ACIP Berry Elementary School - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/FayetteCounty...ACIP Berry Elementary School Fayette County Board of Education Mrs. Debbie Deavours 341 School

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ACIP

Berry Elementary School

Fayette County Board of Education

Mrs. Debbie Deavours

341 School Avenue Berry, AL 35546

Document Generated On November 25, 2013

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6

Improvement Plan Stakeholder Involvement

Introduction 8 Improvement Planning Process 9

Stakeholder Feedback Diagnostic

Introduction 11 Stakeholder Feedback Data 12 Evaluative Criteria and Rubrics 13 Areas of Notable Achievement 14 Areas in Need of Improvement 17 Report Summary 20

Student Performance Diagnostic

Introduction 22 Student Performance Data 23 Evaluative Criteria and Rubrics 24 Areas of Notable Achievement 25 Areas in Need of Improvement 27 Report Summary 28

ACIP Assurances

Introduction 30 ACIP Assurances 31

School Goals

Overview 34 Goals Summary 35

Goal 1: Engage and Empower the Learner Through Technology 36

Goal 2: Prepare and Support Teachers and Leaders to Graduate College and Career Ready Students 36

Goal 3: All educators and students will have tools to access a comprehensive viable infrastructure when and where they

need it. 37

Goal 4: All students at Berry Elementary School will increase their reading proficiency. 37

Goal 5: All students at Berry Elementary School will increase their math proficiency. 38

Goal 6: All students at Berry Elementary School will develop leadership skills and maintain a leadership role within the

school environment. 39

Activity Summary by Funding Source 41

Title I Schoolwide Diagnostic

Introduction 45 Component 1: Comprehensive Needs Assessment 46

Component 2: Schoolwide Reform Strategies 48 Component 3: Instruction by Highly Qualified Staff 55 Component 4: Strategies to Attract Highly Qualified Teachers 56 Component 5: High Quality and Ongoing Professional Development 57 Component 6: Strategies to Increase Parental Involvement 61 Component 7: Transition Strategies 63 Component 8: Teacher Participation in Making Assessment Decisions 64 Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 65 Component 10: Coordination and Integration of Federal, State and Local Programs and Resources 66 Evaluation: 67

Coordination of Resources/Comprehensive Budget

Introduction 69 State Foundation Funds: 70 Federal Funds: Title I Part A 72 Federal Funds:School Improvement Grant – SIG 73 Federal Funds:Title II: Professional Development Activities 74 Federal Funds:Title III: For English Language Learners 75 Federal Funds:Other federal funds 76 Federal Funds:Title VI: For Rural and Low-income Schools 77 III. Local Funds ( if applicable) 78


Executive Summary

ACIPBerry Elementary School

SY 2013-2014 Page 1© 2013 AdvancED www.advanc-ed.org

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Introduction

Our school's mission is to learn leadership, the common core, and relationships for life.

Learning about leadership is the guiding principle of Berry Elementary. We feel strongly about helping to build leaders that have the ability to

succeed in whatever endeavor they undertake. Winning is not always the measure of success. Our students understand the "Win, win"

philosophy and use it in their daily life. The common core keeps us focused on learning appropriate content and preparing our students to

graduate. Last but just as importantly, setting examples for our students of meaningful and lasting relationships will go with them throughout

their lifetime.

Description of the School

Berry Elementary School is a PreK-6 Title I school in Fayette County. It is located in rural Berry, Alabama, a small town situated 20 miles

from the county seat. Students come from several small communities which are similar in economic status and diversity while most live in the

outlying areas in the county. Our student population is made of 91% Caucasian and 9% African American or other. Sixty-three percent of

BES students are eligible for free or reduced lunches. The Special Education students which are 9% of our population are served by two

resource teachers and a paraprofessional. One hundred percent of the teachers are highly qualified and 80% have a masters level or a

specialty degree. Berry Elementary School takes pride in being a Leader in Me School. A dedicated team of lead teachers meets weekly to

plan and revise leadership strategies. Monthly leadership assemblies are held to recognize outstanding student leaders. Difficult economic

times have hit the area resulting in buy-out and closing of a local mine. Over the past five years, enrollment has dropped by 15%. The most

common reason stated when students are transferred is there are no jobs in the area.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. School's Purpose

Since becoming a leadership school and incorporating the 7 Habits of Highly Effective Students into our school day, the climate of the school

has increasing moved towards a positive oriented environment where students are encouraged to pursue leadership roles. While adopting

our own unique mission stated in the introduction, we embrace the district mission of providing a safe, disciplined learning environment that

empowers all students to develop their full potential. We strongly agree with and uphold the district's belief statement: "In a consistently safe

and healthy environment, all students can become responsible, respectful, and resourceful. We believe students learn best when actively

engaged in the learning process. Education is a collaborative partnership involving school, family, and community." At Berry Elementary

School, we strive to build lasting relationships among students and staff that encourage open discussion and provide activities that develop

our students' strengths. Much time is allotted for collaborative planning and resources are used wisely to impact student and teacher

learning.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Berry Elementary is proud of its achievements in the last three years. First, the school became a Leader in Me School. Teachers and staff

took part in a book study entitled, "The Leader in Me." They were trained in the 7 Habits of Highly Effective People and attended a Vision

Day. Leadership assemblies are held each month to celebrate leadership accomplishments. A Leadership Day is held annually and visitors

attend to see the student led tours, performances, data notebooks, and achievements. Our goal is to become a Lighthouse School.

Another notable achievement is our after-school program. We are in our sixth year of holding a 21st Century extended day program called

YACHT, Young Achievers building Character, Habits and Traits. In our school of 299 students, 91 are enrolled in YACHT. The program

consists of three sections daily which include tutoring/homework help, enrichment, and recreation. The staff is highly motivated to offer

additional assistance to those participating. Since many opportunities are not available to children in our rural area, YACHT has as one of its

goals to provide as many activities and field trips as possible to enrich the lives of our pupils.

A third achievement is in the area of reading. The performance trend over a three year span shows growth from 85% proficiency in reading to

94 %, a gain of 9% for this group of students. Some things that the leadership team attributes to the growth in our students are: reading

walkthroughs including the principal, instructional coach and the assistant principal; regular data meetings involving the teachers with

concentration on identifying key students who need Tier II and Tier III intervention; emphasis on reaching 85% of our students during whole

group; daily fluency practice; rigorous RTI (Response to Instruction); protected reading blocks; regular grade level meetings during a

common planning time; and effective professional development including turn-around-trainings.

There are three areas of improvement that will be the school's focus over the next three years. The first area is in reading comprehension.

While we see growth in our students, the staff recognizes that one effective way to improve reading in the content area is to improve

comprehension. The instructional coach will provide support in content literacy strategic teaching, building background knowledge, and

increasing the level of recreational and literary reading materials such as read-a-louds, classroom library resources, and structuring

schedules around independent reading.

Second, Berry Elementary School will strive to improve math. The concentration will be on fractions and computation since these are

common bands of needed improvement across grade levels. Each grade level will seek assistance and additional training from AMSTI,

Alabama Math, Science, and Technology Initiative. Data shows that third grade and sixth grade need support with professional development

though standardized test data is inconsistent over the last three years.

Another area of improvement is in writing. With the College and Career Ready Standards guiding instruction at every grade level, writing is

the area most mentioned by the leadership team and teachers as being an area in which BES is lacking in resources and training. With

continued support during regional CCRS meetings, the team will hold turn-around-trainings to ensure that teachers know the standards

relating to writing in the content areas. Journal writing will be utilized in math, science and reading. The school will adopt a process whereby

all students will be trained in writing.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. When the staff at Berry Elementary School were asked what additional information they wanted to share with the public, four areas were

musts. First, a significant amount of technology we offer in our building has been purchased with grants and Title funds. There are two mobile

IPad carts and a mobile laptop cart for classroom check-out, Smart boards or interactive pads in every classroom, Mobis and Elmos

(document cameras), Nooks for sixth grade students, and a 1to1 IPad initiative for the classroom teacher for professional use and as a

student center. In addition, we have a virtual field trip lab for teachers to schedule field trips without leaving the campus.

Another area that the staff is proud of includes student leadership roles and binders. As part of the Leader in Me, students are encouraged to

take on leadership roles in the classroom and throughout the school. Some of the roles are ambassadors, assembly leaders, assembly

greeters, art leaders, chorus, safety patrol, technology leaders, and Students Council. Student binders are an important part of leadership at

Berry Elementary School. Data is kept in a leadership binder and updated daily. Students learn how to plot their data on graphs and practice

presenting their data to parents. Twice a year, students share their data binders with parents. This has been one of the most positive

endeavors that we are engaged in at BES.

Strong parent involvement at Berry Elementary School is essential to its success. There are always parents on campus who volunteer to

help. The school offers stakeholders many opportunities to attend functions held at the school such as Donuts with Dad, Muffins With Mom,

Grandparents Day, PTO programs, field trips, the fall festival, field day, and leadership assemblies, to name a few. Local businesses and

groups sponsor Leadership Day and Pizza with the Principal monthly. The PTO is an active part of our school. Last year, their project was an

Art and Music Room. They took an unused classroom and painted the walls and ceiling red and black, hung the work of local artists, filled

shelves with musical instruments, hung red blinds, and purchased risers. This room also houses our virtual field trip equipment, so they

painted a huge white screen on the wall.

Last, at Berry Elementary School, we offer an Eighth Day schedule where we plan all of our activities on every eighth day. This schedule

allows the school to hold interruptions to a minimum. The arts were lacking at Berry Elementary, so on the Eighth Day, either art or music is

the focus. Teachers comment that otherwise they would fail to make it a priority. PTO performances, leadership assemblies, and any other

function such as school pictures that takes place at school, is scheduled for the eighth day. Teachers are required to hold reading and math

classes and to either incorporate music and art into the content area or abbreviate classes to allow for assemblies.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. Stakeholders who were willing to participate in the improvement plan were contacted. Meetings were arranged to accommodate

stakeholders' schedules. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Stakeholder members are:

Debbie Deavours- Principal, LEA

Jessica Hynds- Chairperson, Fourth Grade Teacher

Randi Fortner- Third Grade

Mary Kathryn Bozeman- Fifth Grade

Meagan Collins- First Grade

Teri Williams- Kindergarten

Donna Williamson- Counselor

Jonathan Christian- Resource Teacher

Donna Fields- Instructional Aide

Cassandra Dunn- PTO President

Tony Locke- Parent

Toni Morgan- Community Leader

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. All stakeholders were given a copy of the final improvement plan. Mrs. Deavours, the principal, met with them to answer any questions. Also,

they were given an opportunity to speak with anyone on the leadership team for clarification. There will be meetings periodically scheduled

throughout the year to discuss progress.



Stakeholder Feedback Diagnostic



Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.



Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes BES Surveys



Evaluative Criteria and Rubrics

Overall Rating: 4.0

Statement or Question Response Rating1. Questionnaire Administration All required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withcomplete fidelity to the appropriateadministrative procedures. In every instance,the stakeholders to whom these questionnaireswere administered fully represented thepopulations served by the institution.Appropriate accommodations were provided asnecessary for all participants.

Level 4

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis Two or more of the stakeholder questionnaires

had average item values of 4.30 or higher (on a5.0 scale). All questionnaires had an averageitem value of 3.20 or above (on a 5.0 scale).Results of stakeholder feedback collected bythe institution were well analyzed and clearlypresented.

Level 4



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? Staff Stakeholder Highest Level of Satisfaction

Section: Purpose and Direction 4.17

5. Our school has a continuous improvement process based on data, goals, actions and measures for growth.

Section: Governance and Leadership 4.58

11. Our school's leaders hold all staff members accountable for student learning.

Section: Teaching and Assessing for Learning 4.38

There were five areas with the score of 4.38 which demonstrated a high level of approval for Teaching and Assessing for Learning. Two

areas are listed below.

16. All teachers in our school monitor and adjust curriculum, and assessment based on data from student assessments and examination of

professional practice.

19. All teachers in our school use a variety of technologies as instructional resources.

Section: Resources and Support 4.38

Two areas had the high score of 4.38

40. Our school provides a variety of information resources to support student learning.

46. Our school maintains facilities that contribute to a safe environment.

Section: Using Results for Continuous Improvement 4.46

47. Our school uses multiple assessment measures to determine student learning and school performance.

Parent Stakeholder Highest Level of Satisfaction


1. Our school's purpose statement is clearly focused on student success.


6. Our school has expectations for students in all classes.

9. Our school provides opportunities for all stakeholders to be involved in the school.


17. All of my child's teachers report on my child's progress in easy to understand language.


26. Our school provides a safe learning environment.




33. Our school ensures that all staff members monitor and report the achievement of school goals.

Students in Grades 3-5 Survey Highest Level of Satisfaction


1.In my school my principal and teachers want every student to learn.


5. In my school my teachers want me to do my best work


6. My teachers help me learn things I need in the future.


16. My school has computers to help me learn.


20. My principal and teachers help me to be ready for the next grade.

Students in Grade 6 Survey Highest Level of Satisfaction


5. In my school, teachers work together to improve student learning.


8. In my school, the principal and teachers have high expectations of me.


13. My school offers opportunities for my family to become involved in school activities and my learning.


24. In my school, a variety of resources are available to help me succeed (e.g., teaching staff, technology, media center).


32. My school prepares me for success in the next school year.

Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Two areas that show a trend of increasing stakeholder satisfaction are Teaching and Assessing for Learning and Using Results for

Continuous Improvement with parents. Goals for learning and using data are primary focuses at Berry Elementary School and their purpose

for pedagogy is conveyed to parents in numerous ways including parent advisory meetings, PTO meetings, leadership days, Open House,



parent-teacher-student conferences, Schoolcast calls, newsletters, BOOST, 8th Day Schedules, and leadership planners. The more we

improve teaching based on the standards and share data with parents, the better satisfied with the school and its performance they become. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Two ways in which the school gain's perspective with other stakeholder feedback resources are through the after school program and parent

advisory meetings. Reports from these groups of parents are consistent with the findings from the surveys. As we educate parents more on

the data, they feel more confident that we are doing our job to educate based on results. When students share their data with parents in

student led conferences such as we do, parents know that students understand their own progress.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? Staff Stakeholder Lowest Level of Satisfaction


4. Our school's purpose statement is based on shared values and beliefs that guide decision-making.


14. Our school's leaders engage effectively with all stakeholders about the school's purpose and direction.


43. Our school provides high quality student support services (e.g. counseling, referrals, educational, and career planning.)


50. Our school ensures all staff members are trained in the evaluation, interpretation, and use of data.

Parent Stakeholder Lowest Level of Satisfaction


2. Our school's purpose statement is formally reviewed and revised with involvement from parents.


5. Our school's governing body does not interfere with the operation or leadership of our school.


22. My child has up-to-date computers and other technology to learn.


31. Our school ensures the effective use of financial resources.


34. My child is prepared for success in the next school year

Students in Grade 6 Lowest Level of Satisfaction


4. In my school, all students are treated with respect.


8. In my school, students treat adults with respect




14. My school makes sure that is at least one adult who knows me well and shows interest in my education and future.


26. In my school, computers are up-to-date and used by teachers to help me learn.


31. My school considers students' opinions when planning ways to improve the school.

Some areas' lowest scores were 4.2 or higher. Those areas were not considered to be a low level of satisfaction.

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Two areas show a trend toward decreasing stakeholder satisfaction.

First, technology appears to be a trend although the staff is proud of the amount of technology that we have obtained, the use of the

technology, and the training we provide for our staff.

Second, is the use of financial resources.

What are the implications for these stakeholder perceptions? In both cases, the implications for these stakeholder perceptions are that the school needs to do a better job of communicating with

stakeholders on these issues. For example relating to technology, we have a state of the art virtual field trip lab, a computer lab, Smartboards

or interative pads in every classroom, document cameras, two mobile IPad carts, a mobile laptop cart, Nooks for sixth grade, and a

classroom IPad and computers for use in centers. With creative scheduling, every child in first through sixth grades has thirty minutes in the

lab every day. The after school program has IPads, Google Chrome books, Nooks, and laptops and uses them daily with the students.

Fifteen District III principals visited the school for a tour and they were amazed at the amount of technology we offer and how it is used. It is

imperative that the school creates a format to communicate with parents and students asking them for their expectations concerning

technology.

The second area is the effective use of financial resources. Parents have questioned over the years about grant moneys and why they can't

be spent on the facilities. The problem arises when stakeholders do not understand that grant monies can only be spent for what they were

intended. For instance, 21st Century monies can only be spent on the after school program and never for facilities or the day program.

Stakeholders see funds being spent for field trips and technology for the after school students and continue to ask why that money can't be

spent on other things. The school has received over a $1 million over the past five years from various grants written by the principal for

technology and programs, yet parents in particular can't relate as to why we can't get new third/fourth grade restrooms if there are funds for

those type of activities. Also, Title funds can only be spent on materials and supplies, technology, parent involvement and professional

development, yet it is unfathomable to stakeholders why we can't use those funds for needs in other areas.



Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Both topics, technology and financial resources, have come up during the parent advisory meetings, however there is only a small sampling

of stakeholders in attendance at these meetings. Everyone is invited to attend.

However, the surveys of the after school program show that the parents are very satisfied with both issues.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 4



Student Performance Diagnostic



Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.



Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes The documents include the

following: Grades 3-6 Readingand Math Progress Over Time;5th Grade Science Assessment;Four Year Performance Trend inMath and Reading;Disaggregated ARMT Plusincluding Male, Female, andFree/Reduced; and Comparisonto Similar Schools.

BES StudentPerformanceDiagnostic



Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the majority of those curricular aimsregarded as high-priority instructional targets.The documentation provided in support of thisalignment is relatively persuasive. Most of theassessments used are accompanied byevidence demonstrating that they satisfyaccepted technical requirements.

Level 3

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates no

significant achievement gaps amongsubpopulations of students, or the achievementgaps have substantially declined.

Level 4



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? In kindergarten and fifth grade, students scored above expected levels of performance in reading. In kindergarten, 96 % of students were

proficient in phoneme segmentation. In the fifth grade, 91 % of students scored proficient on the ARMT +.

In the fifth grade, students also scored above expected levels of performance in math. On the ARMT +, 94 % of students scored proficient.

Describe the area(s) that show a positive trend in performance. The fifth grade showed a positive trend in ARMT + reading and math. According to our performance trend data, fifth grade's scores for math

and reading have increased from the previous years. Which area(s) indicate the overall highest performance? Fifth grade has consistently shown the overall highest performance in both reading and math. Which subgroup(s) show a trend toward increasing performance? There is little difference between free/reduced data and the whole group in reading and math. It is evident that this group of free/reduced

students show a trend toward increasing performance. For instance, in third grade reading there is no difference in the reported data and in

sixth grade there is one percentage point difference. The evidence is even more profound in math. For third grade, there is no difference, in

fourth grade there is four percentage points difference, in fifth grade it is one percentage point higher, and in sixth grade there is one

percentage point higher. Considering that 63% of Berry Elementary population receives free or reduced lunches, this is a significant

achievement.

Between which subgroups is the achievement gap closing? The achievement gap is closing between students who receive free and reduced lunches and those who do not. Which of the above reported findings are consistent with findings from other data sources? Since 2010, fifth grade's scores have consistently been in the 90th percentile of proficient students in both reading and math.





Areas in Need of Improvement

Which area(s) are below the expected levels of performance? ARMT+ scores from third and sixth grades indicate a weakness in both reading and math. DIBELS scores from second and third grades

shows a weakness in oral reading fluency. Describe the area(s) that show a negative trend in performance. From 2011 to 2013, sixth grade has shown a decrease in the ARMT data for reading and math.

From 2012 to 2013, third grade has shown a decrease in the ARMT data for reading and math. Which area(s) indicate the overall lowest performance? In third grade, the ARMT + math data showed that 61% of the students were proficient. The ARMT + reading data showed that 76% of the

students were proficient. Which subgroup(s) show a trend toward decreasing performance? For the female subgroup, their scores dropped from 81 percentage points in the third grade to 71 percentage points in the sixth grade in the

area of reading.

For the male subgroup, their scores dropped 15% points from fourth grade to sixth grade in the area of math. Between which subgroups is the achievement gap becoming greater? The achievement gap is becoming greater for female students in reading.

The achievement gap is becoming greater for male students in math. Which of the above reported findings are consistent with findings from other data sources? Third grade ARMT + scores are typically lower than other grades, but they do improve in some areas through the years, keeping in mind that

the students take the high stakes test for the first time in third grade. Other data sources that are consistent with these findings are

DIBELS and Units Tests as analyzed in monthly data meetings.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



ACIP Assurances



Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

that should be present include the principal,guidance counselor, district schoolimprovement specialist (or other designee),appropriate content-area teachers, parentrepresentatives, and student representatives(as appropriate). Depending on the data,additional members may include specialpopulation representatives (TechnologyCoordinator, Special Education, ELL, etc.),district federal programs coordinator, districtchief school financial officer, communitystakeholders, or any other member asappropriate. Documentation will be maintainedon site.

Yes Every effort was made to includeall team members and gaininsight into areas that needimprovement.

LeadershipCommitteeSignatures

Label Assurance Response Comment Attachment2. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.

Yes Reference made tonondiscrimination by the schoolduring open-house and in allemail correspondence.

Non-DiscriminatoryStatement

Label Assurance Response Comment Attachment3. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Efforts are made to communicatenon-discrimination responsibilitiesby each and every employee ofBerry Elementary School at In-service at the beginning of theschool year, at interviews of newpersonnel. and at appropriatetimes throughout the school year.Debbie Deavours, Principal341 School AvenueBerry, Alabama 35546(205) 689-4464

Non-DiscriminatoryStatement

Label Assurance Response Comment Attachment4. The institution has a Parent Involvement policy

and plan as required in NCLB Section 1118,and ensures that all requirements in Section1118 and 1111(h)(6), Parents' Right-to-Know,are implemented systematically.

Yes Parent InvolvementPlan 13-14 BES



Label Assurance Response Comment Attachment5. The institution has a School-Parent Compact. If

a Title I school, the School-Parent Compactcontains the required components (NCLBSection 1118(d)(1-2)(A,B,C)) and was jointlydeveloped with parents of participatingstudents.

Yes Compacts are given to parents atOpen House and the first week ofschool. Berry Elementary Schoolhad 100% of all compacts sentback by all students.

School Compact2013-2014



School Goals



Overview

Plan Name

School Goals

Plan Description

Global Scholars



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 Engage and Empower the Learner Through

TechnologyObjectives:1Strategies:1Activities:1

Academic $0

2 Prepare and Support Teachers and Leaders toGraduate College and Career Ready Students

Objectives:1Strategies:1Activities:1

Academic $3000

3 All educators and students will have tools to accessa comprehensive viable infrastructure when andwhere they need it.


Organizational $5000

4 All students at Berry Elementary School willincrease their reading proficiency.


Academic $6300

5 All students at Berry Elementary School willincrease their math proficiency.


Academic $10000

6 All students at Berry Elementary School willdevelop leadership skills and maintain a leadershiprole within the school environment.


Organizational $700



Goal 1: Engage and Empower the Learner Through Technology

Strategy 1: Creating work products - Teachers will create rubrics to assess student work products. Students will align their work products with the college and career ready

standards. Research Cited: College and Career Ready Standards and the Technology Plan

Goal 2: Prepare and Support Teachers and Leaders to Graduate College and Career Ready

Students

Strategy 1: Computer Based Learning - The students and teachers will use the following technology to reach our goals:

Computer Lab, Classroom IPAD, Rolling cart of IPADs, Rolling cart of laptops, Virtual Field Trip Lab, Nooks, Interactive White board, Interwrite pad, and a Document

Camera. Research Cited: College and Career Ready Standards

Measurable Objective 1:80% of All Students will demonstrate a proficiency applying technology into the content area in Career & Technical by 05/22/2014 as measured by teacher maderubrics .

Activity - Power points Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will create a power point in the social studies content area. Technology 09/30/2013 05/22/2014 $0 No FundingRequired

ClassroomTeachers,ResourceTeachers,YACHT,AssistantPrincipal

Measurable Objective 1:80% of All Students will demonstrate a proficiency by mastering the standards for their grade level in Career & Technical by 05/22/2014 as measured by GlobalScholars.

Activity - Applied Research in Content Areas Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 3: All educators and students will have tools to access a comprehensive viable

infrastructure when and where they need it.

Strategy 1: Program Based Learning - The teachers will work by grade levels to create differentiated lessons to meet the needs of the students. They will use their scores to

determine the future needs of the students. Research Cited: My Skills Tutor

Goal 4: All students at Berry Elementary School will increase their reading proficiency.

The teachers will use technology in conjunction with the College andCareer Ready Standards to address students' needs. The students will beactively engaged with all available technology to prepare them to becollege and career ready.

Technology 08/19/2013 05/22/2014 $3000 Title ISchoolwide

ClassroomTeachers,ResourceTeachers

Measurable Objective 1:collaborate to create differentiated lessons for our students by 05/22/2014 as measured by My Skills Tutor and Global Scholars.

Activity - My Skills Tutor Practice Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

My Skills Tutor practice is alternated daily between reading and mathbased on their needs assessment.

Technology 08/19/2013 05/22/2014 $5000 DistrictFunding

ClassroomTeachers,ResourceTeachers,AssistantPrincipal,YACHT After-schoolprogram

Activity - Global Scholars Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students are tested at the beginning, middle, and the end of the year totrack their progress.

Technology 08/19/2013 05/22/2014 $0 No FundingRequired

ClassroomTeachers,ResourceTeachers,AssistantPrincipal



Strategy 1: CCRS - Teachers in grades kindergarten through sixth grade will design instruction that addresses CCRS and higher order thinking. Research Cited: College and Career Ready Standard, Reading Street, Global Scholars, My Skills Tutor

Strategy 2: Comprehension Practice - Teachers identify targeted comprehension lessons differentiated for each student. Research Cited: My Skills Tutor

Goal 5: All students at Berry Elementary School will increase their math proficiency.

Strategy 1: CCRS - Design instruction that addresses CCRS and higher order thinking. Research Cited: College and Career Ready Standards

Measurable Objective 1:80% of All Students will demonstrate a proficiency in reading comprehension in Reading by 05/22/2014 as measured by Aspire, Global Scholars, Reading Street UnitTests, and DIBELS.

Activity - CCRS Turnaround Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Reading teachers will provide turnaround training to other teachers at BerryElementary.

ProfessionalLearning

09/25/2013 05/22/2014 $1300 General Fund Principal,InstructionalCoach, andTeacherLeaders


Source OfFunding

StaffResponsible

Teachers will use 30 minutes of daily computer lab time for students topractice reading comprehension on My Skills Tutor.

AcademicSupportProgram

08/26/2013 05/22/2014 $5000 Title ISchoolwide

ClassroomTeachers,ResourceTeachers,and AssistantPrincipal

Measurable Objective 1:A 80% increase of Third, Fourth, Fifth and Sixth grade students will demonstrate a proficiency in math computation and fractions in Mathematics by 05/22/2014 asmeasured by Aspire, Global Scholars, Go Math, and My Skills Tutor.



Strategy 2: Go Math - Teachers will use Go Math daily during their instructional math time. Research Cited: College and Career Ready Standards

Goal 6: All students at Berry Elementary School will develop leadership skills and maintain a

leadership role within the school environment.

Strategy 1: The Leader in Me - Each child will hold a leadership role throughout the school. One student from each class will be recognized monthly for exhibiting leadership skills. Research Cited: The Leader in Me


Source OfFunding

StaffResponsible

Teachers will use 30 minutes of weekly computer lab time for students topractice mathematics on My Skills Tutor.


08/26/2013 05/22/2014 $5000 Title ISchoolwide

ClassroomTeachers,ResourcesTeachers,AssistantPrincipal

Activity - Think Central Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Think Central is used throughout the curriculum of Go Math. AcademicSupportProgram

08/26/2013 05/22/2014 $5000 DistrictFunding

ClassroomTeachers andResourceTeachers

Measurable Objective 1:demonstrate a behavior that exemplifies The Seven Habits of Highly Effective Students by 05/22/2014 as measured by a leadership portfolio and the data therein .

Activity - Leadership Assembly Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Once a month, a student is chosen from each classroom that has exhibitedleadership skills.

CareerPreparation/Orientation

08/19/2013 05/22/2014 $700 Other Principal,AssistantPrincipal,LeadershipTeam,ClassroomTeachers,Counselor



Activity - Leadership Portfolio Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students enter their data into their leadership portfolio weekly. Thestudents are able to share these with their parents, so they can track theirprogress.

ParentInvolvement

08/19/2013 05/22/2014 $0 No FundingRequired

ClassroomTeachers



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Other

No Funding Required

District Funding

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Leadership Assembly Once a month, a student is chosen from each classroomthat has exhibited leadership skills.


08/19/2013 05/22/2014 $700 Principal,AssistantPrincipal,LeadershipTeam,ClassroomTeachers,Counselor

Total $700


StaffResponsible

Global Scholars Students are tested at the beginning, middle, and the end ofthe year to track their progress.

Technology 08/19/2013 05/22/2014 $0 ClassroomTeachers,ResourceTeachers,AssistantPrincipal

Power points Students will create a power point in the social studiescontent area.

Technology 09/30/2013 05/22/2014 $0 ClassroomTeachers,ResourceTeachers,YACHT,AssistantPrincipal

Leadership Portfolio The students enter their data into their leadership portfolioweekly. The students are able to share these with theirparents, so they can track their progress.

ParentInvolvement

08/19/2013 05/22/2014 $0 ClassroomTeachers

Total $0


StaffResponsible



General Fund

Title I Schoolwide

Think Central Think Central is used throughout the curriculum of Go Math. AcademicSupportProgram

08/26/2013 05/22/2014 $5000 ClassroomTeachers andResourceTeachers

My Skills Tutor Practice My Skills Tutor practice is alternated daily between readingand math based on their needs assessment.

Technology 08/19/2013 05/22/2014 $5000 ClassroomTeachers,ResourceTeachers,AssistantPrincipal,YACHT After-schoolprogram

Total $10000


StaffResponsible

CCRS Turnaround Training Reading teachers will provide turnaround training to otherteachers at Berry Elementary.

ProfessionalLearning

09/25/2013 05/22/2014 $1300 Principal,InstructionalCoach, andTeacherLeaders

Total $1300


StaffResponsible

My Skills Tutor Practice Teachers will use 30 minutes of weekly computer lab timefor students to practice mathematics on My Skills Tutor.


08/26/2013 05/22/2014 $5000 ClassroomTeachers,ResourcesTeachers,AssistantPrincipal

My Skills Tutor Practice Teachers will use 30 minutes of daily computer lab time forstudents to practice reading comprehension on My SkillsTutor.


08/26/2013 05/22/2014 $5000 ClassroomTeachers,ResourceTeachers,and AssistantPrincipal

Applied Research in ContentAreas

The teachers will use technology in conjunction with theCollege and Career Ready Standards to address students'needs. The students will be actively engaged with allavailable technology to prepare them to be college andcareer ready.

Technology 08/19/2013 05/22/2014 $3000 ClassroomTeachers,ResourceTeachers



Total $13000



Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and

1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by

completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a

new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop

Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address

all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents;

student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of

migratory children as defined in Title I, Part C, Section 1309(2).



Component 1: Comprehensive Needs Assessment

How was the comprehensive needs assessment conducted? Teachers met by grade level at the beginning of the year and reviewed the ARMT + data for students at our school. Teachers meet weekly

for grade level planning. Teachers, resource teachers, reading coach, and the principal will meet monthly after the completion of the reading

unit test to analyze the data. What were the results of the comprehensive needs assessment? Dibels:

Kindergarten: 96% scored proficient.

Grade 1: 88% scored proficient.



ARMT+:

Grade 3 Reading: 76% of all third graders scored proficient in Reading.

Grade 3 Math: 61% of all third graders scored proficient in Math.

Grade 4 Reading: 88% of all fourth graders scored proficient in Reading.

Grade 4 Math: 88% of all fourth graders scored proficient in Math.

Grade 5 Reading: 91% of all fifth graders scored proficient in Reading.

Grade 5 Math: 94% of all fifth graders scored proficient in Math.

Grade 5 Science: 72% of all fifth graders scored proficient in Science.

Grade 6 Reading: 78% of all sixth graders scored proficient in Reading.

Grade 6 Math: 79% of all sixth graders scored proficient in Math.



What conclusions were drawn from the results? Reading and Math ARMT + scores should increase to at least the 80% proficiency level in the 3rd and 6th grades.

According to the DIBELS data, Grades 2 and 3 will increase the volume of reading.

What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? Twenty-seven students were referred to RTI. Eight students were referred for special education evaluation. Seven students qualified for

special education services. Four students were retained. How are the school goals connected to priority needs and the needs assessment? The school goals are based on needs and weaknesses identified by the needs assessment and surveys.

Reading, math, school culture, and technology are included in our goals. How do the goals portray a clear and detailed analysis of multiple types of data? The goals are data driven, addressing needs and weaknesses in the following areas: academics, school culture, and technology. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged? All of our students are included in the data and the goals. Special attention will be given to the disadvantaged through Resource Teachers,

Pre-K Program, and our After School Program.



Component 2: Schoolwide Reform Strategies

Identify the strategies in the schoolwide plan that focus on helping all students reach the State's standards? Goal 1:

All students at Berry Elementary School will increase their reading proficiency. Measurable Objective 1:

80% of All Students will demonstrate a proficiency in reading comprehension in Reading by 05/22/2014 as measured by Aspire, Global

Scholars, Reading Street Unit Tests, and DIBELS. Strategy1:

CCRS - Teachers in grades kindergarten through sixth grade will design instruction that addresses CCRS and higher order thinking.

Research Cited: College and Career Ready Standard, Reading Street, Global Scholars, My Skills Tutor

Strategy2:

Comprehension Practice - Teachers identify targeted comprehension lessons differentiated for each student.

Research Cited: My Skills Tutor

Goal 2:

All students at Berry Elementary School will increase their math proficiency. Measurable Objective 1:

A 80% increase of All Students will demonstrate a proficiency in math computation and fractions in Mathematics by 05/22/2014 as

measured by Aspire, Global Scholars, Go Math, and My Skills Tutor.

Activity - CCRS Turnaround Training ActivityType Begin Date End Date Funding Amount &

Source Staff Responsible

Reading teachers will provide turnaroundtraining to other teachers at Berry Elementary.

ProfessionalLearning 09/25/2013 05/22/2014 $1300 - General Fund

Principal,Instructional Coach,and TeacherLeaders

Activity - My Skills Tutor Practice ActivityType Begin Date End Date Funding Amount &


Teachers will use 30 minutes of daily computerlab time for students to practice readingcomprehension on My Skills Tutor.


08/26/2013 05/22/2014 $5000 - Title I Schoolwide

ClassroomTeachers,ResourceTeachers, andAssistant Principal



Strategy1:

CCRS - Design instruction that addresses CCRS and higher order thinking.

Research Cited: College and Career Ready Standards

Strategy2:

Go Math - Teachers will use Go Math daily during their instructional math time.


Narrative:

Teachers hold themselves accountable for the common core standards by posting their objectives for each lesson on the subjects that are

being taught. Students take the Global Scholars test at the beginning, middle, and the end of the school year. The report gives each teacher

the standards that the individual student needs to work on. Teachers can then give individualized lessons to students on My Skills Tutor.

Each teacher progress monitors weekly to track every child's reading fluency. Weekly analysis of reading tests show the skills that need to be

retaught for each child.

Identify the strategies in the schoolwide plan that increase the quality and quantity of instruction? Goal 1:

Prepare and Support Teachers and Leaders to Graduate College and Career Ready Students Measurable Objective 1:

80% of All Students will demonstrate a proficiency by mastering the standards for their grade level in Career & Technical by 05/22/2014 as

measured by Global Scholars. Strategy1:

Computer Based Learning - The students and teachers will use the following technology to reach our goals:

Computer Lab, Classroom IPAD, Rolling cart of IPADs, Rolling cart of laptops, Virtual Field Trip Lab, Nooks, Interactive White board,

Interwrite pad, and a Document Camera.




Teachers will use 30 minutes of weeklycomputer lab time for students to practicemathematics on My Skills Tutor.



ClassroomTeachers,ResourcesTeachers, AssistantPrincipal

Activity - Think Central ActivityType Begin Date End Date Funding Amount &


Think Central is used throughout the curriculumof Go Math.


08/26/2013 05/22/2014 $5000 - District FundingClassroomTeachers andResource Teachers



Goal 2:

All educators and students will have tools to access a comprehensive viable infrastructure when and where they need it. Measurable Objective 1:

collaborate to create differentiated lessons for our students by 05/22/2014 as measured by My Skills Tutor and Global Scholars. Strategy1:

Program Based Learning - The teachers will work by grade levels to create differentiated lessons to meet the needs of the students. They will

use their scores to determine the future needs of the students.


Narrative:

Our schoolwide plan includes the increased use of technology to benefit our students. We will do this by utilizing the computer lab daily and

the mobile IPAD cart. We will use the results from Global Scholar to enhance instruction and identify needs for each student. During

computer lab time, students will work on differentiated lessons in math and reading using My Skills Tutor. Teachers will incorporate the Think

Central website along with the Go Math curriculum to enhance instruction.

Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment?

Activity - Applied Research in Content Areas ActivityType Begin Date End Date Funding Amount &


The teachers will use technology in conjunctionwith the College and Career Ready Standardsto address students' needs. The students willbe actively engaged with all availabletechnology to prepare them to be college andcareer ready.

Technology 08/19/2013 05/22/2014 $3000 - Title I SchoolwideClassroomTeachers,Resource Teachers

Activity - Global Scholars ActivityType Begin Date End Date Funding Amount &


Students are tested at the beginning, middle,and the end of the year to track their progress. Technology 08/19/2013 05/22/2014 $0 - No Funding Required

ClassroomTeachers,ResourceTeachers, AssistantPrincipal



My Skills Tutor practice is alternated dailybetween reading and math based on theirneeds assessment.

Technology 08/19/2013 05/22/2014 $5000 - District Funding

ClassroomTeachers,ResourceTeachers, AssistantPrincipal, YACHTAfter-schoolprogram



Goal 1:

All students at Berry Elementary School will increase their reading proficiency. Measurable Objective 1:

80% of All Students will demonstrate a proficiency in reading comprehension in Reading by 05/22/2014 as measured by Aspire, Global

Scholars, Reading Street Unit Tests, and DIBELS. Strategy1:

CCRS - Teachers in grades kindergarten through sixth grade will design instruction that addresses CCRS and higher order thinking.

Research Cited: College and Career Ready Standard, Reading Street, Global Scholars, My Skills Tutor

Strategy2:

Comprehension Practice - Teachers identify targeted comprehension lessons differentiated for each student.


Goal 2:



measured by Aspire, Global Scholars, Go Math, and My Skills Tutor. Strategy1:



Activity - CCRS Turnaround Training ActivityType Begin Date End Date Funding Amount &


Reading teachers will provide turnaroundtraining to other teachers at Berry Elementary.

ProfessionalLearning 09/25/2013 05/22/2014 $1300 - General Fund

Principal,Instructional Coach,and TeacherLeaders



Teachers will use 30 minutes of daily computerlab time for students to practice readingcomprehension on My Skills Tutor.



ClassroomTeachers,ResourceTeachers, andAssistant Principal



Strategy2:



Narrative:

Teachers identify students that are in need of intervention by referring students to the RTI committee. Teachers instruct using small groups to

provide intervention for students that are performing below grade level. My Skills Tutor lessons help reinforce daily instruction. Resource

teachers and aides are utilized for reading remediation when needed. Teachers progress monitor students for Dibels in grades K-6. The

Leader in Me is being implemented at our school to prepare our students to be leaders in our community. Every student is given some type

of leadership role within the school and classroom to enhance those every day skills.

Identify the strategies in the schoolwide plan that provide an enriched and accelerated curriculum for select students and support

progress for all students? Goal 1:

Engage and Empower the Learner Through Technology Measurable Objective 1:

80% of All Students will demonstrate a proficiency applying technology into the content area in Career & Technical by 05/22/2014 as

measured by teacher made rubrics . Strategy1:

Creating work products - Teachers will create rubrics to assess student work products. Students will align their work products with the

college and career ready standards.

Research Cited: College and Career Ready Standards and the Technology Plan














Narrative:

YACHT teachers and staff work diligently to assist students with homework, as well as providing enriched activities and field trips. The

YACHT teachers communicate with classroom teachers through planners and red folders. This holds students accountable for their

performance in the classroom. Enrichment students are bused to Fayette Middle School to participate in enrichment once a week. These

students participate in enriched activities and field trips based on their curriculum.

Identify the strategies in the schoolwide plan that provide a level of interventions for students who need the most instructional

support? Goal 1:






Narrative:

Teachers instruct using differentiated small groups to provide intervention for students that are performing below grade level. My Skills Tutor

Activity - Power points ActivityType Begin Date End Date Funding Amount &


Students will create a power point in the socialstudies content area. Technology 09/30/2013 05/22/2014 $0 - No Funding Required

ClassroomTeachers,ResourceTeachers, YACHT,Assistant Principal












lessons help reinforce daily instruction. Resource teachers and aides are utilized for reading remediation when needed.



Component 3: Instruction by Highly Qualified Staff

Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments

most effectively address identified academic needs. All teachers hired must meet certification and highly qualified status in order to be employed. Administrators use the Teach In Alabama

website for hiring new teachers. Any teacher that is not highly qualified is not considered for a position.

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionals

meet the NCLB requirements for highlyqualified? If no, what is the number that is nothighly qualified and what is being done toaddress this?

Yes

Label Assurance Response Comment Attachment2. Do all of the teachers meet the NCLB

requirements for highly qualified? If no, what isthe number that is not highly qualified and whatis being done to address this?

Yes



Component 4: Strategies to Attract Highly Qualified Teachers

What is the school's teacher turnover rate for this school year? Our turnover rate was 13%. What is the experience level of key teaching and learning personnel? The average level of experience for this faculty is 13 years. What are specific initiatives the school has implemented to attract and retain high quality teachers regardless of the turnover rate? All teachers hired must meet certification and highly qualified status in order to be employed. The new teachers are mentored by more

experienced teachers. All teachers are challenged to set high standards, meet academic requirements, and implement content standards to

the best of their ability. Teachers focus professional development on data driven instruction that includes AMSTI, Go Math, and Reading.

Our Reading Instructional Coach does training in faculty meetings. Our faculty also receives regular training for the Leader in Me Program. What are specific initiatives the district has implemented to attract and retain highly qualified teachers regardless of the turnover

rate? Administrators use the Teach In Alabama website for hiring new teachers. Any teacher that is not highly qualified is not considered for a

position. Administrators visit college campuses when recruiting days are held to attract new, highly qualified teachers. New teachers are

mentored by more experienced teachers. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly qualified

teachers? The turnover rate is addressed through a focus on school culture which includes leadership roles and a leadership team.



Component 5: High Quality and Ongoing Professional Development

Identify the professional development activities included in the schoolwide plan that are high quality, effective, and research-

based? Goal 1:



measured by Aspire, Global Scholars, Go Math, and My Skills Tutor. Strategy1:



Strategy2:



Goal 2:

All students at Berry Elementary School will develop leadership skills and maintain a leadership role within the school environment. Measurable Objective 1:

demonstrate a behavior that exemplifies The Seven Habits of Highly Effective Students by 05/22/2014 as measured by a leadership portfolio

and the data therein .














Strategy1:

The Leader in Me - Each child will hold a leadership role throughout the school. One student from each class will be recognized monthly for

exhibiting leadership skills.

Research Cited: The Leader in Me

Narrative:

Professional Development activities include Go Math, AMSTI, CCRS, and Leader In Me training.

Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are

included in the schoolwide plan? Goal 1:

All students at Berry Elementary School will develop leadership skills and maintain a leadership role within the school environment. Measurable Objective 1:

demonstrate a behavior that exemplifies The Seven Habits of Highly Effective Students by 05/22/2014 as measured by a leadership portfolio

and the data therein . Strategy1:

The Leader in Me - Each child will hold a leadership role throughout the school. One student from each class will be recognized monthly for

exhibiting leadership skills.

Research Cited: The Leader in Me

Activity - Leadership Assembly ActivityType Begin Date End Date Funding Amount &


Once a month, a student is chosen from eachclassroom that has exhibited leadership skills.


08/19/2013 05/22/2014 $700 - Other

Principal, AssistantPrincipal,Leadership Team,ClassroomTeachers,Counselor

Activity - Leadership Portfolio ActivityType Begin Date End Date Funding Amount &


The students enter their data into theirleadership portfolio weekly. The students areable to share these with their parents, so theycan track their progress.

ParentInvolvement 08/19/2013 05/22/2014 $0 - No Funding Required Classroom

Teachers



Narrative:

Principals, teachers, parents, and all stakeholders participate in monthly PTO meetings, as well as,an annual Leadership Day. They also

participate in student led conferences for Parent Conference Day in October.

Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given

support from an assigned master teacher. Goal 1:






Activity - Leadership Assembly ActivityType Begin Date End Date Funding Amount &


Once a month, a student is chosen from eachclassroom that has exhibited leadership skills.


08/19/2013 05/22/2014 $700 - Other

Principal, AssistantPrincipal,Leadership Team,ClassroomTeachers,Counselor

Activity - Leadership Portfolio ActivityType Begin Date End Date Funding Amount &


The students enter their data into theirleadership portfolio weekly. The students areable to share these with their parents, so theycan track their progress.

ParentInvolvement 08/19/2013 05/22/2014 $0 - No Funding Required Classroom

Teachers







Narrative:

New teachers are mentored by more experienced teachers. Teachers on the same grade level have common planning times to assist one

another.

Describe how this professional development is “sustained and ongoing.” Teachers receive professional development for AMSTI, Go Math, Reading(Instructional Coach), and Leader in Me.








Component 6: Strategies to Increase Parental Involvement

How were parents involved in the design of the schoolwide plan? Berry Elementary School parents are given surveys to complete at the beginning of the school year to provide feedback for our school. Our

PTO president and a parent are a part of our ACIP committee. How were parents involved in the implementation of the schoolwide plan? The Parent Advisory Committee is involved in planning, reviewing, and improving the parental involvement program and joint development of

the Continuous Improvement Plan. A survey will be completed by parents annually to determine effectiveness of the Parental Involvement

Program policies and the result of these surveys are utilized to revise policies, if necessary, and to increase the scope of the program and

policies. The PAC meets each six weeks. How were parents involved in the evaluation of the schoolwide plan? The Parent Advisory Committee will be involved in the review, evaluation, and revision of the ACIP Plan. Parents can submit questions

and/or concerns to school administrators or the Fayette County Board of Education if a resolution is not reached. Does the school have a Title I Parent Involvement policy that addresses how the school carries out the required activities of ESEA

Section 1118 (c) through (f)? Yes. How is the school carrying out the activities outlined in ESEA Section 1118 (e ) 1-5, 14 and (f )? Berry Elementary School disseminates the policy at Open House, monthly PTO meetings, and student led parent-teacher conferences. If

requested, the policy can be shared with the parents at any given time. How will the parent involvement component of the schoolwide plan be evaluated? Parent Surveys will be given at the end of the school year. How will the results of the evaluation be used to improve the schoolwide program? Refinements will be made from parent surveys and suggestions to improve the schoolwide program.



How was the school-parent compact developed? The school-parent compact was developed through meetings with the school parent advisory committee. How is the parent compact used at elementary-level parent teacher conferences? The parent compact is used at the elementary-level parent teacher conferences to remind the parents of the commitment they made at Open

House for the school year. Teachers can refer back to the compact to ensure the parents understand the school policies. How is the parent compact shared with middle school or high school parents (depending on the grade span of the school)? The parent compact is shared with the middle school and high school parents at Open House. How does the school provide individual student academic assessment results in a language the parents can understand? Berry Elementary sends out an ARMT + home report when the results are provided to the school. The teacher will review these scores with

parents at Parent Teacher Conference Day in October.



Component 7: Transition Strategies

Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next. For

example, preschool preparation for Kindergarten and/or eighth grade transition to high school. Goal 1:

Prepare and Support Teachers and Leaders to Graduate College and Career Ready Students Measurable Objective 1:

80% of All Students will demonstrate a proficiency by mastering the standards for their grade level in Career & Technical by 05/22/2014 as

measured by Global Scholars. Strategy1:

Computer Based Learning - The students and teachers will use the following technology to reach our goals:

Computer Lab, Classroom IPAD, Rolling cart of IPADs, Rolling cart of laptops, Virtual Field Trip Lab, Nooks, Interactive White board,

Interwrite pad, and a Document Camera.


Narrative:

Throughout the year, teachers collaborate across grade levels to assist with transitioning students. Verbal/Visual cues are provided for

students transitioning through scheduled activities during the school day. A partnership between the elementary school and high school

exists to ease the transition from the elementary school setting to the secondary school setting. This partnership includes a meet and greet of

various faculty/staff at the high school during the spring semester of the sixth grades in addition to elementary students being able to attend

various events at the high school throughout the entire school year.

Activity - Applied Research in Content Areas ActivityType Begin Date End Date Funding Amount &


The teachers will use technology in conjunctionwith the College and Career Ready Standardsto address students' needs. The students willbe actively engaged with all availabletechnology to prepare them to be college andcareer ready.

Technology 08/19/2013 05/22/2014 $3000 - Title I SchoolwideClassroomTeachers,Resource Teachers



Component 8: Teacher Participation in Making Assessment Decisions

How do teachers provide their input into the decisions regarding the use of school-based academic assessments? Teachers provide their input into the decision regarding the use of school-based academic assessments during faculty meetings and monthly

data meetings. At these meetings, teachers are given time to voice concerns or suggestions regarding school-based academic assessments. How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all

students? Teachers look at weekly reading and mathematics assessments to develop instructional strategies to use in small groups based on the

students' individual needs and achievement levels.



Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the

Standards

What is the process to identify students who experience difficulty mastering the State's academic achievement assessment

standards at an advanced or proficient level? Response to Intervention (RTI) is implemented at Berry Elementary to assist students who have not mastered core curriculum requirements.

Various specialized strategies are provided for students during the RTI process to aide in mastery of core curriculum requirements. If

adequate progress is not attained through RTI, the students will be referred to the referral committee. This is done to determine if the

students need to be evaluated for services under the umbrella of special education. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic

achievement assessment standards at an advanced or proficient level? Weekly progress monitoring in addition to semester and yearly benchmarks is administered to determine if students require secondary and

tertiary mathematics and reading support along the RTI continuum. How are students' individual needs being addressed through differentiated instruction in the classroom? Students' individual needs are being addressed through differentiated instruction in the classroom through provided accommodations and/or

modifications (extended time for assignment/assessments, decreased workload, individual and/or small group instruction) in the general

education classroom.



Component 10: Coordination and Integration of Federal, State and Local Programs and Resources

In what ways are the programs are coordinated and integrated toward the achievement of the schoolwide goals? Professional development is paid for through federal, state, and local funds. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all

programs and resources are coordinated and integrated toward the achievement of the schoolwide goals. Pre-K, YACHT, and Title 1 programs are provided to help children reach the schoolwide goals.

How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade

level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head

Start, adult education, vocational and technical education, and job training. All programs applicable are provided to help support our schoolwide goals regardless of income.



Evaluation:

How does the school evaluate at least annually the implementation of the schoolwide program? Our goals are presented and discussed at faculty meetings. The principal monitors and checks to verify that teachers are implementing

reform strategies that lead to the achievement of our schoolwide goals. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments

and other indicators of academic achievement? Teachers work on grade level to assess strengths and weaknesses to improve instruction for the following year. The principal presents

schoolwide results at faculty meetings. All student data is discussed monthly during data meetings. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students

who are furthest from achieving the standards? We use all data available to determine achievement of goals. Students use leadership binders to monitor their own progress. What process is followed by the school to revise the plan, as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? Needs Assessments and surveys are used to ensure continuous improvement of students.



Coordination of Resources/Comprehensive

Budget



Introduction List all federal, state, and local monies that the school uses to run its program



State Foundation Funds:

Label Question ValueState Foundation Funds: Provide the total funds allocated for. 1382653.2

Label Question Value1. Provide the number of teacher assigned units. 16.17

Label Question Value2. Provide the number of classroom teachers. 16.19

Label Question Value3. Provide the total of all salaries for the teacher assigned units and

classroom teachers.740522.5

Label Question Value4. Provide the number of Administrator units. 1.0

Label Question Value5. Provide the total funds allocated for Administrator salaries. 79343.08

Label Question Value6. Provide the number of Assistant Principal(s). 0.0

Label Question Value7. Provide the total funds allocated for Assistant Principal salaries. 0.0

Label Question Value8. Provide the number of Counselor(s). 1.0

Label Question Value9. Provide the total funds allocated for Counselor salaries. 58106.0



Label Question Value10. Provide the number of Librarian(s). 1.0

Label Question Value11. Provide the total funds allocated for Librarian salaries. 53792.0

Label Question Value12. Provide total funds allocated for Instructional Supplies. 5751.0

Label Question Value13. Provide total funds allocated on Library Enhancement(s). 0.0

Label Question Value14. Provide total funds allocated on Technology. 0.0

Label Question Value15. Provide total funds allocated on Professional Development. 0.0

Label Question Value16. Provide total funds allocated on State ELL Funds. 0.0



Federal Funds: Title I Part A

Provide a brief explanation and breakdown of spending. Salaries and benefits for an assistant principal/differentiated instruction teacher and a small portion for a 3rd grade teacher totaling $80,339.

$927 is available for parent involvement.

Label Question Value Title I: Part A: Improving theAcademic Achievement of theDisadvantaged

Provide the total funds allocated. 81266.0



Federal Funds:School Improvement Grant – SIG

Provide a brief explanation and breakdown of spending. Not applicable

Label Question ValueARRA FUNDS: Provide the total funds allocated. 0.0



Federal Funds:Title II: Professional Development Activities

Provide a brief explanition and breakdown of spending. BES will have a class size reduction unit in the 1st grade. Salaries and benefits will total $53,483.17

Label Question ValueTitle II: Provide the total funds allocated. 53483.17



Federal Funds:Title III: For English Language Learners


Label Question ValueTitle III: Provide the total funds allocated. 0.0



Federal Funds:Other federal funds

Provide a brief explanation and breakdown of expenses. BES has a 21st Century Grant to provide an after school program that totals $200,000. This is broken down into salaries and benefits

totaling $133,511, materials and supplies totaling $42,851, travel and training totaling $21,600, and indirect cost of $2,038.

Label Question ValueTitle IV: Provide the total funds allocated. 200000.0



Federal Funds:Title VI: For Rural and Low-income Schools


Label Question ValueTitle VI: Provide the total funds allocated. 0.0



III. Local Funds ( if applicable)

Provide a brief explanation and breakdown of spending. BES spends their local money in the following areas: salaries/benefits, instructional materials/supplies, utilities, operation/maintenance, Pre-

K, travel/training, office supplies, copier maintenance, items for resale, and transfers.

Label Question ValueLocal Funds: Provide the total funds allocated. 123307.07



Berry Elementary 2012 ARMT Plus Reading

Comparison to Similar Schools

90

96100

88

9794 93

97

87

100

8890

95

83

9194 95

97 97

87

0

20

40

60

80

100

120

Berry Brilliant Guin Parrish Lynn

School

Pe

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nt

Pro

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3rd

4th

5th

6th

Berry Elementary 2012 ARMT Plus Math

Comparison to Similar Schools

9092

9694

100

88

9397

86

9593

83

95

90

100

8581

97

8285

0

20

40

60

80

100

120

Berry Brilliant Guin Parrish Lynn

School

Pe

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nt

Pro

ficie

nt

3rd

4th

5th

6th

Berry Elementary 5th Grade Science

Assessment

80 81

51

76

72

0

10

20

30

40

50

60

70

80

90

2009 2010 2011 2012 2013

Year

Pe

rce

nt

Pro

ficie

nt

Berry Elementary School 3rd Grade ARMT

Progress Over Time

84

79

69

85

61

93

74

89 90

76

0

10

20

30

40

50

60

70

80

90

100

2009 2010 2011 2012* 2013*

Year

*ARMT Plus

Pe

rce

nt

Pro

ficie

nt

3rd Math

3rd Reading

Berry Elementary 4th Grade ARMT

Progress Over Time

8583

68

88 88

98

85

80

94

88

0

20

40

60

80

100

120

2009 2010 2011 2012* 2013*

Year

* ARMT Plus

Pe

rce

nt

Pro

ficie

nt

4th Math

4th Reading


Progress Over Time

84

98 98

9394

85

96

91

88

91

75

80

85

90

95

100

2009 2010 2011 2012* 2013*

Year

*ARMT Plus

Pe

rce

nt

Pro

ficie

nt

5th Math

5th Reading


Progress Over Time

7882

8885

7982

88

9894

79

0

20

40

60

80

100

120

2009 2010 2011 2012 2013

Year

*ARMT Plus

Pe

rce

nt

Pro

ficie

nt

6th Grade

6th Grade



Berry Elementary Performance Trends

75

80

85

90

95

100

2009 2010 2011 2012

Math

Reading

0

10

20

30

40

50

60

70

80

90

100

2010 2011 2012 2013

Math

Reading

End of the Year Data for Core Reading Program

0 20 40 60 80 100 120

Kindergarten

First Grade

Second Grade

Third Grade

2012-13

2011-12

2010-11

Dibels



Staff Survey

Survey Response Counts

Section: Purpose and Direction

Question / InstitutionStrongly Agree

# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

1. Our school's purposestatement is clearlyfocused on studentsuccess.

Berry Elementary SchoolAverage Score 10 41.67% 10 41.67% 2 8.33% 0 0% 2 8.33% 24 100%

4.08 10 41.67% 10 41.67% 2 8.33% 0 0% 2 8.33% 24 100%

Total 10 41.67% 10 41.67% 2 8.33% 0 0% 2 8.33% 24 100%

2. Our school's purposestatement is formallyreviewed and revisedwith involvement fromstakeholders.

Berry Elementary SchoolAverage Score 10 41.67% 8 33.33% 2 8.33% 2 8.33% 2 8.33% 24 100%

3.92 10 41.67% 8 33.33% 2 8.33% 2 8.33% 2 8.33% 24 100%

Total 10 41.67% 8 33.33% 2 8.33% 2 8.33% 2 8.33% 24 100%

3. Our school's purposestatement is based onshared values andbeliefs that guidedecision-making.


3.88 9 37.5% 9 37.5% 2 8.33% 2 8.33% 2 8.33% 24 100%

Total 9 37.5% 9 37.5% 2 8.33% 2 8.33% 2 8.33% 24 100%

4. Our school's purposestatement is supportedby the policies andpractices adopted by theschool board orgoverning body.


3.88 9 37.5% 9 37.5% 3 12.5% 0 0% 3 12.5% 24 100%

Total 9 37.5% 9 37.5% 3 12.5% 0 0% 3 12.5% 24 100%

5. Our school has acontinuous improvementprocess based on data,goals, actions, andmeasures for growth.

Berry Elementary SchoolAverage Score 12 50% 9 37.5% 0 0% 1 4.17% 2 8.33% 24 100%

4.17 12 50% 9 37.5% 0 0% 1 4.17% 2 8.33% 24 100%

Total 12 50% 9 37.5% 0 0% 1 4.17% 2 8.33% 24 100%

Total 50 41.67% 45 37.5% 9 7.5% 5 4.17% 11 9.17% 120 100%

Section: Governance and Leadership

1 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

6. Our school'sgoverning body orschool board complieswith all policies,procedures, laws, andregulations.

Berry Elementary SchoolAverage Score 11 45.83% 6 25% 5 20.83% 1 4.17% 1 4.17% 24 100%

4.04 11 45.83% 6 25% 5 20.83% 1 4.17% 1 4.17% 24 100%

Total 11 45.83% 6 25% 5 20.83% 1 4.17% 1 4.17% 24 100%

7. Our school'sgoverning body orschool board maintainsa distinction between itsroles andresponsibilities andthose of schoolleadership.


3.96 11 45.83% 5 20.83% 5 20.83% 2 8.33% 1 4.17% 24 100%

Total 11 45.83% 5 20.83% 5 20.83% 2 8.33% 1 4.17% 24 100%

8. Our school's leaderssupport an innovativeand collaborativeculture.


4.08 11 45.83% 7 29.17% 4 16.67% 1 4.17% 1 4.17% 24 100%

Total 11 45.83% 7 29.17% 4 16.67% 1 4.17% 1 4.17% 24 100%

9. Our school's leadersexpect staff members tohold all students to highacademic standards.

Berry Elementary SchoolAverage Score 13 54.17% 11 45.83% 0 0% 0 0% 0 0% 24 100%

4.54 13 54.17% 11 45.83% 0 0% 0 0% 0 0% 24 100%

Total 13 54.17% 11 45.83% 0 0% 0 0% 0 0% 24 100%

10. Our school's leadershold themselvesaccountable for studentlearning.


4.0 10 41.67% 9 37.5% 1 4.17% 3 12.5% 1 4.17% 24 100%

Total 10 41.67% 9 37.5% 1 4.17% 3 12.5% 1 4.17% 24 100%

11. Our school's leadershold all staff membersaccountable for studentlearning.

Berry Elementary SchoolAverage Score 14 58.33% 10 41.67% 0 0% 0 0% 0 0% 24 100%

4.58 14 58.33% 10 41.67% 0 0% 0 0% 0 0% 24 100%

Total 14 58.33% 10 41.67% 0 0% 0 0% 0 0% 24 100%

12. Our school's leadersregularly evaluate staffmembers on criteriadesigned to improveteaching and learning.

Berry Elementary SchoolAverage Score 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 24 100%

4.38 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 24 100%

Total 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 24 100%

13. Our school's leadersensure all staff membersuse supervisoryfeedback to improvestudent learning.

Berry Elementary SchoolAverage Score 11 45.83% 9 37.5% 2 8.33% 2 8.33% 0 0% 24 100%

4.21 11 45.83% 9 37.5% 2 8.33% 2 8.33% 0 0% 24 100%

Total 11 45.83% 9 37.5% 2 8.33% 2 8.33% 0 0% 24 100%

2 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

14. Our school's leadersengage effectively withall stakeholders aboutthe school‘s purposeand direction.


3.83 9 37.5% 7 29.17% 4 16.67% 3 12.5% 1 4.17% 24 100%

Total 9 37.5% 7 29.17% 4 16.67% 3 12.5% 1 4.17% 24 100%

15. Our school's leadersprovide opportunities forstakeholders to beinvolved in the school.

Berry Elementary SchoolAverage Score 8 33.33% 12 50% 0 0% 1 4.17% 3 12.5% 24 100%

3.88 8 33.33% 12 50% 0 0% 1 4.17% 3 12.5% 24 100%

Total 8 33.33% 12 50% 0 0% 1 4.17% 3 12.5% 24 100%

Total 109 45.42% 88 36.67% 21 8.75% 14 5.83% 8 3.33% 240 100%

Section: Teaching and Assessing for Learning


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

16. All teachers in ourschool monitor andadjust curriculum,instruction, andassessment based ondata from studentassessments andexamination ofprofessional practice.

Berry Elementary SchoolAverage Score 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 0 0% 24 100%

4.38 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 0 0% 24 100%

Total 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 0 0% 24 100%

17. All teachers in ourschool personalizeinstructional strategiesand interventions toaddress individuallearning needs ofstudents.


4.38 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 0 0% 24 100%

Total 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 0 0% 24 100%

3 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

18. All teachers in ourschool regularly useinstructional strategiesthat require studentcollaboration, self-reflection, anddevelopment of criticalthinking skills.

Berry Elementary SchoolAverage Score 11 45.83% 11 45.83% 2 8.33% 0 0% 0 0% 0 0% 24 100%

4.38 11 45.83% 11 45.83% 2 8.33% 0 0% 0 0% 0 0% 24 100%

Total 11 45.83% 11 45.83% 2 8.33% 0 0% 0 0% 0 0% 24 100%

19. All teachers in ourschool use a variety oftechnologies asinstructional resources.


4.38 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 0 0% 24 100%

Total 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 0 0% 24 100%

20. All teachers in ourschool use a process toinform students of theirlearning expectationsand standards ofperformance.


4.38 11 45.83% 11 45.83% 2 8.33% 0 0% 0 0% 0 0% 24 100%

Total 11 45.83% 11 45.83% 2 8.33% 0 0% 0 0% 0 0% 24 100%

21. All teachers in ourschool provide studentswith specific and timelyfeedback about theirlearning.

Berry Elementary SchoolAverage Score 7 29.17% 15 62.5% 1 4.17% 1 4.17% 0 0% 0 0% 24 100%

4.17 7 29.17% 15 62.5% 1 4.17% 1 4.17% 0 0% 0 0% 24 100%

Total 7 29.17% 15 62.5% 1 4.17% 1 4.17% 0 0% 0 0% 24 100%

22. All teachers in ourschool use multipletypes of assessments tomodify instruction andto revise the curriculum.

Berry Elementary SchoolAverage Score 8 33.33% 14 58.33% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

4.12 8 33.33% 14 58.33% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

Total 8 33.33% 14 58.33% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

23. All teachers in ourschool use consistentcommon grading andreporting policies acrossgrade levels and coursesbased on clearly definedcriteria.

Berry Elementary SchoolAverage Score 10 41.67% 12 50% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

4.21 10 41.67% 12 50% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

Total 10 41.67% 12 50% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

4 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

24. All teachers in ourschool participate incollaborative learningcommunities that meetboth informally andformally across gradelevels and content areas.

Berry Elementary SchoolAverage Score 10 41.67% 12 50% 2 8.33% 0 0% 0 0% 0 0% 24 100%

4.33 10 41.67% 12 50% 2 8.33% 0 0% 0 0% 0 0% 24 100%

Total 10 41.67% 12 50% 2 8.33% 0 0% 0 0% 0 0% 24 100%

25. All teachers in ourschool have beentrained to implement aformal process thatpromotes discussionabout student learning(e.g., action research,examination of studentwork, reflection, studyteams, and peercoaching).

Berry Elementary SchoolAverage Score 9 37.5% 12 50% 1 4.17% 2 8.33% 0 0% 0 0% 24 100%

4.17 9 37.5% 12 50% 1 4.17% 2 8.33% 0 0% 0 0% 24 100%

Total 9 37.5% 12 50% 1 4.17% 2 8.33% 0 0% 0 0% 24 100%

26. In our school,challenging curriculumand learningexperiences provideequity for all students inthe development oflearning, thinking, andlife skills.


4.33 11 45.83% 11 45.83% 1 4.17% 1 4.17% 0 0% 0 0% 24 100%

Total 11 45.83% 11 45.83% 1 4.17% 1 4.17% 0 0% 0 0% 24 100%

27. In our school, relatedlearning supportservices are provided forall students based ontheir needs.


4.25 10 41.67% 11 45.83% 2 8.33% 1 4.17% 0 0% 0 0% 24 100%

Total 10 41.67% 11 45.83% 2 8.33% 1 4.17% 0 0% 0 0% 24 100%

28. In our school, aformal structure existsso that each student iswell known by at leastone adult advocate inthe school who supportsthat student'seducational experience.

Berry Elementary SchoolAverage Score 12 50% 8 33.33% 2 8.33% 1 4.17% 1 4.17% 0 0% 24 100%

4.21 12 50% 8 33.33% 2 8.33% 1 4.17% 1 4.17% 0 0% 24 100%

Total 12 50% 8 33.33% 2 8.33% 1 4.17% 1 4.17% 0 0% 24 100%

5 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

29. In our school, allstaff members usestudent data to addressthe unique learningneeds of all students.

Berry Elementary SchoolAverage Score 12 50% 10 41.67% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

4.29 12 50% 10 41.67% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

Total 12 50% 10 41.67% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

30. In our school, staffmembers provide peercoaching to teachers.

Berry Elementary SchoolAverage Score 6 25% 15 62.5% 1 4.17% 1 4.17% 0 0% 1 4.17% 24 100%

3.96 6 25% 15 62.5% 1 4.17% 1 4.17% 0 0% 1 4.17% 24 100%

Total 6 25% 15 62.5% 1 4.17% 1 4.17% 0 0% 1 4.17% 24 100%

31. In our school, aformal process is inplace to support newstaff members in theirprofessional practice.

Berry Elementary SchoolAverage Score 6 25% 10 41.67% 6 25% 2 8.33% 0 0% 0 0% 24 100%

3.83 6 25% 10 41.67% 6 25% 2 8.33% 0 0% 0 0% 24 100%

Total 6 25% 10 41.67% 6 25% 2 8.33% 0 0% 0 0% 24 100%

32. In our school, allstaff membersparticipate in continuousprofessional learningbased on identifiedneeds of the school.

Berry Elementary SchoolAverage Score 8 33.33% 14 58.33% 1 4.17% 0 0% 1 4.17% 0 0% 24 100%

4.17 8 33.33% 14 58.33% 1 4.17% 0 0% 1 4.17% 0 0% 24 100%

Total 8 33.33% 14 58.33% 1 4.17% 0 0% 1 4.17% 0 0% 24 100%

33. In our school, aprofessional learningprogram is designed tobuild capacity among allprofessional andsupport staff members.

Berry Elementary SchoolAverage Score 8 33.33% 9 37.5% 4 16.67% 2 8.33% 1 4.17% 0 0% 24 100%

3.88 8 33.33% 9 37.5% 4 16.67% 2 8.33% 1 4.17% 0 0% 24 100%

Total 8 33.33% 9 37.5% 4 16.67% 2 8.33% 1 4.17% 0 0% 24 100%

34. In our school, allschool personnelregularly engagefamilies in theirchildren's learningprogress.


3.92 5 20.83% 15 62.5% 2 8.33% 1 4.17% 1 4.17% 0 0% 24 100%

Total 5 20.83% 15 62.5% 2 8.33% 1 4.17% 1 4.17% 0 0% 24 100%

35. In our school, allstakeholders areinformed of policies,processes, andprocedures related tograding and reporting.

Berry Elementary SchoolAverage Score 7 29.17% 12 50% 4 16.67% 0 0% 1 4.17% 0 0% 24 100%

4.0 7 29.17% 12 50% 4 16.67% 0 0% 1 4.17% 0 0% 24 100%

Total 7 29.17% 12 50% 4 16.67% 0 0% 1 4.17% 0 0% 24 100%

Total 184 38.33% 238 49.58% 34 7.08% 15 3.12% 5 1.04% 4 0.83% 480 100%

6 of 47

Staff Survey

Section: Resources and Support Systems


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

36. Our school providesqualified staff membersto support studentlearning.


4.33 11 45.83% 11 45.83% 1 4.17% 1 4.17% 0 0% 24 100%

Total 11 45.83% 11 45.83% 1 4.17% 1 4.17% 0 0% 24 100%

37. Our school providesinstructional time andresources to support ourschool's goals andpriorities.


4.12 10 41.67% 9 37.5% 4 16.67% 0 0% 1 4.17% 24 100%

Total 10 41.67% 9 37.5% 4 16.67% 0 0% 1 4.17% 24 100%

38. Our school providessufficient materialresources to meetstudent needs.


4.08 8 33.33% 13 54.17% 1 4.17% 1 4.17% 1 4.17% 24 100%

Total 8 33.33% 13 54.17% 1 4.17% 1 4.17% 1 4.17% 24 100%

39. Our school providesprotected instructionaltime.


4.38 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 24 100%

Total 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 24 100%

40. Our school providesa variety of informationresources to supportstudent learning.

Berry Elementary SchoolAverage Score 10 41.67% 13 54.17% 1 4.17% 0 0% 0 0% 24 100%

4.38 10 41.67% 13 54.17% 1 4.17% 0 0% 0 0% 24 100%

Total 10 41.67% 13 54.17% 1 4.17% 0 0% 0 0% 24 100%

41. Our school providesa plan for the acquisitionand support oftechnology to supportstudent learning.


4.17 8 33.33% 14 58.33% 1 4.17% 0 0% 1 4.17% 24 100%

Total 8 33.33% 14 58.33% 1 4.17% 0 0% 1 4.17% 24 100%

42. Our school providesa plan for the acquisitionand support oftechnology to supportthe school's operationalneeds.

Berry Elementary SchoolAverage Score 8 33.33% 12 50% 3 12.5% 0 0% 1 4.17% 24 100%

4.08 8 33.33% 12 50% 3 12.5% 0 0% 1 4.17% 24 100%

Total 8 33.33% 12 50% 3 12.5% 0 0% 1 4.17% 24 100%

7 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

43. Our school provideshigh quality studentsupport services (e.g.,counseling, referrals,educational, and careerplanning).

Berry Elementary SchoolAverage Score 6 25% 14 58.33% 3 12.5% 1 4.17% 0 0% 24 100%

4.04 6 25% 14 58.33% 3 12.5% 1 4.17% 0 0% 24 100%

Total 6 25% 14 58.33% 3 12.5% 1 4.17% 0 0% 24 100%

44. Our school providesopportunities forstudents to participate inactivities that interestthem.

Berry Elementary SchoolAverage Score 9 37.5% 13 54.17% 2 8.33% 0 0% 0 0% 24 100%

4.29 9 37.5% 13 54.17% 2 8.33% 0 0% 0 0% 24 100%

Total 9 37.5% 13 54.17% 2 8.33% 0 0% 0 0% 24 100%

45. Our school maintainsfacilities that supportstudent learning.


4.33 11 45.83% 11 45.83% 1 4.17% 1 4.17% 0 0% 24 100%

Total 11 45.83% 11 45.83% 1 4.17% 1 4.17% 0 0% 24 100%

46. Our school maintainsfacilities that contributeto a safe environment.


4.38 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 24 100%

Total 11 45.83% 12 50% 0 0% 1 4.17% 0 0% 24 100%

Total 103 39.02% 134 50.76% 17 6.44% 6 2.27% 4 1.52% 264 100%

Section: Using Results for Continuous Improvement


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

47. Our school usesmultiple assessmentmeasures to determinestudent learning andschool performance.

Berry Elementary SchoolAverage Score 12 50% 11 45.83% 1 4.17% 0 0% 0 0% 0 0% 24 100%

4.46 12 50% 11 45.83% 1 4.17% 0 0% 0 0% 0 0% 24 100%

Total 12 50% 11 45.83% 1 4.17% 0 0% 0 0% 0 0% 24 100%

48. Our school employsconsistent assessmentmeasures acrossclassrooms andcourses.

Berry Elementary SchoolAverage Score 12 50% 10 41.67% 1 4.17% 1 4.17% 0 0% 0 0% 24 100%

4.38 12 50% 10 41.67% 1 4.17% 1 4.17% 0 0% 0 0% 24 100%

Total 12 50% 10 41.67% 1 4.17% 1 4.17% 0 0% 0 0% 24 100%

8 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

49. Our school has asystematic process forcollecting, analyzing,and using data.

Berry Elementary SchoolAverage Score 12 50% 10 41.67% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

4.29 12 50% 10 41.67% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

Total 12 50% 10 41.67% 1 4.17% 0 0% 0 0% 1 4.17% 24 100%

50. Our school ensuresall staff members aretrained in the evaluation,interpretation, and useof data.

Berry Elementary SchoolAverage Score 7 29.17% 12 50% 3 12.5% 1 4.17% 1 4.17% 0 0% 24 100%

3.96 7 29.17% 12 50% 3 12.5% 1 4.17% 1 4.17% 0 0% 24 100%

Total 7 29.17% 12 50% 3 12.5% 1 4.17% 1 4.17% 0 0% 24 100%

51. Our school uses datato monitor studentreadiness and successat the next level.


4.42 12 50% 10 41.67% 2 8.33% 0 0% 0 0% 0 0% 24 100%

Total 12 50% 10 41.67% 2 8.33% 0 0% 0 0% 0 0% 24 100%

52. Our school leadersmonitor data related tostudent achievement.


4.42 13 54.17% 8 33.33% 3 12.5% 0 0% 0 0% 0 0% 24 100%

Total 13 54.17% 8 33.33% 3 12.5% 0 0% 0 0% 0 0% 24 100%

53. Our school leadersmonitor data related toschool continuousimprovement goals.


4.42 13 54.17% 8 33.33% 3 12.5% 0 0% 0 0% 0 0% 24 100%

Total 13 54.17% 8 33.33% 3 12.5% 0 0% 0 0% 0 0% 24 100%

Total 81 48.21% 69 41.07% 14 8.33% 2 1.19% 1 0.6% 1 0.6% 168 100%

9 of 47

Staff Survey

Responses By Section and Question


Responses By Question

Question 1. Our school's purpose statement is clearly focused on student success.

Question 2. Our school's purpose statement is formally reviewed and revised with involvement from stakeholders.

10 of 47

Staff Survey

Question 3. Our school's purpose statement is based on shared values and beliefs that guide decision-making.

11 of 47

Staff Survey

Question 4. Our school's purpose statement is supported by the policies and practices adopted by the school board or governing body.

Question 5. Our school has a continuous improvement process based on data, goals, actions, and measures for growth.

12 of 47

Staff Survey



Question 6. Our school's governing body or school board complies with all policies, procedures, laws, and regulations.

13 of 47

Staff Survey

Question 7. Our school's governing body or school board maintains a distinction between its roles and responsibilities and those of schoolleadership.

14 of 47

Staff Survey

Question 8. Our school's leaders support an innovative and collaborative culture.

15 of 47

Staff Survey

Question 9. Our school's leaders expect staff members to hold all students to high academic standards.

Question 10. Our school's leaders hold themselves accountable for student learning.

16 of 47

Staff Survey

Question 11. Our school's leaders hold all staff members accountable for student learning.

17 of 47

Staff Survey

Question 12. Our school's leaders regularly evaluate staff members on criteria designed to improve teaching and learning.

Question 13. Our school's leaders ensure all staff members use supervisory feedback to improve student learning.

18 of 47

Staff Survey

Question 14. Our school's leaders engage effectively with all stakeholders about the school‘s purpose and direction.

19 of 47

Staff Survey

Question 15. Our school's leaders provide opportunities for stakeholders to be involved in the school.



Question 16. All teachers in our school monitor and adjust curriculum, instruction, and assessment based on data from student assessmentsand examination of professional practice.

20 of 47

Staff Survey

Question 17. All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students.

21 of 47

Staff Survey

Question 18. All teachers in our school regularly use instructional strategies that require student collaboration, self-reflection, anddevelopment of critical thinking skills.

Question 19. All teachers in our school use a variety of technologies as instructional resources.

22 of 47

Staff Survey

Question 20. All teachers in our school use a process to inform students of their learning expectations and standards of performance.

23 of 47

Staff Survey

Question 21. All teachers in our school provide students with specific and timely feedback about their learning.

Question 22. All teachers in our school use multiple types of assessments to modify instruction and to revise the curriculum.

24 of 47

Staff Survey

Question 23. All teachers in our school use consistent common grading and reporting policies across grade levels and courses based onclearly defined criteria.

25 of 47

Staff Survey

Question 24. All teachers in our school participate in collaborative learning communities that meet both informally and formally across gradelevels and content areas.

26 of 47

Staff Survey

Question 25. All teachers in our school have been trained to implement a formal process that promotes discussion about student learning(e.g., action research, examination of student work, reflection, study teams, and peer coaching).

27 of 47

Staff Survey

Question 26. In our school, challenging curriculum and learning experiences provide equity for all students in the development of learning,thinking, and life skills.

28 of 47

Staff Survey

Question 27. In our school, related learning support services are provided for all students based on their needs.

29 of 47

Staff Survey

Question 28. In our school, a formal structure exists so that each student is well known by at least one adult advocate in the school whosupports that student's educational experience.

Question 29. In our school, all staff members use student data to address the unique learning needs of all students.

30 of 47

Staff Survey

Question 30. In our school, staff members provide peer coaching to teachers.

31 of 47

Staff Survey

Question 31. In our school, a formal process is in place to support new staff members in their professional practice.

Question 32. In our school, all staff members participate in continuous professional learning based on identified needs of the school.

32 of 47

Staff Survey

Question 33. In our school, a professional learning program is designed to build capacity among all professional and support staff members.

33 of 47

Staff Survey

Question 34. In our school, all school personnel regularly engage families in their children's learning progress.

Question 35. In our school, all stakeholders are informed of policies, processes, and procedures related to grading and reporting.

34 of 47

Staff Survey



Question 36. Our school provides qualified staff members to support student learning.

35 of 47

Staff Survey

Question 37. Our school provides instructional time and resources to support our school's goals and priorities.

36 of 47

Staff Survey

Question 38. Our school provides sufficient material resources to meet student needs.

Question 39. Our school provides protected instructional time.

37 of 47

Staff Survey

Question 40. Our school provides a variety of information resources to support student learning.

38 of 47

Staff Survey

Question 41. Our school provides a plan for the acquisition and support of technology to support student learning.

Question 42. Our school provides a plan for the acquisition and support of technology to support the school's operational needs.

39 of 47

Staff Survey

Question 43. Our school provides high quality student support services (e.g., counseling, referrals, educational, and career planning).

40 of 47

Staff Survey

Question 44. Our school provides opportunities for students to participate in activities that interest them.

Question 45. Our school maintains facilities that support student learning.

41 of 47

Staff Survey

Question 46. Our school maintains facilities that contribute to a safe environment.

42 of 47

Staff Survey



Question 47. Our school uses multiple assessment measures to determine student learning and school performance.

Question 48. Our school employs consistent assessment measures across classrooms and courses.

43 of 47

Staff Survey

Question 49. Our school has a systematic process for collecting, analyzing, and using data.

44 of 47

Staff Survey

Question 50. Our school ensures all staff members are trained in the evaluation, interpretation, and use of data.

Question 51. Our school uses data to monitor student readiness and success at the next level.

45 of 47

Staff Survey

Question 52. Our school leaders monitor data related to student achievement.

46 of 47

Staff Survey

Question 53. Our school leaders monitor data related to school continuous improvement goals.

47 of 47

Parent Survey




# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

1. Our school's purposestatement is clearlyfocused on studentsuccess.


4.27 30 37.04% 44 54.32% 6 7.41% 1 1.23% 0 0% 81 100%

Total 30 37.04% 44 54.32% 6 7.41% 1 1.23% 0 0% 81 100%

2. Our school's purposestatement is formallyreviewed and revisedwith involvement fromparents.


4.02 23 28.4% 43 53.09% 10 12.35% 4 4.94% 1 1.23% 81 100%

Total 23 28.4% 43 53.09% 10 12.35% 4 4.94% 1 1.23% 81 100%

3. Our school hasestablished goals and aplan for improvingstudent learning.


4.11 27 33.33% 39 48.15% 12 14.81% 3 3.7% 0 0% 81 100%

Total 27 33.33% 39 48.15% 12 14.81% 3 3.7% 0 0% 81 100%

Total 80 32.92% 126 51.85% 28 11.52% 8 3.29% 1 0.41% 243 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

4. Our school'sgoverning body operatesresponsibly andfunctions effectively.

Berry Elementary SchoolAverage Score 20 25.32% 38 48.1% 12 15.19% 4 5.06% 4 5.06% 1 1.27% 79 100%

3.8 20 25.32% 38 48.1% 12 15.19% 4 5.06% 4 5.06% 1 1.27% 79 100%

Total 20 25.32% 38 48.1% 12 15.19% 4 5.06% 4 5.06% 1 1.27% 79 100%

5. Our school'sgoverning body does notinterfere with theoperation or leadershipof our school.


3.77 16 20.25% 41 51.9% 13 16.46% 7 8.86% 1 1.27% 1 1.27% 79 100%

Total 16 20.25% 41 51.9% 13 16.46% 7 8.86% 1 1.27% 1 1.27% 79 100%

1 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

6. Our school has highexpectations forstudents in all classes.


4.13 30 37.97% 36 45.57% 8 10.13% 3 3.8% 2 2.53% 0 0% 79 100%

Total 30 37.97% 36 45.57% 8 10.13% 3 3.8% 2 2.53% 0 0% 79 100%

7. Our school sharesresponsibility forstudent learning with itsstakeholders.


3.96 17 21.52% 46 58.23% 13 16.46% 2 2.53% 1 1.27% 0 0% 79 100%

Total 17 21.52% 46 58.23% 13 16.46% 2 2.53% 1 1.27% 0 0% 79 100%

8. Our schoolcommunicateseffectively about theschool's goals andactivities.


4.05 23 29.11% 44 55.7% 7 8.86% 3 3.8% 2 2.53% 0 0% 79 100%

Total 23 29.11% 44 55.7% 7 8.86% 3 3.8% 2 2.53% 0 0% 79 100%

9. Our school providesopportunities forstakeholders to beinvolved in the school.

Berry Elementary SchoolAverage Score 22 27.85% 47 59.49% 9 11.39% 0 0% 1 1.27% 0 0% 79 100%

4.13 22 27.85% 47 59.49% 9 11.39% 0 0% 1 1.27% 0 0% 79 100%

Total 22 27.85% 47 59.49% 9 11.39% 0 0% 1 1.27% 0 0% 79 100%

Total 128 27% 252 53.16% 62 13.08% 19 4.01% 11 2.32% 2 0.42% 474 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

10. All of my child'steachers provide anequitable curriculum thatmeets his/her learningneeds.


4.22 29 36.71% 41 51.9% 6 7.59% 3 3.8% 0 0% 0 0% 79 100%

Total 29 36.71% 41 51.9% 6 7.59% 3 3.8% 0 0% 0 0% 79 100%

11. All of my child'steachers give work thatchallenges my child.


4.25 30 37.97% 40 50.63% 8 10.13% 1 1.27% 0 0% 0 0% 79 100%

Total 30 37.97% 40 50.63% 8 10.13% 1 1.27% 0 0% 0 0% 79 100%

12. All of my child'steachers use a variety ofteaching strategies andlearning activities.


4.16 28 35.44% 40 50.63% 8 10.13% 2 2.53% 1 1.27% 0 0% 79 100%

Total 28 35.44% 40 50.63% 8 10.13% 2 2.53% 1 1.27% 0 0% 79 100%

2 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

13. All of my child'steachers meet his/herlearning needs byindividualizinginstruction.


3.92 23 29.11% 37 46.84% 11 13.92% 6 7.59% 2 2.53% 0 0% 79 100%

Total 23 29.11% 37 46.84% 11 13.92% 6 7.59% 2 2.53% 0 0% 79 100%

14. All of my child'steachers work as a teamto help my child learn.


4.0 21 26.58% 43 54.43% 10 12.66% 4 5.06% 1 1.27% 0 0% 79 100%

Total 21 26.58% 43 54.43% 10 12.66% 4 5.06% 1 1.27% 0 0% 79 100%

15. All of my child'steachers help me tounderstand my child'sprogress.


4.05 21 26.58% 46 58.23% 8 10.13% 3 3.8% 1 1.27% 0 0% 79 100%

Total 21 26.58% 46 58.23% 8 10.13% 3 3.8% 1 1.27% 0 0% 79 100%

16. All of my child'steachers keep meinformed regularly ofhow my child is beinggraded.


4.09 24 30.38% 42 53.16% 10 12.66% 2 2.53% 1 1.27% 0 0% 79 100%

Total 24 30.38% 42 53.16% 10 12.66% 2 2.53% 1 1.27% 0 0% 79 100%

17. All of my child'steachers report on mychild's progress in easyto understand language.


4.29 29 36.71% 45 56.96% 4 5.06% 1 1.27% 0 0% 0 0% 79 100%

Total 29 36.71% 45 56.96% 4 5.06% 1 1.27% 0 0% 0 0% 79 100%

18. My child sees arelationship betweenwhat is being taught andhis/her everyday life.


4.06 20 25.32% 45 56.96% 13 16.46% 1 1.27% 0 0% 0 0% 79 100%

Total 20 25.32% 45 56.96% 13 16.46% 1 1.27% 0 0% 0 0% 79 100%

19. My child knows theexpectations for learningin all classes.


4.19 23 29.11% 50 63.29% 4 5.06% 2 2.53% 0 0% 0 0% 79 100%

Total 23 29.11% 50 63.29% 4 5.06% 2 2.53% 0 0% 0 0% 79 100%

20. My child has at leastone adult advocate inthe school.


3.99 20 25.32% 44 55.7% 12 15.19% 1 1.27% 1 1.27% 1 1.27% 79 100%

Total 20 25.32% 44 55.7% 12 15.19% 1 1.27% 1 1.27% 1 1.27% 79 100%

21. My child is givenmultiple assessments tomeasure his/herunderstanding of whatwas taught.


4.14 22 27.85% 48 60.76% 7 8.86% 2 2.53% 0 0% 0 0% 79 100%

Total 22 27.85% 48 60.76% 7 8.86% 2 2.53% 0 0% 0 0% 79 100%

3 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

22. My child has up-to-date computers andother technology tolearn.


3.7 16 20.25% 43 54.43% 6 7.59% 9 11.39% 4 5.06% 1 1.27% 79 100%

Total 16 20.25% 43 54.43% 6 7.59% 9 11.39% 4 5.06% 1 1.27% 79 100%

23. My child has accessto support servicesbased on his/heridentified needs.

Berry Elementary SchoolAverage Score 17 21.52% 47 59.49% 8 10.13% 6 7.59% 0 0% 1 1.27% 79 100%

3.91 17 21.52% 47 59.49% 8 10.13% 6 7.59% 0 0% 1 1.27% 79 100%

Total 17 21.52% 47 59.49% 8 10.13% 6 7.59% 0 0% 1 1.27% 79 100%

Total 323 29.2% 611 55.24% 115 10.4% 43 3.89% 11 0.99% 3 0.27% 1,106 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

24. Our school providesqualified staff membersto support studentlearning.


4.05 23 29.87% 40 51.95% 9 11.69% 5 6.49% 0 0% 0 0% 77 100%

Total 23 29.87% 40 51.95% 9 11.69% 5 6.49% 0 0% 0 0% 77 100%

25. Our school providesan adequate supply oflearning resources thatare current and in goodcondition.


3.87 17 22.08% 43 55.84% 10 12.99% 4 5.19% 3 3.9% 0 0% 77 100%

Total 17 22.08% 43 55.84% 10 12.99% 4 5.19% 3 3.9% 0 0% 77 100%

26. Our school providesa safe learningenvironment.


4.23 27 35.06% 44 57.14% 3 3.9% 3 3.9% 0 0% 0 0% 77 100%

Total 27 35.06% 44 57.14% 3 3.9% 3 3.9% 0 0% 0 0% 77 100%

27. Our school providesstudents with access toa variety of informationresources to supporttheir learning.


4.0 18 23.38% 47 61.04% 7 9.09% 4 5.19% 1 1.3% 0 0% 77 100%

Total 18 23.38% 47 61.04% 7 9.09% 4 5.19% 1 1.3% 0 0% 77 100%

4 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

28. Our school providesexcellent supportservices (e.g.,counseling, and/orcareer planning).


3.82 18 23.38% 37 48.05% 13 16.88% 8 10.39% 1 1.3% 0 0% 77 100%

Total 18 23.38% 37 48.05% 13 16.88% 8 10.39% 1 1.3% 0 0% 77 100%

29. Our school providesopportunities forstudents to participate inactivities that interestthem.


3.86 18 23.38% 43 55.84% 6 7.79% 8 10.39% 1 1.3% 1 1.3% 77 100%

Total 18 23.38% 43 55.84% 6 7.79% 8 10.39% 1 1.3% 1 1.3% 77 100%

30. Our school ensuresthat the facilities supportstudent learning.


4.06 20 25.97% 46 59.74% 7 9.09% 4 5.19% 0 0% 0 0% 77 100%

Total 20 25.97% 46 59.74% 7 9.09% 4 5.19% 0 0% 0 0% 77 100%

31. Our school ensuresthe effective use offinancial resources.


3.55 15 19.48% 33 42.86% 15 19.48% 7 9.09% 7 9.09% 0 0% 77 100%

Total 15 19.48% 33 42.86% 15 19.48% 7 9.09% 7 9.09% 0 0% 77 100%

32. Our school ensuresthat instructional time isprotected andinterruptions areminimized.


4.18 23 29.87% 48 62.34% 4 5.19% 1 1.3% 1 1.3% 0 0% 77 100%

Total 23 29.87% 48 62.34% 4 5.19% 1 1.3% 1 1.3% 0 0% 77 100%

Total 179 25.83% 381 54.98% 74 10.68% 44 6.35% 14 2.02% 1 0.14% 693 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

33. Our school ensuresthat all staff membersmonitor and report theachievement of schoolgoals.


4.09 21 27.27% 44 57.14% 10 12.99% 2 2.6% 0 0% 77 100%

Total 21 27.27% 44 57.14% 10 12.99% 2 2.6% 0 0% 77 100%

5 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

34. My child is preparedfor success in the nextschool year.


3.92 19 24.68% 42 54.55% 9 11.69% 5 6.49% 2 2.6% 77 100%

Total 19 24.68% 42 54.55% 9 11.69% 5 6.49% 2 2.6% 77 100%

35. My child hasadministrators andteachers that monitorand inform me of his/herlearning progress.


4.03 21 27.27% 41 53.25% 11 14.29% 4 5.19% 0 0% 77 100%

Total 21 27.27% 41 53.25% 11 14.29% 4 5.19% 0 0% 77 100%

Total 61 26.41% 127 54.98% 30 12.99% 11 4.76% 2 0.87% 231 100%

6 of 30

Parent Survey




Question 1. Our school's purpose statement is clearly focused on student success.

Question 2. Our school's purpose statement is formally reviewed and revised with involvement from parents.

7 of 30

Parent Survey

Question 3. Our school has established goals and a plan for improving student learning.

8 of 30

Parent Survey



Question 4. Our school's governing body operates responsibly and functions effectively.

Question 5. Our school's governing body does not interfere with the operation or leadership of our school.

9 of 30

Parent Survey

Question 6. Our school has high expectations for students in all classes.

10 of 30

Parent Survey

Question 7. Our school shares responsibility for student learning with its stakeholders.

Question 8. Our school communicates effectively about the school's goals and activities.

11 of 30

Parent Survey

Question 9. Our school provides opportunities for stakeholders to be involved in the school.

12 of 30

Parent Survey



Question 10. All of my child's teachers provide an equitable curriculum that meets his/her learning needs.

Question 11. All of my child's teachers give work that challenges my child.

13 of 30

Parent Survey

Question 12. All of my child's teachers use a variety of teaching strategies and learning activities.

14 of 30

Parent Survey

Question 13. All of my child's teachers meet his/her learning needs by individualizing instruction.

Question 14. All of my child's teachers work as a team to help my child learn.

15 of 30

Parent Survey

Question 15. All of my child's teachers help me to understand my child's progress.

16 of 30

Parent Survey

Question 16. All of my child's teachers keep me informed regularly of how my child is being graded.

Question 17. All of my child's teachers report on my child's progress in easy to understand language.

17 of 30

Parent Survey

Question 18. My child sees a relationship between what is being taught and his/her everyday life.

18 of 30

Parent Survey

Question 19. My child knows the expectations for learning in all classes.

Question 20. My child has at least one adult advocate in the school.

19 of 30

Parent Survey

Question 21. My child is given multiple assessments to measure his/her understanding of what was taught.

20 of 30

Parent Survey

Question 22. My child has up-to-date computers and other technology to learn.

Question 23. My child has access to support services based on his/her identified needs.

21 of 30

Parent Survey



Question 24. Our school provides qualified staff members to support student learning.

22 of 30

Parent Survey

Question 25. Our school provides an adequate supply of learning resources that are current and in good condition.

23 of 30

Parent Survey

Question 26. Our school provides a safe learning environment.

Question 27. Our school provides students with access to a variety of information resources to support their learning.

24 of 30

Parent Survey

Question 28. Our school provides excellent support services (e.g., counseling, and/or career planning).

25 of 30

Parent Survey

Question 29. Our school provides opportunities for students to participate in activities that interest them.

Question 30. Our school ensures that the facilities support student learning.

26 of 30

Parent Survey

Question 31. Our school ensures the effective use of financial resources.

27 of 30

Parent Survey

Question 32. Our school ensures that instructional time is protected and interruptions are minimized.



Question 33. Our school ensures that all staff members monitor and report the achievement of school goals.

28 of 30

Parent Survey

Question 34. My child is prepared for success in the next school year.

29 of 30

Parent Survey

Question 35. My child has administrators and teachers that monitor and inform me of his/her learning progress.

30 of 30

Student Survey (Elementary)



Question / InstitutionI Agree

# %

I'm Not Sure

# %

I Don't Agree

# %

Total

# %

1. In my school myprincipal and teacherswant every student tolearn.

Berry Elementary SchoolAverage Score 138 94.52% 5 3.42% 3 2.05% 146 100%

2.92 138 94.52% 5 3.42% 3 2.05% 146 100%

Total 138 94.52% 5 3.42% 3 2.05% 146 100%

2. In my school I amlearning new things thatwill help me.

Berry Elementary SchoolAverage Score 136 93.15% 10 6.85% 0 0% 146 100%

2.93 136 93.15% 10 6.85% 0 0% 146 100%

Total 136 93.15% 10 6.85% 0 0% 146 100%

Total 274 93.84% 15 5.14% 3 1.03% 292 100%



# %

I'm Not Sure

# %

I Don't Agree

# %

Total

# %

3. In my school I amtreated fairly.


2.75 119 82.07% 16 11.03% 10 6.9% 145 100%

Total 119 82.07% 16 11.03% 10 6.9% 145 100%

4. In my school studentstreat adults with respect.


2.7 108 74.48% 31 21.38% 6 4.14% 145 100%

Total 108 74.48% 31 21.38% 6 4.14% 145 100%

5. In my school myteachers want me to domy best work.


2.98 142 97.93% 3 2.07% 0 0% 145 100%

Total 142 97.93% 3 2.07% 0 0% 145 100%

Total 369 84.83% 50 11.49% 16 3.68% 435 100%


1 of 17



# %

I'm Not Sure

# %

I Don't Agree

# %

Total

# %

6. My teachers help melearn things I will need inthe future.


2.97 140 96.55% 5 3.45% 0 0% 145 100%

Total 140 96.55% 5 3.45% 0 0% 145 100%

7. My teachers usedifferent activities tohelp me learn.


2.94 138 95.17% 6 4.14% 1 0.69% 145 100%

Total 138 95.17% 6 4.14% 1 0.69% 145 100%

8. My teachers listen tome.


2.83 126 86.9% 14 9.66% 5 3.45% 145 100%

Total 126 86.9% 14 9.66% 5 3.45% 145 100%

9. My teachers tell mehow I should behave anddo my work.


2.94 138 95.17% 5 3.45% 2 1.38% 145 100%

Total 138 95.17% 5 3.45% 2 1.38% 145 100%

10. My teachers ask myfamily to come to schoolactivities.


2.81 122 84.14% 18 12.41% 5 3.45% 145 100%

Total 122 84.14% 18 12.41% 5 3.45% 145 100%

11. My teachers alwayshelp me when I needthem.


2.87 131 90.34% 9 6.21% 5 3.45% 145 100%

Total 131 90.34% 9 6.21% 5 3.45% 145 100%

12. My teachers tell myfamily how I am doing inschool.


2.87 128 88.28% 15 10.34% 2 1.38% 145 100%

Total 128 88.28% 15 10.34% 2 1.38% 145 100%

13. My teachers careabout students.


2.93 139 95.86% 2 1.38% 4 2.76% 145 100%

Total 139 95.86% 2 1.38% 4 2.76% 145 100%

Total 1,062 91.55% 74 6.38% 24 2.07% 1,160 100%


2 of 17



# %

I'm Not Sure

# %

I Don't Agree

# %

Total

# %

14. My school is safeand clean.


2.77 116 80.56% 23 15.97% 5 3.47% 144 100%

Total 116 80.56% 23 15.97% 5 3.47% 144 100%

15. My school has manyplaces where I can learn,such as the library.


2.95 138 95.83% 5 3.47% 1 0.69% 144 100%

Total 138 95.83% 5 3.47% 1 0.69% 144 100%

16. My school hascomputers to help melearn.


2.94 137 95.14% 6 4.17% 1 0.69% 144 100%

Total 137 95.14% 6 4.17% 1 0.69% 144 100%

17. My school wantschildren in our school tohelp each other even ifwe are not friends.


2.89 132 91.67% 8 5.56% 4 2.78% 144 100%

Total 132 91.67% 8 5.56% 4 2.78% 144 100%

Total 523 90.8% 42 7.29% 11 1.91% 576 100%



# %

I'm Not Sure

# %

I Don't Agree

# %

Total

# %

18. My principal andteachers ask me what Ithink about school.


2.57 98 69.5% 26 18.44% 17 12.06% 141 100%

Total 98 69.5% 26 18.44% 17 12.06% 141 100%

19 My principal andteachers tell childrenwhen they do a good


2.88 128 90.78% 9 6.38% 4 2.84% 141 100%

Total 128 90.78% 9 6.38% 4 2.84% 141 100%

20. My principal andteachers help me to beready for the next grade.


2.97 138 97.87% 2 1.42% 1 0.71% 141 100%

Total 138 97.87% 2 1.42% 1 0.71% 141 100%

Total 364 86.05% 37 8.75% 22 5.2% 423 100%

3 of 17





Question 1. In my school my principal and teachers want every student to learn.

Question 2. In my school I am learning new things that will help me.

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Question 3. In my school I am treated fairly.

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Question 4. In my school students treat adults with respect.

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Question 5. In my school my teachers want me to do my best work.



Question 6. My teachers help me learn things I will need in the future.

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Question 7. My teachers use different activities to help me learn.

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Question 8. My teachers listen to me.

Question 9. My teachers tell me how I should behave and do my work.

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Question 10. My teachers ask my family to come to school activities.

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Question 11. My teachers always help me when I need them.

Question 12. My teachers tell my family how I am doing in school.

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Question 13. My teachers care about students.

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Question 14. My school is safe and clean.

Question 15. My school has many places where I can learn, such as the library.

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Question 16. My school has computers to help me learn.

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Question 17. My school wants children in our school to help each other even if we are not friends.



Question 18. My principal and teachers ask me what I think about school.

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Question 19 My principal and teachers tell children when they do a good job.

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Question 20. My principal and teachers help me to be ready for the next grade.

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Student Survey (Middle and High)




# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

1. In my school,programs and servicesare available to help mesucceed.


4.27 21 47.73% 15 34.09% 7 15.91% 1 2.27% 0 0% 0 0% 44 100%

Total 21 47.73% 15 34.09% 7 15.91% 1 2.27% 0 0% 0 0% 44 100%

2. In my school, thepurpose andexpectations are clearlyexplained to me and myfamily.

Berry Elementary SchoolAverage Score 22 50% 17 38.64% 4 9.09% 1 2.27% 0 0% 0 0% 44 100%

4.36 22 50% 17 38.64% 4 9.09% 1 2.27% 0 0% 0 0% 44 100%

Total 22 50% 17 38.64% 4 9.09% 1 2.27% 0 0% 0 0% 44 100%

3. In my school, a highquality education isoffered.


4.25 21 47.73% 15 34.09% 6 13.64% 2 4.55% 0 0% 0 0% 44 100%

Total 21 47.73% 15 34.09% 6 13.64% 2 4.55% 0 0% 0 0% 44 100%

4. In my school, allstudents are treated withrespect.


3.55 17 38.64% 9 20.45% 6 13.64% 7 15.91% 3 6.82% 2 4.55% 44 100%

Total 17 38.64% 9 20.45% 6 13.64% 7 15.91% 3 6.82% 2 4.55% 44 100%

5. In my school, teacherswork together toimprove studentlearning.


4.48 28 63.64% 10 22.73% 5 11.36% 1 2.27% 0 0% 0 0% 44 100%

Total 28 63.64% 10 22.73% 5 11.36% 1 2.27% 0 0% 0 0% 44 100%

Total 109 49.55% 66 30% 28 12.73% 12 5.45% 3 1.36% 2 0.91% 220 100%


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# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

6. In my school, rules areapplied equally to allstudents.


4.07 22 51.16% 11 25.58% 4 9.3% 4 9.3% 1 2.33% 1 2.33% 43 100%

Total 22 51.16% 11 25.58% 4 9.3% 4 9.3% 1 2.33% 1 2.33% 43 100%

7. In my school, studentstreat adults with respect.


3.86 14 32.56% 16 37.21% 9 20.93% 2 4.65% 1 2.33% 1 2.33% 43 100%

Total 14 32.56% 16 37.21% 9 20.93% 2 4.65% 1 2.33% 1 2.33% 43 100%

8. In my school, theprincipal and teachershave high expectationsof me.


4.56 31 72.09% 8 18.6% 2 4.65% 1 2.33% 1 2.33% 0 0% 43 100%

Total 31 72.09% 8 18.6% 2 4.65% 1 2.33% 1 2.33% 0 0% 43 100%

Total 67 51.94% 35 27.13% 15 11.63% 7 5.43% 3 2.33% 2 1.55% 129 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

9. My school gives memultiple assessments tocheck my understandingof what was taught.

Berry Elementary SchoolAverage Score 19 47.5% 15 37.5% 6 15% 0 0% 0 0% 0 0% 40 100%

4.32 19 47.5% 15 37.5% 6 15% 0 0% 0 0% 0 0% 40 100%

Total 19 47.5% 15 37.5% 6 15% 0 0% 0 0% 0 0% 40 100%

10. My school providesme with challengingcurriculum and learningexperiences.

Berry Elementary SchoolAverage Score 20 50% 14 35% 3 7.5% 1 2.5% 1 2.5% 1 2.5% 40 100%

4.2 20 50% 14 35% 3 7.5% 1 2.5% 1 2.5% 1 2.5% 40 100%

Total 20 50% 14 35% 3 7.5% 1 2.5% 1 2.5% 1 2.5% 40 100%

11. My school preparesme to deal with issues Imay face in the future.


4.02 17 42.5% 14 35% 4 10% 3 7.5% 2 5% 0 0% 40 100%

Total 17 42.5% 14 35% 4 10% 3 7.5% 2 5% 0 0% 40 100%

12. My school motivatesme to learn new things.

Berry Elementary SchoolAverage Score 22 55% 12 30% 3 7.5% 0 0% 0 0% 3 7.5% 40 100%

4.18 22 55% 12 30% 3 7.5% 0 0% 0 0% 3 7.5% 40 100%

Total 22 55% 12 30% 3 7.5% 0 0% 0 0% 3 7.5% 40 100%

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# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

13. My school offersopportunities for myfamily to becomeinvolved in schoolactivities and mylearning.

Berry Elementary SchoolAverage Score 20 50% 17 42.5% 2 5% 1 2.5% 0 0% 0 0% 40 100%

4.4 20 50% 17 42.5% 2 5% 1 2.5% 0 0% 0 0% 40 100%

Total 20 50% 17 42.5% 2 5% 1 2.5% 0 0% 0 0% 40 100%

14. My school makessure there is at least oneadult who knows me welland shows interest in myeducation and future.

Berry Elementary SchoolAverage Score 15 37.5% 12 30% 7 17.5% 3 7.5% 0 0% 3 7.5% 40 100%

3.75 15 37.5% 12 30% 7 17.5% 3 7.5% 0 0% 3 7.5% 40 100%

Total 15 37.5% 12 30% 7 17.5% 3 7.5% 0 0% 3 7.5% 40 100%

15. My school provideslearning services for meaccording to my needs.


4.28 22 55% 13 32.5% 3 7.5% 0 0% 0 0% 2 5% 40 100%

Total 22 55% 13 32.5% 3 7.5% 0 0% 0 0% 2 5% 40 100%

16. All of my teachersuse a variety of teachingmethods and learningactivities to help medevelop the skills I willneed to succeed.

Berry Elementary SchoolAverage Score 20 50% 14 35% 2 5% 1 2.5% 2 5% 1 2.5% 40 100%

4.15 20 50% 14 35% 2 5% 1 2.5% 2 5% 1 2.5% 40 100%

Total 20 50% 14 35% 2 5% 1 2.5% 2 5% 1 2.5% 40 100%

17. All of my teacherschange their teaching tomeet my learning needs.


3.98 19 47.5% 13 32.5% 3 7.5% 1 2.5% 1 2.5% 3 7.5% 40 100%

Total 19 47.5% 13 32.5% 3 7.5% 1 2.5% 1 2.5% 3 7.5% 40 100%

18. All of my teachersexplain theirexpectations for learningand behavior so I can besuccessful.

Berry Elementary SchoolAverage Score 25 62.5% 12 30% 1 2.5% 2 5% 0 0% 0 0% 40 100%

4.5 25 62.5% 12 30% 1 2.5% 2 5% 0 0% 0 0% 40 100%

Total 25 62.5% 12 30% 1 2.5% 2 5% 0 0% 0 0% 40 100%

19. All of my teachersuse tests, projects,presentations, andportfolios to check myunderstanding of whatwas taught.


4.28 20 50% 13 32.5% 5 12.5% 2 5% 0 0% 0 0% 40 100%

Total 20 50% 13 32.5% 5 12.5% 2 5% 0 0% 0 0% 40 100%

20. All of my teachersprovide me withinformation about mylearning and grades.

Berry Elementary SchoolAverage Score 22 55% 14 35% 3 7.5% 0 0% 1 2.5% 0 0% 40 100%

4.4 22 55% 14 35% 3 7.5% 0 0% 1 2.5% 0 0% 40 100%

Total 22 55% 14 35% 3 7.5% 0 0% 1 2.5% 0 0% 40 100%

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# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

21. All of my teacherskeep my family informedof my academicprogress.

Berry Elementary SchoolAverage Score 18 45% 15 37.5% 5 12.5% 1 2.5% 1 2.5% 0 0% 40 100%

4.2 18 45% 15 37.5% 5 12.5% 1 2.5% 1 2.5% 0 0% 40 100%

Total 18 45% 15 37.5% 5 12.5% 1 2.5% 1 2.5% 0 0% 40 100%

22. All of my teachersfairly grade and evaluatemy work.

Berry Elementary SchoolAverage Score 19 47.5% 17 42.5% 2 5% 0 0% 0 0% 2 5% 40 100%

4.22 19 47.5% 17 42.5% 2 5% 0 0% 0 0% 2 5% 40 100%

Total 19 47.5% 17 42.5% 2 5% 0 0% 0 0% 2 5% 40 100%

Total 278 49.64% 195 34.82% 49 8.75% 15 2.68% 8 1.43% 15 2.68% 560 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

23. In my school, thebuilding and groundsare safe, clean, andprovide a healthy placefor learning.


3.74 18 47.37% 8 21.05% 3 7.89% 5 13.16% 1 2.63% 3 7.89% 38 100%

Total 18 47.37% 8 21.05% 3 7.89% 5 13.16% 1 2.63% 3 7.89% 38 100%

24. In my school,students respect theproperty of others.


3.18 10 26.32% 10 26.32% 7 18.42% 4 10.53% 2 5.26% 5 13.16% 38 100%

Total 10 26.32% 10 26.32% 7 18.42% 4 10.53% 2 5.26% 5 13.16% 38 100%

25. In my school, avariety of resources areavailable to help mesucceed (e.g., teachingstaff, technology, mediacenter).


4.18 18 47.37% 12 31.58% 6 15.79% 1 2.63% 1 2.63% 0 0% 38 100%

Total 18 47.37% 12 31.58% 6 15.79% 1 2.63% 1 2.63% 0 0% 38 100%

26. In my school,computers are up-to-date and used byteachers to help melearn.


3.11 12 31.58% 9 23.68% 3 7.89% 4 10.53% 5 13.16% 5 13.16% 38 100%

Total 12 31.58% 9 23.68% 3 7.89% 4 10.53% 5 13.16% 5 13.16% 38 100%

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# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

27. In my school,students help each othereven if they are notfriends.


3.37 11 28.95% 9 23.68% 9 23.68% 3 7.89% 4 10.53% 2 5.26% 38 100%

Total 11 28.95% 9 23.68% 9 23.68% 3 7.89% 4 10.53% 2 5.26% 38 100%

28. In my school, I canparticipate in activitiesthat interest me.

Berry Elementary SchoolAverage Score 15 39.47% 13 34.21% 5 13.16% 0 0% 2 5.26% 3 7.89% 38 100%

3.79 15 39.47% 13 34.21% 5 13.16% 0 0% 2 5.26% 3 7.89% 38 100%

Total 15 39.47% 13 34.21% 5 13.16% 0 0% 2 5.26% 3 7.89% 38 100%

29. In my school, I haveaccess to counseling,career planning, andother programs to helpme in school.


4.13 17 44.74% 13 34.21% 5 13.16% 2 5.26% 1 2.63% 0 0% 38 100%

Total 17 44.74% 13 34.21% 5 13.16% 2 5.26% 1 2.63% 0 0% 38 100%

Total 101 37.97% 74 27.82% 38 14.29% 19 7.14% 16 6.02% 18 6.77% 266 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

30. My school sharesinformation aboutschool success with myfamily and communitymembers.


3.87 15 39.47% 12 31.58% 7 18.42% 1 2.63% 1 2.63% 2 5.26% 38 100%

Total 15 39.47% 12 31.58% 7 18.42% 1 2.63% 1 2.63% 2 5.26% 38 100%

31. My school considersstudents' opinions whenplanning ways toimprove the school.


3.61 15 39.47% 9 23.68% 7 18.42% 2 5.26% 1 2.63% 4 10.53% 38 100%

Total 15 39.47% 9 23.68% 7 18.42% 2 5.26% 1 2.63% 4 10.53% 38 100%

32. My school preparesme for success in thenext school year.


4.18 18 47.37% 15 39.47% 2 5.26% 1 2.63% 1 2.63% 1 2.63% 38 100%

Total 18 47.37% 15 39.47% 2 5.26% 1 2.63% 1 2.63% 1 2.63% 38 100%

Total 48 42.11% 36 31.58% 16 14.04% 4 3.51% 3 2.63% 7 6.14% 114 100%

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Question 1. In my school, programs and services are available to help me succeed.

Question 2. In my school, the purpose and expectations are clearly explained to me and my family.

6 of 27


Question 3. In my school, a high quality education is offered.

7 of 27


Question 4. In my school, all students are treated with respect.

Question 5. In my school, teachers work together to improve student learning.

8 of 27




Question 6. In my school, rules are applied equally to all students.

9 of 27


Question 7. In my school, students treat adults with respect.

10 of 27


Question 8. In my school, the principal and teachers have high expectations of me.



Question 9. My school gives me multiple assessments to check my understanding of what was taught.

11 of 27


Question 10. My school provides me with challenging curriculum and learning experiences.

12 of 27


Question 11. My school prepares me to deal with issues I may face in the future.

Question 12. My school motivates me to learn new things.

13 of 27


Question 13. My school offers opportunities for my family to become involved in school activities and my learning.

14 of 27


Question 14. My school makes sure there is at least one adult who knows me well and shows interest in my education and future.

Question 15. My school provides learning services for me according to my needs.

15 of 27


Question 16. All of my teachers use a variety of teaching methods and learning activities to help me develop the skills I will need to succeed.

16 of 27


Question 17. All of my teachers change their teaching to meet my learning needs.

Question 18. All of my teachers explain their expectations for learning and behavior so I can be successful.

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Question 19. All of my teachers use tests, projects, presentations, and portfolios to check my understanding of what was taught.

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Question 20. All of my teachers provide me with information about my learning and grades.

Question 21. All of my teachers keep my family informed of my academic progress.

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Question 22. All of my teachers fairly grade and evaluate my work.

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Question 23. In my school, the building and grounds are safe, clean, and provide a healthy place for learning.

Question 24. In my school, students respect the property of others.

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Question 25. In my school, a variety of resources are available to help me succeed (e.g., teaching staff, technology, media center).

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Question 26. In my school, computers are up-to-date and used by teachers to help me learn.

Question 27. In my school, students help each other even if they are not friends.

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Question 28. In my school, I can participate in activities that interest me.

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Question 29. In my school, I have access to counseling, career planning, and other programs to help me in school.



Question 30. My school shares information about school success with my family and community members.

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Question 31. My school considers students' opinions when planning ways to improve the school.

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Question 32. My school prepares me for success in the next school year.

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Documents

ACIP Berry Elementary School - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/FayetteCounty...ACIP Berry Elementary School Fayette County Board of Education Mrs. Debbie Deavours 341 School