School Profile
Jeanny Martial-Knights
Grand Canyon University: EDA-575
May 7, 2014

School Profile In 2001, the government developed the No Child Left Behind Act to provide equitable education to low-income schools. Its provisions include schools receiving Title I funds must evaluate students annually to demonstrate school’s progress to improving academics. However, opponents argue that provisions provided by this act does not provide enough funding to cover the cost of programs related to enhancing learning in low-income schools (“LeftBehind: Low-Income”, 2008, 591). Despite the failings of the NCLB Act, it still provides assistance to Avery Elementary. Many of the services provided due to the NCLB Act are free and reduced lunch, technological programs, assessments tools, and other support personnel to assist educators. These services in some cases have enabled this school to make some progress towards improving test scores. With the available resources provided, Avery Elementary strives to improve student achievement. Due to the NCLB Act Avery Elementary has made some progress based on the programs, resources, support, and performance; it has made some progress towards achieving higher learning.
About Avery Elementary The Vision of Avery Elementary is to consistently develop young minds and self-esteem through an academically enriched environment. The goal is to bring teachers and educators together so that each learner can reach their potential to compete in a global technological society and become productive citizens. The mission is to provide an enriched academic which will produce life-long learners. By providing valuable learning experiences, the tools necessary to succeed as well as a variety of academic experiences, students will develop the life skills necessary to become independent critical thinkers. The culture of this school is comprised of forty-six dedicated educators to which 91% are highly qualified and certified in-field. Of the forty-six educators, 30% have completed courses in advance degree and 9% are endorsed in reading. In addition to classroom teachers, there are three paraprofessionals assigned to assist Pre-Kindergarten classes. Furthermore, each educator is dedicated to fulfilling the school mission and vision as it pertains to assisting students reaching high standards.
Avery Elementary currently serves a student body of 656 students from where the majority is 93% African Americans from various backgrounds, 4% Hispanics, 1% white and 2% of other Asian culture. The socioeconomic status of the community is from the lower-middle to the economically disadvantage bracket. The school implements a multicultural standard curriculum to students with diverse educational needs. Of the 656 students, 84% of the student population is educated on the standard general education curriculum, 3% with disability, and 5% English Language Learner are taught under a modified curriculum, and 6% that are gifted are taught on an above level curriculum. Additionally, in order to accomplish the vision and mission, the ESAC committee has developed a plan to improve Florida Comprehensive Assessment Test scores. The basic goals required to raise the school grade include increasing the percentage of student’s scoring a level 3 or above from 25% to 36% and those who score a level 4 or above need to increase from 20% to 25%. In the writing section, students scoring 3.5 or above need to increase from 44% to 50%, and those students making learning gains need to increase from 62% to 66% and students labeled the lowest 25% need to increase from 56% to 60%.
School Programs, Performance and Progress
The focus of the school is to make learning gains are in four main subjects in the intermediate grades; third, fourth, and fifth grade. The subjects that are the concentrated areas to increase the overall school grade are reading and mathematics in all intermediate grades, writing in fourth grade, and science in fifth grade. School programs used to enhance reading include wonder works, an intervention kit, technological programs such as success-maker, FCAT Explorer, and Waterford. These programs increase comprehension and provide reading foundation for struggling readers and English Language Learners. Another program available for additional support is morning tutorial which service students who achieve high and low in reading comprehension and writing skills to increase their chance in scoring high on the FCAT. In addition, science and math intervention were initiated in the beginning of the school year to also increase students chances of scoring a level 3 or higher.
After taking a proactive approach to enhance reading, math, and writing, the scores, based on the district assessments demonstrated a decrease third grade reading and math of 4% in each subject area; in fourth grade an increase of 10% for all subjects; and in fifth grade science an increase of 5% increase from the previous year’s assessments. After analyzing the data, there was a concern for grade three due to decrease in both reading and math skills. Additionally, continued support through reading and math camp were provided to the students who continue to struggle in both subjects during the five weeks before FCAT. The reading and math camp provide learners with test taking strategies such as process of elimination increase their chance of choosing the correct answers. Furthermore, the programs developed by the administrative teams were designed to enhance learning across the intermediate grades as a means to bring the school grade up and demonstrate an increase in student academic achievement.
School Resources and Support
Avery Elementary provides various types supports to the educators and students with the available resources at hand. The school has access to a computer lab for various use of technology; a smart-board in every classroom to enhance teaching; a media-center to promote literacy and reading coaches from both the school and district to support educators in need. Other support are also provided to primary grade levels, Pre-K – Kindergarten, which include paraprofessionals to assist in students in social and other educational need. In the intermediate grades interventionists are assigned to provide support to students struggling in reading and mathematics. In the case of students with disabilities, a special education teacher pulls learners out to provide extra support based on Individualized Educational Plan. Educators also receive support through professional development to enhance teaching in the classroom. Moreover, support provided by the community includes parental involvement even though it is minimal. Parents who volunteer are in charge of Parent Teacher Association to assist the school in motivating other parents to be involved in their children’s future through various activities and also raise money to promote school activities.
Conclusion
The No Child Left Behind Act has been beneficial to Avery Elementary; however, it does not account for all the services provided to enable its success. The school has made some progress in improving learning through the various available resources and support provided by the school, and the district. Based on these services the school is able to meet all learners’ and educators needs. These services have also assisted the school in meeting requirements related to the No Child Left Behind provisions. Many of the services provided to this school include a support system dedicated to enhancing teaching skills, improving testing scores, and developing plans to improve the school’s academic scores. However, according to the scores shown on the Avery Elementary profile has shown growth in targeted areas in fourth and fifth grade; but has also revealed that third grade requires continued support. Furthermore, Avery Elementary has demonstrated its ability to provide the necessary services to increase test scores.

Reference * LeftBehind: Low-Income Students Under the Child Left Behind Act (NCLB). (2008). Journal of Law & Education, 37(4), 589-596 *