Mid-Year ReviewSchool Improvement Plan
2012-2013Spring Place ElementaryTitle I Distinguished School
Mid-Year ReviewSchool Improvement Plan
2012-2013
System and School Name: Murray County – Spring Place ElementarySchool Year: 2012-2013
School-wide GoalsGoal 1: Student AchievementDesired results for Student Learning: Students will demonstrate higher competencies in the areas of Reading / ELA; Math, Science and Social Studies.Goal 2: Student AchievementDesired Results for Student Learning: Students with disabilities will demonstrate higher competency in the areas of Reading and Math.Goal 3: Student AttendanceDesired Results for Student Learning: Students will demonstrate improved attendance through compliance with school’s attendance policy.Goal 4: Learning CommunitiesDesired Results for Student Learning: Administrators, teachers, and staff will collaborate on a regular basis in order to increase student achievement.Goal 5: Technology IntegrationDesired Results for Student Learning: Teachers will incorporate student use of technology resources into the curriculum to promote higher order thinking skills and engage students.
Goal 1: Student AchievementDesired results for Student Learning: Students will demonstrate higher competencies in the areas of Reading / ELA; Math, Science and Social Studies.
Kindergarten:
Goal Statement: 90% of kindergarten students will master the 55 pre-primer sight words; will master basic addition and subtraction facts from 0—5 per Common Core; will benchmark on DIBELS Letter Naming fluency and Phoneme Segmentation fluency; will be able to write a complete sentence with correct spacing, capitalization, and punctuation with 80% accuracy. Students who master the pre-primer words will be accelerated.
Grade Level Goals:
Kindergarten teachers will continue to work on letter naming fluency to achieve 95% mastery of all students by the end of kindergarten.
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Phoneme segmentation – striving for 95% mastery by all students by the end of kindergarten.
DIBELS DATA:
Beginning:
Red – 33 students
Yellow – 33 students
Green – 35 students
Middle:
Red – 8 students
Yellow – 13 students
Green – 90 students
Ways Grade Level is Working toward CRCT:
Kindergarten teachers will continue helping their students build the foundations of knowledge they will need to become successful students.
Kindergarten teachers will continue building higher order thinking skills by using frameworks activities and other resources that require students to explore concepts in-depth.
Kindergarten teachers will incorporate lessons and activities reflective of the WIDA Can Do Descriptors and levels 3 and 4 on the Depth of Knowledge Chart.
First Grade:
Goal Statement: For 2012-2013, First Grade is aiming to reach the goal of having 85% of the students pass the Reading / ELA Benchmark Post-Test and 85% of the students pass the Math Benchmark Post-Test.
Grade Level Goal:
It is the goal of first grade to achieve 85% on all Georgia Performance Standards in Language Arts and Math.
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Progress toward ELA / Reading Goals Based on Data for First Grade:
First Grade Benchmark 1: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain %
Acosta 52.6 72.9 +20.3Dotson 43.6 59.7 +16.1Guy 41.6 62.8 +21.7Souther 49.4 68.2 +18.8Wooldridge 53.5 64.2 +10.7
First Grade Benchmark 2: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain %
Acosta 57.3 89.7 +32.4Dotson 56.2 74.4 +18.2Guy 52.5 75.0 +22.5Souther 55.0 78.5 +23.5Wooldridge 58.9 78.9 +20.0Strengths in Language:
1L5a Sort words into categories to gain a sense of the concepts the categories represent
1W5a May include oral or written prewriting (graphic organizers)
1RL6 Who is telling the story in text of appropriate complexity
Weaknesses in Language:
1RI3 Describe the connection between two individuals, events, ideas, or pieces of informational in a text
1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson
1L1c Use singular and plural nouns with matching verbs in basic sentences
Summary of Language Arts / Reading Goals:
Oral reading 60 words per minute (EOY)
Demonstrate 80% of standard 1RL1
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Demonstrate 80% on using nouns with matching verbs
How First Grade is Working Toward the Language Arts / Reading Goals:
First grade will focus on oral reading fluency (ORF) with knowledge of sight
words. First grade teachers will work on recognizing key details in various texts. First
grade will use repetitive oral and written examples of subject verb agreement examples.
Progress toward Math Goals Based on Data for First Grade:
First Grade Benchmark 1: Math
Teachers’ Names: Pre-Test % Post-Test % Gain %
Acosta 42.9 70.3 +27.4Dotson 41.6 64.7 +23.1Guy 44.2 64.4 +20.2Souther 43.5 66.5 +23.0Wooldridge 46.5 60.3 +14.3
First Grade Benchmark 2: Math
Teachers’ Names: Pre-Test % Post-Test % Gain %
Acosta 54.0 87.5 +33.5Dotson 53.5 78.3 +24.8Guy 56.1 89.4 +33.3Souther 60.0 85.6 +25.6Wooldridge 66.4 85.3 +18.9
Strengths in Math:
MD.3 Tell time in hours and half hour
G.3 Fractions half and quarters
G.1 Attributes of two dimensional or three dimensional
Weaknesses in Math:
MD2 Express the length of an object as a whole number of length unit
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G2 Compose two dimensional or three dimensional shapes to create a composite shape
Summary of Goals:
Knowledge of addition and subtraction facts using number to 18 Achieve 80% in shapes and measurement standards
Ways First Grade is working toward the Math Goals:
The first grade will use interactive computer programs, small groups, and mini-
lessons to reinforce and re-teach improve measurement of definite objects. First grade
will use interactive computer games, small group centers, and individualized fact
practice and assessments to obtain our goal for students to connect the understanding
of the inverse relationship between addition and subtraction. Additionally, word
problems will be used during math journal writing times.
How First Grade is Working Toward CRCT Goal of 825:
Student friendly data to set goals and communicate data to students
High expectations for students
Grade level planning based on data
Differentiated instruction
OAS practice tests
Second Grade:
Goal Statement: Second Grade Benchmarks Goals:
Second grade will increase the benchmark post test averages in English Language Arts
(ELA) from a baseline of 80% in 2012-2013 to 90% in 2012-2013. We will increase the
benchmark post test averages in math from a baseline of 83% in 2012-2013 to 90% in
2012-2013.
Progress toward ELA / Reading Goals Based on Data for Second Grade:SPE Mid-Year Review 2012-2013
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Benchmark Results:
The benchmark scores for the first eight weeks in ELA increased an average of
50%. The average score on the post test was 82%. On the math benchmark, the scores
increased an average of 30%. The average score on the post test was 80%.
The benchmark scores for the second eight weeks in ELA decreased 10%. The average
score on the post test was 80%. On the math benchmark, the scores increased an
average of 27%. The average score on the post test was 85%. Second grade’s goal is
to have 80% of the standards mastered on the end-of-the-year test. We will achieve this
goal by looking at the previous benchmark tests and re-teaching the standards not
mastered. These skills will be added as mini-lessons to the regular math and reading
lessons. Second grade teachers will also focus on these standards during intervention
and small group activities.
DIBELS
The end of year goal for second grade reading fluency is 90 words per minute.
There are several students who have yet to meet the goal of 90 words per minute.
Second grade teachers have set a goal of at least 80% of students reaching 90+ words
per minute by the end of the year. In order for this to happen, teachers will work
intensely with students on timed reading passages, fluency reading strips, leveled
reading, nonsense word fluency, and blends. These activities will be the focus of
reading centers and intervention. Teachers will also seek parent support by providing
materials for parents to use at home to assist their children.
Sight Words
Sight words play a vital role in oral reading fluency. Therefore, another goal second
grade teachers would like is for students to master 85% of the 385 sight words from pre-
primer to third grade. At the beginning of the year, second grade students knew an
average of 262 sight words, and at the mid-year assessment, second grades students
knew an average of 323 sight words. Obtaining the goal of at least 85% mastery of the
385 sight words, will require second grade students to study sight words during small SPE Mid-Year Review 2012-2013
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group instruction, intervention, and through nightly homework practice. The teachers will
work intensively with students on the words that have not yet been mastered. Small
group literacy centers will be designed around the words they need to master. Students
will also use a variety a literacy games that will focus on sight word knowledge.
Progress toward Math Goals Based on Data for Second Grade:
Fact fluency is essential for students to have strong math skills. At the beginning
of the year the second grade’s average for addition was 67%. The average for
subtraction was 37%. At the middle of the year second grade’s average for addition was
79%. The average for subtraction was 45%. We hope to continue to improve in all areas
and by the end of the year have an overall average of 85%. Using Xtramath will help us
increase our test scores and develop strong number sense in each of our students.
“XtraMath is a Seattle-based nonprofit organization dedicated to math achievement for
all. Our goal is to develop effective, efficient, adaptive and intrinsically rewarding
supplemental math activities and make them available for free” (xtramath.org, 2009).
Xtramath, when used effectively has seemed to improve math fact fluency for each
child. This program provides daily training on math facts and is individually structured
based on each child’s needs. We will also incorporate math fact fluency games into
math centers as well as have students focus on just math facts atleast ten minutes per
day. The teachers will use a variety of strategies for the student to master their math
facts.
How Second Grade is Working Toward all Goals
Student friendly data to set goals and communicate data to students
High expectations for students
Grade level planning based on data
Differentiated instruction
Third Grade:SPE Mid-Year Review 2012-2013
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Goal Statement: All third graders will meet or exceed standards on the Common Core /
CRCT standardized assessment in Language, Reading, and Math, based on the new
Common Core Georgia Performance Standards (CCGPS). The third grade teachers
expect their students to obtain a common average of 80% mastery level in Language,
85% mastery level in Reading, and a 90% mastery level in Mathematics.
Progress toward ELA / Reading Goals Based on Data for Third Grade:
Third Grade Benchmark 1: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain %
Edwards 42.4 66.1 +23.7Lawson 42.6 65.7 +23.1Blazer 37.8 60.8 +23Brindle 38.1 72.9 +34.8
Third Grade Benchmark 2: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain %
Edwards 53.66 69.94 +16.28Lawson 50.11 61.33 +11.2Blazer 44.9 60.46 +15.47Brindle 40.58 66.9 +26.41
Actions, Strategies, and Interventions for Improvements in ELA / Reading
Actions, strategies, and interventions for improvements in ELA / Reading are as
follows: Read-alouds, vocabulary, Writing to Win, Brain Pop, Read with Sarah
activities, phonics, sight words, decodable text, differentiated small group instruction,
building fluency card banks, Quick Reads, differentiated reading instruction, repeated
reading, reader’s theater, engage all students in 21st century technology. In addition to
these previous strategies, the third grade will also offer before and after school tutoring,
phrase card practice, CRCT comprehension practice stories, timed readings, Education
City, Fast ForWord, Reading Assistant, SCOOT Pad Math, Online Assessment System
(OAS), and netTrekker.
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Furthermore, the alignment of unit and pacing guides to the Common Core
Georgia Performance Standards (CCGPS) will be monitored, Learning Focused
Strategies will be implemented, and CRCT data will be analyzed to identify specific
domains that need improvement. Third grade also seeks to increase parental
involvement in student achievement, increase higher order thinking skills, provide
academic goal setting opportunities for students, strengthen vocabulary development
through the use of words, picture sentences, create a school wide comprehension focus
strategy each month, and offer after school tutoring. Finally, third grade uses individual
student data folders to show the progress toward goals based on benchmark data.
Progress toward Math Goals Based on Data for Third Grade:
Third Grade Benchmark 1: Math
Teachers’ Names: Pre-Test % Post-Test % Gain %
Edwards 35.6 72.6 +37Lawson 36.2 64.3 +28.1Blazer 27.8 54.2 +26.4Brindle 32.7 76.3 +43.6
Third Grade Benchmark 2: Math
Teachers’ Names: Pre-Test % Post-Test % Gain %
Edwards 54.52 84.77 +30.25Lawson 51.82 75.65 +23.83Blazer 42.63 66.58 +23.95Brindle 56.88 83.33 +26.45
Actions, Strategies, and Interventions for Improvements in Math
Actions, strategies, and interventions for improvements in Math are as follows:
ten frame, place value mat, scaffold instruction, addition / subtraction facts,
multiplication and division facts, counting on activity, array activities, Van de Walle
picture, Van de Walle teaching cards, subtraction with regrouping, place value mat with
base ten blocks, Brain Pop, improve understanding of math concepts through the use of
manipulatives, and improve fluency of basic math facts. Teachers will also engage all
students in 21st century technology. SPE Mid-Year Review 2012-2013
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In addition to these previous strategies, the third grade will also utilize technology
with iPads, various reading and math iPad applications (apps), SCOOT Pad Math, OAS,
IXL Math, Multiplication.com, Xtramath and netTrekker. Additionally, teachers will
implement after school tutoring, math training, differentiated small group instruction,
Brenda Erwin problem solving strategies, and Education City.
Evidence of Mastery of Third Grade Reading and Math Goals
The following assessments will produce evidence of mastery of third grade
reading and math goals: DIBELS, Benchmark Testing, Informal Phonics, Math data,
Xtramath data, i-Ready, sight word assessments, Elements of Phonics, Spelling
inventory, STAR Reading, Fast ForWord, Reading Progress Indicator
How Third Grade is Working Toward CRCT Goal of 825:
Plan together specific subjects
Share data and ideas for improvement
High expectations for students
Depth of Knowledge in subjects to promote higher level thinking
More technology, fewer papers
Plan with ELL and EIP teachers for improvement among these struggling
students
Fourth Grade:
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Goal Statement: Fourth grade will increase the percentage of students meeting or
exceeding standards on the CRCT in Math from a 69% in 2012 to 90% in 2013; will
increase Reading from 83% in 2012 to 95% in 2013.
Progress toward ELA / Reading Goals Based on Data for Fourth Grade:
Fourth Grade Benchmark 1: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain %
Collins 42.09 57.2 +14.30Howard 54.2 71.8 +17.60Pacheco 44.5 65.4 +20.90Vest 42.9 57.2 +14.30
Fourth Grade Benchmark 2: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain % Collins 45.28 60.15 +14.9Howard 54.76 69.51 +14.8Pacheco 39.57 56.88 +17.3Vest 38.38 47.64 +9.26Progress toward Math Goals Based on Data for Fourth Grade:
Fourth Grade Benchmark 1: Math
Teachers’ Names: Pre-Test % Post-Test % Gain % Collins 50.09 60.6 +10.5Howard 53.9 85.7 +31.08Pacheco 47.0 69.3 +22.30Vest 44.4 59.2 +14.8Fourth Grade Benchmark 2: Math
Teachers’ Names: Pre-Test % Post-Test % Gain % Collins 46.22 74.00 +27.8Howard 52.07 79.32 +27.3Pacheco 40.57 64.38 +23.8Vest 36.97 55.44 +18.5
Progress toward Science Goals Based on Data for Fourth Grade
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Fourth Grade Benchmark 1: Science
Teachers’ Names: Pre-Test % Post-Test % Gain %
Collins 46.36 78.45 +32.09Howard 50.51 84.0 +33.49Pacheco 45.97 67.9 +21.93Vest 38.79 68.13 +29.34Actions, Strategies, and Interventions for Improvements in Math, ELA, and Science
Multiple teaching tools and resources
Teaching with differentiation for multiple academic levels
Teaching to the multiple learning styles
English Language Learner Services
EIP Services
Tutoring after school
Communication with parents
Education web sites for school and home
Xtramath
Georgia OAS
Study Island
Education City
Scoot Pad
Evidence of Mastery of Fourth Grade Reading and Math Goals
Monitoring student progress through data collected:SPE Mid-Year Review 2012-2013
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o 4th Grade Math Benchmark
o 4th Grade ELA Benchmark
o Daily and weekly formal and informal assessments
o Xtramath.org, georgiaoas.org
o 4th Grade Science Benchmark
o DIBELS Assessment Weekly and Bi-Weekly
How Fourth Grade is Working Toward CRCT Goal of 825:
After school tutoring
XtraMath
Study Island
Differentiated instruction
Intervention
Coach Practice Books
Fifth Grade:
Goal Statement: Fifth grade will increase the percentage of students meeting or
exceeding standards on the CRCT in Reading / ELA from a baseline of 92.65% in 2011
to 94% in 2012 and 96% in 2013, will increase the percentage of students meeting or
exceeding standards on the CRCT in Math from a baseline of 83.2% in 2011 to 90% in
2012 and 94% in 2013, will increase the percentage of students meeting or exceeding
standards on the CRCT in Science from a baseline of 93.5% in 2011 to 95% in 2012
and 97% in 2013.
Grade Level Goals:
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The percentage of students meeting or exceeding standards on the CRCT is 94% in
Reading / ELA, 90% in Math, and 95% in Science.
Progress toward ELA / Reading Goals Based on Data for Fifth Grade:
Fifth Grade Benchmark 1: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain % Granger 60.1 78.3 +18.2McEntire 51.5 75.4 +23.9Ridley 58.5 77.5 +19.0
Fifth Grade Benchmark 2: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain % Granger 53.8 72.6 +18.8McEntire 54.8 67.2 +12.4Ridley 56.4 71.5 +15.1
Progress toward Math Goals Based on Data for Fifth Grade:
Fifth Grade Benchmark 1: Math
Teachers’ Names: Pre-Test % Post-Test % Gain % Granger 47.1 72.8 +25.7McEntire 42.9 72.2 +29.3Ridley 51.4 76.1 +24.7
Fifth Grade Benchmark 2: Math
Teachers’ Names: Pre-Test % Post-Test % Gain % Granger 48.5 67.4 +18.9McEntire 42.6 67.3 +24.7Ridley 48.7 72.7 +24.0
Progress toward Science Goals Based on Data for Fifth Grade
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Fifth Grade Benchmark 1: Science
Teachers’ Names: Pre-Test % Post-Test % Gain % Granger 48.9 82.2 +33.3McEntire 43.5 82.0 +38.5Ridley 52.2 84.3 +32.1
Fifth Grade Benchmark 2: Science
Teachers’ Names: Pre-Test % Post-Test % Gain % Granger 45.0 82.5 +37.5McEntire 41.6 81.1 +39.5Ridley 41.2 82.9 +41.7
Summary of Results:
Goals that will be continued:
o Continue to monitor SIP, RTI, ESS, and EL students and plan
intervention around specific students’ needs
New goals:
o Adjust instruction to meet students’ needs to ensure academic success
This will better prepare the students for the fact that Science is
now part of AYP.
o All students will meet or exceed the standards on the 5th grade Writing
Assessment.
o All students will build a firm foundation and deepen their
understandings of all concepts taught and reviewed.
Actions, Strategies, and Interventions for Improvements in Math, ELA, and Science:
21st Century Model Teacher Training
GRS Training Math co-teachingSPE Mid-Year Review 2012-2013
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Gifted Endorsement improved differentiation strategies
Brenda Erwin training
USA Studies Weekly
Time for Kids
Ruby Payne Poverty Training
How Fifth Grade is Working Toward CRCT Goal of 825:
After school tutoring began November of 2012. This will provide additional
support to students who are struggling. More accountability has been given to ensure
students are working on reading and math skills. By using the data collected on the
Benchmark Analysis in each content area, teachers will be able to target students’
needs and plan instruction accordingly. Study Island, OAS, and Education City will also
be used as tools to measure student progress. Some additional teaching tools and
resources include: basic math fact practice and assessments, Writing to Win, DIBELS,
Xtramath.org, Brain Pop, and the common core performance tasks.
Sixth Grade:
Goal Statement: Sixth grade will increase the percentage of students meeting or
exceeding standards on the CRCT in Reading ELA from 89% in 2011, to 97% in 2012
and to 98% in 2013; will increase the percentage of students meeting /exceeding the
standards on the CRCT in Science from 87% in 2011, to 89% in 2012, and to 90% in
2013; will increase the percentage of students meeting or exceeding standards on the
CRCT in Math from 83% in 2011, to 86% in 2012, and 90% in 2013.
Actions, Strategies, and Interventions for Improvements in Math, ELA, and Science:
Differentiated lessons
ELL services
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Tutoring after school in math and reading
Communication with parents
Educational web sites for school and home such as Study Island
Use of rubrics, graphic organizers, Essential Questions, and journaling to
encourage higher order thinking skills
ESS which includes IEP accommodations and modifications
Daily intervention and acceleration
Performance tasks
Thinking maps
Progress toward ELA Goals Based on Data for Sixth Grade:
Sixth Grade Benchmark 1: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 56.7 63 +6.3Dooley 50.7 59.1 +8.4Samples 42.8 54.5 +11.7
Sixth Grade Benchmark 2: ELA
Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 59.1 69.2 +10.1Dooley 50.6 53.7 +3.1Samples 47.8 51.1 +3.3
Progress toward Reading Goals Based on Data for Sixth Grade:
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Sixth Grade Benchmark 1: Reading
Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 51.6 64 +12.4Dooley 44.9 51.6 +6.7Samples 42.8 51.2 +3.0
Sixth Grade Benchmark 2: Reading
Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 55 63.7 +8.7Dooley 49.6 53.4 +3.8Samples 43.1 55.3 +12.2
Progress toward Math Goals Based on Data for Sixth Grade:
Sixth Grade Benchmark 1: Math
Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 47.5 65 +17.5Dooley 44.5 57.1 +12.6Samples 38.5 54.9 +16.4
Sixth Grade Benchmark 2: Math
Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 41.6 67.3 +25.7Dooley 34.4 62.4 +28Samples 34.7 54.2 +19.5
Progress toward Science Goals Based on Data for Sixth Grade
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Sixth Grade Benchmark 1: Science
Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 51.3 75.2 +23.9Dooley 50.9 73.3 +22.4Samples 46.4 72.4 +26.0
Sixth Grade Benchmark 2: Science
Teachers’ Names: Pre-Test % Post-Test % Gain % Granger 51.6 91.5 +39.9McEntire 42.7 81 +38.3Samples 43.8 83.5 +39.7
Evidence of Mastery of Sixth Grade Math, ELA, and Science Goals:
Monitoring student progress through data collected:
o DIBELS
o Many different forms of daily and weekly formal and informal assessment
o Xtramath.org, georgiaoas.org, Study Island
o Frequent fact fluency testing and monitoring
o Think Maps
How Sixth Grade is Working Toward CRCT Goal of 825:
XtraMath
Study Island
Differentiated instruction
Intervention
Coach Practice Books
Quizlet
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E.L.:
Kindergarten and First Grade Data Analysis
English Language Learners (ELLs) in Kindergarten made significant gains in
improving ELA skills during the first semester of the 2012-2013 school year. In the area
of First Sound Fluency (FSF), Kindergarten ELLs improved from 51% intensive, 22%
strategic, and 27% low-risk at the beginning of the year to 15% intensive, 24% strategic,
and 61% low-risk at the mid-year benchmark. The mid-year benchmark is the first time
that Kindergartners are tested in the areas of Phoneme Segmentation Fluency (PSF)
and Nonsense Word Fluency (NWF). On this first PSF assessment, Kindergarten ELLs
scored 7% intensive, 10% strategic, and 83% low-risk. On the first NWF assessment,
Kindergarten ELLs scored 7% intensive, 12% strategic, and 81% low-risk.
ELLs in First Grade also made significant progress in achieving learning goals
during the first semester of the 2012-2013 school year. In the area of Phoneme
Segmentation Fluency (PSF), First Grade ELLs scored 19% intensive, 35% strategic,
and 46% low-risk on this beginning of the year assessment. In the area of Nonsense
Word Fluency with Correct Letter Sounds (NWF, CLS), First Grade ELLs scored 27%
intensive, 8% strategic, and 65% low-risk at the beginning of the year, and 21%
intensive, 21% strategic, and 58% low-risk at the mid-year benchmark. In the area of
Nonsense Word Fluency with Whole Words Read (NWF, WWR), First Grade ELLs’
scores went from 0% intensive, 81% strategic, and 19% low-risk to 37% intensive,
17% strategic, and 46% low-risk. First Grade ELLs also made gains on the Benchmark
assessments. In the area of English Language Arts (ELA), these students had a 20.2%
gain in the first eight weeks, and a 24.3% gain in the second eight weeks on the pre-test
to the post-test . In the first eight weeks, the school averaged an 18.7% gain, and the
county averaged a 21% gain. During the first eight-week period of the school year, ELLs
struggled to master ELA and mathematics standards. The ESOL teacher and the first
grade classroom teachers worked together to devise a plan to assist ELLs in mastering
standards in ELA and mathematics. As a result of collaborative planning and targeted
instruction, ELLs in First Grade had a 28.3% gain in math, and a 24.3% gain in ELA
from the pre-test to the post-test during the second eight-week period. The school had SPE Mid-Year Review 2012-2013
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an average gain of 27.0% in math and a 23.6% gain in ELA. The county had an average
gain of 22.9% in math and an 18% gain in ELA from the pre-test to the post-test.
ELA Benchmark 1 – First Grade ESOL
Teacher/Class Name Pre % Post % % GainLacy JonesESOL 41.4 % 62.5 % 21.1 % gainSPE 1ST Grade 48 % 66.7 % 18.7 % gainMurray Co. 1st Grade 54.3 % 75.3 % 21.0 % gain
MATH BENCHMARK 1 – First Grade ESOL
Teacher/Class Name Pre % Post % % GainLacy JonesESOL 38.6 % 59.6 % 21.0 % gainSPE 1ST Grade 43.2% 65.2 % 22.0 % gainMurray Co. 1st Grade 46.9 % 74.6 % 27.7 % gain
ELA BENCHMARK 2 – First Grade ESOL
Teacher/Class Name Pre % Post % % GainLacy JonesESOL 49.1 % 73.4 % 24.3 % gainSPE 1ST Grade 55.85 % 79.4 % 23.6 % gainMurray Co. 1st Grade 61.3 % 79.3 % 18% gain
MATH BENCHMARK 2 – First Grade ESOL
Teacher/Class Name Pre % Post % % GainLacy JonesESOL 53.0 % 81.3 % 28.3 % gainSPE 1ST Grade 58.1% 85.1 % 27.0 % gainMurray Co. 1st Grade 62.3 % 85.2 % 22.9 % gain
E.L. Students in Grades 2-6:
ELA/Reading Benchmark Results 2012-13:
2nd Grade: Pre Post Gain/Loss
BM1 47.8 81.0 ^34.0
BM2 63.1 77.8 ^14.6
3rd Grade: Pre Post Gain/Loss
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BM1 35.7 62.5 ^26.8
BM2 41.5 56.8 ^15.3
4th Grade: Pre Post Gain/Loss
BM1 40.3 51.9 ^11.6
BM2 39.7 43.4 ^ 3.7
5th Grade: Pre Post Gain/Loss
BM1 34.9 64.1 ^29.2
BM2 50.8 71.0 ^20.2
6th Grade Reading:Pre Post Gain/Loss
BM1 32.3 33.9 ^1.6
BM2 39.6 44.4 ^4.8
6th Grade L.A.: Pre Post Gain/Loss
BM1 32.0 41.7 ^9.7
BM2 34.4 45 ^10.6
EXCEL:
The Spring Place Elementary gifted program currently serves 23 students that
have been determined to received gifted education segments. Served students receive
a minimum of five instructional resource segments each week, as well as daily
instruction from gifted endorsed classroom teachers. In response to the transition to the
Common Core Georgia Performance Standards (CCGPS) students are continuing to be
challenged with rigorous Webb’s Depth of Knowledge level 3 and 4 activities (DOK)
intended to extend learning. The Murray County Excel curriculum foundation is based
upon grade level Georgia Performance Standards (GPS) in the science and social
studies content areas. Research based practices that support and foster independent
learning, as well as reiteration of adopted transitional standards to alleviate gaps of
instruction, are continuously supplemented in the core instruction. Each measure has
SPE Mid-Year Review 2012-2013Page 22 of 28
been implemented to garner student success in meeting the high expectation of
exceeding achievement on the end of year assessments.
Goal 2: Student Achievement
Desired Results for Student Learning: Students with Disabilities will demonstrate
higher competency in the areas of Reading and Math.
First Grade: % GainELA BM1- +43%ELA BM2 – +33%Math BM1 – +19%MathBM2 – +29%
Second Grade:ELA BM1 – +18 %ELA BM2 – +23%Math BM1 – +30%Math BM2 – +27%
Third Grade: ELA BM1 – +15%ELA BM2 – +10%Math BM1 – +17%Math BM2 – +8%Science BM1- +8%
Fourth Grade:ELA BM1 – +8%ELA BM2 – +3%Math BM1 – +12%Math BM2 – +11%Science BM1- +26%Science BM2- +25%
Fifth Grade:ELA BM1 – +34%ELA BM2 – +11%Math BM1 – +25%Math BM2 – +32%Science BM1 – +44%Science BM2 – +30%
Sixth Grade:Reading BM1- +7%Reading BM2- -8%ELA BM1 – +9%ELA BM2 – +20%Math BM1 – +9%Math BM2 – -1%Science BM1 – +11%Science BM2 – +25%Social Studies BM1 – +30%Social Studies BM2 – +19%
ESS made extraordinary gains in the subject of ELA for first and fifth grades. ESS also
made extraordinary gains in the area of Math in second and fifth grades.
Intervention Strategies:
ESS Personnel:
1. Will get inclusion teachers to visit the 2nd and 5th grade classrooms during
Math to see what strategies they are using to increase benchmark areas
in Math.
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2. Will use small group differentiated instruction in the areas of Reading for
grades 1-6.
3. Will re-teach and review daily in the areas of Math / Language / Reading
as most of our students have short term memory problems.
4. Will give tutoring in grades 3rd – 5th after school in the areas of Reading,
Language, and Math.
5. Will collaborate with regular education teachers at least once weekly for
suggestions and updated intervention strategies.
6. Will use specialized computer programs such as IXL Math, Xtra Math,
Fast ForWord, SCOOT Pad Math, and i-Ready to increase the students’
math and reading skills.
7. Will accommodate classroom work / tests to best meet each individual
student’s needs.
The ESS personnel are building their students’ confidence and esteem by giving
accommodations to allow their students to feel academically successful. They
are teaching test taking strategies and giving them tools such as number
lines/multiplication charts so they can practice daily. Additionally, ESS personnel
pull students into small group settings to allow for more “individualized” learning.
SPE Mid-Year Review 2012-2013Page 24 of 28
Goal 3: Student Attendance
Desired Results for Student Learning: Students will demonstrate improved
attendance through compliance with school’s attendance policy.
Spring Place Elementary is committed to helping raise the percentages of
students in attendance in all grade levels.
2011-2012 Attendance Report
Grade Level ADA Percent in Attendance
Kindergarten 102.56 94.68%
First 92 95.8%
Second 85.58 96.07%
Third 97.3 96.48%
Fourth 70.60 95.84%
Fifth 79.08 96.71%
Sixth 72.77 96.82%
2012-2013 Attendance Report
Grade Level ADA Percent in Attendance
Kindergarten 101.56 93.54%
First 86.07 93.16%
Second 83.18 94.72%
Third 89.43 94.85%
Fourth 92.31 95.41%
Fifth 75.65 96.26%
Sixth 74.83 96.44%
SPE Mid-Year Review 2012-2013Page 25 of 28
Goal 4: Learning CommunitiesDesired Results for Student Learning: Administrators, teachers, and staff will
collaborate on a regular basis in order to increase student achievement.
The use of collaborative planning to increase student achievement has been an
ongoing goal for administrators and teachers at Spring Place Elementary. In order to
achieve this goal, grade levels meet on a weekly basis to share ideas and to plan
collaboratively. There are also multi-grade level collaborative meetings held once per
month so that teachers from various grade levels can better understand the standards
and goals that students should accomplish as they progress through the elementary
grades.
Goal 5: Technology IntegrationDesired Results for Student Learning: Teachers will incorporate student use of
technology resources into the curriculum to promote higher order thinking skills and
engage students.
Teachers at Spring Place Elementary are incorporating technology into the
curriculum in multiple ways. Every classroom is equipped with an electronic whiteboard,
a dedicated teacher laptop, and at least four modern computers for student use.
Teachers use the electronic whiteboards to present lessons, demonstrate concepts, and
model appropriate use of technology as a learning tool. SPE also has a new computer
lab that was established during the current school year. This computer lab has 28
modern computers, a teach computer, and an electronic whiteboard. The computer lab
is also equipped with the Synchronize Program that is used to help teachers better
manage student use of technology while in the computer lab. There are also 10 iPads
available for the teachers to check out on as needed bases. The teachers at SPE are
also fortunate to have access to several computer programs and Web sites that engage
students while helping them to master grade level goals in all subject areas. These
technology resources include Brain Pop, Brain Pop Jr., Brain Pop Spanish, Tumble
Books, Reading Eggs, Study Island, Georgia OAS, Education City, netTrekker, IXL
Math, and Rosetta Stone. In addition to these programs, teachers and students also
SPE Mid-Year Review 2012-2013Page 26 of 28
have access to Microsoft Office, internet resources, Kidspiration and Inspiration, Kids
Pix, Harcourt Math and Reading software, and various other programs.
Teachers at SPE have made substantial progress toward successfully integrating
technology usage into the classroom. However, there are still some goals that have not
been met. It is essential that students have access to technology resources on a daily
basis. The majority of students at SPE only have access to technology at school. It is
necessary that these students be allowed and encouraged to use and explore
technology at school in order to gain the technology skills necessary to be successful in
the 21st century. Currently, our technology equipment goals are centered on replacing
outdated computers in classrooms and increasing the number of student computers in
each classroom. Accomplishing this goal will give students greater access to technology
in their classrooms on a daily basis.
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