Data…………..………….………..…………………………………………………….………………..….13
Terra Nova Reading 3rd grade…………………………..……13
Terra Nova Reading 4th grade…………………………..……16
Terra Nova Language 3rd grade…………………………….19
Terra Nova Language 4th grade………………………….…22
Terra Nova Math 3rd grade……………………………………..25
Terra Nova Math 4th grade……………………………………..28
DRA……………………………………………………………………………31

Be respectful
Observe and embrace diversity
Work cooperatively
Learn in a safe and nurturing environment
Enjoy life-long learning
Yearn for excellence

We believe in…
challenging students with high expectations,
while supporting the needs of our families.

School and Community Description

Bowley Elementary School is located in the Sandhill region of North Carolina on Fort Bragg Military Installation. Established in 1953, our school is a part of the Fort Bragg School system, a system within the North Carolina District which is made up of Fort Bragg Schools and Camp LeJeune Schools. The North Carolina District is one of five districts in the Department of Defense Domestic Dependent Elementary and Secondary Schools (NC DoD/DDESS). The Fort Bragg system includes seven elementary schools (grades PK-4), one intermediate school (grades 5-6), and one junior high school (grades 7-9). Our school serves approximately 500 students from the North Biazza Ridge, Normandy, and Corregidor Courts housing areas.

Bowley School is located on Randolph Street on Fort Bragg. The present building was completed in 1989, and it replaced the original Bowley that was built in 1953. The school is built around two inner courtyards, and classrooms are generally divided between kindergarten through second grades on one wing and third and fourth grades on the second wing. There is an enclosed early childhood play area for PK and kindergarten with open play areas for other grade levels.

All of the students attending Bowley are the dependent children of active duty military personnel stationed and residing on the installation. The student population is made up of children of both enlisted and officer personnel.

Fort Bragg is home of the 82nd Airborne Division, 18th Airborne Corp, and U.S. Army Special Operations Command. Fort Bragg is a rapid deployment base which means that military personnel need to be ready to deploy anywhere in the world within eighteen hours of notification. In addition, personnel have been deployed to the Middle East multiple times in the last three years. Our children deal with a great deal of stress and uncertainty related to parent deployment.

Fort Bragg is adjacent to the cities of Fayetteville and Spring Lake. Following, you will find community links that will provide additional information about Fort Bragg and the surrounding community.

Fort Bragg
Fort Bragg
http://www.bragg.army.mil/
Tolson Youth Center
http://www.fortbraggmwr.com/CYS/tolson.htm
Womack Army Medical Center
www.wamc.amedd.army.mil

Fayetteville
Fayetteville Chamber of Commerce
http://www.fayettevillenc.net/chamber.htm

Spring Lake
Spring Lake
http://www.spring-lake.org/
Great Spring Lake Chamber of Commerce
http://www.springlakenc.org/

Area Schools and Universities

Campbell University http://www.campbell.edu/
Fayetteville State University http://www.uncfsu.edu/
Fayetteville Technical Community College http://www.faytechcc.edu/
Methodist University http://www.methodist.edu/
UNC Pembroke http://www.uncp.edu/

Unique Local Insights

Bowley School services children in prekindergarten through fourth grades. PreK is a half day program for identified three year olds and all four year olds. All other grades are full day.
During the 2005-2006 school year, Fort Bragg Schools went through a major redistricting to accommodate new housing being constructed on post. This plan went into effect during the 2006-2007 school year, and Bowley was one of the schools significantly impacted by the changes. Bowley lost a small senior enlisted housing area (Bastogne Gables) to another building and added a large officer housing area (Biazza Ridge) from another school.
Biazza Ridge and Normandy area students are transported by bus, or parents transport them by car. Students in the Corregidor Courts area live within walking distance, and they walk, ride bikes or are transported by car. Approximately 35% of our students ride the bus while 65% are transported by car or walk.

Bowley School’s population of approximately 500 students is almost equally divided between male and female students. Our population is 43% officer and 57% enlisted. 43% of Bowley students receive free or reduced-price lunch as of December 2006. The graph below shows the racial make-up of the student population.

Instruction is carried out in self contained regular education classrooms by licensed teachers. Core academic content is taught in these classrooms; in addition, students receive art, music, physical education, media, and guidance lessons every week from specialists licensed in those fields.
Bowley has a total of 64 personnel working full and part time. The chart below gives a breakdown of personnel who support learning at Bowley.

POSITION #
PreKindergarten 2
Kindergarten 4
First Grade 5
Second Grade 5
Third Grade 4
Fourth Grade 3
Full Time Special Education 3
Part Time Special Education 3
Psychologist .3
Guidance 1.5
Gifted Education .5
Art 1
Music 1
Physical Education 2
Media 1
Reading 2
English as a Second Language .5
Education Technologist 1
PreKindergarten Aides 2
Kindergarten Aides 4
Special Education Aides 9
Clerical Support Staff 4
Custodial Staff 3
Cafeteria Staff 6

The Bowley staff is committed to its students’ academic achievement and social development. All teachers are certified in the area in which they are teaching. 18 of 27 reporting teachers hold advanced degrees. The average number of years taught by these teachers is 17.19. On average, 8.6 years have been spent teaching at Bowley.

25 reporting teachers are involved in extra course work this year. Many are involved in Bowley’s professional development classes, “Promoting Standards Based Curriculum” and “Classroom Assessment for Student Learning.” Other courses being taken include: Scholastic Red: Guided Reading, Scholastic Red: Building Vocabulary, Scholastic Red: Reading for Fluency, Project Read: Differentiating for the Gifted, and other individual courses for additional certification.

The teachers were asked to evaluate various aspects of the school. Questions included the issues of safety, discipline, staff support and respect, standards, and administrative support. The majority of teachers gave positive responses to all questions. When grading the school as a whole, 86% of the responding teachers said that Bowley is “meeting or exceeding the expectations of being a quality school.”

Bowley 3rd and 4th grade students are offered several extracurricular opportunities as outlined below.

Operation Hero – offered by the YMCA - mentoring for students, with some
homework assistance – each session is 10 weeks long
Glee Club – students develop skills and appreciation of choral and instrumental
music
Roaring Readers – students will study fairy tales as they develop reading and
writing skills
Art Club – focus is techniques with clay and use of technology to document through power point presentation
Piano Lab – beginning piano methods and techniques
Club USA – assists in stress reduction for children with deployed parents

Capacity Assessment Instrument

Directions: Read statement 1 and respond to it before going to statement 2. Some items will seem repetitive; it is critical that you carefully read and respond to each item in order. Respond to all items. When used in conjunction with the Team Chair software, the responses generate a graph that depicts your school’s readiness to engage in school improvement.

X 1. The school is engaged in an organized continuous improvement process.
X 2. The school has an organized steering committee.
X 3. The school has developed a profile.
X 4. The school has developed a school improvement plan.
X 5. Some of the faculty members are committed to the school improvement plan
and are implementing it in their classrooms.
X 6. The school maintains an information system.
X 7. The school collects data from more than one source.
X 8. The school provides one or more staff development days.
X 9. The school uses standardized or local assessments to measure student
performance.
X 10. The guidance and counseling program involves some of the teachers.
X 11. Faculty members engage in research.
X 12. The school develops and maintains a well-articulated curriculum.
X 13. The teaching and learning program focuses on established learning goals.
X 14. School programs provide equitable educational opportunities for all students.
X 15. The school has developed a mission statement.
16. The school has assessed its current system.
X 17. The school has exhibited a readiness for change.
X 18. The school leadership is supportive of the school improvement process.
X 19. The school has a positive relationship with the larger educational community.
X 20. School resources are available to support school improvement.
X 21. The school is engaged in an organized, continuous improvement process
that focuses on learning.
22. The school has an organized steering committee and other goal committees
that meet on a regular basis and provide leadership in school improvement.
X 23. The school has developed a profile that uses multiple assessments to
support student goals.
X 24. The school has developed a school improvement plan that contains some
student performance goals and research-based interventions.
X 25. Most faculty members are committed to the school improvement plan and
are implementing it in their classrooms.
26. The school maintains a student information system and uses the data to
guide decisions.
X 27. The school regularly collects and analyzes aggregate data from multiple
sources.
X 28. The school provides one or more staff development days with activities
linked to the school improvement process.
X 29. The school uses both standardized and local assessments to measure
student performance.
X 30. The guidance and counseling program involves most of the teachers.
X 31. Faculty members engage in research to select interventions related to goals.
X 32. The school develops and maintains a well-articulated curriculum that is
reflective of the school’s mission and goals.
X 33. The teaching and learning program focuses on established learning goals
and continually presses students to higher levels of achievement and
development.
X 34. School programs provide equitable educational opportunities for all students
and value diversity among students.
X 35. The school has developed a mission statement with input from stakeholders.
36. The school has assessed its current systems, created a shared vision for the
future, and compared them.
X 37. The school possesses a readiness for change and has developed a shared
understanding for the need for change.
X 38. The school leadership is supportive of and involved in the school
improvement process.
X 39. The school has a positive relationship with the larger educational community
and reports frequently regarding the school improvement process.
X 40. The school has committed resources to support school improvement.
X 41. The school is engaged in an organized, continuous improvement process
that focuses on enhanced learning for all students.
42. The school has an organized steering committee and other goal committees
that meet on a regular basis and provide the faculty with an assessment of
student performance in selected goal areas.
43. The school has developed a profile using disaggregated data that triangulate
multiple assessments to select student goals.
44. The school has developed a school improvement plan that contains only
student performance goals and multiple research-based interventions for
subgroups of students.
X 45. Most of the faculty members are committed to the school improvement plan
and are implementing it across the curriculum or in all grade levels.
46. The school maintains a student information system that contains multiple
sources of student performance data and uses that data to guide decisions.
47. The school regularly collects and analyzes aggregate data from multiple
sources and reports results to faculty and other stakeholders.
48. The school provides sufficient staff development time to process and
implement specific interventions from the school improvement plan that will
enhance student success.
X 49. The school personnel use both standardized and local assessments to
measure student academic performance; and they report results to faculty
and other stakeholders.
50. Guidance, counseling, career awareness, and exploration activities are
included in many curricular areas.
X 51. Faculty members engage in research to select interventions that are related
to the goals and that will enhance student performance.
X 52. The school develops and maintains a well-articulated curriculum that is
reflective of the school’s mission and goals; the curriculum is aligned with
standardized and local assessments.
X 53. The teaching and learning program focuses on established learning goals,
continually presses students to higher levels of achievement and
development, and emphasizes the interrelationship among curricular areas.
X 54. School programs provide equitable educational opportunities for all students,
value diversity among students, and build on diversity to enrich the school.
X 55. The school has developed a mission statement, with input from stakeholders,
which is used to guide decisions and clarify the purpose of the school.
56. The school has assessed its current systems, created a shared vision for the
future, compared the systems, developed a strategic plan, and communicated
the plan to all stakeholders.
X 57. The school possesses a readiness for change, has developed a shared
understanding of the need for change, and actively supports a climate for
change.
X 58. The school leadership is supportive of, involved in, and demonstrates a
commitment to the school improvement process.
59. The school has a positive relationship with the larger educational
community, reports frequently regarding the school improvement process,
and has planned a functioning program whereby community resources are
identified and utilized for the enhancement of student learning.
X 60. The school has dedicated sufficient resources to provide space, people,
time, materials, and instructional programs to ensure academic success of
all students.
61. The school is engaged in an organized, continuous improvement process
that focuses on enhanced learning based on individual student needs.
62. The school has an organized steering committee and a goal committee that
meet on a regular basis to provide the faculty with assessments on student
performance in the selected goal area and has an articulation committee that
shares information with sending and receiving schools.
63. The school has developed a profile using disaggregated data that
triangulates multiple assessments to select student goals and has a method
of reporting data on each individual student’s progress.
64. The school has developed a school improvement plan that contains only
student performance goals and multiple research-based interventions based
on individual student needs.
65. All faculty members are committed to the school improvement plan and are
implementing it across the curriculum or in all grade levels.
66. The school maintains a student information system that contains multiple
sources of student performance data on individual students and uses that
data to guide decisions.
67. The school regularly collects and analyzes aggregate and individual student
data for credentialing from multiple sources and reports results to the faculty
and other stakeholders.
68. The school provides sufficient staff development time to process and
implement specific interventions from the school improvement plan that will
enhance student success and other opportunities for professional growth.
69. The school uses both standardized and local assessments to measure
student academic performance, career awareness, and employability skills
and reports results to all stakeholders in standard units.
70. Guidance, counseling, and career awareness and exploration activities are
well integrated throughout the curriculum.
71. Faculty members engage in research to select interventions related to the
goals that will enhance student academic performance, career awareness,
and employability skill development.
72. The school develops, regularly evaluates, and maintains a well-articulated
curriculum that is reflective of the school’s mission and goals and is aligned
with standardized and local assessments.
73. The teaching and learning program focuses on established learning goals,
continually presses students to higher levels of achievement and
development, emphasizes the interrelationship among curricular areas, and
enhances career awareness and employability skills.

74. School programs provide equitable educational opportunities for all students,
value diversity among students, build on diversity to enrich the school, and
prepare all students for success.
X 75. The school has developed a mission statement with input from stakeholders
that is used to guide decisions, clarify the purpose of the school, and support
successful transitions of students.
76. The school has assessed its current systems, created a shared vision for the
future, compared the systems, developed a strategic plan, communicated the
plan to all stakeholders, and begun implementing the plan to reach its vision.
77. The school possesses a readiness for change, has developed a shared
understanding of the need for change, actively supports a climate of change,
and has institutionalized change as a regular method of operation.
X 78. The school leadership is supportive of, involved in, demonstrates
commitment to, and encourages participation of all staff in the school
improvement process.
79. The school provides students with opportunities to apply newly acquired
academic skills and knowledge in real-life learning experiences within the
larger educational community.
80. The school has dedicated sufficient resources to provide space, time, people, materials, and instructional programs to maximize the potential for all students to make successful life transitions.

X denotes items staff agrees are well-met at Bowley

The Capacity Assessment Instrument was administered with the staff in August, 2007. In reviewing the Capacity Assessment Instrument (CAI), it is noted that the staff seems to be gaining a better understanding of the plan and other school processes. There are some items on the CAI over which we, at the school level, continue to have little control due to the leadership of DoDEA. We will strive to ensure that all staff members take part in, and feel a part of, the school improvement process.

DATA

Terra Nova Reading - Grade 3

Third grade data for all students indicates a decline in the area of reading. Disaggregated data indicates that all subgroups need to be addressed. 3rd grade students will be receiving literacy instruction for 90 minutes daily in their regular classrooms. Identified students will also receive 90 minutes of READ 180 instruction daily.

Third grade data for male students indicates an overall decline in performance

Third grade data for female students indicates an overall decline in performance.

Third grade data for white students indicates an overall decline in performance.

Third grade data for black students indicates an overall decline in performance.

Terra Nova Reading - Grade 4

Fourth grade Terra Nova data indicates overall growth in student performance. Significant improvement occurred in the bottom quarter. The subgroup of white students showed a slight decline in performance. Male students demonstrated positive growth and black students showed growth out of the lower quarter.

Fourth grade data for male students indicates a significant increase in scores with more students in the top two quartiles and fewer students in the bottom quartile.

Fourth grade data for female students indicates an increase in the percentage of students in the top two quarters and about the same percentage in the bottom quarter.

Fourth grade data for white students indicates a decrease in the number of students scoring in the top two quarters and a very slight increase in those scoring in the bottom quarter.

Fourth grade data for black students indicates a significant decrease in the number of students scoring in the bottom quartile.

Terra Nova Language - Grade 3

Terra Nova Language data shows some significant growth for third grades in the top two quarters. The bottom quarter indicates a slight decrease in performance. Disaggregated data indicates positive growth among male and white students. More female and black students scored in the lower quarter, with fewer black students scoring in the top 2 quarters. We are continuing to implement the 6+1 Traits of Writing program to address these needs.

Third grade data for male students indicates an increase in the number of students scoring in the top two quarters. The number of students scoring in the bottom quarter has significantly decreased.

Third grade data for female students indicates positive growth in the top two quarters. However, there was a significant increase in the number of students in the bottom quarter.

Third grade data for white students shows and increase in students scoring in the top two quarters with no change in the bottom quarter.
Third grade data for black students indicates a significant decrease in the top two quarters as well as a significant increase in the number of students in the bottom quarter.
Terra Nova Language - Grade 4

Language data for fourth grade shows significant growth in the top two quarters. The bottom quarter indicates significant growth in the number of students moving into the upper quarters.
We are continuing implementation of the 6+1 Traits of Writing program to address the area of writing for all students.

Fourth grade data for male students shows a significant increase in the number of students scoring in the top two quarters and a decrease in the number of students in the bottom quartile.

Fourth grade data for female students shows a significant increase in the number of students scoring in the top two quarters. The number of students scoring in the bottom quarter has increased, though the percentage is still below the CSP goal of less than eight percent.

Fourth grade data for white students shows an increase in the number of students scoring in the top two quarters and a decrease in the bottom quarter.

Fourth grade data for black students shows a significant increase in the number of students scoring in the top two quarters and a decrease in those scoring in the bottom quarter.

Terra Nova Math - Grade 3

Data for third grade math shows little change in the top two quarters with significantly greater numbers in the bottom quarter. We will need to continue to address the area of math, and number sense in particular, in order to meet the needs of our students.
Students will be taught to pattern, compose, and decompose numbers for greater math fluency.

There is a significant growth in the top two quarters for male students, however, the bottom quarter has also grown.

There has been a significant decline in performance for third grade females.

There has been some growth in the top quarters for white students. The bottom quarter, however, has increased significantly, no longer meeting the CSP goal.

The data shows a significant decline in performance for all black students.

Terra Nova Math - Grade 4

Fourth grade data on Terra Nova math indicates some overall growth. The bottom quarter has continued to meet the CSP goal of less than 8%.
Students will be taught to pattern, compose, and decompose numbers for greater math fluency.

Math scores for fourth grade males show an increase in the number of students scoring in the top two quarters. The bottom quartile continues to meet the CSP goal.

Scores for fourth grade females show an increase in the top two quarters and a slight increase in the bottom quarter.

Scores for fourth grade white students show an increase in the top two quarters, with continued improvement in the bottom quarter.

Scores for fourth grade black students show a significant increase in the top two quarters, however, the number of students scoring in the bottom quartile has also increased.
DRA Scores Grades K-3

DRA data indicates that most students in Kindergarten are performing at or above standard. Most first grade students are also working at or above standard, though a greater number are falling below standard. At second and third grades, the percentage of students scoring at or above standard has decreased. A significant number of students are scoring below standard at these grade levels.
Discussion about this has indicated that there is a heightened awareness of the importance of accurate, non-biased testing and reporting. The Bowley staff has worked diligently to ensure that all students are tested impartially in a standardized manner. Bowley staff are continuing to learn and use guided reading strategies that will allow all students to work at their level, making progress toward grade level goals.

School Profile

School and Community Description

Bowley Elementary School is located on Fort Bragg, adjacent to Fayetteville, North Carolina. It serves 500 students in grades Pre-K through 4, including programs for exceptional children. Our school is part of a district within DDESS (Domestic Dependent Elementary and Secondary Schools). The Fort Bragg District has seven elementary schools, one middle school, and one junior high school. Our students have at least one parent serving in the military and many parents who are deployed. The military community consists of all ranks, mostly enlisted.

Bowley Student Population by Gender

Bowley Student Populaltion by Race

Data collected November 8, 2006

Unique Local Insights

Bowley Elementary gives parents the opportunity to evaluate the school through an Exit Survey. This survey is completed by parents when they withdraw a child.

There are six questions which ask for a response of strongly agree, agree, disagree, or strongly disagree. Two more questions offer a chance for parents to write in a response.

In reviewing this data for the past three years, we find that the great majority of our parents are pleased with all aspects of our school. They are particularly complimentary of our staff, the caring atmosphere, volunteer opportunities, communication, the academic challenges, and the commitment to children.

Areas that may need to be addressed include the lunchroom and the buses. Parents would like to be more informed about lunch charges and incidents occurring on the bus.

Exit Survey Data
	2004 Agree	2004 Disagree	2005 Agree	2005 Disagree	2006 Agree	2006 Disagree
Varied learning experience	100%	0%	100%	0%	100%	0%
Accept responsibility	100%	0%	100%	0%	98%	2%
Successful feeling	100%	0%	98%	2%	97%	3%
Discipline policy	100%	0%	99%	1%	98%	2%
Informed of progress	100%	0%	99%	1%	98%	2%
Safe travel	100%	0%	99%	1%	99%	1%
Number of parents surveyed	12		88		97

Capacity Assessment Instrument

Directions: Read statement 1 and respond to it before going to statement 2. Some items will seem repetitive; it is critical that you carefully read and respond to each item in order. Respond to all items. This questionnaire give us our readiness for school improvement.

X 1. The school is engaged in an organized continuous improvement process.

X 2. The school has an organized steering committee.

3. The school has developed a profile.

X 4. The school has developed a school improvement plan.

X 5. Some of the faculty members are committed to the school improvement plan and are implementing it in their classrooms.

X 6. The school maintains an information system.

X 7. The school collects data from more than one source.

X 8. The school provides one or more staff development days.

X 9. The school uses standardized or local assessments to measure student performance.

X 10. The guidance and counseling program involves some of the teachers.

X 11. Faculty members engage in research.

X 12. The school develops and maintains a well-articulated curriculum.

X 13. The teaching and learning program focuses on established learning goals.

X 14. School programs provide equitable educational opportunities for all students.

X 15. The school has developed a mission statement.

16. The school has assessed its current system.

17. The school has exhibited a readiness for change.

X 18. The school leadership is supportive of the school improvement process.

X 19. The school has a positive relationship with the larger educational community.

X 20. School resources are available to support school improvement.

X 21. The school is engaged in an organized, continuous improvement process that focuses on learning.

22. The school has an organized steering committee and other goal committees that meet on a regular basis and provide leadership in school improvement.

23. The school has developed a profile that uses multiple assessments to support student goals.

X 24. The school has developed a school improvement plan that contains some

student performance goals and research-based interventions.

X 25. Most faculty members are committed to the school improvement plan and are implementing it in their classrooms.

26. The school maintains a student information system and uses the data to guide decisions.

27. The school regularly collects and analyzes aggregate data from multiple

sources.

X 28. The school provides one or more staff development days with activities linked to the school improvement process.

X 29. The school uses both standardized and local assessments to measure student performance.

30. The guidance and counseling program involves most of the teachers.

X 31. Faculty members engage in research to select interventions related to goals.

X 32. The school develops and maintains a well-articulated curriculum that is

reflective of the school’s mission and goals.

33. The teaching and learning program focuses on established learning goals and continually presses students to higher levels of achievement and development.

X 34. School programs provide equitable educational opportunities for all students and value diversity among students.

X 35. The school has developed a mission statement with input from stakeholders.

36. The school has assessed its current systems, created a shared vision for the future, and compared them.

37. The school possesses a readiness for change and has developed a shared

understanding for the need for change.

X 38. The school leadership is supportive of and involved in the school improvement process.

39. The school has a positive relationship with the larger educational community and reports frequently regarding the school improvement process.

X 40. The school has committed resources to support school improvement.

41. The school is engaged in an organized, continuous improvement process that focuses on enhanced learning for all students.

42. The school has an organized steering committee and other goal committees

that meet on a regular basis and provide the faculty with an assessment of

student performance in selected goal areas.

43. The school has developed a profile using disaggregate data that triangulate multiple assessments to select student goals.

44. The school has developed a school improvement plan that contains only

student performance goals and multiple research-based interventions for

subgroups of students.

X 45. Most of the faculty members are committed to the school improvement plan

and are implementing it across the curriculum or in all grade levels.

46. The school maintains a student information system that contains multiple

sources of student performance data and uses that data to guide decisions.

47. The school regularly collects and analyzes aggregate data from multiple

sources and reports results to faculty and other stakeholders.

48. The school provides sufficient staff development time to process and implement specific interventions from the school improvement plan that will enhance student success.

49. The school personnel use both standardized and local assessments to

measure student academic performance; and they report results to faculty

and other stakeholders.

50. Guidance, counseling, career awareness, and exploration activities are

included in many curricular areas.

X 51. Faculty members engage in research to select interventions that are related to the goals and that will enhance student performance.

X 52. The school develops and maintains a well-articulated curriculum that is

reflective of the school’s mission and goals; the curriculum is aligned with

standardized and local assessments.

53. The teaching and learning program focuses on established learning goals,

continually presses students to higher levels of achievement and

development, and emphasizes the interrelationship among curricular areas.

54. School programs provide equitable educational opportunities for all students, value diversity among students, and build on diversity to enrich the school.

55. The school has developed a mission statement, with input from stakeholders,

which is used to guide decisions and clarify the purpose of the school.

56. The school has assessed its current systems, created a shared vision for the future, compared the systems, developed a strategic plan, and communicated the plan to all stakeholders.

57. The school possesses a readiness for change, has developed a shared

understanding of the need for change, and actively supports a climate for

change.

X 58. The school leadership is supportive of, involved in, and demonstrates a

commitment to the school improvement process.

59. The school has a positive relationship with the larger educational community reports frequently regarding the school improvement process, and has planned a functioning program whereby community resources are identified and utilized for the enhancement of student learning.

60. The school has dedicated sufficient resources to provide space, people, time, materials, and instructional programs to ensure academic success of all students.

61. The school is engaged in an organized, continuous improvement process that focuses on enhanced learning based on individual student needs.

62. The school has an organized steering committee and a goal committee that

meet on a regular basis to provide the faculty with assessments on student

performance in the selected goal area and has an articulation committee that shares information with sending and receiving schools.

63. The school has developed a profile using disaggregate data that triangulates multiple assessments to select student goals and has a method of reporting data on each individual student’s progress.

64. The school has developed a school improvement plan that contains only

student performance goals and multiple research-based interventions based on individual student needs.

65. All faculty members are committed to the school improvement plan and are

implementing it across the curriculum or in all grade levels.

66. The school maintains a student information system that contains multiple

sources of student performance data on individual students and uses that data to guide decisions.

67. The school regularly collects and analyzes aggregate and individual student

data for credentialing from multiple sources and reports results to the faculty and other stakeholders.

68. The school provides sufficient staff development time to process and

implement specific interventions from the school improvement plan that will enhance student success and other opportunities for professional growth.

69. The school uses both standardized and local assessments to measure student academic performance, career awareness, and employability skills and reports results to all stakeholders in standard units.

70. Guidance, counseling, and career awareness and exploration activities are

well integrated throughout the curriculum.

71. Faculty members engage in research to select interventions related to the

goals that will enhance student academic performance, career awareness, and employability skill development.

X 72. The school develops, regularly evaluates, and maintains a well-articulated

curriculum that is reflective of the school’s mission and goals and is aligned

with standardized and local assessments.

73. The teaching and learning program focuses on established learning goals,

continually presses students to higher levels of achievement and development, emphasizes the interrelationship among curricular areas, and enhances career awareness and employability skills.

74. School programs provide equitable educational opportunities for all students, value diversity among students, build on diversity to enrich the school, and prepare all students for success.

75. The school has developed a mission statement with input from stakeholders

that is used to guide decisions, clarify the purpose of the school, and

support successful transitions of students.

76. The school has assessed its current systems, created a shared vision for the future, compared the systems, developed a strategic plan, communicated the plan to all stakeholders, and begun implementing the plan to reach its vision.

77. The school possesses a readiness for change, has developed a shared

understanding of the need for change, actively supports a climate of change, and has institutionalized change as a regular method of operation.

X 78. The school leadership is supportive of, involved in, demonstrates commitment to, and encourages participation of all staff in the school improvement process.

79. The school provides students with opportunities to apply newly acquired

academic skills and knowledge in real-life learning experiences within the

larger educational community.

80. The school has dedicated sufficient resources to provide space, time, people, materials, and instructional programs to maximize the potential for all students to make successful life transitions.

X denotes items staff agrees are well-met at Bowley as of October 2006.

Data

Terra Nova – Top 2 Quartiles

This data indicates an improvement in reading overall. The 4^th grade scores were impacted greatly in 2003 by the addition of self-contained Special Education classrooms. Approximately 22% of our students received accommodations.

Terra Nova Reading Strands

All 3rd Graders

This data indicates that growth is needed in the comprehension's areas of the Terra Nova.

Terra Nova Language data shows some growth for 3^rd grade. The 4^th grade was impacted by the addition of self-contained Special Education classrooms and is working to find ways to meet those students’ needs.

Terra Nova Math

3rd and 4th Grades

This data indicates a need for a more focused review of data to determine specific areas of concern. Students are not performing at the expected levels.

Terra Nova Math Strands

All 3rd Graders

This data demonstrates that growth is needed in areas of the Terra Nova associated with numbers and operations skills.

BAM Data All Quartiles

4th Grade

All Students

BAM Math Strands

4th Grade

BAM data shows growth in the math skills of 4^th graders. The strand analysis, however, suggests that more work is needed in the area addressed by our goal.

DRA Scores Above/At Standard Grades K-3

DRA data indicates that students in Kindergarten are performing about the same from year to year. Other grade levels have varied degrees of success, with 3^rd grade scores declining over the three year period.

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Updated: 13 November 2006