1. Student Achievement.
a. As measured on the Spring 2005 ISAT the areas of weakness are: Word Analysis, Literal Comprehension, Vocabulary, Evaluative Comprehension, Capitalization and Spelling.
b. The proficiency of Hispanic, LEP, Migrant, SWD and Title I is below the expected level of proficiency.
c. As measured on the 2005 Direct Writing Assessment, the 5th grade was below the state average.

2. Professional Development.
a. The professional development plan does not provide a systematic, sequential, long range plan to provide focused ongoing professional development.
b. There are no cross-training opportunities between teachers, administrators, other professional staff, paraprofessionals, parent, volunteers, and community stakeholders.
c. There has been no training/support to teachers in the use of paraprofessionals and volunteers.

3. Context and Organization.
a. The mission statement and belief statements need to be updated.
b. Reading and Language Arts classes need to be consolidated into on 90 minute block.
c. Stake holders need to be more involved in the governance of the school.
d. Teachers need to have a greater opportunity to evaluate decisions and to give feedback.

4. Curriculum and Instruction.
a. An examination of the ISAT proficiency levels for the sub-groups of Hispanic, LEP, Migrant, SWD and Title I, indicates that the existing programs are not meeting the needs of those students. It is felt that there is not enough consistency within a grade level or between grade levels related to the materials and methods used. Also, there is a lack of "connectedness" between what is being taught in the special ed. and Title I classrooms and what is being taught in the regular classrooms.
b. Support staff do not have opportunities to discuss their observations of student development and seek guidance for instructional approaches.

5. Family and Community Involvement.
a. The current Parent Involvement Policy needs to be re-written to ensure that the parents and the school are working together to meet the needs of each student.
b. A jointly developed School/Parent Compact needs to be developed to outline how parents, the faculty/staff, and students will share responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state's high standards.
c. The faculty/staff need more detailed knowledge of the social and cultural contexts in which students live.