Georgia Department of Education

Title I Schoolwide/School Improvement Plan

Title I Schoolwide/School Improvement Plan Revision
2014-2015
MCKIBBEN LANE ELEMENTARY SCHOOL
Georglyn Stephens, Principal
Date of Revision ______June 2 & 3 , 2014______
(Month/Date/Year)


School Name: McKibben Lane Elementary
School Mailing Address: 990 Newport Road Macon, GA 31210
LEA Name: Bibb County
LEA Title One Director/Coordinator Name: Lori Rodgers
LEA Title One Director/Coordinator Signature: / Date:
LEA Title One Director/Coordinator Mailing Address: 484 Mulberry St. Macon, GA 31201
Email Address:
Telephone: 478-765-8582
Fax: 478-765-8651

SWP/SIP Template Instructions

Notes:

  • 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 asterisk (*) denotes 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.

Title I Schoolwide/School Improvement Plan

Planning Committee Members:

NAME / POSITION/ROLE
Georglyn Stephens / Principal
Keisha Wallace / Performance Learning Coach
Jennifer Arnold / EIP Teacher
Kathy Rogers-Martin / Teacher
Valerie Driskell / Teacher
Becky Kersey / Teacher
Lea Griffis / Teacher
Nicole Harrell / Teacher
Christy Patterson / Teacher
Roselle Holcombe / Counselor

SIP Components

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.
Response:
  1. 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 grade level chairpersons, the principal, counselor, performance learning coach, and parents. Those persons involved are listed above as the planning committee members. The ways they were involved were disaggregating multi-year data, identifying trends in data, participating in the 5 Whys, participation in the fishbone diagram, brainstorming, aligning areas in need of improvement or monitoring with research-based instructions strategies to ensure that our students are making adequate progress, and identifying how we will progress monitor our work to ensure instructional effectiveness and fidelity. Areas identified as priority areas for our Needs Assessments were math, science and social studies.
  1. We have used the following instruments, procedures, or processes to obtain this information . . . (Be sure to use brainstorming as a strategy for Needs Assessment.)
Lane Elementary School staff conducted a Needs Assessment in May 2014 to determine the strengths and weaknesses in the areas of achievement for thestudent population. CRCT data from the 2013-2014 CCRPI Report was used as a source to determine student achievement. Each grade level completed a Needs Assessment and the data was gathered and compiled to identify areas or strength and areas of weaknesses. Teachers identify programs and activities, which have been successful as well as programs and activities that were not successful. Teachers made suggestions as to initiatives and professional learning needed to improve the content knowledge of the teachers as well as the academic success of our students. The principal met with grade level chairpersons during the month of June to discuss the Title I School Improvement Plan. The team met to look at test data and determine the root causes of areas of weakness. The team looked at the lists which each grade level provided after conducting brainstorming sessions. The lists were compiled and discussed during our professional learning/collaborative-planning meeting. We used the five whys and the fishbone diagram to identify the root causes for our scores. We identified root causes and looked to “Visible Learning” and other sources of research for practices that would yield the best results for student achievement.
  1. We have taken into account the needs of migrant children.
Learners and Migrant students have been taken into account in this plan. Services will be provided in accordance with federal and state guidance and district policies. We students enroll at the Welcome Center; it is a part of the enrollment process for the parents to complete a Migrant Education Program Form and a Home Language Survey. These forms are used to assist the schools with the identification of those students in need of migrant services. If a child is deemed as eligible for migrant services, they are coded in the information system. The counselor coordinates monitors and serves as a liaison between home and school.
  1. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. After analyzing CRCT data, we realized that preliminary data revealed that our scores remained the same in Reading and Science, increased in math and decreased in English/Language Arts and Social Studies. After careful review, we decided to focus on three content areas; Math, Science, and Social Studies. Our scores are below the 90% in all three content areas.
  1. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards including
Economically disadvantaged students in all subject areas
Black students in math and reading
Students with disabilities in math and reading
All students in science and social studies
  1. The data has helped us reach conclusions regarding achievement or other related data.
Strengths:
According to GKIDS (Georgia Kindergarten Inventory of Developing Skills), kindergarten student demonstrate strength in oral language, counting, and geometry.
Areas to Improve:
According to GKIDS, kindergarten phonics was an area of weakness with 65% meeting or exceeding the standard. To increase the number of students meeting or exceeding the standards, students will participate in reading stations, direct phonics instruction, and computer based learning programs.
According to GKIDS, kindergarten math was an area of weakness with 69% of students meeting or exceeding the standard of decomposing numbers in pairs less than or equal to 10. To increase the number of students meeting or exceeding the standards, students will participate in hands on math lessons, learning groups, and computer based learning programs.
1st Grade
Strengths:
Based on the Spring 2014 AIMSweb assessment, 1st grade math computation is an area of strength with 81% of first graders are meeting or exceeding the standard. To continue to increase the number of students meeting or exceeding the standards, students will participated in hands on math lessons, computer based learning programs, and direct instruction on math facts.
Areas of Improvement:
Based on the Spring 2014 AIMSweb assessment, 1st grade reading fluency is an area of weakness with 70% of students meeting or exceeding the standard. To increase the number of students meeting and exceeding the standards, students will participate in guided reading groups, direct phonics instruction, and computer based learning program.
2nd Grade
Strengths:
Based on the Spring 2014 on the AIMSweb assessment, 2nd grade math concepts and application was an area of strength with 54% of students meeting or exceeding the standard which was an increase from 34.3% on the Fall MCAP assessment. To increase the number of students meeting or exceeding the standard, students will participate in differentiated instruction, hands-on activities, Math Exemplars, and use computer based learning programs.
Areas to improve:
Based on the Spring 2014 on the AIMSweb assessment, 2nd grade reading fluency is an area of weakness with a 3% decrease from 51% meeting the standard of 62 words per minute in the Fall of 2013 to 48% meeting the standard of 106 words per minute in the Spring of 201. To increase the number of students meeting or exceeding the standard, students will participate in guided reading groups, direct phonics instruction; computer based learning programs, and Progress Monitoring using RCBM scores.
3rd Grade
Strengths:
3rd Grade reading was an area of strength with 96% of students meeting or exceeding standards. To maintain reading as strength, students will participate in guiding reading, computer-based reading programs, peer tutoring, and promote reading across the curriculum.
3rd Grade science is also an area of strength with an 8% increase in the 2013-2014 school year scores to 77% of students meeting or exceeding the standards. To continue this increase in science scores, students will participate in weekly science labs; supplement the curriculum using Concise Curriculum, and the use of nonfiction text and content vocabulary. Science based field trips and technology such as Brain Pop videos and United Streaming videos would also reinforce the science curriculum.
3rd grade math was an area of strength with a 1% increase in the 2013-2014 school year scores to 84%. To increase the number of students meeting and exceeding in math, students will participate in hands on math lessons, leveled math stations, learning based computer programs, and Math Exemplars.
3rd grade social studies was an area of strength with a 2% increase in the 2013-2014 school year scores to 86%. To continue the increase in the number of students meeting and exceeding in social studies, students will participate in differentiated lessons using primary sources (songs, pictures, letters, newspapers), supplement the curriculum using Concise curriculum and Social Studies Weekly, use maps and map skills to increase geography skills, and the use of nonfiction text and content vocabulary.
Areas to Improve:
3rd grade ELA is also an area of weakness with a 9% decrease in the 2013-2014 school year scores to 84%. To increase the students meeting and exceeding standards, instruction will continue to be integrated with the writing instruction as well as providing explicit ELA instruction. The ELA instruction will also be reinforced using the Concise Curriculum in Science and Social Studies.
4th Grade
Strengths:
4th grade reading is an area of strength with 95% of the students meeting or exceeding the standard. To continue to increase the number of students that meet or exceed the standards in reading, reading instruction will continue to be provided using the guiding reading model of instruction, the use of computer based learning programs, and incorporating additional nonfiction text and content vocabulary.
4th grade math was an area of strength with a 16% increase in the 2013-2014 school years scores with 86% of the students meeting or exceeding the standards. To continue to increase the number of students meeting and exceeding standards, students will complete Math Exemplar and CCGPS frameworks tasks, use math notebooks and manipulatives, cooperative learning groups, and learning based computer programs.
4th grade social studies was an area of strength with a 6 % increase in the 2013-2014 school year scores to 77% meeting or exceeding. To continue the increase in the number of students meeting and exceeding in social studies, students will participate in differentiated lessons using primary sources (songs, pictures, letters, newspapers), supplement the curriculum using Concise curriculum and Social Studies Weekly, use maps and map skills to increase geography skills, and the use of nonfiction text and content vocabulary.
4th grade ELA was an area of strength with the 90% of students meeting or exceeding the standard .To continue to increase the students meeting or exceeding the standard, instruction will continue to be integrated with the writing instruction as well as providing explicit ELA instruction. The ELA instruction will also be reinforced using the Concise Curriculum in Science and Social Studies.
Areas to Improve:
4th grade science scores increased 1% in the 2013-2014 school year scores to 75% of the students meeting or exceeding the standard. To increase the number of students meeting or exceeding the standards, students will participate in at least one science lab a week, utilize science journals, supplement the curriculum using Concise Curriculum and Science Weekly Studies, and the use of nonfiction text and content vocabulary.
5th Grade
Strengths:
5th grade Reading was an area of strength with 95% of the students meeting or exceeding the standards in reading. To maintain reading as an area of strength in 5th grade, students will participate in guided reading, whole group lessons using instructional PowerPoints, use reading journals, Concise Curriculum, and provide opportunities to use reading strategies with nonfiction text and Close Readings.
5th grade ELA was an area of strength with the 92% of students meeting or exceeding the standard during the 2013-2014 school year. To continue to increase the students meeting or exceeding the standard, instruction will continue to be integrated with the writing instruction as well as providing explicit ELA instruction. The ELA instruction will also be reinforced using the Concise Curriculum in Science and Social Studies.
Areas to Improve:
5th grade math was an area of weakness with a 13% decrease in the 2012-2013 school year scores with 83% of the students meeting or exceeding the standards. To increase the number of students meeting and exceeding standards, students will complete Math Exemplar and CCGPS frameworks task, use the GO Math workbooks and PARCC assessments workbooks, use math notebooks and manipulatives, cooperative learning groups, and learning based computer programs such as GoMath, Journeys, multiplication.com, and First in Math.
5th grade science was an area of weakness with a 8% decrease in the 2013-2014 school year scores to 67% meeting or exceeding. To increase the number of students meeting and exceeding standards, students will participate in at least one science lab a week, utilize science journals, supplement the curriculum using Concise Curriculum and Science Weekly Studies, and the use of nonfiction text and content vocabulary.
5th grade social studies was an area of weakness with a 19% decrease in the 2013-2014 school year scores to 67% meeting or exceeding. To increase in social studies scores to 72%, students will participate in differentiated lessons using primary sources (songs, pictures, letters, newspapers), supplement the curriculum using Concise curriculum and Social Studies Weekly, use maps and map skills to increase geography skills and the use of nonfiction text and content vocabulary.
Reading / 3rd / 4th / 5th
11-12 / 94 / 92 / 98
12-13 / 94 / 94 / 95
13-14 / 96 / 95 / 95
Math / 3rd / 4th / 5th
11-12 / 88 / 74 / 90
12-13 / 83 / 70 / 95
13-14 / 84 / 86 / 83
ELA / 3rd / 4th / 5th
11-12 / 92 / 92 / 96
12-13 / 93 / 88 / 91
13-14 / 84 / 90 / 92
Science / 3rd / 4th / 5th
11-12 / 79 / 84 / 80
12-13 / 69 / 74 / 75
13-14 / 77 / 75 / 67
Social Studies / 3rd / 4th / 5th
11-12 / 90 / 81 / 66
12-13 / 84 / 71 / 86
13-14 / 86 / 77 / 67
Based on the analysis of student achievement data and a profile of root causes, the following needs are identified:
Increase the number of students meeting and exceeding standards in Science.
Increase the number of students meeting and exceeding standards in Social Studies.
Increase the number of students meeting and exceeding standards in Math.
The root causes that we discovered for each of the needs were :
I. Lack of resources and materials
  • materials to increase science labs
  • supplemental materials (Concise curriculum, Social Studies and Science Weekly, Classworks)
II. Planning
  • collaborative planning
  • cross-grade level planning
  • differentiated instruction lesson
  • Formative Instructional Practices
  • Student engagement
III. Professional Learning
  • Aims training
  • Social Studies training
  • Go Math
IV. Student Concerns
  • Parental Involvement
  • Discipline
  • Attendance
  • Student Engagement
  • Transient
  • Communities
  1. The measurable goals/benchmarks we have established to address the needs are:
Smart Goals
  • To increase the percentage of students meeting and exceeding standards in Reading on the CRCT test from 94% to97%.
  • To increase the percentage of students meeting and exceeding standards in Mathon the CRCT test from 85% to 90%.
  • To increase the percentage of students meeting and exceeding standards in English-Language Artson the CRCT test from 89% to 94%.
  • To increase the percentage of students meeting and exceeding standards in Scienceon the CRCT test from 73% to78%.
  • To increase the percentage of students meeting and exceeding standards in Social Studieson the CRCT test from 77% to 82%.

*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards.
Response: Schoolwidereform strategies that are scientifically researched based and directly tied to the comprehensive needs assessment are computer-based instruction, direct instruction, vocabulary across the curriculum, extended learning time, differentiated instruction, guided reading, hands-on science lab, exemplars, guided math, and social studies using secondary and primary resources. RTI Tier I standards based classroom learning including RTI Tier 2- research-based interventions are provided based on individual student needs and resources available with progress monitoring to measure students response.
Students who meet expectations are challenged daily to move toward exceeding the mastery of standards. Students receive instruction based on their instructional level. Students who master a standard participate in enrichment lessons. Teachers meet weekly during their planning time to analyze formative assessments and then determine which students will receive the enrichment lessons. First in Math, Star Math, Star Reader, AR, OAS, and a K-2 Phonics program, and will be purchased to help push these students who have met expectations to achieve even higher goals. Extra-curricular clubs, such as Math24, Math Team, Quiz Bowl, Media Assistants, Student Council, Beta Club, Future Teachers, Safety Patrol, Flag Helpers, Fire Marshals, News Team, and Study Buddies are offered to these students as rewards and incentives for going above and beyond expectations.
There are many other opportunities for advanced learning experiences for gifted. Teachers, counselors, parents and administrators recommend students to the program. Specific criteria must be met in order to qualify for the program. Once qualified, students attend the REACH program one day a week with a teacher who is certified to teach gifted students. The teacher leads the students through many high interests; inquiry- based instructional activities that help deepen the learner’s knowledge. Differentiation of instruction occurs in the regular classroom as well to challenge these gifted students.