Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATESchool Name: Live Oak Elementary / District Name: Newton County
Principal’s Name: Ericka Anderson / School Year: 2015-2016
School Mailing Address: 500 Kirkland Rd. Covington, GA 30016
Telephone: 678-625-6654
District Title I Director/Coordinator Name: Dr. Shelia Thomas
District Title I Director/Coordinator Mailing Address:
P.O. Box 1469 Covington, GA 30016
Email Address:
Telephone: 770-787-1330
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: 10/19/15 / Revision Date:10/19/15 / Revision Date:10/19/15
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
Kimberly Inscho
/ /Kindergarten Teacher
Melanie Patterson / /1st Grade Teacher
Tiffany Wilkins
/ /2nd Grade Teacher
Tarsha Williams
/ /3rd Grade Teacher
Annette Brown
/ /4th Grade Teacher
Denise Jackson
/ /5th Grade Teacher
Tomeka Stringer
/ /Counselor
Rothell Lewis, Jr.
/ /Special Education Teacher
Donna Edmiston
/ /Instructional Coach
Ryan James
/ /Assistant Principal
Melissa Daniell
/ /Assistant Principal
Ericka Anderson
/ /Assistant Principal
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). /
Response:
Live Oak Elementary, which was established in school year 2009-2010, has a diverse student population with approximately 84% of its students participating in the federal free and reduced lunch programs. Fourteen percent of the students receive services through the Early Intervention (EIP) program while 11% of the students receive academic support through the Special Education program. Three percent of the students are identified as being English Language Learners (ELL). Four percent of the students receive Gifted Education services. Additional relevant demographic data is shown in the School Profile, which is found in Appendix B.
A. Live Oak developed the school wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement program plan. Those persons involved were teachers from each grade level/department, counselor, Instructional Coach, and school administrators.
B. Live Oak’s process of determining the comprehensive needs of the school has many facets and includes input from all stakeholders. The district’s school improvement planning process requires each school to conduct both formative and summative assessments to determine school wide strengths and areas of improvement as a part of the annual review of school wide data.
The following data sources were used to assist in writing the plan: CRCT (2013-2014), STAR Reading Reports (2014-2015), STAR Early Literacy Reports (2014-2015).
C. Live Oak currently does not have any migrant students. These are the procedures we would follow should those students be in attendance:
a. The Migrant Education Program is part of the Title I Program. 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. 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.
Student Performance Data–Student performance data from the Spring Administration of the CRCT was analyzed to determine strengths and areas of improvement concerning student achievement.
Results from the 2010-2011 CRCT (See Appendix A) indicate that our students have strengths in the following domain areas:
· Literary Comprehension (Grades 3 and 5)
· Literary Comprehension (Grades 4 and 5)
Results from the 2010-2011 CRCT indicate that our students have areas in need of improvement in the following domain areas:
· Social Studies and Science (Grades 3, 4, and 5)
· English/Language Arts, Literary Comprehension, and Math (Grade 4)
Results from the 2011-2012 CRCT indicate that our students have areas in need of improvement in the following domain areas:
· Social Studies and Science (Grades 3 and 5)
· Math (Grades 3 and 5)
Results from the 2012-2013 CRCT indicate that our students have areas in need of improvement in the following domain areas:
· Social Studies and Science (Grades 3 and 5)
· Math (Grades 3 and 5)
Results from the 2013-2014 CRCT indicate that our students have areas in need of improvement in the following domain areas:
· Social Studies (4 and 5)
· Science(Grades 3, 4, and 5)
· Math (Grades 3,4, and 5)
Results from the 2014-2015 End of the Year STAR Reading data indicate that our students have areas in need of improvement in the following domain areas:
· Reading (Grades 1, 2, 3, 4 and 5)
· Math (Grades 3,4, and 5)
Results from the 2014-2015 End of the STAR Early Literacy Data (Kindergarten and 1st Grade) data indicate that our students have areas in need of improvement in the following domain areas:
· Phonemic Awareness (Grades Kindergarten and 1)
· Structural Analysis (Grades Kindergarten and 1)
E. Live Oak has based the SWP Title I plan on information about all students in the school and identified students and groups of students who are not yet achieving the State Academic content standards including:
ü Economically disadvantaged
ü Students from major racial and ethnic groups
ü Students with disabilities
ü Students with limited English proficiency.
F. Standardized testing data from Georgia Milestones 2014-2015 are not available at this time. Therefore, the Title I Planning Team analyzed CRCT data from 2013-2014, STAR Reading, and STAR Math data to developed conclusions concerning academic needs of students. Based on an analysis of teacher perception data and student achievement data, the following represents a prioritized listing of needs that will be the focus of the school:
· Science Achievement (this is also supported in Appendix B--CRCT data)
· Writing (this is also supported in Appendix C--Writing Test data)
· Math (Numeration and Number Sense)
· Reading Fluency
· Reading Comprehension
· The school’s Title I Planning Team analyzed the school’s student achievement data during the summer of 2015 to brainstorm possible root causes of areas in need of improvement. Possible root causes in areas in need of improvement are as follows:
· Math-Students may need additional instruction using manipulatives to assist in concretely learning math concepts
· Math-Students may need additional instruction on the use of integrated math strategies
· Math-Teachers may need additional professional learning on the use of integrated math strategies
· Non Fiction Reading Comprehension-Students may not have the necessary background knowledge to make connections to nonfiction reading (Science)
· Non Fiction Reading Fluency-Students may have exposure to fictional works of literature opposed to nonfiction reading (Science)
The Title I Planning team determined that fiction reading and grammar were strengths of
students after reviewing the data sources of CRCT, STAR Reading, and STAR Early
Literacy.
G. Measureable Goals to Establish Student Needs
As Georgia is undergoing a new standardized assessment tool with Georgia Milestones, the 2014-2015 data will be used as a baseline year to collect data for upcoming goals to be established.
2. Schoolwide reform strategies that: /
Response:
· are directly tied to the comprehensive needs assessment
· are scientifically researched based
· are based upon effective means of raising student achievement.
· use effective instructional methods that increase the quality and amount of learning time.
· address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with school improvement plans
· develop opportunities for all children in the school to meet or exceed Georgia’s Standards of Excellence.
2(a) 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:
Faculty and staff at Live Oak are committed to working with all students to ensure their emotional and academic growth. The staff utilizes a variety of scientifically-based research methods and instructional strategies to address the needs of participating students. Strategies from Learning Focused Schools and “What Works in Schools” are utilized to address the individual needs of the student along with differentiated instruction. The Common Core Georgia Standards for Excellence (CCGSE) are the driving force of the school’s curricular program. Teachers also implement activities from the Newton County Curriculum Map, Scholastic Writing, Envision Math, Georgia Department of Education Math Frameworks, and Newton County Phonics Kits.
2(b) Use effective methods and instructional strategies that are based on scientifically based
research that:
o strengthen the core academic program in the school.
o include strategies for meeting the educational needs of historically underserved populations
Response:
Live Oak will utilize the efforts of the Title I Contact to serve as the liaison between the school and the district. The Title I Contact will be used to assist the principal to carry out the requirements of the Parent Involvement Program. Parents will be utilized as a group of concerned stakeholders whose goal is to strengthen the core academic program at the school and build relationships amongst parents, community members, school staff members, and students.
To further strengthen the core academic program at the school, research based strategies gleaned from Robert Marzano’s work are used to increase student achievement. Professional learning will be provided by the Instructional Coach concerning the implementation of research based instructional strategies. Substitutes may be utilized in order for teachers to attend such professional learning sessions.
Some of the practices that are used as a part of the research base instructional framework include the building of background knowledge, direct vocabulary instructional, small group differentiated instruction, implementation of non-linguistic representations, activating strategies, higher order thinking questions, and advanced organizers among others. The goal of these strategies is to increase the likelihood of retention and application of the Common Core Georgia Standards for Excellence in real life settings amongst the school’s underperforming students.
The school will increase quality of learning time via the implementation of differentiated instruction and student engagement strategies. Students are placed heterogeneously in their homerooms for their instructional day. Teachers pre-test students on skills to be taught for a particular unit. Students are then placed in readiness level groups to provide differentiated small group instruction in both Reading and Math. Accelerated Reader is implemented in grades K-5 and consists of individualized goal setting for the average percent correct to increase students’ reading comprehension.
Live Oak utilizes various resources for English/Language Arts instruction. The resources for literacy instruction include the Scholastic Guided Reading (a leveled book system). As a systemic intervention for underperforming learners (Tier 2 and Tier 3 students), Dr. Cupp’s Readers, Quick Reads, Benchmark Intervention materials (Word Study), and materials from internet sources used at listening centers on student computers are in place to provide opportunities for all children to meet the state’s proficient and advanced levels of academic achievement. . Supplemental resources for at-risk learners include MobyMax, Big Brainz, Math Triumphs, Envision Math, Science Leveled Readers, and SRA.
2(c) Use effective instructional methods that increase the quality and amount of
learning time.
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 /
The school will increase the amount and quality of learning time by implementing an Early Morning Academy Intervention Block before school using highly qualified teachers and support staff.
Ø The school will increase the amount and quality of learning time by utilizing differentiated instructional strategies within the classroom. Live Oak will also utilize a full-time instructional coach to provide teachers with the support they need in order to implement the instructional strategies that will improve the quality of student learning. Teachers will integrate additional science and mathematics content into the ELA/Reading block.
Ø The school employs an After School Academic Program (ASAP), which is directed by system level personnel. Objectives of the ASAP program include improved performance in core academic areas with an emphasis on reading, ELA, math and science; class participation, and increased parent involvement in their children’s education and development. Activities will be learner‐focused with enrichment and remediation presented through innovative lessons, student projects, small group learning, and technology
Ø The school also will utilize CSR teachers to employ research base instructional framework include the building of background knowledge, direct vocabulary instructional, small group differentiated instruction, implementation of non-linguistic representations, activating strategies, higher order thinking questions, and advanced organizers.