Georgia Department of Education

Title I
Schoolwide/School Improvement Plan

School Name: Gray Elementary School
School Mailing Address: 273 Railroad Street
Gray, GA 31032
LEA Name: Jones County Board of Education
LEA Title One Director/Coordinator Name: Kelly Roberts
LEA Title One Director/Coordinator Signature:
Kelly Roberts / Date:
May 8, 2014
LEA Title One Director/Coordinator Mailing Address: Jones County Schools
125 Stewart Avenue
Gray, GA 31032
Email Address:
Telephone: 478-986-3032 ext. 240
Fax: 478-986-4412

Planning Committee Members (2014-2015 Leadership Team):

NAME / POSITION/ROLE
Leslie Poythress / Principal
Dena Smith / Assistant Principal
Kristen Beaver / Instructional Coach/RTI
Regina McGalliard / Title I Parent Coordinator /Title I Teacher/504
Wendy Martin / Gifted Coordinator
Angela Watts / Physical Education Teacher
Dawn Mills / Kindergarten Lead Teacher
Erin Yawn / 1st Grade Lead Teacher
Candace Page / 2nd Grade Lead Teacher
Susan Jannakos / 3rd Grade Lead Teacher
Robyn Pickett / 4th Grade Lead Teacher
Jean Phillips / 5th Grade Lead Teacher
Daphne Lacy / Special Education Lead Teacher
Amy Holton / Lead Paraprofessional

School Council Members (2013-2014)

Lynn DuggerChair/ Parent

Katie CarrVice-Chair / Business/ Parent

Barry ReeseSecretary / Parent

Leslie PoythressPrincipal / Parent

Regina McGalliard Title I Teacher / Parent Coordinator / Parent

Lavane FreemanTeacher

Donald Lucik Parent

Whitney PalmerParent

Jennifer BaggarlyParent

SIP Components

1. A comprehensive needs assessment of the entire school that addresses all academic areasand other factors that may affect achievement.
  • The school has developed a SchoolwideImprovement Plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement plan. Those persons involved were the members of the 2013-2014Better Seeking Team (BST), which was composed of the grade level lead teachers as well as members of the 2013-2014 Gray Elementary School Council. This team of individuals was involved with gathering and analyzing student achievement data, researching methods and techniques to improve student achievement, and deciding on methods to implement the plan in 2014-2015.
  • The School Improvement Plan Team used the following instruments, procedures, or processes to obtain this information:Data Director, an assessment management system that collects data for analysis; brainstorming in small and large groups, data from the Online Assessment System (OAS) and the Statewide Longitudinal Data System (SLDS). Data Director compiles all student scores of the CRCT and countywide benchmarks. This program has the ability to create graphs and tables of student achievement data for individuals, grade levels, special interest groups, and/or school-wide achievement. The SLDS compiles historical testing data and attendance information. Teachers use OAS as a tool for assessment for learning. Student results on assessments help teachers identify learner needs and strengths and guides instructional practices. We collaboratively analyze the data and brainstorm methods that we can implement with the students to improve their achievement scores. Teachers compare and contrast day-to-day formative assessments of students to determine effective teaching. Conversations, brainstorming, weekly grade level meetings and professional judgment play a part in our data analysis. This has led much of our School Improvement Plan and our ongoingContinuous Improvement Plan as we have moved forward through the years.
  • The team took into account the needs of migrant children by taking the following steps when a student enrolls:
  • Ensuring that migrant students are provided with appropriate educational services.
  • Identifying migrant students upon enrollment.
  • Providing immediate assistance, as needed, through support programs (Title I, Early Intervention Program (EIP), etc.).
  • Offering outreach to parents of migrant students through the counselor, EL (English Learner) coordinator, and/or Parent Coordinator.
  • Determining if outside agencies can be of assistance to the child and/or family (Health organizations and/or private providers, social services, youth and civic groups, etc.).
  • This document reflects current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved.
  • The 3rd– 5th grade teachers, as well as support teachers, analyzed and compiled data from the CRCT administration. The school wide data as well as individual grade level data was analyzed. The overall school wide results are listed below:
Overall Gray Elementary CRCT Scores Meets or Exceeds
2009-2010 / 2010-2011 / 2011-2012 / 2012-2013
G / Rd.% / ELA% / Math% / Rd.% / ELA% / Math% / Rd.% / ELA% / Math% / Rd.% / ELA% / Math%
1 / 93 / 84 / 90 / NA / NA / NA / NA / NA / NA / NA / NA / NA
2 / 96 / 92 / 92 / NA / NA / NA / NA / NA / NA / NA / NA / NA
3 / 91 / 91 / 79 / 95 / 92 / 86 / 97 / 94 / 90 / 93 / 90 / 81
4 / 90 / 95 / 81 / 95 / 92 / 86 / 92 / 93 / 85 / 95 / 98 / 95
5 / 100 / 98 / 96 / 98 / 97 / 94 / 96 / 97 / 86 / 96 / 95 / 96
Students with Disabilities Meets or Exceeds
2009-2010 / 2010-2011 / 2011-2012 / 2012-2013
G / Rd.% / ELA% / Math% / Rd.% / ELA% / Math% / Rd.% / ELA% / Math% / Rd.% / ELA% / Math%
1 / 73 / 60 / 73 / NA / NA / NA / NA / NA / NA / NA / NA / NA
2 / 91 / 83 / 75 / NA / NA / NA / NA / NA / NA / NA / NA / NA
3 / 87 / 77 / 51 / 100 / 100 / 67 / 91 / 95 / 87 / 100 / 89 / 69
4 / 57 / 79 / 26 / 87 / 93 / 87 / 87 / 87 / 87 / 100 / 100 / 100
5 / 100 / 93 / 81 / 100 / 83 / 100 / 93 / 87 / 87 / 100 / 100 / 75
African American Students Meets or Exceeds
2009-2010 / 2010-2011 / 2011-2012 / 2012-2013
G / Rd.% / ELA% / Math% / Rd.% / ELA% / Math% / Rd.% / ELA% / Math% / Rd.% / ELA% / Math%
1 / 85 / 67 / 70 / NA / NA / NA / NA / NA / NA / NA / NA / NA
2 / 87 / 93 / 80 / NA / NA / NA / NA / NA / NA / NA / NA / NA
3 / 85 / 80 / 68 / 86 / 76 / 76 / 95 / 94 / 87 / 81 / 75 / 70
4 / 82 / 97 / 75 / 90 / 96 / 64 / 93 / 92 / 87 / 94 / 94 / 82
5 / 100 / 100 / 100 / 94 / 100 / 91 / 95 / 96 / 87 / 89 / 95 / 100
Economically Disadvantaged Students Meets or Exceeds
2009-2010 / 2010-2011 / 2011-2012 / 2012-2013
G / Rd.% / ELA% / Math% / Rd.% / ELA% / Math% / Rd.% / ELA% / Math% / Rd.% / ELA% / Math%
1 / 90 / 77 / 84 / NA / NA / NA / NA / NA / NA / NA / NA / NA
2 / 97 / 92 / 90 / NA / NA / NA / NA / NA / NA / NA / NA / NA
3 / 91 / 84 / 68 / 92 / 83 / 77 / 96 / 94 / 87 / 90 / 83 / 79
4 / 84 / 93 / 70 / 92 / 90 / 79 / 93 / 92 / 87 / 84 / 92 / 88
5 / 100 / 98 / 91 / 96 / 98 / 88 / 96 / 96 / 90 / 88 / 88 / 96
Overall Gray Elementary CRCT Scores
Meets or Exceeds
2011-2012 / 2012-2013
G / Sc% / SS% / Sc% / SS%
1 / NA / NA / NA / NA
2 / NA / NA / NA / NA
3 / 87 / 87 / 82 / 82
4 / 81 / 85 / 94 / 90
5 / 93 / 85 / 87 / 84
Students with Disabilities
Meets or Exceeds
2011-2012 / 2012-2013
G / Sc% / SS% / Sc% / SS%
1 / NA / NA / NA / NA
2 / NA / NA / NA / NA
3 / 90 / 91 / 53 / 60
4 / 85 / 86 / 63 / 63
5 / 96 / 89 / 50 / 50
African American Students
Meets or Exceeds
2011-2012 / 2012-2013
G / Sc% / SS% / Sc% / SS%
1 / NA / NA / NA / NA
2 / NA / NA / NA / NA
3 / 91 / 87 / 57 / 67
4 / 87 / 76 / 85 / 80
5 / 93 / 62 / 84 / 79
Economically Disadvantaged Students
Meets or Exceeds
2011-2012 / 2012-2013
G / Sc% / SS% / Sc% / SS%
1 / NA / NA / NA / NA
2 / NA / NA / NA / NA
3 / 77 / 81 / 70 / 77
4 / 60 / 70 / 96 / 74
5 / 90 / 80 / 72 / 69
  • Thisdocument reflects current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, in third grade we saw a substantial drop in test scores from the previous year. The implementation of the CCGPS was challenging for our third graders in math. Our teachers are working on many ways to help the students transition from second to third grade math. Academic vocabulary in science and social studies is another issue. We will target this area with our students with disabilities in the 2014-2015 school year. This transitioning period begins with vertical planning among the teachers. Our STAR groups are an area where intensive remediation will become a focus for all areas with a decrease of 10 points or more as shown in the score charts.
  • The Team based thisplan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standards including:
  • Economically disadvantaged students: The group of students in this category that showed the greatest decrease was our third grade students in ELA. All of our economically disadvantaged students need additional assistance with social studies. We will target those students with review time in our Early Birds morning program, STAR, through differentiation in class time, and in our After School Tutoring program.
  • Students from major racial and ethnic groups: Our African American students in third grade showed substantial drops from last year in math. A drop in science and social studies was seen also in this group. We will pair those students who did not meet the standards with mentors who can provide them with weekly assistance.
  • Students with disabilities: Our third and fifth grade students with disabilities who struggle with math need extra assistance with coping and study skills. A drop was also seen in science and social studies. Our support teachers and paraprofessionals will work with our students to help them develop study skills that will assist in this area. Parents will be asked to help students study their vocabulary words. Study guides will be provided for vocabulary development at school and at home.
  • The data has helped the schoolreach conclusions regarding achievement or other related data.
  • The major strengths we found in our program were the special education program in math and reading and our fourth and fifth grade overall.
  • The major needs we discovered were in our math program, especially in third grade and our special education program in science and social studies.
  • The specific academic needs of those students that are to be addressed in the school-wide program plan will be African Americans in third grade showed a large gap in math; third and fifth grade students overall in math; third grade language students; all students in the areas of science and social studies, with a particular emphasis on students with disabilities.
  • The root causes that we discovered for each of the needs were as follows:
  • In third grade,the teamsaw a substantial drop in test scores from the previous year. (The implementation of the CCGPS was challenging for our third graders in Math.) Our teachers are working on many ways to help students transition from second to third grade math. This transitioning period begins with continued vertical planning among the teachers. Our STAR groups are an area where intensive remediation will continue for all areas with a decrease of 10 points or more as shown in the score charts.
  • Infourth grade, the team saw students improved in all but two areas. Teachersworked hard to make sure the groups they formed were flexible and they not only provided remediation for those who needed extra assistance, but also acceleration for those readyto move forward.
  • In fifth grade, the team saw that 100% of the population met and/or exceeded the standard. The teachers utilized every moment of their STAR time to differentiate their instruction for all learners.
  • Overall, we showed an increase in many of our sub-groups as all faculty and staff worked together to ensure success for all through academic achievement. We attribute a large part of this success to our intense daily instruction by all faculty and staff during our STAR time. It has become an integral part of our day-to-day schedule that keeps everyone focused on learning throughout each day. Our support teachers and paraprofessionals work with our students to help special education students develop study skills that will assist in science and social studies. The academic language and the fact that many of these students have Specific Learning Disabilities in reading contributed to their drop in scores. Parents will be asked to help students study their vocabulary words. Guides and study cards will be provided for vocabulary development at school and at home.
  • The measurable goals/benchmarks we have established to address the needs are as follows:
  • To align and implement curriculum, instruction and assessment to the CCGPS;
  • To close the achievement gap among different school populations with a focus on students with disabilities in science and social studies and African Americans in mathematics;
  • To focus instructional attention on CCGPS and best practices within standards-based classrooms with a focus on differentiated instruction (student use of technology, commentary, and flexible grouping);
  • Students in K will increase their writing proficiency on GKIDS (Georgia Kindergarten Inventory or Developing Skills) from 61% to 65%.
  • Students in grades 1-5 will increase their math proficiency on County Benchmarks from 76% to 80%.
  • Students in grades 3-5 will increase their social studies proficiency on CRCT (Criterion Reference Competency Test) from 85% to 90%.
  • Students in grades 3-5 will increase their proficiency in informational writing on Write Score from 28% to 35%.
  • To maximize student support through quality guidance, family education, and other student support programs such as student Career Pathways, our parent program, and guidance counseling;
  • To provide equity in programs and opportunities; and
  • To increase the graduation rate and decrease the dropout rate.

2. Schoolwide reform strategies that are scientifically researched based.
2a. 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 ways in which the schoolwill address the needs of all studentsin the school, particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standards are:
  • Interpret and analyze on-going, school-wide assessments (e.g., ELA and Math Benchmarks,GRASP (Georgia RESA Assessment of Student Progress) data, Write Score, writing assessments, summative assessments, etc.).
  • Continue to implement and refine the Orton Gillingham and the Sonday System Reading Intervention Program. Both will be used which will lead to better instructional fidelity, as the instructors’ implementation will enter year three.
  • Continue to implement writing across the curriculum. (i.e. Writing Exploratory for each grade-level once per week, open-ended questions and short response questions in the classroom, and individual student writing journals, etc).
  • Continue to implement bi-monthly written expression progress monitoring for students with Individual Education Plan objectives/goals established to address areas of weakness in written expression.
  • Continue to implement and refine Standards-Based Classroom components in all classrooms.
  • Provide differentiated instruction for all students:
  • Focus on the following areas:
Student commentary – verbal and written
Student use of technology
Flexible grouping
  • Utilize co-teaching and inclusion model of instruction for students with disabilities, EL students, and EIP students.
  • Provide before and after school instruction to preview and reinforce the curriculum.
  • Incorporate use of technology (SMARTBoards, iPads, Student Response Systems, etc.) during instruction.
  • Utilize non-fiction selections (such as leveled readers and other high interest sources) for teaching reading/language arts standards, science, and social studies.
  • Incorporate project-based and cooperative learning in classrooms.
  • Initiate goal setting (SMART goals) and monitoring/graphing results by students.
  • Reinforce effort and provide recognition in classrooms and during schoolwide assemblies, and in parent communication.
  • Students who are retained and/or did not meet expectations in reading for third and fifth grade and math for fifth grade will have a Plan of Action (POA) established. This POA will include steps to be taken during the year to help the student reach mastery in all areas during the school year.
  • Students who made a 900 on the CRCT in any area will have a Plan of Action (POA) established in that area for the school year. The POA will outline ways to enrich the studentthroughout the year. Other high-achieving students can receive a POA with the discretion of the administration.
  • Resources will be shared using file-sharingsoftware, which allows quick access for the Professional Learning Communities.
  • Communicate to students, parents, and the community through school newsletters, the school website, planners, Parent Teacher Organization (PTO) meetings, School Council, and One Call Now.
  • Provide planning times and planning days for collaboration in vertical and horizontal Professional Learning Communities.
  • Develop ways to assist students with academic vocabulary instruction (e.g. vocabulary reviews, home-study guides, word walls, etc.).

2b.Are based upon effective means of raising student achievement.
  • Below are examples of the scientifically based research supporting our effective methods and instructional practices or strategies.
  • Sonday Learning System:
  • The program will help reduce the percentage of referrals to Special Education
  • South Alleghany 38% percent referrals to special education in 2002-2003 in grades k-3. After one year of the Winsor Learning / Sonday System program, 3% referral rate to special education in 2003-2004
  • Implement Response to Intervention
  • Allentown Public Schools – Significant gains with DIBELS
  • Core Special Education Program
  • Caldwell County – 28% Average Gain in Reading Grades 1-5Ideally suited for small group instruction
  • Systematic, explicit, sequential and cumulative
  • Uses multisensory practice to cement learning into long-term memory
  • Easy to use – Easy to replicate
  • Student driven
  • Based on the Orton-Gillingham approach
  • Seamless with popular Progress Monitoring Programs (AIMSweb, DIBELS)
  • Copyright 2009 Winsor Learning, Inc.
  • Non-Fiction Literature:
  • For years, we've known that the amount of independent reading students do contributes to their reading skills. Students who read more tend to learn more vocabulary, become more proficient readers, find reading more enjoyable, and thus continue to read more and become ever better readers (Stanovich, 1986). Poor readers, on the other hand, tend to read less and lose ground. Over time, these differences create a widening gulf in learning. Students at the 90th percentile of reading volume (reading 21.1 minutes a day) encounter 1.8 million words a year, while students in the 10th percentile (reading less than one minute per day) read only 8,000 words a year (Cunningham & Stanovich, 2001). Only in the past decade, however, have researchers begun to uncover that it's not just how much students read that matters, but also what they read. In particular, students need to read and comprehend informational texts as often—and as fluently—as they do narrative texts.
  • Traditional basal texts—which consist of largely narrative content—have come under increasing scrutiny. A comparison of an enrichment reading program and basalreading programs (Reis, Eckert, McCoach, Jacobs, & Coyne, 2008) found that the enrichment reading group scored significantly higher in oral reading fluency than did the basal reading group. Students in the enrichment reading group received instruction on thinking skills during teacher read-alouds; independently read self-selected books; participated in individualized reading conferences; and engaged in a variety of enrichment activities of their choice, including book discussion groups, creative writing, and other interest-based projects. The researchers concluded that providing "structured silent reading of self-selected challenging books, accompanied by supported, individualized reading instruction … may be a promising way to increase reading fluency" (p. 312).
  • In the Common Core State Standards, the National Governors Association Center for Best Practices and the Council of Chief State School Officers (2010) cite a compelling research base supporting the shift to more complex, nonfiction texts. They note, for example, that students who are able to answer questions related to complex text have a high probability of earning a C or better in an introductory-level college course in U.S. history or psychology.
  • One reason reading nonfiction may be so important is that it helps students develop their background knowledge, which itself accounts for as much as 33 percent of the variance in student achievement (Marzano, 2000). Background knowledge becomes more crucial in the later elementary grades, as students begin to read more content-specific textbooks (Young, Moss, & Cornwell, 2007) that often include headings, graphs, charts, and other text elements not often found in the narrative fiction they encountered in the lower grades (Sanacore & Palumbo, 2009).
  • Goal Setting:
  • The effectiveness of an education program can often be improved when the teachers and students set appropriate goals in place. There are a multitude of benefits that exist for students when specific learning goals are set. The greatest benefit is achieved when the students have a role in forming the goals, as they will feel more ownership and accountability towards the goals. Posting the goals in the classroom will serve as a visual reminder of the commitment they have made.
  • In summary, with the appropriate goals implemented in the classroom, students will be forced to take a more active role in their learning process. They will also likely develop a continuous interest in and concern about the world around them, which is important in developing lifelong learners. Students will also develop goal setting and flexible thinking skills that will be useful throughout their life.Source -