wces 2014 si plan january submission part 1

8/13/2019 WCES 2014 SI Plan January Submission Part 1

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Dr. John D. Barge, State School SuperintendentJuly 2012 ● of 33

SCHOOL IMPROVEMENT PLAN

School Name: Worth County Elementary School District Name: Worth County

Principal Name: Steven Rouse School Year: 2013 - 2014

Title I Schoolwide Program Title I Targeted Assistance Non-Title I School

ESEA WAIVER ACCOUNTABILITY STATUS (Based on 2012 Data)

(Check all boxes that apply and provide additional information if requested.)

Priority School (SIG) Priority (Graduation Rate) Priority (Achievement)

Alert School (Use 2012 Data) Focus School (Use 2011 Data)

Subject Alert List Subject(s) Graduation Gap List High and Low Sub-Groups withPercentages

Sub-Group Alert List Sub-Group(s) Achievement Gap List High and Low Sub-Groups with

Percentages

Graduation Alert List Sub-Group(s)

Principal’s Signature: Date:

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:




Measurable Goals

The goal of Worth County Elementary School is to provide all students a safe and supportive environment that is focused on student

learning and committed to high academic achievement as indicated in the State Performance Targets. Through the sharedresponsibility of all stakeholders, students will be prepared to compete in a dynamic and diverse community.

Elementary and Middle Performance Targets Based on 2011 Criterion Referenced Test (CRCT) Proficiency Rates for 2013

Student Group Reading ELA Math Science Social Studies

All Students 94.0% 92.3% 86.8% 80.3% 79.3%

Asian/Pacific Is. 95.8% 95.6% 94.6% 90.5% 90.8%Black 90.6% 88.8% 79.8% 69.3% 69%

Hispanic 93.3% 91.3% 86.4% 77.4% 76%

Alaskan/Amer.Indian

95.7% 92.9% 88.9% 84.5% 82%

White 96.9% 95.2% 92% 89.3% 87.6%

Multi-Racial 96.2% 94.4% 89.3% 85.0% 83.5%

SWD 79.5% 75.6% 69.8% 60.4% 58%

LEP(EL) 87.3% 84.1% 79.1% 67.8% 66.1%

Econ.

Disadvantaged

91.3% 89.0% 81.7% 72.8% 71.2%




School Keys

Strands Actions, Strategies,

InterventionsTimeline

Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible

Evaluation of Implementation and

Impact on Student Learning

Artifacts Evidence

Planning

and

organization

Standard

1.1, 1.2

Leadership

L 1.2, 1.3

WCES has established a school-basedleadership team that is comprised ofadministrators, school improvementcoordinator, teachers and supportstaff.

WCES staff and stakeholders workcollaboratively to develop a Title Ischool-wide/school improvement

plan based on data, to include:

Student achievement

Demographic

Process

Perception

WCES staff and stakeholders havedeveloped a comprehensive mission,

belief, and vision statement thatclearly represent the goals of theschool.Steps taken in this process are:

To gather input from allstakeholders.

Administrators and teacherswork collaboratively todevelop statements.

All stakeholders are given theopportunity to reviewmission, belief, and visionstatements.

Fall 2013 GaDOE

GaDOE SchoolImprovementFieldbook

Administrators

SchoolImprovementCoordinator

SchoolCouncilMembers

ParentInvolvement

Coordinator

Teachers

School-wide/schoolimprovement

plan

MissionStatement

Belief Statement

Vision Statement

Agendas/RostersMeeting Minutes

School-wide/schoolimprovement plan is

posted to schoolwebsite and placedstrategicallythroughout the school.

All stakeholders havea clear understandingof the school vision,

belief and missionstatement.

All statements are present in school,classrooms and on theschool website.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Leadership

Standard L

1.1, 1.2, 1.3,

1.4, 2.1

Leadership L

2.1,2.3,

Leadership within the school isdistributed. The principal,administrators and schoolimprovement coordinator collaboratewith all staff members and otherstakeholders to gather input andfeedback for shared decision-makingand problem-solving.

All teachers are given the opportunityto share in leadership roles as gradelevel team leaders or building levelleaders.

Monitoring of instruction andassessment is conducted byadministrators and schoolimprovement specialist on aconsistent basis.

Fall 2013- ongoing

GaDOE


Administrators


Teachers

Survey

OrganizationChart

Agendas/Minutes

Instructional teamleaders meet monthlywith schoolimprovementspecialist to analyzedata, collaborate, andmake instructionaldecisions.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Professional

Learning L

2.2

Instructional teams meet weekly andmonthly by grade level to collaborate,review and analyze data, and to planinstruction. The school improvementspecialist meets with instructionalteam leaders and grade level teachersto provide support in data analysisand instructional planning.

Teachers are given the opportunity toattend off-site workshops andconferences for professional learningin their specific content area.

Fall 2013- ongoing

GaDOE


Administrators

SchoolImprovementSpecialist

Teachers

Administrators

Survey

OrganizationChart

Agendas/Roster

Minutes

Instructional teamleaders meet monthlywith schoolimprovementspecialist to analyzedata, collaborate, andmake instructionaldecisions.

WCES providesinstruction by highlyqualified teachers whomeet the standardsestablished by thestate of Georgia.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

ProfessionalLearningStandard PL1.1, 2.3, 1.5

Leadership

L 2.1,2.3,

SIC provides professionaldevelopment for all teachers forimplementing the CCGPS. Allteachers are provided with CCGPSnotebooks and training throughRESA, GLRS, and LEA.

All teachers are required to participate in CCGPS webinars.

All new teachers attend StandardsBased Classroom (SBC) professionallearning through RESA.

The school improvement specialist provides support, assistance and professional development in all areasof curriculum.

All teachers participate in professional learning, data analysis,and making decisions aboutinstructional practices.

Monitoring of instruction andassessment is conducted byadministrators and schoolimprovement specialist on aconsistent basis.

Fall 2013- ongoing

GaDOE

RESA

GLRS

LEA


WCSSCurriculumDirector

Administrators


CCGPS Notebooks

Lesson Plans

State Units andFrameworks

CurriculumMaps

Focus Walks

Continuousimprovement inteaching quality andstudent achievement.

Ongoing professionaldevelopment provides

teachers with anunderstanding anddepth of knowledge ofresearched based

practices of thecontent area they areteaching.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

AssessmentStandard A1.1, 1.2, 1.3

WCES has developed a systematic process to ensure academicachievement for all students. Thestaff continuously uses assessmentand feedback to adjust instruction tomeet individual needs of all learnersso they can meet/exceed standards asdefined by CCGPS/GPS:

Teachers collaboratively plan

units, lessons, and activitiesto include differentiation forall learners.

Research based resources areused effectively.

Data is systematicallyreviewed and analyzed todetermine need for additionalinstruction, acceleration, andextending/refining.

The use of technology is

utilized as a tool fordifferentiation (computer lab, English in a Flash, Math in a Flash).

Professional development is provided for all teachers.

Fall 2013- ongoing

State CCGPSFrameworksUnitsCurriculum Maps

STAR reading andmath reports

UniversalScreening

Benchmarks

Administrators

SchoolImprovementSpecialistTeachers

InterventionSpecialist

CCGPSFrameworks/CurriculumMaps

Student Work

Lesson Plans

SBC Classrooms

Student Work

Agendas/Roster

Teachers meetcollaboratively toreview and discussdata analysis to planinstruction.

Teachers can describeand explain thestandards and adjustinstruction based onassessment data.

Teachers usetechnology to enhancethe curriculum and to

progress monitorstudents.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Assessment

Standard A

2.1,2.2,2.3

All teachers use a variety ofdiagnostic, summative and formativeassessment to determine students’level of knowledge and to monitorstudent progress. Data is gathered andused to identify students’ strengthsand weaknesses, learning gaps,mastery of standards, and todetermine what instructionalstrategies are needed.

The students identified as urgent are placed in intervention classes, provided with additional instruction based on needs and progressmonitored on a weekly basis.

All supplemental material used fordifferentiation and progressmonitoring is research based andaligned to the CCGPS/GPS.

Teachers will use computer-based programs, state units and teachercreated materials for assessment.

Fall 2013 – ongoing

$6,250.00

TechnologyBudget

STAR LITERACY

Houghton Mifflin/Harcourtcore programmaterials andsupplements

Early Literacy

STAR reading

STAR math

OAS

Google Drive

Forms and Sheets

Administrators


Special Ed andCo-Teachers

UniversalScreening Data

Benchmarks

CommonAssessments

InterventionSchedules

RTI Folders

CCGPS Notebooks

CurriculumMaps

Diagnostic assessmentis systematic and allteachers use a varietyof formative andsummativeassessments.

Increased studentachievement in allcontent areas and allsubgroups meeting/exceeding statestandards.

Achievement gapsclosed.

Increased studentachievement in allcontent areas on theCRCT and otherassessments.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Curriculum

C1 1.1, 1.2,

1.3

Teachers are utilizing CCGPS/GPS incurriculum planning and classroominstruction to improve academicsuccess for all students in allacademic areas.

Review and revise curriculum mapsand units to align with CCGPS/GPS:

Professional development isoffered during summermonths to give teachers anopportunity to collaborateand plan for instruction.

PE teachers developedcurriculum maps to alignwith GPS and healthstandards.

Develop curriculum map forcomputer lab to align withCCGPS.

Teachers are integrating more non-fiction text into the curriculum to

promote students reading books withhigher level text complexity.

July 2012- ongoing

StaffDevelopment$2500.00

School basedtraining forteachers onanalysis of

student data andhow to use data todrive instruction

State CurriculumMaps/Unit

StaffDevelopmentFunding

Administrators


Teachers

PE Coach

Music/ArtTeachers

Computer LabTech

Worth CountyCurriculumDirectors

CCGPS Notebooks

Frameworks/State Units

CurriculumMapsProfessionalLearning Logs

Charted Data(disaggregationof data)

Lesson Plans

ClassroomObservations

5X5 FocusWalks

Curriculum Alignment

Teachers engage inongoing planning anddeveloping acurriculum that

provides high levels oflearning for allstudents.

Standardized testscores: individualstudent, grade level,

building level, andsubgroups.

Increased Lexilelevels for all students.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible

Evaluation of Implementation and Impact

on Student Learning

Artifacts Evidence

Assessment

A 3.1

The Home Language Survey isused to identify EL, migrant, andimmigrant students. Onceidentified, the WAPT isadministered to see if the studentmeets criteria for services. Ifservices are needed, the student is

placed in the ESOL program andother appropriate interventions asneeded.

The student is administered the ACCESS to measure proficiencyuntil exiting the program.

Continue to use English in a

Flash, a component of Renaissance Place, for progressmonitoring of EL students.

Fall2013-ongoing

Title III Funding

$200.00 StaffDevelopmentFunding

Renaissance Place

Administrators


Administrators


InterventionTeachers

Student work

InterventionSchedules

Computer-baseddata reports

Progressmonitoringdocumentation

WAPT/ ACCESSassessments

Improvement in accuracy onacquiring knowledge in the

basic skills of languagedevelopment as indicated by

benchmarks, CRCT data.

ACCESS : standards-basedcriterion referenced EnglishLanguage proficiency testdesigned to measure EL socialand academic proficiency inEnglish.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

Assessment

A1 1.1

Students are progress monitoredwith STAR reading and math, andother assessment measures toensure that specific skill deficitsare targeted and the interventionmatches the need.

All EL students are progress-monitored weekly, or as needed.

All EL students are given practicetime on English in a Flash andmonitored for growth.

Students in the multi-racialsubgroup are provided additionalinterventions based on need andcontinuous monitoring.Interventions include:

Proximity seating

One-on-one instruction

Increased formalassessment

Progress monitoringtracking

Fall 2013- ongoing

Renaissance

Place

English in a Flash

Administrators

ClassroomTeachers


SchoolCounselor

ESOL Teachers


STAR readingand math reports

EL folderstracking

progress.

Assessment datafrom English in a

Flash, STARreading andmath,

benchmarks, and commonassessments

Progressmonitoring chart

Increased studentachievement in all areas ofacademics.

Increased number of studentsmeeting higher proficiencylevels.

Increased studentachievement in the multi-racial subgroup.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

Professional

Learning

Standard PL

3.2

WCES has 4 ESOL certifiedteachers with 1 being a resourceteacher that provides additionalESOL services to EL students on adaily basis.

School counselor and ESOLcertified teachers attended ELworkshop at RESA.

The guidance counselor providedall teachers with re-delivery of theTitle III monitoring results. Thefocus of the training was thecorrective action plan, Transactand interpreting ACCESS andWIDA scores.

The ESOL teacher and schoolimprovement coordinator willwork collaboratively to trainteachers how to interpret

ACCESS/WIDA scores.

Fall2012-ongoing

Title III Funding

EL Workshop

RESA

English in a Flash

Administrators


ESOL Teacher

SchoolCounselor

School TestingCoordinator


Agendas/Rosters

ProfessionalLogs/RESA

ESOL Certification

School counselor and teachersdemonstrate a knowledge andunderstanding of federalguidelines under Title III forEL students.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

ProfessionalLearning PL1.1, 1.2, 1.3,and 1.4

The WCS school improvementteam meets monthly to discuss thefollowing system-wide, as well asschool level, improvement issues:

Curriculum

Instruction

Professional Learning

Assessments andBenchmarks

Response to Intervention(RTI)

CCGPS/GPS (all contentareas)

The school improvementcoordinator redelivers informationfrom the system meeting to WCESstaff.

Professional learning at school

level provides teachers anopportunity to collaborate, shareideas and instructional strategies,analyze and disaggregate data, and

plan instruction based on data.

Fall 2012- ongoing

Administrators



Administrators


Teachers

RESA/WCSSCurriculumDirector


SchoolImprovementCoordinators

Agendas/Rosters

Summary sheetsof meetings

CurriculumMaps

CCGPS Notebooks

Item analysis inall subject areas

All teachers participate in professional learning by gradelevel and content area.

Teachers participate incurriculum alignment.

Teachers are informed oncurrent issues concerningcurriculum and changes incurriculum.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

ProfessionalLearning PL1.1

Examples of professional learning:

Instructional teams arecreated by grade level andcontent area. Instructionalteam leaders meet withschool improvementcoordinator to review dataand discuss instructionalissues, and then redeliverto teams.

Teams meet weekly withgrade levels and monthlyacross grade levels toreview data and planinstruction.

Teachers review anddiscuss data in all domainsof content areas todetermine strengths andweaknesses.

All new teachers participate in training forall research based

programs.

All teachers participate intraining for RTI.

Fall2012-ongoing

GADOE

Google Drive

forms and sheets

CRCT Results

Renaissance Place

SLDS

Mountain Math/Language

Administrators


InstructionalTeam Leaders

Agendas/Rosters

Data Room

Benchmark data

CRCT data

ITBS data

ProfessionalLearning

Notebook

STAR readingreports

AR reports

Student logsheets/folder

Teachers demonstrate aknowledge of curriculum,how to analyze anddisaggregate data, and how touse the results to driveinstruction.

Improvement of students’reading/ELA achievements asindicated by CRCT data.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

Professional

Learning PL

1.2

All teachers are provided trainingon disaggregating and interpretingdata, and how to use data toimprove instruction.

To increase student achievement,the following are used:

Data meetings are heldthroughout the year toanalyze formative andsummative data.

Teachers continuously collectdata from accelerated mathand reading, STAR readingand math, benchmarks andother assessments to improvestudent achievement anddrive instruction.

Fall2012-ongoing

STAR readingand math

SLDS

Google Drive

forms and sheets

OAS

Administrators


InstructionalLeaders

Teachers

Data Room:Charts andGraphs

Benchmarknotebook

Improved student scores asindicated by CRCT.

Increased knowledge for allstaff on how to use dataeffectively to plan instructionand target specific skills.

Improvement of reading/ELA, and math scores asindicated and measured byCRCT.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

Instruction

Standard IS

1.3, 2.1, 2.2

All students with disabilities areserved in a co-taught classroom.Learning goals are aligned withCCGPS/GPS and students arereceiving appropriatedifferentiation that includesadjusting content, process,

product, and learning environment based upon diagnosis of students’ needs, learning styles, andreadiness levels. The following areused to support instruction:

Implementation ofeffective co-teachingmodels in inclusionclassrooms to provideeffective instruction for

both the student withdisabilities and the generalclassroom population.

Use differentiatedinstructional and flexiblegroups.

All classrooms useresearch based learningstrategies to emphasizehigher order thinkingskills.

Fall2013-ongoing

SpecialEducationFunding

Director ofSpecialEducation

Administrators


Special Ed andCo-Teachers

Student Work

Lesson Plans

Units/CurriculumMaps

Master Schedule

Agendas/Rosters

Teachers work collaborativelyto develop lessons and unitsand adjust instruction basedon assessment data.

Improved CRCT scores

Improved GAA scores

Improved writing scores

Assessments

Meeting IEP goals

Compliance with state andfederal laws




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

Professional

Learning

Standard PL

2.5, 2.6

WCES consulted with Special EdDirector and outside Special Edconsultant to ensure effectivescheduling for all co-taughtclassrooms.

All special education and co-teachers were provided with a 2day in house training by outsideSpecial Ed consultant thatincluded training for collaborative

planning time and effectiveclassroom instruction.

Co-teachers work collaborativelyto align instruction withCCGPS/GPS and plan effectivelessons, units, and a variety ofassessments to ensure students aremeeting goals as stated in the IEP.

WCES administrators and schoolimprovement coordinator willmonitor co-taught classrooms toensure that co-taught models are in

place and progress monitoring isconsistent and aligned to IEPgoals.

FallOngoing

Special EdFunding

OutsideConsultantAgency

Director ofSpecialEducation

Administrators


. Teachers have a goodknowledge base on Co-Teaching models

Close the achievement gapwith SWD

Fidelity CheckConsultant Firm

Improved CRCT and GAAscores.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

Instructional

Standard 1

1.1, 1.2

All teachers follow theCCGPS/GPS Frameworks for allcontent areas:Mini Lesson 10 – 15 minutesWork Session 30 – 45 minutesClosing 10 - 15 minutes

Examples of whole group andsmall group:

Read alouds - targetvocabulary andcomprehension

Introduce and model newconcepts

Small group instruction

Leveled Readers toimprove weaknesses in

phonics, fluency, andcomprehension (may also

be used for interventions)

Independent centerrotation to increase andreinforce reading skillsand strategies. Teacher

provides small groupinstruction with fictionand non-fiction levelreaders in all contentareas.

Fall 2013- ongoing

Title I Funding Administrators


Teachers

Agendas/Rosters

Lesson Plans

CurriculumMaps/CCGPSGPSFrameworks

All teaching and learningactivities are informed by theCCGPS/GPS Frameworks.

Learning goals are alignedwith CCGPS/GPS.

Teachers implement commonassessments by grade leveland content area.

Teachers can identify thestrengths and weaknesses ofstudents.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

AssessmentStandard AL1.1, 1.2, and1.3

All teachers meet collaborativelyto analyze common assessments,

benchmarks, and other formativeassessments to determine if theassessment is aligned toCCGPS/GPS and if theassessments are consistent andauthentic in all academic areas.

Fall2013-0ngoing

Renaissance

Place

Google Drive Forms andSheets

OAS

Teacher created

resources

Administrators



Intervention

Specialist

ClassroomTeachers

Agendas/Rosters

Benchmarks

CommonAssessments

Teachers articulate howinstruction is revised based onassessment results.

Improvement in studentachievement on assessments.

Students demonstrate an 85% passing average and

achievement of weekly goalsset by teacher and student.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

ProfessionalLearningStandard PL1.1 andInstructionStandard I 2.

Assessment

“Writer’s Workshop” has beenimplemented into the literacy

block in all ELA classrooms.Teachers are provided withtraining on how to teach writing

by RESA consultant and in-house personnel.

School improvement coordinatorand teachers analyze writing

assessment data to determineinstructional needs.

All classrooms participate in amock writing assessment in allgenres.

Writing to be implemented in allcontent areas:

Math journals

Interactive science andsocial studies notebooks

Writing journals

Fall2013-ongoing

RESA

GaDOE

StateFrameworks

Georgia WritingAssessment

Notebooks

Agendas/Rosters

Student Writing Notebook

Lesson Plans

Frameworks

Agendas/Rosters

Student Writing Notebook

Lesson Plans

Frameworks

Student Work

Improvement in reading/ELAskills as indicated by CRCTand other assessment data.

Improved writing scores asindicated by the GeorgiaWriting Assessment.

Improvement of students’reading/ELA achievements as

indicated by CRCT data.

Improvement on benchmarkassessments.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

Student,Family,CommunityInvolvementand SupportStandardSFC 1.2,1.3, and 2.1

The parent involvementcoordinator works with schooladministrators and all stakeholdersto develop ways to improve

parent/community involvement inthe following ways:

Offers training andinformation sessions to

promote parent awareness.

Provides activities andworkshops throughout theyear.

Sends monthly newsletter.

Provides resourcematerials for parents.

WCES hosts an open house to provide all parents and studentsthe opportunity to visit

classrooms, meet administratorsand staff. Parents are giveninformation about how Title Ifunding is used and provided withschool policies and procedures.

Fall2013-ongoing

Title I Funding FederalProgramsDirector

Administrators

ParentInvolvementCoordinator


ParentInvolvement

Notebook

Classroom Newsletters

Student Agendas

ParentConferenceDocumentationand Log

School CouncilAgenda

WCES link onwebsite

Community resources areused to strengthen parentinvolvement and studentlearning.

Community members and parents feel welcome in theschool.

Ongoing communication between the school, parents,and community membersregarding procedures,

policies, and studentachievement.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

Student,Family,CommunityInvolvementand SupportStandardSFC 2.

Worth County Partners inEducation, (WCPIE) is a programof the Worth County SchoolSystem/Sylvester-Worth CountyChamber of Commerce. A Partnerin Education is a business or anorganization that partners with oneto three schools and commits to

participate in at least one activity per quarter with that school.

The school improvementcoordinator, parent involvementcoordinator, and principal serve asthe WCPIE representatives forWCES.

Fall 2013 – 0ngoing

$250.00 Public RelationsDirector

Administrators



Agendas/Rosters

Meeting minutes

Businesses and communityleaders partner with schools

Ongoing communication between the school, parentsand community members isconsistent and meaningful.

School activities include:Peanuts for Parents;

Ag Week;“SINK” the CRCT;Art Show;Career Day;Book Fair;Science Fair;School Council; and ParentCompacts.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

PlanningandOrganizationPO 1.1

ProfessionalLearning PL1.1, 1.2

Student,Family, andCommunityInvolvementand SupportSFC 1.1

The school council meets fourtimes per year to discuss issuesrelated to WCES policies and

procedures.

All members of school council are provided with training.

The school council consists of the principal, parents, businessmembers, parent involvementcoordinator, and teachers.

Fall 2013- ongoing

Administrators


RESA


Administrators

ProfessionalLogs

Agendas/Rosters

Meeting minutes

Increased awareness of school policy and procedures with allstakeholders.

Increased communication between community andschool.




School Keys



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


on Student Learning

Artifacts Evidence

TechnologyandProfessionalLearningStandard I 2.7

Provide staff development for allsoftware and web-based programs.The following programs are usedfor assessment, progressmonitoring, and instructional

planning:

Online Assessment System

Google Drive Forms DataAnalysisSoftware

AR & AM

STAR math and reading

Teachers and school improvementcoordinator create and administercontent specific pre, mid, and post

benchmarks using Google Drive Forms and OAS. Results areanalyzed to identify weaknessesand strengths of students and toadjust instruction based on needs.

Fall 2013- ongoing

Google Drive

Forms andSheets

Renaissance

Place

OAS

Administrators


InstructionalTechnology

Tech


Google DriveForm responseresults

BenchmarkReports

Teachers have clearknowledge of how to usesoftware programs forinstruction, assessment, and

progress monitoring ofstudents.

Effective instructionalstrategies and lesson plansdeveloped on data analysis.




APPENDIX A

Georgia Fifth Grade Writing Assessment

Performance

Summary`

2010 2011 2012

DNM Meets Exceeds DNM Meets Exceeds DNM Meets Exceeds

School Number118 135 1 97 158 6 85 146 4

School

Percentage 46% 53% 0% 37% 61% 2% 36% 62% 2%

RESA Number1660 2952 168 1449 3153 239 1265 3314 225

RESAPercentage 35% 62% 4% 30% 65% 5% 26% 69% 5%

State Number33792 81387 8750 27121 87810 12532 24916 88685 13738

State Percentage27% 66% 7% 21% 69% 10% 20% 70% 11%

Ethnic Groups

Ethnic Groups 2010 2011 2012


Asian

Black 57% 43% 0% 43% 57% 0% 33% 67% 0%

Hispanic

Native

American

White 41% 59% 1% 33% 63% 4% 38% 59% 2%

Multi-Racial 40% 60% 0% 38% 63% 0% 38% 54% 8%




Students with Disabilities

Special

Education

2010 2011 2012


All Special

Education 69% 31% 0% 63% 38% 0%

Speech Only 50% 50% 0%




APPENDIX B

English Language Proficiency

Entering 1.0 Beginning 2.0 Developing 3.0 Expanding 4.0 Bridging 5.0 Reaching 6.0

(1)14% (1)14% (2)29% (3)43%




APPENDIX C

CRCT Performance Targets for Reading

Student

Group

2011

Rate

2012

Rate

2013

Target

2014

Target

2015

Target

All Students 92.8% 93.4% 94.0% 94.6% 95.2%WCES 87.8% 82.9% 89%

Multi-Racial 95.4% 95.8% 96.2% 96.6% 96.9%

WCES 75.8% 81.3% 87%

SWD 75.4% 77.5% 79.5% 81.6% 83.6%

WCES 80.9% 66.7% 57%




CRCT Performance Targets for ELA

CRCT Performance Targets for Math

CRCT Performance Targets for Science

Student

Group

2011

Rate

2012

Rate

2013

Target

2014

Target

2015

Target

All Students 90.7% 91.5% 92.3% 93.0% 93.8%

WCES 83.8% 87.6% 87%

Multi-Racial 93.3% 93.9% 94.4% 95.0% 95.5%

WCES 72.7% 90.6% 83%

SWD 70.7% 73.1% 75.6% 78.0% 80.5%

WCES 71.4% 53.3% 68%

Student

Group

2011

Rate

2012

Rate

2013

Target

2014

Target

2015

Target

All Students 84.1% 85.4% 86.8% 88.1% 89.4%

WCES 79.4% 69.7% 75%

Multi-Racial 87.1% 88.2% 89.3% 90.3% 91.4%

WCES 57.6% 56.3% 67%

SWD 63.8% 66.8% 69.8% 72.9% 75.9%

WCES 69.6% 40.0% 56%

Student

Group

2011

Rate

2012

Rate

2013

Target

2014

Target

2015

Target

All Students 76.4% 78.4% 80.3% 82.3% 84.3%

WCES 70.4% 71.4% 75%

Multi-Racial 82.0% 83.5% 85.0% 86.5% 88.0%

WCES 54.5% 50.0% 64%

SWD 52.5% 56.5% 60.4% 64.4% 68.3%

WCES 62.5% 30.0% 41%




CRCT Performance Targets for Social Studies

StudentGroup

2011Rate

2012Rate

2013Target

2014Target

2015Target

All Students 75.1% 77.2% 79.3% 81.3% 83.4%

WCES 64.8% 67.5% 79%

Multi-Racial 80.2% 81.9% 83.5% 85.2% 86.8%

WCES 45.5% 56.3% 68%

SWD 49.6% 53.8% 58.0% 62.2% 66.4%

WCES 60.7% 30.0% 42%

Black

WCES 68%

Hispanic

WCES 87%




APPENDIX D

College and Career Ready Performance Index,

Elementary School Model Grades K 5

POST ELEMENTARY SCHOOL READINESS

Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by theACCESS for ELs

Percent of Students With Disabilities served in general education environments greater than 80% of the school day

Percent of students scoring at Meets or Exceeds on the Grade Five Writing Assessment (required participation rate ≥ 95%)

Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650

Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 Percent of students in grade K-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17

Career Clusters 9opercational in 2012-2013)

Student Attendance Rate (%)




Exceeding the Bar: a companion to the

College and Career Ready Performance Index for Elementary Schools

In addition to the fourteen (14) items within the College and Career Ready Performance Index, elementary schools may earn additional points for these supplemental indicators.

Percent of students in grades K – 5 successfully completing above grade level core courses (ELA, reading, mathematics,science, social studies)

Percent of students successfully completing world language courses

Percent of students successfully completing fine arts courses

School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification

*Percent of fifth grade students with a complete career portfolio by end of grade 5 (moves to face of CCRPI in 2016-2017)

Percent of students in grades 1-5 with a fully documented Fitnessgram assessment School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement:

examples include but are not limited to-participation in Charter System status, partner participation in Race to the TOPaward, participation in Striving Reader initiative, participation in dual language immersion program, participation inGovernor Deal’s Early Literacy Initiative, comprehensive implementation of Response to Intervention (RTI) and/or PositiveBehavior Interventions and Supports (PBIS)

To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator :

School’s average score on the Georgia Teacher Effectiveness Measurement

School’s average score on the Georgia Leader Effectiveness Measurement

wces 2014 si plan january submission part 1

Documents