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Mary Lin Elementary School Continuous Improvement Plan Principal: Dr. Brian Mitchell 2014-2015 School Year

MARY LIN ELEMENTARY SCHOOLCONTINUOUS SCHOOL IMPROVEMENT PLAN

2014-2015

Principal: Dr. Brian MitchellAssistant Principal: Mary Benton


SCHOOL IMPROVEMENT TEAM MEMBERS:

NAME POSITION/TITLE

Brian Mitchell PrincipalMary Benton Assistant PrincipalJennifer Barry Leadership ChairTanesha Bellard Kindergarten ChairLori Green First Grade ChairTodd Kimball Second Grade ChairJenifer Rogers Third Grade ChairGregg Rice Fourth Grade ChairMaddie Lavin Fifth Grade ChairBrenda Stroman CounselorJon Marvel Specialist ChairZenobia Johnson Media SpecialistLeda Everett Gifted TeacherGina Matias SELTTamara Jones Local School Council (LSC) ChairKate Sandhaus LSCBoyd Baker LSCCynthia Baer LSCScott McClain Former LSCAnne Steib LSCKelly Crutcher LSCSherry Neal LSC, Foundation ChairSarah Cook LSCJeff Shaw LSCJulie Noble LSCMichelle Partridge Teacher, LSC


Principal: Brian Mitchell

Assistant Principal: Mary Benton

Vision

Our vision is to have our students embrace curiosity, compassion and the desire to achieve academic excellence.

Mission

We provide a learning environment that inspires the best academic achievement for each student. We establish a creative, collaborative and respectful culture where each student’s social, emotional and physical well-being is valued.

Goals

1. Increase the academic achievement, specifically the percentage of students exceeding expectations in the area of math in grades three through five on the state assessment.

2. Develop and implement a school wide method of a writer’s workshop to increase the percentage of fifth grade students exceeding on the state writing assessment.

3. Implement a consistent Response to Intervention (RTI) plan by providing assessment and support to students on all tiers of the Pyramid of Intervention.

4. Increase the percentage of fifth grade students exceeding expectations in social studies and science on the state assessment.

5. Decrease the percentage of students who miss ten or more days of school.

Mary Lin Elementary School Continuous Improvement Plan Principal: Dr. Brian Mitchell 2014-2015 School Year6. Increase the average performance of each subgroup on the state assessment. (African American students, Students with Disabilities and Free and

Reduced Lunch students)

7. Align professional development with teacher-identified areas of growth on the Teacher Keys Evaluation System Self-Assessment.

8. Increase the percentage of fifth grade students eligible for sixth grade Accelerated Math.

Data PageData Sources:CRCT current trend data, 2013-2014CAAS data, 2013-2014Universal Screener data, 2013-2014Student Support Team referrals, 2011-2014Percent of students falling below the 25th percentile on the Universal ScreenersGAPPS DataStudent attendance data

Strengths:The percentage of students referred to the Student Support Team has decreased from 2011-2014. The percentage of students falling below the 25th percentile on the Universal screeners has decreased.The CRCT trend data show steady growth in all academic areas except all content areas in third grade and fifth grade Social Studies.CAAS data indicate that K-2 students have a strong foundation in reading comprehension.

Areas of Concern:

Mary Lin Elementary School Continuous Improvement Plan Principal: Dr. Brian Mitchell 2014-2015 School YearFifth grade mathematics is the primary area of concern. Only 59% of our fifth grade students exceeded on the CRCT last spring. Our CIP demonstrates how we mobilized resources to support 3rd-5th grade mathematics. Third grade took an overall dip in all academic areas on the 2014 CRCT. More than ten percent of our student population missed ten or more days of school. Low percentage of fifth grade students qualifying for sixth grade Accelerated Math.


Focus Area: Teacher and Leader Effectiveness; Rigorous and Relevant CurriculumGoal 1: Increase the students exceeding expectations in the area of math in grades three through five by an average of ten percent.Measureable Goal: Increase the students exceeding expectations in the area of math as follows: Grade 3-from 60% to 70%, Grade 4-from 75% to 80%, Grade 5-from 59% to 79%.

School Keys, Leader Keys and

Teacher Keys Strands

Actions, Strategies, & Interventions Timeline

Estimated Costs and Funding Sources, and

Resources

Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning

Artifacts Evidence

Mary Lin Elementary School Continuous Improvement Plan Principal: Dr. Brian Mitchell 2014-2015 School YearSc

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Continue to incorporate a problem of the day in math that provides spiral review of all math domains.

Provide Early Intervention Program (EIP) support in third, fourth and fifth grade math.

Group students intentionally for math instruction on Gifted pull-out days based upon Universal Screener data from Easy CBM, CAAS data and formative assessments.

Implement an accelerated math program for eligible fourth grade students.

Create a push-in model for fourth grade math classes using the additional teaching position to lower the teacher: student ratio.

Create a push-in model for fifth grade math using our EIP teacher to lower the teacher: student ratio.

Create and review common assessment data once per unit during grade level planning.

Provide professional development for K-5 teachers in the area of best math teaching practices.

Use the Student Longitudinal Data System (SLDS) to identify fifth grade students who scored 839 and above on the math CRCT and provide these students with intentional instruction at their levels.

Mathbuddy.com

none

none

Resources may need to be purchased

Central Office

SLDS

Teachers

EIP Teacher

Teachers, administration

Teachers, administration

Teachers/administrators

Lesson plansMaster ScheduleObservations-complete two

walkthroughs and one formative observation by December 5 for each certified staff member. Complete an additional two walkthroughs and formative observation by May.

Increased performance on math Universal Screener probes

Teachers using the problem of the day resource in the beginning of each math class.

Instructors demonstrate revised instruction/differentiated instruction based on disaggregated data.

Increased math scores on CAAS throughout the year.

Increased percentage of students exceeding standards on the Georgia Milestones Assessment.

Easy CBM dataIntentional small-group

instruction.

Focus Areas: Teacher and Leader Effectiveness; Rigorous and Relevant CurriculumGoal 2: Develop and implement a school wide method of a writer’s workshop to increase the percentage of fifth grade students exceeding on the state writing assessment.Measureable Goal: Increase the percentage of fifth grade students exceeding the state writing test from 25% to 45%. Each student will have a tangible writing portfolio containing specific writing examples based on the writing standards. The portfolio will contain of one piece


Actions, Strategies, & Interventions Timeline Estimated Costs and

Person(s) Responsible

Evaluation of Implementation of Strategies and Impact on Student Learning

Mary Lin Elementary School Continuous Improvement Plan Principal: Dr. Brian Mitchell 2014-2015 School YearTeacher Keys

StrandsFunding

Sources, and Resources

Artifacts EvidenceSc

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.4Professional development for all certified staff members in writer’s workshop.

What would a student’s writing portfolio look like throughout the year?

How can we teach the writing standards in a mini-lesson format?

How can we incorporate the Language and Writing Standards within the three genres of writing, Informative, Opinion and Narrative?

What does Writer’s Workshop look like on each grade level and how can it be aligned to the standards?

Gather baseline data for all students in the area of writing and monitor their progress throughout the year. All teachers will assess their students by using a writing prompt three times per year.

July 30, Sept. 2, Oct. 7, Dec. 16, Jan. 6, March 3

August, December and May

None

$5,000-Foundation

Written expression sample for every student.

State writing rubric for each grade level.

RTI/Writing Coordinator will be delivering the trainingAll teachers will participate in the trainingAdministrators will evaluate writer’s workshop in the classrooms.

Teachers

Posted student writing in the classrooms and hallways

Writer’s workshop Implementation schedule

Writing mini-lessons being taught

Student writing portfolios

Increase in performance by 20% in the areas of ideas, organization, style and conventions.

Teacher participation in professional development

Focus Area: Safe and Supportive Learning EnvironmentGoal 3: Implement a consistent Response to Intervention (RTI) plan by providing assessment and support to students on all tiers of the Pyramid of Intervention.Measureable Goal: 98% of students will meet or exceed expectations on the state assessment.



Actions, Strategies, & Interventions Timeline

Estimated Costs and Funding Sources, and

Resources



Artifacts Evidence


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5.3

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6.1

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, 6.5

10.

2 Train new staff members to use

Easy CBM screeners and progress monitoring tools. Easy CBM is a Universal Screener and progress monitoring tool.

Assess all students three times per year in the areas of reading/literacy and math

Analyze Universal Screener data from EASY CBM to determine the students who score below the 25th percentile.

Implement research-based interventions for these students.

Teachers meet in PLC’s to analyze data and determine which students fell below the 25th percentile.

08/14-05/15

Easy CBM $3500-General Funds

All teachers and staff members

Administrators will attend grade level meetings monthly

SST Chair will assist teachers with identifying students who fell below the 25th percentile. The SST Chair will assist teachers with finding and implementing research-based interventions for students who fell below the 25th percentile.

Universal Screeners Student Tier Referrals

Increased performance on the Easy CBM Universal Screeners

Computer Adaptive results in reading and math.

Increased percentage of students exceeding standards on the Georgia Milestones.

Teachers working in PLC’s to analyze screener data and formal assessment data.

Teachers sharing best instructional practices in PLC’s.


Focus Area: Rigorous and Relevant CurriculumGoal 4: Increase the percentage of fifth grade students exceeding expectations in social studies and science on the state assessment.Measureable Goal: Increase the percentage of fifth grade students exceeding expectations by ten percent on the state assessment from 47 percent to 57 percent in social studies and from 61 percent to 71 percent in science.

School Keys, Leader Keys and Teacher

Keys Strands

Actions, Strategies, & Interventions

Timeline Estimated Costs and Funding Sources, and

Resources


Evaluation of Implementation of Strategies and Impact on Student

LearningArtifacts Evidence


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All fourth and fifth grade teachers will implement the Document Based Questioning Project resource provided by the district. (DBQ)

All K-5 teachers will follow the social studies and science pacing guides provided by the district.

All K-5 teachers will develop common assessments for social studies and science.

All K-5 teachers will implement one hands-on science experiment per week.

Aug.-May

Aug.-May

Aug.-May

Aug-May

None

Additional DBQ resources

None

None

$2,000-science materials will be secured from the district’s warehouse and be delivered to the school the week of September 22, 2014.

TeachersCentral OfficeAdministration

Teachers

Teachers

TeachersAdministration

Lesson plans Master schedule

Monitoring the performance of students on social studies and science common assessments.

Increased test scores on the state assessment

Classroom observations- complete two walkthroughs and one formative observation by December 5 for each certified staff member. Complete an additional two walkthroughs and formative observation by May.


Focus Area: Student, Parent and Community EngagementGoal 5: Decrease the percentage of students who miss ten or more days of school.Measureable Goal: Less than ten percent of students will miss ten or more days of school. This percentage will decrease from sixteen percent to less than ten percent.



Actions, Strategies, & Interventions Timeline Estimated Costs and Funding Sources, and

Resources



Artifacts Evidence

Scho

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FC 1

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1.4

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Recognize the students who have perfect attendance each quarter.

Refer students who have three unexcused absences to the Social Worker.

Teachers will acknowledge good attendance in their classrooms

Announce names over the announcements

Quarterly

Monthly

Monthly

Quarterly

None

None

None

None

Teachers, counselor, administration

Teachers

Attendance Team

Social Worker referrals

Monthly attendance report

Decrease in the percentage of students missing ten or more days of school. These data can be analyzed monthly.

Mary Lin Elementary School Continuous Improvement Plan Principal: Dr. Brian Mitchell 2014-2015 School YearFocus Area: Teacher and Leader Effectiveness; Rigorous and Relevant CurriculumGoal 6: Increase the average performance of each subgroup on the state assessment.

Measureable Goal: Increase the average performance of the subgroups listed: African American students, Students with Disabilities and Free and Reduced Lunch students on the state assessment by 10 percentile points at each grade level.




Resources



Artifacts Evidence

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6.4

Monitor the progress of subgroups on common assessment, universal screeners and CAAS.

Differentiate instruction for students who are working below grade level.

Provide opportunities for Special Education and EIP teachers to collaborate with classroom teachers.

Teachers will meet as data teams one time per week. This time is reserved for teachers to analyze data from each content area paying close attention to subgroup performance.

Quarterly

Daily

Monthly

Weekly

None

None

None

None


Teachers

TeachersAdministrators

Lesson plans Test data results Agendas from data

team meetings.

Increased performance on common assessments, universal screeners and CAAS.

Small group instruction.

Mary Lin Elementary School Continuous Improvement Plan Principal: Dr. Brian Mitchell 2014-2015 School YearFocus Area: Teacher and Leader EffectivenessGoal 7: Align professional development with teacher-identified areas of growth on the Teacher Keys Evaluation System Self-Assessment.

Measureable Goal: Teachers will participate in one professional growth opportunity that is aligned to their growth goals.School Keys,

Leader Keys and Teacher Keys

Strands

Actions, Strategies, & Interventions

Timeline Estimated Costs and Funding

Sources, and Resources



Artifacts Evidence

Scho

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PL

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1.2

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2.5

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1.4

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, 9.5

Writer’s workshop professional development.

Math professional development with the Central Office in the area of best teaching practices.

Teacher identified professional area of growth outlined in the TKES self-assessment.

July 30, Sept. 2, Oct. 7, Dec. 16, Jan. 6, March 3

Quarterly-the Central Office will meet with

the Mary Lin staff

quarterly to provide

professional development

in best teaching practices.

None

None

TBD

TeachersJ. BarryAdministration

Central OfficeMath Department

Administration

Lesson plans Attendance sheets

from workshops. Professional

development calendar.

Meeting agenda Student data to plan

professional development needs

Self-assessment results

Roster verifying that all staff members have completed the self-assessment.

Implementation of what has been learned during professional growth opportunities.

Administration feedback on TKES.

Implementation of best teaching practices in classrooms.

Increase of the percentage of students projected to exceed expectations on the state test (using CAAS data).


Focus Area: Teacher and Leader Effectiveness; Rigorous and Relevant CurriculumGoal 8: Increase the percentage of fifth grade students eligible for sixth grade Accelerated Math.

Measureable Goal: Increase the percentage of fifth grade students eligible for sixth grade Accelerated Math from 30 percent to 50 percent.




Resources



Artifacts Evidence

Scho

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A 1

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1.4

, A 2

.2, A

3.1

I 1.

3, I

2.3,

I 3.

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4.2

PL

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1.4,

PL

1.5

Lead

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3.5

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.4, 3

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.1, 4

.2 5

.1, 5

.4, 5

.6 6

.3, 6

.4

Create a push-in model for fifth grade math using our EIP teacher to lower the teacher: student ratio.

Create and review common assessment data once per unit during grade level planning.

Provide professional development for fifth grade teachers in the area of best math teaching practices.

Expose fifth grade students who are ready to the sixth grade Power Standards.

None

None

None

None


Teachers

TeachersAdministratorsCentral Office

Lesson plans Agendas from data

team meetings.

Increased performance on common assessments, universal screeners and CAAS.

Small group instruction.

Test data results Observations-

complete two walkthroughs and one formative observation by December 5 for each certified staff member. Complete an additional two walkthroughs and formative observation by May.

Mary Lin Elementary School Continuous Improvement Plan Principal: Dr. Brian Mitchell 2014-2015 School YearMONITORING EVIDENCE

The plan outlines how every teacher and leader will receive communication about the CIP and will be involved in the implementation of the CIP.

Communication is sent weekly to keep all staff members informed of the expectations.

The plan outlines the process that will be used to monitor implementation. The implementation strategies are included in the plan.

The plan outlines the frequency of monitoring for effectiveness. Student assessments will be given in the fall, winter, and spring.

The plan outlines the artifacts and evidence teachers and leaders will present to ensure full implementation.

Lesson plans, assessment results, and class observations will be used to measure full implementation.

The plan describes the evidence and artifacts that will show the impact on student engagement and learning.

Four walk through visits, two formal observations, universal screener data will be collected three times, and progress monitoring data will be used in the Professional Learning Community.

The plan describes the steps teachers and administrators will take when there is evidence that students are not learning.

The Mary Lin Response to Intervention plan outlines this process

The principal has confirmed that the plan has been or is scheduled to be presented to the faculty and staff at school.

The plan will be presented to the staff. A staff sign in sheet will be provided.

The principal has confirmed that the school’s Plan on a Page in the school’s colors and logo is posted in the office, lobby, and throughout the school.

This will be displayed in key places within the school.

The principal has confirmed that the plan has been or is scheduled to be presented to parents and other stakeholders.

The plan will be presented to the PTA Executive Board, Local School Council, and the Mary Lin Foundation. Stakeholder input will be solicited and received.


Tier One Standards-Based Classroom Learning

All students participate in general education learning that includes:

*Common Core/Georgia Performance Standards based instruction, Universal Screeners in reading, math and writing a minimum of three times per year. *Flexible

grouping and differentiated instruction based on data.*Progress monitoring of learning through the use of formative classroom assessments.

Tier Two Needs-Based Learning

Some students participate in more focused learning that includes:

*Specific teaching intervention based on identified deficit. *Monthly progress monitoring

Tier Three SST-Driven Learning

Some students participate in formalized intervention-

based instruction. This should be documented.

*Focused teaching interventions *Weekly

progress monitoring *Structured SST meetings

Tier Four Specially-Designed Learning


Grade Fall-August 11-22 Winter-December 8-19 Spring-May 4-22

K Letter names Letter sounds Phoneme segmenting Writing CCSS Math

Letter sounds Phoneme segmenting Word reading fluency Writing CCSS Math

Letter sounds Phoneme segmenting Word reading fluency Writing CCSS Math

First Letter sounds Phoneme segmenting Word reading fluency Writing CCSS math

Letter sounds Word reading fluency Passage reading

fluency Writing CCSS math

Letter sounds Word reading fluency Passage reading

fluency Writing CCSS math

Second Word reading fluency Passage reading

fluency Vocabulary Reading

comprehension Writing CCSS Math

Word reading fluency Passage reading



Word reading fluency Passage reading



Third Passage reading fluency

Vocabulary Reading

comprehension Writing CCSS Reading

(Optional) CCSS Math

Passage reading fluency

Vocabulary Reading




Vocabulary Reading



Fourth Passage reading fluency

Vocabulary Reading




Vocabulary Reading




Vocabulary Reading



Fifth Passage reading fluency

Vocabulary Reading




Vocabulary Reading




Vocabulary Reading



€¦ · web viewjuly 30, sept. 2, oct. 7, dec. 16, jan. 6, march 3 quarterly-the central office...

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