Division of School and District Effectiveness | School Improvement PLAN

A.SCHOOLWIDE IMPROVEMENT PLAN (SIP)

TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

TITLE I TARGETED ASSISTANCE (TA) PLAN

NAME OF SCHOOL/PRINCIPAL:
River Eves Elementary School/Neil Pinnock
NAME OF DISTRICT/SUPERINTENDENT:
Fulton County Schools
Dr. Jeff Rose, Superintendent
6201 Powers Ferry Road NW
Atlanta, Georgia 30339
□ Comprehensive Support School □ Targeted Support School X Schoolwide Title 1 School □ Targeted Assistance Title 1 School □ Non-Title 1 School □ Opportunity School

DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS

B. Advancing Leadership | Transforming Schools

All required components of the Title I Schoolwide and Targeted Assistance are included in this template.

SIGNATURES:
Superintendent ______Date ______
Principal Supervisor ______Date ______
Principal ______Date ______
Title 1 Director ______Date ______
(Title 1 Schools only)

Planning Committee Members(SW- 8,16; TA- 7 )

Name / Position/Role / Signature
Neil Pinnock / Principal
Ginny Long / Curriculum Support Teacher
Bridget Holmes / Title I Teacher
Beth Starling / Kindergarten Chair
Erin Armour / Grade 1 Chair
Justine Ballam / Grade 2 Chair
Tracy Harlan / Grade 3 Chair
Helen Murphey / Grade 4 Chair
Cindy Dearborn / Grade 5 Chair
Carin Jordan / Title I Parent Liaison
Lori Scheck / Parent
Maria Perera / Parent

C. Needs Assessment/ Data Review Results (Include Charts/Graphs)

(SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)

The Georgia Milestones Assessment System (Georgia Milestones) is a comprehensive summative assessment pro​gram spanning grades 3 through 5.

Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in English Language Arts, mathematics, science, and social studies.

River Eves Elementary
2016-2017 GA Milestones Longitudinal Data Set (Levels 3 & 4)
Grade 3 (2017 Baseline)

Grade 4 (2016-2017 Comparison)

Grade 5 (2016-2017 Comparison)

2016-2017 GA Milestones Longitudinal Data Set (Levels 1 &2)
Grade 3 (2017 Baseline)

Grade 4 (2016-2017 Comparison)

Grade 5 (2016-2017 Comparison)

Grade 3 Milestones Writing Results

Grade 4 Milestones Writing Results

Grade 5 Milestones Writing Results

Comprehensive Needs Assessment (SW 1; TA-1)

Data Review Summary

“Root Cause Analysis”

Strengths / Weaknesses / Needs / Prioritized Needs
Achievement Data /
  • EOG: 89% of 4th Grade Students scored Developing, Proficient or Distinguished in Language Arts
  • EOG: 89% of 5th Grade Students scored Developing, Proficient or Distinguished in Science
  • EOG: 97% of 3rdGrade Students scored Developing, Proficient or Distinguished in Math
  • EOG: 91% of 5th Grade Students scored Developing, Proficient or Distinguished in Social Studies
  • 2016 CCRPI Score of 87.5
/
  • EOG: 47% of Grade 3 students scored Beginningand Developing in Language Arts
  • EOG: 53% of Grade 3 students scored Beginning and Developing in Math
  • EOG: 43% of Grade 3 students scored Remediate Learning in Writing and Language
  • EOG: 37% of Grade 3 students scored Remediate Learning in Operations and Algebraic Thinking
  • EOG: 27% of Grade 4 students scored Remediate Learning in Reading and Vocabulary
  • EOG: 25% of Grade 4 students scored Remediate Learning in Writing and Language
  • EOG: 37-54 % of Grade 4 students scored Remediate Learning in all 5 math domains
  • EOG: 22% of Grade 5 students scored Beginning in Math
  • EOG: 42% of Grade 5 students scored Beginning and Developing in Math
  • EOG: 42-45% of Grade 5 students scored Remediate Learning in Fractions and Measurement and Data
  • EOG: 43% of Grade 5 students scored Remediate Learning in Earth Science
  • EOG: 59% of Grade 5 students scored Remediate Learning in Geography
  • EOG: 43-48% of Grade 5 students scored Remediate Learning in Economics & Government and Civics
  • EOG: 44% of Grade 5 students scored 0-1 points out of 3 in Narrative Writing
/
  • Improve the number of students who read at or above grade level
  • Students to show mastery of Georgia Standards of Excellence for mathematics
  • Students to show mastery of Georgia Performance Standards for Social Studies
  • Students to write at grade level proficiency
  • Students to show mastery of Georgia Standards of Excellence for language arts
Root Causes are:
1) Additional instructional resources will assist teachers to teach at-risk students
2) A need for more ELA, Writing, Math, and Social Studies learning materials to meet student individual learning needs
3) Teachers require professional development in reading and writing instruction
4) New staff development on building parent capacity and teaching strategies that enable parents to assist in the education and development of his/her child / Prioritized Need 1-
  • Improve student achievement for all students in Reading/ELA and Writing

Perception Data /
  • School Climate 4-Star rating
/
  • Parent Survey: 51.52% of parents indicated a Math workshop would be beneficial in 2017-18
  • Parent Survey: 30.3% of parents indicated a reading workshop would be beneficial in 2017-18
/ Prioritized Need 2-
  • Improve student achievement for all students in Math and Science

Observation Data /
  • TKES walkthroughs and formative evaluations reveal 100% of teachers scored Needs Improvement to Exemplary in Instructional Strategies and Positive Learning Environment
/
  • TKES walkthroughs and formative evaluations reveal 10% of teachers scored Needs Improvement or Ineffective in the area of academically challenging environment
/ Prioritized Need 3-
  • Improve student achievement for all grade 5 students in Social Studies

Needs Assessment/ Data Review Results

(SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)

Prioritized Needs / Data Source / Participants Involved / Communication to Parents and Stakeholders
Improve student achievement for all students in Reading/ELA and Writing / CCRPI 2015 and 2016
Georgia Milestones 2015-16 and 2016-17
Parent Survey
TKES Data / School Administrative Team
School Leadership Team
Teachers
Parent Liaison
Parents / Georgia Department of Education – CCRPI
School Website
Report Cards
School Newsletter
Improve student achievement for all students in Math / CCRPI 2015 and 2016
Georgia Milestones 2015-16 and 2016-17
Parent Survey
TKES Data / School Administrative Team
School Leadership Team
Teachers
Parent Liaison
Parents
Improve student achievement for all students in Social Studies / CCRPI 2015 and 2016
Georgia Milestones 2015-16 and 2016-17
Parent Survey
TKES Data / School Administrative Team
School Leadership Team
Teachers
Parent Liaison
Parents

D. SMART GOAL #1

(SW 2,7,9,10;TA1,3,6,7,8)

SMART GOAL #1The percentage of students in grades 3-5 scoring at the proficient or distinguished on the Georgia Milestones ELA will increase in 2018: ELA- 3rd-55%, 4th-77%, 5th- 63% and grades K-2 will earn a Fastbridge aReading scaled score benchmark: K >=445.0, 1st>=482.0, and 2nd>=502.0

Georgia School Performance Standard / Student group (All or subgroup) / Action /Strategies
(Include description of SWP 2, 7, 9, 10) / Evaluation of Implementation and Impact on Student Learning / Monitoring Actions of Implementation / Estimated Cost, Funding Source, and/or Resources
(SWP 9) / Artifacts / Evidence
Instruction Standard 4: Teachers use research-based instructional practices that positively impact student learning
Assessment Standard 3: Uses common assessments aligned with the required standards to monitor student progress, inform instruction, and improve teacher practices / All students /
  • Acquire K-5 teacher to serve as a reading interventionist
  • Acquire instructional resources to supplement instruction in reading for struggling students
  • Teachers collaborate in PLCs to select, implement, and evaluate effective strategies that yield high student growth and performance
  • Teacher professional development in reading, writing, and language arts instructional strategies and academically challenging environments
  • Implement Extended Day Tutorial (30 days, 2 hours per day 2 days per week after school beginning in September and ending in March)
  • Conduct parent workshops for literacy
/ Lesson Plans, PLC minutes, Sign in Sheets, Grade Level Minutes, Agendas for PD / School Leaders Demonstrate:
Set the conditions for literacy to be a focus for the school.
Teachers Demonstrate:
Improve repertoire of effective, research-based instructional practices that positively impact student achievement in reading (e.g., questioning techniques, reinforcing effort, time for daily reading, balanced literacy model)
Students
Demonstrate:
Ability to read fluently and comprehend reading material / Title I Director provides guidance and oversees Title cross-functional monitoring of program
-Technical School Visits
-Plan/Budget Analysis
-Professional Development and Guidance
Principal and AP
-Admin Informal/Formal Observations
-Grade Level Meeting Reports
-TKES
Teachers
-Observations
-Grade Level & PLC Meetings
-TKES / Title I
Teachers - $38,408
Extended Day - $11,200
Instructional Reading, English Language Arts, and Writing Materials -$2,000

SMART GOAL #2The percentage of students in grades 3-5 scoring at the proficient or distinguished on the Georgia Milestones math and science will increase in 2018: Math- 3rd-65%, 4th-50%, 5th- 61% Science- 5th-67%

(SW 2,7,9,10; TA 1,3,6,7,8)

Georgia School Performance Standard / Student group (All or subgroup) / Action /Strategies / Evaluation of Implementation and Impact on Student Learning / Monitoring Actions of Implementation / Estimated Cost, Funding Source, and/or Resources
(SWP 9) / Artifacts / Evidence
Instruction Standard 5: Differentiates instruction to meet specific learning needs of students
Instruction Standard 6: Uses appropriate, current technology to enhance learning
Assessment Standard 3: Uses common assessments aligned with the required standards to monitor student progress, inform instruction, and improve teacher practices / All students in grades 3-5 /
  • Acquire K-5 teacher to serve as a math interventionist
  • Acquire K-5 STEM teacher to provide additional math and science instruction
  • Leadership and teachers identify weak areas in math and science to remedy with research-proven strategies
  • Implement interactive science journals to serve as an immediate resource for students
  • Teachers will connect math and science standards to strengthen relationships between both disciplines
  • Acquire technology resources that support math differentiation in the classroom
  • School leadership team members create a plan for implementation of differentiated instruction in math
  • Acquire instructional resources to supplement instruction in math for struggling students
  • Teachers collaborate in PLCs to select, implement, and evaluate effective strategies that yield high student growth and performance
  • Teacher professional development in math instructional strategies and academically challenging environments
  • Implement Extended Day Tutorial (30 days, 2 hours per day 2 days per week after school beginning in September and ending in March)
  • Conduct parent workshops for math support at home
/ Lesson Plans, PLC minutes, Sign in Sheets, Admin., Leadership, & Grade Level Minutes, Agendas for PD / School Leaders Demonstrate:
Set the conditions for math differentiation to be a focus for the school.
Teachers Demonstrate:
Use different methods for instruction that meets varied student needs
Students
Demonstrate:
Students use technology to support differentiation such as pace, platform, and products. / Title I Director provides guidance and oversees Title cross-functional monitoring of program
-Technical School Visits
-Plan/Budget Analysis
-Professional Development and Guidance
Principal and AP
-Admin Informal/Formal Observations
-Grade Level Meeting Reports
-TKES
Teachers
-Observations
-Grade Level & PLC Meetings
-TKES / Title I
Teachers - $38,408
Extended Day - $11,200
Instructional Math Materials -$800

SMART GOAL #3 The percentage of students in grades 5 scoring at the proficient or distinguished on the Georgia Milestones social studies will increase to 57% for grade 5 in 2018.

(SW 2,7,9,10; TA 1,3,6,7,8)

Georgia School Performance Standard / Student group (All or subgroup) / Action /Strategies / Evaluation of Implementation and Impact on Student Learning / Monitoring Actions of Implementation / Estimated Cost, Funding Source, and/or Resources
Artifacts / Evidence
Instruction Standard 4:
Teachers use research-based instructional practices that positively impact student learning
Instruction Standard 5:
Teachers differentiate instruction to meet specific learning needs of students
Assessment Standard 2:
A balanced system of assessments including diagnostic, formative, and summative to monitor learning and inform instruction /
  • Acquire instructional resources and books to supplement instruction in social studies for struggling students
  • Teachers collaborate to develop a deep understanding of the standards, outline skills, concepts, and level of rigor required by standards
  • Teacher professional development in social studies instructional strategies and academically challenging environments
  • Implement Extended Day Tutorial (30 days, 2 hours per day 2 days per week after school beginning in September and ending in March)
  • Conduct parent workshops for social studies support at home
/ Lesson Plans and units are aligned to standards, standards are broken into manageable teaching parts
Observations,
Sign in Sheets/Agendas for Professional Development and Parent Workshops / School Leaders Demonstrate:
Initiate and sustain change to improve staff performance and student learning
Teachers Demonstrate:
Effective instructional strategies that include differentiation and the use of varied assessments
Students
Demonstrate:
Ability to reflect on their learning and progress towards demonstrating mastery and next steps for improvement / Title I Director provides guidance and oversees Title cross-functional monitoring of program
-Technical School Visits
-Plan/Budget Analysis
-Professional Development and Guidance
Principal and AP
-Admin Informal/Formal Observations
-Grade Level Meeting Reports
-TKES
Teachers
-Observations
-Grade Level & PLC Meetings
-TKES / Title I
Teachers - $38,408
Extended Day - $11,200
Instructional Social Studies Materials -$595

E. Schoolwide Reform Strategies (SW 2; TA-1b)

Source Document

“Research Based Strategies”

  • Prioritized Need 1:Improve student achievement for all K-5 students in Reading/ELA and Writing

SMART Goal:SMART GOAL #1 The percentage of students in grades 3-5 scoring at the proficient or distinguished on the Georgia Milestones ELA will increase in 2018: ELA- 3rd-55%, 4th-77%, 5th- 63% and grades K-2 will earn a Fastbridge aReading scaled score benchmark: K >=445.0, 1st>=482.0, and 2nd>=502.0

Georgia School Performance Standard / Instruction Standard 4: All teachers use research-based instructional practices that positively impact student learning
Assessment Standard 3: All teachers use common assessments aligned with the required standards to monitor student progress, inform instruction, and improve teacher practices
What action/strategy would support this standard for all students including migrant, homeless and historically undeserved population? /
  • Acquire K-5 teacher to serve as a reading interventionist
  • Acquire instructional resources to supplement instruction in reading for struggling students
  • Teachers collaborate in PLCs to select, implement, and evaluate effective strategies that yield high student growth and performance
  • Implement Extended Day Tutorial (30 days, 2 hours per day 2 days per week after school beginning in September and ending in March)
  • Conduct parent workshops for literacy support at home

List 2 Teacher Behaviors to support this standard include artifacts? /
  • Teachers use effective instructional strategies that include differentiation.
  • Teachers use common assessments to identify and address student needs in flexible groupings
Artifacts: PLC Notes, Lesson Plans, Formative Assessments
List 2 Student Behaviors to support this standard include artifacts? /
  • Students will participate in flexible groups determined by mastery of standards
  • Students will have choice and voice in the best instructional strategies
Artifacts: Student groupings, Evidence of choice, Choice boards
List 2 Leadership Behaviors to support this standard include artifacts? /
  • School leaders visit classrooms and talk to students about work
  • School leader recognizes teacher success in improving student achievement
Artifacts: Emails and other staff recognition for student achievement and TKES walkthroughs and formatives
How would you monitor your action/ strategy? / Administrator: Daily classroom visits and Informal/Formal Observations (TKES)
Teacher: PLC and Grade Level Meetings
How would you fund this initiative using -local, state, federal funds? / Title I-funded reading interventionist
Title I-funded Extended Day teachers
Title I-funded Instructional Reading, English Language Arts, and Writing Materials

Prioritized Need 2:Improve student achievement for all K-5 students in Math

SMART Goal: The percentage of students in grades 3-5 scoring at the proficient or distinguished on the Georgia Milestones math and science will increase in 2018: Math- 3rd-65%, 4th-50%, 5th- 61% AND Science- 5th-67%

Georgia School Performance Standard / Instruction Standard 5: Differentiates instruction to meet specific learning needs of students
Instruction Standard 6: Uses appropriate, current technology to enhance learning
Assessment Standard 3: Uses common assessments aligned with the required standards to monitor student progress, inform instruction, and improve teacher practices
What action/strategy would support this standard for all students including migrant, homeless and historically undeserved population? /
  • Acquire K-5 teacher to serve as a math interventionist
  • Leadership and teachers identify weak areas in math and remedy with research-proven strategies
  • Acquire technology resources that support math differentiation in the classroom
  • School leadership team members create a plan for implementation of differentiated instruction in math
  • Acquire instructional resources to supplement instruction in math for struggling students
  • Teachers collaborate in PLCs to select, implement, and evaluate effective strategies that yield high student growth and performance
  • Implement Extended Day Tutorial (30 days, 2 hours per day 2 days per week after school beginning in September and ending in March)
  • Conduct parent workshops for math support at home

List 2 Teacher Behaviors to support this standard include artifacts? / Teachers use different methods for instruction that meets varied student needs
Teachers use appropriate and current technology to enhance learning
Artifacts: Lesson Plans, PLC minutes
List 2 Student Behaviors to support this standard include artifacts? / Students use technology to support differentiation such as pace, platform, and products.
Students complete regular common formative assessments
Artifacts: Student work, Student assessments
List 2 Leadership Behaviors to support this standard include artifacts? / School leader sets the conditions for math differentiation to be a focus for the school.
School leaders participate in weekly grade level PLCs to discuss student achievement.
Artifacts: Staff communication about instruction, PLC minutes
How would you monitor your action/ strategy? / Administrator: Daily classroom visits and Informal/Formal Observations (TKES)
Teacher: PLC and Grade Level Meetings
How would you fund this initiative,-local, state, federal funds? / Title I-funded math interventionist
Title I-funded Extended Day teachers
Title I-funded Instructional mathmaterials

Prioritized Need 3:Improve student achievement for all 3-5 students in Social Studies

SMART Goal: The percentage of students in grades 5 scoring at the proficient or distinguished on the Georgia Milestones social studies will increase to 57% in 2018.

Georgia School Performance Standard / Instruction Standard 4: All teachers use research-based instructional practices that positively impact student learning
Instruction Standard 5: All teachers differentiate instruction to meet specific learning needs of students
Assessment Standard 2: A balanced system of assessments including diagnostic, formative, and summative to monitor learning and inform instruction
What action/strategy would support this standard for all students including migrant, homeless and historically underserved population? /
  • Acquire instructional resources to supplement instruction in social studies for struggling students
  • Teachers collaborate to develop a deep understanding of the standards, outline skills, concepts, and level of rigor required by standards
  • Implement Extended Day Tutorial (30 days, 2 hours per day 2 days per week after school beginning in September and ending in March)
  • Conduct parent workshops for social studies support at home

List 2 Teacher Behaviors to support this standard (include artifacts). /
  • Teachers use effective instructional strategies that include differentiation.
  • Teachers use common assessments to identify and address student needs.
Artifacts: PLC Notes, Lesson Plans, Formative Assessments
List 2 Student Behaviors to support this standard (include artifacts). /
  • Students reflect on their learning and progress towards demonstrating mastery and next steps for improvement.
  • Students will participate in flexible groups determined by mastery of standards
Artifacts: Student Work, Report Cards
List 2 Leadership Behaviors to support this standard (include artifacts). /
  • School leaders visit classrooms and talk to students about work
  • School leaders attend PLC and grade level meetings to support teachers in the area of differentiation
Artifacts: Grade Level and PLC minutes, TKES walkthroughs and formatives
How would you monitor your action/ strategy? / Administrator: Daily classroom visits and Informal/Formal Observations (TKES)
Teacher: PLC and Grade Level Meetings
How would you fund this initiative using -local, state, federal funds? / Title I-funded teacher
Title I-funded Extended Day teachers
Title I-funded Instructional Social Studies Materials

F. Professional Learning Plan to Support School Improvement Plan