Holistic Needs Assessment
1. What are the most pressing challenges or needs of this school (academic and other needs)? How do you know?
For the past two years, River Bend has focused on relationships and restorative practices. Although school culture is very positive and students and staff enjoy being at school every day, our test scores are very low. We are rated as a D school and we had the second lowest scores in the district for the 2018-2019 school year. However, during the interviews I conducted for the Detailed Examination of the School Community, all agreed that our students are capable of more and that our test scores are not an accurate representation of our abilities. This year, our focus is on curriculum alignment. We have introduced new processes this school year in order to strengthen our academic rigor and purposeful analysis of student data. Every teacher is a part of a professional learning team that is required to meet for one hour, weekly. During their meeting, PLTs capture their meeting minutes on a PLT document that is streamlined for the entire school, which is then shared in our school’s shared google drive. In this document, it forces PLTs to discuss unpacking the standards, creating a common formative assessment, or discussing the results of a common formative assessment. This way, each week, every PLT is looking at their curriculum and discussing data. We are working hard this school year to overcome the challenge of low test scores.
For the past two years, River Bend has focused on relationships and restorative practices. Although school culture is very positive and students and staff enjoy being at school every day, our test scores are very low. We are rated as a D school and we had the second lowest scores in the district for the 2018-2019 school year. However, during the interviews I conducted for the Detailed Examination of the School Community, all agreed that our students are capable of more and that our test scores are not an accurate representation of our abilities. This year, our focus is on curriculum alignment. We have introduced new processes this school year in order to strengthen our academic rigor and purposeful analysis of student data. Every teacher is a part of a professional learning team that is required to meet for one hour, weekly. During their meeting, PLTs capture their meeting minutes on a PLT document that is streamlined for the entire school, which is then shared in our school’s shared google drive. In this document, it forces PLTs to discuss unpacking the standards, creating a common formative assessment, or discussing the results of a common formative assessment. This way, each week, every PLT is looking at their curriculum and discussing data. We are working hard this school year to overcome the challenge of low test scores.
2. What student performance trends can you identify?
For the past two school years, since our opening in 2017, River Bend Middle School has received the performance rating of a D. Our overall performance score for the 2017-2018 and the 2018-2019 school years has been 44; however, last school year our overall growth decreased from 57.5 to 52. Out of all secondary schools in the district, we had the second lowest performance grade with a -8.77 growth index.
Between our first year performances grades by subgroup and our second year performance grades my subgroup there were some changes, but in all, our scores decreased.
Asian - 73 to 83 (increase by 10 points)
Black - 46 to 44 (decrease by 2 points)
Hispanic - 39 to 37 (decrease by 2 points)
Two or More Races - 51 to 51 (stayed the same)
White - 67 to 69 (increase by 2 points)
Economically Disadvantaged Students - 42 to 40 (decrease by 2 points)
English Learner Students - 40 to 38 (decrease by 2 points)
Students with Disabilities - 24 to 25 (increase by 1 point)
And the same goes for our growth scores.
Asian - 80.2 to 79.3 (decrease by 0.9)
Black - 67.5 to 57.9 (decrease by 9.6)
Hispanic - 71.8 to 58.6 (decrease by 13.2)
Two or More Races - 73 to 76.2 (increase by 3.2)
White - 73.7 to 76.3 (increase by 2.6)
Economically Disadvantaged Students - 68.5 to 56.8 (decrease by 11.7)
English Learner Students - 77.3 to 71.7 (decrease by 5.6)
Students with Disabilities - 74.4 to 72.4 (decrease by 2.0)
RBMS recognizes its weaknesses in academics. This school year, our focus is on alignment, and we have been implementing new PLT processes and procedures in order to have more effective collaboration between teachers to produce more effective lessons.
For the past two school years, since our opening in 2017, River Bend Middle School has received the performance rating of a D. Our overall performance score for the 2017-2018 and the 2018-2019 school years has been 44; however, last school year our overall growth decreased from 57.5 to 52. Out of all secondary schools in the district, we had the second lowest performance grade with a -8.77 growth index.
Between our first year performances grades by subgroup and our second year performance grades my subgroup there were some changes, but in all, our scores decreased.
Asian - 73 to 83 (increase by 10 points)
Black - 46 to 44 (decrease by 2 points)
Hispanic - 39 to 37 (decrease by 2 points)
Two or More Races - 51 to 51 (stayed the same)
White - 67 to 69 (increase by 2 points)
Economically Disadvantaged Students - 42 to 40 (decrease by 2 points)
English Learner Students - 40 to 38 (decrease by 2 points)
Students with Disabilities - 24 to 25 (increase by 1 point)
And the same goes for our growth scores.
Asian - 80.2 to 79.3 (decrease by 0.9)
Black - 67.5 to 57.9 (decrease by 9.6)
Hispanic - 71.8 to 58.6 (decrease by 13.2)
Two or More Races - 73 to 76.2 (increase by 3.2)
White - 73.7 to 76.3 (increase by 2.6)
Economically Disadvantaged Students - 68.5 to 56.8 (decrease by 11.7)
English Learner Students - 77.3 to 71.7 (decrease by 5.6)
Students with Disabilities - 74.4 to 72.4 (decrease by 2.0)
RBMS recognizes its weaknesses in academics. This school year, our focus is on alignment, and we have been implementing new PLT processes and procedures in order to have more effective collaboration between teachers to produce more effective lessons.
3. What teacher working conditions trends can you identify.
River Bend is in its third school year, so it has only had one Teacher Working Conditions Survey, which was completed in its first year. We will have our second survey completed in the spring of this school year. From spring of 2018, the three lowest scored areas were Q2.1a: Class sizes are reasonable such that teachers have the time available to meet the needs of all students - 25.4%, Q5.1b: Students at this school follow rules of conduct - 40.0%, and Q5.1c: Policies and procedures about student conduct are clearly understood by the faculty - 45.8%. I believe that in the spring these three areas will score a higher percentage because our class sizes have decreased over the past couple years due to the allowance of more teachers in the building, and all staff and students are on a similar page of student behavioral expectations. RBMS has worked hard in utilizing restorative practices, such as circles and Restore and Reflect areas in the classrooms. Negative student behavior has decreased. For the 2018-2019 school year, our suspension rate decreased by 13.83% even though we had an increase of more than 200 students. This was the largest decrease out of all secondary schools in the Northeast Area of Wake County Public School System. Teachers are also reporting that this school year is running a lot smoother with everyone enforcing the dress code and phone policies.
River Bend is in its third school year, so it has only had one Teacher Working Conditions Survey, which was completed in its first year. We will have our second survey completed in the spring of this school year. From spring of 2018, the three lowest scored areas were Q2.1a: Class sizes are reasonable such that teachers have the time available to meet the needs of all students - 25.4%, Q5.1b: Students at this school follow rules of conduct - 40.0%, and Q5.1c: Policies and procedures about student conduct are clearly understood by the faculty - 45.8%. I believe that in the spring these three areas will score a higher percentage because our class sizes have decreased over the past couple years due to the allowance of more teachers in the building, and all staff and students are on a similar page of student behavioral expectations. RBMS has worked hard in utilizing restorative practices, such as circles and Restore and Reflect areas in the classrooms. Negative student behavior has decreased. For the 2018-2019 school year, our suspension rate decreased by 13.83% even though we had an increase of more than 200 students. This was the largest decrease out of all secondary schools in the Northeast Area of Wake County Public School System. Teachers are also reporting that this school year is running a lot smoother with everyone enforcing the dress code and phone policies.
4. Based on what you answered in the collection and analysis of the previous sections, identify potential barriers for innovation and improvement in the school. How do you know? Provide specific data sources to support your claims.
Most of River Bend’s challenges I think can be overcome by time. RBMS is only in its third year and many of our current barriers will hopefully be rectified as we become more established. The first two years focused on building a positive school culture and community. This school year, the principal changed her main focus to curriculum alignment. This change was a surprise for some teachers and teachers have been needing to adapt to new expectations. Although some teachers are complaining throughout the building, the majority understand that this is the direction we need to be in if we want our school to be successful. Because of the established positive school culture, teachers are complying and engaging with the new processes. The barrier will be if by the end of the school year we do not see as much growth as what we are hoping for in our academic scores, teachers may not want to continue to try. However, most processes and programs need three to five years to see conclusive results. I will also be curious to see the results from the 2020 Teacher Working Conditions Survey to understand the teachers’ concerns given that our first survey was from the first year of establishment. This spring, most of our staff has been here for two to three years which will provide a more accurate representation of our needs.
Most of River Bend’s challenges I think can be overcome by time. RBMS is only in its third year and many of our current barriers will hopefully be rectified as we become more established. The first two years focused on building a positive school culture and community. This school year, the principal changed her main focus to curriculum alignment. This change was a surprise for some teachers and teachers have been needing to adapt to new expectations. Although some teachers are complaining throughout the building, the majority understand that this is the direction we need to be in if we want our school to be successful. Because of the established positive school culture, teachers are complying and engaging with the new processes. The barrier will be if by the end of the school year we do not see as much growth as what we are hoping for in our academic scores, teachers may not want to continue to try. However, most processes and programs need three to five years to see conclusive results. I will also be curious to see the results from the 2020 Teacher Working Conditions Survey to understand the teachers’ concerns given that our first survey was from the first year of establishment. This spring, most of our staff has been here for two to three years which will provide a more accurate representation of our needs.