Ware Elementary School

School Information

School Name: Ware Elementary School
School District: Geary County School
School Address: 6795 Thomas Avenues, Fort Riley, KS 66442
School Phone: 785.717.4600
School Fax: 785.717.4601
Principal: Deb Gustafson
Principal Email: DebGustafson@usd475.org
Web Address: http://intranet.usd475.org/school/wr/default.aspx

Demographics

Number of Students:  606
Number eligible for Free and Reduced Lunch:  75%
Percent of Limited English Proficient:  13%
Percent of Special Education:  17%
Racial/Ethnic Percentages:

• White: 52%
• Black: 15%
• Hispanic: 9%
• Asian/Pacific Island: 3%
• Multi-Racial: 21%

Student Achievement Data

Percentage of students passing:School Scores/Comparison Scores 

Grade 3	Math HES/State	Reading HES/State
2006-07	92/80	86/78
2007-08	100/84	100/81
2008-09	95/86	98/84
2009-10	97.4/87.5	90.9/83.6
2010-11	96.5/88.8	92.4/85.8

Grade4	Math HES/State	Reading HES/State	Science HES/State
2006-07	93/80	85/45	N/A
2007-08	100/86	86/46	N/A
2008-09	99/86	95/59	99/91
2009-10	94.5/86.6	92.6/86.8	96.4/92.9
2010-11	90.7/87.6	93.3/89	98.2/93.7

Grade 5	Math HES/State	Reading HES/State	Writing HES/State
2010-11	82.9/86.9	88.5/86.7	N/A
2009-10	97.7/86.2	98.8/85	N/A
2008-09	96/79	95/77	N/A
2007-08	100/83	99/81	N/A
2006-07	99/87	99/84	82/65

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

In 2001 Ware Elementary was on state sanctioned school improvement. We have a 65% student mobility due to being a school on the Fort Riley Military Installation. Our students are only here for one-three years and then are stationed around the entire United States and beyond.In addition, because we are infantry base and serve E1-E4 families, over 75% of our students have one, both or their only parent deployed to War. We are not a DODD school system, rather part of a local school district. We have created a system of collaboration among our teachers, required the facilitation of formative assessments with quarterly data mining, established a climate of respect and an academic accountable intervention system. As a result of our functioning as a professional learning community we we have been recognized by Education Trust as a "Dispelling the Myth" award winner, received the "National Blue Ribbon Award", was named a "National School of Change" through Fordham University and designated as a National "Title 1 Distinguished School". 

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

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

1.Monitoring student learning on a timely basis.

At Ware Elementary students are administered formative assessments in reading and math each quarter in a pre and post test format. The pre test allows teachers to direct their instruction for the quarter and the post test allows them to access learning. The math formative assessments were designed by the teaching staff and correlate with state standards. The reading formative assessments consist of two levels. The first are correlated with state standards and the second assessments are those required by our reading program, Success for All.Students also take a post formative assessment in writing that is scored according to the Six Trait Analytical Assessment model.

Due to our 60-65% mobility rate, we enroll up to twenty new students weekly. These students are given the formative assessments on their second day of attendance so we can place them in appropriate leveled learning groups and adequately monitor their progress.

At the end of each quarter of learning, scores for all 704 students are entered into a data base and analyzed by the Achievement Impact Team (AIM – Achievement Impact Meetings) which consists of administrators, reading and math coaches, student support monitors and English language teachers. This analysis takes a dull day meeting with this team each quarter. We review the performance of each student and analyze what system of support is currently in place. Is a student is not meeting standards we are looking to make sure a plan is in place. These plans would be an individual student action plan which would consist of activities mentioned in questions #2, is in tutoring, and is enrolled in English Language Learner support or special education.

Once lists are compiled of all students not meeting standards, the administrators meet with each individual teacher in Student Academic Reviews (SAR). At these individual meetings we compare the data we have collected in the AIM meeting with the data the teacher provides on their SAR. The SAR report lists each student’s performance in their classroom and put them into levels of performance which match the state required levels on state assessments for Adequate Yearly Progress (AYP). At the SAR meeting we are looking for a perfect match between these two analysis opportunities.The administrator is then aware of the specific plans for each student in reading, math and writing. The SAR meetings take a week to complete each quarter.

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

The system of which we identify students needing additional support is outlined in question number one. The system in place for intervention includes:

- Student not meeting standards in reading are provided twenty minutes of reading tutoring a day by the reading intervention staff. The model of tutoring is provided by the Success for All training module.

- The bottom ten percent of an entire grade level is provided support in the Multi-Tiered System of Support daily. This consists of an additional thirty minutes of instruction in this small group setting with a grade level teacher in both reading and math. The objectives are specifically designed for an individual students needs.

- Students not meeting standards in reading, math and writing are afforded the opportunity to be tutored after school by their classroom teacher for up to an hour nightly, four days a week depending upon their needs. This tutoring is based upon individual needs.

- Students are placed in reading and math groups according to their current level of work based upon quarterly formative assessment.

- Students not meeting standards in reading, math, writing, or behavior have an Individual Elementary Action Plan ESAP) written for them between the parents and school support system which outlines their support for the year.These plans will include weekly progress monitoring to adequately track the students success.

- Students not progressing appropriately with their ESAP are forwarded to the Student Intervention Team (SIT), where additional support mechanisms will be installed and progress monitoring will increase.

- As a last resort, students would be referred for special education testing if not meeting standards or progressing appropriately toward standards.

- English Language Learners are administered the KELPA and based upon those scores are placed in appropriate levels of ELL support ranging from self-contained Sheltered classrooms for complete non-English speakers to para support in their classrooms.

3.Building the capacity of teachers to work as members of high performing collaborative teams who focus the efforts of their team on improved learning for students.

Each certified teacher is afforded sixty minutes of planning daily during the student day. All teachers at each grade level have common planning time. Once a week, it is required that teachers collaborate in an agenda driven focus meeting. The topics of these focus meeting rotate every four weeks and include reading, math, writing and formative assessment review. A different grade level of focus meeting occurs each hour allowing the administrators to attend. The reading focus meeting are facilitated by the reading coaches, while all other focus meetings are facilitated by the grade level team leader.Minutes are kept and reviewed from each focus meeting and both data mining and analysis are conducted.With a thirty-percent teacher attrition annually, these meetings are a vital part of ensuring all new teachers are supported in our expectations of high student achievement.

In addition to the weekly collaborative focus groups, teachers also meet quarterly with administrators in Student Academic Reviews.

List any Awards and Recognition Garnered by Your School

- Dispelling the Myth Award Recipient, Education Trust

- National Blue Ribbon Award, United States Department of Education

- School of Change Award, Fordham University

- Title I Distinguished School

- Confidence in Education Challenge Awards, Kansas Department of Education

- Governors Award for Achievement, Kansas Government

- Star of Teaching Award