Georgia Department of Education
Title I
School-wide/School Improvement Plan 2015-2016
J.L. Lomax Elementary
School Improvement Plan
Dr. LaConya McCrae
School Year
2015-2016
Revision Date (September 25, 2015)
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: JL Lomax Elementary / District Name:Valdosta City SchoolsPrincipal Name: Dr. LaConya McCrae / School Year:2015-2016
School Mailing Address: 1415 Howell Road, Valdosta, GA, 31601
Telephone: 229-333-8520
District Title One Director/Coordinator Mailing Address: Dr. Daniel Altman
Email Address:
Telephone: 229-333-8500
Principal’s Signature: / Date: September 25, 2015
Title I Director’s Signature: / Date:
Superintendent’s Signature: / Date:
Revision Date: September 25, 2015 / Revision Date: / Revision Date:
Planning Committee Members:
NAME / MEMBER’S SIGNATURE / POSITION/ROLEDr. LaConya J. McCrae / Principal
Tony Burgman / Assistant Principal
Dr. Christie Earle / Academic Coach (K-2)
Glenda Ward / Academic Coach (3-5)
Whitney Webb / Kindergarten Teacher
Charlotte Brown / 1st Grade
Joyce Robinson / 2nd Grade
Evelyn Guess / 3rd Grade
Idella Griffin / 4th Grade
Valerie Ryals / 5th Grade
Tesha Larkins / Special Education Teacher
Dr. Lauren Whittaker / ESOL/Gifted Teacher
Keisha Thomas / Music Teacher
Linda Sermons / Media Specialist
Sheila Brannick / Intervention Specialist
Jessica LeFiles / Counselor
Dara Holt / School Improvement Facilitator
See sign-in sheets. / Parent
SIP Components
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.- Our school wide plan was developed with the participation of individuals who will implement, monitor, and evaluate the comprehensive school improvement plan. Those persons involved in revising the plan were the principal, assistant principal, academic coaches, gifted/ESOL teacher, grade level chairs, special education teacher, media specialist, intervention specialist, music teacher, school counselor, School Improvement Facilitator and K-5 Curriculum Director, the Teaching and Learning Department cabinet, and parents. The team analyzed data, identified strengths and weaknesses, determined possible root causes, set SMART goals, selected actions and strategies, and decided what artifacts and evidence would be used to determine the impact on student achievement.
- The Leadership Team convened for the Data Retreat for two days in June to analyze demographic data (e.g., discipline, attendance), student achievement data (e.g., report cards, GKIDS, STAR assessments, myOn, Dreambox) and perception data (e.g., parent and faculty/staff surveys). After meeting in small groups to discuss this information, we shared our findings with the entire group and brainstormed ways to address areas in need of improvement. We researched books, programs, and methods in order to begin compiling our plan to improve student achievement. We shared it with the staff on July 30th.We invited parents to discuss, give their input, review our progress, and determine our next steps in writing our school improvement plan during Open House on August 4th and 20th, during our Parent Advisory Team Meeting on August 24th, and on our Technology Night, which was September 10th. Our leadership team met again [DH1]on August 10th to continue to make revisions.
- We took into account the needs of migrant children by screening them to assess their strengths and weaknesses. Teachers contact parents/guardians as needed and provide interventions to ensure the students’ academic success. The migrant teacher comes weekly to work with students in addition to making home visits with a translator as needed. At this time we have three migrant students: one Kindergarten, one first grader, and one second grader. Migrant support staff and classroom teacherswork together to ensure that students’ needs are being met in the classroom. Migrant support staff collaborates with the teacher to provide individualized instruction and assistance. The school counselor is also involved in meeting the needs of migrant students. The school counselor is available to assist migrant students as the students cope with transitioning from one school to another.
- Georgia Milestones data were unavailable; however, as we disaggregated our CRCT trend data from previous years, we found that our main weakness in Reading was Vocabulary and Comprehension. As a whole, our students performed more poorly in Reading/ELA than Mathematics. Our main area of weakness in math was the Number and Operations strand. This was also consistent with our report card data. In addition, we analyzed other data such as STAR Early Literacy, STAR Reading, and STAR Math as shown in Table 1. Table 2 shows the average Lexile levels for grades 2-5. There has been a decline in all areas, which is indicative that teachers need additional training in providing reading instruction to struggling readers. This year four teachers in grades K-3rd (one from each grade level) will participate in the Growing Readers Grant and will be given six days of training. To address students demonstrating deficiencies in math, the team has determined to continue to emphasize the eight mathematical practices as we continue to implement the Georgia Standards of Excellence. Grades in science and social studies were better than in previous years. We will implement Thinking Maps consistently and pervasively to foster critical thinking and problem solving skills. Targeted instruction will be provided based on formative and summative assessments.Representatives from J.L. Lomax revised common math assessments over the summer. In addition, several teachers attended professional learning on guided reading over the summer to deepen their professional knowledge.
Grade Level / STAR EL
Scale Scores / STAR Reading
Avg. Scale Scores / STAR Math
Avg. Scale Scores
2013 / 2014 / 2015 / 2013 / 2014 / 2015 / 2013 / 2014 / 2015
K / 574 / 658 / 543 / - / - / - / - / - / -
1 / - / - / - / 150 / 189 / 135 / 376 / 430 / 343
2 / - / - / - / 299 / 317 / 210 / 492 / 545 / 435
3 / - / - / - / 394 / 451 / 312 / 581 / 622 / 568
4 / - / - / - / 470 / 471 / 427 / 637 / 664 / 628
5 / - / - / - / 563 / 554 / 407 / 692 / 690 / 614
-STAR Early Literacy is administered to kindergarteners and/or children who are unable to take STAR Reading independently.
Table 2. Average Lexile levels fall 2014, spring 2015, and fall 2015 for grades 2-5.
Fall 2014 / Spring 2015 / Fall 2015
Second Grade / BR85 / 187L / BR54
Third Grade / 230L / 465L / 85L[GW2]
Fourth Grade / 475L / 660L / 429L
Fifth Grade / 555L / 704L / 630L
- Writing continues to be a weakness across all grade levels. Though we do not have Georgia Milestones scores, we predict that the portions of the test that required constructed responses will be very weak. We observed that the writing grades generally brought down the total ELA grades for many students. We are committed to writing across the curriculum.
Table 4. Discipline data for the school years 2014 and 2015 and 2016 SMART goal.
2014 data / 2015 data / 2016 Goals
Bus Referrals / 132 / 226 / 203
Classroom Disruptions / 275 / 142 / 230
ISS / 274 / 132 / 199
OSS / 55 / 88 / 79
Table 3. Total number of discipline referrals received during the school years 2012-2014.
Creativity and problem solving are areas of weakness in all grade levels. Our gifted teacher will continue to schedule Talent Development classes to identify students who are potential candidates for the gifted program and provide professional learning for teachers on ways to improve creativity and problem solving in the curriculum.
After examining our GKIDS data, we found ELA was weaker than math witha mean of 64.5% meeting and/or exceeding. Students performed higher in math with a mean of 75.7 meeting and/or exceeding. The lowest strands were Approaches to Learning Total with mean of 37.3% meeting and/or exceeding and Personal/Social Development with a mean of 34.9% meeting or exceeding the goal.
Table 5.Mean % Meets/Exceeds on the Georgia Kindergarten Inventory of Developing Skills (GKIDS) data by domain during the school years 2012-2015.
2012 / 2013 / 2014 / 2015
Content Area/Strands / - / -
English Language Arts
ELA Total / 78.7 / 80.7 / 78.4[GW3] / 64.5
Mathematics
Math Total / 86.1 / 80.4 / 81.2 / 75.7
Non-Academic Areas/Strands / - / - / - / -
Approaches to Learning
Approaches Total / 65.2 / 66.2 / 68.5 / 37.3
Personal/Social Development
Total / 68.2 / 79.0 / 70.2 / 34.9
The Teacher Keys Evaluation System (TKES), will continue to be implemented this school year. The principal, central office and Georgia Department of Education personnel will provide teachers with more professional learning to implement this program effectively. The staff will be involved in peer observations in order to deepen their understanding of our instructional core and identify our problems of instructional practice. Table 6 indicates the mean scores of teachers’ TKES Self-Assessments this year.
Table 6. Mean scores of TKES Self-Assessments during 2015-2016
Standard 1 / Standard 2 / Standard 3 / Standard 4 / Standard 5 / Standard 6 / Standard 7 / Standard 8 / Standard 9 / Standard 10
Mean / 2.84 / 2.79 / 2.84 / 2.58 / 2.76 / 2.79 / 3.13 / 2.82 / 3.05 / 2.97
We also studied report card data for the school year and found that only 72% of our K-5 students passed all four content areas for the year. The majority of those who failed one or more subjects failed ELA, which includes reading, writing, and language.
Table 7. The percent of first through fifth graders passing and failing in ELA and math during the school years 2014 and 2015.
ELA / Math
First Grade / 2014 / 2015 / 2014 / 2015
%Passing / 95 / 93 / 95 / 99
%Failing / 5 / 7 / 5 / 1
Second Grade / 2014 / 2015 / 2014 / 2015
%Passing / 97 / 81 / 99 / 95
%Failing / 3 / 19 / 1 / 5
Third Grade / 2014 / 2015 / 2014 / 2015
%Passing / 90 / 79 / 93 / 90
%Failing / 10 / 21 / 7 / 10
Fourth Grade / 2014 / 2015 / 2014 / 2015
%Passing / 91 / 58 / 89 / 79
%Failing / 9 / 42 / 11 / 21
Fifth Grade / 2014 / 2015 / 2014 / 2015
%Passing / 91 / 82 / 89 / 84
%Failing / 9 / 18 / 11 / 16
Table 8. The percent of first through fifth graders passing and failing in science and social studies during the school years 2014 and 2015.
Science / Social Studies
First Grade / 2014 / 2015 / 2014 / 2015
%Passing / N/A / N/A / N/A / N/A
%Failing
Second Grade / 2014 / 2015 / 2014 / 2015
%Passing / N/A / N/A / N/A / N/A
%Failing
Third Grade / 2014 / 2015 / 2014 / 2015
%Passing / 98 / 96 / 96 / 94
%Failing / 2 / 4 / 4 / 6
Fourth Grade / 2014 / 2015 / 2014 / 2015
%Passing / 94 / 97 / 95 / 91
%Failing / 6 / 3 / 5 / 9
Fifth Grade / 2014 / 2015 / 2014 / 2015
%Passing / 92 / 92 / 91 / 84
%Failing / 8 / 8 / 9 / 16
Our CCRPI report showed that J.L. Lomax earned 42 out of 60 points in achievement, 13.8 out of 25 progress points, 8 out of 15 achievement gap points, and 7.5 out of 10 challenge points. That gave us a total score of 71.3. We earned three out of five stars on our School Climate survey.
Our CCRPI Performance flags indicated that our black students did not meet the state or subgroup performance targets in two areas, our Economically Disadvantaged students did not meet either the state or subgroup performance targets in two areas, and our students with disabilities did not meet the state or subgroup performance targets in one area. Table 9 indicates our CCRPI data during2012-2014.
Table 9. CCRPI Report Years 2012-2014
Indicators / 2012 CCRPI / 2013 CCRPI / 2014 CCRPI
Achievement / 38.1 / 41.2 / 42
Content Mastery / 19.54 / 20.02 / 20.4
Readiness / 11.66 / 13.71 / 13.98
Graduation / 6.93 / 7.47 / 7.65
Progress / 16.1 / 13.1 / 13.8
Achievement Gap / 10.0 / 7 / 8
Exceeding the Bar / 0 / .5 / .5
EL/ED/SWD Performance / 6 / 7 / 7
Challenge Points Total / 0 / 7.5 / 7.5
CCRPI Score / 70.2 / 68.8 / 71.3
When we discussed our Needs Assessment Data, the staff indicated their need for more information and training in the following areas: helping struggling readers – 46.94%, writing-36.73%, and differentiation – 32.65%. Our technology professional learning needs include more training on Promethean boards, iPad Apps, and Google Docs. Teachers also expressed a preference for on-line learning.
Response to the parent survey included 117 responses. Overall, parents feel welcome at our school and feel they have great communication with teachers and administrators. They expressed an interest in learning about improving reading and math skills as well as test taking skills.
Attendance, either staff or student, does not appear to be a problem area for our school. As expected, when staff absences increase there is also an increase in behavior referrals.
Table 10.2013 Staff Attendance Data
Aug / Sept / Oct / Nov / Dec / Jan / Feb / Mar / Apr / May
Sick / 38.5 / 38 / 42.5 / 29 / 49 / 51.5 / 54.5 / 59.5 / 29.5 / 44
Professional / 0.5 / 0 / 0 / 0.5 / 0 / 0 / 0 / 0 / 0 / 0
Professional Learning / 20 / 40.5 / 47 / 31 / 14.5 / 44 / 31 / 11 / 4 / 1
Personal / 15.5 / 6 / 4 / 8 / 4.5 / 6.5 / 12.5 / 24.5 / 15 / 15.5
Table 11. 2014 Staff Attendance Data
Aug / Sept / Oct / Nov / Dec / Jan / Feb / Mar / Apr / May
Sick / 27 / 42 / 49.5 / 63 / 34 / 45.5 / 62 / 63 / 44 / 42
Professional / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 1[GW4]
Professional Learning / 6 / 7.5 / 7 / 13 / 10.5 / 1.5 / 9.5 / 13.5 / 1 / 2
Personal / 4 / 9.5 / 9.5 / 12 / 6 / 9.5 / 6 / 8 / 13.5 / 20.5
Table 12. 2015 Staff Attendance Data
Aug / Sept / Oct / Nov / Dec / Jan / Feb / Mar / Apr / May
Sick / 21 / 43.5 / 46.75 / 44 / 68 / 55.5 / 64.5 / 56.5 / 61 / 46.5
Professional / 1.5 / .5 / 7 / 1.5 / 0 / 5.5 / 2 / 0 / 1 / 0
Professional Learning / 7.5 / 8 / 15 / 6.5 / 0 / 2.5 / 8.5 / 17.5 / 0 / 1
Personal / 10 / 7.5 / 19 / 11.5 / 12.5 / 5.5 / 10 / 10.5 / 9.5 / 18.5
- We have identified students who are not yet achieving the state standardsbased on achievement data:
- Economically Disadvantaged students: All of our students receive free breakfast and lunch. Our Community Partners in Education, or CPIE, and volunteers help to provide school supplies and clothing to students in need. In addition, our school has an active garden club, “The Brain Candy Garden Club”, which is supervised by an ABAC staff member and one fifth grade teacher. This club incorporates many hands-on and real world lessons while simultaneously producing food that is donated to the local food bank. The clubplants a variety of gardens including fruits and vegetables. A 4-H consultant and master gardener educate our students about careers in agriculture and offer information/training on master gardening.
- Our A.B.O.U.T. It Club provides a positive social environment in which boys develop mental, physical, and emotional growth while fostering self-confidence, teamwork, and community service. We will implement a new initiative entitled, “Bow-Tied Up”. The goal is for every male to own a bow tie to wear to our I.M.A.G.E. Awards and our Dress for Success days.
- Our school offers an after-school program for students who are failing reading and/or math to provide additional educational assistance.
- Staff is given the opportunity to mentor students who have been deemed as repeat behavior offenders. These students receive close, individualized interaction from their mentor.
- As of September 24, 2015, students from major racial and ethnic groups are as follows: 460 Black/non-Hispanic, 50 Hispanic, 16 White, 3 multi-racial, and 1 American Indian. We will continue to provide cultural awareness training for new staff and review that training for other staff and students.
- Students with disabilities comprise approximately 18% of our student population. We utilize co-teaching, appropriate remedial instruction, and designate interventions to help students with disabilities achieve grade-level expectations. Students are identified and monitored through our Leadership Team and RTI meetings, which are held monthly to review data and assign/modify appropriate interventions to help students with disabilities become more successful. We have identified a need to continue training for staff in co-teaching and implementing interventions. Our identified second and third grade students with disabilities are receiving Vmath as an intervention daily. Students with disabilities in grades Kindergarten through fifth grade receive specific instruction in co-taught classesfor reading and math.
- Students with limited English proficiency make up approximately 6% of our student population. An ESOL teacher provides daily language development services. In addition, she coordinates lessons with homeroom teachers and serves as a liaison between the school and parents.
- The data have helped us reach conclusions regarding achievement and discipline. The major strength we found in our program is our PBIS Program evidenced by improved discipline. Another strength is our STAR Math Universal screening data. Our students perform better on STAR Math than STAR Reading. However, these data are generally not consistent with report card grades. While a large number of our students score At/Above, few are performing at their expected grade level goals. The specific academic needs of those students to be addressed in the school-wide program plan will be reading, writing, comprehension, social studies, and science. The root cause for a decrease in ELA scores was the implementation of a new reading curriculum with increased rigor and expectations for writing.
- We have established measurable goals/benchmarks to address the needs using STAR Scale Scores[DH5], Accelerated Reader Goals, and Rigby benchmark goals.
Rigby Benchmark Goals
Kindergarten / Level 7
1st Grade / Level 18
2nd Grade / Level 24
3rd Grade / Level 28
4th Grade / Level 30
5th Grade / N/A
Table 14.Accelerated Reader (AR) Goals by Grade Levels and Nine Weeks.
Accelerated Reader (AR) Goals
1st 9 Weeks / 2nd 9 Weeks / 3rd 9 Weeks / 4th 9 Weeks
1st Grade / 1.0 / 1.5 / 2.0 / 2.5
2nd Grade / 2.1 / 2.6 / 3.1 / 3.6
3rd Grade / 3.7 / 4.0 / 4.4 / 4.7
4th Grade / 4.7 / 5.0 / 5.4 / 5.7
5th Grade / 5.8 / 6.1 / 6.5 / 6.8
*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards.
J.L. Lomax uses the following scientifically researched-based strategies to improve achievement for all students: an Instructional Framework (Opening, Work Session, and Closing) is used to organize instruction; Learning-Focused strategies: essential questions/I Can statements, activating, teaching, and summarizing strategies, Language of the Standards, common planning time for teachers including special education teachers to examine student work, share pedagogies, analyze diagnostic, formative, and summative assessments, Thinking Maps, peer observations, job-embedded professional learning, differentiation, student conferencing, teacher commentary, writing across the curriculum, modeling, teacher and student goal setting, reviewing plans on a consistent basis , a school-wide discipline plan, Positive Behavior Intervention Support, the use of technology, and co-teaching for all special education students.
2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
The needs of all children in the school, particularly the needs of students furthest away from demonstrating proficiency related to state standards will be addressed as follows: analysis ofSTAR Universal screenings data (STAR Early Literacy, STAR Reading and Math), High Frequency Words, Number Naming Fluency Rigby and Lexile levels, to identify students that may be struggling. In addition, teachers analyze multiple sources data such as: SLO pre/post assessments (where applicable), GKIDS, report cards,myOn, formative and summative assessments, Accelerated Reader, and benchmark levels. Teachers plan differentiated activities during Tier 1 instruction to provide access to the curriculum for all learners. Students who score in the Intervention and Urgent Intervention categorieson STAR are identified as EIP/Tier 2 students. Classroom teachers monitor these students’ progress and report their findings during MEDSS meetings twice a month. Interventions are modified and adjusted throughout the year to meet the needs of struggling students. Interventions may include additional sessions of guided reading, Waterford, Language for Learning, Vmath,myOn, DreamBox, Math Masters , which is an invitation only club that meets daily before school to provide tutoring for eligible students, andRoad to the Code (phonemic awareness). Students who are identified with behavior problems will participate in the ABES program and given additional help through the counselor. Students are identified for Talent Development pull-out sessions, and the gifted teacher recommends strategies for development of creativity and critical thinking in the regular classroom setting. ELL students and gifted students are also provided instructional services based on their identified needs.