School Name: Heard-Mixon Elementary School / District Name:Newton
Principal Name:Marquita Wilkins / School Year:2015-2016
School Mailing Address: 14110 Hwy 36, Covington, GA 30014
Telephone: 770-784-2980
District Title I Director/Coordinator Name: Dr. Shelia Thomas
District Title I Director/Coordinator Mailing Address: 2109 Newton Drive, Covington, GA
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:9/1/15 / Revision Date: 10/6/15 / Revision Date:1/5/16
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
Marquita Wilkins / PrincipalAngelia Cameron / Assistant Principal
Maria Hargrove / Title I teacher
Elaine Franklin / Special Education Teacher
Mary Horton / Fifth Grade Teacher
Corey Barnwell / Fourth Grade Teacher
Tina Hendrix / Third Grade Teacher
Robin Lackey / Second Grade Teacher
Stephanie Kazar / First Grade Teacher
Tiffany Young / Kindergarten Teacher
Sheri Kelly / School Technology Assistant
Amy Rains / Music Teacher
Annette Gilbert / Counselor
Kimberly Brewer / Pre-K Teacher
Sandy Moseley / Media Specialist
Stacy Grier / Parent
Tracy Roberts / Parent
- Comprehensive Needs Assessment...... 5
- Schoolwide Reform Strategies...... 30
- Instruction by Highly Qualified Staff...... 36
- Professional Development for Staff...... 37
- Strategies to Increase Parental Involvement ...... 41
- Plans for Assisting Preschool Children in the Transition to
Elementary School...... 45
- Measures to Include Teachers in Decisions About Use of Assessments ...... 47
- Description of How Federal, State, and Local Funds are Coordinated to Support Student Learning 48
- Description of Activities to Ensure Effective, Timely Assistance to Students.....49
- Description of How Individual Student Assessment Results and Interpretation will be Provided to Parents 51
- Provisions for the Collection and Disaggregation of Data...... 52
- Provisions to Ensure that Disaggregated Results are Valid and Reliable...... 52
- Provisions for Public Reporting of Disaggregated Data...... 53
- Documentation of Plan Developed During a One-Year Period...... 53
- Documentation of Plan Developed with the Involvement of Parents and Community54
- Plan Available to LEA, Parents, and Public...... 54
- Translation of Plan into Primary Language of Significant Number of Parents.....54
- Adherence to School Improvement Provisions of Section 1116...... 54
Appendix A Parent Involvement Policy& Parent Activities...... 55
Appendix B School-Home Compact...... 60
Appendix CContinuous Improvement Plan...... 62
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:
School Profile and Demographics
Heard-Mixon Elementary School (HMES) has deep roots in Newton County by serving students in our county since the late 1800’s. HMES is located off Highway 36 in the rural, southern section of Newton County about ten miles outside of the city of Covington. The population of Covington consists of 13,347, and the median household income for 2007-2011 was $35,491 (United States Census Bureau, 2013). Throughout the area served by HMES, 21.1% households have two parent homes while 13.1% are single family homes (United States Census, 2010). HMES serves a diverse student population with approximately 24% Black, 68% White, and 12% other racial-ethnic group in which 72% are economically disadvantaged. The mobility or transient rate is high, with slightly less than one-third of the student body moving regularly. The mobility rate ended at 29.88% for the 2014-2015 school year.
The enrollment for HMES has dropped since the rezoning in 2010-2011 school year. School years 09-10 total enrollments were 579, 2010-2011 consisted of 577 students, and fiscal school year 2012 ended with 526, a drop that resulted from the rezoning. School year 2013-2014’s enrollment was 592 and we ended the 2014-2015 school year with 500 students.
The percentage of students with disabilities (SWD) has increased dramatically in the past three years. In 2010-2011 school year, HMES had 14% SWD within its population. This percentage almost doubled with 21% SWD in the 2013-2014 school year. The SWD population percentage ended at 17.8% for this past year, 2014-2015.
HEARD-MIXON ELEMENTARY'S STATEMENT OF PURPOSE
The purpose of Heard-Mixon Elementary School is to prepare students to be college and career ready within a supportive, engaging, student-centered learning environment that ensures continuous improvement through the use of research based instructional strategies.
A. Development of Schoolwide Plan – The school first developed a School Wide Plan (SWP) under Title I in May 2000, following a year-long self-study. The self-study, which was facilitated by an outside consultant, consisted of a careful review and analysis of all student performance data including Iowa Tests of Basic Skills (ITBS), Criterion Referenced Competency Tests (CRCTs), Georgia Kindergarten Inventory Readiness Skills (G-KAP), and writing assessments for grades three and five. The School Improvement Leadership Team that coordinated the self-study also examined student attendance and discipline data, as well as the results of annual staff, parent, community, and student surveys. The original plan is on file in the principal’s office and is available for review upon request.
Since the development of its initial SWP, the School Improvement Leadership Team has made yearly modifications to relevant components of the plan through SACS updates and Newton County-required school improvement plans. During school year 2004-2005, the district office initiated a new direction in school improvement planning which required the blending of all school improvement plans (i.e., SACS, Title I, Newton County SIP, etc.). At that time, the federal components required for a Title I SWP were incorporated into the single school improvement plan as an addendum. Other sections of the single school improvement plan include: school profile, action plans, and SACS Standards Addendum. As a result of implementing this new school improvement planning process, Heard-Mixon is continuously engaged in self-study.
A part of Heard-Mixon’s self-study process includes the administration of annual surveys to stakeholders including parents, students, community/business partners, and staff. Results of all surveys are considered in identifying areas of need and in formulating goals and strategies to be implemented. Parents serve on standing committees of the School Improvement Leadership Team. The School Council, which includes parent, teacher and community representatives, contributes to the annual review of the school’s action plans (See Section 2: Action Plans).
B. Process Used to Conduct Needs Assessment -As part of the school-wide plan needs assessment data gathering process, the Leadership Team brainstormed and outlined data sets to be used in conducting the comprehensive needs assessment for two days. The Georgia Milestone End of Grade tests completed in 2014-2015 will not be available for review until the fall of 2015-2016. Therefore we reviewed and analyzed, the school’s 2013-2014 CRCT performance for all content areas (Reading, ELA, Math, Science and Social Studies). Writing performance for third and Fifth Grades was also extracted from the 2013-2014 data. 2014-2015 STAR Reading and Math universal screening results; Student Learning Objective (SLO) assessments, GKIDS results, student attendance and discipline, and staff attendance was also reviewed. The Leadership Team collected all data sets comprising the comprehensive needs assessment then conducted an analysis of all data.
C. Migrant Children –Currently, we do not have any migrant children enrolled at Heard-Mixon Elementary. The Migrant Education Program is part of the Title I Program. Newton County is a part of the Migrant Education Consortium. Should we have migrant students in attendance at our school, we will use the Migrant Education Program Specialist to provide support to any student who qualifies for these services.
D. Current Achievement and Other Data – Following is a summary of current achievement data and insights we have gained about subjects and skills in which teaching and learning need to be improved. Summaries of other relevant data analyses are also captured, including student and teacher attendance and stakeholders’ feedback.
Achievement Data
CCRPI Results, 2014 – On a scale of 100, Heard-Mixon Elementary earned a score of 72.8 on the 2014 CCRPI across all indicators, including content mastery, post elementary school readiness, and prediction of high school graduation. In terms of content mastery, our 3-5th graders posted a minimum pass rate of 90% on all subjects assessed by the CRCT. Students had the highest pass rate in reading (97.3%) and the relatively lowest pass rate in Social Studies (84.8%). On the fifth grade writing test, 78.1% of fifth graders met or exceeded standards. The percentage of students meeting the targeted Lexile score was 69.7% for third (target =650) and 64.9% for fifth (target=850). Nearly 39% of our 3-5 grade students performed at the “exceeds” level on all CRCT assessments combined. Fifty three (53%) of our students with disabilities were educated in the general education classroom for the majority of the school day.
GKIDS Results
The GKIDS School Summary Report for 2014 indicates a strength in ELA with 83.9% meeting or exceeding the elements. Speaking and Listening is the highest area with 91.1% meeting or exceeding and writing is the lowest area with 78.7% of the students meeting or exceeding.
Kindergarten students performed well in Math with a total score of 89.4% meeting or exceeding. Measurement and data is a domain strength with a score of 95.1%, while Numbers and operations is the lowest with only 86.7% meeting or exceeding.
Georgia Criterion-Referenced Competency Test (GCRCTs)
Following is an analysis of the available 2014 Spring CRCT & OAS Data and 2015 STAR Data by subject for students who were enrolled in first through 5th grade, followed by a subject domain analysis.
Percent of 1st graders who met or exceeded standards on the 2013-2014 Thinkgate/OAS and STAR.
Subject / 2014-2015
(STAR) / 2013-2014
(OAS) / 2012-2013
(OAS) / 2011-2012
(OAS) / 2010-2011
(OAS)
English Language Arts / 59% / 67% / Not Available / 81%
Reading / 47% / 82% / 82% / Not Available / 84%
Mathematics / 48% / 65% / 93% / Not Available / 88%
Percent of 2nd graders who met or exceeded standards on the 2013 -2014 Thinkgate/OAS and STAR.
Subject / 2014-2015
(STAR) / 2013-2014
(OAS) / 2012-2013
(OAS) / 2011-2012
(OAS) / 2010-2011
(OAS)
English Language Arts / 76% / 73% / Not Available / 82%
Reading / 29% / 74% / 91% / Not Available / 92%
Mathematics / 29% / 64% / 95% / Not Available / 86%
Percent of 3rd graders who met or exceeded standards on the 2013-2014 CRCT.
Subject / 2014-2015
(STAR) / 2013-2014
(CRCT) / 2012-2013
(CRCT) / 2011-2012
(CRCT) / 2010-2011
(CRCT)
English Language Arts / 93% / 87% / 100% / 96%
Reading / 39% / 97% / 97% / 100% / 96%
Mathematics / 40% / 93% / 86% / 97% / 89%
Science / 89% / 81% / 94% / 87%
Social Studies / 90% / 86% / 97% / 84%
Percent of 4th graders who met or exceeded standards on the 2013-2014 CRCT.
Subject / 2014-2015
(STAR) / 2013-2014
(CRCT) / 2012-2013
(CRCT) / 2011-2012
(CRCT) / 2010-2011
(CRCT)
English Language Arts / 92% / 94% / 97% / 95%
Reading / 33% / 99% / 96% / 94% / 95%
Mathematics / 46% / 88% / 92% / 84% / 94%
Science / 90% / 92% / 85% / 85%
Social Studies / 87% / 92% / 88% / 82%
Percent of 5th graders who met or exceeded standards on the 2013-2014 CRCT.
Subject / 2014-2015
(STAR) / 2013-2014
(CRCT) / 2012-2013
(CRCT) / 2011-2012
(CRCT) / 2010-2011
(CRCT)
English Language Arts / 96% / 98% / 98% / 91%
Reading / 27% / 94% / 97% / 92% / 84%
Mathematics / 58% / 79% / 89% / 84% / 88%
Science / 78% / 77% / 78% / 81%
Social Studies / 77% / 78% / 85% / 63%
Grade 5 Writing Assessment: Percent of 5th graders in each category.
Categories of Scaled Scores / 2013-
2014 / 2012-
2013 / 2011-
2012 / 2010-
2011 / 2009-
2010
Meet / 63% / 70% / 71% / 73% / 66%
Exceed / 14% / 8% / 10% / 6% / 1%
Do Not Meet / 23% / 22% / 19% / 21% / 33%
Georgia Third Grade Writing Results
3rd Grade / Conventions
%Meets or Exceeds / Ideas
%Meets or Exceeds / Organization
%Meets or Exceeds / Style
%Meets or Exceeds
Informational / 78% / 89% / 86% / 83%
Narrative / 77% / 90% / 90% / 80%
Persuasive / 75% / 87% / 86% / 85%
In grade five students’ Persuasive writing is identified as a weakness. Focusing instruction on the domains of Ideas and Organization in fifth grade, and style and conventions in third grade, would address the largest deficits noted in writing.
CRCT Pass Rates - 2014
Relative Domain Weaknesses & Underachieving Student Groups
Gr / Reading / E/LA / Math / Science / Social Studies / Under Achieving Groups
% Meets/Exceeds
3 / Lit Com -74%
Info- 63%
Vocab-78%
Lexile:
73%
Exceeds:
47%
Meets and Exceeds:
90% / Gram/SC-69%
Research/WP-75%
Exceeds:
36%
Meets and Exceeds:
93% / Num/Oper-74%
Meas/DA-73%
Geometry -82%
Algebra-78%
Exceeds:
52%
Meets and Exceeds:
93% / Earth- 58%
Life- 70%
Physical- 74%
Exceeds:
34%
Meets and Exceeds:
89% / History- 75%
Geography- 77%
Gov/Civ- 64%
Economics- 78%
Exceeds:
44%
Meets and Exceeds:
90% / Reading
- SWD-69%
- SWD- 77%
- SWD- 76%
- SWD- 71%
4 / Lit Com -80%
Info- 75%
Vocab-83%
Lexile:
80%
Exceeds:
55%
Meets and Exceeds:
99% / Gram/SC-79%
Research/WP-71%
Exceeds:
36%
Meets and Exceeds:
92% / Num/Oper-77%
Meas/DA-64%
Geometry -71%
Algebra-77%
Exceeds:
42%
Meets and Exceeds:
88% / Earth- 68%
Life- 78%
Physical- 75%
Exceeds:
55%
Meets and Exceeds:
90% / History- 69%
Geography- 70%
Gov/Civ- 72%
Economics- 78%
Exceeds:
41%
Meets and Exceeds:
87% / Math
- SWD- 73%
- SWD- 74%
- Black- 83%
- SWD- 68%
- Black- 83%
5th / Lit Com -69%
Info- 60%
Vocab-87%
Lexile:
66%
Exceeds:
33%
Meets and Exceeds:
94% / Gram/SC-76%
Research/WP-71%
Exceeds:
33%
Meets and Exceeds:
96% / Num/Oper-64%
Meas/DA-62%
Geometry -61%
Algebra-70%
Exceeds:
36%
Meets and Exceeds:
79% / Earth- 57%
Life- 66%
Physical- 68%
Exceeds:
27%
Meets and Exceeds:
78% / History- 63%
Geography- 57%
Gov/Civ- 55%
Economics- 75%
Exceeds:
16%
Meets and Exceeds:
77% / Reading
- SWD-80%
- Black- 86%
- SWD- 40%
- Black- 62%
- SWD- 46%
- Black- 64%
- SWD- 71%
Reading & Math Pass Rates – 2014-2015
STAR State Standard Weaknesses &
Reading & Math Student Growth Percentile (SGP)
Grade / Reading / Math
K / RF.K.3: 65%
Know and apply grade level phonics and word analyses skills in decoding words.
RF.K.2: 76%
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
SGP = 55 / K. OA.A: 76%
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.MD.A: 76%
Describe and compare measurable attributes.
SGP = Not available
1st / RL2, RI2, RI5, RI7: 44%
RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson
RI2 Identify the main topic and retell key details of a text
RI5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text
RI7 Use the illustrations and details in a text to describe its key ideas
RL5: 46%
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types
RL1, RL4: 49%
RL1 Ask and answer questions about key details in a text
RL4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
SGP = 61 / MD.1: 36%
MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
NBT.2,3: 38%
NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
OA.3,4: 40%
OA.3 Apply properties of operations as strategies to add and subtract.5
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes10 when added to 8.
SGP = 42, meets expectations
2nd / ELACC2RL1: 41%
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
ELACC2RI2: 46%
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
ELACC2RI8: 51%
Describe how reasons support specific points the author makes in a text
ELACC2RI9: 52%
Compare and contrast the most important points presented by two texts on the same topic.
ELACC2RL3: 62%
Describe how characters in a story respond to major events and challenges
SGP = 39 / 2.0A.A1: 13%
Represent and solve problems involving addition and subtraction.
2.0A.C.3: 34%
Work with equal groups of objects to gain foundations of multiplication.
2.MD.C.7-8: 22%
Work with time and money
2.G.A.1-3: 35%
Reason with shapes and their attributes
2.NBT.B.5-9: 47%
Use place value understanding and properties of operations to add/subtract.
SGP = 28, below expectations
3rd / GA ELACC3RL6: 70%
Distinguish their own point of view from that of the narrator or those of the characters.
GAELACC3RI6: 70%
Distinguish their own point of view from that of the author of a text.
SGP = 45 / 3.MCC3.MD.8: 11%
Geometric measurement: recognize perimeter as attribute of plane figures and distinguish between linear and area measures.
3.MCC3.MD.7: 26%
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
3.MCC3.OA.5: 32%
Understands properties of multiplication and the relationship between multiplication and division.
3.MCC3.OA.8: 44%
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
3.MCC3.MD.1 and MD.2: 59%
Solve problem involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
SGP = 40, meets expectations
4th / GA ELACC4RI8: 58%
Explain how an author uses reasons and evidence to support particular points in a text.
GA ELACC4RL2: 78%
Determine a theme of a story, drama, or poem from details in the text; summarize the text
GA ELACC4RL5: 78%
Explain major differences between poems, drama, and prose, and refer to the structural elements (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.