Eagle Glen Intermediate School

School Information

School Name:  Eagle Glen Intermediate School
School Address:  100 S. Foxridge Dr, Raymore, Missouri, 64083                   
School Phone:  816.892.1750
School Fax:  816.892.1751
Principal:  Mrs. Lisa R. Hatfield
Principal E-Mail: lhatfield@raypec.k12.mo.us

Demographics

Number of Students:  495
Number eligible for Free and Reduced Lunch: 26.5%
Percent of Limited English Proficient:  less than 1%
Percent of Special Education:  6.7%
Racial/Ethnic Percentages:

• White: 81.1%
• Black: 14%
• Hispanic: 3.5%
• Asian/Pacific Island: 1.4%
• Other: 0%

 

Eagle Glen Intermediate School Student Achievement Data
School-wide Adequate Yearly Performance (AYP), Missouri Assessment Program

Math Proficient/Advanced	All EG Students	Black	Free/Reduced Lunch	IEP	State AYP Target
2005-06	61.7	42.1	46.7	16	26.6
2006-07	60.7	29.7	42.9	15.2	35.8
2007-08	60.1	40.5	54	14.3	42
2008-09	65.5	42.2	46.2	38.5	54.1
2009-10	73.5	63.8	64.8	42.9	63.3

Communication Arts Proficient/Advanced	All EG Students	Black	Free/Reduced Lunch	IEP	State AYP Target
2005-06	51.5	34.2	31.1	12.5	34.7
2006-07	60.1	43.2	35.7	12.1	42.9
2007-08	49.7	28.6	37	9.5	51.0
2008-09	54.6	31.1	39.3	19.2	59.2
2009-10	63	44.8	50.7	25.7	67.4

Grade level performance data, Missouri Assessment Program

Grade 5	Math (School/State)	Communication Arts (School/State	Science (School/State)
2005-06	56/44	52/46	N/A
2006-07	56/49	57/48	N/A
2007-08	53/50	42/49	51/44
2008-09	67/47	60/49	58/42
2009-10	64/52	64/52	60/49

Grade 6	Math (School/State)	Communication Arts (School/State
2005-06	65/45	49/43
2006-07	64/59	61/44
2007-08	64/51	55/48
2008-09	64/51	48/48
2009-10	81/56	61/50

Please comment on any aspect of the data that you believe is particularly significant.

From 2006 – 2010, Eagle Glen saw an increase in the percentage of students scoring proficient and advanced on the state assessment in math by 11.8%.  In communication arts the gain was 11.5%.  There has been continued emphasis on narrowing the achievement gap between our white students and other subgroups.  From 2006 – 2010 there has been significant growth in our free and reduced lunch (F/R lunch), IEP, and black subgroups.  In math, our F/R lunch group showed an increase in 18.1%.  Our black subgroup grew by 21.7% and our IEP group grew by 26.9%.  Growth in communication arts was also exciting with the following increases: F/R lunch subgroup 19.6%, IEP subgroup 13.6%, and black subgroup 10.8%. 

As with many other schools, Eagle Glen has seen growth in students who qualify for free and reduced lunch rates.  Although the state does not consider movement from the Below Basic to Basic categories when determining Annual Yearly Progress, we believe that moving students out of the Below Basic category is a tremendous indicator of success for our students.  In 2006, 22% of our students qualified for free or reduced lunch and 14% of our students scored in the below basic category on the state assessment.  At the time of testing in 2010, 30.5% of students qualified for free or reduced lunch and only 3.8 percent scored below basic.  The graph above shows this data.

We are particularly proud of the student growth we have seen in the area of mathematics on the Missouri MAP.  As the charts above indicate, we have experienced between 7 and 9 percent growth in cohort groups in this area each year.  When compared with other area schools with similar demographics our 6th grade math scores are the highest in the area with 80.5% of students scoring proficient or advanced. We believe that this improvement is directly related to the time our collaborative teams spend working together on common pacing and implementing student interventions.  Math teachers pre-test and post-test students and make curriculum decisions based upon this data.  Utilization of a teacher associate to work with students who need further intervention following the assessment has also proven beneficial.

Please present additional information that indicates your efforts to build a professional learning community have had a positive impact on students and/or teachers.

When Eagle Glen began the journey to becoming a Professional Learning Community in 2005, we first focused on our mission, vision, and collective commitments.  This work led us to a building focus on the achievement of EACH student and a change in focus from teaching to learning.  Collaboration became an integral part of our work.  Teachers no longer teach in isolation, but rather work with a team to the benefit of students.  Our mission, vision, and commitment statement guides each decision that we make and how we approach each day with students. We revisit these statements frequently to ensure we are maintaining a laser-like focus.

Mission
In a collaborative educational community, we will envelop students in a variety of learning experiences to foster academic achievement and personal growth through a culture that promotes responsibility and accountability.

Vision
In a school culture where academic excellence and positive character traits are embraced, we are devoted to nurturing responsible, accountable students who develop their individual strengths into successes while partnering with others in a diverse society.

Commitment

At Eagle Glen we are committed to…

• Ensuring high levels of learning
• Developing trusting relationships
• Collaborating with others

…to guarantee a positive learning community.

Each fall, Eagle Glen staff develops building wide SMART goals based upon the analysis of building data generated by state testing and local assessment.  These goals guide all instructional and professional development focuses for the school year.  These goals guide collaborative teams in writing SMART goals that are reflective of weaknesses and identified areas of growth for their content area.  Teams identify benchmarks throughout the school year to evaluate progress toward goals.  It is this work that sets the foundation of our School Improvement Plan.  Growth toward goals is monitored during collaborative team meetings as well as frequent classroom walkthroughs.

 

Please elaborate strategies you have found to be effective in the following areas:

1. Monitoring student learning on a timely basis.

Beginning in 2009, AIMS Web has been used to benchmark students three times each year in the areas of reading fluency, reading comprehension, and mathematics.  These benchmark scores are utilized to identify students in need of intervention.  Students who score below or well below average are progress monitored to determine if interventions are promoting growth.  After six data points, the intervention is evaluated to determine if changes should be made. 

We utilize a school data grid to monitor student learning on a timely basis.  This data grid provides a picture of each of our students.  The grids include state and local assessment data in the area of communication arts and mathematics.  Teachers are provided with this grid at the beginning of the school year and then add data as it becomes available during the school year.  These grids are monitored and discussed by collaboration teams on a regular basis.  Our Student Assistance Team (SAT) also uses these grids to discuss interventions that may be necessary for students. 

Collaborative teams have also developed common formative assessments.  These assessments are administered and then analyzed for data trends.  Using this data, teachers are able to identify areas of weakness in curriculum and instruction and determine where re-teaching needs to occur.  Students scoring below 70% are required to attend re-teach and re-test sessions until mastery is achieved. 

Our schedule allows for teachers to collaborate with their subject area team for 45 minutes every other day and their interdisciplinary team for 45 minutes on the opposite day.  These meeting are dedicated to student success.  Assessments are evaluated by the team to determine if there is consistency in teacher grading practices.  Data grids are monitored to identify students who need intervention.  This time each day is invaluable in guaranteeing that student progress is systematically monitored.

2. Creating systems of intervention to provide students with additional time and support for learning.

During our PLC journey, we have found that our Pyramid of Support/Interventions continues to evolve each year.  In 2009, we implemented a 30 minute daily intervention period.  Students receive interventions in communication arts and mathematics based upon scores on the AIMS Web assessment as well as local common assessments.  Students not directly involved in a specific intervention take part in Peer Assisted Learning Strategies (PALS) or other enrichment opportunities during this time each day.

To offer extra support in math, we utilize a teacher associate.  Each regular math teacher has the help of this individual for thirty to sixty minutes each day. Additionally, math teacher administer weekly common assessments.  Students not reaching a 70% on the assessment are required to attend re-teaching and re-testing sessions.  Additionally, students are offered early morning math assistance as needed. 

An additional support for learning is our thirty minute homeroom time at the end of each day.  This time is used for tutoring and implementation of other subject specific interventions. 

We have also implemented an academic support after school for students who struggle with assignment completion and mastery.  These sessions are held each Tuesday afternoon following school dismissal.

We also believe that behavioral interventions are essential to our students’ success.  As a building, we utilize the BIST model which uses the concept of mutual respect to hold every individual accountable for his/her actions.  This work is guided by a collaborative BIST Vision Team. 

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

Teaming is a core value at Eagle Glen.  As discussed above, teachers meet for 45 minutes every other day with their interdisciplinary team.  This time is devoted to discussions around academic/behavioral concerns, relationships, incentives, and interventions.  Additionally, core subject area collaboration teams meet for 45 minutes every other day.  This time focuses on collaboration of best practices and evaluation of student work and data. Teams monitor their time through the use of collaboration logs.  These logs help them ensure that they are focusing on the SMART goals that have been identified for their team.  Quarterly assessment reflection meetings are conducted with administration and the building instructional coach to determine areas that need additional support.  At these meetings, teams are asked to reflect on their collaboration to determine how they can improve their effectiveness.

Additionally, many teachers from Eagle Glen serve on our district grade level vertical team.  This team meets monthly.  They have focused their work on identifying essential questions by content area, unwrapping grade level expectations, and identifying power standards for each grade level.  This district level team has been recognized for their work by the Missouri Professional Development Council.

List awards and recognitions your school has achieved:

--2007 District Award for Improved MAP Performance in Communication Arts Grades 5 and 6 and Mathematics Grade 5

--2008 District Silver Medal for Outstanding Cohort Improvement in Mathematics

--Eagle Glen has been visited as a model for schools beginning their PLC journeys.