Georgia Department of Education

School Improvement Plan

1.  General Improvement Plan Information

District Name / COLQUITT COUNTY SCHOOL SYSTEM
School Name / Norman Park Elementary School
Team Lead / Stacey Rutledge
Position / Principal
Email /
Phone / (229)769-3612

Federal Funding Options to Be Employed (SWP Schools) in This Plan

(Select all the apply)

YES / Traditional funding (all Federal funds budgeted separately)
NO / Consolidated funds (state/local and federal funds consolidated) - Pilot systems ONLY
NO / “Fund 400” - Consolidation of Federal funds only

Factor(s) Used by District to Identify Students in Poverty

(Select all that apply)

Free/Reduced meal applications
YES / Community Eligibility Program (CEP) - Direct Certification ONLY
Other (if selected, please describe below)

2.2 OVERARCHING NEED #1

Statement of general data trends

Overarching Need #1
Our school’s 2015-2016 SGP Mean (ELA & Math) of 53.49 and SGP Rating of 3 is not an acceptable level of student growth.
Root Cause #1 / Relatively New Curriculum-implementation with fidelity
Root Cause #2 / 3rd, 4th, 5th ESOL Supports-Embedding meaningful instruction
Root Cause #3 / SPED-new teachers
Root Cause #4 / Lack of sustained writing using and embedding technology
Root Cause #5 / Dibels-sustained progress
GOAL / Increase the percentage of students achieving SGPs of 35% or higher (% of Proficient Learner & Above) on GADOE Milestone assessments in reference to the state average in each tested content area in each grade)
See Charts on following Pages for Specific Assessment Goals/Timeline

2015-2016 School SGP Mean (ELA and Math) and SGP Rating

Norman Park= 53.49 Level 3

Root Cause Analysis (TregoED Problem Analysis)

State the Problem---This process will take place on Chart Paper

Problem Statement:

The percentage of students in 3rd, 4th, and 5th grade are not achieving a level of proficiency to meet state average expectations on GA Milestones in the area of ELA.

Organize the Relevant Information:

WHAT / IS / IS NOT / Possible Cause #1 / Possible Cause #2 / Possible Cause #3
WHAT / Percentage of students achieving a level 3 or above in ELA / Percentage of students achieving a level 3 or above in Math / Relatively New Curriculum-
Implementing with fidelity / Lack of consistency aligned with a full writing process / Lack of sustained progress with basic reading skills
3rd-17%
4th-14%
5th-16% / 3rd - 41%
4th - 41%
5th - 37%
WHERE / 3rd Grade
Teacher 1-5%
Teacher 2-10%
Teacher 3-10%
4th Grade
Teacher 1-0%
Teacher 2-27.5%(Cont. to indicate need)
5th Grade
Teacher 1-4% / 3rd Grade Teacher 4-41% (ELA)
5th Grade Teacher 2-41% (ELA)
Subgroups (ELA)
Hispanic
3rd-13%
4th-11%
5th-8%
SWD’s
3rd-1%
4th-0%
5th-0% / Subgroups (ELA)
White
3rd-30%
4th-22%
5th-29%
WHEN / 2014-2015 2015-2016
3rd,4th, and 5th grade performance data are below expectations
WHEN TREND / 4th Grade-displays a regression pattern
5th Grade-inconsistent data pattern-progression/regression / 3rd Grade-continues to progress -showing a pattern of growth
EXTENT / 3rd, 4th, and 5th Hispanic and SWD’s
4th/5th White Students

Data Charts utilized for 2017/2018 SIP

GADOE MILESTONE ASSESSMENT END OF GRADE YEARLY GOALS
Norman Park / 2013-2014 / 2014-2015 / 2015-2016 / 2016-2017 / 2017-2018 / 2018-2019 / 2019-2020
(2015-2016 State Average)
ELA 3 / 17.9% / 19% / 20% / 25% / 30% / 35%
Math 3 / 28% / 35% / 41% / 46%
+5 / 51%
+5 / 40%
Science 3 / 13% / 23% / N/A / N/A / N/A / N/A
Social Studies
3 / 9% / 20% / N/A / N/A / N/A / N/A
ELA
4 / 30% / 24% / 16% / 22.33% / 29% / 35%
Math
4 / 40% / 34% / 41% / 46%
+5 / 51%
+5 / 40%
Science 4 / 21% / 21% / N/A / N/A / N/A / N/A
Social Studies
4 / 20% / 14% / N/A / N/A / N/A / N/A
ELA
5 / 28% / 32% / 28% / 28.3% / 34.66% / 41%
Math
5 / 43% / 34% / 37% / 42%
+5 / 47%
+5 / 38%
Science 5 / 18% / 19% / 22% / 27.66% / 33.32% / 39%
Social Studies
5 / 13% / 12% / 19% / 22.66% / 26.32% / 30%

2017 Georgia Milestone Scores

3rd Grade 90 Students / ELA / Math
Level 1 / 33 37% (Down 9%) / 19 21% (Up 1%)
Level 2 / 39 43% (Up 5%) / 34 38% (Down 6%)
Level 3 / 15 17% (Up 1%) / 31 34% (Up 2%)
Level 4 / 3 03% (Same %) / 6 07% (Up 4%)
4th Grade / ELA / Math
Level 1 / 32 35% (Up 1%) / 14 15% (Down 12%)
Level 2 / 44 49% (Up 7%) / 40 44% (Up 5%)
Level 3 / 12 13% (Down 6%) / 31 34% (Up 3%)
Level 4 / 3 03% (Down 2%) / 6 07% (Up 5%)
5th Grade / ELA / Math / Science / Social Studies
Level 1 / 20 23%
(Up 5%) / 15 17%
(Same %) / 32 36%
(Down 8%) / 30 56%
(Up 21%)
Level 2 / 46 52%
(Up 2%) / 41 47%
(Down 2%) / 37 42%
(Up 5%) / 41 47%
(Down 6%)
Level 3 / 20 23%
(Down 4%) / 27 31%
(Up 4%) / 19 22%
(Up 7%) / 14 16%
(Up 5%)
Level 4 / 2 02%
(Up 4%) / 5 06%
(Down 1%) / 0 / 3 03%
(Up 2%)

SRI Lexile Data

SRI Lexile Data
3rd Grade BM1 / 3rd
Grade BM2 / 3rd Grade BM3 / 3rd Expected Growth / 4th Grade BM1 / 4th Grade BM2 / 4th Grade BM3 / 4th Expected Growth / 5th Grade BM1 / 5th Grade BM2 / 5th Grade BM3 / 5th Expected Growth
NPES
2015/16 / 281 / 369 / 453 / 451 / 515 / 585 / 617 / 688 / 743
NPES
2016/17 / 328 / 422 / 515 / 502 / 577 / 654 / 667 / 718 / 773

SRI Mean 2016-2017

BM1 / BM2 / BM3
3rd Grade / 328 / 422 / 515
4th Grade / 502 / 577 / 654
5th Grade / 667 / 718 / 773

SRI 2017

Grade 3 SRI 2016-2017
Benchmark 1 / Benchmark 3
Performance Standard / Students # / % of Students / Performance Standard / Students # / % of Students
Advanced / 2 / 3% / Advanced / 8 / 10%
Proficient / 12 / 16% / Proficient / 25 / 31%
Basic / 20 / 26% / Basic / 32 / 40%
Below Basic / 42 / 55% / Below Basic / 19 / 19%
Grade 4 SRI 2016-2017
Benchmark 1 / Benchmark 3
Performance Standard / Students # / % of Students / Performance Standard / Students # / % of Students
Advanced / 1 / 1% / Advanced / 9 / 11%
Proficient / 13 / 17% / Proficient / 17 / 22%
Basic / 19 / 24% / Basic / 28 / 35%
Below Basic / 45 / 58% / Below Basic / 25 / 32%
Grade 5 SRI 2016-2017
Benchmark 1 / Benchmark 3
Performance Standards / Students # / % of Students / Performance Standards / Students # / % of Students
Advanced / 4 / 5% / Advanced / 9 / 11%
Proficient / 9 / 11% / Proficient / 22 / 27%
Basic / 34 / 53% / Basic / 25 / 30%
Below Basic / 33 / 41% / Below Basic / 26 / 32%

Percent of Students Achieving 650 Lexile (3rd Grade)Range (520-820)

2014 / 2015 / 2016 / 2017 / 2018 / 2019 / 2020
Actual / 53.8 / 30.4 / 40.0 / % / % / % / %

Percent of Students Achieving 850 Lexile (5th Grade) Range (830-1010)

2014 / 2015 / 2016 / 2017 / 2018 / 2019 / 2020
Actual / 49.3 / 56.4 / 72.2 / % / % / % / %

DIBELS Data

Kindergarten Dibels Phoneme
Segmentation
BM 3 2016 / BM 1 2016 / BM 2 2016 / BM 3 2017 / BM3 2018
83.0% / N/A / 55% goal
(56% actual) / 90%goal
(76% actual) / 90%goal
Kindergarten Dibels Nonsense Word
Fluency-CLS
BM 3 2016 / BM 1 2016 / BM 2 2016 / BM 3 2017 / BM3 2018
77.7% / N/A / 63% goal
(63% actual) / 90%goal
(68% actual) / 90%goal
First Grade DORF
BM 3 2016 / BM 1 2016 / BM 2 2016 / BM 3 2017 / BM3 2018
63.0% / N/A / 53% goal
(52% actual) / 80% goal
(56%actual) / 80% goal
Second Grade Oral Reading Fluency
BM 3 2016 / BM 1 2016 / BM 2 2016 / BM 3 2017 / BM3 2018
52.9% / 55% goal
(56% actual) / 56% goal
(56% actual) / 74% goal
(51% actual) / 74% goal
Third Grade Oral Reading Fluency
BM 3 2016 / BM 1 2016 / BM 2 2016 / BM 3 2017 / BM3 2018
56.0% / 51% goal
(50% actual) / 55% goal
(54%actual) / 72% goal
(54%actual) / 72% goal
Fourth Grade Oral Reading Fluency
BM 3 2016 / BM 1 2016 / BM 2 2016 / BM 3 2017 / BM3 2018
48.1% / 51% goal
(58% actual) / 54% goal
(62% actual) / 72% goal
(57%actual) / 72% goal
Fifth Grade Oral Reading Fluency
BM 3 2016 / BM 1 2016 / BM 2 2016 / BM 3 2017 / BM3 2018
48.7% / 34% goal
(35% actual) / 46% goal
(46% actual) / 72% goal
(42% actual) / 72% goal

2.2 COHERENT INSTRUCTIONAL SYSTEM

2.2 COHERENT INSTRUCTIONAL SYSTEM
GOAL / Increase the percentage of students achieving a level of proficiency in ELA and Math for grades 3rd, 4th, and 5th
Structure(s) / CIS-1 Planning for Quality Instruction, CIS-2 Delivering Quality Instruction,
CIS-3 Monitoring Student Progress, CIS-4 Refining the Instructional System
Action Steps / Possible Funding Source(s) / a.  Timeline for Implementation
b.  Method for Monitoring / Position/Role Responsible
1. Implement Language for Learning for K-1 and ESOL students / PEC funds
Title I Funds
CEIS Funding / a. August 2016-May 2018 / Interventionist
ESOL
Kindergarten Select Teachers
b. Dibels, ACCESS, Language Placement Tests
2. Implement Language for Thinking across 1st-2nd grades, ESOL, and Tier III students / PEC funds
Title I Funds
CEIS Funding / a. August 2017-May 2018 / Interventionist
ESOL
First-Second Grade Select Teachers
b. Dibels, ACCESS, Language Placement Tests, Curriculum Based Assessment Comprehension Data, SRI
3. Implement Language for Writing for grades 3-5 to build encoding skills and expression to improve written language / Title I funds / a. August 2017-May 2018 / Interventionist
ESOL
b. ACCESS, Language Placement Tests, Curriculum Based Assessment Comprehension Data, SRI
4. Continue Corrective Reading Interventions for grades 2-5 to increase reading accuracy and fluency / PEC Funds
Title I Funds
CEIS Funding
General Funds / a.August 2016-May 2018 / Interventionist
ESOL
Select 2nd Grade Teachers
b Dibels, Curriculum Based Assessment Comprehension Data, SRI
5. Peer Observations Fidelity checks aligned with
ELA and Math core / None / a.Ongoing 2017/18 / Homeroom Teachers
Interventionist
Administration
b.Observation Feedback results
6. Sonday Systems for grades 1-3 to submit intensive phonics and promote basic reading accuracy / General Funds
Title I Funds / a. August 2017-May 2018 / Paraprofessionals
b.  Progress Monitoring Data
7. Interventionist and Contracted service personnel will be used to provide additional ELA/Math support for Tier II and Tier III students / General Fund
Title I Funds / a. Yearlong 2017-2018 / Interventionist
Contracted service personnel
Teachers
Administration
b. Progress Monitoring Data
8. SRA Flex/SRA Mastery / PEC Funds / a. August 2017-May 2018 / SPED teachers
b. Progress Monitoring Data
9. Sonday Let’s Play Learn / General Funds
Title I Funds / a. August 2017-May 2018 / Interventionist
b. Progress Monitoring Data
10. Needs Based Intervention Grouping in Self Contained Environment to support skill targeting based on Math needs using interventionist and contracted service personnel / General Funds
Title I Funds / a.August 2017-May 2018 / Homeroom Teachers
Interventionist
Contracted Service Personnel
Administration
b. Math Progress Monitoring Data
11. Chromebooks/Other classroom technology will be provided for 3rd-5th grades as support/ preparation for Milestones in ELA and Math instruction. / System Technology Grant
Title I Funds / a. Yearlong 2017-2018 / 3rd-5th Grade Teachers & Students
Media Specialist
Administration
b. Implementation plan for classroom chromebook & iPad use in ELA and Math(Writing and Math Programs)
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged / Foster and Homeless
Multi-disciplinary data team to complete Problem Solving process based on individual needs to plan strategic intervention supports and instruction. / Team support model to address individual student needs encompassing the following:
-backpack buddies
-after school tutoring
-guidance supports
-homeless liaison and outreach supports
English Learners / Migrant
ESOL supports with strategic lesson plan guide
Imagine Learning
Language Continuum-(Language for Learning, Language for Thinking, Language for Writing) / Migrant recruiter and tutor to serve students who are identified as migrant
Race/Ethnicity/Minority / Students with Disabilities
All sub groups will be served through specific intervention supports as needed and identified based on student performance data. / SRA Mastery and SRA Flex to address basic reading skill accuracy and fluency
Touch Math and Number Worlds to address number sense and problem solving skills
Mindset Curriculum with a constant language approach to address behavioral needs
2.2 EFFECTIVE LEADERSHIP
GOAL / Increase the percentage of students achieving SGPs of 35% or higher (% of Proficient Learner & Above) on GADOE Milestone assessments in reference to the state average in each tested content area in each grade
Structure(s) / EL-1 Creating and Maintaining a Climate and Culture Conducive to Learning
EL-3 Ensuring High Quality Instruction in All Classrooms
Action Steps / Possible Funding Source(s) / a.  Timeline for Implementation