VIII. TITLE I SCHOOLWIDE PLAN COMPONENTS
1. Comprehensive Needs AssessmentA comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.
A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were….. The ways they were involved were…..
Schoolwide Team Member / Position
Antonio Byrd / Principal
Alexandra Ludtke / Assistant Principal
Anne Alderman / EIP Teacher
Nicole Purdy / Parent
Noel Ingram / 5th Grade Teacher
Monica Simmons / 4th Grade Teacher
Kearney Fender / 3rd Grade Teacher
Olivia Williams / 2nd Grade Teacher
Melissa Smith / 1st Grade Teacher
Deanna Ng / Kindergarten Teacher
McKenzie Gallant / Specials Teacher
Brenda Andrews / Media Specialist
Patricia Mizelle / SPED Teacher
B. The members met and were involved by reviewing data and discussing various strategies to implement the components of this plan to improve Pulaski’s academic success. The group members mentioned above have used the following instruments, procedures or processes from the 2010, 2011,and 2012 school years to review and analyze various sources of data:
· Georgia CRCT Testing data
· Georgia Fifth Grade Writing Assessment
· Georgia Third Grade Writing Assessment
· Lexile reading scores
· AR Diagnostic reports
· Grade appropriate timed computation tests
· Common formative and summative assessment data
· GKIDS
· ITBS data
· Office disciplinary referral data (PowerSchool )
· Incentives data for positive conduct (PBS)
· Data regarding conduct grades
· Georgia SLDS
· Progress Monitoring (SRI,MAP)
· Parent Interest Survey
· Brainstorming
C. If we were to have migrant children enroll in our school, we would contact our school social worker so that s/he may guide us through the appropriate procedures as put forth by the McKinney-Vento Act.
Procedures for Determining Eligibility for Migrant Services
· A copy of the Occupational Survey is in all school registration packets
· All surveys returned with indicators checked are sent by the school to the District Program Manager of Homeless/N & D
· Program Manager of Homeless/N&D then forwards surveys with indicators checked to the Regional Migrant Office
· The Regional Migrant Office determines what, if any services they are eligible for and notifies the District Program Manager
· The District Program Manager then works with the schools to ensure that families receive services they are eligible to receive
D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. Data from our CRCT test, Quarterly Assessments, ITBS, the Climate Survey, and the 5th grade writing test were analyzed.
ITBS Scores
The Iowa Tests of Basic Skills are administered to students in grades 3, 5, and 8. Unlike Georgia’s Criterion-referenced Competency Tests (CRCT), the ITBS is nationally normed and administered throughout the country. It includes separate assessments in the areas of reading, language, mathematics, social studies, science, and sources of information. The test also provides an overall measure of achievement referred to as the composite score.
Reading-ITBS / 2009 / 2010 / 2011
Third Grade / 45% / 56% / 45%
Fifth Grade / 44% / 39% / 38%
After reviewing and analyzing the ITBS data the Title 1 team noted that 3rd grade and 5th grade reading scores declined from the previous comparison year (2010). We compared the reading scores from 2009 3rd graders to the current 5th grade scores (as these should be the same students) and noted that there was a decrease in reading scores.
Math
ITBS / 2009 / 2010 / 2011
Third Grade / 46% / 54% / 55%
Fifth Grade / 40% / 39% / 41%
After reviewing and analyzing the ITBS data the Title 1 team noted that 3rd grade and 5th grade math scores increased slightly from the previous year. However the increase has been more significant of the three-year trend. We compared the math scores from Fall 2009 3rd graders to the current 5th grade scores (as these should be the same students) and noted that there was an increase in math scores.
CRCT Scores
The Georgia CRCT is designed to measure student achievement relative to the content standards of the state curriculum. Students in grades 1 – 8 participate in reading, English/language arts, and mathematics subject area tests; and students in grades 3 – 8 participate in additional tests in science and social studies.
The spring 2009 CRCT administration marks the first year in which all subject areas and grade levels are aligned to the GPS curriculum. When analyzing CRCT performance over time it should be noted that GPS-based results are not comparable to prior years’ QCC-based results. Under the GPS, a score of 800 or above indicates performance which meets the state standard and a score of 850 or above exceeds the standard. Passing scores are those which either meet or exceed the state standard. Third-grade students are required to pass the reading portion of the CRCT in order to be promoted to the fourth grade, while students in the fifth and eighth grades must pass both reading and math in order to advance to the next grade. Students who do not pass these areas on the first attempt in the spring have a second opportunity to test during the summer.
Pulaski Score Summary
After reviewing and analyzing the CRCT data for Pulaski Elementary School throughout the past three years, it is evident that our strategies have been effective, as scores have continued to increase.
After reviewing and analyzing the CRCT test data from the previous 3 years, the Title 1 team noted that the 3rd grade students showed an increase in proficiency throughout most subjects. They noted the need to increase science proficiency, as it dropped ten percent in the past year.
Fourth Grade
After reviewing and analyzing the CRCT test data from the previous 3 years, the Title 1 team noted that the 4th grade students showed gains in each subject area across the curriculum throughout the 2011-2012 school year.
Fifth Grade
After reviewing and analyzing the CRCT test data from the previous 3 years, the Title 1 team noted that the 5th grade students showed an increase in both Reading and Language Arts, where they struggled in the previous year. However, in Math, they continued to decline throughout the 2011-2012 year. Science and Social Studies were also areas of improvement for the fifth grade students this year.
Writing Scores
The Georgia Grade 5 Writing Assessment is a test of narrative, persuasive and informational writing. Students are given one of the three writing genres and are required to write a composition which supports, develops and organizes the tone for the paper. Because topics will be spiraled, students may receive any one of the three writing topics thus requiring them to be prepared to write in informational, narrative, and persuasive genres.
Scores in each domain range from 1 to 5 (with 5 being the highest score). Domain scores are combined to obtain a total score for each student. In combining the domain scores, the Content score is given a weight of 40%; the other domains of Organization, Style, and Conventions are given a weight of 20% each. The total score is then converted to a three-digit scaled score. There are three performance levels represented: Does Not Meet (100-199), Meets (200-249), and Exceeds (250+).
After having some of the lowest test scores in the county, Pulaski’s writing test scores increased dramatically throughout the 2010-2011 school year and again throughout the 2011-2012 school year; the fifth grade students meeting or exceeding proficiency improved by nineteen percent this past school year.
Pulaski Elementary showed a decrease in teachers’ perception in all areas in the 2011-2012 school year. As a result, administration has encouraged grade level PLCs to take place each week, put in place more structured and efficient faculty meetings, and established a Patriot Newsletter sent out each Monday morning. Walkthroughs with feedback will be offered more throughout the year ensuring instructional effectiveness. A new Emergency Response Team has been created with detailed training and new fire drill procedures have been put in place.
Although the teacher’s perceptions of the school had decreased, the parent’s perceptions had increased in each category. With our new procedures in place, their perception is sure to increase throughout this coming school year as well.
E. We have based our plan on information about all students in the school and identified students and groups of students who are at risk of not meeting standards on the Georgia Criterion Reference Competency test (CRCT).
o Students from Major racial and ethnic groups….Asian/Pacific Islander, Black, Hispanic, American Indian/Alaskan, White, Multi-racial
o Students with disabilities
o Students with limited English proficiency
o Economically disadvantaged students
F. The data has helped us reach conclusion regarding achievement or other related data.
We have found that the major strength in our program continues to be in reading, as compared to other subject areas. The major needs we discovered were the areas of writing, mathematics, social studies and science. With regards to the Writing scores, although Pulaski’s have increased and are no longer the lowest in the system, we are still working to show improvement. Therefore, we have agreed to include reading, writing, math, science and social studies as our annual goals as well.
The ROOT CAUSE/s that we discovered for each of the needs were: (1) in writing there has been a lack of instruction in several of the grade levels and there is no spiraling of instruction in this area; (2) in math it has been a lack of staff development in the usage of manipulatives and a need for math facts mastery; and (3) in science there needs to be more hand-on lab activities to help student internalize concepts. An additional root cause is the large amount of student mobility and limited parental involvement because of our transitory population.
The specific academic needs of those students that are to be addressed in the school wide program plan will be in the areas of writing, mathematics, and reading (the writing and reading portion would include reading across the curriculum; therefore, incorporating Science and Social Studies as well). With the adoption of the Common Core curriculum in the 2012-2013 school year we have decided to focus primarily on numbers and operations for this particular subject area, as that is the main focus of the new standards.
Based on the data, the School Improvement Team continued to reflect on current achievement data and goals which will help the school understand the subjects and skills in which teaching and learning need to be improved. We have adjusted our schedule to allow for a 45 minute “flex” time for each grade level each day. During this time Reading and Math pullouts will occur, leaving teachers with a smaller group of students to also hone in on those missing skills. We have added to our library of SRA Reading materials and purchased the Number Worlds program for math intervention. These materials will allow students the hands-on experience they need to further develop their knowledge in these subjects.
G. We have established four specific, measurable, attainable, realistic, and time-bound goals to strive towards for the 2012-2013 school year here at Pulaski. The measurable goals/benchmarks we have put in place to address the needs of our student population are as follows:
GOAL A: Grade four will increase the percentage of students scoring at advanced or proficient from 56%-70% by the end of May, 2013 as measured by the Scholastic Reading Inventory administered in the spring of 2012.
GOAL B: Students in grade 5 will increase the percentage correct in the area earth science from 52%-65% by the end of May, 2013 as measured by the science section on the Georgia Criterion Reference Test administered in the Spring of 2013.
GOAL C: Students in grade 5 will increase the percentage correct in the area government/civics from 41%-60% by the end of May, 2013 as measured by the science section on the Georgia Criterion Reference Test administered in the Spring of 2013.
GOAL D: The students in grade 5 will increase the percentage of students scoring at the meets or exceeds level from 83% to 88% by the end of June, 2013 as measured by mathematics portion of Georgia Criterion Referenced Test administered in the spring 2013.
MATERIALS/SUPPLIES
Computer Equipment: Laptops, classroom computers, printer, thumb drives / Funds Needed
Account Line / Amount
470-866-0116-1000-4615 / $0.00
470-866-0116-1000-4616 / $833.00
470-866-0116-1000-5734 / $13,311.85
Total $14,144.85
2. SCHOOLWIDE REFORM STRATEGIES
Schoolwide reform strategies that are scientifically research based
A. The ways in which we will provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance, particularly the needs of students furthest away from demonstrating proficiency, related to the State Performance Standards are as follows:
Writing: August 2012-June 2013
· Implement school-wide writing plan.
· Journal writing and display of exemplary writing pieces