Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATESchool Name: Charles H. Bruce Elementary / District Name: Bibb
Principal Name: Dr. Ramon Johnson / School Year: 2015-2016
School Mailing Address: 3660 Houston Ave Macon GA 31206
Telephone: 478-779-4550
District Title I Director/Coordinator Name: Dr. Lori Rodgers
District Title I Director/Coordinator Mailing Address: 484 Third Street Macon, GA 31201
Email Address:
Telephone: 478-765-8582
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: / Revision Date: / 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
Dr. Ramon Johnson
/ /Principal
Dr. Angela James
/ /Assistant Principal
Janice Sherman
/ /Academic Coach
Erica White
/ /Media Specialist
Chad Keen
/ /PEC Lead
Kersela Lewis
/ /School Counselor
Tomika Jones
/ /Campus Leader
Tangela Turner
/ / Campus LeaderRayleen Norman
/ / Campus LeaderSierra Wilson
/ / Campus LeaderDominique Whipple
/ / Campus LeaderEdgar Ray
/ / Campus LeaderFrankie Lewis
/ /Classwork Manager
SWP/SIP Components
1. A comprehensive needs assessment of the entire school, (including taking into accountthe 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). /
A. Response: We have developed our school wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement program plan. Those persons involved in the comprehensive school-wide/school improvement were the leadership team which consisted of the principal, assistant principal, academic coach, counselor, campus leaders (representative from each grade level), media specialist, parents and community partners. The leadership team met during staff meetings to disaggregate data among grade levels. The data was disaggregated by the leadership team using the fishbone diagram and the five Whys as strategies to answer and brainstorm some tough questions about the data and instruction strategies. Teachers were also given a self-reflection questionnaire to answer questions about their data.
The Academic Coach went over the plan with parents and community partners. The school 2013-2014 CRCT data was reviewed and compared to the previous year data since the current state assessment data is not available.
B. We have used the following instruments, procedures, or processes to obtain this information . . . (Be sure to use brainstorming as a strategy for Needs Assessment.)
· Brainstrorming
· Five Why’s
· Fishbone Diagram
· Discussions
· Review of data
· Collaboration
C. We have taken into account the needs of migrant children by (or if you have no migratory students . . . these are the procedures we would follow should those students be in attendance )
At this time, Bruce Elementary School do not have migrant students; however, if any migrant students enroll at Bruce, our plans for serving these students would include:
· Coordinating with the school district’s migrant education liaison
· Providing parent information in the family native language
· Developing a guide to community services available to migrant students and their families
· Conducting surveys, focus groups, or one on one interview to assess the needs of migrant students and families
· Providing workshops and other parent/family activities based on the input from surveys, focus groups and one on one interviews.
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.
· Universal Screening Data is collected and analyzed in the Fall, Winter and Spring of the year according to Tier 1 of the Georgia RTI Pyramid of Interventions along with multiple sources of formative /summative assessments. For example, based on the Universal Screener:
· In the fall, 70% of the first graders were emerging and established in math computation compared to the spring scores with 64% of the first graders were emerging and established in math computation.
· In the fall, 61.6% of first graders were emerging and established on the RCBM compared to the spring scores with 45.2% were emerging and established.
· In the fall, 52.5% of second graders were emerging and or established on the RCBM compared to the spring scores with 63.2% emerging and established.
· In the fall, 66.4% of the second graders were emerging and established in math computation compared to the spring scores with 63.7% emerging and established in math computation.
A review of the CRCT 2014 data revealed:
· Those students in 3rd grade strengths were Literacy Comprehension, grammar and sentence construction, numbers and operations, history and physical science.
· Those students in 4th grade strengths were Literacy Comprehension, research and writing process, numbers and operations, history and physical science.
· Those students in 5th grade strengths were Literacy Comprehension, grammar and sentence construction, numbers and operations, history and life science.
D. 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
Ø Economically disadvantaged students . . .
Ø Students from Major racial and ethnic groups . . .
Ø Students with disabilities . . .
Ø Students with limited English proficiency . . .
E. The data has helped us reach conclusions regarding achievement or other related data.
Ø The major strengths we found in our program were . . .
· Grammar and sentence construction
· Literacy comprehension
· Students are leaving kindergarten prepared for 1st grade.
· Numbers and operations
· Life Science (5th Grade)
· History (3rd-5th Grade)
Ø The major needs we discovered were . . .
· Research and the writing process are weak across all grade levels. Small group instruction is not implemented across grade level.
· Vocabulary is a weak area across grade levels.
· Writing is not being addressed consistently in grades first and second.
· Numbers and operations is improving but not at a consistent rate.
· Professional learning was implemented but monitoring was not consistent across grade level.
Ø The needs we will address are . . .
· Implement small groups to enhance instruction and support struggling students in math, science, social studies and writing.
· Implement writing across the curriculum
· Professional development for staff in the area of science and social studies.
· Math strategies for teachers to improve the use of manipulative during math instruction.
Ø The specific academic needs of those students that are to be addressed in the school wide program plan will be …
· Using small groups to address the needs of students struggling across the curriculum in math, science, social studies and writing.
· Implement writing across the curriculum so that all students receive opportunities to write across the curriculum in content areas as well as reading/language arts.
· Decrease class size in 5th & 3rd t grade to impact learning for struggling readers.
· Implement Read 180 in 4th grade with fidelity to provide a scientific based reading program to increase reading to students struggling.
Ø The ROOTCAUSE/s that we discovered for each of the needs were . . .
(How did you get in this situation? What are some causes?)
After reviewing different sources of data, the committee determined the areas of needed by Brainstorming, Five Why’s and Fishbone Diagram. Tier I instruction has to be completed with fidelity and with higher expectations for the students. There is a need to see the students as individuals in classrooms in order to meet the individual needs. Data has to be used to drive instruction so that the teachers are able to close the achieve gaps in each grade level. The administration and coaches need to monitor the implementation of different strategies and artifacts at the school and give feedback for next steps.
F. The measurable goals/benchmarks we have established to address the needs were . . .
· For the 2015-2016 school years, sixty percent of the students in grade 3-5 will meet or exceed standards in science on the State Assessment.
· For the 2015-2016 school years, sixty percent of the students in grade 3-5 will meet or exceed standards in social studies on the State Assessment
· For the 2015-2016 school years, seventy percent of the students in 3rd - 5th grade will meet or exceeded on the extended response section of the state ELA assessment.
· For the 2015-2016 school years, seventy percent of the students ‘in 3rd-5th grade will meet or exceeded on the Math State Assessment.
2. Schoolwide reform strategies that: /
Response:
· Small group instruction with differentiation instruction in math.
· Integrating science and social studies into reading to improve informational text for content mastery.
· Implement formative assessment strategies to assess student’s progress toward mastery of standards.
· Implement standard-based classrooms.
· Implement supplemental math instruction during the school day for at-risk learners.
· Flexible Learning Program (FLP) in math for students in K-5 during special rotation.
· Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). /
Response:
The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are . . . (Strategies to be used.)
· Small group instruction during guided math at least three times a week.
· Weekly progress monitoring of identified weakness.
· Science and social studies taught daily in all grade levels
· Journal writing is completed daily for at least 10 minutes each day.
· Constructed Response writing time implemented daily.
· A review of writing folders and journals each month by Literacy team with feedback.
· Struggling students will be identified and a Response to Intervention plan (RTI) will be created based on individual student needs’
· Use effective methods and instructional strategies that are based on scientifically based research that:
o strengthen the core academic program in the school.
o increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum
o include strategies for meeting the educational needs of historically underserved populations
Response:
· Bring Words to Life, Beck, McKeown and Kucan
· Teaching the Best Practice Way, Daniels and Bizar
· Focus, Elevating the Essentials, and Results Now, Mike Schmoker
· Seven Strategies of Assessment for Learning, Chappius, Pearson
· What works in Schools, Translating Research into Action, Marzano, ASCD
· Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:
o counseling, pupil services, and mentoring services;
o college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and
o the integration of vocational and technical education programs; and /
Response: Strategies used to address all students particular low-achieving students in the school-wide program will be:
· Small group and individual counseling sessions
· Test talks and goal setting
· Group sessions with the Counselor to identify specific needs to address the whole child.
· Address how the school will determine if such needs have been met; and
· Are consistent with, and are designed to implement, the state and local improvement plans, if any.
Response: All targeted populations (Black, White, Economically Disadvantage, and Students with Disabilities) will be progressed monitored bi-weekly. The leadership team will monitor collaborative planning on grade level, small group instruction to see if small groups are being implemented and the instruction is rigor. Weekly assessments will be reviewed in the area of science, social studies and math to make sure students are making progress on assessments and making progress on skills being monitored. A review of the data will allow teachers to make adjustments to instruction in order to meet the needs of all learners. District and or school benchmarks will be given to monitor progress on the targeted population.
3. Instruction by highly qualified professional staff /
Response: All students receive instruction from highly qualified professional staff.
4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards. /
Response:
Grade levels participate in collaborative planning. The meetings focus on standards based classroom practices, performance tasks, planning lessons using the frameworks and standards, and strategies to differentiate instruction. Teachers are using differentiated instruction daily in each classroom. Teachers, principals, and paraprofessionals are also involved in the 8-Step Process, which provides a comprehensive move toward increasing academic performance by all students in identifying the key content areas. Staff members are focusing on positive methods and different strategies to better help students who are traditionally low performing students. Staff members also disaggregate data to better aide in the instruction of our students. Support staff members also help teachers during the daily instruction to better help the needs of our students.