• Category 2

    Selected in 2020

  • Grades: pre k - 5
    School Setting: suburban
    Town Population: 11,205
    Student Enrollment: 424
    Student Demographics:

    Black/African American: 43.5%
    White/Caucasian: 23.3%
    Hispanic: 19.5%
    Hawaiian/Pacific Islander: 0%
    Asian: 5.8%
    Native American: 0%
    Other: 7.9%

    Teacher/Student Ratio: 1:14.5
    % Reduced Lunch: 55.7%
    % ELL Learners: 7.2%
    Founded: 1927
  • PRINCIPAL:
    Lisa Tenbarge
  • CONTACT:
    350 W. Kemper Road
    Springdale, OH 45246
    513-864-2700
    ltenbarge@vikingmail.org
Springdale Elementary School
Springdale, OH
Collaborative relationships with families set the foundation for our students' successes.
Describe specific programs in place to ensure that families are involved in the success of your school and students.
Collaborative relationships with families set the foundation for our students' successes. Families are an integral part of the school which helps ensure that achievement gaps are closing. Our staff has worked to involve family members through communication, family activities, decision-making, PTA, and volunteering. Events like Meet the Teacher and Curriculum Night lay the groundwork for successful family involvement and communication. Following these nights, families are invited to discuss their students' academic performance through conferences and to give input through our annual Effective Schools Survey. To celebrate the collaborative efforts of our families, they are invited to events like family nights, concerts, and the holiday luncheon. These events not only recognize our parents and students for their hard work during the school year but also reinforce shared ownership of our students’ success.
Describe the most successful activity your school has initiated to strengthen ties to your community.
Our Student Council program has strengthened our ties to the community and provided leadership opportunities for our students. Students in grades 3-5 are elected to offices. They are recommended by their teachers and voted on by their peers. The focus for the Student Council is on giving back to our school and the community. The Student Council has a walkathon in the fall to raise money to fund service projects throughout the school year. The Student Council members choose and vote on which service projects to complete. The activities vary from year to year. Activities that have been completed include the Adopt-a-Family program, donating to Ronald McDonald House Charities, and participating in the Adopt an Animal program at the city zoo. One activity the Student Council hosts annually is a community luncheon honoring city employees including the police and fire department, elected city officials, school volunteers, and district administration and school board members.
What is the single most important factor in the success of your school that others could replicate?
Peer observations are the most important factor in the success of our school. As a district, we complete instructional rounds on a quarterly basis. Observers are made up of district and building staff members who collect data on focus areas that reflect the district and/or building goals. This data collection helps us plan and measure the effectiveness of professional development and to refine our achievement plans. Peer observations are also used as part of our mentoring program for new teachers. Teachers are given a focus area for their observations to gather ideas to improve their own teaching. All teachers are offered the opportunity to observe peers to gather ideas for refining their classroom practices. Mentors and/or the instructional coach attend observations with the teachers. Debriefings are completed after peer observations and instructional rounds so the observers can reflect and make plans for continuous improvement.
Explain how ESEA federal funds are used to support your improvement efforts.
ESEA funds have been used to hire a full-time instructional coach to focus on providing professional development to improve instruction in reading and math. The district has used the funds to provide district professional development opportunities with a focus on the Success for All school reform model to improve reading achievement and school culture.

ESEA funds were used to provide supplemental professional development and coaching on utilizing high yield instructional practices. Effective classroom management strategies were also included in the supplemental professional development to help our new teachers work with diverse students in the building.

The Title I staff collaborates to plan engaging Curriculum Nights, Literacy Nights, and Science Nights which are well attended by staff, students, and community members each year. These events provide opportunities for parents and community members to engage and support the learning process for their children.
Describe how data is used to improve student achievement and inform decision making.
We track a wide variety of assessment data to monitor progress, drive instruction, and plan for continuous improvement and achievement. Our leadership team and intervention teams review formative assessment data for math and reading. We also give district common assessments in reading and math, which are reviewed by Teacher Based Teams (TBTs) and building leadership to ensure students are achieving proficiency with grade-level state standards. We track progress on iReady Math and Reading assessments which are given three times a year, as well as state assessments. This data is reviewed by the instructional coach, principal, and district leadership. TBTs submit quarterly data to the Building Leadership Team (BLT) for review. The BLT reviews assessment data and data from instructional rounds to create quarterly achievement plans with action steps. We adjust our action steps quarterly in response to our data.
Stats
  • Category 2

    Selected in 2020

  • Grades: pre k - 5
    School Setting: suburban
    Town Population: 11,205
    Student Enrollment: 424
    Student Demographics:

    Black/African American: 43.5%
    White/Caucasian: 23.3%
    Hispanic: 19.5%
    Hawaiian/Pacific Islander: 0%
    Asian: 5.8%
    Native American: 0%
    Other: 7.9%

    Teacher/Student Ratio: 1:14.5
    % Reduced Lunch: 55.7%
    % ELL Learners: 7.2%
    Founded: 1927
  • PRINCIPAL:
    Lisa Tenbarge
  • CONTACT:
    350 W. Kemper Road
    Springdale, OH 45246
    513-864-2700
    ltenbarge@vikingmail.org