Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Norman Park Elementary / District Name: Colquitt CountyPrincipal Name: Stacey Rutledge / School Year: 2015-2016
School Mailing Address: 249 W. Weeks St. Norman Park, GA 31771
Telephone: 229-736-3612
District Title One Director/Coordinator Name: James Harrell
District Title One Director/Coordinator Mailing Address:
Colquitt County Board of Education
710 28th Ave SE
Moultrie, GA., 31768
Email Address:
Telephone: (229) 890-6230
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School / Focus School
Title I Alert School .
Subject Alert / List Subject(s) / Sub-Group Alert / List Subgroup(s)
Graduation Alert / List Subgroup(s)
Principal’s Signature: / Date:
Title I Director’s Signature: / Date:
Superintendent’s Signature: / Date:
Revision Date: / Revision Date: / Revision Date:
CONTENTS
1. School Improvement Planning Committee Members page 3
2. Vision, Mission, and Beliefs page 4
3. Title I School Improvement Plan Components page 5
· Student Achievement Data *1 D, E page 6
· Priorities for Improved Student Achievement *1 F page 7
· Measurable Goals for Improved Student Achievement *1 G page 9
· Parent Involvement *5 A, B page 18
4. Action Plan for Improved Student Achievement page 27
5. Monitoring the Implementation of the School Improvement Plan page 31
APPENDIX A School Profile Data page 32
B Student Achievement Data page 35
C CCRPI Data page 37
The School Improvement Plan is reviewed, revised, and adjusted every September based upon the student achievement data obtained during July and August from the previous school year.
School Improvement Committee Members:
NAME / POSITION/ROLEStacey Rutledge / Principal
Michelle Daniels / Assistant Principal
Suzie Blackburn / Special Education/Leadership Team
Yvonne Hayes / KG Grade Level Teacher Leadership
Josie Robinson / 1st Grade Level Teacher Leadership
Lori Weeks / 2nd Grade Level Teacher Leadership
Paige Thaggard / 3rd Grade Level Teacher Leadership
Kristi Sutton / 4th Grade Level Teacher Leadership
Rosa Jolly / 5th Grade Level Teacher Leadership
Carol Bannister / ESOL /Leadership Team
Christina Crosby / Parent Representative/PTO
Justin Bennett / Parent Representative
Rodney Hurst / Parent/ Business Representative
Brian Blackburn / Business Representative
Lia Baker / Business Representative
Vision/Mission/Beliefs
A representative group of teachers, paraprofessionals, parents, and community members volunteered to lead the revision of Norman Park School’s Vision, Mission, and Beliefs Statements.
The committee reviewed the Vision and Mission Statements. The group agreed that the statements did reflect the common vision and mission of the school.
The Beliefs Statements seemed to adequately express the shared beliefs of Norman Park School.
In a faculty meeting, the committee reviewed the Vision, Mission, and Beliefs with the entire staff. Staff members discussed the statements and were invited to propose changes. After discussion, the group reached consensus on the Vision, Mission, and Beliefs Statements.
The Vision, Mission, and Belief Statements will be shared with new members of the faculty and staff, students, parents, and the community at large via the school newsletter, the school web page, and posters displayed throughout the school.
Vision, Mission and Beliefs Statements
Vision
Norman Park School will be a pathway to the world that encourages learners of all ages to dedicate themselves as seekers of knowledge.
Mission
Norman Park School will provide a learning environment which encourages each of today's learners to become one of tomorrow's leaders.
Beliefs
We believe that learners of all ages…
Ø Are unique individuals
Ø Are worthy of love, tolerance, and acceptance
Ø Deserve to be treated fairly
Ø Are capable of learning
Ø Need to experience success
Ø Need varying teaching strategies to meet individual needs
Ø Learn best when they are actively involved in meaningful activities
Ø Merit an undisturbed learning environment
Ø Need to respect themselves and others
Ø Need to set goals and work towards them
Ø Need to be surrounded by positive role models
Ø Learn to be responsible by being given responsibility
Ø Learn best when their family is involved in their education
SIP Components
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. /Comprehensive Needs Assessment
A. Development
Norman Park Elementary School has developed a comprehensive needs plan to attain our goals by analyzing achievement data, studying demographics, and surveying teachers as well as parents. The School Improvement Plan is driven by School wide data (See Appendix B) which shows strengths and weaknesses in student achievement. This becomes the focus of professional learning in all academic areas. The process of a comprehensive needs assessment for Norman Park Elementary School begins at the end of each school year as we meet with parents, students, and teachers to review data and set goals. We also receive feedback from the superintendent as to meeting expectations and general demographic trends of the school. At the beginning of each school year, the leadership team develops actions for the subsequent school year to work towards identified goals for improved student achievement. The team meets periodically throughout the school year to revisit and revise the plan as needed. The actions and strategies are shared with parents, teachers, and the community members for input, suggestions, and support. Teacher evaluations, state and local workshops, grade group meetings, leadership meetings, parent meetings, and SST meetings are held throughout the school year in order to improve achievement. The school improvement plan is implemented August through April. Norman Park Elementary School’s leadership team maintains a very close working relationship with the district’s Federal Programs Director and the district’s Curriculum Director in order to analyze student achievement data and identify strategies to strengthen the school’s instructional program.
B. Obtaining Information
The faculty and staff of Norman Park Elementary complete an annual Needs Assessment Survey in order to provide input on the specific areas of need within the instructional and professional development program. Brainstorming and investigation would be an overall consistent theme prior to identifying and developing necessary strategies and tools for a needs assessment plan. A variety of research elements were utilized to ensure needs addressed were an adequate representation of the school’s student population and that it was comprehensive in structure. These elements encompass research and dissecting of school wide data as well as general demographic trends of the school. This includes teacher and parent surveys, SLO data, , Georgia Milestone Data (Upon Receiving), formal assessments, and Universal Screening Data (DIBELS Next, SRI (Scholastic Reading Inventory) and STAR Math) representing structural elements for all integrated curricular areas. Furthermore, the school’s leadership team engages in continuous collaboration reflecting on the process of gathering student achievement data and raw score representations.
C. Considering Migrant Students
Migrant students represent 9% of our student population. Students with migrant status are identified during the registration process. Additionally, the annually administered Occupational Survey also helps to identify students with a migrant status. Should curriculum assessments reveal academic deficits, interventions are established for these students in order to address, through the Response to Intervention (RTI) process, their specific academic challenges. A migrant tutor is also utilized to provide support in academic areas. Candidates for this position must have at least a two year degree and/ or pass an equivalency exam to be considered Highly Qualified by state standards. In addition, county recruiters currently report to the school concerning migrant students. The county financially provides for immunizations, doctor visits, or any type of service required for preschool entry. The system translator assists in making the school newsletter and other communication to parents available in Spanish. Two current employees at Norman Park Elementary assist with translation during parent conferences, open house, migrant meetings, and PTO gatherings. The school social worker consistently utilizes the Norman Park translator in order to collaborate with migrant parents on individual student needs. The school leadership analyzes data and brainstorms methods to promote academic success for migrant children. Additionally, Tiers of Intervention help highlight areas of need and outline a plan to remediate weaknesses.
D. Reflection on Current Achievement
Norman Park Elementary continues to reflect on current achievement data which is used help the school understand the subjects and skills in which teaching and learning need to be improved. Updated school wide data is dissected, studied, and discussed in order to generate 2015-2016 goals for school improvement. Student performance data is collected from SLO assessments and Universal Screeners (DIBELS and SRI, Star Math) administration. Results from these assessments are analyzed to help plan for improved instruction to meet the needs of all learners. The DIBELS, SRI, and Star Math administration is conducted three times a year (Fall, Winter, Spring) to obtain student baseline data, monitor academic growth, and help plan for differentiated instruction. After each administration, the data is reviewed and analyzed. Teachers and administrators meet to discuss and compare student progress, class performance, and grade level performance. Various subgroup performance data is disaggregated and specific instructional strategies and planned to address the weaknesses that are identified within all groups. Appropriate interventions are planned using student data, RTI plans are developed or updated, and progress monitoring schedules are established. Teachers then use progress monitoring data throughout the school year to track student growth. Teachers use this data plan appropriate instructional strategies and academic interventions to meet the needs of their students.
E. Encompassing All Students in Plan
We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard. For the 2015-2016 school year, Norman Park Elementary will analyze all students’ academic performance data to monitor progress in meeting these targets. This information will include data for individual students and sub-groups of students who are not yet achieving at the level of proficiency required to meet the state standards. In order to ensure adequate gains are being made, specific subgroups will be monitored. Subgroups to be monitored include:
Ø Black students
Ø White students
Ø English Learner (EL) students
Ø Students with Disabilities
Ø Economically Disadvantaged students
Current disaggregated test data is shown in (See Appendix B). Ga. Milestone Data will be incorporated into plan upon receiving in the fall of 2015 (Including Data for Subgroups).
A number of items will be addressed in order to maintain achievement, as well as, promote further progress for at-risk students in all subgroups. The county has recently adopted a Walpole and McKenna reading model curriculum that encompasses a systematic plan for phonics instruction. A focus on phonics and sight word recognition will be in all grade levels in order to improve fluency and basic reading. Reading comprehension will additionally be targeted through the Walpole and McKenna model which supplies interrelated instruction for gaining meaning through a see and scope vocabulary representation. A county wide math program was implemented for fourth graders. The New York Model was piloted and data will be evaluated upon receiving Georgia Milestone scores. I-Ready is an additional instructional and diagnostic math model adopted by the county. This technology will supply personalized learning, adaptive assessment, and intervention to individual students. This program will provide additional math reports that include data for subgroup performance evaluation. A focused effort towards fluency with math facts will also be addressed within all grade levels. We will offer parent workshops, will work to build parent/teacher relationships, and encourage parental involvement from our Hispanic families. We will analyze student test results and use focused teaching strategies in all grades. Cross curricular, vertical planning, and planning with partner schools will be utilized to collaborate on expectations. The faculty will continue to use formative assessment to guide day-to-day instruction and are investigating assessments for progress monitoring as they implement the Pyramid of Interventions. Formative domain assessments are used to track progress - with focus on SWD, African Americans, Economically disadvantaged, and ELL. Furthermore, co-teaching as well as vertical and horizontal planning will provide opportunities for collaboration, differentiation, and interventions targeted toward all students.
F. Conclusions Based on Data
The data has helped us reach conclusions regarding achievement or other related data.
i. The major strengths we found in our program were . . .
This encompasses computational fluency, GRADE LEVEL Reports
(Be specific. Example: Not just Reading – Indicate Fluency, Comprehension, etc.)
ii. The major needs we discovered were . . .
iii. The needs we will address are . . .
iv. The specific academic needs of those students that are to be addressed in the school wide program plan will be . . .
v. The ROOTCAUSE/s that we discovered for each of the needs were . . .
(How did you get in this situation? What are some causes?)
Strengths
An area of strength would be a basic reading skills growth model in grades K-1. This data was obtained by the Dibels Benchmark and an overall composite score was analyzed. At the beginning of the school year a baseline was documented that represented 46% of kindergarten students significantly below grade level and in need of intense intervention pertaining to early reading instruction. This percentage decreased throughout the year and the ending benchmark presented 19% of students that were categorized well below grade level or in need of intervention. 25% moved out of the red or lowest category area for basic reading skills. At the beginning of the school year 66% of first grade students were found to be well below grade level and in need of intense intervention pertaining to basic reading skills. This percentage decreased throughout the year and the ending benchmark score reflected 30% of first grade students in need of intense intervention related to basic reading skills. An additional area of strength is a reading fluency growth model in grade 5. At the beginning of the school year 58% of fifth grade students fell within the red interval range signifying a need for intense intervention relating to oral reading fluency. This percentage decreased throughout the school year and the last benchmark demonstrated 29% of fifth grade students within the red or interval range or in need of intense intervention related to oral reading fluency. Also, the Scholastic Reading Inventory (SRI) was administered to students in grades 3 through 5. This measures students’ reading comprehension by assigning a lexile score. The beginning of the school year’s results showed only 27% of students at or above grade level. The end of the year’s results showed a gain of 18% with 45% of students at or above grade level.