1 13 SCHOOLS OF EXCELLENCE 2012 RECOGNITION PROGRAM ti 1 FOR LEARNING Application Cover Page Type of School 1 RESA RESAt 3 Primary K 2 Elemenlery SUiaol MiEEIe c o01 Junlo H Oc ool Xip Sc ool o Vo s4onel 4 5 fi 1 B If Previous School of Excellence Indicate Year s of Recognitian Name of mme spacnyms Email Address Mrs Lori Gibson Comer Principal us wv kl2 IcomerQaccess iremm mmaarcmi Irvemeasyouwunu Mq or mrs Principal Home Address 133 Rosewootl Drive 1559 425 304 Princeton VJV 24739 LM Stefe lip Princeton WV 24740 304 487 3904 pgy Srare ZlpCOtle ieleplione Official School Name Hame Nep one GaEe Princeton Primary School n y o wi n n o na oni i nwm i School Address County I have 219 B Old Bluefield Rd Paz Mercer reviawetlp ihe applic q inclutling h G 304 48Z2649 ihe eliglbility requlrements on page aDe i LoYrvn s SgneNre Pnncipel Name of Superintendent enG certity all informatlon ta Ee accurate Dr Deborah Akers BOecllp Me Miss M s Ur M DistrictName MercerCounry DistrictAddress 1403HonakerAve Princeton WV 24740 1551 487 304 cb srere z rereonone I have revlewehe applicatlon Inclutli ihe aligiblllty roquirements on page an0 certiy all infortnation lo be accurate a iQ I s z re 77 L re o s Mr Greg Prudich Name of School Board President Bpectly Ma Miss Mrs Or Mr I havg ri etl e a pllcation incluOing ihe ellgibility requiremants on paga 4 anC ce y all Intormation ta be accunte i d7 12 6rdaaeoaNPresbenYSSipneNre wte Preparation of Application Listthe name position title of representative relevant stakeholdergroups including administrators teachers other school staff students parents and the community involved in the Schools of Excellence application process and obtain their signature Name PositionlTitle Ashley Roberts Kindergarten Teacher Step Sh Kindergarten Teacher Kendra Ke lly Kindergarten Teacher Christina Kinder Kindergarten Teacher Debra Hubbard Kindergarten Teacher Samantha Duncan irga K e d rten n Teac Nicole Davis Kindergarten Teacher Janet Weaver Kindergarten Teacher ChervlThomas First Grade Teacher Weena A First Grade Teacher Ange ury hrewsb S First Grade Teacher Pamela Clark First G Tea Melanie Basham First Grade Teacher Tresa Gr aham First Grade Teacher Brandon Ba First Grade Teacher Connie Myers First Grade Teacher Heather Steele Second Gratle Teacher nthia Dame Cy Second Grade Teacher Karen Buckner Secontl Grade Teacher Angela Walker Second Gratle Teacher Jil DeVa Seco Grade Tea Joy Kinser Secontl Grade Teacher Missy M oulder Second Gratle Teacher Jane Eg Title I Teacher Beverly Coz Title I Teacher Daniel McKeown Critical Skills Interventionist Mary Odle Autism Teacher Donna Belcher Autism Teacher Timothy Carter MOMI Teacher lynn Fetlele Caro SPMI Teacher Mary Lilly LD Teacher rJ Preparation of Application Listthe name positionttitle of representative relevant stakeholder gmups including administrators teachers other school staff studenis parents and the community involved in the Schools ot Excellence application pmcess and obtain their signaWre PositionlTitle Name Lisa Home Second Grade 7eacher Timot Wood LD Teacher Tam Argy Guidance Counselor Santlre F Alternative Ed Teacher Pam Smith Aide Ronda Thorn on Aide Mike Barton Aide lyn Brown Caro Secretary Susan Kelle Aide Secretary Jacind Smith ParenVPTOLSIC Jim W orley ParenUPTOILSIC Abir Aboulhosn ParenULSIC Gina Mullens Reatl Aloud Parent Melissa Powell ParentlClothes Closet tor rdina Coo Dawn Staten Title I Supe Lori Comer Principal f I 2 v PART i ELIGIBILITY CRITERIA Schools of Excellence Recognition Program for 21 Century earning Please check the appropriate space for each of ihe eligibility criteria statements below 1 The school has been in existence for five full years True False 2 The schooi has not received recognition as a School of Excellence for 21 Century Learning in the past five years True 3 False The school has current full accreditation status True False 4 The school has madeAdequate Yearly Progress AYP underthe No Child Left Behind NCLB Implementation plan for the past two years True False 5 The school has not been identified as a persistently dangerous school within the last two years True False 6 2011 WESTEST 2 data for the all student subgroup meet the required annual measurable objective academic indicators for reading language arts and mathematics Mathematics Reatling NIA NIAI True False 7 The student attendance rate for elementary and middle schools is at or above 93 percent True False NA 8 The high school student graduation rate is at or above 80 percent True False NA K7 PART II BACKGROUND AND DEMOGRAPHIC DATA District 1 12 students enrolled in the district K Total number of Pre 2 Number of schools in the distrid 963a 18 Elementary Schools High Schaals 0 Middle Schools 3 High Schools 4 Juniar 25 TOTAL School the school built 2000 3 When 4 Date of any 5 If the school has been renovated briefly describe the nature of the renovation 6 Total number of classrooms in the school 7 8 was major renovations NONE 38 2 Number of years the principal has been In his her position at this school 3 If less than lhree years how long was the previous principal at this school Number of students as of October 1 enrolled at each grade level or its equivalent K Pre 201 3 q 5 K BZ 196 9 10 2n or 12 Other S79 Total Alaskan Native American Indian ethnic composition of students Racial Student turnover 9 n 10 11 6 7 8 a 0 Pacific Islander Asian 23 1 Black or African American Hispanic or Latino 4 5 8 70 0 mobility rate during the past year White 49 93 Total 100h 09 17 Note This rete should include the total number of students who transferred to or from different schools between October I and the end of the school year divided by the total number of students in your school as of October 1 multiplied by 100 4 PART II BACKGROUND AND DEMOGRAPHIC DATA Continued 11 Students eligible for free priced reduced 402 56 69 meals Total Number If this is not a reasonably acwrate estimate of the percentage of students from low income families or if your school does not participate in the federally supported lunch program specify a more accurate estimate tell why you chose it and explain how you arrived at this estimate 12 Students receiving special education 90 54 15 services Number Served Indicate below the number of students with disabilities according to special education categories designated in the Individuals with Disabilities Education Improvement Act Orthopedic Impairment Autism 8 6 Deafness Blindness Deaf 11 Emotional Dislurbance 48 1 Hearing Impairment 16 Mental Retardation Other Health Impaired Specifc Learning Disability Speech orLanguagelmpairment Traumatic Brain Injury Vi s ual I m pairmenUBli nd Multiple Disabilities 13 Describeanysignifcantchangesinthedatareportedinitems the past fve years and explain why the changes occurred 14 Indicate the full time and part time staff members in each of the categories below Number of Staff Time Full Time Part s Administrator Classroom Teachers 26 Special Resources Teachers Specialists 12 4 Paraprofessionals 14 1 9 3 62 S Support Staff Total Number 15 Averege school student classroom teacher ratio that is lhe number of students in the school divided by 1 the FTE of classroom teachers e g 22 5 1 z2 PART III SUMMARY STATEMENT imited to two pages Provide a brief but coherent snapshot of the school to be used primarily as a public relations document If the school is recognized the summary statementwill be made available to the press The summary statement will not be reted by the Review Panel but itwill provide them with important backgroundinformationforunderstandingtheschool Limitthesummarystatementtotwopagesor less Describe the school highlighting the mission the school culture and traditions the nature of the community and students served and the school s facilities Summarize the strengths and accomplishments focusing on what makes the school a unique and successful place for leaming and worthy of state recognition Using the main wtegories in Section V as a general guide selectively emphasize the key initiatives that distinguish the school Please include the school name city and state in the first sentence Princeton Primary is a K 2 facility located in Mercer County in the heart of Princeton West Virginia Our motto is Princeton Primary Where Learning is our Primary Focus The school is a central huh for beginning educational activities Almost 600 stutlents begin their educational joumey in this learning centered environment The school which opened in August 2000 is located on a beautiful campus adjoining the Hunnicut sporting complexes and Princeton Senior High SchooL A focus is set on learning and building a strong foundation for future leaming The mission of Princeton Primary is to collaborate behveen school home and the communiry to ensure optimal development of educational skills and values that will promote successful life long learning in the 21st century This mission is accomplished by incorporating parent and community involvement in our school setting high standards for educational skills and values and encouraging students to pursue long learning Our goal is to care about the child and all of their needs educational physical social life and emotional Over the past 11 years the underlying schoal culture has become an environment of compassionate individuals who care about each other and the children that they teach We believe that caring about a child s learning is crucial to being able to teach the child If a teacher really cares about the s progress the teacher can then teach what is necessary to help that stutlent achieve child Even though the doors of the school have only been open for the past 11 years the school is already rich culture and traditions The environment is nurturing and wring Many wontlertW traditions have evolved over years Each August families look forward to the Annual Meet the Teacher Day where each child has the opportuniry to come to the school and meet his teacher and see his classroom A tradition that continues to warm the heads of children and atlults alike would be Annual GrandparenYS Day Activity Numerous grantlparents come antl spend time with their grandchild at school For children that do not have a grandparent present a teacher will step in and become that foster grandparent for the activiTy In Octoher the entire community enjoys the little ones as PPS hosts the annual Halloween Parade This tradition began the year that the school opened and has continued every year since Student antl staff may dress up for the occasion and huge numbers of spectators come to watch the stutlents parade around the bus loop The staff of PPS enjoy a lovely catered Christmas dinner each Christmas This is a festivity that is looked forward to by all Any retirees from the previous year are invitetl back antl presented with gifls and this time allows for fellowship and reminiscing Princeton Primary studen s have set the standard by each year participating in the county level Young Writers Competition Many years PPS has boasted the winning entries for the county antl sent students on to the state level The National Read to Me Day has become quite the tradition in the communiry Leaders fmm all walks of life from the Princeton community are invited to reatl lo our students and discuss his chosen pmFession and why reading is important in that particularjob The Read Aloud program is coordinated by a parent volunteer and is growing steadily each year The principal maintains a bulletin board and when a child reads ro the principal his name is placed on the boardtheThis board is proudly displayed when you enter the builtling antl children constantly want to read to principal Princeton Primary is fortunate to have an amazing gmup of parents in our PTO This group of hard working parents is willing to provide whatever is needed to help the school The PTO maintains a large list of volunteers that assist in many ways around the school from changing the marquee sigq helping out on picture day organizing GrandparenTs Day organizing Veteren s Appreciation Day assisting with Kindergarten Registration assisting with the first week of school arrival and dismissal to funtlreising for needed projects volunteering for Fun Day volunteering for Clean up day and keeping the Clothes Closet and the Snack Closet well stocked The PTO has also been instrumental in assisting our students to attend some outstanding productions at the Chuck Mathena Center The PTO has worketl with our school business partner to secure funds for needed projects such as the clothes closet Princeton is a community in southern West Virginia with a population of about 7 000 The per capita income is about 00 300 less than the state average of 32 2 00 Princeton is well equipped with 080 health care and local businesses Nearhy one can find Concord University Bluefeltl State College and New River Community and Technical College Just across the state line on the Virginia side is Bluefield College We are fortunate to have these schools nearby We have heen able to tlevelop partnerships with CU BSC and BC Our classrooms are constantly being o6served hy future teachers We have Professional Development School Relationships with both BSC and CU In addition to developing the partnership with the local colleges antl university we have been blessed to have a partnership with Princeton Senior High School With our campuses is such close proximity we have been a61e to have high school tutors that use one class period a day from their block schedule to walk to our school and tutor in our classrooms This has certainly been a win situation for all involved The student population at PPS is culturally and economically diverse With approximately 400 students receiving free and reduced lunch PPS has students that certainty fall on the other end of the spectrum The beauty of this is especially at this age a class system does not exist Children at this age are typically oblivious to social groups The facility was opened in August of 2000 with Joanna Fredeking being the first principal The building is a block wnstmction that is tastefully decoratetl in primary colors The building is bright and colortul The campus is well maintained and the playground areas are handicap accessible nicely manicured and safe for all There are 38 classmoms and 3 computer labs The office spaces are inviting and spacious The school has ample cafeteria space and a large gym The school is serviced by both a bus loop and a separate parent loop for ease at arrival and dismissal time To further assist with the large numbers at these times there is kindergarten parking lot for parent pick ups in the aftemoon Some strong innovations that PPS is exceptionally proud of include our Second Grade Show Choir nametl Second to None our Library Page program where students are selected to stay after school and help in the media center to learn about cataloging etc our Boys and Gids Tiger Tales After School Book Club antl our pilot pmgram Keystone Alternative Education The Keystone Atl Ed program is being piloted at PPS this year through a grant from the WVDE Mercer Counry was awarded the grant and PPS is one oFthree schools in Mercer County implementing the program The program is designed to be used in lieu of suspensions but the best part is that in atldition to the academic work that is accomplished the students receive support and strategies to adtlress the unwanted behavior This is all done in a very supportive environment Thus far we are seeing huge success with this program PART IV MISSION STATEMENT imited to one page Successful organizations have a clearly articulated and commonly understood mission Provide a brief statement of your school missioq how it was developed how it d rives improvement planning in yourschoolandhowitfocuseson2l Limityourstatementtoonepageor less Your mission statement will not be rated separately but it will provide the Review Panel with a context for rating your responses in Part V The mission of Princeton Primary School is to collaborete belween the school home antl communiry to ensure optimal development of educational skills and values that will promote successful life lonq learning in the 21 st century Princeton Primary Where Learning is Our Primary Focus is our motto The staff teachers parents and community members of Princeton Primary school believe that primary school education is the foundational building blocks required for all future learning With a strong well rounded curriculum rich in Reading Language and Math concepts sprinkled well with technology skills our children can continue to learn in the future We are to prepare them for the next level of etlucation But we do not look to just the grades 3 5 which will ocwr nezt We are looking into the future to teach children the skills needed for jobs that do not even exist yet We teach social skills technology skills physical skills and the foundational intellectual skills Our mission statement and Five Year Strategic Plan are developed with many stakeholders such as staff teachers parents and community members We are constantly looking at our data and our goals We are changing as our data changes In order to provide the best for our students we have to define best What do our students need What can we pravide for our stutlents These are questions t at are before us all the time We model life long learning for our students through professional development and advanced degrees We promote 21st century skills in a variety of ways And we feel that all of these can be accomplished with input from school parents and the community It tloes take a village to etlucate a child A Student Focus and Suppurt Al How does your school assure that all students receive the academic support they need to achieve at high levels How is your school structured to meet the varied needs of your student population Princeton P imary uses the Multi level Instruction Approach to ensure that all students receive the academic support they need to maximize achievement All students receive core instmetion in both reading and math with scie ce and social studies integrated throughou the curticulum Teachers embed 21 century skills in their everyday instructioa Title I and regulaz teachers deliver arge ed ins mction in reading and math to meet individual student needs Students comprising a small group who need even more support receive intensive instruction deliveced by the regular instructor oc a critical skills intecventionist A2 What wmprehensive student support system is available for addressing student physical social and emotional needs How does the school intervene when student personal needs are preventing academic suceess The schoo curriculum includes developmen al guidance on a regular basis In addition o this whole group instruction the guidance counselor allo s time for small group and individual counseling PPS faculty embraced the Cap uring Kids Hearts program as a model for our school In eaeh classroom students create a soeial eontract they will folluw Our school nurse ensures that our studen s physicttl needs are met 1 eachers and administrators work with social service agencies ike Child Protective Services CPS the Department of Health xnd Human Resouices DHHR Child Protect and the bc al judieial system to meet physical social and emotional needs Mercer Counry has recendy adopted the Judges 1ruancy Program where parents of chronically truan K 5s udents are referzed o DHHR for in ervention A school team in couperation with the agencies develops an improvement plan so that children can be in school and on time for school each day Teachers and istrators complete periodic updates on the status of he youngsters admi Walmart our school business par ner also helps us meet our students needs The srore reeently donated 1 000 to restock the P f0 clo hes closet so tha when childcen have aecidents they can clean up and receive new clo hes to wear without having tu be sent home A3 How has your school demonstrated a commitment to addressing the accessibility of its facilities and programs to students with disabilities Accessibilitv of Facilities Princeton Primary School mee s he Seven Principles of Universal Design Equitxble use Flexibility in use Simple and intuitive Perceptible information Tolerance for error Low physical effort and Size and space for approach and use Yrinceton Primary SchooPs environment is designed for equitable use for all Che school structure is located on evel ground with paved sud aces I he parking area provides handicap accessible pazking and the sidewalk has a ramp access to the building The main entrance into the school is equipped with a push ch that opens the double dooc The school has wide in swi erior doors hallways and alcoves h tuming space at doors and dead wi ends 1 he entrance o each hallway opens cbses with push safety doors Nl classroom doors are equipped wi latch h lever handles for ease of use All rooms in the building aze clearly marked with large signs with light dark visual con on rast and Bcaille inscrip ions The building is well lit tluoughout and each wing of the school is wlor coded Most of the school is located on ground level The second grade upstairs wing is accessible by elevator Ihe kindergarten wing classrooms are eyuipped with emergency exi doors nnd sinks hin the rooms Restrooms throughout the building are wheelchair accessible 1 wi he outdoor play azea is eyuipped with an access ramq and the play equipment is designed for students with mobility challenges AccessibiliN of Proerams The programs at Princeton Primary School offer a wide vaziety of settings and opportunities for all smdents regardless of exceptionaliTy or ability Many students with special needs are able to have Iheir needs met in an inclusive setting among typically developing peers h monitoring services Some s wi uden reccive pull out scrvices as well as other services such as speech vision ocwpational therapy and physical therapy For students who are no able to participate in an inclusive setting we have four different classroom desig s to meet their needs PPS utlers self ained setlings lor studenls with special needs We have programs for con studen with Low Fu s etioning Autism High Functioning Autism s Mildly and Asperger Moderately Impaired and Severe Profound llisabilities These structured environments provide consistent routines and visual schedules for tcansitions and planning The students receive modified instruction and assessments to meet their individual educational needs such xs one on one teaching small group ins ion and independent work areas Special Needs teachers mc modify stra egies in various ways to maximize learning presenting instruc ions visually verbally a d kinetically and including fun a d socialization in the curriculum Some of these classrooms aze equipped with swings and all have innovative materials to provide sensory input All students participate in resource classes with their typically developing peers PPS also ofters same age peer Wtoring and high schoo student tutors who come from theic adjacent eampus by prearrangemen To ensure 21 century education each special education classroom is equipped wi ha SmartBoard an Elmo projector Hatch Touch Screen Computers aptop computers and various computer applications ln addition each teacher has been trained how to e opera and promote 21 Century Education through project based learning using technology and hand on leaming techniques B Schuul Culturc 61 What is the schooPs underlying norms values beliefs traditiuns and rituals that have built up over time as people work togetheq sulve problems and wnTront challenges How does the school culture enhance school improvement efforfs 10 Princeton Yrimary K 2 School which opened in 200Q is a product of consolidation of five schools Straley Meroer Silver Springs Thorn xnd Knob elementaries Our ociginal faculty was drawn from these five sites Si ce 2000 five principals have steered the schooL Re irement and transfers have al ered he composition of the original staff Ovet he past 11 yeazs the underlying school culture has become an environment of wmpassionate i dividuals who care about each other and the children hat thev each Staff inembers pitch in to help each o her when crisis occurs in a colleague s ife When a new staff inember comes aboazd the principa and staff try to make that person feel welcome and needed Student teachers and observers aze welcomed with open arms Over time our emphasis has become ever more focused on da a driven instruction and learning centered approaches Staff and administration analy e data a d an how to best Sdd pl ess de cies While this is a large school the student teacher catio is no higher than that of an average sized school We believe that carine about a child s leamina is ecucial to being able ro teach the ehild If a teaehe really caces about the child s pcogress the teacher can then teach wha is ecessary o help that student achieve The Capturing Kids Heart prograrn has been instrumental in bringing this level of care tu he surface for so many staff membe As the folks from the Flippen Group ell us once you capture a child s s henrt you can capture their mind B2 What intentional initiatives have taken place to create centered learning culture a within the achool Our school motto Princeton Primary where learning is our primarv focus reflects the importauce of academics We tolerate minimal interruptions of instruction Field trips aod activities are educational and closely tied to the curriculum This learning centered culture is modeled from the principal s ofFce dovm to the custodial staff who knows when certain jobs can be completed without disturbing instruction a How does the academic success of all students remain a day to priority7 Student work is proudly displayed throughout the building Each week students receive awazds for pariicipating in he Accelerated Reader program in the Media Centec 1 he principal has a bulletin boazd captioned 9 Love to Read to my PrincipalP by her office door where students names aze posted after hey have read to the principaL Students are also recognized over the PA system b What kinds of activitics celehrations etc are sustained to build positive relations between and among staTf students parents and the community he school Y 7 O spo I sors our Hirthday Book and Badge celebratioa Each day s birthday boys and gids receive a special 6irthday Bouk and Badge to celebrate their big day Weekend d summer birthdays are always remembered too The PTO thanks every teacher for attending a O by placing a candy baz in their mailbox afrer the PTO mceting The principal places w I P ten i s on special paper in staff mailboxes forjobs well matio affi done The adminis atoi is generous with Good Job sticky notes on bulletin boards and student work oo Parents and volunteers say they appreciate receiving thank you notes for their contributions to our school 11 Teachers greet heir students at he classroom door each moming with a handshake high five or hug This personal greeting has carried over to school wide activities When an event is planned we have student greeters stand at the front doors and shake hands wi h guests coming to our building 7 eachers allot time each day for good things an opportunity foe students to talk abou the happy events iu their lives and Ihe principal frequently stans faculty meetings with good things hat have been happening luoughout the building G andparents Celebratioo Day and Veteren s Appceciation Day are additional opportunities fo positive rela ions with he community B3 How does your school fuster a sense of cooperation and collaboration among adults and studentsY a What opportunities do students have tu build suppartive und caring relationships with teachers and uther adults At the beginning of the 2011 12 school term each YPS family received Jane Cowen s book t Tukes u Vi Fletcher luge Parents were encouraged to read this book to their child before the first day of school Teachers also read the book to the students and reviewed wi h them that our school was like a village fhe message was that it takes everyone to educa e the child 7 he parent teaeher principal secretary eustodian cook sehool nurse bus driver and every resource person are all vital parts of each child s education Whereas departmentalization is the norm wi h older children primary students need the tradi ional home base classroom wheee their teacher greets them eac6 morning o feel safe and nurtured Following the uring Kids I Cap earts prog am adults involve each child in developing the social contract loi hat class and share in he exchange of good things ideas Teachers give affirmxtions to theic udents just as he principal gives affirmations to her s s aff Students receive guidance lessons and know that the guidance counselor is available to meet their needs Many eachers reward heir students by inviting hem to have lunch with them in their classroom This is a favorite reward for many PPS students b How does your school promote positive student interaction und prepare students to suceeed in a culturally and sociully diverse environment By participating in the Cap uring Kids Hearts prograrn students are learning to self manage by cheeking each other and calling fouls when uffeuded Granted these studen s are s ill quite young but they are learning social skills With ESI and Special Needs students in our school population our students are accustomed to behaviors that may be difficult to understand Teachers and staff model appropriate interaction and our students share resource classes lunch and recess with studems of all abilities C Challenging 21 Century Curriculum Standxrds Cl Successful schools establish rigorous curriculum standards for all shdents How does your schoul establish high expectations fur all students and ensure that students achieve at high levels in the core subjects 12 Yrinceton Primazy School sets high standazds to our tiny studen s but we also help hem reach those standards by tailoring our instruction to the needs of individual eamers We emphasize reading and math the basic building blocks of learning fhe adopted reading series is reseazch based and aligned with the WV Content Standards and Objectives CSO s Additionally Ashlock models and Lesson Maps supplement and enhance the reading series Science and social studies co t is integcated throughout he eurciculum by menos of leveled readers te weekly selec ions special pmjects writing and hands on learning Teachers teach mathema ics using the Everyday Math series which takes a kinesthetic approach through hands on experiences and explora ions Co meet the individunl needs of all students a Multi level Instructional approach is implemented All students ceceive core instruction in math and reading A modified walk o intervention model provides targeted reading instruction Within this modified walk to model ihe entire school participates in Writing Wednesdays and Fluency Fridays Students performing below mastery par icipate in IPAY Numbei Worlds and other forms of differentiated instructioa A Critical Skills IntervenGOnist provides intensive ins mction beyond the Core a d Turgeted levels to tfia mall group of students requiring additional ion interven C2 How does your curriculum address 21 century wntenk civic literacy financial economic and business literacy global awareness and health and wellness awareness What emphasis do you place on these content areas in your curriculum7 Health and Wellness Prince on Primary places great emphasis on civic literacy As a foundation to further educational pursuits and social emotional development character educa ion is of vi al importarice Capturing Kids I learts a program designed to capture the hearts and minds of studenPs through positive intcrac ions and feedback is key Che progeam designed by Flip Flippen of the Flippin Grouq trains all staff members to follow the EXCEL Model Engage X plore Communica e Empower and Launch Whole group Developmental Guidance is offeced to all students every othec week to reinfocce positive chazacter traits The guidance counselor also meets with s uden in small groups or individually to address specific concems and needs In he primary setting the program specifically aims at decreasing classroom interrup ions through increasing pusitive chazacter traits Students identitied or ex ra support receive supplemental lessons on kindness courage self control forgiveness respect diligence loyalty honesTy and confidence Democratic Values Each morning a second grade s udent leaders Ihe Pledge to he American Flag ovec the PA system lu Novembec the school hos ed a huge Ve s Appreciation llay eran Celebration for students and staff Ihe students wore red whi e and blue wrote abou the flag and our country lis ened to veterans who were guest speakers and leamed about flag etiquette Students designed aztwork with x patriotic theme decorated he school and wxs ater mailed W soldiers overseas Global Awareness Studen s and staff at Princeton Primary participate in various community service projec s hroughout he school year Canned food drives walk thons Yennies for a ients Jump Rope for Heart and support for cancer patients receiving treatment through the Pa Jonathan Powell Hope Foundatiun The Mercer County Vocational Technical Education Cen er built a stepping stone sidewalk at PPS for ease of wheelchaic access directly into the classroom Princeton Senior High smdents come to our school m tutor primary children in their classroom 13 h acid Wellness Awareness School breakfast and lunches meet state nutri Heal iona guidelines Staff provides healthy snacks for celebrations hroughout the year and daily snack times Schoo o c ials and commu iTy representatives muti ely visit our students to each the importance of al scrce den ings school bus satety fire safeTy and hand washing Students leam the importance ofphysical ac ivity through daily recess wice week physical education classes a and special events like Jump Rope foc Heart In January the whole school partieipated in 30 minutes of active dancing to celeb ate he state s first ever Physical Activiry Day Our students were featured in local publications and websites C3 How do you ensure that diverse leamers e g students with disabilities students identified as gitted und talented students with limited English proficiency students ed as migrant students placed at risk all have the upportunity to leam challenging identi content uud achieve at high levels Students at PPS all heve the opportunity to leum challenging content end achieve a high levels Because high expectations are set for all s udents every child has the opportunity to learn and achieve a a high level Students with special needs aze always placed in the least restrictive environment and assigned to lunch and resource classes with similaz aged peers To those eligible available resources include auditory Irainers speech therapists occupational therapists physical theiapists ESL instructor eaeher of the gifted Title l ceading teache sC itical Skills interventionists for Intensive instruction Targe ed reading and math time and core instruction YPS is also a school wide 7 itle I school All of these services ue crucial to ensure that all students have an equitable opportunity to leam C4 What wrriculum offerings provide rigurous educational oppurtunities that transition students to postsecundary education and ur careers7 To prepare smdents for the nex endeavor in their academic life beyond the primary school is to successfully transi iuo them to intermediate school Upon collaboration with receiving teachecs in grades 3 5 he staff a PPS discovered that writing was a weakness reflected i WBSTES scores PPS staff sought training on the 4 1 Syuare Writing Model that our students wil use when they arrive in grade 3 By implementing this model in the K 2 school we are eparing our children foc their next level of education but also for the real wocld where good p writing skills aze essential Princeton Yrimazy also seeks oppoRunities o prepaze children for their adult lives Fox the pas two yeazs on National Read to Me Day the studen s from Princeton Yrimary have been treated to wonderful readers from many different cazeers Readers wme to read but are also prepazed to explain tu thcir young listeners the importance of reading in their particulaz profession D Engaging Instruction Dl How is the developmeot of core literacy skills an integral part uf instruction across all grades and subjects 14 Because reading is foundational it is important that students develop eady literacy skills in primary school Our master schedule reveals our sfrong commitment to reading A ifically reseazch scien based reading series supplemented by the Ashbck Mode with Lesson Maps Accelerated Readec Read Naturally and Odyssey Reading underpin he strong reading foundation tha we want our studen s to acquire Our boys and girls even have aftervschool book clubs called Tiger Tales where hey get together once a week to talk about genderinterest books D2 W hat school wide practices or processes are used to aecelerate the learning of students wha fall below mastery Teachers and administra ors use data from vazious assessmen sf or placing students in targeted groupings DIBELS QPS Quick Phonics Screener Weekly Assessment frequent progress monitoring Number Wodds and math assessments Once teachers identify students who aze pe forming below mastery they place them in appropriate groups for SFR Small Flexible Readi g Gmups Focus Groupings and Pargeted Reading time During all of these times instrucrors address individual needs with differentiated strategies ll3 What research based instructional strategies and organizational methods do teachers use to actively engage students at high levels and assure etudents deep understanding of content rether than coverage of materials 7 A large portion of the PPS eachers have received training in the Ashlock model This explicit model keeps students engaged aud the repetition helps young stude ts master vitel reading skills For math teachers have online access through Odyssey to the Informal Math Assessment The data is readily available to eachers so they can quickly assess studenPs ery of particulaz conteot The online veesion also di mas ects a student to a 9earning path for material ot yet mastered D4 W hat processes stretegies and or management systems are used to assure a safe and orderly schooUclassroom environment Universal signals hat correspond to Capturing Kids Hear s direct students as they move through the building Fire drills are conducted on a schedule approved by the State Fire MarshalPs Office In addition to regular tire drills s uden rehearse other emergency procedures Once each yeu we practice evacuation to our altemate location At the end of each day PPS uses a staggered dismissal procedure that starts wi h our youngest students The strategy alleviates tcaffics snads and mFilces sum tha there is adequa e supervision for each group of students Bus end parent pick up occur in two separate areas to minimize safety hazards to s udents Duri he regular school dny Princeton Yrimary keeps children safe by having access g hrough a single door hat is visible to office staff and by requiring all visitors to report directly to the oftice ro receive a tag 15 D5 Demands of the 21 century require that students be proficient in a variety of learning skills and adept at using 21 century technology tools How does classroom instruction prepare students for success in the 21 century All PPS students complete I echSteps to gain proficiency in 21 Century skills Teachers use compute s and laptops on a regulac basis Tech time is part of each teachec s schedule so that she allots class time foc 21 skill prepaza ioa Teacheis at PPS implemen echnology by integrating SmartBoards In eractive Whiteboards PALMS ELMOS and vazious other forms of technology into daily lessons D6 How du teachers differentiate the instructional process to meet the varied needs of learcers To meet the individual needs of all studen s a Mul leve Instcuc i ional approach is implemented All students receive core instruction in math and reading A modified walk o interventio model provides tazgeted eading i struction Within this modified walk to model the entire school participates in Writing Wednesdays and Fluency Fridays Students performing below mas ery participate in IPAP Number Worlds and o her forms of ferentiated dif instruction A Critical Skills Interven ionist provides intensive instruction beyond the Core and Tacgeted levels to the small gcoup of students requiring addi iona intervention Differentiation is further achieved hrough the use of leveled readers and workbooks Approuchin On und Beyond Sma Group lessons vazied assiguments based upo evel end Number Worlds Teachers prepare to meet individual needs through intensive collaboration and data analysis using Smart Goals Review of Teaching Practices SPL Support for Personalized Learning data DIBELS probing QPS data and Odyssey ceporis Cri ical Skills aud le I Pi teachers provide invaluable help to students who need for intervention D7 What opportunities do students have to apply learning to real world situations The Everyduy Muthemu7ics series provides inquiry based leazning for real world application For example Math problems might entail running a store adding up purchases making change and even computing sale percentages Children also have the opportuniTy to set personal goals for their reading achievement Students recued their uwn grow h foc example the number of sight words learned by designing creative charts or maps One such map is a flower the center showing their reading goal and the petals labeled with the action steps they will take o achieve that goal whether iPs studying sight words reading nightly or reading to an adult Many stories in the reading series lend hemselves to real life projects such as fire safety weather science social studies etc E Professional Learning Communities El What opportunities do teachers and other staft have to participate in professional learning eommunities Teachers and other staff at Princeton Primary have opportunity to participate in professional leaming communities Within the work day teachers have collaboration times to work with grade level peers and meet in grade level teams Othec staffjoin these mee ings cluding the principal Title I teaehers and other support staff A i endas typically include analysis of UIBELS data und QPS scores to enable teachers o identify student deficie cies and plan corrective in ervention Scheduling special even s and any staff issues also find voice during these meetings Momuve bi monthly collaboration training seminars Collabocation Wednesdays address a eas of need and interest to the faculty promoling a sense of globa responsibility for student leaming and offering collegial support for trying ou new ideas and solving collective problems Our seasoned teachers offer guidance and assistance to our novice teachers rbr everyone the seminazs offer a chance to share and reflect within arid accoss grade levels The PPS staff also wllaborates with intermediate feeder schools to review test data and target the areas of weakness for wri ing assessment and PEST2 WES Grade level smart goals are developed based on data analysis wi h the objective of driving and differentiating instruction aceording to stude t needs Professional development is further advanced by our collaboration as a Professional Developmen School with Conco d Univecsity and Hluefield Sta e College We partner with dU Conco iversity in he EPA I Program Gducational Psychology Assessment and I e chnology which combines three education classes and provides grant money for our school Through the EPAT Program we place college observers who gues teach lessons using new techniques and strategies We aze also very fortunate to work wi h the Chuck Mathena Center a local wltural performing arts center where stude s can attend professional performances of children s classics such as Junie B Jones and if You Give a Moose a Muffin E2 How does a coherent approach to professiunal development ensure ongoing leaming for stafT How do organizational arrangements such as time and teaching assignments make professional develupment a prioriTy7 Is thcre a long term plan I h e PPS faculty has more professional developmen opportunities than they can take advantage of 4uring ration Wednesdays Ihe administration has provided s Collab af7 development in Ashlock Lesson Maps WV Writes Accelerated Reading Read Naturally and Effective Pa ent Involvement all reseamh based stcategies foc improving student performance Staff development is govemed by Prince on Yrimazy s Five Year Strategic Plan the goals of which aze w iue ease achievement in reading and math In keeping with these goals gcade level teams each develop their own Smart goals At the school level the administrator has also facilitated haining in SmadBoard use mobile presenters iechSteps Ed line Web oq Odyssey IMA Accelerated Reader Program Instmctional software Everyday Math a d Read Natucally PPS also enjoys the embedded staff development provided by a part time Technology Integration Specialist 17 Beyond the school level he district offers yearvround staff development One innovative approaeh to t aining now iu its fifth yeai is Ueek Week ve duys of technology sessions during the summer and open to all county educa offered ors Many of our fawlty members are involved in the Mercer County Education Association WVEA and NEA which offer opportunities to collaborate with other teachers across the cou ty and s e as well as training on a variety of topics such as classroom management and a technology Four of our teachers and our principal attended the Ceacher I eadership Institute in gantowri Wes Virginia which focused on next genera Mo ion CSO s project based learning and inquiry science Our new teachers with three or ess yeazs of experience par icipate in the New Teacher Seminar offered by Mercer County Schools Some PPS teachers have enrolled in leaming courses and last year we had 3 teachers who completed Master e s Degrees in Reading We curren ly have wo eachers enrolled thruugh the Marshell Univecsity Master s Co hort program in Mercer County One teacher is finishing a Master s degree from Co cord University in May 2012 in Educational Administration Our principal is in her final year of doctoral coursework in Educational Leadership a Marshall University E3 How has teacher professional development improved teaching Ashlock reading strategies have dramatically improved reading instruction by making it more explicit sys ic and student ema ed Classroom ma orien agement trainings on small groups and how to reach the unmotivated disruptive and defiant students have also helped to keep students safe and engaged in learning fechnology training is making is possible o better meet 21 century leaming CSO s The Capturing Kids Hearts Program fosters a classroom environment based on the team theory which allows students to leam self maoagemen skills and other positive behaviors Professional development has supported us as we have moved toward data driven instruction o mee the needs of all students including the use of small groups focused groupings targeted reading and targeted ma h groups F Leadership and Educational Vitalily Fl How does thc instructional Icader develop a school wide focus on teaching and learoing How does the iostructional leader work with teachers to impruve curriculum instruction and studeut engagemenP How do school leaders work with teachers to improve their insMuctional skills The principal conduc s observations and evaluations as required by W V Policy 5310 but she also does frequent walk throughs and has a presence through out the building She keeps her ger on che pulse of instruction and student achievement by making it a priority to attend grade fi level team mee ings She periodically monitors dal a not just ouce a yea and takes the lead in discussions about student achievement She has an unders anding of he curriculum and instructioa She is willing to give feedback through walkthrough observa s and evaluations io She is also open with teachers end willi g to model in the classroom She also mainteins a er schedule that eflects an importance on instruction Insfructional time is protected and mas no easily intermpted The principal works with tbe teachers to improve their instructional skills 18 by attending professiona development with he teachers and then following up in the classroom to ensure that it is being implemented F2 How is the principal a 9eader of learning How does the principal model lifelong learning The principal at Prineeton Primary is the leadec of leazning She ensuies tha time is allotted foc professional leaming eomm nities PLC s through creative dury scheduling and er scheduling She sets prioriTy for data analysis and time for teachers to collaborate She mas has instituted embedded professiona developmenY wi hin he schuol Phe priocipa was able o secure substitutes to cover classes so hat teacher would have the uppoau ity to go elsewhere in the building and see other teachers teach She is a Nationally Board Certified Teacher and holds a Mastec of Arfs in Education in Curciculum aod Inshuc ioo She is also in her as year of co work in doctoral studies at Marshall University She stays informed about the latest rse research and shares her knowledge with staff members She works to incorporate data collection and dala a alysis o improve various componen s of the school including but no limited to cursiculum ius ruction student achievement schoo cul uee and school safety F3 How does the principal organize and lead the school toward cullaborative continuous improvement processes How is the school improvement process organized and managed to ensure the school is always moving forward The principal uses data analysis and goal setting to keep the school moving towards continuous improvement The faculty de ermines school goals collaboratively and together they make upda es as goals aze met especially afrer benchmazking periods foi UIBELS 7he principal leads grade eve meetings and bi monthly collaborative meetings She creates a monthly calendar that keeps assessments and groupings on track She arranges and or provides professional development based upon need for studen achievement and teacher in erest She communicates with staff faculty Central Office staff pxrents and communiTy members to ensure that the school is moving in a positive dieeetion The principa initiated this application for W V School of Excellence as a way o bolh shuwcase Ihe schooPs achievements and engage in self examination toward improvement F4 How is the Five Strategic Plan develaped and how does it drive and target schuol Year improvement efforts Yrinceton Primazy s Yeaz ive Strategic Plan is the product of many stakeholders P I h rough the process below teachers and staff have many opportunities to provide input into the Plan We also encourage input from pazen s business members support personnel and specialists withi the building At the end of each school yeaz teachers analyze the end the of year data in depth Both DIBELS and IMA scores are analyzed We hen write Smart Goals and action steps to addiess identified weaknesses Once the goa s aze writteq they ace shazed with the next grade level i e 1 grade teachers share weaknesses and goals wi h 2 grade teachers Our teachecs are able to begin eaeh new school yeaz with weeknesses identified and with a written plan to address Ihose weaknesses At each P aculry Sena e mee ing the principal and faculTy revisit the plan discuss objectives met and sugges revisions The same process uccurs at 19 LSIC meetings At the first P70 meeting of the year the principal presents the schooPs goals but makes it cleac that the plan is still open to revision and amendment Teachers indicate that since they had such a stake in writing of the smaz goals end enaly ing heir own data Ihat it is now more reaP for them Ihey lmow exactly what they need to teach whe e the weaknesses e and what deficiencies need to be addressed a F5 How does the principal s mudel the use of 21 ceotury tools and application in the role of manager and leader What processes are io place for integrating technology into the schooVclassrooms and how is staTf trained How is technology used to analyze school data The principal models the use o 21 ce tury tools and application in the role of manager and leader She forwards important e mails from the Central Office to all of her staff inembers She seuds out intemal ts nounceme urid reminders Ihrough e n maiL The principa utilizes the e Walk sys em on an iPad to complete observations and evaluations for all staff members The template now standard in the counry is one she created She also holds professional development sessions for others administrators on how to create their own walk through templates She is the county e Walk contact person for all administrators and provides professional development for other adminis rators in RESA I on the eWalk system Princeron Primary s principal is adept at dealing with DIBELS and the hand held Palms on which the da a is collected She attends techuology trainiog with her teache s so she is proficien in prograrns ike TechSteps WV Wcites EdLine Odyssey Read Na ucally Accelerated Reader and mClass Through daily walk throughs the principal ensures that technology in ion is occurring egra Finally the school administrator uses technology to analyze da a from vazious sources WVEIS for items sueh as attendance discipline and enrollment DIBELS for reading and IMA foc math Last year the prineipal transcribed IMA results from Odyssey ioto Excel to piovide statistica ceports needed to wci e smart goais F6 What do you consider the major educational challenges your school must face over the next ive years and how do you plan to address them The mujo educatiunal challenges thut our schou must lace over the next five yeazs will be keeping up with the eveo changing technology while ensuring that students receive the basic foundational education in reading and math to adequately prepare them for the rest of their educational journey To address this need we hope to keep learning about new echnology as i becomes available and be open minded about incorporating it into our daily teaching We shall move forward with this by keeping abreas of all new technology and providing ongoing ufessio developmen and technical assistance to the teachers as hey implement new p al g stcategies and techniques teachi Another edueational challenge that has been identified is how we will instill love and oc respect for education in children who come from homes where education may not be a prioriTy fo compound this issue many children live in families impacted by addictions and some live in foster homes or with gra dparents To address this concem ebou pazenting and lack of 20 educational support at home we will continue o work on Yaren Involvement and Education through our Title I services Areas such as attendance reading with your child and valuing education will all be addcessed Collaboration has already taken place with the K 4 Early Leaming Centers as eachers from that site have been observing our Kindergarte classrooms We will continue o offer parents early registration for Kindergarten where they have access to teachers xnd resource materials Students from the early leaming centers and local day cares are invited o come and visit our school in the spring prior to their entrance into kindergarten We will strive to make K 2 a place where learning is not only our primary focus but children will love to leam G School Family and CommuniTy Partnerships Gl What community collaboration and partnerships are in place at your school How are these partnerships and relationships mutually beneficial resulting in the school being a respected and valued partner Princeton Primary School has established many formal and informal partnerships with the community Formally Princeton Walmart is our Partner in Education Mutually beneficial partnerships have also developed with business and foundations such as Martin Dental Associates Jonathan Powell Hope Foundatioq Dr Todd Smith Veterinary Associates WVVA television station Little Buddy Radio Chuck Mathena Center American Elechic Powet and Princeton Public Lib azy Representatives from severa of these businesses secve on our Local School Improvement Cou ci and or Parent Advisory Committee The Five Year Strategic Plan is reviewed by all stakeholders annually and is available in the school office at all imes In addition to helping us set and implement goals volun eeis from these businesses and agencies donate time to read to our children During our annual Read to Me Day guest readers discuss how important reading is to their chosen careers As previously discussed our collaboration as a Professional Development School wi h Conco University and B1ueHeld S d ate College provides benefits to us es well as o theic education programs and pre service eachers We par ner with Concord ilniversity in the EPAT Program Educational Psychology Assessment and Technology which combines hree education classes and provides grant money for our schooL In tum we welcome college observers who guest teach lessons using new techniyues and shategies Our collaboration with neighboring Princeton High School also benefits both institutions Their students in human services ion career paths can gun practical classroom experience educa by reading ro and tutoring our youngsters Our children benefit from seeing older students as role models We are also very fortunate to partner with the Chuck Mathena Center a local cultural performing arts center where students can attend pmfessional performances of childreds classics such as Junie B Jones and if Yuu Give a Moose a Muft3n In rcturn Mercer County Schools helps sus ain their perf orming arts program and inform their choice of programming each year 21 G2 How does your school environment welcome and respect families from all walks of life solicit and value their meaningful input find multiple ways to invite and involve them in school initiatives and build a shared commitment ta student success At Ycinccton Pcimazy s wel stocked pare t resource center pazents cau find information about homework helps reedi g strategies math strategies parenting tips a d communiry resources Parent Involvement activities indude ALL parents We try to send home correspondence hat is clear and Cree uf educational jaegon A home lauguage sucvey is sen home a the beginning of each year so tha students and or paren s requiring the assis ance of translated materials can receive hose The school uses TRANSACT an on line translation service o print signs in different languages to place in the school office and elsewhere for pazents end students for whom English is a second anguage lhe IKANSAC7 program also translates standard forms and letters into multiple a guages School Messenger a robotic calling sys em purchased by the county for every school also has a language translation function Through multiple means ot commu ion pazents and graudparents from all ica backgrounds are invited to volunteer at the school attend P O and participate in Grandparents I Day and Veterans Day celebrations G3 How does your school involve families in their childreds education and student support programs7 ihe school in partnership wi h families suppoRS and enhances parenting through communication be ween teacher and home lhe teachers send home weekly homework assignments and include activities that pazents and children can complete together Our Title I Parent Involvement Activities also focus on ways that parents can be involved i their children s leaming Princeton Primazy has a lazge number of parent wWnteers who help with Mee the feaeher Uay the fi st week of school Picmre Day Gcandpacents Day Annual Halloween Parade holiday parties Veterans Day Celebrution Read Noud clothes eloset snack closet yearbook Fun Day field trips show choir and classroom activities Phe Parent Advisory Board meets twice each year to fo mulate the itle I Yare I USchooUStudent compaet and the Parent Involvement Policy for our school Parents also serve on the Local School Improvement Council Our schoo wunselor regularly refers pa ents to agencies within the community foi help with on neeHsfood and She has wotked with parents in obtaining physical transportat and mental health caze for children The school schedules Parent Involvemen activities mee and conf ings erences with pazents demnnding mutines in mind e 1 achers are flexible in scheduling parent conferences before school after school during the teacher s planning period and on the Instructional Support days H Indicatars of Success 22 Hl Research indicates that highly effective schouls ure data driven What evidence do you regularly collect and analyze to judge the effectiveness of your schuol In a K 2 school eazly literary skills are vitally important Dynamic Indicators of Basic Early Litecacy Skills DIBELS is an efficient way to moni oc al of ou students individually on these early literacy skills DIRF LS data tell us which students need additional support and which udents need enrichment s Princeton Primary sK 2 students are assessed wmerous times a yeaz hrough DIBELS benchmark assessments and progress monitoring The benchmark assessments give teachers a apshot of where the student is in a particular literacy skill such as letter naming fluency s phoneme segmentation fluency ini ial sou d flue cy oral reading Fluency etc Teachers use this data ro group students for small group and targeted instruction Phe data give eachers rapid frequent feedback on a studenYs progress so they can adapt their instruction to reach the needs of every child For example if a student is consistently missing rcon rolled words in an oral reading fluency passage the teacher can focus on rolled con words in her small group r instructioa Furthermore if the data indicates an entice class is deficient in a acea the teacher can adjus his her whole group instruction to meet the needs of the group For example here is a classroom summazy for a DIBELS beginning of year benchmark assessment for Kindergarten The teacher identifies which students need addi ional support in etter naming and ini ial sounds and which students need enrichment The studen s classified as lotensive will ceceive intensive small group instruction on skills such as etter identification and sounds initial sound produetion and idcotification 7 hc students in the St ategic group will receive additional instruction on letters and sounds but will also begin to identify initial medial and ending sounds in words The studen s in the benchmark group will begin to iden ify initial medial and ending sounds in words as well as begin blending these sounds to form words As a resul all stude ts grow and aIl stude ts learn Ihis benchmark assessme not only guides small group targeted skill instmctioq but also molds the teacher s whole group instruction At a gluice the teucher cxn see about half of the s uden either did not benchmazk oo e er naming fluency or only benchmarked by a few letters Phis informs the teacher to target whole group instruction on letter identifica ion A difterent type of data is collected at the beginning of each school yeaz A sucvey of he anguage spoken in the home helps eachers identify SL students and make appropriate referrals and accommodations H2 Describe the data manugement syetem s used to summarize analyze and report assessment results What assessment data are communicated to students educators parents and the community about student school and system performance mClass is the database used to store llIBELS data The database allows teachers and administrarors o access benchmark and progress moni oring resul s on an individual subgrouq school and dis rict level Each child is identified as Intensive Strategiq or Benehmazk Each child has an aim line and a goal All benchmark and progress monitoring results are organized in 23 chart and list format In addi ion instructional recommendations aze also available on mClass for each i dividual s udent Teachers can easily upload their data through syncing their palm and probe student iesults om any computec with intemet access The Informal Ma h Assessment QMA is administered through Odyssey IMA results can be viewed through compass learning by teachers and admi ors Resul isVa s can be analyzed on a class or individual IeveL For each below ery content standard a s mas udent demonstcates Odyssey generates an appcop iate learning path lu addition this program guides educators in modifying their instruction to student needs DIBELS data is communicated to students in a developmentally appropriate way For example las year first and seco d graders were bo h working towards Oral Reading Fluency ORF goals The studen s knew their ORf score and designed a plan to achieve their goal They even charted their progress Read Na urally data is communicated to he student at the conclusion of each story Read Naturally allows stude ts to set a goal aud work to achieve that goal Last year Princeron s Critical Skills In Primary ionist elaborated on Read Na erven urally to make it more exciting and motiva ing for the students Each child was given a star reader chart For every passage passed the child earned a staz Children received bonus stars f or aking the passage home a d g it Once studen readi s earned ten stazs they received a special reward Educators have access to all of the da a pertaining to their classroom at home via mClass for DIBELS Compass Leami gf or Ihe progress reports for Informal Math Assessme t data Read Naturally classroom individual and Aceclerated Reader repor s A the beginning middle and end of the year paren s receive the students DIBELS Benchmark results The progress of benchmark esting is discussed during principal comments a Y meetings Yarents also receive results from Accelerated Keader giving them a detailed O 1 summary of the comprehension questions asked the number of attempts and the percent correct Additionally parents receive detailed progress reports from Read Naturally including fluency comprehension specific frequent word e rors and retell Princeton Primazy communicates its progress o the communiTy hrough LSIC team reports The LSIC team composed of teachers parents communiTy members and faculty work ogether to address the needs of the school Annually the eam provides the county Board of ion a detailed report about the schooPs growth assessment data and achievements Educa Finally Princeton Primazy sS rategic Five Year Plan including goals objectives current and trend data is available to the public H3 How do you use assessment results tu understand and improve student and school performance How does your use of assessment data contribute to making issues of quality and eyuity part of the everyday conversation at your school How du data influence decisioo maldng As discussed in H l and H2 Princeron Primazy uses assessment data to drive our iostruction Tluough iden g weeknesses and shengths in the a yi if eas of ceading and math we 24 understand where our students need additional differentiated instruction and how to improve our overall curriculum and operation In a K 2 school eazly liteiacy skills are vitally importac t DIBELS is an ef ficient way to monitor all of our students individually on these eady literacy skills UIBELS data el us which students need additiona support and which students need enrichment Princeton Primazy s K 2 students are assessed numerous times a yeaz through benchmazk assessments and progress monitoring l hc benchmazk assessments give teachers a snapshot of where the student is in a partiwlaz li eracy skill such as letter naming tluency phoneme segmentation fluency initial sound fluency oral readin tluency eta Teachers use this data ro group students foc small gioup aud targeted iostruction The data give teachers capid frequent feedback on a studenYs progress so they can adapt heir instruction to reach the needs of every ehild Por example if a student is consistently missing rvcontrolled words in an oral reading fluency passage the eacher ca f ocus on olled con words i he small gmup ins r metion hermore if the data indica Fur es an en ire class is deficient in an area the teacher can adjust her whole group instruc his ion to meet he needs of the group For example here is a classroom summary for a DIBELS beginning of yeaz benchmazk assessment for Kindergarten lhe teacher identifies which students need additional suppoR in letter naming and initial sounds and which s udents need enrichment Phe studen s classified as Intensive will receive intensive small group instruc ion on skills such as letter identification and sounds initixl sound production and identi5cetion The students in the Strategie gioup will receive additional instmetion on le tecs and sounds but wil elso begin to identify initial medial and ending sounds in words The s udents in the benchmark group will begin to iden ify initial medial and ending sounds in words as well as begin blending these sounds o form words As a resul all students grow and all students leam This benchmazk assessment mt only guides small group targeted skill instruction but also molds the teacher s whole group instruction At a glance he teacher can see about half of he students either did no benchmark on letter naming fluency or only benchmarked by a few lettcrs I his informs the teacher ro tazget whole group instmction on lettec identification Princeton Primazy u ilizes learning focused groups for small group reading instmction and tazgeted ceading instruction Learning focus groups combine elassroom unit test data llIBELS data a d classroom pe formxnce to place students in o a specialized group to targe the individual skills hey need more help with They also allow us to identify the studen s whu are benchmark or above and provide them wi h high quality instructiun to encourage their acceleratio Yrinceton Primary also uses targeted skill groups for small group math instruc ion Number Worlds assessment data identify students who need additiunal mathema ical foundatio mctioa Coupling Number Worlds assessment data wi ins h informal math assessment data allows the teacher m target certain skills and deficiencies the individual students need 7 H4 Describe your schuoPs balanced assessment system approach that includes high quality summative benchmark and furmative classroom assessments used to improve teaching and leaming Note H4a is not applicable for K 2 schouls however H4b and c need to be answered Benchmark assessment results Princeton Primary sK 2 students are assessed numerous times a year tluough DIBELS benchmark assessmen s and progress monitoring i he benchmark assessments give teachers a snapshot of where the student is in a particular literacy skil such as letter naming fluency phoneme segme tation fluency initial sound fluency oral reading fluency etc Teachers use this data to roup students for small group and tazgeted instruc ion I he data give teachers rapid frequent feedback un a student s progress so hey can adapt their instruction to reach the needs of every child For example if a student is consistently missing r controlled words in an oral reading fluency passage the teacher can focus on o controlled words in her small group instmctioa Furthermore if the data i dicates an entire elass is deficient in an area the teacher can adjust his her whole group instruction to meet the needs of the group UIBELS provides benchmark assessments that show indications students are not master oft early literacy skills The beginning oFthe year benchmark is completed at the beginning academic year this gives the teacher a starting poinP f or each child It allows the teacher to easily target students who need more intensive instruction on a skill as well as guides the whole group instruction through skills that the whole group needs addi ional practice on The middle of the yeaz benchmark allows teachers to see studen grow h as well as inform the teaeher about her instruc his ion f or the duration of the yeaz 1 he end year benchmark is a summative test of showing student growth from the beginning of the year to the end of the year The results from this assessment allow teachers o reflect on their teaching practices and make plans o revise their instruclional methods DIBELS progress monitoring charts progmss foc the improve students in between be chmazk tests fhe tests aze reported utilizing the mCluss home database After administering the assessments the results are immediately uploaded to the site and become evailable for viewing by teachers and administrators As x result of DIBE LS data Yri ceton pcimary has implemented seve al high yield instmc practices For example after probing first and second grade Oral Reading Fluency ional passages sight word knowledge became an area of weakness for our firs and second graders 7 h erefore as paR of first and second grade smart goals the teachers indicated a need for more focus on sight word exposure in first and second grade curriculum fhe Critical Skills ionis had s Interven udents make sight word goals on how many sight words they wanted to learn by he end of the year By the conclusion of the year all 21 students me their individua sight word goals many surpassing their original goals and movi g o to second and third grade sight words Another weakness visible in DIBELS assessments was reading fluency students were having ditticulty meeting fluency and retell leaming goals fherefore stude ts set fluency goals and designed plans to achieve that goal Teachers u ilize DIBELS assessments W inl urm their instmc ion tluoughout the academic yeaz Teachers aze given immediate access to each student s resul s and can design instruction accordingly for that individual student DIBELS results also provide a valuable resource for pazents Pazen s are given a summazy uf their child s pro rzess towacds leaming goals 3j ormal Math Assessment also provides informa Inf ion for teachers to redirec their instmction lnformal Math Assessment aligns with W V sta e conten standards and allows us to identify weaknesses in our students ma ical knowledge and adap our instruction hema dingly acco Formative Assessments ive Assessments are used I between Benchmark Assessments In addition to Forma frequent progress monitor via llIB LS and QPS teacher incorporate lessons on smartboazds weekly assessments based upon assigned readings Writing Wednesday assignments wi h verbal and written feedback and Learning Paths from I MA to provide data eeded to change instruction Ihis regular data collectiun is used to drive he instruction and fluenUy move students and out of targeted groups Other forms of informa assessments that teacher regularly employ aze e suring that all children are called on in class i e popsicle s icks to call on kids cazds jig sawing choral response thumbs up thumb down and teacher observation H5 FOR HIGH SCHOOLS ONLY How have your students perFormed on YSAT PLAN SAT and or ACT wllege entruoce examioatioos over the past three years H6 What specific impruvements have been made in school procedures and practices as a result of your analysis and use of assessment data7 Writing Wednesdays implemen ed last year began when teachers and administers discovered a weakness in writing In working with our 3 5 receiving schools we became aware ha intermediate students were struggling with ing wri tasks so we got professional development in 4 Squaze Writing and began to teach it in our classrooms When the West Virginia llepartment of Education no longer reyuired an additional 30 minutes of reading instruction Princeton Primary re ained that cxtra period based solely on assessmeot inf ormation that indicated reading deficieneies During this combined 150 min tes of reading ou students receive appropriate services based again on he data abou each individuaPs progress 1 hrough UIBtLS QYS Unit Assessments and Weekly Assessments our eachers gather information to identify student needs for Small group and targeted reading instruction At the kinderger en eachers cross examine DIDELS data Benchmazk Progress Monitoring Unit Assessment data very 3 weeks and QPS data evecy 4 5 weeks to tazget each individua studenYs learning needs whether the need imolves letter recognitioq etter sounds segmen ing words ble ding cv cvc words blending cvcc words 1 st and 2nd grade teams use llIBELS data Benchmack ess Monitoring Weekly assessment da Yrog a and QPS data in order o azget skills like segmenting words blending cv cvdcvcc words digraphs blends fluency comprehension arid grammar At the end of each schoo year teachers analyze he he of data in depth Both d e year DIBELS and IMA scores aze analyzed We then write Smart Goals and action steps to address identified weaknesses Once the goals aze written they nre shazed with the next grade leve i e 1 grade teachers share weaknesses and goals with 2 grade teachers 27 Princeton Primary provides teachers ime to collaborate once a week wi h their grade level teachers Teachers have designated time to discuss assessment findings and design inshueAOO accordingly In addition Princeton Primary conducts professional development foc all of its teachers twice a mon h alter school during Collabora ive Wednesdays H7 What evideoce ie available of effective overall school performance a What was your schooPs record for the past three years in the Tollowing area which may serve as indicators of school climate and engagement b What was your schuols record Tor the past three years in the area at school saTety discipline and drug prevention Discipline Data 09 2008 10 2009 11 2010 A30 1 bus offense 142 147 138 A31 2 bus offense 73 112 69 A323 busoffense 42 60 38 A33 4th bus affense 27 34 16 A34 off bus 6 1 5 A02 off Conf w studem 45 rest ofyear 100 47 A03 ca0 parent 6 0 15 A04 Icttcr 0 1 0 0 0 3 0 0 2 A07 detention 72 95 23 A09 limit activities 0 0 2 A27 1 0 0 12 9 0 ISS in schaol suspension 51 49 0 OSS 61 38 6C 593 593 422 Iu parent A05 parent canference studentend A06confw teacher class exclusion by eacher EXC exdusian Gom classmom Tota oW ofschool susp 28 With he implementation of the Cap uring Kids Hearts program i the 2010 11 school term Y iuceto Pcimary saw a decrease in thc overall number of discipline referrals Even the bus referrals dropped significantly By using the Social Coutract i the classroom the students and teachers knew hat if serious referral was made ro the office for fighting severe disruption or disrespect that severe eonsequences would resulL There would be no sitting in the office all day in an in school suspension setting We are excited to be one of only a few schools selected o pilot he Keystone Project an innova altemative education program fu ive ded through a grant from the W V llepartment of ion and developed expressly o mee the needs of K Educa 2 students Assignment o the Keystone classroom supplants out school suspension During the Keystone placements of students not only continue their academic lessons but also partieipate in explicit cha aetec education aclivities and strategies The studen sa tend the Keystone AEP in our building for 4 days afrer thcy aze referred The activities include a lessoq story application prac ice and role playing On day 5 the student retums to his regular academic setting The Keystone eacher observes he student in their classroom meets with parents and eachers to share successful strategies and observes up coming studen s for the next week Thus far we are experiencing positive results We look forward to analyzing end of year data on Primary conducts saf ce Pri eTy trainings for s udents in the areas of fire safety body safety school bus safety and intemet safety The schoo has security guazds who assist with the flow of traffic and ample supervision at arrival and dismissal times All visitors must report ro the main office upon arrival There is only one entraeice open during the school day and it is easily accessible from the office area Video surveillarice camecas aze available in the hallways and high traffic areas 1 he school counselor coordinates Red Ribbon Week which focuses on Drug Prevention Since we do not have a problem with drugs in our schoo a this age level we do fee tha it is impor ant to make students even at this eazly age aware of drug abuse so that good choices can be made in the fu ure The counselor uses themcd days much like a Spirit Week to raise awaze ess H8 Which awards received by your school staff ur students are most indicative of school success Title I Distinguished School Yrinceto Primary has been named a West Virginia Tide I distinguished school for the pas 8 years A Wes Virginia Title I Distinguished Schoo must Be in operxtion for at least three or more co secutive yeazs Participated in le Ii I program for three or more consecutive yeazs a Acquire ful West Virginia accredita ion status Achieved AYP sepazately in reading and math for three or more consecutive years K Title I schools must make AYP for hree or more consecutive years as determined by the 2 West Virginia Office of Perfortnance Audits 29 e 60 proficien for the all subgroup in both reading Demonstra language arts and hematics based on 10 or more studen ma s tested n count for reporting assessment data N A foi K 2 schools Coolest Card Campaign Winnerv I he Mercer CounTy Princeton Public Library held a card campaign contesL Pcinceto Primary won the con est by having the most number of students and Ihe hi hest percentage of s udent apply for and receive a library card Students were enwuraged by teachers and s aff to apply for a library card and use the librazy on a regulaz basis The interes in the library was sparked afrer classroom field trips o the librazy West Virginia Young Writers Princeton Yrimazy School has proudly has consistently had y eve winners in the Young Writer cou s Competitioa Last year our school had the couuty winners for both Firs and Second Urade smdents In additioq a Yrince on Primary student came in the second place position for the second grade level Our first place county winner in second gcade represen ed Meccec County in Division I at the state leve competitio W VVA Student of the Month The WWNCoIe Chevrolet Student of the Month for December 20ll was Sadie Boggess a second grade student a Yrince on Yrimazy School Sadie was chosen for this award because of her hard work great attendance and her degree of kindness aud wurtesy to other students TLI In eam July 20 l a team of five teachers and the school administrator attended the 7 Teacher Leadership InstiWte in Morgantown W V This eore group of teachers and the pcincipal worked diligently to gain new u derstanding of 21 Century Leeming They brought back valuable informa ion to the s aff at YYS They have developed throughout the year as true leaders in our school Keystone ProjecbAlternative Education Program Mercer County was one of five coun ies to receive grant funding from the WVDE for elementary elternative education Princeton Primary was one ol only hree schools in Meroer County chosen to be a part of his pilot program F xplained in mure detail in Sec ion H 7 Yri on Primary is proud to say that the ce program has been successful based upon data collection thus far Mercer County Schools 110 Club Our guidance counselor Mrs Tammy Argyrakis was nominated for and received the Meccer County Schools 110 a Club awazd Her ex mile ra devotion and commitment to children and their needs certainly makes her a worthy recipient of this prestigious award