School Profile

In the fall of 2001, the MES faculty met in grade groups to identify areas of need in preparation for writing the School Improvement Plan. The entire faculty met with parents to brainstorm accomplishments and write the school vision and mission. The Survey of Goals for Student Learning was sent to parents, community members, and all staff members. The Core Committee then met to analyze data collected from the grade group meetings, surveys and Louisiana school accountability results. The committee identified and prioritized needs to determine school goals for the 2001/2002 school year. The goals developed focused on increased achievement in reading and math and to improve attendance.

The faculty and stakeholders voted to continue the school’s goal for professional growth: faculty will gain knowledge of researched-based strategies to improve students’ reading comprehension, writing, and critical thinking skills. Since the 1999/2000 school year, MES has focused on improving reading comprehension skills through teacher training in research-based strategies. Over $10,000 has been allocated for staff development in reading comprehension over the past three school years.

In the spring of 2002, a SACS kickoff meeting was held which included all stakeholders such as community members, parents, faculty and staff. A core committee was chosen which consisted of writers and captains. Core members established a method of researching and reporting data. Opinion surveys and Survey of Instructional and Organizational Effectiveness were sent to parents, community members, students, teachers, and paraprofessionals and cafeteria workers. The writers compiled and analyzed the data to develop the school profile.

School Characteristics

Mandeville Elementary School is a public, suburban Blue Ribbon School of Excellence and a Louisiana school of Academic Distinction servicing kindergarten through third grade. Our current school performance score is 127.8, ranked number 4 in the state.

Over the last several years, the city of Mandeville has grown and the district has added three new elementary schools and a kindergarten center to accommodate this growth. Mandeville Kindergarten was assimilated into the elementary schools during the 1999-2000 school year. Redistricting of boundary lines resulted in a change of population decreasing the enrollment. A 20/1 student/teacher ratio is maintained in grades first through third.

Classes are self contained and heterogeneously grouped consisting of seven sections of kindergarten, second and third and eight sections of first. Within each grade two of the classes include special education students. These inclusion students receive services from a special education teacher and/or a paraprofessional.

Seventeen percent of our students are in special education programs. Our special education classification includes gifted, talented (art, music, and drama) Maintaining Alternate Education (MAE), Reduced Numbers Class (RNC), moderate, mild/moderate, Preschool Early Intervention (PEI), speech/language therapy, Adaptive Physical Education (APE). Occupational Therapy (OT), Assistive Technology (AT) and Physical Therapy (PT). One percent of our students receive English as a Second Language (ESL).

In addition, there are several programs and classes which are designed to meet the needs of our students, including music, library, physical education, computer literacy, and counseling. The arts are emphasized through Discipline Based Art in Education (DBAE) and monthly Young Audience performances.

Communication with parents is our most effective tool in our positive discipline plan. Parents, teachers, and administrators are all included in the discipline process. Students are encouraged to accept responsibility for their choices and are held accountable for their actions. The Just Say No Club encourages students to make responsible decisions and resist peer pressure. Through the monthly character education assemblies, students are recognized for their good choices.

Interventions for at risk students include in-house tutoring, after school computerized phonics training (Earobics), and Project Read. Teachers have been given intense training in guided reading and the power of retelling. These teaching strategies allow for differentiated instruction, meeting all learners needs.

School Building Level Committee (SBLC) is an effective intervention since it is the single point of entry for concerns about any student, including at risk, generated from the parent and/or teacher. Action plans are developed, implemented, and monitored for effectiveness.

Third grade students are given the opportunity to participate in a before school math enrichment program called Fantastic Adventures in Math Enrichment (FAME).

In the fall of 2002, MES received an 8g grant for the WINGS Project which consists of a multi-media networked computer lab and a computer teacher. The computer teacher is responsible for integrating technology in the curriculum for our students and teachers. Teachers are receiving job embedded professional development weekly along with their students.

Certificates are given for perfect attendance every nine weeks. Absenteeism is addressed through parent phone calls and conferences. Excessive absences are referred to the parish Supervisor for Child Welfare and Attendance.

Staff Development is aligned with our school improvement plan and professional growth plans. Yearly our staff meets to decide on a school wide goal and outline a plan for professional growth. PTA supports our staff development effort through fund raising. Additional funds come from the Plan for Student Success, school business days, K-3 Initiative budget, and LAIEA funded arts workshops.

For the past four years, through a partnership with Southeastern Louisiana University and Dr. Vicki Benson, our school has focused on reading comprehension skills. Dr. Benson has worked directly with our staff on the Power of Retelling to develop a higher order of thinking. Our faculty and staff have fully embraced the partnership and the philosophy.

During the 2001-02 school year, our PTA logged over 21,000 volunteer hours. This service has included art in the classroom, cultural arts day, run for the arts, yearbook, classroom helpers, and office volunteers.

Mandeville Elementary School has a dedicated staff and community committed to continued school improvement. This commitment is evident by ongoing analysis of data, assessment of current performance and development of plans to further student learning.

Stakeholders Perspectives on the Quality of Education

Mandeville Elementary School utilized the NSSE’s surveys to gather the opinions of teachers, parents, and community members about the quality of education at our school. A comparison of their opinions on seven common items in the survey is illustrated in Figure 4. A summary of the viewpoints is discussed below.
Parents, teachers, and community members strongly agree that

• the educational program offered to students is of high quality, and
  
• students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.
  

• the students see a relationship between what they are studying and their everyday lives,
  
• our school is preparing students to deal with issues and problems they will face in the future,
  
• teachers hold high expectations for student learning,
  
• the school’s facilities are adequate to support the instructional program, and
  
• our school provides students and teachers with a safe and orderly environment.
  

• Teachers feel that the teaching strategies and learning environment provided for our students are of high quality.
  
• Teachers noted the positive impact of strong parental involvement throughout the school.
  
• Teachers agree that the strong dedication of faculty, staff and administration toward student achievement and professional development are primary strengths of the school.
  
• Teachers expressed a significant need for updated technology and the provision of a technology teacher.
  
• Teachers noted that the building is outdated and provides limited space for learning, particularly in classrooms and in the library. Mechanical and electrical improvements are also greatly needed in certain areas.
  
• Teachers also noted the need to strengthen communication between faculty and administration, as well as among grade levels.
  

• Parents noted that the professional, dedicated, and caring teachers are a strength for our school.
  
• Parents found the school’s educational programs to be of high quality.
  
• Parents noted that MES has strong parental involvement in a multitude of areas.
  
• Parents commented that though classroom-to-home communication is seen as a strength, communication concerning policies, procedures, and school wide activities needs improvement.
  
• Parents noted that more time is needed for the children to eat lunch.
  
• Parents expressed a need for improvement in technology throughout the school.
  

• Community members cited the high quality of faculty and staff, and the quality of the educational programs as strengths.
  
• Community members also commented that strong community collaboration and involvement exists.
  
• No particular weaknesses were noted.
  

• Students commented that the best thing about the school is the teachers.
  
• Students felt that the worst thing about the school was the negative consequences received for poor behavior.
  

Draft