PART III – INTRODUCTION

Pontchartrain Elementary School opened on August 19, 1994 at 1500 West Causeway Approach in Mandeville, Louisiana along with her sister school, Tchefuncte Middle. Because of the unprecedented population growth on the North Shore of New Orleans in the late 1980s and early 1990s, Mandeville’s two elementary schools, one middle school, and one high school had become seriously overcrowded. A bond issue was passed to support the building of new schools to alleviate the overcrowding. It was decided that the new elementary school and middle school would experiment with a unique type of design. Twenty-four acres of land were purchased so that both schools could be built on the same campus as mirror halves of each other with the ability to share certain aspects of the facility. A committee of teachers and principals met with central office staff for over a year to plan the new facility for the two schools. At the first meeting of the committee, Mr. Richard Tanner, Assistant Superintendent, told the group, "Tell us what the ideal school should be and we will build it." True to his promise, the facility for the two schools was built almost exactly as the committee had proposed. The Louisiana Chapter of the American Institute of Architects recognized the building with the Honor Award of Excellence for 1994.

Although located on the same campus, the two schools have from their inception operated as two separate schools. The initial enrollment for PES was 800 students but climbed to 870 by the 1996-1997 school year. In 1997, two wings of modular classrooms were added to the permanent building to replace the portable classrooms that had been added to the site to provide for the increased enrollment. Non-categorical preschool, kindergarten, transitional first, first, second, and third grades are taught at PES and our students range in age from 3-11.

The vision of Pontchartrain Elementary is to create a happy and safe environment where children not only learn, but learn well through a program geared to the needs of the individual child. It is the school’s goal to nurture each child’s physical, intellectual, emotional, and social development to its fullest potential, regardless of ability or disability. Pontchartrain Elementary strives to provide appropriate expectations, challenging curriculum, and high quality instruction addressing the individual learning styles, developmental levels, and backgrounds of students. It is the school’s goal to provide a foundation for lifelong learning for each student by developing a love of learning, knowledge of basic skills, and the ability to engage in critical thinking. The school makes it a priority to develop partnerships with children, parents, community, and staff to achieve its mission.

Much has been accomplished in Pontchartrain’s six-year history. An excellent relationship has been established with the parents and community. Their support and participation have helped the school accomplish much more than would have been possible otherwise. The school has developed a successful committee system for site-based decision making. The school has provided a playground for the students, developed a successful visual arts program, and formulated and implemented a half-million dollar technology program, among the most progressive in the district. The school has developed a reading program that is recognized as one of the leading in the district and implemented a successful TV broadcast studio and science lab. The rigorous and relevant curriculum has resulted consistently in scores on standardized and criterion-referenced tests that are top in the district and among the highest in the state. The school is responsive to students’ needs because those most closely involved with students’ learning are working collaboratively to make the instructional and organizational decisions. The open and ongoing communication leads to a school climate permeated by ownership and pride, where each member of the school feels valued and a part of a greater whole.

Pontchartrain has been recognized repeatedly for academic excellence. In 1997, the Louisiana Board of Elementary and Secondary Education and the Louisiana Department of Education awarded Pontchartrain Elementary a Scholastic Achievement and Scholastic Growth Award for achievement on the criterion-referenced test administered to the third grade students from 1995 through 1997. In 1999, the Louisiana Department of Education recognized Pontchartrain Elementary as a "School of Academic Distinction," as part of the state’s new accountability program. The school has received three 8(g) Competitive Grants, netting $240,000 for its EAGLE Project proposal for improving language arts and technology instruction. The school has also received $20,000 in forestry grants for grounds improvement. Three of the teachers on staff were recognized by the Louisiana State PTA as Educators of Distinction. The school’s PTA has been recognized as the Outstanding Unit in the state of Louisiana by the Louisiana State PTA. Students have been recognized at the state level for art and music in PTA Reflections contest.

In January of 2000, Pontchartrain completed the Ten Year Southern Association of Colleges and Schools Continuing Accreditation Review. Commendations of the committee included the following:

• The school is warm and child-centered. Communication between home and school is extensive and effective.
• Implementation of the school-wide discipline plan is consistent.
• Extracurricular and co-curricular activities are plentiful and varied.
• The Inclusion Program is beneficial for all students.
• The creative arts program enhances the education of all students.
• The administration is to be commended for outstanding leadership. The administration encourages and facilitates the collaborative relationship among teachers, parents, and community.
• The faculty and staff are dedicated, professional, sensitive to the needs of children, and collegial.
• The Parent Teacher Association of Pontchartrain Elementary is a model to be copied and admired. Volunteerism in classrooms, office and throughout the school is a credit to a community that believes in public education at its best.

PART IV – VISION/MISSION STATEMENT

VISION STATEMENT

The vision of the Pontchartrain Elementary School Community is to create a happy and safe environment where children not only learn, but learn well through a program geared to the needs of the individual child.

MISSION STATEMENT

The mission of Pontchartrain Elementary School is to create a happy and safe environment where children not only learn, but learn well. The elementary school’s program should be geared to the individual child. We strive to provide an environment where a child works at his or her own pace – where growth is neither hurried nor hindered.

We are committed to a curriculum that is rigorous and relevant. Our curriculum is offered in an inclusive setting that promotes the success of every child. Self-discipline and self-esteem are emphasized in order to develop a love of learning and to encourage each child to become a life-long learner. At PES, it is acceptable to make mistakes, for through mistakes we learn.

We encourage the whole community to become involved in the educational process. We acknowledge that achievement of the mission is dependent on a partnership among parents, children, community, and staff. As we enter the twenty-first century, PES will strive to prepare students to be productive, global citizens in a technological world.

GOALS

• To provide students with a safe, physically comfortable, and happy environment, in which a student’s self esteem is enhanced through positive relationships and mutual respect among and between students and staff.

• To nurture each student’s physical, intellectual, emotional, and social development to fullest potential, regardless of ability or disability.

• To provide appropriate expectations, challenging curriculum, and high quality instruction addressing the individual learning styles, developmental levels, and background of students.

• To provide a foundation for lifelong learning by developing a love of learning, a knowledge of basic skills, and the ability to engage in critical thinking.

• To establish and maintain high standards of performance and pursue continuous improvement.

• To use technology as a tool to enhance student learning and prepare students to function in a technology-rich society.

• To teach citizenship and model respect and ethical behavior to help students become productive, responsible members of society.

• To encourage students to participate in activities that promote a healthy lifestyle
• To build trust and cooperation among all school stakeholders through open, ongoing communication.
• To develop a partnership of students, families, educators, and community members committed to excellence in education.

PART V – LEARNING-CENTERED SCHOOLS CRITERIA
    A.  Student Focus and Support

Science instruction is often incorporated into thematic units. As part of the October unit in kindergarten, students study skeletons. They read trade books about bones and skeletons. They assemble the skeletons found in owl pellets. In first grade, students read literature about pumpkins, visit a pumpkin patch, bring back pumpkins for investigation, and complete AIMS (Activities Integrating Math and Science) activities involving observation, description, estimation, measurement, and comparing and contrasting. Second graders read Mr. Popper’s Penguins and study penguins and animal adaptations. Third grade students study the Olympics and participate in "Metric Olympics," as developed in AIMS activities.

All students attend Science Lab each month. A science committee, consisting of teachers from each grade-level, has developed a scope and sequence from kindergarten through third grade to ensure that all science standards and benchmarks are addressed. The committee continues to meet as needed to evaluate and adjust the Science Lab curriculum. Science Lab activities are inquiry based and emphasize the scientific method and the learning cycle. Activities done in Science Lab complement classroom units of instruction. They feature lessons that require more materials and set up and can best be done in a lab setting. Parent volunteers assist in preparing materials and cleaning up.

Teachers utilize teacher- made units, textbooks, and AIMS activities. Field trips to locations such as Stennis Space Center, Honey Island Swamp, and the Louisiana Nature and Science Center extend the science curriculum past the confines of the classroom. School-wide programs like Saturday Science, the butterfly garden, and Star Lab also enrich science instruction. Saturday Science is a program held once a semester where students register to come to school on Saturday to participate in hands-on science activities led by PES teachers. The butterfly garden, located on the school grounds, includes plants favored by butterflies. Students are able to watch the life cycle of the butterfly in a natural setting on the school grounds. Star lab is an inside inflatable planetarium observatory lent to the school by Southeastern Louisiana University, set up once a year, so that all classes can experience a lesson in astronomy. Teachers on our staff have been specially trained to instruct using the Star Lab and are authorized to operate it.

Students with mild and often students with moderate disabilities (depending on the needs of the student) receive science instruction in a regular education classroom. Modifications are made as needed to ensure that these students are successful. The special education staff is available as a support and monitors student progress. A flex lab is available to give extra assistance to special needs children when needed as well.

Social Studies

The social studies curriculum is currently being reviewed by the social studies committee composed of teachers from each grade level, in light of the standards and benchmarks. Social studies is often incorporated in thematic units and in Disciplined Based Art in Education lessons (see C1) in Art Lab as well. Each year, the school’s theme relates to social studies. Themes follow a four year cycle, beginning with the solar system, then the continents, the United States, and finally Louisiana. This year’s school theme, "Read Around the World in 180 Days," integrates language arts, social studies, and math. In the program, students will read and pass tests on books using the Accelerated Reader Program. The books read will equate with miles traveled. As enough books are read to reach each major continent, students will study the continent. There will be a school celebration when each continent is reached. The first destination will be Australia, since Australia will be hosting the Olympic Games in September.

The textbook series adopted at present moves students through the study of lessons about self, families, people, neighborhoods, and communities. Class discussions show that students are learning to relate basic facts and concepts learned on these topics to the five themes of geography. Students use maps and globes and participate in social studies centers. A large U.S. map on the playground slab is used for student activities that integrate movement with the study of geography. All students participate in the Junior Achievement program (see C1 and G4) which helps students connect what they have learned in social studies to the real world. Field trips to such locations as the Washington Parish Fair and the state capitol in Baton Rouge extend the curriculum beyond the classroom. Special school programs such as Pioneer Day and Greek Day also enrich the curriculum.

All students with mild disabilities and often students with moderate disabilities (depending on the needs of the student) receive social studies instruction in a regular education classroom. Modifications are made as needed to ensure that these students are successful. The special education staff is available as a support and monitors student progress. A flex lab is available to give extra assistance to special needs children when needed as well.

The Arts

The arts are integrally linked to the language arts and social studies curricula and often integrate math and/or science as well. Students participate in cultural arts lessons twice a month in the art lab. The lessons follow the Disciplined Based Arts in Education approach and include a study of art history, criticism, aesthetics, and production. Students learn about the lives and works of a variety of artists. Students also produce art using the techniques developed by the master artists. An artist in residence is sponsored each year to work with the students. A school-wide art project, such as quilt making or sculpture, is conducted each year. Each class participates and makes a class product that is displayed in the school. A school-wide Cultural Arts Day is held each spring. Art centers and thematic art activities are utilized frequently in classrooms throughout the school. All students participate in the art activities at PES.

All students attend weekly music lessons that include music theory, technique, and history, as well as vocal and instrumental performance. A special focus is placed on patriotic music. Students perform a special concert for parents at the school’s annual Spring Fling. A violin program is offered to interested students. Numerous Young Audience Performances are presented to the students as well as performances by local high school and junior high school groups. Classrooms and grade-levels also produce many musical and dramatic productions, which are performed for parents (See "Every Child A Star Program in B2).

Talented art, music, and drama classes are available to students who qualify. In addition to art and music instruction, PES students are occasionally able to participate in dance instruction. Last year, an artist in residence, taught basic elements of ballet, jazz, and tap to PES students.

A cultural arts committee, chaired by a teacher trained in Disciplined Based Arts in Education, and including parent volunteers, plans and reviews the art program each year.

Foreign Language

D1. How are teaching and learning experiences in your school consistent with current knowledge about successful teaching and learning?

All teachers are trained in the components of effective teaching. Teacher job descriptions are based on the components of effective teaching and the components are the criteria for personnel evaluations. Sixty-seven percent of the faculty has master’s degrees. The average number of years experience for the PES faculty is 15. All teachers earn six hours of college credit or equivalent credit every five years as part of the school’s accreditation requirements set by the Southern Association of Colleges and Schools. The emphasis on continuing education and renewal help to keep the faculty fresh and on the cutting edge.

Southeastern Louisiana University is located near the community of Mandeville and is known for an outstanding and innovative program in elementary education. The university has initiated several programs that are affiliated with or support the Louisiana Systemic Initiative. Several teachers from PES participated in the Early Literacy Program, based on a balanced approach to literacy. These teachers have shared with other teachers at PES. As a result, a literacy library was developed and teachers initiated a literacy night for parents. Guided reading in flexible reading groups at appropriate levels were incorporated in instruction and teachers began to use the Developmental Reading Inventory for assessment before the state mandated it for Louisiana schools. Interactive writing strategies were implemented. The use of "word walls" and "oops tape" became a common practice.

Still, other teachers at PES have participated in the Project Prime Initiative. Project Prime is a math initiative based on the Louisiana content standards and benchmarks. The initiative emphasizes hands-on, minds-on learning, higher level thinking, and problem solving. Teachers who participated in this initiative have become leaders in math education among the faculty. They host Math Breakfasts each month, where they share math activities and techniques with the faculty over breakfast. Teachers throughout the school have implemented activities modeled at the breakfasts as evidenced by lesson plans and work displayed proudly in the halls! Other teachers on our faculty have participated in the Teacher Scholar Program, through which teachers get master’s degrees teaching in the field under the guidance of a master teacher.

Teachers at PES are members of many professional organizations such as the Louisiana Science Teacher’s Association, the International Reading Association, the Louisiana Computer Using Educator’s Association, and the Louisiana Council of Teachers of Mathematics Association. They attend conferences and read professional literature. Teachers attend district training in the latest methods including Eisenhower math, science, and technology workshops. Teachers participate in monthly collaborative meetings that allow time for teachers to share. Evidence that these professional experiences impact teaching and learning at PES is evident in high student achievement, the emphasis on developmentally appropriate activities and materials, the integration of subject matter, and the focus on problem solving and higher level thinking.

D2. In what ways do your teaching practices support student-initiated learning?

Students participate in cooperative learning, centers, and group and class projects. Students write creatively. They write informally in journals about self-selected topics. Students share formal and informal oral presentations. They write formally in reports on topics they choose and "publish" original poems and stories. Students use inquiry-based methods to "discover" math and science concepts. Students participate in at least thirty minutes a day reading self-selected reading materials on their levels. A large amount of choice is built into the curriculum, allowing students to explore topics of interest.

Students express themselves in art and music activities. The Disciplined Based Arts in Education program teaches students to evaluate art historically, critically and aesthetically. Students use reference books, computer reference software, the Internet, and guest speakers to investigate topics of interest.

D3. How are resources made available to teachers and students for gathering information and sharing the results of their efforts?

There are 13,996 books in the library. There are 18 books for every student at PES. Annual circulation is 58,253 books. Average circulation per child is 69 books per year. The library includes 277 videocassette tapes with an annual circulation of 520. There are 245 big books in the library collection. There are 82 bins of 25 books each that are checked out on a monthly basis to classrooms. There are 222 sets of early literacy books that are checked out by classroom teachers and volunteer tutors.

All students in the school have a scheduled library period each week. Students are encouraged to check out two books each week. Weekly library instruction includes skills lessons on library use, reference skills, and available resource materials. An introduction to literature and authors and illustrators studies is also a part of instruction. Internet access is available in all classrooms and in the library. Instructional TV is available in all classrooms and the school can show instructional videos via the broadcast system (located in the library) to all classes. The library is open to students before school for checking books in and out and for accessing reference materials and computer resources.

Teachers check out bins of books each month to supplement their classroom libraries. Reference materials are available for classroom check out. Teachers request books, big books, audiovisual materials, periodicals, and other resources for use in the classroom. The librarian is available to assist teachers by recommending, locating, and collecting materials. Teachers are made aware of library materials through newsletters and librarian reports at grade level meetings. There are a limited number of times when teachers may bring students to the library on their own to complete class research. The library has a computerized card catalog system for easy location of materials.

D4. What technology applications are you using? How do they relate to your curricular goals and how do they support teaching and learning?

Technology is a resource that is available to all students at Pontchartrain Elementary. Each classroom has four multi-media computers networked to a server and at least one printer. Classrooms also have cable TV for instructional purposes, VCRs, and scan converters so that the whole class can view the computer screen via the television screen. The school has its own broadcast studio and produces a school broadcast twice a month. Students also have weekly access to a computer lab and four computers in the library also networked to the server. The library, computer lab, and all classrooms have Internet access through a wide area network established by the district school board.

Software utilized at the school serves a variety of purposes. The primary uses include assessment, individualization of instruction, skills reinforcement, tracking student progress, student publishing, and reference and research. Software applications available through the school’s network include the Standardized Test for Assessing Reading (STAR), the Accelerated Reading Program, Advanced Learning Systems, Lexia Phonics Based Reading, and Word Works. STAR Math, Accelerated Math, IBM Math Concepts I and II, IBM Measurement, Time and Money, and Student Writing and Publishing Center are also available through the network. CD ROM discs and site licenses are also available in classrooms for other programs such as Encarta, Compton’s Multi-media Encyclopedia, Kid Pix Deluxe, Pair-it Books software, and many others.

Language arts software enhances the language arts curriculum. The Standardized Test for Assessing Reading (STAR) is a computerized assessment test used to help pinpoint student reading level. The test, which resembles a Cloze procedure, uses adaptive branching based on each student response to find each student’s reading level. The test was nationally normed with a reference group of forty thousand students and is used at PES along with other non-computerized assessment results to measure student reading ability and progress over time. A similar program, STAR Math, is used to assess math levels.

Reading instruction at PES is based on the Four Block Approach to Literacy. The four blocks include word study skills, guided reading, reading practice with self-selected materials, and writing. Recognizing that reading practice is essential for students to become better readers, the Accelerated Reading Program is an important part of reading instruction. A minimum of thirty minutes of independent reading is built into the daily schedule of every classroom. Students read self-selected books on their instructional level and take computerized comprehension tests on these books when they complete them. A computer management system tracks student progress and can print individual and class records with much useful information to help teachers monitor student success.

Advanced Learning Systems is a modular program that teaches language and reading skills. It has an assessment component and allows teachers the opportunity to assign individual lessons based on student need. The computer tracks student progress. Lexia Phonics Based Reading reinforces Project READ phonology instruction, also allowing teachers the ability to assign lessons to students based on need and tracking their progress. Word Works is a program that builds vocabulary and is correlated with the district’s adopted basal reader.

Math Concepts and Measurement, Time, and Money software develops basic math concepts with interactive visual graphics. Accelerated Math, like Accelerated Reader, allows students to work on their own level in math while tracking their progress.

Student Writing and Publishing Center, Kid Pix Studio, and Pair-it Books software are publishing software utilized by students. Kid Pix and Pair-it software are especially effective with emergent readers and writers, while Student Writing and Publishing Center is a good basic word processing program for independent readers and writers in grades two and three. Reference software and the Internet are used in all classrooms to facilitate classroom research.
 

 
E1. What opportunities do teachers and other staff have to build professional community that enhance their collective capacity to work together to support student learning?

One of Pontchartrain’s greatest accomplishments is the establishment of a professional community marked by collaborative leadership. A school improvement committee (see C4), composed of representatives of all groups of stakeholders in the school, makes curricular decisions, then plans, implements, and evaluates them. Curriculum committees (see B1), including teachers from across grades, administrators, and parents, also share responsibility in making decisions about specific programs and areas of the curriculum and planning, implementing, and evaluating them. Teachers meet as a faculty on a monthly basis. Grade level meetings and grade level collaborative meetings are also held each month.

The school’s technology program, reading and math tutoring programs, science lab, science scope and sequence, co-curricular activities, and grounds improvement are all the result of curriculum committees. The School Improvement Committee analyzes year-end evaluations from all groups of stakeholders, results from standardized testing, survey results, and any other data available to plan and revise school improvement plans. Their leadership has lead to improvement in teaching and learning in language arts, math, science, and technology. Collaborative meetings at grade levels have led to sharing of techniques and methods learned at off-site workshops, group problem solving, and coordination of grade-level events such as One-Hundredth Day of School and the Patriotic Play.

Teachers on staff are trained as mentors in The Louisiana Teacher’s Assistance and Assessment Program. New teachers receive help from a mentor teacher during their entire first year as part of the program. Buddy teachers are assigned to teachers new to the school to ensure a smooth assimilation into the school community.

E2. How does a coherent approach to professional development for teachers and other staff ensure their ability to implement effectively the school’s curriculum, instructional strategies, and support system? How do organizational arrangements, such as time and teaching assignments, and school norms and culture, make professional development a priority?

As part of the teacher evaluation process, all teachers develop a professional growth plan. They target two areas in which they would like to grow professionally. Teachers are encouraged to target areas identified for school improvement when developing these plans. (School improvement plans are based on a review of student achievement data, year-end evaluations completed by all stakeholders, and the results of parent, teacher, and student surveys.) For example, when the school developed its technology plan, teachers recognized that professional development in utilizing technology in instruction would be important. As a result, a school-wide professional growth plan for technology was developed. Grade levels often develop growth plans together. Kindergarten teachers currently have developed a professional growth plan for math, supporting the current school improvement efforts in math instruction. As part of professional growth plans, teachers attend workshops, read professional journals and research, observe master teachers, and try new techniques in their classrooms. Teachers’ progress toward professional growth goals is monitored each spring as part of their yearly evaluation.

As part of the accreditation requirements of the Southern Association of Colleges and Schools, all teachers complete six hours of college credit or equivalent credit every five years. Teachers are encouraged to pursue advanced degrees and certifications. Many teachers on staff continue to participate in special initiatives conducted at local universities such as the Early Literacy Initiative and Project Prime at Southeastern Louisiana University. (see D1)

Substitutes are provided for teachers so that they can attend off-site training during the school day. All or a portion of registration fees for teachers to attend approved professional conferences or seminars are paid by the school or Parent Teacher Association. Teachers who attend off-site training agree to share what they learn with the rest of the faculty. Release time for collaborative meetings is also provided for teachers to facilitate this sharing. Teachers also meet before school to share instructional information. The Math Breakfasts (see D1) are a good example of this. The school purchases the materials needed to implement new methods.

Many on-site training opportunities are provided. One staff development day each year is provided for teachers. It is designed around school improvement plans. For the last two years, through grant money and the Parent Teacher Association, a national consultant from Reading Renaissance has been hired to conduct workshops with the entire faculty. Technology workshops are held routinely for teachers. Teachers from other schools are invited to present workshops in addition to many workshops presented by master teachers on our own faculty.

Teachers participate in training provided at the district level. Eisenhower math and science workshops, technology training, Project READ, and Math Solutions are examples of the type of training in which teachers have participated through the district. Teachers eagerly return and begin incorporating new strategies and methods in their classrooms.

Changes in curriculum, practices, or programs are usually phased in gradually. When time allows, changes are often piloted by master teachers to work out the "kinks" before extending the changes to the entire faculty. Curriculum specialists are consulted, as needed, to support teachers during times of change. For example, when teachers included a goal in the school improvement plan to better coordinate science units and science lab activities across grade levels, the science curriculum specialist met with teachers on several occasions. She also presented demonstration lessons in teachers’ classrooms. Collaborative meetings allow teachers to support each other as changes are implemented, as well.

E3. How does the school tailor professional development and support to address the differences in career experience or professional responsibility?

Different types of support and professional development opportunities are available to teachers and staff based on their career experience and professional responsibilities. Beginning teachers participate in the Louisiana Teachers Assistance and Assessment Program. A trained mentor teacher on the PES staff is assigned to each beginning teacher. The mentor meets with the new teacher frequently. The mentor teacher is always available to answer any questions or assist the beginning teacher when needed. The new teacher has the opportunity to observe the mentor teacher as she teaches. The mentor teacher also observes the beginning teacher and gives feedback.

All teachers new to the school attend a new teacher orientation before school begins. A school handbook is issued to each new teacher as a reference to all the policies and procedures of the school. Each teacher new to the school is assigned a buddy teacher. The buddy teacher usually teaches the same grade and has a classroom near the new teacher’s classroom. The buddy teacher is available to answer any questions and assist the new teacher as needed.

The district has developed a checklist of professional development training they desire all teachers to complete. The list is hierarchical, with the most basic teacher training listed first and progressing from there. The school tracks the training each teacher has attended and encourages them to continue to progress on the continuum of training.

In addition, as described in E2, professional growth is tied to school improvement.

Experienced master teachers are encouraged to become chairpersons of curriculum committees, present workshops on-site and off-site to other teachers, and to pilot new curriculum or programs. Paraeducators, counselors, and specialists receive special training at the district level, attending specialized training on district in-service days and participating in collaborative meetings with others in their field on a regular basis. The school and the district pays all or a portion of registration fees and provides release time so that support personnel can attend useful seminars and conferences in their fields. When staff responsibilities change, every effort is made to provide needed training as quickly as possible. Persons are linked with others in their field as quickly as possible so that support from those experienced in the field can occur.

E4. How does your school use the processes and results of student assessment, staff evaluation, and school review to support professional growth? How has teacher professional development improved teaching and resulted in higher student achievement and success?

The school administrators review school-wide student achievement data each year. They analyze the results for individual student growth, class strengths and weaknesses, and school strengths and weaknesses. Teachers are given diagnostic reports on each of the students they teach as a well as list reports with scaled scores, normal curve equivalents, and national percentile rankings for each student. They are also given summary information about class and school results. This information is distributed before the school improvement plans and professional growth plans are devised so that they can be reviewed and processed. Results of the school-wide evaluation and relevant survey results are also shared with the entire faculty and school community prior to the formulation of plans.

At the beginning of the year, as part of the personnel evaluation process, all teachers meet with the administrator responsible for their evaluation for a Professional Growth Plan Review. Together teacher and administrator discuss options for professional growth based on the teacher’s experience, past training (see district checklist described in E3), and perceived teaching strengths and weaknesses - all in light of current school improvement plans. The teacher is then given a week to submit a written plan for professional growth for administrative approval. Many teachers develop professional growth plans that span three years. These plans are reviewed and revised each year in light of the Professional Growth Plan Review conference. At the end of each year teachers are asked to complete a self-evaluation so that they can reflect on their professional growth. At the end of the year, the administrator meets again with each teacher in a summary conference to evaluate the teacher’s documentation of progress made on professional growth goals which is reported in his/her yearly evaluation.

Professional development has impacted teaching and learning dramatically at Pontchartrain. One major area has been language arts instruction. The number of students reading below level has dramatically decreased in large part due to the professional development that has improved instruction for all students. In the 1998-1999 school year, the number of students who pre-tested below level on the Development Reading Assessment in grades one through three was 95. By the spring of 1999, the number of students who post-tested below level was 41. In 1999-2000, students were pre-tested again with the Developmental Reading Assessment and the number of students in grade one through three scoring below level was 47. By the post-test in the spring of 2000, only 19 students were reading below level. Much of the credit for the improved student achievement in reading can be attributed to changes in teaching practices that came about due to extensive professional development in reading instruction. The EAGLE grant, funded by the state of Louisiana, was the catalyst for much of the improvement. The grant, funded for three years, netting $240,000 for the school, included Project READ training, technology training in language arts software described in D4, and Reading Renaissance training for teachers. The Parent Teacher Association, school, and district have also supplemented this training. Teachers met collaboratively each month to support each other during the implementation. The steady decline in students reading below level can be attributed to the changes in instructional practices that occurred as a result of professional development.

Teaching and learning have also been impacted by staff development in math and instructional technology. Through staff development in math, teachers have moved from a largely computation based, textbook bound method, to a more hands-on, problem solving approach. As a result, student achievement in math is improving. In 1998-1999, the normal curve equivalent for the students in second grade was 67.8. In 1999-2000, the normal curve equivalent for the same group of students, now in third grade, was 68.3.

Professional development in instructional technology has also impacted teaching and learning at Pontchartrain. Teacher lesson plans show that the integration of technology into instruction has dramatically increased since the school opened in 1994. Students average 60 minutes of computer instruction each week related to language arts instruction as a part of the curriculum. The computerized assessment and student data management systems have increased the ability of teachers to individualize instruction. Technology is also more effectively utilized in math, science, and social studies as a result of professional development in instructional technology.
 

 
F1. How does leadership move your school toward its vision/mission? How is the instructional leadership role defined and implemented? How are resources aligned with goals?

The principal, assistant principal, and resource helping teacher form the formal leadership team for the school. The principal’s key responsibilities are to assume leadership in all academic areas, establish positive human relationships, build parental/community involvement, manage the school program and facility, administer the school’s discipline plan, carry out rules and regulations, oversee general operations, and stay current on the latest research and trends. The assistant principal supports the principal in all areas, assuming key responsibilities in her absence, supervising the school’s special education program, coordinating the technology program, organizing the schedules and duties of all personnel, and managing the school’s fixed assets inventory. The principal and assistant principal share personnel evaluation responsibilities. The resource helping teacher coordinates the instructional program and serves as a teacher representative to the PTA board.

The leaders of the school help to move the school toward its vision by maintaining open and ongoing dialogue with all stakeholders (see F2). They emphasize power through people, rather than power over people. Decision making is consensual and inclusive as opposed to top-down and non-participatory. They empower parents and community members to participate in decision making. Roles are flexible and interdependent instead of rigid and hierarchical.

The leaders of the school help to move the school toward its vision by maintaining visibility and participation in school activities and by modeling the ideals held in the school’s mission. They communicate their values and mission in the things they do, how they spend their time, and what they consider important. The principal, assistant principal, and resource helping teacher attend all meetings at school. They serve duty like all other staff. The principal leads morning meetings, even instructing students in basic French vocabulary. She is in charge of the student council and participates in their activities. The assistant principal presents character education lessons to students at morning meetings. She reads to kindergarten classes and assists them with the Accelerated Reader program. The resource helping teacher sponsors the Just Say No Club. She provides teachers with technical assistance. School leaders are professionally active and are generous with their time. They visit classrooms frequently. They model life-long learning for others by sharing new learning, successes, and failures.

The leaders of the school also provide the communication, resources, and time needed to implement new policies and programs. School leaders allow teachers to have considerable autonomy and discretion to plan curriculum and organize instruction within an overall framework. They create a safe, supportive environment that is conducive to learning.

F2. How does the school engage its internal and external stakeholders in leadership and decision-making? What is the relationship between the principal and the stakeholders?

The principal is the foremost instructional leader of the school. One of her major roles is to keep the lines of communication open with all stakeholders while keeping the focus on the school’s vision and mission. From the opening of the school in 1994, the principal recognized that input from all stakeholders was important to finding the best solutions to problems and creating a community of learners who take ownership and responsibility for achieving the school’s mission. This was evidenced early on, in the school’s first efforts at defining its vision, mission, and goals when over 50 stakeholders met during nightly meetings throughout the first year of the school’s existence. Teachers, administrators, other staff, parents, PTA board members, central office staff, school board members, and other community members attended these strategic planning meetings. The workshops included the techniques of brainstorming, organizing the data, naming clusters of related information, and deciding by reaching consensus.

Since that time, the school has practiced site-based decision-making through a sophisticated committee system that includes representation from all stakeholders in the school. A School Improvement Committee, consisting of the administrators, teachers from each grade level, a paraprofessional representative, a custodial representative, a secretary, and a parent representative, meets monthly and makes decisions, coordinates plans, and reflects upon and evaluates the school’s programs and policies. Long-range goals and priorities are reviewed annually by this committee and a self-study is completed every five years as part of the accreditation requirements of the Southern Association of Colleges and Schools. Faculty meetings and grade level meetings are held each month so that input can be solicited from all staff, consensus on issues can be reached, and communication of decisions and policy can be clear.

Other curriculum and organizational committees meet on a monthly basis and include teachers, administrators, and parents. They make decisions in their areas of responsibility and relay these to the School Improvement Committee. The school’s technology plan, paid reading and math tutoring plan, Science Lab, and Family Math and Literacy Nights are examples of ideas that were originated, planned, and implemented by curriculum committees. The grounds committee, the budget and finance committee, and the safety committee are examples of non-curricular committees who have made substantial contributions to the school’s program.

Student input occurs at morning meetings and through the elected student council. A show of hands at a morning meeting on a current issue serves as a sort of straw vote for administrators wishing to determine student opinion. The student council is the student body’s best voice in school affairs. The student council has a budget and chooses at least one school improvement project each year. They have planted grass on the playground, raised funds to purchase a sign for the school, met with the cafeteria manager with suggestions for improving the school lunch program, and developed a program to welcome new students to our school.

The PTA Board meets monthly and includes the administrators and a teacher representative in their meetings. Parent initiatives have lead to the establishment of volunteer reading and math tutoring programs, playground improvements, a school uniform policy, and reading incentive programs. The administrators practice an open door policy. Monthly administrative lunches are held so that all parents and community members have an opportunity to talk over their concerns in a relaxed informal atmosphere with administrators. Twice a month, any interested parents and other community members are invited to Morning Meeting and afterwards to go on a tour of the school facility.

F3. What kind of participatory school improvement process operates at your school? How did your school prepare the Self-Assessment for the Blue Ribbon School’s Program and how did this initiative relate to other school improvement efforts?

The school improvement committee reviews school improvement plans each year. It is required to submit an improvement plan to the district each year that shows how the school plans to meet the growth target set by the state in the state of Louisiana’s Accountability plan. The school is also required to complete a self-study for the Southern Association of Colleges and Schools that contains an improvement plan once every five years. This self-study began in the fall of the 1998-1999 school year and was completed in January of 2000. The Blue Ribbon School’s Self-Assessment was completed simultaneously with the self-study for Southern Association of Colleges and Schools. There are many common elements in both processes.

In the analysis of data for the latest school improvement plan developed for the district, it was noticed that the school’s state accountability index score for the math portion of LEAP 21 was lower than the school’s accountability index score for language arts. The school improvement committee decided to review the math curriculum and design an action plan that might improve the school’s math scores on LEAP 21. The plan included four components: 1) professional development for teachers in the latest math instructional methods, 2) the development of a paid tutoring program for students scoring in the lowest quartile in math on the Iowa Test of Basic Skills, 3) development of a volunteer math tutoring program for other struggling math students, 4) utilization of computer math software.

During the self-study completed for the Southern Association of Colleges and Schools last year, teacher and parent surveys and interviews revealed some concern about the science and social studies curriculum. It was suggested that articulation from grade to grade about the science and social studies curriculum was not well established. As a result, concern was expressed that all the standards and benchmarks in the kindergarten to third grade curriculum might not be addressed with all students during students’ time at PES. The goal developed was to improve student achievement by coordinating the science and social studies curriculum at the school level. The action plan included several steps: 1) the development of a science committee and a social studies committee with representatives from each grade, 2) the provision of release time for committee members to meet to establish science and social studies content and expectations for each grade level at PES in light of the state standards and benchmarks, 3) the determination of staff development and resources needed, 4) the organization and communication of the curriculum developed, and 5) the implementation of the curriculum.

F4. How does your school leadership use the most current information about education to promote continuous improvement in your school? How does such evidence influence decision-making?

The school’s leadership is very professionally active. The principal and assistant principal are members of the Louisiana Association of School Educators. They are also members of the Association of Supervision and Curriculum Development. They individually belong to an assortment of other professional organizations such as the National Science Teachers Association and the Louisiana Association of Principals. They read the professional publications produced by these respected leaders to stay current. They attend conferences and meetings sponsored by these groups. They both attend an annual administrators’ retreat sponsored by the district where the most current information about education is spotlighted. They are trained in the components of effective teaching. They also attend training with teachers such as the Reading Renaissance Diagnostic and Intervention Workshop, Disciplined Based Arts in Education summer institute, the Project Prime Administrator’s Day, and Math Solutions workshop.

The principal, who has a doctorate in education, was recently selected as a fellow in the School Leadership Center of Greater New Orleans. As a part of this program, she meets regularly with other fellows and is networked via the Internet with the School Leadership Center and other fellows. Meetings and a Summer Institute feature the foremost leaders in education from across the United States. Each new fellow receives a $15,000 grant for school improvement initiatives at their schools and a laptop computer. Principals use software simulation games, analysis of school achievement data, and collaboration to devise plans to improve their schools and their leadership capabilities.

In the past, the leadership’s experiences have lead to the development of the Disciplined Based Arts in Education Program, the Reading Renaissance Program, and the development of a hands-on science lab. The most recent professional experiences of the school’s leadership have impacted school improvement efforts in specific ways. For example, new knowledge about test analysis and statistics have led to an understanding that for the PES population, the second and third quartile students should be the target groups, if the school wishes to reach its growth target for the State of Louisiana Accountability Program. These students have been identified and lists of the students have been given to their teachers. Plans for initiatives that will impact these students are underway and will be included in this year’s improvement plan. Dialogue with teachers and parents have begun to expand on these initial ideas.

F5. As you reflect on the last five years, what conditions or changes have contributed most to the overall success of your school?

The development of a cohesive school community united by a common vision, mission, and goals is one of the most important changes that has happened in the past five years. Pontchartrain Elementary was built in response to overcrowding in Mandeville’s two existing elementary schools and only kindergarten center. When the school opened, faculty came from the three different schools and students and parents were coming from one elementary and the kindergarten. At the same time, a grass roots movement of parents in the district were demanding a return to basics, including a greater emphasis on phonics instruction received, and questioning some of the latest buzz words such as outcome based education. The fact that, through the strategic planning described in F2, teachers from three different schools with different climates and a community with diverse expectations for the school were able to come together and define the school is an accomplishment not to be taken lightly.

Another condition that has changed which has significantly contributed to the overall success of the school was the federal and local initiative to reduce pupil/teacher ratio. As a result of the initiatives, kindergarten classes have been kept at 20:1 and first grade classes have been kept to 18:1 for the past two years. The ability of teachers to meet individual needs has greatly increased as a result of these initiatives.

Finally, the state and local funds that have become available in the last five years have dramatically affected the school’s ability to realize its vision, mission, and goals. When the school’s technology committee completed plans for the school’s $500,000 technology plan, they laughed. At the time there were no state or local fund allotted for technology. Because the school’s test scores were already high, the committee doubted that the school would ever receive any type of grant. In the past five years, both state and local funds have become available for technology. The school has also been awarded state 8(g) Competitive Grants for the past three years, netting $240,000.

In addition, the Louisiana K-3 Reading and Math Initiative has also had a positive impact on student achievement. The money from this initiative has been use to hire certified tutors who provide one-on-one tutoring to students who are below level in reading and math. As part of the initiative, the Developmental Reading Assessment and other assessments are now routinely administered to students and kept as part of student portfolios. The systematic assessment procedures developed are improving teacher’s ability to meet individual needs and helping teachers to identify students with learning problems early.

F6. How has the school integrated technology to improve management and program efficiency and effectiveness?

Technology has greatly improved management and program efficiency and effectiveness at PES.

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