Webster Elementary

Needs Assessment and Building Plan 2014-2015


Committee of Stakeholders: 

Michelle Mitchell             Principal

Julie Manary                    Counselor

Chelsea Shoemake          Librarian

Lynne Fair                       Third Grade Teacher

Lindsi Jones                    Third Grade Teacher

Jennifer King                    Second Grade Teacher

Addy McCord                   Second Grade Teacher

Jana Greenfield                Literacy Coach

Missy Pickel                    Parent

Geneine Rust                   Parent



Marshfield is the county seat of Webster County with an approximate population of 7,000 residents.  Webster elementary has approximately 480 students with 19 classroom teachers, 1 administrator, 1 counselor, and a total of 35 certified staff.  When combining certified and classified staff, Webster Elementary has 53 staff members who work each day to make our school run smoothly.  Webster houses second and third grade students.   We meet the minimum standard for class sizes in second and third grade. We also meet the minimum counselor and librarian standards according to MSIP regulations. 


Marshfield R-1

“What starts here has the power to change the world.”



Every Child, Every Day, Every Need…Whatever it Takes


Performance Data

On the MAP test this past Spring, third graders at Webster Elementary outperformed the state average in Mathematics and in Communication Arts.  Compared to our conference schools, Marshfield third graders were ranked 3rd out of 15 in ELA and 2nd out of 15 in math.  Historically, our math scores have been stronger than our Communication Arts scores which is why our focus for improvement lies mainly in the area of Communication Arts, or English Language Arts (ELA).   This past year, our students performed better in math once again. When we drill down our MAP data, we find that the content strands our students struggle with the most are Speaking and Writing Standard English.  Reading non-fiction had been a goal for the past three years and on the 2014 state assessment, students scored the best in that content area.   We celebrate that success and note that it is most likely due to the extra emphasis placed on teaching and assessing that skill.   In the area of mathematics, our lowest content standard was number and operations, specifically estimating and justifying sums and differences.  Since we will be assessed this upcoming school year using new standards, we will need to devote professional learning time to the teaching and learning of those new standards.  Those new standards include an intense study of fractions for third graders.  We will need to carefully study those standards so that we can develop appropriate lessons and assessments to teach those new skills.  As a part of the transition to the new Common Core State Standards, Acuity has revised its assessments.  New CCR assessments have been developed and will be implemented this year.  We will be analyzing the data from those assessments and using that information to create SMARTgoals and focuses for improvement.

Learning to read and reading to learn are major focuses in 2nd and third grade.  When we look at our reading data, we find that in second grade 84 percent of students are starting the year reading at a grade level 1.9 or better.  Of the 16% of students who are reading below that level, 30% of them have IEPs.  In third grade, we are staring the year with 68% of students reading at a grade level of 2.8 or better.  Of the 32% of students who are reading below that target, 37% have IEPs.  Increasing student’s reading level is a focus for classroom teachers and for our three reading specialists.   Continual improvement needs to be made in the area of reading, as it is a huge indicator for school and lifelong success for students. 

Attendance rate has been an area of strength for students at Webster as well.  For each of the past three school years, our attendance rate has continually improved. 



Teaching and Learning

Webster Elementary is a Professional Learning Community (PLC school) and a Positive Behavior Support School (PBS).  As a part of our PLC model, we are a school that implements RtI (Response to Intervention).  For RtI specifically, we use different universal screening instruments to find out where our kids are performing and which students could benefit from extra help.  We use Acuity and AIMSweb as universal screeners for academics, followed up by the Developmental Reading Assessment (DRA) to diagnose reading strengths and weaknesses in our students.  Using the above mentioned data, we place students in intervention groups and title reading groups to provide students with additional reading instruction and support.  The goal of those programs is to help students reach grade level in reading.  Our building Teacher Support Team (TST) helps to guide the RtI process by providing leadership and reviewing data.  We need to improve in matching interventions to student need so that we can better address students’ areas of weaknesses.  For behavior, all students are taught building-wide expectations.  Students are rewarded for exhibiting those expectations.  The PBS tier 2 committee meets with TST to problem solve for students who struggle with behavioral expectations.  This past school year, Webster Elementary received the Gold Award from DESE for our fidelity of implementation of Positive Behavior Supports (PBS).


Teachers at Webster follow a written curriculum by using curriculum maps as pacing guides and following curriculum written that is aligned with the Units of Instruction from the Network for Educator Effectiveness, our evaluation tool.  Currently, that curriculum is being aligned to the Common Core State Standards.  Common Core curriculum was implemented during the 2013-14 school year in English Language Arts in both second and third grade.  Math curriculum that is aligned to the Common Core standards was also implemented during this past school year in second grade and will be implemented in third grade during the 14-15 school year.   The work our literacy coach does in providing job-embedded on-going PD helps build consistency to the delivery of our literacy instruction.  As we continue working to implement our new ELA curriculum, teachers will be collaborating throughout the year to ensure the curriculum is rigorous enough to result in improved achievement. 


Teacher evaluations are done throughout the year at Webster elementary and serve a few purposes: to ensure the written curriculum is the taught curriculum, to determine the level at which teachers and students are engaged in the learning process, and to determine how teachers are growing toward meeting the Missouri Model Teacher and Leader Standards. 


Webster Elementary is a Professional Learning Community (PLC).  As such, we meet in groups, either whole staff, or various smaller groups to collaborate about teaching and learning.  Our PLC leadership team meets twice a month to oversee the work of our school’s collaborative teams, monitor data, and help set SMART goals.  There are four corollary questions in the PLC framework: #1) What do we want our students to know and be able to do? #2) How will we know if they know it? #3) What will we do if they don’t learn it? and #4) What will we do if they already know it?  As a leadership team, we feel our building is strong in the first three questions but we need to improve on how we answer question #4.  Our strengths in addressing questions 1-3 lie in our development of SMART goals and how we monitor those.  Last year we set goals as a building and set smaller team goals which guided instruction and had value.  Our building uses various forms of assessment, both summative and formative.  Summative assessments include Acuity, unit tests from our enVisions math series, benchmark and cumulative assessments  and other unit assessments.  We will be developing more common formative assessments and will be analyzing those results collaboratively. 


 At Webster we address the needs of individual learners primarily by small group instruction in reading, writing, math, word work, and spelling.  In looking at our special education students, in second grade 2.0% of students have been identified as having a learning disability. Of those students, 80.0% have a handicapping condition in the area of basic reading.  In third grade, 7.7% of students have a learning disability, with 72.2% of those students having a handicapping condition in basic reading. We are able to offer services to our at-risk student population at Webster as well.  We have a full-time at-risk teacher who works with students who are in the at-risk program due to a variety of factors, including academic concerns, generational poverty, social/friendship issues, lack of organization, low self-esteem, unhappiness, and discipline problems.  At-risk students receive social skills instruction, get help with completing school work and classwork, and receive academic interventions in both math and ELA .



Professional Development

Each year as we welcome new students to our building, we are getting more and more students with individualized needs.  It would be beneficial to us as educators to receive training and support in best practices that help us meet the wide-variety of the needs our students have.  As we implement more technology into our buildings, on-going professional development in teaching with technology is necessary. We will be using some professional development time this year to receive training on teaching with technology.


Adding technology across the district has been a focus the past couple years.  Each classroom at Webster has a computer and an interactive whiteboard—either a SMARTboard or a Promethean board and a projector.  Teachers also each have one district issued iPad for use in their classrooms.


At the end of the 13-14 school year, all staff took a PD survey.  The results of the survey showed that Webster teachers feel they need additional training in the following areas:  common assessments, common core standards, comprehensive literacy and curriculum development.  Teachers also stated that in this upcoming school year they would like time to continue working on those areas within their grade level teams as well as visit with 4th grade teachers in vertical teaming.  Our staff also used the PLC Self-Assessment Tool, called Critical Focuses for Collaborative Teams and it also showed that we need continued work in the area of common assessments, curricular work related to common core standards, and enrichment for students who have mastered material.




Parental Involvement

Parental involvement is a key to success at Webster Elementary.  We host several events during the school year to increase the level of parental involvement including: Sneak Peek, Grandparents’ Night, Fall and Spring Parent-Teacher Conferences, Open House and Family Activity Nights.  Webster sends out a monthly building-wide newsletter and teachers also send out weekly newsletters to keep parents informed of activities occurring at school.  Activities and updates are also listed on our webpage.   Teachers communicate students’ progress with parents at parent-teacher conferences, through phone calls home, weekly newsletters and individual conferences as requested by either the parent or the teacher. 



Safety of students and staff is of utmost importance in order to create an effective school.  We have made gains in structural safety concerns with construction and hardening of entry ways and bullet proofing glass.  We need to continue our efforts through training.



Budgets are always an issue in a school system and as budgets are getting tighter, it is a struggle to get teachers everything they need for their classrooms.  As we plan, we must be mindful of those restraints.  For many years, Webster has needed additional bathrooms.  With recent construction projects, we have added restrooms.



Building Improvement Plan


                Student achievement


  1. Teachers will use best practices instructionally to keep students engaged, thinking critically, and on-task in order to improve student achievement.
  2. Teachers and students will work to improve the number of students reading at grade level
    1. Marshfield schools has a literacy coach for K-3 for the 2013-2014 school year

i.Our literacy coach will provide on-going training on implementing comprehensive literacy, training on implementing reading assessments, will model literacy lessons in classrooms, and support teachers in meeting individual students’ needs in reading and writing.

  1. Teachers will receive training on guided reading, readers workshop and running records and will be keeping running records to progress monitor students’ progress in reading groups.
  2. Building principal will do walk throughs to evaluate student engagement, critical thinking, instructional resources, and formative assessment strategies as they relate to reading.
  3. Research tells us that one of the best ways to increase reading comprehension is to write about reading.  Each student at Webster received a reading response journal this year and teachers will work with our literacy coach to learn how to help students improve in writing about their reading.
  4. Webster Elementary students will be provided a pull out program to receive services in reading.  Students who are struggling in reading can receive services from our title reading teachers.  Those students can also receive push in or pull out services from our at-risk teacher and special education teachers.
  5. Students will be provided the opportunity to participate in before or after school tutoring in the area of reading.
  6. As part of our Title 1 Compact, students and parents agree to reading 20 minutes every night possible to provide students with reading practice.
  7. Million Minute Challenge:  We are challenging our students to read a million minutes outside of school.  Each child receives a weekly reading log and we keep track of each minute kids read toward our million minute goal.
  8. Common Formative Assessments for ELA: at the end of each unit, students take an assessment which teachers score and analyze results.  Concepts are then retaught to students who need extra instruction.


  1.  Teachers and students will work to improve achievement on Language Standards, specifically conventions of standard English
    1. Through teaching concrete instructional methods for writing, our literacy coach will provide teachers with training and support on writing conventions, editing and revising.
    2. Teachers will work in planning teams to create short term SMART goals to address language standards, focusing on specific content related to that standard.  Teachers will create specific plans for teaching those skills, assessing them, and re-teaching if necessary.  SMART goals and student progress will be monitored by each team throughout each 6 week goal-setting period.  Teachers may use daily oral language practice, acuity items, teacher made writing prompts and scoring guides, or a variety of other collaboratively designed instructional resources designed to teach specific content related to revising communications. 
    3. Common Formative Assessments for ELA: at the end of each unit, students take an assessment which teachers score and analyze results.  Concepts are then retaught to students who need extra instruction.
  • Comment: The first two student achievement objectives are designed to help students with life-long skills of reading as well as help our school to meet accountability targets


  1. Teachers and students will work to improve math achievement
    1. Second and third grade teachers both created pacing guides for each grade level which includes non-negotiable items for instruction and outlines when lessons will be taught and when assessments will be given.
    2. Students will be taking topic tests and benchmark or cumulative assessments in enVisions.  After those tests are administered, teachers will analyze results and students who underperformed will be retaught and will retake those assessments after reteaching occurs to see how much they improved.
    3. Teachers will work in planning teams to create short term SMART goals to address content areas where students have historically struggled and areas in our new CCSS where students struggle
    4. Students will be provided the opportunity to participate in before or after school tutoring in the area of reading.
    5. Second and third grade teachers will collaborate to develop lessons and assessments on fractions since they are new standards.



Parental Involvement

  1. Webster Elementary will work to strengthen parental support and involvement in order to improve student achievement.
    1. Webster Elementary faculty will meet with parents in the process of writing our needs assessment and objectives for improvement.
    2. We will host a Fall and a Spring Title meeting to explain Title programs and receive input on how we can improve those programs.
    3. Parents of students who receive reading and math support will be notified via a letter sent home by teachers.
    4. Parents and families are invited to school for events such as Sneak Peek, Grandparent’s Night, Open House and the Art Show
    5. A winter parental/family involvement activity will be held at school.  This activity will be a time for all students to come to the building with families.
    6. Teachers will send or e-mail home weekly newsletters including information about class work, upcoming events, and tips for parents.  Those newsletters will be posted on the website as well.
    7. Webster Elementary will send home a monthly newsletter with tips for parents, important upcoming events, and school news.  That newsletter is also posted on the website.  We will work to increase the amount of information sent to parents via e-mail.
    8. Parents are invited in twice a year for parent-teacher conferences to discuss their children’s progress with teachers.
    9. The Million Minute Challenge is designed in part to increase parental involvement. Research shows that when parents are involved in their child’s education, achievement increases.
  2. Professional Development
    1. During PLC time, we will work on beefing up our ELA and math curriculum, making necessary adjustments to pacing guides, resources, instructional strategies, and assessments
    2. Teachers will work collectively to score writing prompts, Acuity assessments, and other common assessments
    3. As groups and individuals, we will work to analyze assessment data and write classroom and grade level SMART goals
    4. Teachers will write individual PD plans focusing on improving teaching and learning.