Georgia Department of Education

Title I Schoolwide/School Improvement Plan

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Cumming Elementary / District Name: Forsyth
Principal Name: Pam Pajerski / School Year: 2014-2015
School Mailing Address: 540 Dahlonega Street, Cumming, GA 30041
Telephone: 770-887-7749
District Title I Director/Coordinator Name: Fonda Harrison
District Title I Director/Coordinator Mailing Address: 1120 Dahlonega Hwy, Cumming, GA 30040
Email Address:
Telephone: 770-887-2461 ext. 202243
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School / Focus School
Title I Alert School
Principal’s Signature: / Date:
Title I Director’s Signature: / Date:
Superintendent’s Signature: / Date:
Revision Date: / Revision Date: / Revision Date:

SWP Template Instructions

·  All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

·  Please add your planning committee members on the next page.

·  The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

·  Please submit your School Improvement Plan as an addendum after the header page in this document.

Planning Committee Members

NAME

/

MEMBER’S SIGNATURE

/

POSITION/ROLE

Pam Pajerksi / Principal
Jennifer Bailey / K-1 Administrator
Jennifer Williams / QWF, Grades 2-3
Dawn Bush / 4-5 Administrator
Megan Geren / K teacher
Jessica Jones / 1st grade teacher
Jennifer Lundstrum / 2nd grade teacher
Christie Zerkel / 3rd grade teacher
Lisa Milligan / 4th grade teacher
Mandy Wansley / 5th grade teacher
Natalie Sanfilippo / Title I Lead Teacher
Katy Gunter / Parent Involvement Coordinator
Laura McCormack / Special Ed. Lead
Scott Gaglione / Instructional Technology Specialist
Jennifer Lozen / Media Specialist
Stephanie Reis / ESOL Lead
Carrie Leggett / Special Areas Lead
Gail Lindstrom / Local School Council Chairperson

SWP/SIP Components

1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). /
Response:
The process we follow to complete our plan involves gathering data and dispersing the information to the appropriate groups for analyzing and disaggregating. The following instruments serve as a means for collecting pertinent data:
·  Georgia Criterion Reference Competency Test (CRCT) for third, fourth, and fifth grades
·  Georgia Writing Assessments for third and fifth grades
·  FCS Interim Assessments for second, third, fourth, and fifth grades
·  AIMSWeb Universal Screening and Progress Monitoring for all grades
·  Reading Benchmark Leveling Assessments (Fountas & Pinnell) for all grades
·  IKAN/GLOSS Leveling Assessments for all grades
·  TKES (Teacher Keys Effectiveness System)
·  Ga DOE School Keys survey for all stakeholders
·  Standards Based Report Cards for all grades
·  Needs Assessment Surveys of Staff and Parents
·  Georgia Kindergarten Inventory of Development Skills (GKIDS)
·  ACCESS (ELL Assessment) for all grades
By using the instruments above, a comparison of school data to system expectations is conducted to ensure that school goals reflect Forsyth County’s commitment to excellence. In order to meet the needs of all students, CRCT data is disaggregated and reviewed in depth by each teacher at CES. Data from each of the sub-groups including economically disadvantaged, students with disabilities, English language learners, students identified through the McKinney-Vento Act, and students who have participated in Head Start is reviewed. Data from each of the content areas is analyzed to determine areas of strength and need for our school improvement plan. When identifying students who are most at-risk, CES uses TINA (Title I Needs Assessment) to collect additional data on students.
As a result of the new accountability measures implemented by the Georgia Department of Education in 2012, we changed the manner in which we collect our data. Data was taken from the School Summary Reports of All Student Populations generated from the results of the Spring 2014 Criterion Referenced Competency Test (CRCT). The data included the following demographic information for Cumming Elementary:
CRCT READING (Grade level distribution)
All Students / Hispanic / White / SWD / ELL / Economically Disadvantaged
3rd Grade / 120 / 53 / 63 / 15 / 41 / Not available
4th Grade / 107 / 40 / 59 / 16 / 20 / Not available
5th Grade / 124 / 55 / 63 / 10 / 15 / Not available
Total / 351 / 148 / 185 / 41 / 76 / Not available
CRCT MATH (Grade level distribution)
All Students / Hispanic / White / SWD / ELL / Economically Disadvantaged
3rd Grade / 122 / 55 / 63 / 16 / 43 / Not available
4th Grade / 104 / 38 / 58 / 13 / 19 / Not available
5th Grade / 123 / 55 / 62 / 8 / 16 / Not available
Total / 349 / 148 / 183 / 37 / 78 / Not available
In addition to the demographic data from the Georgia CRCT School Summary Report, the following assessment data for Cumming Elementary was reported:
Third Grade
% Does Not Meet / % Meets / % Exceeds
2011 / 2012 / 2013 / 2014 / 2011 / 2012 / 2013 / 2014 / 2011 / 2012 / 2013 / 2014
Math / 4 / 13 / 11 / 8.2 / 47 / 30 / 31 / 36.9 / 64 / 57 / 58 / 54.9
ELA / 7 / 4 / 3 / 0.8 / 52 / 50 / 49 / 61.2 / 41 / 46 / 49 / 38
Reading / 4 / 3 / 2 / 2.5 / 40 / 41 / 37 / 40 / 56 / 55 / 61 / 57.5
Science / 12 / 17 / 18 / 17.7 / 36 / 44 / 48 / 50 / 52 / 41 / 39 / 32.3
Social Studies / 10 / 16 / 9 / 8.5 / 55 / 50 / 74 / 54.3 / 35 / 34 / 42 / 37.2
Fourth Grade
% Does Not Meet / % Meets / % Exceeds
2011 / 2012 / 2013 / 2014 / 2011 / 2012 / 2013 / 2014 / 2011 / 2012 / 2013 / 2014
Math / 6 / 15 / 8 / 7.7 / 38 / 47 / 47 / 23.1 / 56 / 38 / 44 / 69.2
ELA / 6 / 4 / 7 / 6.7 / 38 / 51 / 54 / 54.8 / 56 / 45 / 39 / 38.5
Reading / 4 / 5 / 5 / 1.9 / 38 / 35 / 48 / 32.7 / 59 / 61 / 47 / 65.4
Science / 13 / 15 / 17 / 12.5 / 40 / 42 / 49 / 33.9 / 48 / 44 / 33 / 53.6
Social Studies / 11 / 13 / 22 / 12.5 / 62 / 62 / 59 / 50.9 / 27 / 25 / 19 / 36.6
Fifth Grade
% Does Not Meet / % Meets / % Exceeds
2011 / 2012 / 2013 / 2014 / 2011 / 2012 / 2013 / 2014 / 2011 / 2012 / 2013 / 2014
Math / 3 / 4 / 3 / 6.5 / 32 / 40 / 40 / 27.6 / 65 / 56 / 57 / 65.9
ELA / 3 / 3 / 7 / 2.5 / 54 / 41 / 49 / 52.9 / 43 / 56 / 44 / 44.6
Reading / 3 / 4 / 8 / 0.8 / 49 / 52 / 53 / 58.9 / 48 / 45 / 39 / 40.3
Science / 13 / 18 / 29 / 21.7 / 36 / 41 / 36 / 45.7 / 51 / 41 / 35 / 32.6
Social Studies / 13 / 14 / 22 / 25.5 / 46 / 55 / 64 / 59.1 / 41 / 31 / 14 / 15.3
The data displayed indicates the following strengths and weaknesses of individual grade levels:
3rd Grade Strengths/Weaknesses
- ELA Exceeds decreased by 11%
- Math Meets increased by 6%
- Math, ELA, Reading, Science, and Social Studies Exceeds all decreased from 2013
- Reading Meets and Exceeds was 97.6%
- ELA Meets and Exceeds was 99.2%
4th Grade Strengths/Weaknesses
- Math Exceeds increased by 25%
- Reading, Math, Science, and Social Studies Exceeds all increased from 2013
- Science and Socials Studies Meets and Exceeds was 88%
- Reading Meets and Exceeds was 98.2%
5th Grade Strengths/Weaknesses
- Math Exceeds increased by 9%
- Reading, ELA, Math, and Social Studies Exceeds increased from 2013
- Reading Meets and Exceeds was 99.2 %
- Science Meets and Exceeds was 78.8%
- Science Exceeds decreased by 2%
Because achievement in multiple content areas continued to decrease, CES will focus on integrating science and social studies in the areas of reading and math.
CRCT Reading- Students with Disabilities
% Meets and Exceeds
2008 / 89.4
2009 / 81.4
2010 / 80.2
2011 / 83.8
2012 / 3rd
92 / 4th
91 / 5th
91
2013 / 3rd
88 / 4th
82 / 5th
70
2014 / 3rd
93.3 / 4th
68.8 / 5th
30
CRCT Reading- ELL Students
% Meets and Exceeds
2008 / 80.7
2009 / 86.4
2010 / 89.4
2011 / 83.5
2012 / 3rd
94 / 4th
75 / 5th
80
2013 / 3rd
90 / 4th
87 / 5th
62
2014 / 3rd
70.7 / 4th
40 / 5th
26.7
CRCT Math- ELL Students
% Meets and Exceeds
2008 / 66.7
2009 / 71.2
2010 / 78.8
2011 / 87.5
2012 / 3rd
84 / 4th
50 / 5th
87
2013 / 3rd
73 / 4th
84 / 5th
78
2014 / 3rd
74.4 / 4th
68.4 / 5th
68.8
CRCT Math- Students with Disabilities
% Meets and Exceeds
2008 / 86.4
2009 / 70.6
2010 / 69.8
2011 / 87.3
2012 / 3rd
83 / 4th
68 / 5th
Not enough data to report
2013 / 3rd
67 / 4th
67 / 5th
89
2014 / 3rd
81.3 / 4th
92.3 / 5th
Not enough data to report
Major Strengths Discovered:
·  The percentage of students who met or exceeded on the math portion of the CRCT increased in 3rd, 4th, and 5th grades. The percentage of students who exceeded on the math portion in 4th grade increased by 25%.
·  The percentage of 4th grade students who exceeded on the reading portion of the CRCT increased by 18%. Although the percentage in 5th grade increased very little and decreased in 3rd grade, Cumming Elementary met the reading GA Performance Target for 2014 of 94.6% and the 2015 target of 95.2%.
·  The percentage of 4th grade students who exceeded on the Science and Social Studies portion of the CRCT increased significantly.
·  The percentage of third grade students with disabilities who met or exceeded on the reading portion of the CRCT increased by 5% from 2013 to 2014.
·  The percentage of ELL third grade students who met or exceeded on the math portion of the CRCT increased from 2013 to 2014.
·  The percentage of students with disabilities in 3rd and 4th grade who met or exceeded on the math portion of the CRCT increased from 2013 to 2014.
Major Weaknesses Discovered:
·  The percentage of students with disabilities who met or exceeded on the reading portion of the CRCT decreased for 4th and 5th grades.
·  The percentage of ELL students who met or exceeded on the reading portion of the CRCT decreased significantly in 3rd, 4th, and 5th grades.
·  The percentage of ELL students who met or exceeded on the math portion of the CRCT decreased in 4th and 5th grades.
·  Twenty-six percent of 5th grade students did not meet the standard on the Social Studies portion of the CRCT.
Additional Data
AIMSweb is a norm-referenced universal screening that monitors student progress through curriculum-based measurement. The data is updated regularly and provides schools the ability to track student progress throughout the school year. The program also provides progress monitoring and supports the RTI process. CES assesses all students twice per year in the areas of reading and math. The reading assessments address fluency. The math assessments address math computation.
Reading-Curriculum Based Measurement (RCBM)- Fluency
Grade / Fall
2013-2014 / Fall
2014-2015 / Winter
2013-2014 / Winter
2014-2015 / Spring
2013-2014 / Spring
2014-2015
% Above Target / % Below Target / %
Above Target / % Below Target / %
Above Target / % Below Target / %
Above Target / % Below Target / %
Above Target / % Below Target / %
Above Target / % Below Target
1st / 84 / 16 / 71 / 29 / 72 / 28 / 64 / 36
2nd / 61 / 39 / 62 / 38 / 54 / 46 / 54 / 46
3rd / 61 / 39 / 48 / 52 / 61 / 39 / 62 / 38
4th / 58 / 42 / 55 / 45 / 57 / 43 / 53 / 47
5th / 48 / 52 / 47 / 53 / 53 / 47 / 51 / 49
Math Computation (M-COMP)
Grade / Fall
2013-2014 / Fall
2014-2015 / Winter
2013-2014 / Winter
2014-2015 / Spring
2013-2014 / Spring
2014-2015
% Above Target / % Below Target / %
Above Target / % Below Target / %
Above Target / % Below Target / %
Above Target / % Below Target / %
Above Target / % Below Target / %
Above Target / % Below Target
1st / - / - / 75 / 25 / - / - / 26 / 74
2nd / 65 / 35 / 71 / 29 / 69 / 31 / 64 / 36
3rd / 83 / 17 / 56 / 44 / 83 / 17 / 75 / 25
4th / 64 / 36 / 49 / 51 / 54 / 46 / 53 / 47
5th / 83 / 17 / 64 / 36 / 77 / 23 / 78 / 22
First, third, and fourth grade percentages of above target decreased from fall 2013-2014 to fall 2014-2015. All grade levels are below 71% of students reading above the fluency target. All grade levels are at least 25% below target in math computation with the greatest weaknesses in 4th grade with 51% below target.
This data substantiates our discovery of math and reading being areas of concern for CES students. In reading this fall, we are in the range of 48% -71% in fluency that is at or above the target level, with fourth and fifth grade scores being a concern. In math this fall, the students’ performance in computation is 49% - 75 % at or above the target level in all grade levels with third and fourth grade being a concern.

Additional Data (Rigby, F&P Leveling Data)

Kindergarten, 1st, and 2nd Rigby Instructional Reading Levels