Fairview Elementary School Improvement · PDF fileexamine student work, and plan technology...

Fairview Elementary School Improvement Plan

2014-2015

1

SUBGROUP ACHIEVEMENT

SUB STUDENT GROUP

CURRENT STATE

PERFOR-MANCE TARGET

sy14

GOAL IF HIGHER

PT STRATEGIES USED TO ACHIEVE GOAL WHO IS RESPONSIBLE? METRICS

RE

AD

ING

& E

LA

ALL STUDENTS

Reading:93%

ELA:

86.9%

96%

1) Each grade level will conduct meetings to analyze test data in the areas of reading, ELA, math, science, and social studies to identify strengths and weakness of students. Supplemental, ELL and Special Education teachers will be included in the process.

2) Use weekly grade level PLC meetings to analyze test data to form flexible groups based on test data, plan implementation of CCGPS, develop common assessments, examine student work, and plan technology integration.

3) Conduct all-day sessions for the purpose of planning for the implementation of the CCGPS in math, reading, and ELA and for GPS in science and social studies, planning technology integration, and examining assessment data to plan effective instruction for all students-particularly the underachieving students. Substitutes will be employed to release teachers.

4) Send representatives from various grade levels/subject areas to professional learning opportunities, both off-site and on-campus, to enhance content knowledge and instructional practices.

1) Teachers, Administrators, Instructional Coach

2) Teachers, Instructional Coach


4) Teachers, Administration, PL Teacher Leader

1) Assessment Data (from EOGX, STAR, GKIDS, CogAT, Thinkgate benchmark tests, Informal Phonics Inventory), Meeting Minutes, Data Notebooks

2) PLC Meeting Minutes, Lesson Plans, Observations, Data Notebooks

3) Agendas and Minutes of Sessions, Lesson Plans, Data Notebooks

4) PL Agendas


2014-2015

2

5) Use STAR screening/progress monitoring to

assess student improvement in supplemental small group instruction for underachieving readers.

6) Use authentic literature for all grade levels to implement Georgia reading frameworks for the Common Core Georgia Performance Standards.

7) Use the Sally Mills Phonics Kits and Dr. Cupp Readers for kindergarten students to improve and enhance reading skills.

8) Employ an Instructional Coach who will provide modeling of lessons and guidance for collaborative lesson planning.

9) Implement Daily Five/CAFÉ for kindergarten and first grade and on a volunteer basis in other grades.

10) Monitor implementation of the CCGPS units and County Curriculum Maps.

11) Monitor the implementation of Marzano’s high impact strategies, which include the following: identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, cooperative learning, nonlinguistic representations, setting objectives and providing feedback, generating and testing hypotheses, and cues, questions & advanced organizers.

12) Collaborative lesson planning will occur between homeroom and non-homeroom teachers to address the needs of all students in all subgroups.

5) Teachers 6) Teachers,

Administration 7) Teachers,

Kindergarten Paras

8) Administration, Instructional Coach



11) Instructional Coach, Administrtion

12) Teachers, Administration, Instructional Coach

5) STAR Reports 6) Lesson Plans,

Observation 7) Lesson Plans,

Observation 8) Instructional

Coach’s log 9) Observations 10) Observations,

Lesson Plans 11) Observations,

Lesson Plans, Informal Observations

12) Lesson Plans, PLC Minutes


2014-2015

3

13) Collaborative lesson planning will be

conducted on grade levels. Lesson plans will be kept in a prominent place in the classroom, so they can be easily accessed for observations.

14) Continue to implement small-group and whole-group instruction using iPads/tablets and appropriate apps to engage students and to improve their skills in all subject areas.

15) Provide various evening sessions to involve parents in their students’ learning (Curriculum Night, Technology Night, etc.). Employ a translator at these events.

16) Teachers will utilize technology to enhance student achievement (e.g., ActivBoards, ActivSlates, ActivVotes, ActivExpressions, Document Cameras, laptops, iPods, iPads, etc.).

17) Grade-level PLCs will meet at least three times weekly for the purpose of collaborative planning, examining student work, and analyzing assessment results.

18) Differentiated support to students will be provided through research-based strategies and interventions.

19) Utilize the services of consultant, Dan Mulligan, the county Instructional Coaches, and county Technology Coach to model research-based, high-impact strategies and to observe teachers’ implementation of the strategies.

20) Continue to implement the six-step Direct

13) Teachers,

Instructional Coach

14) Teachers, Instructional Coach, Administration

15) Teachers, Administration, Instructional Coach, Title I Parent Coordinator, Parent Involvement Committee



18) Teachers 19) Administration,

County Coaches, Curriculum Director

20) Teachers 21) Instructional

Coach, Teachers, Parent

13) PLC Minutes,


Lesson Plans, 15) Parent

Involvement Plan, Meeting Agendas

16) Observations, Lesson Plans

17) Meeting Minutes

18) Lesson Plans, Observations

19) Observations, Reports from Dan Mulligan and County Coaches


21) Schedule of Tutoring Visits, Sign-In Sheets


2014-2015

4

Vocabulary Instruction process. 21) Partner with Oxford College to use college

students as tutors for underachieving students.

22) Use Accelerated Reader to motivate students to read.

23) Implement the Informal Phonics Inventory as a diagnostic tool and to assess students’ strengths and weaknesses.

24) Use Rigby readers or other leveled texts for differentiated small group instruction.

25) Implement an intervention block (Flight Academy) and provide reading interventions for struggling students in kindergarten and first grade.

26) In addition to regular ed and supplemental teachers, use the specials teachers to provide interventions/acceleration to kindergarten and first grade students.

27) Continue and refine the use of Daily Oral Language to aid in language arts instruction.

28) Use county writing prompts in ongoing writing instruction.

29) Implement Traits Writing in all grades. 30) Offer “Saturday School” to provide extra

support in math. 31) Implement an after-school program with 21st

Century grant money to provide assistance to underachieving students.

32) Ensure that every reading teacher has a classroom set of leveled books.

33) Use Next Steps Guided Reading Assessment to determine students’ interests and to gather more specific data on students’

Involvement Coordinator, Counselor

22) Teachers, Stu-dent Recognition Committee

23) K-2 Teachers 24) Teachers 25) Grade Level/

Supplemental/ Specialist Teachers

26) Grade Level/ Supplemental/ Specialist Teachers

27) Teachers 28) Teachers 29) Teachers 30) Administration,

Teachers 31) After-School

Coordinators and Teachers

32) Administration 33) Teachers 34) Teachers

22) AR points 23) Record Sheets

for Phonics Inventory


25) Weekly Assessment Results, PLC Minutes, Intervention Plans

26) Weekly Assessment Results, PLC Minutes, Intervention Plans



29) Lesson Plans,

Observations

30) Saturday School Plan

31) After-School Plan

32) Book Inventory 33) Program

Reports, Lesson


2014-2015

5

reading skills. 34) Teachers will use the ViewPath audio

enhancement and camera system to enhance classroom instruction.

35) Teachers will video lessons to share with other team members during PLCs.

36) Teachers will video themselves and use the video as a personal reflection tool.

35) Teachers,

Instructional Coach

36) Teachers

Plans 34) Observations 35) PLC minutes 36) Teacher

Conferences

ASIAN/ PACIFIC ISLANDER

BLACK 86.4% 90%

HISPANIC 94.7% 98%

1) Collaborate with Path Project for tutoring within the Hispanic community.

2) Partner with Oxford College to provide in-school tutoring for Hispanic students.

3) Use the services of bi-lingual clerk to help teachers communicate with Spanish-speaking parents.

1) Administration, Instructional Coach, Title I Coordinator, Counselor

2) Administration, Instruction Coach, Title I Coordinator, Counselor

3) Administration, Clerk

1) Path Project Sign-In Sheets, Meetings with Path Project Coordinators

2) Tutoring Schedules, Teacher Feedback

3) Conference Schedules

ALASKAN/ AMERICAN INDIAN

WHITE 92.1% 96%

MULTI-RACIAL

STUDENTS 59.1% 70% 1) Utilize the sensory room to provide sensory 1) Special Education 1) Log of Students


2014-2015

6

WITH DISABILITIES

breaks for students as needed. 2) Increase the number of special education

students receiving co-teaching services and the amount of support the students receive while in the regular education classroom.

3) Use Sallie Mills Phonics Kits. 4) Use Rigby Readers for additional small group

reading interventions.

Teachers, Administration

2) Regular and Special Education Teachers, Special Education Paraprofessionals

3) Special Education Teachers


Using Sensory Room

2) FTE Counts, IEPs, Master Schedule

3) Phonics Inventory Reports

4) Reading assessments

ENGLISH LEARNERS

86.7% 90%


2) All identified EL students will receive ESOL services.

3) Partner with Oxford College to provide in-

school tutoring for Hispanic students.



2) ESOL Teacher 3) Administration,

Instructional Coach, Title I Coordinator, Counselor


1) Path Project Sign-In Sheets

2) ESOL Schedule, Master Schedule

3) Tutoring Schedules, Teacher Feedback


ECONOMICAL-LY DISADVAN-TAGED

89.1% 93%


2014-2015

7

SUB STUDENT GROUP

CURRENT STATE

PERFORMANCE TARGET

GOAL IF HIGHER

PT

STRATEGIES USED TO ACHIEVE GOAL WHO IS RESPONSIBLE?

METRICS

MA

TH

ALL STUDENTS

71.7% 80%

1) Each grade level will conduct meetings to analyze test data to identify strengths and weakness of students. Supplemental, ELL and Special Education teachers will be included in the process.

2) Use STAR screening / progress monitoring to assess student improvement in math and use benchmark results to assess student progress.

3) Use weekly grade level PLC meetings to analyze test data to form flexible groups based on test data, plan implementation of CCGPS, develop common assessments, examine student work, and plan technology integration.

4) Conduct all-day sessions for the purpose of collaborative lesson planning, planning technology integration, and examining assessment data to plan effective instruction for all students-particularly the underachieving students. Substitutes will be employed to release teachers.

5) Send representatives from various grade levels to professional learning opportunities, both off-site and on-campus, to enhance content knowledge and instructional practices.

6) Employ an Instructional Coach who will provide modeling of lessons and assist in technology integration in the classroom.






6) Supplemental Teacher

1) Assessment Data (from EOGX, STAR, GKIDS, CogAT, Thinkgate benchmark tests, Meeting Minutes, Data Notebooks

2) PLC Minutes, Lesson Plans, Observations, STAR Reports, Data Notebooks

3) PLC Minutes, Lesson Plans, Observations, STAR Reports, Data Notebooks


5) Session Agendas/ Minutes, Data Notebooks

6) PL Agendas, Walkthroughs, Informal


2014-2015

8

7) Use one supplemental teacher to focus on math interventions.

8) Purchase and use Accelerated Math to provide interventions and acceleration for students based on their STAR Math results.

9) Build an intervention time (Flight Academy) into the master schedule and class schedules to provide additional time for math interventions/acceleration in 1st-5th grades.

10) Monitor implementation of the state framework units and County Curriculum Maps.

11) Monitor the implementation of Marzano’s high impact strategies, which include the following: identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, cooperative learning, nonlinguistic representations, setting objectives and providing feedback, generating and testing hypotheses, and cues, questions & advanced organizers.


13) Collaborative lesson planning will be conducted on grade levels. Lesson plans will be kept in a prominent place in the classroom, so they can be easily accessed for observations.

14) Continue to implement small-group and whole-group instruction using iPads/tablets and appropriate apps to engage students and

7) Administration, Intervention/Acceleration Teachers

8) Administration, Teachers

9) Administration, Teachers



12) Administration, Instructional Coach, Teachers



Observations 7) Flight Academy

Plans, AM reports

8) AM/STAR Reports

9) Master Schedule, Class Schedules



12) Informal Observations, Lesson Plans

13) PLC Minutes, Lesson Plans


15) Parent


2014-2015

9

to improve their skills in all subject areas. 15) Provide various evening sessions to involve

parents in their students’ learning (Curriculum Night, Technology Night, etc.). Employ a translator at these events.

16) Teachers will utilize technology to enhance student achievement (e.g., ActivBoards, ActivVotes, ActivExpressions, Document Cameras, laptops, iPods, and iPads).

17) Differentiated support to students will be provided through research-based strategies and interventions, including computer-based programs.


19) 2nd, 3rd, and 5th grade teachers will be trained to use research-based math strategies by math consultant, Mary Elizabeth Mendenhall. Implementation of the strategies will be monitored by Ms. Mendenhall.

20) Continue to implement the six-step Direct Vocabulary Instruction process.

21) Use authentic literature for all grade levels to implement Georgia DOE math frameworks for the Common Core Georgia Performance Standards.

22) Teachers will instruct using the CRA method. Manipulatives, technology, and hands-on materials will be used.


16) Teachers, Instructional Coach, Technology Teacher Leader


18) Administration, County Coaches, Curriculum Director

19) Teachers, Math Consultant




Involvement Plan, Meeting Agendas & Sign-In Sheets


17) Observations, Lesson Plans, Program Reports

18) Observations 19) Math Strategy

Data Collection 20) PLC Minutes,

Lesson Plans, Observations



23) Observations,


2014-2015

10

23) Continue the implementation of and monitor the use of numeracy and Math Exemplars to promote higher level thinking.

24) Utilize the services of Oxford College students (Bonner Leaders) as in-school tutors for underachieving students.

25) Offer “Saturday School” to provide extra support in math.

26) Implement an after-school program with 21st Century grant money to provide assistance to underachieving students.

27) In addition to regular ed and supplemental teachers, use the specials teachers to provide interventions/acceleration to first through fifth grade students.

28) Teachers will use the ViewPath audio enhancement and camera system to enhance classroom instruction.

29) Teachers will video lessons to share with other team members during PLCs.

30) Teachers will video themselves and use the video as a personal reflection tool.

23) Instructional Coach, Karen Dozier, Administration

24) Administration, Instructional Coach, Counselor, Title I Coordinator


26) After-School Teachers & Coordinators

27) Specials, Regular Ed, and Supplemental Teachers


Instructional Coach

30) Teachers

Lesson Plans 24) Volunteer Sign-

In Sheets 25) Saturday School

Plan, List of Students Attending

26) After-School Plan

27) Lesson Plans, Flight Academy Plans

28) Observations 29) PLC minutes 30) Teacher

Conferences

ASIAN/PACIFIC ISLANDER

BLACK 58% 75%

HISPANIC 74.4% 80%




2) Administration, Instructional


2) Tutoring Schedules,


2014-2015

11


Coach, Title I Coordinator, Counselor


Teacher Feedback, Sign-In Sheets


ALASKAN/AMERICAN INDIAN

WHITE 84.2% 90%

MULTI-RACIAL

STUDENTS WITH DISABILITIES

34.8% 50%

1) Utilize the sensory room to provide sensory breaks for students as needed.

2) Increase the number of special education students receiving co-teaching services and the amount of support the students receive while in the regular education classroom.

3) Use reteaching lessons in EnVision Math.

1) Administration, Special Education Teachers

2) Regular and Special Education Teachers, Special Education Paraprofessionals


1) Log of Students Using Sensory Room



ENGLISH LEARNERS

68.7% 75%




1) Instructional Coach, Title I Coordinator, Administration


3) Administration, Clerk, Teachers


2) Tutoring Schedules, Teacher Feedback, Sign-In Sheets

3) Conference


2014-2015

12

4) All identified EL students will receive ESOL

services.

4) ESOL Teachers

Schedules 4) Master

Schedule, ESOL Schedules

ECONOMICALLY DISADVANTAGED

89.1% 94%

SUB STUDENT GROUP

CURRENT STATE

PERFORMANCE TARGET

GOAL IF HIGHER

PT


METRICS

SC

IEN

CE

ALL STUDENTS

78.5% 83%


2) Use weekly grade level PLC meetings to analyze test data to form flexible groups based on test data, plan implementation of GPS, develop common assessments, examine student work, and plan technology integration.

3) Conduct all-day sessions for the purpose of planning for the implementation of the GPS, planning technology integration, and examining assessment data to plan effective instruction for all students-particularly the underachieving students. Substitutes will be employed to release teachers.

4) Send representatives from various grade levels to professional learning opportunities, both off-site and on-campus, to enhance content knowledge and instructional





1) Assessment Data (from EOG, STAR, GKIDS, CogAT, Thinkgate tests, Meeting Minutes, Data Notebooks

2) PLC Meeting Minutes, Lesson Plans, Observations, STAR Reports, Data Notebooks


4) Session Agendas/ Minutes, Data


2014-2015

13

practices. 5) Employ an Instructional Coach who will

provide modeling of lessons and assist in technology integration in the classroom.

6) Monitor implementation of the GPS units and County Curriculum Maps.

7) Revisit and monitor the implementation of Marzano’s high impact strategies, which include the following: identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, cooperative learning, nonlinguistic representations, setting objectives and providing feedback, generating and testing hypotheses, and cues, questions & advanced organizers.



10) Continue to implement small-group and whole-group instruction using iPads/tablets and appropriate apps to engage students and to improve their skills in all subject areas.


5) Administration,

Instructional Coach







Notebooks 5) Lesson Plans,

Walkthroughs 6) Informal

Observations, Walkthroughs


8) Observations, Lesson Plans,

9) Lesson Plans, 10) Observations,

Lesson Plans 11) Parent

Involvement Plan, Meeting Agendas & Sign-In Sheets


2014-2015

14

12) Teachers will utilize technology to enhance

student achievement (e.g., ActivBoards, ActivSlates, ActivVotes, ActivExpressions, Document Cameras, laptops, iPods & iPads).

13) Utilize the services of educational consultants, the county Instructional Coaches, and county Technology Coach to model research-based, high-impact strategies and to observe teachers’ implementation of the strategies.


15) Teachers will extend student learning by integrating science into reading and English/language arts. High-interest texts, including, science trade books, and leveled readers, will be used to support this goal.

16) Continue to use Interactive Notebooks as a summarizing strategy for review of topics.

17) Emphasize hands-on science learning and maintain the science lab through purchasing new resources and replenishing consumable resources.

18) Teachers will be expected to use the science lab at least once for every science unit they teach.

12) Teachers,

Instructional/ Tech. Coach



Administration, Instructional Coach


Instructional Coach, Teachers

18) Teachers, Instructional Coach, Science Lab Coordinator


13) Observations, Report from Consultants and County Coaches



16) Observations, Interactive Notebooks


18) Lesson Plans, Observations, Science Lab Sign-In Sheets


BLACK 80% 85%

HISPANIC 89.7% 93% 1) Collaborate with Path Project for tutoring

within the Hispanic community.

1) Administration, Instruction/ Technology

1) Path Project Sign-In Sheets, Meetings with


2014-2015

15

2) Partner with Oxford College to provide in-

school tutoring for Hispanic students. 3) Use the services of bi-lingual clerk to help

teachers communicate with Spanish-speaking parents.

Coach, Title I Coordinator, Counselor

2) Administration,

Instruction/ Technology Coach, Title I Coordinator, Counselor


Path Project Coordinators

2) Tutoring

Schedules, Teacher Feedback, Sign-In Sheets



WHITE 86.8% 90%

MULTI-RACIAL


62.5% 70%


2) Ensure that special needs students receive paraprofessional support during science.

1) Administration 2) Regular and

Special Education Teachers, Special Education Paraprofessionals



ENGLISH LEARNERS

82.4% 86%


2) Partner with Oxford College to provide in-school tutoring for Hispanic students

3) Use the services of bi-lingual clerk to help teachers communicate with Spanish-

1) Instructional Coach, School Title I Coordinator, Administration

2) Administration,


2) Tutoring


2014-2015

16

speaking parents. 4) All identified EL students will receive ESOL

services.

Instructional Coach, Title I Coordinator, Counselor

3) Administration, Clerk, Teachers

4) ESOL Teachers

Schedules, Teacher Feedback, Sign-In Sheets


4) Master Schedule, ESOL Schedules


77.7% 81%

SUB STUDENT GROUP

CURRENT STATE

PERFORMANCE TARGET

GOAL IF

HIGHER PT


METRICS

SO

CIA

L S

TU

DIE

S

ALL STUDENTS

79.4% 85%


2) Use weekly grade level PLC meetings to

analyze test data to form flexible groups based on test data, plan implementation of GPS, develop common assessments, examine student work, and plan technology integration.

3) Conduct all-day sessions for the purpose of planning for the implementation of the CCGPS, planning technology integration, and examining assessment data to plan effective instruction for all students-particularly the


2) Teachers,

Instructional Coach



1) Assessment Data (EOG, STAR, GKIDS, CogAT, bench-mark tests, PLC Minutes, Data Notebooks

2) PLC Meeting Minutes, Lesson Plans, Observations, STAR Reports, Data Notebooks



2014-2015

17

underachieving students. Substitutes will be employed to release teachers.

4) Send representatives from various grade levels to professional learning opportunities, both off-site and on-campus, to enhance content knowledge and instructional practices.

5) Employ an Instructional Coach who will

provide modeling of lessons and assist in technology integration in the classroom.

6) Monitor implementation of the GPS units and County Curriculum Maps.

7) Revisit and monitor the implementation of Marzano’s high impact strategies, which include the following: identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, cooperative learning, nonlinguistic representations, setting objectives and providing feedback, generating and testing hypotheses, and cues, questions & advanced organizers.



10) Continue to implement small-group and

5) Administration,

Instructional Coach






11) Teachers, Administration, Instructional Coach, Title I Parent Coordinator,

4) Session Agendas/ Minutes

5) Lesson Plans,

Informal Observations

6) Informal Observations, Walkthroughs



9) Lesson Plans , PLC Minutes

10) Observations, Lesson Plans,

11) Parent Involvement Plan, Meeting Agendas & Sign-In Sheets


2014-2015

18

whole-group instruction using iPads/tablets and appropriate apps to engage students and to improve their skills in all subject areas.


12) Teachers will utilize technology to enhance

student achievement (e.g., ActivBoards, ActiVotes/Expressions, document cameras, laptops, iPods, and iPads/tablets).



15) Teachers will extend student learning by integrating social studies into reading and English/language arts. High-interest texts, including Social Studies Weekly Readers, social studies trade books, and leveled independent readers, will be used to support this goal.

16) Use Social Studies Weekly as an interactive notebook.

Parent Involvement Committee

12) Teachers,

Instructional Coach

13) Teachers, Administration, Instructional/ Tech. Coach


Instructional Coach, Teachers


12) Observations,


Report from Dan Mulligan and County Coaches 20-Day Action Plan


15) Lesson Plans, Walkthroughs, Informal

16) Lesson Plans, Observations, Copies of Social Studies Weekly used as an Interactive Tool


BLACK 74.8% 78%


2014-2015

19

HISPANIC 86.8% 90%



3) Use the services of bi-lingual clerk to help

teachers communicate with Spanish-speaking parents.

1) Administration, Instruction/ Technology Coach, Title I Coordinator, Counselor

2) Administration, Instruction/ Technology Coach, Title I Coordinator, Counselor



2) Tutoring Schedules, Teacher Feedback, Sign-In Sheets



WHITE 89.5% 93%

MULTI-RACIAL


45.8% 50%


2) Ensure that special needs students receive paraprofessional support during social studies.

1) Administration 2) Regular and

Special Education Teachers



ENGLISH LEARNERS

75% 78%


78.9% 83%


2014-2015

20

DOMAIN IMPROVEMENT PLAN BY GRADE

3rd

Rea

din

g

DOMAIN %

Correct GOAL Strategies Used to Achieve Goal

Person(s) Responsible

Metrics

Literary Comprehension

72% 76%

Weekly summaries

Interactive Notebooks

Journaling

Highlighting text to prove answers to comprehension questions

Daily Five

Extended classroom libraries

Classroom Teacher

EOG Common Assessments Thinkgate STAR

Reading for Information

66% 70%

Science readers during small groups

Social Studies readers during small groups

Increase use of technical texts (brochures, flyers, recipes) during small groups

Social studies weekly

High yield strategies (cloud around unknown words, box around main ideas, underline details)

Graphic organizers

Include weekly discussions on informational texts

Classroom Teacher EOG Common Assessments Performance Tasks STAR


2014-2015

21

during our grade level PLC meetings

Bring in real world technical texts (recipes, flyers, brochures, etc.)

Daily Five

Benchmark Assessments

Reading Skills and Vocabulary

Acquisition 77% 81%

Continue implementing the6-step Vocabulary Instruction methods

Daily FIve

Classroom Teacher

EOG Common Assessments Thinkgate

3rd

ELA

DOMAIN %



Metrics

Grammar and Sentence

Construction 67% 71%

Small groups as needed during revision & editing of writing samples

Include weekly discussions on grammar and sentence construction during our grade level PLC meetings.

Traits Writing

Daily Oral Language

Classroom Teacher EOG Common Assessments Writing Test

Research and Writing Process

75% 79%

Use the media specialist to teach research skills to all students during their scheduled time in the media center.

Use computer lab teacher to aid students in publishing their writing.

Classroom Teacher Media Specialist Computer Lab Teacher

EOG Writing Portfolio Writing Test

3rd

Mat

h DOMAIN

% Correct

GOAL Strategies Used to Achieve Goal Person(s)

Responsible Metrics

Number and Operations

69% 73%

Use Mendenhall strategies

Participate in ongoing training with Mendenhall

Use math workbooks as interactive notebooks

Classroom Teacher Intervention

EOG

Common Assessments


2014-2015

22

Weekly Numeracy practice (10 frames)

Weekly math journaling

Weekly number talks

CRA model of instruction

Include weekly discussions on CRA lessons and number talks during our grade level PLC meetings.

Accelerated Math

Teachers

Performance Tasks

STAR

Benchmark Assessments

Exemplars AM Reports

Measurement and Data Analysis

64% 68%

CRA Model of Instruction for all students

Envision Intervention Strategies

Subitizing and numeracy resources

Graphic organizers

Real work applications for problem solving and Higher order thinking

Real world applications for problem solving and Higher order thinking

Envision pre and posttest and item analysis with immediate student feedback to determine tutorial and remedial assignments in whole group and interventions

Accelerated Math

Classroom Teacher Intervention Teachers

EOG Common Assessments Thinkgate Performance Tasks AM Reports

Geometry 72% 76%




Graphic organizers


Pose a problem activities to introduce concepts and


EOG Common Assessments Thinkgate Performance


2014-2015

23

critical skills prior to lessons


Online and concrete manipulatives

Use math workbooks as interactive notebooks


Accelerated Math

Tasks AM Reports

Algebra 70% 74%




Graphic organizers






Accelerated Math


EOG Common Assessments Thinkgate Performance Tasks AM Reports

3rd

Scie

nce

DOMAIN %



Metrics

Earth Science 54% 58% Utilize Marzano’s 6 step vocabulary instruction with

Earth Science vocabulary

Classroom Teacher

EOG


2014-2015

24

Use earth science topics for fluency practice during reading block

Use Media Specialist to introduce or extend Earth Science topics

Experiments

Guest speakers

Utilize the science lab at least once for each unit of instruction

Science Lab Coordinator

Common Assessments Thinkgate Performance Tasks

Life Science 61% 65%

Utilize Marzano’s 6 step vocabulary instruction with Science vocabulary

Use science topics for fluency practice during reading block

Use Media Specialist to introduce or extend Science topics

Experiments


Classroom Teacher Media Specialist Science Lab Coordinator

EOG Common Assessments Thinkgate Performance Tasks

Physical Science

70% 74%

Utilize Marzano’s 6 step vocabulary instruction with Science vocabulary

Use science topics for fluency practice during reading block

Use Media Specialist to introduce or extend Science topics

Experiments


Classroom Teacher Media Specialist Science Lab Coordinator


3rd

So

cial

Stu

die

s

DOMAIN %



Metrics

History 72% 76% Utilize Marzano’s 6 step vocabulary instruction with

vocabulary

Classroom Teacher

EOG Common


2014-2015

25

Use related topics for fluency practice during reading block

Use Media Specialist to introduce or extend related topics

Weekly social studies readers

Guest speakers

Media Specialist Assessments Thinkgate Performance Tasks

Geography 75% 79%

Utilize Marzano’s 6 step vocabulary instruction with vocabulary




Guest speakers

Classroom Teacher Media Specialist


Government/ Civics

61% 65%





Guest speakers



Economics 74% 79%





EOG Common Assessments Thinkgate


2014-2015

26


Guest speakers

Performance Tasks

4th

Rea

din

g

DOMAIN %

Correct GOAL Strategies Used to Achieve Goal Person(s) Responsible Metrics

Literary Comprehension

74% 78%

Weekly summaries


Journaling


DOL for morning work

Fluency assessments

AR incentive for >80% averages through Book-It and AR parties

All 4th grade teachers STAR Progress Monitoring Benchmark Testing Spring EOG

Reading for Information

68% 72%


Use the media specialist to teach research skills to students during scheduled time in the media center.

All 4th grade teachers Media Specialist

EOG Weekly Comprehen-sion Tests Writing


2014-2015

27

Portfolio


Acquisition 74% 78%

Meanings of Affixes

Analogies

Cross-curricular vocabulary lists

Logic puzzle for higher order thinking and deductive reasoning

Differentiated spelling list

All 4th grade teachers EOG Formative Assessments

4th

ELA

DOMAIN %



Construction 70% 74%

Daily oral language


All 4th grade teachers STAR Progress Monitoring Benchmark Testing Spring EOG

Research and Writing Process

63% 67%

Writing Across the Curriculum

Traits Writing

Uniform Writing prompts across the grade level and uniform grading rubrics

Cooperative assessment and planning

All Homeroom Teachers

Writing Portfolio Traits Writing Assessments

4th

Mat

h

DOMAIN %


Number and 66% 70% CRA Model of Instruction for all students All 4th grade teachers STAR Progress


2014-2015

28

Operations Envision Intervention Strategies


Graphic organizers


Spiral through the use of DCC

Increase the use of mathematical vocabulary through the use of Quick check write to explain prompts

Pose a problem activities to introduce concepts and critical skills prior to lessons


Self-paced online tutorials through Ten Marks and Kahn Academy


Accelerated Math program

Mendenhall strategies

Intervention block and flexible grouping daily based on weekly pre-/post-test

Monitoring Benchmark Testing Spring EOG Scores Monitoring sheets for Mendenhall strategies AM Reports Intervention pre-/post-tests


50% 60%




Graphic organizers



Ms. Thompson STAR Progress Monitoring Benchmark Testing Spring EOG


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29




Self-paced online tutorials through Ten Marks and Kahn Academy





Scores enVision Pre-and Post-Tests AM reports

Geometry 53% 60%




Graphic organizers





Ms. Thompson STAR Progress Monitoring Benchmark Testing EOG Scores enVision Pre-and Post-Tests Frameworks


2014-2015

30





Categorizing and classifying activities to determine level of conceptual understanding for properties of 2-D figures and develop deeper understanding and critical thinking about geometry




tests AM Reports Monitoring sheets for Mendenhall strategies Intervention pre-post-tests Framework tasks

Algebra 66% 70%




Graphic organizers





Real world applications for problem solving and

Ms. Thompson STAR Progress Monitoring Benchmark Testing Spring EOG Scores enVision Pre-and Post-Tests


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31

Higher order thinking







Online Tutorials Monitoring sheets for Mendenhall strategies Intervention pre-post-tests AM reports

4th

Sci

en

ce

DOMAIN %


Earth Science 59% 63%


Marzano DVI 6 step vocabulary instruction

Student Learning Maps

Brainpop

Graphic Organizers

Virtual/Real work experiences through field trips

Experiments

Helms, Thompson Benchmark Testing Spring EOG Scores Common Assessments


Utilize Marzano’s 6 step vocabulary instruction

with vocabulary

Use related topics for fluency practice during

reading block

Use Media Specialist to introduce or extend

Helms, Thompson Benchmark Testing Spring EOG Scores Common


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32

related topics Assessments

Physical Science

67% 71%


with vocabulary


reading block


related topics

Helms, Thompson Benchmark Testing Spring EOG Scores Common Assessments

4th

So

cial

Stu

die

s

DOMAIN %


History 61% 65%


Weekly Readers

Marzano DVI 6 step vocabulary instruction

Student Learning Maps

Brainpop

Graphic Organizers

Virtual/Real work experiences through field trips

Graham, Thompson Common Assessments EOG Interactive Notebooks

Geography 54% 60%


with content vocabulary


reading block


Graham, Thompson Common Assessments EOG Interactive


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33

related topics


Notebooks

Government/ Civics

70% 74%




reading block


related topics



Economics 70% 74%




reading block


related topics



5th

Rea

di

ng DOMAIN

% Correct

GOAL Strategies Used to Achieve Goal Person(s)

Responsible Metrics

Literary 67% 71% Differentiated groups, using leveled readers 5th grade- level lesson plans,


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34

Comprehension Cross-curricular teaching of critical vocabulary

Technology driven instruction, practice and intervention, including Accelerated Reader.

Collaborative Lesson Planning

Co-Teaching with the inclusion students

High Impact Strategies

Learning Focused Strategies

PLC meetings to plan collaboratively, discuss student performance, and analyze student data

Reading/ELA teacher, co-teacher

meeting agendas /notes, administrative walkthroughs and observations

Information & Media Literacy

61% 65%


Use the media specialist to teach research skills to students during scheduled time in the media center.

5th grade- level Reading/ELA teacher & Mrs. Brooks

lesson plans, PLC agendas & notes, administrative walkthroughs/ observations


Acquisition 83% 87%

Continue implementing the6-step Vocabulary Instruction methods

5th grade- level Reading/ELA teacher & Mrs. Brooks

lesson plans, meeting agendas /notes, administrative walkthroughs & observations

5th

ELA

DOMAIN %



Metrics


72% 75%

Differentiated Literacy Groups

Daily Oral Language

Writing Across the Curriculum

Cross curricular teaching of critical vocabulary


5th grade- level Reading/ELA teacher, co-teacher

lesson plans, meeting agendas /notes, administrative


2014-2015

35



walkthroughs and observations

Research and Writing

67% 71%

Content readers during small groups

Increase use of technical texts (brochures, flyers, recipes) during small groups

High yield strategies (cloud around unknown words, box around main ideas, underline details)

Graphic organizers

Include weekly discussions on informational texts during our grade level PLC meetings

5th grade- level Reading/ELA teacher, co-teacher

lesson plans, meeting agendas /notes, administrative walkthroughs and observations

5th

Gra

de

Mat

h

DOMAIN %



Metrics

Number and Operations

56% 60%

Envision Math curriculum, reteach, and intervention

Math Talks

Exemplars

On-going professional development






Co-Teach with inclusion students

After school tutoring of struggling students

5th grade- level Math teacher & Mrs. Brooks



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36

Implementation of the CRA model during instruction

Math Magic, as an intervention


49% 53%




Graphic organizers

Real work applications for problem solving and higher order thinking




5th grade- level Math teacher & co-teacher


Geometry 55% 60%




Graphic organizers






Envision pre and posttest and item analysis with




2014-2015

37

immediate student feedback to determine tutorial and remedial assignments in whole group and interventions


Algebra 64% 67%




Graphic organizers








5th

Sci

en

ce

DOMAIN %



Metrics

Earth Science 56% 60%

BrainPOP and Discovery Streaming Videos

Hands-on Experiments

Utilize the science lab at least once for every unit taught.






Technology driven instruction

5th grade- level Science teacher Science Lab coordinator



2014-2015

38

ELL Services (Dr. Gordon)


6-Step Vocabulary instruction for content –related vocabulary words


5th grade- level Science teacher Science Lab coordinator

lesson plans, meeting agendas /notes, administrative walkthroughs & observations

Physical Science

67% 71%

6-Step Vocabulary instruction for content-related vocabulary words


5th grade- level Science teacher Science Lab Coordinator

lesson plans, PLC minutes, administrative walkthroughs and observations

5th

So

cial

Stu

die

s

DOMAIN %



Metrics

History 65% 69%

BrainPOP and Discovery Streaming Videos






Technology driven instruction

ELL Services (Dr. Gordon)

Social Studies Weekly

5th grade- level Social Studies



2014-2015

39

Geography 49% 60%




Government/Civics

59% 63%



lesson plans, PLC minutes, administrative walkthroughs/observations

Economics 71% 75%



lesson plans, PLC minutes, administrative walkthroughs

CCRPI PLANNING

INDICATOR CURRENT

STATE (2013)

GOAL (2014)

STRATEGIES USED TO ACHIEVE GOAL WHO IS

RESPONSIBLE? METRICS

CONTENT MASTERY Percent of students scoring at proficient or higher on the Ga. EOG

88.0% 93%

Refer to strategies listed for ELA in all student populations on the FVE Subgroup Achievement Plan.

Refer to FVE Subgroup Achievement Plan.

Refer to FVE Subgroup Achievement Plan


2014-2015

40

INDICATOR CURRENT

STATE (2013)

GOAL (2014)



ELA (required participation rate ≥ 95%)

Percent of students scoring at proficient or higher on the Ga. EOG mathematics (required participation rate ≥ 95%)

93.3% 94.6%

Refer to strategies listed for mathematics in all student populations on the FVE Subgroup Achievement Plan.



Percent of students scoring at proficient or higher on the Ga. EOG science (required participation rate ≥ 95%)

74.9% 88.1%

Refer to strategies listed for science in all student populations on the FVE Subgroup Achievement Plan.



Percent of students scoring at proficient or higher on the Ga. EOG social studies (required participation rate ≥ 95%)

78.4% 82.3%

Refer to strategies listed for social studies in all student populations on the FVE Subgroup Achievement Plan.



POST ELEMENTARY SCHOOL READINESS Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs

84.8% 90%

Oxford College student enrolled in Spanish classes targeted to work with EL students.

Include more “push in” services as opposed to “pull out.”

All qualified students will receive ESOL services.

Instructional Coach, Administration, ESOL Teacher

ACCESS test

Percent of Students With Disabilities served

60.5% 65% Rework the master schedule to increase the

time for co-teaching segments.

Administration, Special Education Teachers

Student Schedules, IEPs


2014-2015

41

INDICATOR CURRENT

STATE (2013)

GOAL (2014)



in general education environments greater than 80% of the school day

Increase the number of students in co-teaching setting by re-writing IEPs (when appropriate).

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

50.0% 53%

Monitor Accelerated Reader book levels to ensure students progressively read more complex texts independently.

Use Lexile level reports from STAR to monitor Lexile levels of students.

Use appropriate Lexile level books in the classroom for whole group and small group instruction.

Ensure that all homeroom teachers have a variety of books on a wide range of Lexile levels in their classroom libraries.

Classroom Teachers Accelerated Reader Reports, STAR Reports

Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 on the Georgia EOG

49.3% 52.3%

Monitor Accelerated Reader book levels to ensure students progressively read more complex texts independently.

Use Lexile level reports from STAR to monitor Lexile levels of students.

Use appropriate Lexile level books in the classroom for whole group instruction.

Ensure that all homeroom teachers have a variety of books on a wide range of Lexile levels in their classroom libraries

Classroom Teachers Accelerated Reader Reports, STAR Reports


2014-2015

42

INDICATOR CURRENT

STATE (2013)

GOAL (2014)



Percent of students in grades 1-5 completed the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters

98.9% 100%

Counselor collaborates with general education teachers to establish schedule for completing Career Clusters lessons.

Classroom Teachers, Counselor

Career Cluster Portfolios

Percent of students missing fewer than 6 days of school

96.10% 98%

Implement a “Never Been Absent” (NBA) program to reward students who are absent fewer than five days with an “Attend Dance” each nine week period.

Recognize students with perfect attendance with an awards ceremony each semester.

Counselor, Instructional Coach, Classroom Teachers, Student Recognition Committee

Attendance Rate

PREDICTOR FOR HIGH SCHOOL GRADUATION

Percent of students in Grade five passing at least 5 courses in core content areas (ELA, reading, mathematics, science, social studies) and scoring at proficient or higher on all Georgia EOG

67.1% 70.1%

Encourage parents to use Infinite Campus as a means of monitoring their students’ progress.

Implement a “No Zero” policy, where students are not given the option of accepting a zero on any assignment. They will be required to complete/redo the assignment at a scheduled time during the day.

See strategies listed in the All Students category for each subject on the FVE Subgroup

Administration, Classroom Teachers

Report Cards


2014-2015

43

INDICATOR CURRENT

STATE (2013)

GOAL (2014)



Achievement Plan.

Percent of students scoring at the highest performance level on all Georgia EOG

20.7% 26%

Design and use Thinkgate to create higher level common assessments.

Revisit prior professional development on the Depth of Knowledge framework..

Model and explicitly teach students how to engage in lesson-focused dialogue.

Refer to the Depth of Knowledge framework in order to ask students higher level questions.

Specifically plan higher level questions and activities to be referenced in teachers’ lesson plans.

Include a “challenge” group during Flight Academy (intervention time).

Form a Reading Bowl team to compete in county competition.

Classroom Teachers, Instructional Coach, Media Specialist

EOG, Thinkgate Reports , Common Assessments

EXCEEDING THE BAR

Percent of students in grades 3-5 earning a passing score in above level core courses (ELA, reading, mathematics, science, social studies) and scoring proficient or higher on all Georgia EOG

NA NA


2014-2015

44

INDICATOR CURRENT

STATE (2013)

GOAL (2014)



Percent of students earning a passing score in world language courses or earning a passing score in fine arts courses

100% 100%

Continue designing the master schedule to ensure all students have an opportunity to participate in fine arts courses.

Administration, Fine Arts Teachers

Schedule, Report Cards

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

NA NA

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

NA 100%

Counselor will ensure that career portfolios are completed.

Counselor Completed Career Portfolios

Percent of teachers utilizing the Statewide Longitudinal Data Systems (SLDS)

Provide additional training on the use of SLDS.

County technology coach

SLDS Reports

School or LEA-defined innovative practice accompanied by data supporting improved student achievement

NA Implemen

t RTI Process

Continue comprehensive implementation of Response to Intervention (RTI).

Counselor, Teachers, Administration

RTI Documents


2014-2015

45

INDICATOR CURRENT

STATE (2013)

GOAL (2014)



School or LEA Research/Evidence-based Program/Practice designed to facilitate a personalized climate in the school

NA NA

Parental Involvement NA

Increase Parental Involve-

ment

Continue to promote and refine theParent Resource Center for parents to have access to computers, printer, and various subject- specific resources.

Provide a “Parent University” for parents to attend while their students are attending Saturday School.

Send out newsletters to keep parents informed.

Offer numerous “parent nights” such as, Curriculum Night, Technology Night, Reading Night, Math Night, etc.

Administration, Media Specialist and Para, Instructional Coach

Sign-In Sheets, Registration for Parent University, Newsletters

Discipline

Improve Student

Discipline While

Increasing Positive

School Climate

Continue implementing and refining the school-wide discipline plan, S.O.A.R. (Safe, Organized, Accountable, & Respectful).

Use Class Dojo, an app for the iPod/iPhone, to promote positive behavior.

Teachers, Administration, School Discipline Committee

Discipline Referrals, Student Surveys, Class Dojo Reports


2014-2015

46

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