabelvale Elementary School will continue to use the team structure to ensure sound
instructional practices to support student achievement. During our instructional team
planning time by grade level and in our professional learning communities (PLCs), our
instructional staff will continue to refine and implement selected evidenced based
strategies that have previously proven effective in our core content areas (such as Kagan,
Blended Instructional Models, Gradual Release Model . . .). Our expectation is that . . . at
least 80% of our core content teachers will use these selected strategies weekly with
fidelity. Our focus will be to identify strategies that will enable our students to become
better thinkers. Metacognitive skills transfer to other learning situations and are retained
over time. Metacognition is "cognition about cognition", "thinking about thinking",
"knowing about knowing", becoming "aware of one's awareness" and higher-
order thinking skills. ... Metacognition can take many forms; it includes knowledge about
when and how to use particular strategies for learning or for problem-solving. From his
analysis of 395 research studies, Marzano concludes that metacognitive thinking is the
primary vehicle for student learning. Research strongly suggests persistent, positive effects
regardless of student age, achievement level, nationality or ethnicity.

Our instructional teams will also focus on developing standards based units of instruction
along with pre/post testing and/or common formative assessments (i.e., CFAs). These units
helped us deliver instruction more uniformly by content or by grade level. The “common”
unit pre/post-tests made it possible to address deficit areas to remediate in a timely
manner. Additionally, this strategy will assist us in identifying gaps in our curriculum. Our
goal is to continue this practice. Perhaps the most difficult aspect of aligning our
curriculum, assessment and instructional planning was not having a better intermittent
assessment tool to progress monitor all our students adequately. The district is currently in
the process of selecting an intermittent assessment tool that is aligned with state
standards. The District’s Instructional Leadership Team will take the lead with assisting us
with the implementation of the new assessment system.

As an instructional leadership team, we have identified indicators of effectiveness in the

categories of (a) Curriculum, Assessment and Instructional Planning and (b) Classroom
Instruction to improve our practices. We will use a continuous improvement cycle (Plan »
Do » Check) to implement those additional practices that are intended to deepen our
knowledge and skills relative to effective instructional practice. Our timeline for
implementing and monitoring our practices will be developed as we plan in Indistar.

As of October 12, 2018, we were notified that we were a school In Need of Additional
Targeted Support for the Subgroup of Special Education Students. Our school plan
addresses the recommendation of the continuous cycle of inquiry of (plan, do, check). The
school will continue to revisit the school improvement plan each month to ensure that
steps are being taken to address the areas of need for all students and implement strategies
in interventions to close those gaps.

READING

In reviewing the latest data from NWEA MAP Assessments, 34% of our K-2nd Grade
students performed at or above the district grade level average. In reviewing the latest data
from ACT Aspire Spring 2018, 58% of our 3rd-5th grade students performed at the In Need
of Support category in Reading. The achievement average was higher for Hispanic
students, White students, Gifted and Talented students and English Language Learners
than for African American students, Economically Disadvantaged students, and Students
with Disabilities. The ESSA Index 1% for our SPED students in 2018 was 54.09. The ESSA
Index 5% for our SPED students in 2018 was 57.48. ESSA Index score 47.77.

Further examination of the ACT Aspire Summative Assessment data in Reading

indicated that:

● Third grade males and Economically Disadvantaged Students scored the lowest in
the Integration of Knowledge and Ideas.
● Third grade males, African Americans, Economically Disadvantaged, and Students
with Disabilities scored lowest in the Integration of Knowledge and Ideas.
● Fifth grade, African American Students and Economically Disadvantaged and
Students with Disabilities scored lowest in Key Ideas and Details.
Goals:

1. 80% of students in 1st-3rd grade will demonstrate proficiency in fluency in grade

level text by the end of the 2018 – 2019 school year.
 2. 70% of students in 4th and 5th grade will demonstrate proficiency in reading
comprehension in grade level text.

Plans to Increase Reading Achievement:

1. Increase the depth of knowledge for teachers in the area of phonics and
phonological awareness and how that knowledge impacts fluency, vocabulary,
comprehension and writing.
2. Kindergarten through Second grade teachers will participate in the R.I.S.E training.
R.I.S.E emphasizes the importance of building a culture in reading, educating
parents about the importance of reading, and increasing access to books at home.
3. Conduct formal and informal observations and document on EdReflect.
4. Third through Fifth grade teachers will implement a comprehensive literacy
approach with our continued partnership with City Year.
5. Specialist will begin serving as interventionist to support homeroom teachers
through the Professional Learning Communities process.
6. Provide training and implement the Professional Learning Communities Approach
with support of Solution Tree and LRSD.
7. Continue to provide training and implement SIOP Strategies in every classroom.
8. Continue the implementation of Lexia Core 5 at all grade levels.
9. Staff will participate in training for Phonics First (3rd – 5th) and Orton-Gillingham
(Kindergarten – 2nd, SPED)

MATHEMATICS

NWEA Map Assessments revealed that 36% of our K- 2nd grade students scored at or
above the district grade level average in mathematics. In reviewing the latest data from
ACT Aspire Spring 2018, 24% of our 3rd-5th grade students performed at the In Need of
Support in Reading. The achievement average was higher in Gifted and Talented, White,
Hispanics than Black, Economically Disadvantaged, and Students with Disabilities.

Further examination of the Act Aspire Summative Assessment Data in Mathematics

revealed that:

● Third grade African American females, and White students scored the lowest in
Number and Operations Base 10.

● Fourth Grade African American Males, English Language Learners, and Students
with Disabilities scored lowest in Justification and Explanation.

Goals:

1. 70 % of students in 1st-5th grade will demonstrate proficiency in grade level math.

 2. Increase the percentage of 2nd- 5th grade students moving from “In need of
Support” by at least 5% in Reading and Math as measured by the 2018-2019 ACT
Aspire Summative Assessment
3. To increase the percentage of 3rd-5th grade students moving from Close to Ready
by at least 5% in reading and math as measured by the 2018-2019 ACT Aspire
Summative Assessment.

Plans to Increase Mathematics Achievement:

1. Implement adopted program, Imagine Learning for Math, to support reasoning for
K- 2nd grade and math fluency for 3rd- 5th graders.
2. Implement the adopted district curriculum of Go Math for Tiered Interventions.

SCIENCE

In reviewing the latest data from ACT Aspire Spring 2018, 60% of our 3rd – 5th grade
students performed at the In Need of Support in Science. In light of our student data, it is
evident that our approach to implementing instructional practices and support for science
instruction in our school has not shown to be adequate. A focus will be given to enhance
teachers understanding of how science can be and is embedded in the core curriculum and is
not addition to be a major component of curriculum. By understanding that and
implementing our curriculum with fidelity, we will begin to have improve in student
achievement and growth in Science.

Goals:

By the end of 2018 – 2019 school year, we will work:

1. To reduce the percentage of students In Need of Support in Science from 60% to

40%.
2. To increase the percentage of students in the Ready category from 11% to 25%.
3. To increase the percentage of students in the Close category from 26% to 35%.

Plans to Increase Science Achievement:

 Identify a lead science person in the building who will be responsible for attending
district and state training in the area of science and then provide that training to
teachers in the building.
 Provide professional development for PLCs with a partnership with the district lead
science teacher.
 Implement a science course using the makerspace lab.
PROFESSIONAL DEVELOPMENT

● R.I.S.E. for K-5 teachers, reading teacher, and administration

● S.I.O.P training to improve instruction for English Language Learners
● Professional Learning Community (PLC)-focusing on utilizing assessments and
evaluating the strength of instructional strategies to plan future lessons and
differentiate instruction for targeted small groups.
● Imagine Learning to improve Mathematics instruction
● District Science trainings.
Evaluation:

We will monitor our students’ achievement and growth using various assessments. We will
begin the year by conducting beginning of the year assessments provided by the district to
determine a baseline for each student. In addition to progress monitoring using SMI and
Reading Assessments, students will be taking the NWEA 3 times during the course of the
year to assist in measuring student growth.

Other Needed Support tied to specific Barriers: Resources/Training for Science

implementation

MAP Assessment Results Overview

Summary (Kindergarten) Mathematics Reading

Total Students With Valid Growth Test Scores 74 78

Mean RIT 148.9 (-6.5) 149.5 (-6.4)

District Grade Level Mean RIT 155.4 155.9

Norm Grade Level Mean RIT 158.5 157.6

Students at or Above District Grade Level Mean RIT 19 (25.7%) 23 (29.5%)

Students At or Above Norm Grade Level Mean RIT 16 (21.6%) 15 (19.2%)

Summary (First Grade) Mathematics Reading

Total Students With Valid Growth Test Scores 87 88

Mean RIT 171.9 (-3.1) 170.9 (-2.6)

District Grade Level Mean RIT 175 173.5

Norm Grade Level Mean RIT 180.3 177.1

Students at or Above District Grade Level Mean RIT 40 (45.9%) 38 (43.2%)

Students At or Above Norm Grade Level Mean RIT 21 (24.1%) 29 (32.9%)

Summary (Second Grade) Mathematics Reading

Total Students With Valid Growth Test Scores 97 98

Mean RIT 179.8 (-4.9) 174 (-9.2)

District Grade Level Mean RIT 184.7 183.2

Norm Grade Level Mean RIT 191.7 188.4

Students at or Above District Grade Level Mean RIT 33 (34%) 28 (28.6%)

Students At or Above Norm Grade Level Mean RIT 12 (12.4%) 17 (17.3%)

Focus Area 2: School Culture with a focus on Student Attendance and Discipline

Current Status:

Given the diversity of gender, race and social economic status to some degree at Mabelvale
Elementary School, it is important that every member of our school community experiences
both physical and emotional safety along with the orderliness of classrooms and public
spaces. We will continue to make sure that our rituals and routines are in place to provide
the structure and support needed for student achievement. Based on our perceptual surveys
along with our school’s discipline and attendance reports, we have identified areas of growth
and areas that need improvement. Our goal this year was to reduce the percent of students
identified as Chronic Absent from 8.6% for 2016-2017 school year to 4% for the 2017-2018
school year. Attendance will continue to be a focus for the 2018-2019 as we continue to
eliminate chronic absenteeism as a barrier to learning. Parents have indicated that in some
instances, communication has not been effective.

 We will ensure that we have 100% parent and teacher participation in at least two
formal parent teacher conferences during the school year with one occurring each
semester.
 Teachers will continue to utilize Classroom DoJo as a means to communicate
students’ academic and behavior progress.
 During the previous year, we reduced our out-of-school suspensions by 25%.
 We will continue to provide Leadership Training for our students to build student
voice and student leadership to assist with building our school wide culture. Students
will continue to participate in leadership training with Coach Moncrief and Moncrief
OneTeam. The Moncrief OneTeam approach states that Moncrief One Team is a
people development company; building adults and youth alike. With a wealth of
knowledge and combined experience in sports, business, leadership and education,
they offer very unique and innovative solutions through training and resources. They
are committed to personal and professional development of individuals, teams and
organizations. Their vision is to impact and inspire others as they strive to achieve
peak performance in the areas of Team Enhancement, Leadership, and Social
Development.
 Students will also continue to have the opportunity to participate in our Junior Beta
Club program. The mission of National Jr. Beta Club is to promote the ideals of
academic achievement, character, service and leadership among elementary and
secondary school students. The four pillars of National Jr. Beta Club are:
ACHIEVEMENT - Recognizing and honoring high academic achievement, CHARACTER
 - Preparing young people for life and empowering them to be successful,
LEADERSHIP - Developing the leaders of tomorrow, and SERVICE - Demonstrating
our motto: Let Us Lead by Serving Others.

Goals:

1. To reduce the number of students identified as Chronic Absent from 14 to 7 by the

end of the 2018-2019 academic school year.
2. To reduce the number of suspensions from ______ to ______ by the end of the 2018-
2019 academic school year.

Plans to Improve School Culture:

 City Year Corp provides a quarterly school-wide incentive for recognizing student
perfect attendance.
 PBIS Rewards
 Community Walk “Feet to Seat” – (District Initiative)
 Our counselor contacts students and parents after 5 unexcused absences are
documented.
 Beta Students will participate in local, state, and national training and educational
tours.
 Counselor conducts focus lessons on tardiness and attendance in the classrooms.
 Professional Development
o Classroom Management Support
o National Jr. Beta Club-Local State and National Training/Educational Field
Trip on Leadership to Washington, D.C. ($20,000)
o Moncrief OneTeam ($20,000)
o Others as needed
 Monitor classroom and school discipline strategies and evaluate the effectiveness of
the Site Based Intervention Strategies
 Continue to monitor student discipline Referrals
o If most of our discipline referrals happen during recess, we will develop a plan
to address how the recess is structured.
Focus Area 3: Parent Engagement using a variety of Social Media platforms

Current Status:

Mabelvale Elementary School currently utilizes Facebook, ParentLink, and Dojo as a

means to connect to our parents and community. We have about 40 followers on Facebook.
We use Facebook to push out parent information for upcoming school and district events.
We also upload videos and photos on our Facebook page of student activities as well as
parent events hosted at our school. Parent Link is another way we connect our school to
our parents. We create weekly/monthly messages to push out information regarding our
school events, such as, Math/Literacy/Science Parent Nights, 21st Century activities and/or
events, and District Information. With our parent link system, we can reach over 70% of
our parents/guardians with important information. Based on observations from parent
events, we have noticed a continued trend with parental engagement at our school and
decrease in student performance. There has been a decline in parents attending events
at/outside our building. Parents are communicating less with teachers which has caused a
decrease in student performance, attendance at school, and an increase in behavior issues.
In addition to a decrease in appropriate parental communication, we have seen an increase
with inappropriate parental communication with the teacher and school.

To address the current reality, our four-point approach will be: 1. Create a mobile-first
parental strategy, 2. Encourage parent created content, 3. Embrace social media and 4.
Conduct a parent and student surveys.

Goal(s):

1. To increase parent engagement by utilizing multiple Social Media outlets via

Facebook, Instagram, and Twitter, in an effort to connect our school to our parents
and community.

Plans to Increase parental involvement using social media include but are not
limited to:

 Create a mobile-first parental strategy

o Parenting Partners (Cost minimal – supported by Title I District)
o Increase Facebook followers from 40 to 100 during the 208-2019 school year
o Establish a school Instagram and Twitter Account
o Streamline content across all Social Media Outlets
o Create a Social Media Committee to meet and plan strategic
content/resources to connect more to our parents
  Encourage parent created content
o Parent Surveys to determine what information parents need, best means of
communication (which social media outlets they have access to)
 Technology Training for parents (Cost Minimal – supported by Title 1 Funds)
($2,500.00)
o Quarterly Computer Literacy Nights for Parents with the focus on:
 establishing email accounts for parents who do not have access to
email/Gmail
 access to home Wi-Fi
o how to access attachments/documents online, access websites such as:
 Facebook
 Instagram
 Twitter
 LRSD website/Gateway
 HAC

Evaluation:

We will monitor our implementation regularly and will evaluate our Parent and Family
Engagement Plan Annually. We will analyze the parent participation in events such as:
Open House, Parent Teacher Conference Day, and other school events that provide
information about our instructional program. We will measure the impact of our social
media approach by monitoring the number of views, comments, likes, and joins we have
during the course of the school year. Conduct an annual parental and student survey.

Other Needed Support tied to specific Barriers: Parental Involvement