Georgia Department of Education

Title I Schoolwide/School Improvement Plan

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Middle Ridge Elementary / District Name: Newton
Principal Name: Rhonda Battle / School Year: 2016-2017
School Mailing Address: 11649 Covington Bypass Rd. Covington, Ga. 30014
Telephone: 770-385-6463
District Title I Director/Coordinator Name: Dr. Shelia Thomas
District Title I Director/Coordinator Mailing Address:
Email Address:
Telephone:
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School / Focus School
Title I Alert School
Principal’s Signature: / Date:
Title I Director’s Signature: / Date:
Superintendent’s Signature: / Date:
Revision Date: June 2, 2016 / Revision Date: August 29, 2016 / Revision Date:

SWP Template Instructions

·  All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

·  Please add your planning committee members on the next page.

·  The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

·  Please submit your School Improvement Plan as an addendum after the header page in this document.

Planning Committee Members:

NAME

/

MEMBER’S SIGNATURE

/

POSITION/ROLE

Rhonda Battle / /

Principal

Bruce Evans / /

Assistant Principal

Odia Hinds / /

Counselor

LeeAnn Farmer / /

Para-Professional

Tammy Privette

/ /

Media Specialist

Angela Page / /

Instructional Coach

Misty Smith / /

Instructional Coach

Janice Baulkmon / /

PBIS Coordinator

Jennifer Cawthon

/ /

Kindergarten Teacher

Debra Rivas / /

First Grade Teacher

Patricia Isom / /

Second Grade Teacher

Cheryl Bell

/ /

Third Grade Teacher

Dr. Jean Hancock / /

Fourth Grade Teacher

Jennifer Allen / /

Fifth Grade Teacher

Candice Davey

/ /

Special Education Teacher

SWP/SIP Components

1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). /
Response:
A.  Development of Schoolwide Plan
We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were Tammy Privette (media specialist), Debra Rivas (first grade teacher), Dr. Jean Hancock (4th grade teacher), Patricia Isom (2nd Grade), Misty Smith (Instructional Coach), Candice Davey (Special Education Teacher), Odia Hinds (Counselor), Jennifer Cawthon (kindergarten teacher), Angela Page (Instructional Coach), Jennifer Allen (5th grade teacher), Cheryl Bell (3rd grade teacher), LeAnn Farmer (paraprofessional), Janice Baulkmon (PBIS Coach), Bruce Evans assistant principal), Rhonda Battle (principal), and parents. All were involved in analyzing data and identifying strengths, weaknesses, root causes, and proposing potential research-based improvement strategies. Administrators, teachers, instructional coaches, parents, and other stakeholders assisted in reviewing and modifying the draft plan for school-wide plan of improvement during the planning sessions.
B.  Process Used to Develop Schoolwide Plan
The following instruments, procedures, or processes used to obtain this information were CCRPI (2015), FY 15 Georgia Milestones Data (3-5), STAR Early Literacy, Reading, and Math reports (2015-2016), SLO data for 1st and 2nd grade, Lexile Scores, ACCESS scores for ELL students, and FY 16 GKIDS data. Additional data was collected and taken into consideration as we developed the school wide plan. We also used FY 16 attendance data from infinite campus, FY 16 discipline data derived from drill downs in SWIS database, Title 1 parent surveys, and school climate surveys.
C.  Needs of Migrant Children
We have taken into account the needs of the migrant children at Middle Ridge. Migrant Education Program is part of the Title I Program. Currently Middle Ridge does not have any Migrant students enrolled; however, these are the procedures we would follow should those students be in attendance: Each year, all students receive an Occupational Survey to be completed by the parent or guardian. Once the survey is returned, the school’s designee sends all forms to the Migrant Education Liaison in the Office of Federal Programs. Upon receipt, and review of each survey, the Migrant Education Liaison sends selected surveys to the regional Migrant Education Program office. Newton County is a part of the Migrant Education Consortium which means Georgia Department of Education allows Abraham Baldwin Agricultural College (ABAC) to serve as the fiscal agency. The Migrant Education Program Specialist from ABAC will contact each school to provide support to any student who qualifies for these services. Classroom teachers will implement strategies for any Migrant Education student based on the areas of need.
D.  Current Achievement Data
We have reflected upon current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. We reviewed 2014-2015 data according to the College and Career Readiness Performance Index. Our overall performance score across all indicators was 59.7 on a 100 point scale. The percentage of third grade students meeting the minimum Lexile level of 650L was 31.4% and fifth grade with a minimum of 850L was 48.9%. The student attendance rate for five or less absences was 40.52%. With more than five absences was 59.48%. The percentage of all students in grade 3-5 meeting/exceeding standards on the EOG in 2014-2015 were as follows: ELA (42%), Math (40.61%), Science (36.99%), and Social Studies (43.51%).
The percentage of students meeting/exceeding elements on GKIDS in 2014-2015 in core academic content and non-academic areas were as follows:
·  ELA: 78.1
·  Math: 83.3
·  Approaches to Learning: 66.6
·  Personal / Social Development: 77.6
The percentage of students meeting/exceeding elements on GKIDS in 2015-2016 in core academic content and non-academic areas were as follows:
·  ELA: 73.1
·  Math: 80.4
·  Approaches to Learning: 65
·  Personal / Social Development: 73.2
The table that follows provides an overview of key findings about our students’ academic performance. The table includes: 2014-2015 and 2015-2016 STAR data, 2014-2015 CRCT data and 2015-2016 Georgia Milestones Assessment data.
STAR Early Literacy, Math, & Reading Data
2015-16
STAR Early Literacy / Scale Score 90% or above / Scale Score 89-61% / Scale Score 60-10% / Scale Score Below 10%
Kindergarten / 22% / 23% / 48% / 7%
First Grade / 24% / 15% / 53% / 8%
Summary of STAR Data: According to STAR data about 40% of Kindergarten and First grade students are meeting adequate growth in the area of literacy, math and reading. Over half of the students are not meeting adequate growth for literacy, math and reading.


Elementary CCRPI Data Profile
CCRPI COMPONENT / 2014 / 2015 / 2016
District / CCRPI Score / 73.8 / 68.7
State / CCRPI Score / 72.7 / 76
School / CCRPI Score / 71.7 / 66.9
Ind # / 1. ACHIEVEMENT Pts (60)
1 / ELA (%) / 87.9 / 42 / 57
2 / Reading (%) / 92
3 / Mathematics (%) / 76.2 / 40.6 / 57
4 / Science (%) / 76.2 / 36.9 / 59
5 / Social Studies (%) / 80.8 / 43.5 / 62
Ach: Content Mastery Category Performance
Content Mastery Points Earned (out of 24) / 41.3 / 16.314
Content Mastery Weighted Performance / .3304 / .1632
6 / Positive Movement for ELL's / 67.4 / 100
7 / SWD in Gen Ed ≥ 80% / 67.1 / 96.5
8 / 5th grade Writing Assessment / 84.8
9 / 3rd graders with Lexile ≥ 650 / 48.2 / 31.4
10 / 5th graders with Lexile ≥ 850 / 53.8 / 48.9
11 / ≥ 2 Career Assessment Lessons / 100 / 100 / 100
12 / Student Attendance Rate / 95.1 / 77.9 / 72.7
Ach: Post ES Readiness Category Performance / .78429 / .758
Post MS Readiness Points Earned (out of 18) / 0.00 / 0.00 / 0.00
Post MS Readiness Weighted Performance / 0.0000 / 0.0000 / 0.0000
13 / % Pass 4 content and CRCT Meet or Exceed / 70.6
14 / % Exceeds on CRCT / 37.9 / 19.6 / -
Ach: Predictor for HS Category Performance / 0.0000 / 0.0000 / 0.0000
Predictor for HS Grad Points Earned (out of 18) / 0 / 0 / 0
Predictor for HS Grad Weighted Performance / 0 / 0 / 0
2. PROGRESS Pts (25)
Progress Pts Component Performance / # Typ SGP/ Total SGP's / # Typ SGP/ Total SGP's / # Typ SGP/ Total SGP's
P / ELA (%) / 101/162 / 117/172
P / Reading (%) / 101/161
P / Mathematics (%) / 98/162 / 102/173
P / Science (%) / 131/170 / 92/178
P / Social Studies (%) / 102/170 / 103/177
3. ACHIEVEMENT GAP Pts (15) / 16.2 / 31.2
Achievement Gap Component Performance / Gap Size or Gap Change/12 / Gap Size or Gap Change/12 / Gap Size or Gap Change/12
A / ELA (%) / 0/3 / 0/2
A / Reading (%) / 0/1 / 0/1
A / Mathematics (%) / 0/1 / 0/1
A / Science (%) / 0/1 / 0/1
A / Social Studies (%) / ½ / 0/2
4. CHALLENGE Pts (ED/EL/SWD + ETB (up to 10))
ED/EL/SWD / 2.7 / 6.2
Exceeding The Bar / 1pt / 2pts
Summary of CCRPI Data: (Include 1-3 sentences highlighting the overall major findings.) Overall performance on the FY15 Georgia Milestones for MRE was consistent with district results. Over half, nearly 60%, of students did not score at the proficient level in each content area. There was a significant increase in reaching Lexile bands between 3rd and 5th grade students with only 30% of students within the band in 3rd grade and nearly 50% within the band in 5th grade.
School Attendance Data (2015-2016 school year)
Subgroups / Total
# Students / Number and Percent of Absences
Absent for 5 days or less / %
Percent of students absent for 5 days or less / More than 5 days absent / %
Percent of students absent for more than 5 days
Total enrollment / 802 / 325 / 40.52 / 477 / 59.48
American Indian/Alaskan
Asian/Pacific Islander / 6 / 4 / 66.67 / 2 / 33.33
Black / 540 / 239 / 44.26 / 301 / 55.74
Hispanic / 63 / 29 / 46.03 / 34 / 53.97
Multi-Racial / 36 / 11 / 30.56 / 25 / 69.44
White / 157 / 42 / 26.75 / 115 / 73.25
Economically Disadvantaged
English Learners / 33 / 20 / 60.61 / 13 / 39.39
Students With Disability / 148 / 37 / 25 / 111 / 75
Summary of School Attendance Data: (Include 1-3 sentences highlighting the overall major findings.) According to the school attendance data over half of our students missed more than five days. Multi-racial, white, and students with disability subgroups had the most absences with at least 70% of the students missing more than 5 days throughout the school year.
GKIDS 2015-2016
Content Area/Strand / # of Elements / Mean of Elements Assessed / Mean # Elements Meets/Exceeds / Mean % Elements Meets/Exceeds
English LA
Reading / 21 / 20.8 / 15.4 / 73.9
Writing / 6 / 5.8 / 3.8 / 65.9
Speaking and Listening / 3 / 3 / 2.5 / 83.6
Language / 12 / 11.8 / 8.6 / 73.1
ELA Total / 42 / 41.3 / 30.4 / 73.1
Mathematics
Counting and Cardinality / 11 / 11 / 9.2 / 83.4
Operations and Algebraic Thinking / 5 / 4.8 / 3.3 / 67.2
Numbers and Operations in Base 10 / 1 / 1 / .8 / 75.6
Measurement and Data / 3 / 3 / 2.5 / 82.3
Geometry / 6 / 5.8 / 5 / 86
Math Total / 26 / 25.6 / 20.7 / 80.4
Summary of GKIDS Data: (Include 1-3 sentences highlighting the overall major findings.) GKIDS data shows over 70% of students meeting expectations in the area of ELA with writing being the weakest area and speaking and listening begin a strength. In the area of mathematics, 80% of students met elements with operations and algebraic thinking being the weakest area and geometry being an area of strength.
GKIDS – Reading/ELA
Year / Reading / Writing / Listening, Speaking,
Viewing / Lang. / Total
ELA / Approaches to Learning and Personal / Social Development
2014-2015 / 80.6 / 67.9 / 82.8 / 77.1 / 78.1 / Approaches to Learning
Curiosity & Initiative: 74.6
Creativity & Problem Solving:68
Attention / Engagement: 59.6
Approaches Total: 66.6
Personal / Social Development
Personal: 79.5
Social: 76.4
P/S Total: 77.6
2015-2016 / 73.9 / 55.9 / 83.6 / 73.1 / 73.1 / Approaches to Learning
Curiosity & Initiative: 77.3
Creativity & Problem Solving: 56.6
Attention / Engagement: 61.0
Approaches Total: 65
Personal / Social Development
Personal: 74.1
Social: 72.7
P/S Total: 73.2
Summary of GKIDS Data: (Include 1-3 sentences highlighting the overall major findings.) Overall students in kindergarten showed a significant increase in listening, speaking, and viewing while overall ELA shows a significant deficit. Students weakest area for approaches to learning was in the area of attention/engagement personal development begin a strength.
Discipline Data
Category / Number of Referrals / Percentage of Referrals
Bullying / 6 / 2%
Banned Item/explosive materials / 3 / .5%
Bus / 88 / 23%
Campus/Classroom Disturbances / 29 / 7%
Disobedience, Disrespect / 69 / 18%
Electronic/Communication device / 2 / .5%
Fighting / 23 / 6%
Inappropriate School Behavior / 5 / 1%
Inappropriate Striking/Touching/Kicking / 95 / 24%
Indecent Exposure / 1 / .5%
Obscenity / 15 / 4%
Reckless/Disorderly Conduct / 29 / 7%
Sexual Harassment / 1 / .5%
Theft/Possession of Stolen Objects / 8 / 2%
Threatening/Intimidating Students / 4 / 1%
Threatening/Endangering School Employee / 6 / 2%
Unauthorized Area / 1 / .5%
Weapon/Knife / 4 / 1%
Total of Referrals / 389 / 100%
Summary of Discipline data: There were a total of 389 referrals during the school year. Nearly a quarter of the referrals were bus referrals and another quarter was inappropriate sticking, touching or kicking. The other area of concern is disobedience and disrespect accounting for nearly 20% of the overall referrals. The other 30% are distributed between the other areas of discipline.