Cowan Elementary School

1000 West County Road 600 South
Muncie, IN 47302
Telephone: 765-289-7129
FAX: 765-284-0315

Principal: Mike Garringer
Grade Levels: K-6

Cowan Elementary School Web Site

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Annual Goals
2006-2007

Background
Cowan Elementary School is one of two schools in the Cowan Community School Corporation. It serves Monroe Township, which covers a 35 square mile area. The community of Cowan is a small rural community. Cowan Elementary is a one story building with an enrollment in the 2005–2006 school year of 350 students. The principal for Cowan Elementary is Michael Garringer. The average class size ranges from 16 to numbers in the low 20s. Approximately 16 teachers are employed to teach grades K–6. All but two teachers are female.

PDS Functions and Goals

Teacher Preparation
Place student teachers and sections of EDRDG 430 at Cowan. Engage student teachers and EDRDG 430 students in professional development including participation in book talks and examination of the reading and writing workshop. Further, the student teacher action research (LAMP) implemented during the next year will be driven by the classroom teacher's needs in the 6-Trait Writing process.

Staff Development
Teachers will focus on the writing goal in their school improvement plan. They will continue to learn the last three traits and the 6-Trait process of assessment of writing.

Research
Begin to evaluate students' learning to write using the 6-Trait Writing process and evaluate the effectiveness of its use across the grade levels.

Student Learning
During the 2006–2007 academic year, teachers will examine student learning in writing using 6-Trait Writing scoring school-wide.

Site Review Visit
April 13, 2006
Team Members: Bonnie Turner, Ch; Fred Christopher; Cathy Purtlebaugh; Harold Roberts; Ruth Swetnam

Partnership Functions and Goals:

Teacher Preparation
Rubric: (4)
Pre-service teachers are receiving quality instruction in best practices, abundant experiences in exercising these practices, and highly professional feedback on their performance.

Notes:
The PDS liaison prepares an extensive resource book with a variety of materials and suggestions for each pre-service teacher. The Cowan Elementary School faculty utilizes a co-teaching model of supervision. Both the Ball State University (BSU) faculty and Cowan faculty provide feedback in numerous ways including the use of benchmark conferences and discussion of INTASC Principles, written evaluations of lessons, video critiques, and daily verbal feedback. It should be noted that numerous comments were made that constant feedback is available from both the BSU and Cowan faculty due to their availability and the open style of communication that has been developed. The Cowan faculty have included the pre-service students in professional development opportunities.

Staff Development
Rubric: (4)
School staff is vigorously engaged in clearly focused, highly relevant professional development efforts that result in obvious professional growth.

Notes:
The university faculty liaison and Cowan faculty are working closely together to improve professional development. Dr. McVicker has played an intregal part in this process as she has provided clearly focused, highly relevant in-services on writing. During the staff development sessions the faculty have had the opportunity to learn about the 6+1 traits in writing. The consensus of the interviewed faculty is extremely positive as they talk about implementing these writing traits into classroom lessons. Supporting this enthusiasm is the reaction of the students to the lessons. Transfer to later writing assignments is observable.

Teachers have also been involved in "book talks" on the book Writing Essentials, by Regie Routman. Once again the excitement and energy of teachers is quite evident. They are taking what they learn from these sessions and implementing new skills and strategies into lessons. Teachers may revisit ideas from "in-house" and "out-of-house" workshops during faculty meetings. This provides them with additional ideas to implement. Overall connections to reading and writing are also observable in the art program.

Research
Rubric: (4)
School staff, pre-service teachers, and University faculty are seriously and energetically engaged in the examination of a highly significant educational research question through rigorous study of research literature and classroom experimentation. Results are likely to lead to professional dissemination through publication or presentation.

Notes:
Research and inquiry projects are ongoing at Cowan. Faculty members are engaged in action research projects. Teachers have studied technology use in the classroom. Mike Garringer, the principal, has conducted action research on how faculty meetings impact the school culture. Dr. McVicker has assisted Cowan with research projects involving the Digital Middletown Project and the Electronic Field Trips. Two research projects conducted by BSU faculty members Jerrell Cassady and Larry Smith have been published in journals. Dr. Peggy Rice is engaged in an ongoing research project with a cohort group over multiple years exploring gender identity. Faculty members have demonstrated a desire to investigate best practice strategies that impact student learning.

Student Learning
Rubric: (4)
Students at the school site are demonstrating clearly observable improvement in achievement or related desired behaviors, and these improvements can be definitely linked to PDS project activities.

Notes:
Improved student learning appears to be linked to Cowan's PDS involvement when one looks at achievement data, staff development opportunities, and the level of involvement by all stakeholders in the learning community. Cowan is all about student learning. Data from ISTEP+, the Waterford Early Reading Program, pre- and post-testing from the Learning Assessment Model Project (LAMP) units taught by pre-service teachers, Electronic Field Trips, and Digital Middletown initiatives demonstrate tremendous overall growth. Dr. Claudia McVicker provides ongoing training for staff to support projects and new methods that are being implemented in the classrooms. Inter- and intra-grade level collaboration occurs regularly and adds to staff instructional practices.

NCATE Standards

Standard I. Learning Community
Standing: "At standard plus"

Conclusion:
Support multiple learners: Cowan faculty share ownership for the education of pre-service teachers. Collaboration and cooperation among Cowan faculty, pre-service teachers, and BSU faculty contributes to a school environment that supports the learning of P-12 students, pre-service teachers, and the continuing professional development of Cowan and BSU faculty. Teachers openly express that Dr. McVicker, the BSU liaison, has provided a positive link between Cowan faculty and the resources, knowledge, and ideas that BSU can provide. Pre-service teachers share developed units and personal learning experiences with Cowan staff.

Work and practice are inquiry-based and focused on learning: Several teachers and the principal have engaged in action research projects. Book study groups meet regularly at the school and also in several community locations. Cowan faculty are engaged in identifying and incorporating best practice teaching strategies. The emphasis is on understanding student skills and needs and identifying instructional strategies to meet these needs. University faculty and Cowan teachers work together to facilitate the learning of pre-service teachers.

Develop a common shared professional vision of teaching and learning grounded in research and practitioner knowledge: Pre-service teachers are involved in every aspect of the elementary experience. Student teachers are included in the school's efforts to identify, evaluate, and implement best practice teaching strategies. Each completes the required instructional unit, LAMP. Pre-service teachers learn that the emphasis is not on the content of a planned unit; rather it is on the use of this topic as a vehicle for identifying student needs, presenting instruction, developing skills, and evaluating growth.

Serve as an element of change: Since Cowan has been a PDS the faculty members have taken more responsibility for their professional learning. They use an inquiry approach to teaching. Student teachers have introduced new methods and materials and the BSU liaisons have provided staff development for the Cowan faculty. Change in instruction has resulted from such projects as Good Science, Good Writing; the Moon Project; Digital Middletown Project; Electronic Field Trips; and the current focus on the writing process led by Dr. McVicker. Cowan faculty members have served on university committees and are active in PDS Network activities.

Extended learning community: Cowan has collaborated with other schools in the PDS Network and with Minnetrista. Recently, the involvement in the Electronic Field Trips has given Cowan faculty and students the opportunity to travel and work with other schools throughout the country. Cowan families are invited to school to participate in the Electronic Field Trips and the Cowan community members have benefited from the Digital Middletown Project.

Standard II. Accountability and Quality Assurance
Standing: "At standard plus"

Conclusion:
Develop professional accountability: Cowan staff show professional accountability through several avenues. Multiple learning opportunities are provided to all staff through professional development offered because of the BSU partnership and led by BSU faculty, as well as self-directed book studies. The professional staff is involved in ongoing, daily-imbedded professional development to develop new competencies that support the local, state and national standards through shared collegiality. A process for continuous assessment and evaluation is in place and helps guide Cowan professionals to make positive changes. Students are involved in the accountability process through an awareness of the learning standards.

Assure public accountability: Cowan keeps its patrons informed. Parent involvement opportunities are provided through parent night activities. Staff are encouraged to develop nine-week plans in order to draw interest and support from multiple stateholders. Newsletters are sent home and a homework hotline draws parents into the instructional process. The school community is involved in the PL 221 and Title I process for planning learning opportunities.

Set PDS participation criteria: Cowan meets PDS participation criteria. They are a fully accredited school and have been recognized by the Indiana Department of Education as a Four Star School for their achievement and attendance in the 2004-2005 school year. All paraprofessionals have passed required certification training and tests. They involve teacher candidates in every aspect of the educational learning community.

Develop assessments, collect information, and use results: Cowan continually assesses professional practice and how it relates to student learning. Data are gathered from the Waterford Early Reading Program and action research to determine needs and drive instruction. This information is used to promote change in teaching structures and practices as demonstrated through recent departmentalization in the intermediate grades. Cowan faculty members continually use assessment results to improve their practices.

Engage with the PDS context: Cowan has been strongly engaged in the PDS Network through their involvement in the Digital Middletown Project, video conferencing, Electronic Field Trips, and complete immersion in technology efforts that keep them on the cutting edge of teaching trends. Cowan fully complies with NCATE PDS standards. It is through these endeavors that they are setting the standard of teaching and learning for the entire professional learning community.

Standard III. Collaboration
Standing: "At standard plus"

Conclusion:
Engage in joint work: This partnership involves collaboration with departments in Teachers College and College of Sciences and Humanities, the Digital Middletown Project, Electronic Field Trips, and several research projects. Cowan has also collaborated with Minnetrista and other PDSs.

Design roles and structures to enhance collaboration and develop parity: Cowan has an active Site Council. Leadership is provided by a team including a teacher, the principal, and the BSU liaison. The teachers and principal have university adjunct faculty status. The school board and superintendent give total support to partnership activities and earnestly seek new opportunities for collaboration. The superintendent expressed appreciation of Dean Weaver's efforts to keep superintendents involved and informed and for promoting the university's involvement in the community. Among the many changes that have taken place since Cowan has been a PDS are the faculty meetings that have gone from business meetings to staff development opportunities, student teachers substitute teaching when teachers are absent, and the university liaison serving as a member of the school improvement team.

Systematically recognize and celebrate joint work and contributions of each partner: The partnership is recognized through school newsletters and a PDS link on the Web site. Student teachers and Cowan faculty have made presentations to the school board. Teachers openly express appreciation of Dr. McVicker's assistance and the benefits of the partnership with the university.

Standard IV. Diversity and Equity
Standing: "At standard"

Conclusion:
Ensure equitable opportunities to learn: Cowan teachers and administrators use data from ISTEP+, pre- and post-tests, and state rubrics to determine more specific needs of students. These results are used to determine goals in the PL 221 school improvement plan. With the support of the BSU liaison, the faculty is provided with pertinent staff development to lead them toward attainment of their goals. The Title 1 program also uses the ISTEP+ results and teacher input as criteria to fill "gaps" in student achievement. These needs are met in a program called "High Steppin." Individual Educational Plans are also referenced as student needs are targeted.

Evaluate policies and practices to support equitable learning outcomes: In addition to being a standards driven school and linking student needs to ISTEP+, the faculty at Cowan conduct informal assessments on a daily basis. In the "High-Steppin" class, the students may be observed self-assessing under the teacher's supervision. This contributes to the internalization of skills and strategies. Parents are kept informed of all aspects of the program and provided with home suggestions to support children. Student teachers use pre- and post-testing as part of teaching their units. This form of assessment is also being incorporated into other academic areas. Teachers are seeing these as valuable tools to monitor instruction. Results from using the Waterford Early Reading Program and the intervention of BSU pre-service teachers in the EDRDG 430 course also guide instruction.

Recruit and suppport diverse participants: A list of potential student teachers is sent to Cowan each semester from which candidates are selected. The university appoints a faculty liaison to each professional development school. Cowan teachers and pre-service teachers identify student needs and address Individual Educational Plans to provide appropriate instruction. Students may have accommodations met in the classroom through assignments, and they may also receive one-to-one teaching. It has been noted that student teachers seem to adapt instruction for the specific needs of numberous students fairly easily on a daily basis. Regular contact keeps parents informed of current student performance.

Standard V. Structures, Resources & Roles
Standing: "At standard"

Conclusion:
Establish governance and support structures: The Cowan Site Council includes representatives from all areas/levels of the school and includes administrators, teachers and the BSU liaison. The council is scheduled to meet two times per semester and on an "as needed" basis. The partnership is viewed as a "foundation" part of the school program and has led to other relationships at the university that extend beyond Teachers College.

Ensure progress towards goals: The Site Council has developed partnership goals in conjunction with the goals for the school. The Site Council evaluates progress towards those goals when preparing the yearly PDS report. Progress is measured by reviewing student achievement data, activities and involvement of the faculty as determined in individual teacher evaluations, and involvement of pre-service teachers in school activities.

Create PDS roles: Cowan faculty cited their individual professional growth and the professional growth as a faculty as evidence of their expanding roles. Specific examples included assuming leadership in the building and participating in national conferences; involving all faculty in some aspect of professional growth through PDS activities; and participating in BSU research opportunities.

Resources: Ball State University gives $1,000 to Cowan each year to support PDS activities and assigns a university liaison to be in the building on a regular basis working with pre-service teachers and Cowan faculty. Supervisors of student teachers are given a stipend. Cowan provides ‘in-kind' contributions in the form of sharing their facility, their faculty, and their materials with pre-service teachers. Through the partnership, BSU has made available to Cowan extensive technology that has been integrated into the teaching and learning process.

Use effective communication: Information about the PDS is communicated through newspaper articles, school-wide newsletters, classroom newsletters, presentations to the school board by in-service and pre-service teachers, and the digital sign board in front of the school.

Summary/Recommendations:
The site review team enjoyed its visit to Cowan Elementary School and sees strong evidence of an established above standard PDS partnership.

Commendations: