Grade Levels: K-5

Storer Elementary School Web Site

Annual Review Update

2005-2006

Storer Elementary School is one of ten elementary schools in the Muncie City School Corporation. The school has a population of approximately 387 students, serving kindergarten through fifth grade. Storer houses the Expanded Learning Program for the corporation and four special education classes. Free or reduced price lunch is provided to 36% of the students attending Storer. The make-up of student ethnicity is 9% Black, 3% Asian, 2% Hispanic 6% Multiracial and 80% White. The families at Storer represent a diverse cross-section of the Muncie area. Students come from families living in government-assisted housing, middle-class working and professional homes.

The 2005-2006 school year has been a productive year for Storer Elementary as a Professional Development School. Six new faculty participated with teachers in professional development opportunities. This was the second year for the PDS liaison.

In April, Storer was reviewed by a Professional Development School Team. The Storer staff was found to be continuing with their consistent commitment toward the children that they serve. The school also earned 4 Star status this spring as designated by the State of Indiana.

PDS Functions/Goals for 2006-2007

Teacher Preparation

The faculty and staff at Storer Elementary School will provide instruction in best practices, provide experiences in executing these practices, give effective feedback on preservice teachers' performance, and encourage their active role in participating as a community member of Storer Elementary School.

Staff Development

The administration and faculty at Storer Elementary School will provide engagement in clearly focused, highly relevant professional development efforts that result in obvious professional growth.

Research

The faculty at Storer Elementary will engage in highly significant educational research questions that will lead to improved student learning.

Student Learning

Students at Storer Elementary will demonstrate improvement in achievement or related desired behavior with direct links to the PDS project initiatives.

Site Review Visit

April 10, 2006

Team Members:       Denise Salsbury, Ch.;  Jeanette Booth; Mike Garringer;  Cynthia Marquell; Jill Miels; Ruth Swetnam

Partnership Functions and Goals:

Teacher Preparation

Rubric: (4)
Pre-service teachers are receiving quality instruction in best practices, abundant experiences in exercising these practices, and highly professional feedback on their performance.

Notes:
Storer Elementary has an exceptional teacher preparation program.  School and university faculty work together to design appropriate experiences for pre-service teachers.  Classroom teachers expect pre-service teachers to be enthusiastic, organized, and highly motivated educators with knowledge of daily and long-term planning.  Student teachers continue their professional learning by working with classroom teachers who model best practices and participating in staff development sessions. They meet regularly with their supervising teachers and the university liaison to evaluate personal progress towards meeting the INTASC Principles. Lesson plans are standards-based and are often adjusted to meet the needs of diverse learners based on data gathered from a variety of assessment tools and resources. Throughout the field experience there are various opportunities for pre-service teachers to evaluate student learning by analyzing data, then adjust instruction to meet the needs of all learners.  Practicum experiences are mentored and observed by classroom teachers to ensure pre-service teachers gain immediate informal and formal feedback on their planning and instruction.

Staff Development

Rubric: (4)
School staff is vigorously engaged in clearly focused, highly relevant professional development efforts that result in obvious professional growth.

Notes:
This is an area of great strength for the Storer/BSU partnership.  Professional development is embedded in the school improvement plan. Eight Ball State faculty members from two colleges have directed professional development activities.  The staff development goal noted in the school's PDS documents indicates that the purpose is "to provide engagement in clearly focused, highly relevant professional development effort that results in obvious professional growth."  The achievement of this goal was illustrated in every interview and in multiple ways. 

Research

Rubric: (3)
School staff, pre-service teachers, and university faculty are engaged in the examination of an important educational research question through study of research literature and classroom experimentation.   Results could lead to professional dissemination through publication or presentation.

Notes:
Classroom pre- and post- testing, formal assessments, and ISTEP data are used to track progress and develop techniques to improve student skills and test scores.  GAP Day was implemented in an effort to meet the needs of students whose ISTEP scores revealed need for further remediation.  A Pre-development Writing Skills Check List led to professional development focused on using 6 + 1 Traits of Writing in an effort to improve student writing proficiency. The use of student data to determine needs and the current professional development model to address those needs could lead to a school-wide research project and professional dissemination of the results.

Student Learning

Rubric: (4)
Students at the school site are demonstrating clearly observable improvement in achievement or related desired behaviors, and these improvements can be definitely linked to PDS project activities.

Notes:
Student learning is evident at Storer Elementary School, a Four Star School as determined by the Indiana Department of Education based on ISTEP scores and attendance.  As a result of best practice teaching examples, professional development opportunities, and assistance in research and grant writing, Storer provides an environment where student learning is improved and the expectations for achievement are high.  Storer staff are proud of their PDS involvement.  Staff members believe that their growth and improvement are directly related to the PDS opportunities given to them and the atmosphere in which they work.

NCATE Standards

Standard    I. Learning Community
Standing: At standard plus

Conclusion:
The Storer Elementary School PDS is a learning centered community that supports integrated learning for its K-5 student population and professional development of school faculty and staff, BSU pre-service teachers, EDRDG 430 students, and the BSU liaison. Staff members believe that adults and children learn best in an environment where learning is supported by collaboration, best practice activities are used, and all believe in the philosophy of lifelong learning.

Support multiple learners:   The school provides an environment that simultaneously supports the learning of its students, teacher candidates, faculty, and other professionals.  Pre-service teachers are seen as an integral part of the school team.  They become members of a grade level team and become involved in curriculum planning.  Pre-service teachers participate with Storer staff members in professional development opportunities such as math problem solving, reading comprehension improvement, and 6+1 Traits of Writing.  Student teachers enter into a program that will support growth by relying on the entire staff and their expertise.  Pre-service teachers at Storer experience all facets of the school community.

Work and practice are inquiry-based and focused on learning: The pre-service teachers all complete the required instructional unit, Learning Assessment Model Program (LAMP).  These units are examples of how inquiry-based learning is practiced at Storer. Storer faculty use action research to guide their practice.  "Reading/Writing to Improve Comprehension" came as a result of the research.

Develop a common shared professional vision of teaching and learning grounded in research and practitioner knowledge:   Pre-service teachers and Storer faculty participate in professional development in the areas of reading, math, and writing for the purpose of improving instruction. Professional development supports the goals in the school improvement plan based on student achievement data.

Serve as an element of change:   University faculty, school faculty, and pre-service teachers learn together through the staff development opportunities. Ball State has been encouraged to offer university methods courses in the school and collaborative research projects have been encouraged. Storer faculty members have served on BSU curriculum revision committees and participate in PDS Network activities.

Extended learning community:   Faculty and staff encourage parent and community involvement through a variety of activities and programs.  Parents are encouraged to visit and work in the school.  Everyone in the school community is invited to special programs such as the International Night. Faculty, teacher candidates, and the BSU liaison collaborate to improve student learning by working on common goals.

Standard II. Accountability and Quality Assurance
Standing: At standard (leading in professional accountability)

Conclusion:
Develop professional accountability: All teachers' lesson plans reflect the standards being taught. Standards are written for weekly plans. Classroom pre- and post-tests, Terra Nova, and LAMP units are used to assess student achievement. Test scores are shared with all teachers and pre-service teachers and used to improve student learning. A "climate audit" has been done. Individual teachers have created flow charts to show student achievement and determine student needs.

Assure public accountability: The public is provided information through monthly mailed school newsletters, a Web site that includes the PL 221 school improvement goals, a weekly calendar of special events, and the Indiana Department of Education Web site. Community members, policy makers, and families are involved in the school. Storer has an active Parent Volunteer Organization. Grandparents work regularly in the kindergarten classrooms and parents are on the PL 221 committee.

Set PDS participation criteria: Storer is a Four Star School and accredited. All teachers are licensed in their fields with the exception of one who is currently studying to become a special education teacher.

Develop assessments, collect information and use results: Student achievement information is gathered through ISTEP, Terra Nova, the LAMP, pre- and post-tests for each grade level, classroom unit and chapter tests, and writing rubrics. Results from a parent survey were used to revise the curriculum and develop the school improvement plan.  Individual teachers have sent questionnaires home to determine parent and teacher expectations for the next year.

Engage with PDS context: Ball State faculty and Storer teachers work collaboratively to plan and facilitate professional development. Teachers and staff attend workshops and conferences. University practicum courses in reading, science, and math and the methods class RDG 430 are offered at Storer to allow university students to study methodology and implement their learning by working with elementary students. The PDS site council and teachers obtained a BSU Title II grant to support professional development in writing and math.

Standard III. Collaboration
Standing: At standard plus

Engage in joint work: The PDS liaison is a member of the PL221 Committee which develops the school improvement plan. Student needs identified through ISTEP data and a Pre Development Writing Skills Check List were used to determine the focus on improving student writing. Bonnie Turner, PDS liaison, analyzed the results of the Pre Development Writing Skills Check Lists to identify strengths and weaknesses of student writing and develop a baseline for skills. She also presented a 6 + 1 Traits of Writing workshop for faculty. EDRDG 430 students provide after school tutoring in reading for students needing additional help.  The PDS partners work seamlessly with the school faculty to improve student achievement and implement the PL221 Plan.

Design roles and structures to enhance collaboration and develop parity School faculty participation in the partnership is 100%. Needs of the school and the PDS partnership are incorporated into the PL221 school improvement plan which impacts the entire school faculty. The PDS liaison and Dr Sheryl Stump, Ball State faculty member who provides math in-service, are members of the committee.   In fall 2006 Dr. Stump will implement an after school remedial math program. Funds provided by the PDS partnership are used to acquire professional literature for staff development.

Systematically recognize and celebrate joint work and contributions to each other: Work of pre-service teachers is recognized in the school newsletter and Honors Day assembly.  Student teachers receive Care Packages and their work is celebrated through classroom final-day parties.  Work is celebrated during presentations of their portfolios and displays of their projects.  The role of the PDS was recognized when Storer Elementary School was honored as a Four Star School. 

Standard IV. Diversity and Equity
Standing: At standard plus

Conclusion:
Ensure equitable opportunities to learn: While the main source of data is ISTEP+ results, there are other methods used to gather student achievement data. Teachers are encouraged to use data from university courses such as EDRDG 430, to evaluate student progress. Data are gathered from non-standardized tests, such as the LAMP units, and regular writing samples taken throughout the year. Reading flow charts are regularly updated to record student reading progress. Staff development sessions are organized to evaluate scores throughout the building and at grade levels. All assessment tools, rubrics, and portfolios provide data to regularly monitor and adjust classroom instruction. Students at all levels of ability from gifted to severely handicapped are given equitable opportunities to learn at Storer.

There is a collaborative, congenial community within the school integrating various curriculum areas through bulletin boards, presentations, and programs. University faculty and students are welcomed and involved within a variety of field experiences.  Parental involvement is encouraged through after school events, newsletters, and special experiences such as International Night. 

Evaluate policies and practices to support equitable learning outcomes: Storer utilizes a wide variety of assessment tools to monitor, measure, analyze, and evaluate student learning progress. Students who need ISTEP remediation receive instruction on Gap Day.  Additional learning opportunities are available through programs for the gifted, resource teachers, and classes for students with special needs.    Students show continued academic gains on ISTEP, math enrichment assessments, writing samples, and reading flow charts.

Recruit and support diverse participants: Pre-service teachers are involved in parent/teacher conferences and extra-curricular activities. There is a need for more diversity represented within the pre-service teacher cohorts; however, without a diverse group of prospective pre-service teachers at BSU, it is difficult to recruit for a particular school.

Standard V. Structures, Resources & Roles
Standing: At standard plus

Conclusion:
Establish governance and support structures:   Storer has an active Site Council consisting of Ingrid Grubb, principal; Bonnie Turner, BSU liaison; and Susan Atherton, teacher and BSU adjunct faculty; and teachers who are eligible to take a student teacher.  Site Council meetings are scheduled on a regular basis and there is evidence that PDS functions are an integral part of the school.  This can be seen in the PL 221 documentation, professional development activities, student enrichment and remediation instruction, and the way BSU students are invited to become a part of the larger school community.

Ensure progress towards goals:   Each year the Storer Site Council reviews and revises its goals and a report is sent to the PDS Network director.  Evaluation components have been written into PDS documents.  For example, in-service presentations are evaluated by teacher rubrics and open-ended comments.  Parents and teachers all felt that there was a clear focus on teaching and learning that directed all work of the PDS.

Create PDS roles:   The roles specific to PDS include a triadic leadership team of the BSU liaison, Storer teacher/adjunct faculty, and principal.  While interviewing teachers, it was evident that each saw him/herself as part of the PDS process but not as an individual with certain responsibilities.  This concept should be taken as a positive reflection on the integrated nature of the relationship.  Teachers assume the role of teacher educators, even if they don't express this verbally.  Documentation indicated that "all" faculty and staff take part in the PDS structure.  Given the interviews conducted, this would appear to be the case.  Ball State University has written benefits into the promotion and tenure documents for faculty.  The reward system at Storer appears to be in the form of collaborative teaching and professional development.

Resources:   There appears to be an equal distribution of time and energy on the part of the university and the school.  Storer provides classrooms and professional development opportunities for BSU practicum students and student teachers.  The BSU liaison has been given dedicated space, which makes her feel included as part of the faculty.  The principal provides exceptional leadership, which in turn benefits university students.  BSU has provided resources in the form of university "specialists" in reading, math, science, etc.  Some student teachers have written grants to support classroom activities.  Mrs. Turner is also highly valued as a resource by the faculty.  All PDS sites receive $1,000 annually for partnership activities.   Storer has benefited from grant supported attendance to national conferences, professional development and action research.

Use effective communication:   It appears that the end result of PDS work is communicated to others in the form of successful students and a positive learning environment.  No organized form of communication was evident. The partnership is highlighted in the school description as part of its PL-221 plan, which is submitted to the state. 

Summary/Recommendations:

The site review team enjoyed its visit to Storer Elementary School and observed evidence of a strong professional development school partnership with Ball State University. This partnership has been in existence for eight years. During that time there have been three different principals, three different university liaisons and two different adjunct faculty. Despite the many personnel changes, the partnership is systemic and embedded in the culture of the school.

Commendations:

• The collaborative professional development that permeates the school is commendable. Teachers enthusiastically share their compassion and determination to engage in professional development that will help them better meet the students' needs.

• The PDS leadership team has worked collaboratively to guide the partnership work. Storer should be recognized for incorporating the resources of Ball State University to support their growth as a school.

• Storer faculty work seamlessly with the PDS partners.  Efforts to effectively utilize test data as the basis for improving student skills and test scores in the areas of writing and math reflect the success of the partnership.  Ball State University PDS liaison, Bonnie Turner, and math professor, Cheryl Stump have worked closely with the school to improve student writing and math skills as well as improve teacher proficiencies.  School staff at every level are involved in the partnership resulting in 100% level of participation.

Recommendations:

The team recommends the following steps be taken to ensure the continued development of the partnership:

• BSU students might organize a PDS night or a PDS display.  Work with BSU to collaborate with all Muncie area PDSs on informing the public.
  
  
• Consider organizing a formal research project around the school's use of student data to improve student and teacher proficiencies.
  
  

• Results of the research on the impact of ongoing staff development that is job-embedded and based on student data could lead to publication and public dissemination.
  
  

• Ensure that the work of school in the area of research is communicated broadly within the school and to the public.