SCHOOL IMPROVEMENT PLANNING TOOL-CCRPI 2015-2016ELEMENTARY SCHOOL

INDICATOR / CURRENT STATE / GOAL / STRATEGIES USED TO ACHIEVE GOAL / WHO IS RESPONSIBLE? / METRICS
CONTENT MASTERY
Percent of students scoring at Proficient or Distinguished in ELA (required participation rate ≥ 95%) / 52% Developing Learner or Above / 70% Proficient or Distinguished on Georgia Milestones EOG test.
Decrease the gap between the subgroup SWD and All Students’ scores on the Georgia Milestones EOG ELA Test / 1. Disaggregate Language Arts assessment data according to student populations to determine strengths and areas of need among sub groups and identify possible gaps in performance among sub groups.
2. Teachers will create a data notebook (Pensieve) where all student formative and summative assessment data can be recorded and tracked throughout the year in order to identify the Language Arts strengths and weaknesses of the class and individual students. This will also help identify students for RTI.
3. Implement a Language Arts Vertical Team and provide opportunities for peer observations using ViewPath which will provide cross-grade level support in writing and grammar.
4. Provide cross curricula daily writing opportunities for all students and utilize effective teacher commentary, student conferencing, and rubrics for writing instruction.
5. Explicitly teach ELA vocabulary and content through the use of literature, journal writing, interactive notebooks and student learning maps.
6. Increase communications with parents in regard to Georgia Standards for Excellence (GSE) Language Arts Standards and GA Milestones expectations throughout the year, and how parents can help at home using the following:
-Curriculum Nights
-Parent Conferences
-Weekly Grade Level
Newsletters
-Daily Staff Emails
-Promotion/Retention
Meetings
-Report Cards
-Canvas
-Title 1 Parent Mtgs.
-GOFAR Milestones
Family Nights (for
families with no
internet access)
-Friday Folders
-Infinite Campus
Portal for Parents
7.Continue to Provide Saturday School for students in grade 3-5 who are performing below grade level in ELA.
8. Provide a cross-grade level examination of writing standards and expectations K-5 with the use of anchor papers.
9. Provide teachers with training for writing expectations for Milestones testing to include Constructed and Extended Responses.
10. Implementation of Daily Oral Language exercises in grades 1-5
11. Implementation of a keyboarding program in grades 3-5 (typingweb.com) and in grades 1-2 (Dance Matt)
12. Continued implementation and refinement of Traits Writing program K-5
13. Increase teacher and student technology integration in order to engage students in a more rigorous and relevant ELA curriculum by the use of: Canvas, ipads, laptops, computers, ActivBoards, educational apps, Twitter, Facebook, production tools/apps and other social media outlets. / BLT/Grade Level PLC’s
Teachers
Teachers
Instructional Coaches
Administrators
-Teachers
-Instructional
Coaches
-Administrators
Teachers
Instructional Coaches
Administrators
Teachers
Instructional Coaches
Administrators
Principal
-Teachers
-Instructional
Coaches
-Administrators
Instructional Coaches
-Teachers
-Instructional
Coaches
-Administrators
STA
Teachers
Instructional
Coaches
Administrators
Teachers
Academic Coaches
STA
County Technology Support Specialist
Administrators / GMA ELA Scores
STAR Reading
Screening Scores
ELA Grades
Writing
Assessments
& Portfolios
ELA Benchmark
Score
ELA Grade Level Common
Assessments
GMA ELA Scores
ELA Grades
Writing Assessments
& Portfolios
ELA Benchmark
Scores
ELA Grade Level Common Assessments
GMA ELA Scores
ELA Grades
Writing Assessments
& Portfolios
ELA
Benchmark
Scores
ELA Grade
Level Common
Assessments
GMA
ELA Scores
ELA Grades
Writing
Assessments
& Portfolios
ELA
Benchmark
Scores
ELA Grade
Level Common
Assessments
GMAELA Scores
ELA Grades
Writing
Assessments
& Portfolios
ELA Benchmark
Scores
ELA Grade
Level Common
Assessments
Parent Surveys
Parent Feedback
Meetings
GMA ELA Scores
ELA Grades
Writing
Assessments
& Portfolios
ELA
Benchmark
Scores
GMAELA Scores
ELA Grades
Writing
Assessments
& Portfolios
ELA Benchmark
Scores
GMAELA Scores
ELA Grades
Writing
Assessments
& Portfolios
ELA Benchmark
Scores
GMAELA Scores
ELA Grades
Writing Assessments
& Portfolios
ELA Benchmark
Scores
GMAELA Scores
ELA Grades
Writing
Assessments
& Portfolios
ELA Benchmark
Scores
Program timed keyboarding assessments
GMAELA Scores
ELA Grades
Writing
Assessments
& Portfolios
ELA Benchmark
Scores
GMA ELA Scores
ELA Grades
Writing
Assessments
& Portfolios
ELA Benchmark
Scores
Percent of students scoring at Proficient or Distinguished in reading (required participation rate ≥ 95%) / ?? / 70% Proficient or Distinguished on the GA Milestones EOG
Decrease the gap between SWD and All Students on the GM Reading Scores / 1. Disaggregate Reading assessment data according to student populations to determine strengths and areas of need among sub groups and identify possible gaps in performance among sub groups.
2. Create a data notebook where all student formative and summative assessment data can be recorded and tracked throughout the year in order to identify the ELA strengths and weaknesses of the class and individual students, & also helpidentify students for RTI.
3. Continue to implement differentiated Guided Reading strategies with an emphasis on comprehension and direct vocabulary instruction (Marzano) across the curriculum in grades k-5.
4. Implement a Reading Vertical Team and provide opportunities for peer observations using ViewPath which will provide cross-grade level support.
5. Increase communications with parents in regard to Georgia Standards for Excellence (GSE) Language Arts Standards and GA Milestones expectations throughout the year, and how parents can help at home using the following:
-Curriculum Nights
-Parent Conferences
-Weekly Grade Level
Newsletters
-Daily Staff Emails
-Promotion/Retention
Meetings
-Report Cards
-Canvas
-Title 1 Parent Mtgs.
-GOFAR Milestones
Family Nights (for
families with no
internet access)
-Friday Folders
-Infinite Campus
Portal for Parents
6. Full implementation of Phonics Program in Kindergarten and intervention use (Jack and Jilly, along with County provided materials) in 1st and 2nd grade
7. Continue to Provide Saturday School for students in grade 3& 5 who are performing below grade level in Reading.
8. Increase teacher and student technology integration in order to engage students in a more rigorous and relevant ELA curriculum by the use of: Canvas, ipads, laptops, computers, ActivBoards, educational apps, Twitter, Facebook, production tools/apps and other social media outlets.
9. Continued implementation and refinement of Daily 5/CaféReading Structure K-5.
10. Implementation of Next Step Guided Reading Assessment / BLT/Grade Level PLC’s
Teachers
Teachers
Academic Coach
Administrators
Teachers
Teachers
Academic Coach Administrators
Teachers
Academic Coaches Administrators
Principal
Teachers
Academic Coach Administrators
Teachers
Academic Coach
Administrators
Teachers
Academic Coaches Administrators / GMA Reading Scores
STAR Scores
Lexile Levels Reading Benchmark Scores
Reading Grades
GMA Reading Scores
STAR Scores
Lexile Levels Reading Benchmark Scores
Reading Grades
GMA Reading Scores
STAR Scores
Lexile Levels Reading Benchmark Scores
Reading Grades
GMA Reading Scores
STAR Scores
Lexile Levels Reading Benchmark Scores
Reading Grades
Parent Surveys
Parent Feedback Meetings
GKIDS Scores-STAR Scores
Lexile Levels Benchmark Scores
Reading Grades
GMA Reading Scores
STAR Scores
Lexile Levels Reading Benchmark Scores
Reading Grades
GMA Reading Scores
STAR Scores
Lexile Levels Reading Benchmark Scores
Reading Grades
GMA Reading Scores
STAR Scores
Lexile Levels Reading Benchmark Scores
Reading Grades
GMA Reading Scores
STAR Scores
Lexile Levels Reading Benchmark Scores
Reading Grades
GMA Reading Scores
STAR Scores
Lexile Levels
Reading Benchmark Scores
Reading Grades
Percent of students scoring at Proficient or Distinguished in mathematics (required participation rate ≥ 95%) / 51% Scoring at Developing Learner or Above / 70% Proficient or Distinguished on the new GMA test
Decrease the gap between SWD and All Students on the GMA Math Scores / 1. Disaggregate Language Arts assessment data according to student populations to determine strengths and areas of need among sub groups and identify possible gaps in performance among sub groups.
2. Teachers will create a data notebook where all student formative and summative assessment data can be recorded and tracked throughout the year in order to identify the Mathematics strengths and weaknesses of the class and individual students. This will also help identify students for RTI.
3. Implement a Math Vertical Team and require two peer observations using ViewPath which will provide cross-grade level Math support.
4.Explicitly teach mathematics vocabulary and content through the use of literature, journal writing, interactive notebooks and student learning maps.
5. Increase communications with parents in regard to Georgia Standards for Excellence (GSE) Language Arts Standards and GA Milestones expectations throughout the year, and how parents can help at home using the following:
-Curriculum Nights
-Parent Conferences
-Weekly Grade Level
Newsletters
-Daily Staff Emails
-Promotion/Retention
Meetings
-Report Cards
-Canvas
-Title 1 Parent Mtgs.
-GOFAR Milestones
Family Nights (for
families with no
internet access)
-Friday Folders
-Infinite Campus
Portal for Parents
5. Continue to Provide Saturday School for students in grades 3 - 5 who are performing below grade level in Math.
6. Continued implementation of Early Numeracy in Grades PK-2 & implementation of Math Exemplars andMath Framework Tasks weekly in all classrooms.
7. Continue training teachers in the CRA method/strategies with manipulatives.
11. Increase teacher and student technology integration in order to engage students in a more rigorous and relevant mathematics curriculum by the use of: Canvas, ipads, laptops, computers, ActivBoards, educational apps, Twitter, Facebook, production tools/apps and other social media outlets and areas of need among sub groups and identify possible gaps in performance among sub groups. / Teachers
Administrators
Academic Coaches
Teachers
Academic Coaches
Administrators
Teachers
Academic Coaches
Administrators
Teachers
Teachers
Academic Coaches Administrators
Principal
Teachers
Academic Coach Administrators
M. E. Mendenhall
Academic Coaches
Teachers
Academic Coaches
Administrators
County Technology Support Tech / GMA Math Scores
STAR SCORES
Math Grades
Math Benchmark Scores
GMA Math Scores
STAR Scores
Math Grades
Math Benchmark Scores
GMA Math Scores
STAR SCORES
Math Grades
Math Benchmark Scores
GMA Math Scores
STAR SCORES
Math Grades
Math Benchmark Scores
Parent Surveys
Parent Feedback Meetings
GM Math Scores
STAR SCORES
Math Grades
Math Benchmark Scores
GMA Math Scores
STAR SCORES
Math Grades Math Benchmark Scores
GMA Math Scores
STAR SCORES
Math Grades
Math Benchmark Scores
GMA Math Scores
STAR SCORES
Math Grades
Math Benchmark Scores
GMA Math Scores
STAR SCORES
Math Grades
Math Benchmark Scores
GMA Math Scores
STAR SCORES
Math Grades
Math Benchmark Scores
Percent of students scoring at Proficient or Distinguished in science (required participation rate ≥ 95%) / 48% Scoring at Developing Learner or Above / 70% Proficient or Distinguished on the new GA Milestones test
Decrease the gap between SWD and All Students on the GMA Science Scores / 1. Disaggregate science assessment data according to student populations to determine strengths and areas of need among sub groups and identify possible gaps in performance among sub groups.
2. Teachers will create a data notebook where all student formative and summative assessment data can be recorded and tracked throughout the year in order to identify the science strengths and weaknesses of the class and individual students.
3. Implement a Science Vertical Team and provide opportunities for peer observations using ViewPath which will provide cross-grade level Science support.
4.Explicitly teach science vocabulary and content through the use of literature, journal writing, interactive notebooks and student learning maps.
5. Increase communications with parents in regard to Georgia Standards for Excellence (GSE) Language Arts Standards and GA Milestones expectations throughout the year, and how parents can help at home using the following:
-Curriculum Nights
-Parent Conferences
-Weekly Grade Level
Newsletters
-Daily Staff Emails
-Promotion/Retention
Meetings
-Report Cards
-Canvas
-Title 1 Parent Mtgs.
-GOFAR Milestones
Family Nights (for
families with no
internet access)
-Friday Folders
-Infinite Campus
Portal for Parents
6. Provide at least (K-2)30/45 (3-5) minutes daily of explicit science instruction during the science unit as well as cross curricular integration where appropriate.
7. Increase teacher and student technology integration in order to engage students in a more rigorous and relevant science curriculum by the use of: Canvas, ipads, laptops, computers, ActivBoards, educational apps, Twitter, Facebook, production tools/apps and other social media outlets. / Administrators
Academic Coaches
Teachers
Teachers
Teachers
Academic Coaches Administrators
Teachers
Teachers
Academic Coaches Administrators
Teachers
Teachers
Academic Coaches
Administrators
County Support Tech / GMA Science Scores
Science Grades Science Benchmark Scores
GMA Science Scores
Science Grades Science Benchmark Scores
GMA Science Scores
Science Grades Science Benchmark Scores
GMA Science Scores
Science Grades Science Benchmark Scores
GMA Science Scores
Science Grades Science Benchmark Scores
GMA Science Scores
Science Grades Science Benchmark Scores
GMA Science Scores
Science Grades Science Benchmark Scores
Percent of students scoring at Proficient or Distinguished in social studies (required participation rate ≥ 95%) / 51% Scoring at Developing Learner or Above / 70% Proficient or Distinguished on the new GA Milestones test
Decrease the gap between SWD and All Students on the GM Social Studies Scores / 1. Disaggregate social studies assessment data according to student populations to determine strengths and areas of need among sub groups and identify possible gaps in performance among sub groups.
2. Teachers will create a data notebook where all student formative and summative assessment data can be recorded and tracked throughout the year in order to identify the social studies strengths and weaknesses of the class and individual students.
3. Implement a Social Studies Vertical Team and provide opportunities for peer observations using ViewPath which will provide cross-grade level support in Social Studies.
4.Explicitly teach social studies vocabulary and content through the use of literature, journal writing, interactive notebooks and student learning maps.
5. Increase communications with parents in regard to GPS Social Studies Standards and expectations, progress of students throughout the year, and how parents can help at home using the following:
Curriculum Nights
Parent Conferences
Weekly Grade Level Newsletters
Daily Email
Retention Promotion Meetings
Report cards (9 weeks) and Progress Reports (41/2 weeks)
MBC Sites
Title 1 Parent Workshops/Meetings
OAS GM Family Nights (for families with no access to computers at home)
Friday Folders
Infinite Campus Portal for Parents
6. Provide at least (K-2)30/45 (3-5) minutes daily of explicit science instruction during the social studies unit as well as cross curricular integration where appropriate.
7. Increase teacher and student technology integration in order to engage students in a more rigorous and relevant ELA curriculum by the use of: Canvas, ipads, laptops, computers, ActivBoards, educational apps, Twitter, Facebook, production tools/apps and other social media outlets. / Administrators
Academic Coaches
Teachers
Teachers
Teachers
Academic Coaches Administrators
Teachers
Teachers
Academic Coaches
Administrators
Teachers
Teachers
Academic Coaches
Administrators
County Support Tech / -GMA Social Studies Scores
-Social Studies Grades
-Social Studies Benchmark Scores
GMA Social Studies Scores
Social Studies Grades
Social Studies Benchmark Scores
GMA Social Studies Scores
Social Studies Grades
Social Studies Benchmark Scores
GMA Social Studies Scores
Social Studies Grades
Social Studies Benchmark Scores
GMA Social Studies Scores
Social Studies Grades
Social Studies Benchmark Scores
GMA Social Studies Scores
Social Studies Grades
Social Studies Benchmark Scores
GMA Social Studies Scores
Social Studies Grades
Social Studies Benchmark Scores
GMA Studies Scores
Social Studies Grades
Social Studies Benchmark Scores
Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs / 9.0 / 9.2 / Explicitly teach academic vocabulary and content through the use of literature, journal writing, interactive notebooks and student learning maps. / ELL Teachers / ACCESS Scores
Percent of Students With Disabilities served in general education environments greater than 80% of the school day / 62% / 65% / Use of a special education oversight committee to continue to serve SWD students in the least restrictive environment / Administrators/ Special Education Contact / SWD FTE Report
Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 / 40% / 60% / See strategies in ELA/Reading section above. / Administrators/ Academic Coaches/ Teachers / GMA Lexile Score
STAR Lexile Score
Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 / 57% / 60% / See strategies in ELA/Reading section above / Administrators/ Academic Coaches/ Teachers / GMA Lexile Score
STAR Lexile Score
Percent of students in grades 1-5 completed the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters / 98% / 100% / Student Enrollment monitoring by checklists / Counselors / Student Portfolios
Student Rosters
Student Attendance Rate (%) / 91% / 95% / Attendance Reports monitored weekly
-Letters to parents
-Incentives and awards for perfect attendance / Attendance Clerk
Counselors
Administrators / Infinite Campus Attendance Reports
PREDICTOR FOR HIGH SCHOOL GRADUATION
Percent of students in Grade five passing at least 4 courses in core content areas (ELA, mathematics, science, social studies) AND scoring at Proficient and Distinguished on ALL GMAs / 9.6 – Passing at least 4 courses in core content areas