school strategic plan presentation august 30, 2013 9:30 am
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School Strategic Plan Presentation August 30, 2013 9:30 AM. School: Austell Elementary School Principal: Dr. Marvin Bynes. Celebrations and Achievements 2013-2014. Austell Elementary School Successful transition from a K-1 school to a full e lementary s chool c ompleted - PowerPoint PPT PresentationTRANSCRIPT
School Strategic PlanPresentation
August 30, 20139:30 AM
School: Austell Elementary SchoolPrincipal: Dr. Marvin Bynes
JanuaryMid-Year Update: Formative Data, What's Working and What Needs to Change/Shift
June-September
School Strategic Plan
Presentations and Review
Celebrations and Achievements2013-2014
Austell Elementary School
I. Successful transition from a K-1 school to a full elementary school completed
II. High expectations for all students
III. Parent support is evident through PTA participation and other school-wide activities
IV. The school has been named a “Distinguished Title I School” for seven years
Strengths: 2013-2014 • Teachers and parents have high expectations for all students• Reading scores are consistently high at all grade levels• Teachers are trained in standards-based practices (e. g. Readers
Workshop, Writers Workshop, Math Workshop, small group instruction, student conferences, mini-lessons, CAFÉ strategies, and guided reading)
• The school has ample literacy materials• The school does a good job coordinating Title I funds to
supplement state funds for personnel and instructional materials (e.g. paraprofessionals, parent facilitator, tutors, leveled text, Fast Math software, and SRI Lexile materials
• Teachers make their lessons and curriculum maps rigorous and relevant
• The school turnover rate of staff is low (06%)
Weaknesses: 2013-2014
• Teachers need training on increasing and monitoring Lexile levels• Students are weak in the area of Number Talks• The loss of our school math coach to a neighboring school
district• There is no academic coach to assist administrators in leading
professional development activities, developing assessments, or redelivering teaching strategies from district coaching meetings
• Our inclusion teachers’ schedules are so tight that the time for supporting in depth instruction for our SPED students is not at its fullest
• The budget crunch has dwindled resources for personnel and instructional materials
Opportunities: 2013-2014
• Teachers have an understanding of assessing students which include performance tasks and extended responses because of the teachers’ past experience with the America’s Choice Program
• Fifty minutes of daily common planning time at each grade level allow teachers to plan together as a team
• The staff has developed a common language in the areas of discipline and student expectations
• The school has identified three teachers who desire to become future academic coaches. We will use these teachers as pseudo coaches who will attend district academic coaches’ meetings. The pseudo coaches will perform certain duties that an academic coach would normally perform. These duties would include providing professional development in the form of classroom strategies, data analysis, and developing common assessments
• Ninety eight percent of SPED students are in an inclusion classroom• Inclusion and GenEd teachers work well together in classrooms
Threats: 2013-2014• Large classroom sizes diminish the effectiveness of teachers to meet
the needs of students in the classroom, especially if there are serious behavior distractions in the classroom
• As a school, we focus much time preparing students for Criterion-Referenced Tests (CRTs) and very little for Norm-Referenced Tests (NRTs)
• The Georgia CRCT assesses students’ knowledge of curriculum at a minimum with very low cut scores
• As a school, we do not have a solid NRT assessment to assess all our students at the different grade levels for rigor in order to prepare students for college and careers
• Not having an adopted math textbook as a resource for teachers is a serious threat, especially for teachers who are weak in teaching math
• Teachers need assistance in finding proper researched-based resources to support math program
Data Update: School Profile
482 Enrolled Students58% African-Americans18% Latino-Americans
17% White/Caucasian–Americans05% Multiracial
63 Employed Staff Members10 Teachers with a Bachelor’s Degree19 Teachers with a Master’s Degree 8 Teachers with Advanced Degrees
Years of Experience10 Years = 16 Staff Members
Over 10 Years of Experience = 21 Staff Members
Stakeholder Survey97% Curriculum Approval 95% Assessment Approval98% Instruction Approval
98% Planning & Organizing 98% Professional Learning
98% Leadership97% Culture97% Overall
Program Participation62 % General Education Students
10% EIP Students 05% Gifted Students
15% Students with Disabilities
Data Update: CRCT Data by Class
Spring 2013 CRCT Results by ClassStudents Met/Exceeded
Classes ELA Reading Math Sci SS
Third Grade Class A 100% 100% 91% 96% 100%
Third Grade Class B 95% 100% 76% 76% 86%
Third Grade Class C 59% 77% 35% 29% 35%
Fourth Grade Class A 90% 97% 93% 97% 90%
Fourth Grade Class B 93% 100% 77% 87% 93%
Fifth Grade Class A 79% 90% 85% 26%* 42%*
Fifth Grade Class B 95% 100% 90% 80% 70%
Fifth Grade Class C 100% 100% 100% 76% 76%
Data Update: CRCT Data by Grade
Spring 2013 CRCT Results by Grade LevelStudents Met/Exceeded
Grade Levels ELA Reading Math Sci SS
Third Grade 85% 92% 67% 67% 74%
Fourth Grade 92% 99% 85% 92% 92%
Fifth Grade 91% 97% 92% 61% 63%
Data Update: CRCT Data by Building
Spring 2013 CRCT Results by BuildingGrades 3-5 Combined
Students Met/Exceeded
Year ELA Reading Math Sci SS
2009-2010 NA NA NA NA NA
2010-2011 NA NA NA NA NA
2011-2012 NA NA NA NA NA
2012-2013 89% 96% 82% 75% 77%
Data Update: Percentage of Students Exceeding by Grade Level
Spring 2013 Percent of Students Exceeding CRCTStudents Exceeded
Grade Levels ELA Reading Math Sci SS CCRPIBenchmark
Third Grade 19% 37% 27% 18% 15% 65.7%
Fourth Grade 32% 34% 31% 26% 17% 65.7%
Fifth Grade 22% 32% 49% 21% 7% 65.7%
Total 24% 34% 36% 22% 13% 65.7%
Data Update: Percentage of Students Meeting Required Lexile Levels
Percent of Students Meeting Grade Level Lexile Score
Grade (Required
Lexile)
Reading CCRPI Benchmark
Third Grade (650)
52% 86..4%
Fourth Grade (750)
59% N/A
Fifth Grade (850)
60% 87.8%
School Total 57%
Data Update: Percentage of Students at/above 50th Percentile
FALL MATH ITBS 2012Grade Three
Year
Test
Grade
Number of Students with
NPR Complete Composite Plus Computation
Score
Number of Students At or
Above 50th Percentile
Percentage
2012-2013
ITBS
3
53
25
47%
FALL MATH ITBS 2012Grade Five
Year
Test
Grade
Number of Students with
NPR Complete Composite Plus Computation
Score
Number of Students At or
Above 50th Percentile
Percentage
2012-2013
ITBS
5
54
22
40%
Data Update: Math Gap Analysis
Gap Analysis – CRCT Math Scale ScoreYear Tested Offset
(30%)Upper Limit
LowerLimit
Gap
2009-2010 NA NA NA NA NA2010-2011 NA NA NA NA NA2011-2012 NA NA NA NA NA2012-2013 175 53 851 809 42
Data Update: Benchmark Assessments
Common Core Mathematics Benchmark Assessments 2013
Grade Austell Area Cobb County Schools
Quarter 2Average %
Score
Quarter 3Average % Score
Quarter 2Average % Score
Quarter 3Average Scores
Quarter 2Average % Score
Quarter 3Average % Score
Grade 1 77% 58% 68% 58% 72% 56%
Grade 2 50% 73% 57% 61% 63% 65%
Grade 3 64% 78% 64% 72% 67% 74%
Grade 4 58% 53% 51% 44% 54% 48%
Grade 5 60% 62% 61% 56% 62% 56%
Data Update: GKIDS Assessment
GKIDS 2012-2013
Mathematics % Meets/Exceeds
Numbers and Operations 77%
Measurement 81%
Geometry 77%
Data Analysis -
Math Total 79%
Data Update: Targets 2013-2014
CCSD School
Lexile Levels (E) 73.7% 60%
Gap closure (E) 99 35
College Ready (E) 80% 90%
Career Ready (E) 65% 100%
Advanced Academics 54.4% 06%
Stakeholder Satisfaction 88.2% 97%
Tactical Plan: Priorities of the School
Desired Results• Annually raise Lexile levels of students in grades 2-5• Annually increase math achievement for all students in grades
K-5 on CRCT, GKIDS, and benchmark assessments• Focusing on increasing the percent of students (Grades 3-5)
exceeding on CRCTHow to Accomplish Results
• More in-depth training for guided reading, utilizing more non-fiction texts during instruction, and training on Lucy Calkins Units of Study for Writing
• Instituting a ”Balanced Math” program in all classrooms in grades K-5, consisting of Math Workshop, Guided Math, and Number Talks
Tactical Plan: Monitoring Progress
Ongoing Measurements• Bi-annual DRA assessments (K-5)• Progress monitor DRA monthly and monitor SRI Lexile Growth
(Grades 3-5)• Quarterly Math and ELA Benchmark assessments (K-5)• Data collected using formal assessments • Collaborative ELA and Math planning days every third month• Targeted walkthroughs that are focused on specific areas
every four weeks
Professional Learning The data indicates improvement in the following areas:
• Conceptual math skills• Students reaching higher Lexile levels• Higher number of students reaching exceeds level on CRCT and
GKIDS• Closing the achievement gap• Moving more third and fifth grade students at or above the 50th
percentile in math on the Iowa TestsProfessional Learning Tied to Desired Results and Framework of Student Success• Training staff to use SRI progress monitoring, DRA, and formal
assessments to target strategies to raise Lexile levels• Training staff on the “Balanced Math” form and guided math• Revisit Writers Workshop and Readers Workshop• Effectively training staff in using Number Talks to increase mental
math skills• Inclusion teachers trained on how to utilize their tight time
schedules to meet the rigorous learning needs of our special education students
Professional Learning
Implementation to reflect change in teacher practices will depend on the following:• Collaborative planning among grade level team members• Vertical planning among grade levels• Using the Data Room as a source of collecting and analyzing
data in order to drive discussions of what is working and not working in our classrooms
• Having serious performance discussions with teachers individually during post evaluation conferences
Framework for School Success
Backward DesignCurriculum Maps
Essential QuestionsUnpacking Standards
Big IdeasPicasso Resources
Collaborative Team Planning Using Data
Team Planning Common Core Curriculum
District Lab ClassroomsRubric Development for Common
Core CurriculumWeekly Team Meetings
Data collection and discussions
Use of Instructional FrameworkResearched-Based Planning Based
on Common Core CurriculumWorkshop Models
Student ConferencingCollaborative Conversations
Differentiation/Flexible Grouping
ESOL/Target/Inclusion ClassesWhole Group, Small Group, and
Individual InstructionMeeting IEP Accommodations
Ongoing Assessments for Flexible Grouping
Framework for School Success
Rigor /RelevanceHigh Expectations
Differentiated InstructionStudent-Centered InstructionIntegration of Content Areas
Workshop ModelsEngaged Learning
Building RelationshipsSOAR (Cara Shores)
Weekly and Monthly NewslettersDaily Behavior Sheets
Academic NightsPTA/Family Involvement
Parent Conferences
Balanced AssessmentsBenchmarks
DRA’sRubrics for Math & Language Arts
Teacher Commentary Teacher/Student Feedback
County Report Cards
Purposeful Integration of Technology
Computer LabLap Top CartsSmart Boards
ELMOsEducational SoftwareEducational Websites
Framework for School Success
Instructional EnvironmentAcademic Centers
Print Enriched EnvironmentStandards, EQs, and Student Work Posted
Workshop Models PostedInstructional Rubrics Posted
Common Core LibrariesArtifacts Posted
Use of Researched-Based Strategies
Common Core StandardsPacing Guides
Unpacking StandardsProfessional Learning LiteratureCCSD and GADOE Frameworks
Support Needed: Tier II Support
District SupportI. Support from CCSD special education department to help
inclusion teachers develop schedules that provide effective instruction for SPED students
II. Flexibility in using Title I Funds to support school programs
III. District coaches to assist in bringing innovative researched-based strategies to teachers
In Closing: “The problem isn’t the kids. It’s not even what they can achieve. The problem is what you expect them to achieve. You are setting the bar
here. Why? Set it up here! They can make it.”The Ron Clark Story
We at Austell are about three “BIG THINGS”. This process has made these things evident.
RIGORENGAGEMENT
RELATIONSHIPS