1. Pembroke Elementary
“Beeing All We Can Bee”

2. Standard 4: Documenting & Using Results
STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.
IMPACT STATEMENT: A school is successful in meeting this standard when it uses a comprehensive assessment based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.

3. Questions?
What data do teachers use on a regular basis to inform instruction and enhance student learning?
What support does the school provide to teachers in using data?

4. Grading criteria sent home for parents at beginning of each
Indicator 4.1: Establishes performance measures for student learning that yield information that is reliable, valid and bias free.
Grading criteria sent home for parents at beginning of each
school year
Curriculum standards sent to parents of grade level goals
and objectives
Utilize Standard Course of Study using a variety of
teaching strategies to meet the needs of all students.
Report Cards/Progress Reports
Test Magic
Star Math

5. Waterford Program STAR Reading Success Maker Study Island AIG Classes
Indicator 4:2: Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning.
Waterford Program
STAR Reading
Success Maker
Study Island
AIG Classes
EOG Benchmark Data
Weekly Assessments

6. Programs (Assessment Data)
Indicator 4:3: Uses student assessment data for making decisions for continuous improvement of teaching and learning processes.
Programs (Assessment Data)
STAR Reading
A/R
Waterford
Benchmark Testing
Study Island
Differentiated Style Learning
Activities/Projects
Weekly Assessments of students
Utilization of PEP’s

7. Indicator 4.4: Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance.
Utilize K-2 Assessments to improve student achievement/performance
Benchmark Results
Utilize EOG Results – Disseminate
Grade Level Meetings
Test Data in School Improvement Plan
Analyze test data to improve student achievement/performance
Tutoring/Remediation for students below grade level
Board of Education – show test data and where improvement is needed
Lesson Plans/SCOS

8. Indicator 4.5: Communicates the results of student performance and school effectiveness to all stakeholders.
STAR Results (HF)
AR Program (HF)
Benchmark Test Results (HF)
Beehive News (HF)
Report Cards (HF)
Progress Reports (HF)
Newsletters (O)
Newspaper Articles – AWARE News
The Chronicle (O)

9. Indicator 4.6: Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness.
Indicator 4.7: Demonstrates verifiable growth in student performance.
On an ongoing basis, the teachers at Pembroke Elementary evaluate student performance and growth. Teachers often analyze daily assignments and testing information (quizzes, tests, etc) to assess whether individualized needs are being met so that the obvious outcome is student performance and growth. Once weaknesses are identified, strategies can be developed and implemented to ensure academic success for each and every student.
(continued on next slide ….)

10. Pembroke Elementary School uses data from various sources to monitor student progress, isolate individual areas of concern, and project levels of mastery as well as target scores relevant to each specific student. The K-2 Assessment is used quarterly as an objective tool to assess the skills of each pupil in the areas of reading, math, and writing. After scoring occurs, these tests (scores included) are filed in the student's cumulative record so that cross-grade level tracking is made readily available.
End-of Grade (EOG) test results for grades 3-5 are also compiled and utilized as an analytical means of tracking and monitoring student performance across the following domains: individually, schoolwide, countywide, and statewide. Therefore, trend data allows the school to measure student performance as well as establish target scores for the upcoming year(s). The Public Schools of Robeson County website as well as North Carolina Department of Public Instruction's website both include beneficial graphing and statistical analysis that yields testing results across various domains and subgroups. These websites are also made readily available for school employees as well as the public.

11. The school, county testing coordinator(s), and the School Improvement Team (SIT) play vital roles in reviewing test data in order to best determine strategies that will enhance and expand student performance across all academic domains. This also includes determining how funds will be allocated in terms of budget expenditures for instructional materials.
There is clear evidence that the school uses comparison and trend data of student performance from comparable schools in evaluating effectiveness. This statement is also substantiated by providing documents such as the school report card, the Local Education Agency’s (LEA) Annual Yearly Progress (AYP) summary, as well as composite scores fro 3-5 reading, math, and writing scores. Verifiable growth in student performance has also been established with meeting expected growth and meeting high growth as part of the standards for the ABC’S Accountability Model in the No Child Left Behind Act.

19. 2008 LEA AYP Summary LEA: 780 Robeson County Schools 7 school(s) (or 16.3%) out of 43 made Adequate Yearly Progress
School: 320 Deep Branch Elementary     School did not make Adequate Yearly Progress     School met 10 (or 76.9%) out of 13 target goals
School: 328 Green Grove Elementary     School made Adequate Yearly Progress     School met 9 (or 100.0%) out of 9 target goals    

20. School: 329 Janie C Hargrave Elementary
    School did not make Adequate Yearly Progress     School met 7 (or 77.8%) out of 9 target goals
School: 340 Long Branch Elementary     School did not make Adequate Yearly Progress     School met 11 (or 84.6%) out of 13 target goals
School: 344 Magnolia Elementary     School did not make Adequate Yearly Progress     School met 21 (or 72.4%) out of 29 target goals
School: 356 Oxendine Elementary     School did not make Adequate Yearly Progress     School met 10 (or 76.9%) out of 13 target goals

21. School: 360 Parkton Elementary     School did not make Adequate Yearly Progress     School met 18 (or 85.7%) out of 21 target goals School: 364 Pembroke Elementary     School did not make Adequate Yearly Progress     School met 13 (or 86.7%) out of 15 target goals
School: 374 Peterson Elementary     School did not make Adequate Yearly Progress     School met 12 (or 63.2%) out of 19 target goals
School: 376 Piney Grove Elementary     School made Adequate Yearly Progress     School met 17 (or 100.0%) out of 17 target goals

22. School: 384 Prospect Elementary     School did not make Adequate Yearly Progress     School met 15 (or 88.2%) out of 17 target goals
School: 390 R B Dean Elementary     School did not make Adequate Yearly Progress     School met 9 (or 52.9%) out of 17 target goals School: 392 Rex-Rennert Elementary     School did not make Adequate Yearly Progress     School met 19 (or 90.5%) out of 21 target goals
School: 394 Rosenwald Elementary     School did not make Adequate Yearly Progress     School met 11 (or 52.4%) out of 21 target goals

23.  School: 398 Rowland Norment Elementary     School made Adequate Yearly Progress     School met 13 (or 100.0%) out of 13 target goals
School: 400 Saint Pauls Elementary     School did not make Adequate Yearly Progress     School met 22 (or 66.7%) out of 33 target goals
School: 407 Tanglewood Elementary     School made Adequate Yearly Progress     School met 17 (or 100.0%) out of 17 target goals
School: 408 Southside/Ashpole Elementary
    School made Adequate Yearly Progress     School met 17 (or 100.0%) out of 17 target goals

24. School: 412 Union Chapel Elementary     School did not make Adequate Yearly Progress     School met 9 (or 69.2%) out of 13 target goals
School: 416 Union Elementary     School did not make Adequate Yearly Progress     School met 12 (or 92.3%) out of 13 target goals
School: 418 West Lumberton Elementary     School made Adequate Yearly Progress     School met 9 (or 100.0%) out of 9 target goals

31. ABC Accountability Model 2007-2008
School
Grade Span
Met
Expected
High
Perf.
Comp.
Spec.
Cond.
ABCs
Status
AYP
Deep Branch Elementary
PK-6
Yes
44.9 ~
Pri Hgh No
East Robeson Primary
K-3
Yes
52.7 ~
Pri Hgh No
Green Grove Elementary
PK-3
Yes
52.4 ~
Pri Hgh
Janie C Hargrave Elementary
PK-4
Yes
45.3 ~
Pri Hgh No
Long Branch Elementary
PK-4
Yes
53.4 ~
Pri Hgh No
Magnolia Elementary
PK-8
Yes
42.4 ~
Pri Hgh No
Oxendine Elementary
PK-6
Yes 44 ~
Pri Hgh No
Parkton Elementary
PK-8
Yes
51.6 ~
Pri Hgh No
Continued on next slide …

32. ABC Accountability Model 2007-2008 --- (continued)
School
Grade Span
Met
Expected
High
Perf.
Comp.
Spec.
Cond.
ABCs
Status
AYP
Pembroke Elementary
PK-5
Yes
54.1 ~
Pri Hgh No
Peterson Elementary
PK-4
Yes
42.8 ~
Pri Hgh No
Piney Grove Elementary
PK-6
Yes
52.9 ~
Pri Hgh
Prospect Elementary
PK-8
Yes
55.9 ~
Pri Hgh No
R B Dean Elementary
PK-4
Yes No
38.8 ~
Pri Exp

33. Indicator 4.8: Maintains a secure, accurate,and complete student record system in accordance with state and federal regulations.
Report Cards EOG Scores
Grade Book NC Wise
Palm Pilot Writing Scores
State Math SSMT
PEP Cumulative Records
IEP Progress Reports
504 Plans

34. Gelena Chavis, Chairperson
Committee Members
Gelena Chavis, Chairperson
Barbara Bethea Vickie Brewer Darlene Cummings Jeannie Hammond Alan Locklear Carolyn Locklear Odalis Locklear Jamie Lowry Joan Morris Donna Scott