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we determine as a building what weaknesses exist across grade levels and what weaknesses relate directly to the most important standards that must be taught to mastery. Once common weaknesses are identified, the staff determines what adult learning must take place to address each weakness. This much needed adult learning becomes the basis for our Professional Learning Communities (PLCs).

Describe specific programs in place to ensure that families are involved in the success of your school and students.

Brookland Elementary School’s most successful activity that has strengthened our ties to the community is the WATCH D.O.G.S. (Dads of Great Students) program. The program has engaged men, inspired children, reduced bullying and enhanced the educational environment at our school. This father involvement initiative of the National Center for Fathering organizes fathers and father figures in order to provide positive male role models for the students and to enhance school security. Brookland Elementary School is one of more than 3,156 active programs in 46 states who participate in this excellent program. Our WATCH D.O.G.S. program began in 2008 and has grown each year. During the 2012-13 school year, we had a total of 375 WATCH D.O.G.S. Of the 178 school days, 125 school days had at least one WATCH D.O.G.S. on school campus. Several of those days had multiple WATCH D.O.G.S.

Describe the most successful activity your school has initiated to strengthen ties to your community.

Brookland Elementary School’s most successful activity that has strengthened our ties to the community is the WATCH D.O.G.S. (Dads of Great Students) program. The program has engaged men, inspired children, reduced bullying and enhanced the educational environment at our school. This father involvement initiative of the National Center for Fathering organizes fathers and father figures in order to provide positive male role models for the students and to enhance school security. Brookland Elementary School is one of more than 3,156 active programs in 46 states who participate in this excellent program. Our WATCH D.O.G.S. program began in 2008 and has grown each year. During the 2012-13 school year, we had a total of 375 WATCH D.O.G.S. Of the 178 school days, 125 school days had at least one WATCH D.O.G.S. on school campus. Several of those days had multiple WATCH D.O.G.S.

Describe your philosophy of school change or improvement.

The leadership philosophy and structure within the Brookland Elementary School is that of shared leadership. The principal exhibits strong leadership skills and is an effective instructional leader that fosters a passion for learning for all students and teachers. It is the principal’s belief that no single individual can know everything about everything. She ensures that a quality staff inhabits the building along with a positive supportive school climate. These are necessary components for students to be able to perform at high levels. In addition, the principal is visible and promotes a respectful, caring atmosphere throughout the building. Finally, the principal demonstrates the ability to empower teachers to be leaders within the building. Utilizing the strengths of the staff and encouraging teachers to take risks and self-reflect are evidenced in this building.

What are your school’s top two goals for the next year?

In the coming year, Brookland Elementary plans to continue to increasing our rigor and relevance throughout our curriculum. We want to challenge our students and extend their learning as much as possible. We also plan to infuse more technology into our classrooms in the next school year.

What is the single most important factor in the success of your school that others could replicate?

Our RtI program could easily be replicated in another district with strategic, creative planning using the current resources on hand. Utilizing additional staff in combination with intentional scheduling, students can receive additional instructional time focused on remediating deficient skills in math and literacy. Another key component to successfully implement this program is to provide staff members with proper training related to identifying and intervening with common areas that children struggle to master. These strategies must be current and researched based. As in our configuration, our Title I teacher oversees 7 interventionists. The Title I teacher not only serves small groups and individual students, she additionally provides support and assistance to the interventionists with planning strategic interventions to serve our students.

Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.

One of the single most important factors in the success of the school is the emphasis that has been placed on screening all students and providing intensive interventions to students that are not exhibiting the mastery or understanding of necessary skills. Teachers and interventionists continuously progress monitor students to ensure mastery of essential skills. The Response to Intervention (RtI) Team meets monthly to discuss student performance. Teachers complete data packets on students that they feel need Tier III Interventions. The team meets on the students to review strategies the teacher has already used and looks at student data to determine future learning needs of the student. The development and implementation of the RtI program has been the greatest positive effect on student achievement. The team reviews students needing to be placed in RtI, they review student data on progress of students already receiving interventions in RtI, and the team reviews students’ data to determine which students have performed at expectation and can exit from the RtI program.

Explain how Title I funds are used to support your improvement efforts.

The Title I program focuses on helping students master the skills in which they are deficient. The goals of our program are to provide the support and interventions that help all students become successful and to show the appropriate levels of mastery. The Title I program continuously monitors skill mastery of students in the elementary school to determine the best interventions for each individual student served.
The Title II funds allow us to provide a pre-first classroom, which is limited to only 15 students. The pre-first classroom addresses the needs of students who did not need to repeat kindergarten but were not quite ready to be successful in first grade. At the end of the year, our pre-first students should be ready to be successful first graders for the upcoming school year.

Identify the critical professional development activities you use to improve teaching and student learning.

At the beginning of the new school year in August, a great deal of time is spent on disaggregation of the previous school year’s test data. This is broken down by grade level and then down to skill strengths and weaknesses by each grade. From that, we determine as a building what weaknesses exist across grade levels and what weaknesses relate directly to the most important standards that must be taught to mastery. Once common weaknesses are identified, the staff determines what adult learning must take place to address each weakness. This much needed adult learning becomes the basis for our Professional Learning Communities (PLCs). PLCs meet every other week for the entire school year, learning research-based strategies and developing new pedagogical classroom practices to positively impact student achievement. This on-going, job-embedded professional development is our most effective tool for professional growth that directly impacts the classroom.

Describe how data is used to improve student achievement and inform decision making.

Assessment data is a key component that drives all instructional decisions within our school. Our teachers begin the school year analyzing last year’s test results. Each grade level identifies strengths and weaknesses found in the item analysis. Interventions and action steps are written into our Arkansas Consolidated School Improvement Plan (ACSIP) based on the data. Each classroom teacher takes the previous year’s student test results and plots where each individual student falls to identify students who need interventions and in what areas. This data determines student deficient areas that need to be targeted learning goals for the current school year. We then determine what adult learning must take place to address targeted learning goals. These become Professional Learning Communities (PLCs) for our teachers.
All students in K-3 are screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS). From the results, students who score at the intensive level are automatically placed in Tier III to receive one-on-one interventions. Students who fall in the strategic range receive Tier II small group interventions within the regular classroom as well as services provided by the Title I instructor. Our Response to Intervention (RtI) team meets monthly to review progress monitoring areas that are being intervened and new student referral packets completed by the regular classroom teachers. Data is reviewed with one of three decisions made. A student is placed in a tier for interventions, current interventions are continued, or students whose data has shown successful mastery of skills can be exited from the program. For students who exit the program, recommendations for continued support in the regular classroom are made. This ensures that students who respond to the interventions implemented in Tier III are maintained for continued student success. Our RtI team consisting of seven interventionists led by the Title I instructor, meets weekly to discuss progress, reviews data, and makes adjustments to the instruction based on newly research-based strategies and current resources.
Outside of the intervention program, our school utilizes the services of The Learning Institute (TLI). TLI provides common assessments based on teacher created pacing guides aligned with our school’s curriculum. Teachers review data reports to determine individual student and class strengths and weaknesses. This formative assessment is used to drive future instruction and remediation.
To keep our parents, students, and community informed of our students’ academic achievement, Brookland Elementary School begins the school year with a Title I parent information and planning meeting. During this meeting, data is shared, and parents are informed of available resources and services provided for our students. Each classroom teacher also holds a parent information night in which goals for the year are discussed. Instructional strategies and assessment methods along with provided supports are explained. Assessment data is shared with the community during our annual report to the public meeting held in the fall. In addition to giving traditional grade reports to parents each nine weeks, teachers prepare a standards-based report card to give parents a more accurate picture of student progress. In the spring, a parent testing information night describing state assessment format and strategies to promote student success is held prior to the state mandated testing.

Describe your school culture and explain changes you’ve taken to improve it.

Our accomplishments and strengths demonstrate our core belief, “Whatever it takes…for every child.” Brookland Elementary School is meeting the challenges of a growing community by providing diverse educational opportunities that meet the unique needs of each student. By collaborating with family and community members, we expect each child to reach their highest potential. Our vision for each child is to build a core educational foundation, encourage the social and emotional development, and strengthen the family-school-community partnership. By keeping this mission and vision at the center of everything that we do and every decision that we make, we can make a difference in the lives of all of our students.

• Category 1

  Selected in 2013

• Grades: k - 3
  School Setting: rural
  Town Population: 1,669
  Student Enrollment: 692
  Student Demographics:
  

  Black/African American: 1.3%
  White/Caucasian: 95.5%
  Hispanic: 2.4%
  Hawaiian/Pacific Islander: 0%
  Asian: 0.6%
  Native American: 0.1%
  Other: 0%
  

  Teacher/Student Ratio: 1:17.7
  % Reduced Lunch: 37.7%
  % ELL Learners: 2.4%
  Founded: 1881
• PRINCIPAL:
  Sandy McCall
• CONTACT:
  200 West School Street
  Brookland , AR 72417
  870-932-2080
  kmcgaughey@bpsbearcats.com