Annie Belle Clark Primary School

Annie Belle Clark Primary School

1464 Carpenter Road

Tifton, GA 31793

Phone: (229) 387-2410 Fax: (229) 386-1044

Georgia Department of Education

Title I Schoolwide/School Improvement Plan

Annie Belle Clark Primary School

“Where Great Teachers Work With The Best Little Bulldogs In All Of Georgia”

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Annie Belle Clak Primary School / District Name:Tift
Principal Name: Stephanie Morrow / School Year:2015-2016
School Mailing Address: 1464 Carpenter Road
Telephone: 229-387-2410
District Title I Director/Coordinator Name: Dr. Alan Smith
District Title I Director/Coordinator Mailing Address: 207 North Ridge Ave., Tifton, GA 31793
Email Address:
Telephone: 229-387-2400
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School / Focus School X
Title I Alert School
Principal’s Signature: / Date:
Title I Director’s Signature: / Date:
Superintendent’s Signature: / Date:
Revision Date: 8-16-15 / 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

Stephanie Morrow

/

Principal

Joanna Hand

/

Assistant Principal

Moranda Eagleton

/

Assistant Principal

Emily McGill

/

Literacy Coach

Lisa Brown

/

Literacy Coach

Amy Lever

/

Literacy Coach

Patti Dean

/

Teacher

Sherri Coarsey

/

Teacher

Cynthia Lawrence

/

Teacher

Wendy Dawson

/

Teacher

Amanda Arant

/

Math Coach

Beth Sellars

/

Technology Chair

Deirdre Nixon

/

Guidance

Casey Pollock

/

Teacher

Julie Fortson

/

Teacher

Lauren Pate

/

Parent

Melissa Brannen

/

Parent

Dianne Johnson

/

Parent

Sharonda Corbin

/

Parent

Tom Pritchett

/

Parent

Rose Wilhite

/

Parent Coordinator

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).
Student Achievement
Analyzing student data is the driving force behind the decision-making process at Annie Belle Clark. Kindergarten teachers administer the GKIDS assessment instrument each year to each student, which covers the state standards. Our third grade students were administered the Ga. Milestones assessment in the Spring of 2015, which was one piece of data used to determine achievement grade level standards. All grade levels administer formative and summative assessments across the curriculum. Lastly, the 2014 CCRPI data was analyzed to glean a comprehensive view of student needs. While the achievement points were slightly lower than the points earned in 2013, the number of achievement gap points were considerably low for the 2014 (see appendix). In 2013, Annie Belle Clark earned 5 points. The school earned one point for the 2014 school year.
In the event students are not able to master grade- level standards and experience difficulty learning through Tier I, standards-based classroom instruction, students will be referred to the Response to Intervention team which makes intervention suggestions to classroom teachers. The Pyramid of Intervention’s tiered system provides a framework for teachers to ensure students are receiving appropriate interventions that promote student success.

• We have developed our schoolwideschool wide plan with the participation of individuals who will carry out the comprehensive schoolwideschool wide/school improvement plan. Those included were the administration, grade levelteacher representatives, academic instructional coaches, media specialist, special education teacher representative, guidance counselor, physical education teacher, EL teacher, Reading Recovery teacher representative, and parents. Involvement included an ongoing review of the plan throughout the school year. The team reviewed system and school initiatives, school data, interventions, and parent and school needs assessment data.

• We have used the following instruments, procedures, or processes to obtain this information.

• Writing Data
• CCRPI data
• Observation Survey
• Benchmark Data
• End of Module Assessment
• Parent Involvement Needs Assessment Surveys
• Math Summative Assessments
• Running Records

• We have taken into account the needs of migrant children by ensuring our Migrant Education Teacher reviews students’ academic performance and provides necessary resources to ensure we are supporting them. Our plan is designed to reflect the needs of all students at Annie Belle Clark. This includes, but is not limited to identified students and groups of students who are at-risk for meeting State Academic Content Standards and State Student Academic Achievement Standards.
• The 3rd grade standardized achievement data (GA Milestones) will not be available until the Fall of 2015, but we reflected upon the 2014 CCRPI data as well as local assessment data tohelp the school understand the subjects and skills in which teaching and learning need to be improved(delete this sentence).Third grade GA Milestones data was analyzed to help the school understand the subjects and skills in which teaching and learning need to be improved.

oInsert data results for math, CCRPI data, and guided reading[SM1][SM2] levels

• We have based our plan on information about all students in the school and identified subgroups students and groups of students who are not yet achieving to the State Academic content standards (GSE)/GPS). These groups include:

• Economically disadvantaged students

Students from major racial and ethnic groups

• Add- African American
• Caucasian
• Male/Female
• Asian
• Students with disabilities
• Students with limited English proficiency
• The data has helped us reach conclusions regarding achievement or other related data.
• The major strengths we found in our program were in the area of Reading and Social Studies.
• The major needs we discovered were mMath, sScience, writing, and reading lLexileLexile levels.
• The needs we will address are s Science, writing, Math proficiencynumbers and operations, and lexilesLexile’s. (Add CCRPI charts here)

GKIDS Trend Data
2011 / 2012 / 2013 / 2014 / 2015
ELA / 81.1 / 81.6 / 80.1 / 79.8 / 85
Math / 90.1 / 90.4 / 82.6 / 82.4 / 85.6
Approaches / 78.2 / 83.6 / 86.3 / 84.5 / 79.4
P/S Development / 79.9 / 87.5 / 89.6 / 85.7 / 83
GA Milestones Data
2015 / 2016 / 2017 / 2018 / 2019 / 2020
ELA / 56%
Math / 67%
Science / 66%
Soc. Stud. / 71%

• GA Milestones percentages are based on the combination of Level 2 (Developing), Level 3 (Proficient), and Level 4 (Distinguished).

3rd Grade Lexile measure equal to or greater than 650
2012 / 2013 / 2014 / 2015 / 2016 / 2017 / 2018 / 2019 / 2020
60 / 59 / 51.4

• The specific academic needs of those students that are to be addressed in the schoolwideschool wide program plan will be Math, including the following:
• Kindergarten- Addition and subtraction to 5 fluently
• 1st Grade- Addition and Subtraction within 10 fluently
• 2nd Grade- Using graphs to answer questions (line plots, drawing/labeling x axis, increments, scale key

3rd Grade- Addition and subtraction within 1000

• (See Appendix for Charts)

• Earth Life Science will also be a focus for all grade levels.
• Teachers will be able to monitor Lexile levels using IStation data.
• The ROOT CAUSE/s of our academic needs are a need to for more time to focus on the science standards, a need for more science resources to provide hands- on experiences for the students to understand the science standards, research based resources on supporting students in meeting their lexileLexile targets, more time spent on number talks/corner to work on numbers and operations. In addition, the lack of math intervention programs to support students who struggle in math was evident as the data was analyzed as well as inconsistent math programs/frameworks used to teach the standards. The implementation of the Flexible Learning Program will support the students who struggle in math. .

Achievement Gap Description
*ABC had every subgroup represented. The data revealed that there were 196 students tested and 49 students represented the bottom quartile.
Male / Female / B / W / H / Asian / SWD / EL
Reading / 26 / 23 / 33 / 8 / 8 / 0 / 9 / 5
ELA / 31 / 18 / 34 / 10 / 4 / 1 / 8 / 4
Math / 26 / 23 / 35 / 10 / 4 / 0 / 8 / 4
Science / 23 / 26 / 33 / 10 / 6 / 0 / 5 / 3
Soc. Stud. / 24 / 25 / 35 / 9 / 5 / 0 / 10 / 3
27 of the 49 students passed the Reading portion of CRCT
12 of the 49 students passed the ELA portion of the CRCT
17 of the 49 students passed the Soc. Stud. portion of the CRCT
CCRPI Achievement Gap
2012 / 2013 / 2014 / 2015 / 2026 / 2017 / 2018 / 2019 / 2020
6 / 5 / 1
*Get a suggestion about math*and math?? ….
Curriculum and Instruction
The staff of Annie Belle Clark Primary School implements the Georgia Standards of Excellence (GSE)specific to the grade level in which they teach. The standards are presented in an organized manner and staff utilizes an instructional schedule that provides the teachers with the subject areas and approximate amount of time to spend on each subject. Our school also utilizes curriculum mapping documents provided by the school district.
Our school leadership team reviews data to determine academic needs and successes. The team identifies goals in which our school can focus for the school year, including timelines, resources, and evaluation measures. In addition, there are clear expectations and regulations for students. Our school implements a school-wide discipline plan to promote positive behavior. When students attend successful schools, they have a tendency to have better behavior. The third way our school promotes high expectations for student achievement is by exhibiting high levels of student participation. Our teachers encourage students to participate in lessons through peer tutoring, small groups, and cooperative centers. and math workshop model. Lastly, our staff encourages our students to visit our school media center, engage in computer lab activities, music class, and physical education activities. These extra-curricular activities are embedded into the daily schedule. Our school implements a school-wide discipline plan to promote positive behavior.
As teachers and administrators review summative and formative student data, they are able to determine if students are grasping concepts taught in the classroom. There areis a variety of teaching methods embedded into instructional frameworks that are established at the school site. Prior to implementing specific teaching methods and adopting district initiatives, our district curriculum director collects data and research from other systems to ensure our intended methods are valid. All teachers are expected to use the Literacy Collaborative Framework during the Language Arts block. (delete- as well as the Math Workshop Model). This model involves teachers engaging students in flexible learning groups where the students are heterogeneously and sometimes homogeneously grouped. To ensure teaching methods are effective, teachers and administrators must collect and review data that directly relates to the methods.
In an effort to improve instruction, teachers participate in site-based professional learning. During the 2014-2015 school year, our teachers engaged in literacy, math, delete- science, and technology training. The training was led by our school and district coaches. Delete- The science training was limited to a small group of second grade teachers. These teachers were trained by instructors who were certified in that field of sciences.. In raising the expectations of the staff, administration challenges the teachers to set goals/expectations, set up classroom observations, assess the performance of the teachers, and create a timeline to make corrections or celebrate. Each year, teachers are expected to set student achievement goals for the year using selected pre and post data.
Professional Development
Classroom teachers, Early Intervention Program teachers, Reading Recovery teachers, and Special Education teachers will participate in monthly on- goingtechnology, reading, /writing, and math professional learning opportunities. These courses are derived from district level needs as well as results from the site based needs assessment results. After each professional learning opportunity, teachers are expected to transfer the knowledge gained into the classroom. The goals of the professional learning opportunities are to support student achievement, sustain school improvement,and build teacher capacity.
Administrators attend the professional learning with the teachers and are able to use the new concepts during focused observations. During the professional learning opportunities, teachers are able to collaborate with their grade level team members. Grade level team minutes are the major instrument that is used to assess the team collaboration. To further promote and enhance teacher collaboration, we will encourage themteachers are encouraged to continue working together to review the grade level curriculum that supports knowledge and skills each student should acquire. We will also continue expecting the teachers to In addition, teachers review IStation reading data and common assessments to monitor each student’s
learning on a monthlytimely basis. With the assessments, teachers are expected to analyze results identify strengths and weaknesses. Teachers work in helpingeach other develop and implement strategies to improve current levels of student learning.
Formative and summative common assessments for Language Arts and Mid and End of the Year Modules for Math are provided to teachers to administer to students. The teachers are provided a curriculum mapping document that includes an estimated date range of when these assessments should be administered to the students. Teachers have the ability to determine any other assessments needed for individual students or programs. The teachers use the collaborative team meetings to discuss assessments that they administer to students and the results. In addition, teachers/ staff provide input about assessments to the instructional math and reading coaches during professional learning.
UPDATE: Analysis of the district Needs Assessment results support continued (Delete-professional learning opportunities relative to the successful implementation of CCGPS for ELA and math). Additionally, needs assessment results supports the continuation of professional learning opportunities in science and social studies with emphasis on differentiated instruction, implementing effective instructional strategies, technology integration. Other high needs areas requiring support include:
Parent Involvement
Career Clusters/Career Pathways
Work-Based Learning
Administrator and Teacher Induction/Mentoring
Pedagogical skills – inclusion
Implementation of Teacher Keys
School Safety Concerns
Training for CPR/First Aid
Gang/Violence
Bullying/Cyber Bullying/Sexual Harassment
Family and Community Development
Each year our parents complete a parent involvement survey that reflects the following areas:

• School Planning
• School Home Communication
• Helping Your Child with School
• Parent Information

The parent survey suggested the following implementation steps for the 2015-2016 school year:

• Break down Title I Programs and highlight them during parent meetings or and in correspondencein correspondence throughout the school year.
• Increase communication on ways to become an “Involved Parent.”
• Conduct an “I Can Play a Role” campaign.
• Increase the number of parent forums held throughout the school year.
• Increase parent participation by “Adopt a Class” parent groups created for classroom needs with parent leadership.
• Conduct meetings to sign-up new parents for the “Parent Portal” to Infinite Campus.
• Videos of Parent Meetings, Instructional Tutorials and access to on-line academic help.
• Parent Meetings dealing with math, homework skills, and reading. (“Math Spring Fling” math games and activities centered on math concepts specific to each grade level.)
• Science information programs were also requested (Science Parent Nights—Activities for K-1 parents in relation to Earth Science and another meeting for 2-3 parents in relation to EarthLifeScience.
• Parent meetings planned for different times throughout the day. Some meetings will be repeated so that more parents will have the opportunity to participate.

Instructional Tutorials
Our school has an active school council and Parent Teacher Organization who play a role in supporting student learning at Annie Belle Clark Primary School. Once data is presented to the staff and groups, parents are able to provide input in activities that they would like to see their children engage forengaged in during the school year. All parents have the opportunity to make suggestions throughout the school year using the suggestion box in the front office or through notes, phone calls, email, etc. In preparation for the 2015-2016 School-Home Compact, parents provided madecomments and provided input about the goals and activities for the 2015-2016 school year.
Correspondences are translated to support the languages that are spoken in the home. The services that are available to parents address the demographic groups that are represented in the school. The services also address those students who have special needs, physical and academic. Each year, we take precautions to ensure that we meet the needs of our migrant students by asking parents to complete an occupation survey upon enrollment at our school. We have a teacher that visits our school each week to help meet the needs of migrant students and to offer suggestions to classroom teachers. Our district translator is available to help these parents communicate with the classroom teacher if the native language is Spanish. TRANSACT is used to provide information for parents who speak additional languages.