Dr. Ronald L. Epps

Superintendent

Dr. Richard Moniuszko

Deputy Superintendent

Management Services Human Resource Services

Dr. Jake Sello Karen York, Director

Area Superintendent Communications

Helen S. Jones Susan G. Williams

Area Superintendent Legal Services

Dr. Nathaniel Miller Dr. Carlos Smith

BOARD OF SCHOOL COMMISSIONERS

Richland County School District One Administration and Board of School Commissioners

Brennen Elementary School - Staff and Parental Involvement

Part 1: Developing the Profile

Part 2: Defining the School’s Beliefs and Mission

Part 3: Defining Desired Results for Student Learning

Part 4: Analyzing Instructional and Organizational Effectiveness

Part 5: Developing the Action Plan

Part 6: Implementing the School Improvement Plan and Documenting Results

A. Executive Summary

Introduction: This section of the School Improvement Planning Summary provides information about the students and community served by Brennen Elementary School. Student performance data, student and community demographic data, school characteristics, stakeholder perspectives, and educational partnerships are included in this section. The summary provides the foundation for the planning process, which will lead to continuous, quality school improvement in the performance of our students.

A-1. Student Performance Data

The student performance data is summarized in this section and provides highlights of the current levels of student performance and data for the last several years for comparison and indications of growth in student performance. Tables, located in the appendix, provide details of each type of data. Results of individual student performance are filed in each student’s permanent record and teachers maintain records of student performance in classroom files and grade books. Teachers participate in workshops and follow-up sessions each year to analyze test data, plan with other teachers, and develop strategies to increase student achievement.

Some students take nationally normed achievement tests. Since the state began administering the Palmetto Achievement Challenge Test (PACT) in 2000, Terra Nova has been given to selected students in selected schools across the state, using this instrument to compare South Carolina’s students with those in other states, using national norms. Schools do not receive individual students’ achievement results. The Metropolitan Achievement Test (MAT7) was given to all second and fifth graders and selected third and fourth graders in Richland One for several years as an identifying tool for the district’s Advanced Academic Program (AAP). Because third grade is the beginning year for AAP, all second graders took the reading comprehension and math concepts and problem-solving subtests of MAT7. Additionally, parents, teachers, or students may nominate students for AAP in the upper grades and these students take the same subtests of the achievement test for placement in the program. Fifth graders have also taken the science and social studies subtests, as identifying tools for middle school AAP classes in those subjects. Beginning in the fall of 2002, Terra Nova replaced MAT7 as the achievement instrument used to identify students for the AAP program.

MAT7 data for third, fourth, and fifth graders in reading and math will not be provided in this report since only a selection of students (20 to 25 percent) are tested annually and those tested are selected through nomination, not random sampling. Data would not be useful for comparison of gains in student achievement.

Each year all English Speakers of Other Languages (ESOL) students are administered a nationally recognized, standardized language assessment test that is approved by the State of South Carolina. The Idea Proficiency Test (IPT) determines the English proficiency of students based on their oral, reading, and writing performance.

Some students in Brennen’s program for hearing impaired students take Stanford 9-HI. It is the only test available that is normed for deaf students.

Patterns and Trends

A review of the MAT7 data compares second graders with other groups of students in the same grades over the last three years. Data for second grade shows a steady increase in the number of students scoring above the national average in both reading comprehension and mathematics over the last three years, with increases of three to six percent each year. Testing results in 2002 included: 73 percent of second graders scoring above the national average in reading and 75 percent scoring above the national average in math. Additionally, our school examines scores of students scoring in the bottom quartile on MAT7. These students are identified by their teachers for additional assistance in reading or math and have Academic Assistance Plans in third grade. During the last three years, there has been a significant decrease in the percentage of students scoring in the bottom quartile in math (from 17 percent to 8 percent). Reading scores show 12 percent scoring in the bottom quartile.

Since 2002/03 is the first year that Brennen has had an ESOL program, we do not have IPT data from past years to compare students’ English proficiency. At the present time, of the 23 ESOL students enrolled at Brennen Elementary, 23 students (96 percent) are considered "limited English proficient" and one student (4 percent) is considered "fluent English proficient".

Approximately six to seven students with hearing impairments take Stanford 9-HI each year. Because so few students participate in our program and in the testing, a statistical analysis is of limited value. Results for the last three years show these average scores: 57 percent in reading comprehension, 52 percent in math problem solving, and 73 percent in math procedures.

Palmetto Achievement Challenge Test (PACT) - Students in third through fifth grades have taken PACT each year since the spring of 1998 in the subjects of English/Language Arts and Mathematics. The state has plans to add additional subtests in science and social studies in May 2003. The PACT test provides state-defined standard scores for students’ achievement. These scores identify students in four achievement ranges:

• Below basic (students who have not met the standards for the current grade level)
• Basic (students who have met the minimum standards for the current grade level)
• Proficient (students have met the standards for the current grade level and are well-prepared for the academic work of the next grade level)
• Advanced (students have met the standards for the current grade level and are prepared for advanced academic work at or above the next grade level)

Data is also provided in this report for students in various subgroups, identified through socio-economic level, gender, and race. The school staff, Parent-Teacher Organization (PTO), and School Improvement Council (SIC) developed and implemented strategies to ensure increased student achievement for all students, based on the data. Students in these subgroups have shown significant increases in achievement over the years.

Patterns and Trends in PACT

Brennen’s PACT results (total of all three grades) have consistently been well above the district and state averages. Student achievement data on PACT shows steady increases in student achievement over the years in both English/Language Arts and Math. Eighty-four percent of our students scored basic or above in English/Language Arts in 1999, and those percentages have increased to 91 percent in 2002. The percentage of students scoring basic or above in math has increased from 75 percent in 1999 to 84 percent in 2002.

At Brennen we focus on achievement for all students and have implemented numerous strategies to improve achievement for our African American students who were scoring well below the school’s averages. Student achievement data shows steady increases in student achievement over the years in both English/Language Arts and Math for these students. English/Language Arts scores have improved from 60 percent in 2000 to 80 percent basic or above in 2002. Math scores have improved from 48 percent in 2000 to 58 percent basic or above in 2002. Brennen became an English Speakers of Other Languages school (ESOL), beginning in August 2002, and we are implementing strategies to provide assistance to these students, as well.

Another area of focus for student achievement is increasing the number of students who score in the proficient and advanced levels on PACT. Approximately 55 to 60 percent of our students have scored at these higher levels of PACT over the years.

The State Benchmark Tests – Students in first through fifth grades have taken Benchmark Tests in English/Language Arts and Math two to three times each year, beginning in January 2001. Tests are structured to be similar to PACT to provide students with the opportunity to practice test-taking strategies and to be familiar with the format of PACT. These assessments provide diagnostic information for teachers to identify areas of strengths and weakness within the classroom, across grade levels, and for individual students. Teachers use the information from the Benchmarks to plan for instruction. Groups of teachers, usually within a grade level structure, analyze the results and plan strategies for improving instruction.

Patterns and Trends with the State Benchmark Tests

Our students tend to score significantly lower on benchmark tests than they do on PACT. The scores show a variety of ranges. Our faculty has discussed the differences in these scores. Each benchmark tests a portion of the standards during a given year. While our teachers follow a pacing guide for instruction, students are sometimes tested on standards before instruction is provided on some of the standards. The data does not show any trends in student performance on the benchmark tests.

Cognitive Skills Assessment Battery (CSAB) and The South Carolina Readiness Assessment (SCRA) – This assessment has been given to first graders at the beginning of each school year through 2001. CSAB provided information to teachers regarding students’ readiness for first grade and was used as an identifying tool for the Reading Recovery program. The state developed a new assessment for kindergarten and first grade, the South Carolina Readiness Assessment (SCRA), and teachers began administering this assessment to students in 2000/01, using checklists, portfolios, and anecdotal notes. SCRA is an on-going assessment that measures student progress throughout the school year, with results posted three times a year.

Although CSAB is no longer given to students in South Carolina, the data from recent CSAB results indicated the need for changes in the kindergarten program and preparation for students entering first grade. Additionally, the growth in student readiness for first grade increases student achievement in upper grades. Therefore, the results are included in this report.

Patterns and Trends on CSAB

Over the last several years, the percentage of students scoring "ready" for first grade increased to 87 percent considered "ready". Approximately 30 percent of our first graders are new to the school each year because parents choose private or church kindergartens. When the last CSAB was administered in August of 2001, 98 percent of the students attending Brennen’s kindergarten scored "ready" for first grade, compared to 80 percent in 1999. We consider these scores as significant evidence of the success of our kindergarten program.

At this time, there are no district or school performance assessments administered to students other than teacher assessments given as part of classroom instruction.

Patterns and Trends – A review of report cards by the administrators over the last several years show over 60 percent of our students in second through fifth grades consistently make the Honor Roll, with grades of "A"s and "B"s. Other students make the Honor Roll during some of the grading periods. Students in kindergarten and first grade do not receive grades, but rather indicators of progress in each subject.

General Patterns and Trends

A review of student performance through formal and informal measures indicates that the majority of students at Brennen are performing well above the district, state, and national averages. Teachers continue to use the state standards as the foundation for instruction and to participate in in-service training and team discussions related to implementing the standards and using the results of assessments to improve instruction.

A-2. Student and Community Data

Located in one of our city’s earliest suburbs, Brennen Elementary was built in 1949. There have been several additions and extensive renovations to the original facility over the years so that the facility could accommodate increasing enrollment and programmatic needs. Enrollment has fluctuated over the years. Currently the enrollment is 705 students. There are 34 classes in grades kindergarten through five, one child development class for four year olds, and six self-contained special education classes. The self-contained classes include two classes for students with trainable mental retardation, three classes for students with hearing impairments (beginning with three-year-olds), and one class for students with emotional disabilities.

Our school community is composed of students having a variety of ethnic, racial, and economic backgrounds. A demographic analysis of the current student population shows 58 percent white, 34 percent African American, 5 percent Hispanic, 1.6 percent Asian, and .9 percent other. The population of the school has changed over the last several years. A 1999 demographic analysis showed the population with 65 percent white, 33 percent African American, and 2 percent other. Twenty-five students in child development through fifth grade are enrolled in the English Speakers of Other Languages (ESOL) program.

Students with disabilities comprise 16.4 percent of the population. Of this group, there are 2.8 percent with hearing impairments, 2.4 percent with trainable mental retardation, .6 percent with emotional disabilities, and 10.6 percent with speech disabilities.

Several Brennen students have health needs that require specialized attention from the school nurse and teachers. Student with serious health concerns included: 65 students with asthma, two students with cerebral palsy, seven students with heart conditions, one student with diabetes, five with seizure conditions, two students have severe peanut allergies, and three students with feeding tubes. Four students use wheel chairs. Twenty students have assistive hearing devices. A dozen classes have sound field systems installed in the rooms and each teacher wears a microphone to project his/her voice. These systems enhance learning for students with hearing impairments and processing disorders. A full time interpreter serves the needs of hearing impaired students as they are mainstreamed to related area and other academic classes.

Transfer students comprise 16 percent of the student population. These students live within the district’s attendance zone, but not within Brennen’s area of attendance. Their parents have applied for transfer to Brennen and met the district’s requirements for transfer. There has been an increase in student transfers over the last several years. The number of student transfers increased dramatically this year by 25 percent. Many parents requested transfers because of the school’s rating of Excellent on the 2001 School Report Card.

The majority of students have pre-kindergarten experience. Most students (88 percent) attend full day kindergarten programs. The addition of a child development class in 2001/02 has already proved to be a valuable tool in helping students in that program come to kindergarten ready to learn. Based on teacher observation and the results of the CSAB readiness testing in previous years, changes were made in the kindergarten program to help students become better prepared for first grade. Breakthrough to Literacy is used in the kindergarten and child development classes to teach reading and language concepts and to give students daily individual time on the computer to listen to stories, read along with the computer, and practice skills taught by their teachers. Additional hands-on materials have been purchased for use by kindergartners. Brennen’s Parent Teacher Organization (PTO) and teachers have created summer activity packets for rising kindergartners and first graders for the last two years. These packets were distributed to parents and students at an orientation and open house in the spring of the year. Parents have commented that the packets helped their children prepare for school and created excitement for becoming Brennen students.

Students can participate in the Advanced Academic Program beginning at third grade. Students who score 80 percent or higher on achievement tests in reading comprehension and/or math concepts and problem solving are invited into the program. There are currently 95 third grade students, 138 fourth grade students, and 129 fifth grade students enrolled in AAP language arts and math classes. Many students are enrolled in classes in both subject areas (third grade students, fourth grade students, and fifth grade students). Parents may also appeal to have students who do not meet the achievement testing criteria placed in the program.

Our students represent a variety of socioeconomic backgrounds from upper middle class to poverty level. The majority of the students are from middle class homes, as evidenced by the percentage of students participating in the free and reduced lunch program (35 percent currently). However, there has also been an increase in the number of students in the lower income ranges over the last several years, growing from 28 percent in 1999 to 35 percent in 2002. Parents of our students are employed in professional occupations, as skilled workers, and in service and retail positions in the community. Although the mobility rate of students used to be relatively low, changes in family dynamics and the economy have caused the number of families who move during the school year to increase dramatically.

Student attendance rates have dropped in the last year. The attendance rate for 2001/02 was 96.7 percent, a drop from 98.4 percent from the previous year. Parents are informed about the attendance policies through Brennen’s Student and Parent Handbook, given at the beginning of the year or when students enroll. One reason for the number of student absences is family trips during the school year. Parents who plan family trips during the school year feel that hands-on educational activities on trips are important to their children’s overall education. Some of these absences are excused if the parent submits an agenda of the educational activities on trips. Quite a few of our families take trips, often a week in length, during the year. An administrator and the parent write attendance improvement plans for excessive absences or tardies. Approximately 10 to 12 students are often late to school each day, and many of these are the same students every day. The administration has taken many steps to reduce the number of tardy students, including providing incentives for students with no tardies during each nine weeks, providing four drop-off lines for car riders in the mornings, noting excessive tardies on report cards, and contacting parents about tardies.

Brennen has three overall rules for student discipline – Respect Others, Respect Yourself, and Respect Brennen School. These rules are frequently reviewed and modeled by teachers and administrators. The guiding rules and more specific classroom, school, and district expectations are coupled with a character education program and a focus on service to the school and community. Students are expected to accept responsibility for their behavior and learning. The large majority of our students accept these responsibilities. Teachers incorporate aspects of the Fred Jones Tools for Teaching and other assertive discipline programs into the daily routines of the classrooms. Some students are suspended from school or the bus for violating more serious rules for repeated violations. However, the addition of an in-school suspension supervisor in August of 2001 has dramatically reduced the number of out-of school suspensions. This staff member is highly visible throughout the school, visiting in classrooms, working with students, intervening with students whose behavior is close to a visit to the in-school suspension room, and following up with students who have previously been assigned to in-school suspension to prevent further misbehavior. A very few students (2 to 3 per year) are referred to our district’s hearing officer for district level sanctions for incidents of zero-tolerance behaviors. In the last two years these students were expelled for a portion of the school year, either for a month or nine weeks, or assigned to alternative programs for nine weeks.

Our students’ learning experiences are enhanced as a result of a large base of parental support. The school’s 2002 report card noted that 98 percent of parents (up from 92 percent in 2001) attend parent conferences. Parents also assist students at home with studying, homework, and daily reading. Approximately 90% of parents have signed and returned the Governor’s Compact for Education each year, indicating their support of their children’s education. Most parents demonstrate by their participation and input that a quality education for their children is very important to them. Many parents express the expectation that their children build a strong foundation in literacy skills and acquire study skills and habits that will enable them to succeed in higher levels of education.

Brennen Elementary School is located in Richland County School District One, in the heart of the Columbia area. The geographic areas surrounding the school are primarily residential with some smaller businesses and retail shops and a middle-size shopping mall. Fort Jackson, a major Army military base, is located within five miles of the school. The school’s zone of attendance is large, encompassing single-family homes and several large apartment complexes. Six regular buses and ten mini-buses bring students to school. Our self-contained special education classes serve a few students within the school’s zone, but most of them travel from other areas of the district. Three students with hearing impairments attend Brennen from other surrounding school districts through inter-district agreements since our school provides the only self-contained program for students with hearing impairments in the midlands area of South Carolina.

The surrounding community and the midlands area offer students and their families many opportunities for educational, recreational, religious, and cultural activities. There are numerous parks, sports activities and events, plays, libraries, concerts, movies, museums, and churches in the midlands area.

Richland County School District One spends an average of $6,173 per student (excluding capital projects and debt service). These average expenditures exceed the average ($5,346) spent by schools similar to Brennen in other parts of the state. In addition to the funds provided to Brennen through the district budget, Brennen’s PTO supports the school with thousands of extra dollars each year. Examples of PTO expenditures in recent years include: $30,000 for salaries in 2002/03 to hire a half-time teacher and computer lab instructional assistant, $6,000 per year for classroom instructional materials, $20,000 for landscaping, $5,000 for beautification, over $1500 each year for staff development to assist teachers and staff in attending conferences and workshops, $5000 for artists in residence to work with students to create murals and a Tree of Knowledge, $4000 for playground equipment, and numerous other endeavors. Approximately 20 area businesses and families become PTO school sponsors and support the school with funds of at least $250. Other funds for the school include grants from the state for technology and after-school tutoring programs. A few teachers have written grants for special projects. Parents also provide monetary and other resources for the school, such as scholarship money for expensive field trips for students who cannot afford the trips, treats for students and staff, and extra classroom supplies.

In addition to monetary resources, Brennen is supported through thousands of volunteer hours each year. Parents and some community members (approximately 20) volunteer in classrooms, in the office, on the PTO, and on field trips. Others mentor students, serve as lunch buddies, tutor students, and read with students. In addition, local colleges and universities often request placements for their practicum and student teachers at Brennen. These college students provide extra academic assistance for our students and share new ideas and strategies with their cooperating teachers, in conjunction with learning from our experienced teachers and gaining experience as teachers. In 2002/03 Brennen is hosting ten student teachers, a media specialist intern, and three practicum students. These human resources provide valuable services for our students and school.

Richland County School District One provides a variety of support services for schools. The maintenance services division completes all work orders relating to facility repairs submitted by our building supervisor and handles special requests, as time and money permit. For example, maintenance services recently hung 50 mailboxes at Brennen for our Wee Deliver program, delivered truckloads of mulch from the city’s reservoirs for work on our Nature Trail in the spring of 2001, and laid 120 engraved bricks in the school’s garden. Curriculum and special education consultants often visit the school, providing support to teachers and to help improve instruction. The media services division provides much support for schools, including staff development for information/media specialists, technology training for all staff members, loan of laptop computers and other types of technology, and loan of videos and other media for instruction. District security provides security guards for special programs, continuous camera monitoring of the campus, and support during emergency situations.

A majority of citizens in the surrounding community have consistently supported this school even though competing private schools are located nearby. Two major bond referendums (one for $180 million and one for $361 million) for facilities and technology have been approved by voters in Richland One within the last six years. Area realtors use Brennen as a major selling point for homes in the community. Parents often tell the staff that they moved to the community so that their children could attend Brennen. The community’s loyalty and pride have fostered our tradition of excellence.

A-3. School Characteristics

Brennen Elementary School is a public elementary school, which educates students in kindergarten through fifth grade, along with 15 child development (four-year-old) students and three preschool students with hearing impairments. The school was built in 1949 and has had several additions and extensive renovations over the years. Stable leadership, involved parents, and steady growth characterize its history. Brennen has been under the leadership of five principals during its 53 years.

The school has a history of award-winning excellence. The school’s rating on South Carolina’s first two school report cards has been "Excellent", with improvement ratings of "Excellent" in 2001 and "Good" in 2002. During the 1980s and 90s Brennen won State Department Incentive Awards for 11 of the 12 years the awards were given for outstanding student achievement. In the spring of 2002 Brennen was in the first group of schools in the state to win a Palmetto Gold Award for student achievement and a Red Carpet Award for family friendliness. In December 2002 Brennen was recognized for the second time by the State Department of Education as a Palmetto Gold Award winner. Students have been recognized for numerous district, regional, and state awards in recent years. These honors include: the district’s Visual Literacy Program in computer programs, puppetry, book making, and video production; science fairs; The State Fair art show; district art shows; the district winner for the Lt. Governor’s essay contest; the district spelling bee; and other events. Each year 18 to 20 fifth graders earn recognition through the Presidential Awards for Academic Excellence and Improvement. Within the last seven years, one teacher was selected as the District Teacher of the Year and another was in the five finalists for District Teacher of the Year. In 1996 a teacher was awarded the Milken Outstanding Educator Award. A more comprehensive list of accomplishments for the last three years can be found in the appendix.

Currently the school is staffed by 60 certified and 33 classified staff members. The staff includes 68 Caucasians, 23 African Americans, two Hispanics, 87 females, and 6 males. Certified staff members include the principal, an assistant principal, a curriculum resource teacher (curriculum and assessment specialist), a guidance counselor, a media/technology specialist, 35 classroom teachers, nine special education teachers, and 11 related area teachers. Classified staff include three secretaries, a nurse, a media clerk, five instructional assistants for kindergarten and child development, nine assistants for special education, one assistant for the computer lab, one assistant for the ESOL program, an interpreter, a therapeutic assistant, four full-time and two part-time custodians, and three cafeteria workers. Two teachers and one assistant are employed half time at Brennen and half time at another district school. Two physical education teachers share one position, with one of them working three days a week and the other two days a week. Itinerant services, such as two social workers, occupational therapy, physical therapy, and adaptive physical education are provided through the district’s special education department. A district strings teacher provides orchestra instruction to fifth graders for 90 minutes each week. A school psychologist works with students one day per week and a computer technician services the school’s computers on a weekly basis.

Our faculty consists of individuals whose ages, experiences, educational backgrounds, and teaching styles are diverse, with a shared commitment to the students and to education. All faculty members have comprehensive academic preparation for teaching. For example, 22 teachers have bachelor’s degrees, 16 have master’s degrees, 15 have master’s degrees plus an additional 30 hours, one teacher has an educational specialist degree, and one teacher has a doctoral degree. Our teachers have earned degrees from 39 colleges and universities and taught in 14 states. All teachers are certified for their assigned positions and some teachers hold multiple certifications. Three teachers have earned National Board Certification in their subject areas, and two more are candidates for certification this year. One teacher is a Nationally Certified Teacher of the Deaf (a three-year process through the Convention of American Instructors of the Deaf). The principal has 28 years of experience in education, serving as a teacher, curriculum specialist, and assistant principal before coming to Brennen as the principal. She holds a master’s degree plus well over 30 hours and certification in early childhood and elementary education and elementary supervisor and principal. The assistant principal holds a master’s degree in school administration and has 16 years of classroom teaching experience in four different grades.

Student-teacher ratios vary from grade to grade, with the average being 20 to 1. Kindergarten classes have averaged 22 students with a teacher and an assistant. First grade classes average 15 to 16 students per class and classes in the upper grades range from 18 to 24 students per class. Brennen’s PTO funded a half-time teacher in second grade this year to help reduce class size. The PTO’s funding of a computer assistant this year not only provided much needed technology instruction for students, but also released a half-time third grade teacher from the lab to teach third grade full time, reducing class size in that grade.

Brennen’s campus is large. Renovations and construction within the last five years united all buildings, except four portable units, by enclosing connecting hallways. In addition to homeroom classrooms, the school also houses a gym, cafetorium, health room, computer lab, science lab, Reading Recovery room, media center, television broadcast room, a teacher resource room, and classroom space for drama, art, music, the ESOL program, resource special education services, and speech. Office areas are provided for secretaries, the administration, the guidance counselor, curriculum resource teacher, the psychologist, Spanish teachers, and the building supervisor.

A pleasant, positive, and safe learning environment is critical to the school’s success. As evidenced by the recent winning of the Red Carpet Award, Brennen is a school that welcomes students, parents, staff, and the community. Parents are encouraged to become involved in the school and are often seen volunteering, eating lunch with students, and going on field trips. The office staff and volunteers welcome visitors and provide timely and efficient service for students, staff, parents, and visitors. The principal and assistant principal maintain open door policies and hold many conferences with parents and prospective parents. PTO volunteers provide tours for perspective parents who are interested in visiting Brennen. Student work is posted throughout the campus, displaying achievement and creativity in all subject areas. The state standards are posted with student work to show students and visitors the importance of learning. Character education traits are displayed in the halls and classrooms. As visitors approach the campus they see a large steel Palmetto Tree. Continuing into the building, they will find a large steel Tree of Knowledge, which graces the front hall and a display case highlighting student work. Throughout the building ten large murals enhance the halls. All of these pieces of art were created by Brennen students, many while working with artists in residence. Safety for students and staff is a continuous focus for the administration. Emergency and safety plans have been developed and are reviewed each year. Students practice fire, tornado, earthquake, lockdown, and evacuation drills throughout the year. Students are instructed in safety in their classrooms and in physical education.

Teachers have a vast array of resources available through the school and district. The media center houses a wide variety of instructional resources for teachers and students. The media/information technology specialist and the curriculum resource teacher, both housed in the media center, are valuable human resources for teachers, providing suggestions, materials, equipment, resources, and staff development sessions to enhance instruction. The media center houses thousands of books, reference materials, magazines, software, videos, DVDs, laser disks, literacy sets, manipulatives, and many other resources. Other personnel within the school that serve as resources for teachers include: the science lab teacher, the computer lab assistant, the resource room teacher, other special education teachers, related area teachers, the guidance counselor, the ESOL teacher, the school nurse, and the administrators. Other classroom teachers also serve as valuable resources to each other as they plan together and share ideas and materials. Science materials may be checked out of the science lab by teachers for use in the classroom. Teachers are allotted funds from the school’s budget for purchasing classroom supplies and instructional materials each year. The district’s media services houses a variety of media resources available for checkout. A district-sponsored Teacher Center provides a variety of equipment, supplies, and activities for teachers to work on creating instructional materials. The district’s web site also provides resources, such as a listing of standards and lesson plans.

Frequent external and internal communication is an important part of Brennen’s success. Students and staff members participate in Wee Deliver, a United States Post Office sponsored program that encourages students to write letters. A second grade class sorts the mail each day and delivers it to mailboxes located outside of each classroom. The Brennen Student and Parent Handbook and Richland One’s Discipline Handbook are issued to parents each year, providing information and identifying rules and procedures. Parents are kept informed through a bi-monthly PTO newsletter, Pawprints, which shares news from the principal, the PTO, the School Improvement Council (SIC), and the community, along with a calendar of events. Students take home Bulldog Folders every two weeks. These folders contain student work and information from the principal, PTO, SIC, and the district. Parents also receive class letters, notes, phone calls, and e-mails from teachers. Report cards and interim reports are sent to parents to keep them informed of their children’s academic progress. Bulletin boards and displays in the school announce events and recognize student work as parents and visitors enter the building. Many teachers create class newsletters and some have class websites with information about the class and instructional activities. Parent conferences are held periodically during the year, and on two days, evening conferences are offered. Our telephone system offers a voice mail for recorded messages. Parents may e-mail teachers and administrators, as well. Our daily morning television show keeps students informed of school events, special honors received by students, the weather, the lunch menu, and birthdays. The principal addresses students and teachers each day on this broadcast. Internal communications include a calendar of events that is published each week, This Week at Brennen, News Flash memos from the principal, emails from administrators, and notices posted on the staff bulletin board. Staff members post compliments and thank you notes to each other on the staff board, as well. A suggestion box is available to the staff for concerns and suggestions. News from our school reaches the broader community through postings on the school’s marquee and the district television station, the principal’s contacts with community groups, and the district’s and school’s web pages.

Our curriculum is an evolving and dynamic means for achieving essential learning that we express as broad aims. We expect our students to become literate and to become effective communicators through listening, speaking, and writing; and to develop research skills using print, video, and online resources. We further expect our students to become learners who are capable of thinking and reasoning mathematically. We expect our students to develop process skills used in scientific inquiry in order to apply these skills to plan and conduct simple investigations and to understand life processes in the world they inhabit. The social studies curriculum and our Spanish program seek to explain how human beings interact with each other and with their environment to shape their culture. Consequently, we expect our students to understand the following broad themes in social studies: commonality and diversity, conflict and cooperation, continuity and change, and individualism and interdependence. Through health instruction and our guidance program we expect our students to acquire necessary skills in social, emotional, and physical health in order to promote wellness. The arts offer an alternate means of dialogue that is central to our curriculum. Music, art, and drama allow our diverse group of students to engage in cooperative and collaborative activities that provide them with languages other than verbal and mathematical with which they can express themselves.

Recommendations for instructional time form a framework within which individual teachers and grade levels organize their curriculum. Primary grades provide two and one-half hours of instruction in language arts each day, while upper grades provide two and one fourth hours of instruction in language arts. Teachers in all grades teach math for one hour daily. Primary grades teach health, science, or social studies for 40 minutes per day, and the upper grades teach these subjects for one hour. 30- minute periods for guidance, science lab, and drama are scheduled twice monthly. Spanish instruction includes two 30-minute lessons every six days. It is an ongoing challenge to present knowledge and experiences as connected and progressive within the constraints of a necessary schedule that lends itself to a focus on discrete skills. Therefore, teachers integrate content in various subject areas whenever it is practical to do so.

Our curriculum consists of a wide variety of learning experiences so that students have multiple opportunities to make discoveries, work with primary sources, integrate knowledge, address community concerns, and develop and pursue individual interests. Each grade level develops units of sustained study on special topics. Basic skills are necessarily employed as students engage in meaningful work involving integrated concepts and active learning. Some popular primary units include the family, space, weather, magnets, dinosaurs, Native People, and Around the World. Class projects integrate and give meaning to various aspects of the school and the curriculum. Creative writing projects are provided for all students within their language arts classes, where imagination is stimulated through literature. Students write and share poems, stories, journal entries, letters, and e-mail. In response to events of interest to the school community, school wide writing is encouraged. For example, the 2002 accidental death of one of our second grade students prompted many students from all grade levels to write letters of condolence. The 9/11 tragedies became an opportunity for one teacher’s class to become pen pals with her mother’s class in lower Manhattan. A variety of projects in content area subjects are completed throughout the year, such as individual or group science projects, fourth grade models of Native American homes, and paper dolls of famous African-American men and women. Field studies reduce the disparity between school knowledge and world knowledge by providing experiences that cannot be duplicated in a classroom. Some of our field studies include visits to Earthshine (a field study of the 1840s), Old Salem, Challenger Learning Center, the fire station, a pasta factory, and a variety of museums, plays, and concerts. In contrast, our schoolwide special days, such as Earth Day, Field Day, "Reading is Cool" Day, Career Day, and Math Day, bring members of the community into our school to share their interests, skills, and talents with our students, promote team-building activities, and offer a multitude of hands-on activities. Community speakers also share information on the televised morning show, in individual classrooms, and in school wide programs. Since our school wide theme for the current year is the history and landmarks of our city, our most recent speaker was the mayor. Artists–in-Residence shared their talents in mime, African folklore, Native American legends, and art with our students in the past five years. Multi-grade assemblies are held when program content is of interest to the entire school community (e.g., African-American history program, children’s book authors). This year’s guest author will hold writing workshops in classrooms as well. Our computer and science labs facilitate applied learning, experimentation, discovery learning, and the pursuit of individual interests. All classrooms have a variety of materials necessary to develop and reinforce the essential learning, such as trade and content area books, skill games, classroom computers and instructional software, math manipulatives, etc. Resources outside of the classroom include our media center, a school resource room with teacher supplies, the district Instructional Technology Services, numerous websites, community libraries, school business partners, and our PTO.

Enrichment efforts at our school represent our desire to go beyond the scope and sequence expectations of the standards, as well as our attempts to engage our students in creating a better school and a better community. Students participate in the Advanced Academic Program (AAP) in reading and/or math based on local and state criteria for identifying gifted and talented students. Selection methods include achievement test scores (80^th percentile or greater on a nationally normed achievement test), aptitude test scores, and teacher rating forms. There are 95 third grade students, 138 fourth grade students, and 129 fifth grade students enrolled in language arts and/or math programs in 2002-03. The language arts program is based upon the William and Mary Units, which are designed to meet the specific needs of high ability students. The advanced content of the literature from these and other selections offers students a rich content arena for analyzing and evaluating pertinent issues. The AAP Math curriculum includes a variety of instructional materials (e.g., Hands on Equations and CSMP) to enrich the state’s math objectives. The Honors Art Society consists of 12 fifth grade students who work as a team on a single project (e.g., the palmetto tree in the front of the school). The art teacher invites students with artistic potential to participate in the Honors Art Society. Sign language instruction takes place as part of the morning video show. A sign language interpreter teaches a phrase or sentence each week to students and staff. When several children with hearing impairments are mainstreamed into a regular education class, as occurred with a first grade class in 2001-02, that class receives sign language instruction (30 minutes every other week). Scholastic Reading Counts is a supplemental, curriculum based reading program that promotes independent reading. Students accumulate points toward school and class goals by completing computerized quizzes on the books they read. In 2001 there were 525 participants in this supplemental reading program. Our Book of the Month Club on the school website offers suggested books and related questions and activities for each grade level. Our school hosted EdVenture Museum’s Camp Invention for one week in July of 2001 and 2002, providing 51 young inventors the opportunity to broaden their scientific and creative horizons. There were 17 participants in our first week long Spanish Immersion Camp held in summer 2002. The third, fourth, and fifth grade students learned about table manners, food, and culture.

Children who participate in special programs are targeted and identified by their deficits, yet we teach them by building on their skills, abilities, and strengths in order for them to experience success. Our approach with students who learn differently or at a different pace includes special education services, district initiatives, and school initiatives, but also a wide variety of classroom instructional approaches and accommodations. Our school has five special education programs for students with formally diagnosed disabilities. These include Speech Pathology, Resource, Hearing Impaired, Emotionally Disabled, and Trainable Mentally Disabled programs. The following programs benefit students whose needs are not addressed by special education services. Reading Recovery is an early intervention program that targets the lowest achieving 20% of first graders. The goal of the program is to develop readers with a self-improvement system that leads to continued growth. The Mentoring Program, currently serving ten students, targets children from single parent homes who are academically or socially struggling to a degree where consistent, weekly one-on-one intervention could make a significant difference. The After School Tutoring program is offered to third through fifth grade students who scored "Below Basic" on PACT, in the bottom 25^th percentile on the MAT-7, or were recommended by their teachers. The tutoring program provides a snack, tutoring in reading and/or math, practice of skills on the computer, and an enrichment/fun session. Related area teachers and parent volunteers provide tutoring within the school day.

A program for students who are English Speakers of Other Languages (ESOL) was established at Brennen in August of 2002. The program currently serves 25 students whose English language skills vary. Students are placed in regular homeroom classes. They receive services and support from a teacher and an assistant for portions of each day. The ESOL teacher also serves as a resource for the homeroom teachers.

Brennen’s Student Assistance Team is available to teachers and parents when concerns about academic or behavioral issues arise. This group, consisting of the parent, psychologist, guidance counselor, administrators, and teachers present suggestions for classroom accommodations, modifications, and other interventions and follow up on the student’s progress.

Academic assistance is provided to students performing below grade level in the following ways:

• Reading Recovery, an early intervention program, is being used for identified first graders.
• The Reading Recovery teacher provides literacy group instruction for teacher-recommended first graders.
• Student Assistance Teams (school staff members and parents) meet regularly to discuss and recommend strategies to assist students experiencing academic and behavioral difficulties.
• Academic Assistance Plans are developed for third through fifth graders who are not meeting grade level standards.
• An after-school tutoring program is provided to address the needs of third through fifth graders not meeting grade level standards.
• Academic Summer School provides extra instruction to third through fifth graders not meeting grade level standards.
• Mentors and Lunch Buddies provide role models, as well as academic assistance for students.
• Parent and community volunteers in the classrooms provide additional student support.
• Some teachers provide tutoring during recess, planning periods, and after school to assist students.

• Special education services are provided in speech and for hearing impaired students, beginning at age three, and for students with other disabilities, beginning in kindergarten. Services for some disabilities are provided at other district schools.
• A Child Development program serves four-year-old children who are considered at-risk of school failure. Students benefit from half-day instruction and social interaction to help prepare them for full-day kindergarten.

Best Practices

The school and district staff research and implement "best practices" to improve instruction.

• Extensive effort has been made to identify and implement standards-based practices that have been proven to promote student learning and achievement.
• A Standards-Based Core Curriculum is aligned to South Carolina Curriculum Standards. ELA and Math PACT implementation and resource guides support the implementation of the curriculum and assessment program.
• The Balanced Literacy Model provides the framework for English/Language Arts instruction. The model is designed to promote reading and writing proficiency. This instructional model is based on five critical components: reading aloud, word study, reading instruction (whole/small group), writing, and independent reading.
• The Math Instructional Plan provides teachers with a planning schedule for daily math lessons, to include: lesson focus (standards, problem solving, etc.), skill strategy instruction, application, and closure/summary.
• Three teachers and the principal are participating in the South Carolina Reading Initiative (K-5), which includes an interactive reading class for the participants for three years and implementation of strategies into the classrooms.
• Breakthrough to Literacy, an interactive computer-based literacy development program, is used in kindergarten and child development. The program focuses on building the foundations of reading through a systematic process of linking oral language and print. It provides teachers with tools for building an effective language and literacy environment in their classrooms.

A-4. Stakeholders’ Perspectives on the Quality of Education

Collaboration with parents and staff through the monthly meetings of the SIC and/or the PTO Board plays an important role in making major decisions regarding school policies and programs. Our board and council members do more than approve administrative recommendations. They generate discussions and develop creative strategies for meeting school goals. For example, the SIC responded to the need to raise PACT math scores by recruiting volunteer tutors. This year our PTO initiated and funded $30,000 for a half time teacher and computer lab facilitator as a result of their concerns about large second grade classes and their desire to see technology and computer skills taught consistently and effectively in all grades. Parents collaborated with faculty members on committees to develop our school renewal plan two years ago and are participating in the Southern Association of Colleges and Schools (SACS) accreditation plan this year. Our new faith-based partnership with a nearby Baptist church resulted when several church members expressed a desire to be involved in the school. The involvement of this community group in school is expected to expand.

Parents are given an opportunity to provide information regarding their children’s placement each year. The principal sends parents a form in the spring that asks for information regarding the student’s strengths, weaknesses, and needs; and the type of learning environment and teaching style most suited for the child. The principal also holds numerous (well over 100) parent conferences in the late spring and early summer. Information from parents and teachers is used by the principal to make placement decisions.

Since 2001 the South Carolina Education Oversight Committee has surveyed parents, students, teachers, and staff members regarding their opinions on a variety of issues related to the learning environment. Fifth grade students and their parents complete the survey as the representative student and parent groups. Overall, the responses are favorable. Three key questions are asked of all groups. The survey revealed the following findings.

Survey Item: "I am satisfied with the learning environment at my child’s school. "

• Positive responses to this item (agree and strongly agree) were: 92.5% from parents: 91% from students, and 100% from teachers in 2002.
• Positive responses to this item (agree and strongly agree) were: 86% from students and 100% from teachers in 2001. (Parent responses were not provided to the school.)

Survey Item: "I am satisfied with home school relations at my child’s school.

• Positive responses to this item (agree and strongly agree) were: 90% from parents: 97% from students, and 98% from teachers in 2002.
• Positive responses to this item (agree and strongly agree) were: 91% from students, and 98% from teachers in 2001. (Parent responses were not provided to the school.)
•  

Survey Item: "I am satisfied with the social and physical environment at my school."

• Positive responses to this item (agree and strongly agree) were: 96% from parents: 90.4% from students, and 100% from teachers in 2002.
• Positive responses to this item (agree and strongly agree) were: 88% from students, and 100% from teachers in 2001. (Parent responses were not provided to the school.)
•  

Analysis of items on the School Report Card survey for 2002 revealed some areas of concern. These items included:

• "My child’s teachers contact me to say good things about my child." (31.5% of parents disagreed with this item.)
• "My child’s teachers tell me how I can help my child learn." (21.5% of parents disagreed with this item.)
• "My child’s teachers invite me to visit my child’s classrooms during the school day." (26% of parents disagreed with this item.)
• "My child’s school considers changes based on what parents say." (17% of parents disagreed with this item.)
• "The bathrooms at my school are kept clean." (41% of students disagreed with this item.)
• "My teachers praise students when they do good work." (19.5% of students disagreed with this item.)
• "Students at my school behave well in class." (26% of students disagreed with this item.)
• "There is a sufficient amount of classroom time allocated to instruction in essential skills." (11% of teachers disagreed with this item.)

An additional survey has been administered for the last two years to fourth graders, their parents, and staff members of schools who participate in the grant funded by the Safe Schools/Healthy Students organization. Several key issues are addressed on this survey, including school rules and procedures, academic achievement and student support, school climate/affiliation, safety/behavior, and health/lifestyles. The survey revealed the following findings.

Rules and procedures

• Positive responses to this item (agree and strongly agree) were: 87% from parents: 84% from students, and 89% from teachers in 2001.

• Positive responses to this item (agree and strongly agree) were: 87% from parents: 83% from students, and 85% from teachers in 2002.

Academic achievement and student support

• Positive responses to this item (agree and strongly agree) were: 93% from parents: 87% from students, and 89% from teachers in 2001.

• Positive responses to this item (agree and strongly agree) were: 94% from parents: 86% from students, and 92% from teachers in 2002.

Health/lifestyles

• Positive responses to this item (agree and strongly agree) were: 92% from parents: 82% from students, and 92% from teachers in 2001.

• Positive responses to this item (agree and strongly agree) were: 88% from parents: 80% from students, and 90% from teachers in 2002.

Analysis of items on the Safe Schools/Healthy Students survey for 2002 revealed some areas of concern expressed by students. These items included:

• "Students treat fellow students with respect." (26% of students disagreed with this item.)
• "Students get along well together at this school." (21% of students disagreed with this item.)
• "Students learn to disagree without getting angry." (25% of students disagreed with this item.)
• "Students take care of the property at this school." (26% of students disagreed with this item.)
• "The restrooms in my school are kept clean." (43% of students disagreed with this item.)
• "All students get the same treatment for breaking the same rule." (18% of students disagreed with this item.)

2. Report of the Profile Data

The data collected for the profile is summarized in the following tables and figures:

Table 1         Metropolitan Achievement Test (MAT-7)

Table 2         Palmetto Challenge Achievement Test- Math 
                    Percent of Students Meeting Standards

Table 3         Palmetto Challenge Achievement Test – Math 
                    Percent Meeting Standards by Ethnic Group

Table 4         Cognitive Skills Assessment Battery (CSAB)

Table 5         English/Language Arts:
                    Percent Meeting Standards by Ethnic Group

Table 6         South Carolina Benchmarks

Table 7         Achievement of Special Education Students

Table 8         Accomplishments for 2001-2002; 2002-2003

Table 1

Table 2

Table 3

Table 5

Table 6

Table 7

            Notes: 1999-2000 and 2000-2001 includes speech, resource, ED, and HI
            2001-2002 includes speech, resource, ED, HI and TMD

            Population change 2001-2002 year. The addition of the TMD program

            0% of student in the younger grades (1-3) mastered 70%
            50% of the students in grades 4 and 5 mastered 70%



Table 8

           BRENNEN ELEMENTARY SCHOOL

• Palmetto Gold Award for our Excellent Rating on South Carolina’s School Report Card
• Red Carpet Award for customer friendly service
• Service learning projects: Raised funds for the S. C. Cares Fund ($1000) and Pennies for Patients ($2503), collected 766 pounds of food for Harvest Hope Food Bank, donated socks and gloves to Family Shelter, created Valentines for soldiers in Afghanistan, collected 100 pounds of pop tabs for the Ronald McDonald House
• 30 pieces of student work was displayed at the State Fair and three students won awards
• A 5^th grader won the Regan McAndrew Award for "best in show" during the district’s spring art show.
• Numerous winners in Richland One’s Visual Literacy Festival: 51 in puppetry, the district’s Award for Creative Excellence in Puppetry, and 2 awards in video production
• 4 students were honored by USC for outstanding science fair projects, winning 7 major awards in the Regional Science Fair, including 1^st and 2^nd places in the Best of Fifth Grade projects.
• 33 fourth and fifth graders were recognized by Duke University through the Talent Identification Program for high levels of achievement.
• 16 fifth graders won Presidential Awards for Academic Excellence and six for Academic Improvement.
• 95% of Brennen parents signed Governor Hodges’ Compacts with Our Children.
• A child development class for 4-year-olds was established at the beginning of the year to serve 20 children in a half-day program designed to introduce them to school routines and to help them be ready academically and socially for the kindergarten program.
• Our focus on readiness for kindergarten and first grade continues with the help of over 20 volunteers who read with or tutor students in these two grades.
• A learning garden has been created in the courtyard behind the media center. Landscaping and other items were funded through the PTO. Parents, staff, and community members have purchased commemorative bricks, which are being laid in the garden. Funds from the sale of the bricks go to the Richard E. Moore Endowment Fund. Business sponsors who contribute to the PTO receive a brick in their name, free of charge, to recognize their support of the school. Within the next few months benches and plaques will be added to the garden. The plaques will feature quotes from books or famous people related to learning. Classes will be able to use the garden for outside activities and individual students can read in the garden.
• Brennen’s media center has been named the Regina Moody Media Center, with school board approval. The dedication will be held on October 1, 2001.
• Susan Reeves, Brennen’s Teacher of the Year for 2002/03, has been named one of Richland One’s five finalist for District Teacher of the Year
• 5 teachers were nominated by students or parents for the Disney Educator Awards
• A fourth grader has been selected to participate in the Young Writers’ Conference of South Carolina.
• 55 volunteers volunteered many hours on City Day, March 9, to plant over 400 plants and revitalize the Learning Garden and Nature Trail.
• Wee Deliver, a postal system, was established to provided letter-writing opportunities for students.
• We hosted EdVenture’s Camp Invention during July, providing 51 young inventors the opportunity to broaden their scientific and creative horizons.
• A second Brennen teacher completed the rigorous requirements to receive National Teacher Certification.

• Palmetto Gold Award for our Excellent Rating on South Carolina’s School Report Card
• 26 pieces of student work were displayed at the State Fair and six students won awards, including first place in second grade
• First place award for video production in the district’s Visual Literacy Festival by two special education classes
• Grant funded by the National Weather Association for an instructional unit, "The Language of Weather"
• Award of Excellence for Custodial Services and superior rating on the district’s annual housekeeping evaluation
• Gymnastics and basketball presentation by students and our physical education teacher at the S.C. Association for Health, Physical Education, Recreation, and Dance’s annual convention

Section 2: Defining the School’s Beliefs and Mission

Brennen Elementary School defined its beliefs and mission through a comprehensive, systematic process that involved teachers, administrators, support staff, parents and students.

Five school wide committees, each consisting of teachers and support personnel, reviewed the beliefs and mission statement established in 1998 and submitted suggestions for redefining our school statements to the SACS committee.

The SACS committee discussed the proposed revisions and rewrote the school statements. The first revision was presented to the entire faculty, to the School Improvement Council, and to classified personnel for consideration. These groups submitted comments and suggestions for changes to the SACS committee. A second revision of the beliefs and mission statement was presented and approved.

The statements that follow reflect the consensus.

At Brennen School we believe:

Brennen School exists for the education of all children in a safe environment.

It is important to recognize individual differences and needs, and to offer a learning environment structured so that all can experience success.

 

Children should be encouraged to see, process, and evaluate information from a variety of resources –traditional, technological, and hands-on, in order to facilitate learning and to make responsible decisions.

The support of the home and community is essential in the educational process.

Education is a team effort between the home and the school – the parent, the teacher, and the student.

An appreciation of the world-its environment, people, and cultures-should be fostered and addressed through the curriculum and learning activities.

Individuality and creativity should be encouraged. Viable opportunities should be provided for children to explore their talents.

Good physical and mental health habits should be promoted.

Respect for all should be demonstrated and developed as part of an overall focus on character education.

 

The mission of Richland County School District One is to educate every student to become a productive citizen, life-long learner and achieve maximum potential through student-centered personnel, innovative and challenging instructional programs, comprehensive support systems and diverse community partnerships.

Mission Statement:

The mission of Brennen Elementary School is to provide, through the combined efforts and resources of the school and community, an educational environment that sets high expectations for each student to experience the greatest academic success, and to build a foundation for lifelong learning as responsible, contributing members of a global society.

Section 3: Defining Desired Results for Student Learning

An overview of the analysis of the instructional and organizational effectiveness of our school improvement plan is provided in this section. The results of this analysis are summarized on the following pages. We have identified both the instructional and organizational strengths and weaknesses of the school’s infrastructure in an effort to improve the quality of education in the school and to better obtain the desired results for student learning. This information has been utilized to help us identify ways to build on our strengths as well as to address the limitations of the school’s instructional and organizational effectiveness. The data presented represents the input from key players and stakeholders of our school community and originates from surveys, observations and conferences.

The "Survey of Instructional and Organizational Effectiveness" was administered to fifty percent of the faculty (30 teachers) at a staff meeting in October. The survey was based on National Study of School Evaluation’s (NSSE) "Indicators of School Quality". The results of the survey in the area of Quality Instructional Systems indicated that our Curriculum and Instructional Design principals are particularly strong: all ratings verify that we are fully functional and operational, in fact, close to exemplary in these two areas. However, we need to give particular attention to the area of Assessment.

With respect to the analysis in the area of Curriculum, our strength lies in developing a quality curriculum. More focus is needed in the following areas: 1) ensuring the effective implementation and articulation of the curriculum and 2) evaluating and renewing the curriculum. In perusing the results in the area of Instructional Design, it is evident that the school actively engages students in their learning and also aligns instruction with the goals and expectations for student learning. However, emphasis should be placed on expanding instructional support for student learning as well as employing data driven instructional decision-making.

The indicator of Quality Instructional Systems identified, as a relative weakness is Assessment. The only component of this area that was identified as being fully functional and operational is: (teachers) clearly define the expectations for student learning to be assessed. The following components showed evidence of progress, but were not fully operational:

Establishing the purpose of the assessment

Selecting the appropriate method of assessment

Collecting a comprehensive and representative sample of student

achievement and

Developing a fair assessment and avoiding bias and distortion

Our indicators of Quality Organizational Systems were particularly strong. Two areas were functional and operational; well above the average rating. They were: Educational Agenda and Community Building. In the third area of Leadership for School Improvement, Brennen showed strength in:

            Promoting quality instruction and an academic learning climate
            Developing school-wide plans for improvement
            Monitoring the progress of school improvement plans and
            Providing skillful stewardship

The survey pointed to Effective Decision Making as the strategy that needs more focus in the third area. In the final area, Culture of Continuous Improvement and Learning, Brennen rated above average in Supporting Productive Change and Improvement, yet teachers felt that more emphasis should be placed on our Commitment to Professional Development and Capacity-building.

The results of the survey led us to collect evidence related not only to those areas identified as strengths, but also to collect evidence in those areas identified as limitations. The summary of our findings have been provided on page 39. Also an additional report is provided on page 38. This report outlines our analysis of the extent to which our instructional practices and organizational conditions are aligned and provide our students’ with a coherent and quality instructional program. In addition, we identified those areas that needed immediate improvement based upon our analysis of instructional and organizational effectiveness. The areas that will receive priority were established based on the following goals:

        To utilize and build on our strengths
        To recognize our limitations and identify the areas in need of improvement
        To realign our instructional and organizational practices for maximum instructional effectiveness

Summary of Strengths and Supporting Evidence

    Areas of Limitations

    Areas of Relative Weakness