1200 Sherwood Missoula, MT 59802 Phone: 406.542.4040 Web: www.mcpsmt.org Principal: Brian Bessette
Lowell Elementary School
2014 BUILDING PROFILE
Building Profile: Lowell Elementary School
Address:
2014
1200 Sherwood Avenue Missoula, Montana 59802 406.542.4040 Brian Bessette Jen Nave 1 27 23
Phone: Principal: Secretary: Total Administrative Staff: Total Certified Teaching Staff: Total Classified Support Staff:
At Lowell School, we commit to working together with students, parents, and the community to provide a safe environment that fosters each child's full potential.
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Building Profile: Lowell Elementary School
2014
Table of Contents ENROLLMENT DEMOGRAPHICS ........................................................................................................ 3 STUDENT ACHIEVEMENT .................................................................................................................. 5 ASSESSMENT DESCRIPTIONS......................................................................................................... 5 DIBELS ........................................................................................................................................ 6 MEASURES OF ACADEMIC PROGRESS: READING ...................................................................... 7 MEASURES OF ACADEMIC PROGRESS: MATH ........................................................................... 8 STUDENT ENGAGEMENT .................................................................................................................. 9 AVERAGE DAILY ATTENDANCE ...................................................................................................... 9 CHRONIC ABSENTEEISM.............................................................................................................. 10 SCHOOL ENVIRONMENT ................................................................................................................. 11 DEVELOPING STUDENTS’ SELF-WORTH ...................................................................................... 12 ACTIVE ENGAGEMENT ................................................................................................................ 12 SENSE OF PURPOSE ..................................................................................................................... 13
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Building Profile: Lowell Elementary School
2014
ENROLLMENT DEMOGRAPHICS 2011-2012
Gender
Race/ Ethnicity
Male
45%
80 60 40 20 0
2012-2013
55%
% Low Income
55%
Female
19 3
Male
45%
74
2
1
1
55%
76% % Low Income
% Low Income
% Low Income
11%
16% % With IEP
0%
% With IEP
% With IEP
0%
0% % 504
% 504
3
Female
100 75.6 80 60 40 17.6 2.3 2.1 1.8 0.5 20 0
68%
19%
% Plan 504
Male
45%
Female
80 75.7 60 40 18.8 20 2.1 1 0.7 1.7 0
70%
% Special Education
2013-2014
% 504
Building Profile: Lowell Elementary School 2011-2012
2012-2013
1%
2013-2014
4%
2%
Gifted Education
English Language Learners
2014
% COMPASS
% COMPASS
8%
4%
7% % ELL
% ELL
4
% COMPASS
% ELL
Building Profile: Lowell Elementary School
2014
STUDENT ACHIEVEMENT ASSESSMENT DESCRIPTIONS DIBELS The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through fifth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. They measure recognized and empirically validated skills related to reading outcomes. The purpose of DIBELS Benchmark goals is to provide educators with standards for gauging the progress of all students. The Benchmark goals represent minimum levels of performance for all students to reach in order to be considered on track for becoming a reader. DIBELS has been used in MCPS several years in grades K-3.
MAP Measures of Academic Progress® (MAP) are computerized tests based on a continuum of skills in math and reading. Essentially it is one long test rather than a series of shorter tests that assess students over specific criteria at various grade levels. MAP assessments are not tests that determine mastery. Rather, MAP assessments provide teachers with instructional levels for each student. They provide a road map for determining where each student is performing in relation to Montana and MCPS curriculum standards. In MAP a large, computerized question bank makes it possible for all students to receive questions specific to their learning level. For example, the first question is “chosen” based on the student’s previous test results. When students respond correctly they are given a more difficult question; if they are incorrect they are given an easier question. In this way the MAP assessment hones in on the area where the student is currently responding successfully and then outlines the next learning steps. Unlike tests that results in percentiles, MAP uses an equal interval scale called RIT (think “inch”). With the RIT scale it is possible to accurately measure each student’s learning over time.
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Building Profile: Lowell Elementary School
2014
DIBELS 2011-2012
K
100 80 60 40 20 0
Gr 1
100 80 60 40 20 0
Gr 2
100 80 60 40 20 0
Gr 3
100 80 60 40 20 0
2012-2013
62 18
20
44 27
29
59 20
22
47 32
21
100 80 60 40 20 0
100 80 60 40 20 0
2013-2014
66 22
12
68 24 8
100 80 60 40 20 0
83
100 80 60 40 20 0
79
11
7
6
6
14
100 80 60 40 20 0
100 80 60 40 20 0
100 80 60 40 20 0
100 80 60 40 20 0
69
16
15
46 23
31
68
11
21
64 13
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Building Profile: Lowell Elementary School
2014
MEASURES OF ACADEMIC PROGRESS: READING 2011-2012
NO DATA
Gr 2
0
Gr 3
39.5 23.3
25.6 11.6
20
0
60
47.1
61
14.7
26.5 11.8
20
60
22
20
55.6
60
46.5
40 16.3
25.6 11.6
20
0
57.7
60
7.4
61.8
40 21.2
26.5
23.1
20
20 0
54.5
60
40 19.2
0
0
60
40
22.2
14.8
2.4 0
33.3
15.6 13.3
0
40 14.6
37.8
40
0
40
Gr 5
NO DATA
40 20
0
20
NO DATA
60
60
Gr 4
2013-2014
0
60 40
2012-2013
5.9 5.9
0
20 0
7
6.1
18.2
Building Profile: Lowell Elementary School
2014
MEASURES OF ACADEMIC PROGRESS: MATH 2011-2012
NO DATA
Gr 2
0
16.3 14
20.9
0
20
60
50
37.8
32.4
40
11.8
31.1 22.2
20
8.9
5.9 0
0
85.4
20
9.8
20 2.4
0
73.1
60
9.3
16.3
20
11.5
11.5
11.1 11.1
14.8
4.7 0
0
61.8
60
40 3.8
63
60 40
60
40
0
69.8
40 2.4
20
0
60
40
Gr 5
NO DATA
40
60
Gr 4
NO DATA
60
48.8
40 20
2013-2014
0
60
Gr 3
2012-2013
20
33.3 33.3
40 17.6
0
20.6
21.2 20 0
8
12.1
Building Profile: Lowell Elementary School
2014
STUDENT ENGAGEMENT AVERAGE DAILY ATTENDANCE Average Daily Attendance is the average percentage of total students in attendance each day during one month and throughout the year.
2011-2012
2012-2013
2013-2014
100 95 90 85 80
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
2011-2012
95
94
93
91
95
94
94
92
92
92
Annua l 93
2012-2013
92
94
92
92
92
92
94
91
93
98
93
2013-2014
95
95
93
94
93
92
93
94
93
94
94
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Building Profile: Lowell Elementary School
2014
CHRONIC ABSENTEEISM Chronic absenteeism is the percent of total students absent more than 10% of instructional time during one semester.
2012-2013
2011-2012 21%
22%
2013-2014 21% % Chronic Absent
K
19%
16%
21%
Gr 1
% Chronic Absent
16%
20%
23%
Gr 2
% Chronic Absent
19%
21%
19% % Chronic Absent
Gr 3
14%
11%
21% % Chronic Absent
Gr 4
6%
14%
Gr 5
20% % Chronic Absent
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Building Profile: Lowell Elementary School
2014
SCHOOL ENVIRONMENT School environment data that follows is taken from student responses on the MyVoices Survey. This survey provides school-level data about the school environment through the eyes of students. Data is disaggregated and analyzed to demonstrate students’ sense of self-worth, active engagement in school, and educational purpose. The Quaglia Institute for Student Aspirations (QISA) believes that for students to have high aspirations, they must believe in themselves, be actively engaged in their learning, and see the connection between what they learn today and who they want to become tomorrow. QISA believes that for students to have high aspirations, three Guiding Principles must be present: Self-Worth, Active Engagement, and Purpose. These Guiding Principles direct the development of educational experiences, from the individual classroom to the entire school building. Students who have aspirations believe in themselves, are meaningfully engaged in their learning and the life of the school, and work with intention toward their goals.
Developing Students’ Self-Worth Belonging, Heroes, and Sense of Accomplishment Self-Worth begins when students experience a sense of Belonging: They feel like they are part of the school community while being recognized and appreciated for their uniqueness. Students also experience Self-Worth when someone in their lives believes in them. They need Heroes: people they can look up to, respect, and learn from. To develop Self-Worth, students also need a Sense of Accomplishment. They must be recognized as much for their effort, perseverance, and citizenship as they are for high grades and good test scores. As students build Self-Worth, they are more likely to persevere through difficult tasks and be inspired to take the steps needed to reach their goals.
Fostering Students’ Active Engagement in Learning Fun & Excitement, Curiosity & Creativity, and Spirit of Adventure Active Engagement means that students are emotionally, intellectually, and behaviorally engaged in their learning. Emotionally engaged students experience Fun & Excitement by becoming so involved that they almost lose track of time. At the end of the lesson, they wonder, “Where did that time go?” Intellectually engaged students are not afraid to ask “Why?” or “Why not?” about the world around them. Curiosity & Creativity are alive in the way they learn, fostering inquisitiveness and a desire to satisfy their minds with new discoveries. Behaviorally engaged students have a Spirit of Adventure. They are not afraid to try new things, or to take on healthy challenges, regardless of whether they might succeed or fail. With Active Engagement, learning becomes important in and of itself.
Encouraging a Sense of Purpose Leadership & Responsibility and Confidence to Take Action Schools must challenge students to think about their Purpose—who they want to become as well as what they want to be. To reach this goal, students need to explore what it means to have, and create, a successful and rewarding life. Purpose is about being responsible, accountable, and confident. To develop Purpose, students need the opportunity to assume Leadership & Responsibility in their lives. They must learn to make decisions and understand the consequences of their choices. When students have Purpose, they have the Confidence to Take Action toward a meaningful, productive, and rewarding future. They believe in themselves and are motivated to reach their dreams. Taken from The Aspirations Framework, Quaglia Institute for Student Aspirations, 2011.
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Building Profile: Lowell Elementary School
2014
DEVELOPING STUDENTS’ SELF-WORTH 2012-2013
100
84.3
80
80.8
79.0 69.0
2013-2014
76.7
81.8 69.4
62.5
60 40 20 0 Gr 3
Gr 4
Gr 5
TOTAL AV
ACTIVE ENGAGEMENT 2012-2013
2013-2014
100 79.0 80
75.5
73.8 62.5
76.5 68.1
61.2
53.1
60 40 20 0 Gr 3
Gr 4
Gr 5
12
TOTAL AV
Building Profile: Lowell Elementary School
2014
SENSE OF PURPOSE 2012-2013
2013-2014
100 80
74.3
73.0
54.3
51.8
60
71.5
68.0
47.9
37.5 40 20 0 Gr 3
Gr 4
Gr 5
13
TOTAL AV
Missoula County Public Schools 215 South Sixth Street West Missoula, Montana 59801 406.728.2400 www.mcpsmt.org