Locust Grove Elementary
2012-2017
Revised August 27, 2013
Title I-School Wide
Continuous School Improvement
5 Year Plan
Georgia Department of Education
School Name:Locust Grove Elementary
School Mailing Address:
95 LG Griffin Rd.
Locust Grove, GA 30248
LEA Name:
Christi Peterman
LEA Title One Director/Coordinator Name:
Dr. Sandra Moore
LEA Title One Director/Coordinator Signature: / Date: 9/17/2013
LEA Title One Director/Coordinator Mailing Address:
Email Address:
Telephone:
Fax:
SWP/SIP Template Instructions
Notes:
- 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 asterisk (*) denotes 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.
Adapted from Dr. John D. Barge, State School Superintendent, April 2011
Page 1 of 36
December 21, 2018—Revision 1.0
Georgia Department of Education
Adapted from Dr. John D. Barge, State School Superintendent, April 2011
Page 1 of 36
December 21, 2018—Revision 1.0
Georgia Department of Education
Planning Committee Members:
NAME / POSITION/ROLEChristi L. Peterman / Principal
Susan Carmichael / Assistant Principal
Kathy Rutledge / Counselor
Kim Lunn / Parent Liaison
Sece Voyles / K Teacher
Amy Nation / 1st Teacher
Laura Davis / 2nd Teacher
Stacey Gregory / 3rd Teacher
LeeAnn Pope / 4th Teacher
Janet Tolbert / 5th Teacher
Lauren McLain / SPED Teacher
Mollie Hall / MILT
Becky Rainer / LILT
Joe Gorman / PE Teacher
Elaine Brittenum / Parent
Nanette Armstrong / Parent
Michelle Evarts / Parent
Lindsay Erickson / Parent
Tim Puzder / Parent
Donnie Dunlap / Community Member / Parent
Stacey Miller / Community Member / Parent
Sharnette Sandifer / Parent
McKenna Patton / student
Karizma Munoz / student
Caleb Nation / student
Adapted from Dr. John D. Barge, State School Superintendent, April 2011
Page 1 of 36
December 21, 2018—Revision 1.0
Georgia Department of Education
SIP Components
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.Response:
- 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 teachers, staff, administrators, and Parent Involvement Paraprofessional.They were involved in some of the following ways:
- Data Interpretation
- Dissemination of information at grade level meetings
- Dissemination of information to parents and community
- Input gathered from grade levels
- Planning professional learning for faculty and staff
- Creation, implementation, and review of Continuous Improvement Plans for School and
- Meeting with Title 1 parents
- School Council meeting
- Leadership Meetings
- Title 1 Parent Survey
- Focus Team
- We have used the following instruments, procedures, or processes to obtain this information …… (Be sure to use brainstorming as a strategy for Needs Assessment.)
- POINT Data
- GKIDS (Georgia Kindergarten Inventory of Developing Skills)
- Title 1 Parent Survey (to determine what parents need and want) (See APPENDIX A- Parent Involvement Survey)
- Parent Interview committee (to determine what parents need and want)
- Teacher Keys results from 12-13
- Fifth Grade Writing Scores Spring 2013 (to identify areas of strength and weakness in writing) (72% M/E 2013)
- WriteScore Data results from 12-13
- Leadership Team Brainstorming Sessions (to desegregate data and to plan support for struggling groups of students)
- Enrollment information
- Weekly Math Wildcat Academy CFA’s
- Quarterly Math Wildcat Academy CSA’s
- Perception Surveys(We used data to determine that we needed to improve SST/RTI process.)
- Attendance/Tardies Data from POINT
- GAPSS Report 2012
- Root Cause Analysis with Leadership Team 12-13
- Pre and Post Tests in Math for First, Second, and Third Grade
- Pre and Post Test for each unit in Kindergarten
- Fountas and Pinnell Benchmarking in Reading (beginning, middle, end of year)
- GLoSS and IKAN in Math (beginning, middle, end of year)
- We have taken into account the needs of migrant children by (or if you have no migratory students . . . these are the procedures we would follow should those students be in attendance . . . ) . . .
- 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. For example,
- 5th Grade Writing for 2012-2013 was 72.6% Meets/ Exceeds.
- Our current math CRCT scores of 65.67%, which shows a decrease in student achievement from previous years. County Proficiency Level was 88.49%. As a result, we have implemented Standards Study and Professional Learning with Carole Tilley.(See APPENDIX B- Overview of Data Report)
- Social Studies Scores (71.21% Meets/Exceeds) were better than Science (70.45% Meets/Exceeds) but both are still lower than County Goals (SS Goal 86.39% Meets/Exceeds; Science Goal 82.79% Meets/Exceeds). Both subjects have their own time slot on the schedule.
- CRCT Reading scores were 87.69% Meets/Exceedsand showed a decrease from previous years. County proficiency level was 97.10%. Therefore, we have implemented Standards Study and will bring in Dr. Zachary Kirk for Professional Development.
- Fountas & Pinnell benchmarking Spring results: Kindergarten 93% Meets/Exceeds; 1st grade 90% Meets/Exceeds; 2nd grade 88 % Meets/Exceeds; 3rd grade82% Meets/Exceeds 4th grade64% Meet/Exceeds; 5th grade 65.98% Meets/Exceeds
- GLoSS/IKAN benchmarking Spring results: Kindergarten 65% Meets/Exceeds; 1st grade 83% on stage 4; 2nd grade 62% on stage 5 and higher; 3rd grade 70% on stage 5 or higher , 4th grade 42%;
- We have based our plan 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 standard including
Students from Major racial and ethnic groups
Students with disabilities
Students with limited English proficiency
- The data has helped us reach conclusions regarding achievement or other related data.
(Be specific. Example: Not just Reading – Indicate Fluency, Comprehension, etc.)
- Write Score for 5th grade has helped increase writing scores to 72.6% Meets/Exceeds
- 106 students Exceeded in one or more areas on CRCT
- Our Achievement Gap between White and African-American students continues to decrease.
- Our Disciplinary Action plan is effective in that we have seen a decrease in student and bus discipline referrals.
- The Parent Involvement program is effective in that we have increased our parental involvement.
- Our attendance procedures have resulted in an improvement of student attendance.
- Reading Comprehension for all students
- Numbers and Operations for all students
- Professional Learning in Math
- Professional Learning with Dr. Kirk
- Standards Study for ELA and Math
- Differentiation in Classroom Instruction
- Raising the level of Rigor in the Classrooms
- Student Use of Technology
- To strengthen communication and collaboration with employees, students, parents, and the community.
- RTI and MTSS process (Based on Perception Survey)
- Writing focus in 3rd, 4th and 5th grade(Ideas) (Henry County Focus Area 1 Academic Achievement)
- Numbers and Operations for K-5 (Henry County Focus Area 1 Academic Achievement)
- Improving communication and collaboration with employees, students, parents, and the community (Henry County Focus Area 2 Culture, Climate and Community)
- Differentiation in Classroom Instruction (Henry County Focus Area 3 Quality Assurance)
- Professional Learning in Math with Carole Tilley (Henry County Focus Area 3 Quality Assurance)
- Professional Learning for 3rd and 5th grade teachers in Math with Henry County (Henry County Focus Area 3 Quality Assurance)
- Professional Learning in Reading with Dr. Kirk (Henry County Focus Area 3 Quality Assurance)
- Raising the level of Rigor by all teachers getting Gifted Endorsement Certification (Henry County Focus Area 3 Quality Assurance)
- Address the RTI/MTSS process(Henry County Focus Area 3 Quality Assurance)
- In 3rd, 4th and 5th grade, we have begun to use the Write Score program, where student writing samples are analyzed and data given. This allows each teacher to focus on the specific writing needs for each student. Specifically, teachers will focus on Ideas.
- In all grades, Numbers and Operations is being focused on throughout the year.Specifically, we will focus on fluency with strategies and number sense.
- Wildcat Academy expectations have been reviewed with teachers to ensure students are involved in rigorous activities to improve student achievement.
- MILT and LILT are leading teachers in a weekly Standards Study in order to better understand what students should know and be able to do.
- Professional Learning with Carole Tilley is being held to help strengthen teachers’ knowledge of the math content and pedagogical knowledge.
- 3rd and 5th grade teachers are getting additional math training with Dr. Snell.
- RTI and MTSS Process
(How did you get in this situation? What are some causes?)
Struggling students:
- Learn differently and need more hands on math and more discussion of math concepts and procedures
- Lack of exposure to math and reading “discussions” in the home as well as in real life
- Have not been exposed to “rocking chair” reading as infants and toddlers, therefore, they have missed a great chunk of reading exposure
- Lack of attendance to pre-schools
- Lack emotional support to achieve academically
- Students need to demonstrate personal efficacy and responsibility
- Lack of Rigor during Wildcat Academy
- Lack of Basic Fundamentals in Math
- Socioeconomics of our Families
- Lack of Exposure to a variety of experiences
- Correct English and speaking in sentences in appropriate places.
- Our school is transitioning to standards based instruction and real life performance tasks.
- Teachers have not been consistent in the use of the Instructional Framework, Higher Order Thinking Questions, Balanced Assessment, Differentiated Instruction, and Engagement Strategies.
- Teachers need to conference with students to identify strengths and weaknesses.
- Lack of background knowledge of students
- Lack of content knowledge for teachers regarding standards
- Lack of Understanding of the MTSS Processand Teacher Efficacy
- The measurable goals/benchmarks we have established to address the needs were:
State Standardized Test Scores – 5 Year Plan
2013 / 2014 / 2015 / 2016 / 2017
Reading (ELA) / 92% / 93% / 94% / 95% / 96%
Math / 82% / 84% / 86% / 88% / 90%
Science / 73% / 76% / 79% / 82% / 85%
Social Studies / 77% / 79% / 81% / 83% / 85%
5th Grade Writing / 66% / 70% / 74% / 78% / 82%
GLOSS Data (Numbers and Operations)
Fall 2013 Data
Grade Level / GLoSS / Ikan
Kindergarten / 9.5% / 0.3%
First / 21.5% / 1.5%
Second / 31.1% / 7.2%
Third / 42.0% / 16.5%
Fourth / 51.5% / 51.5%
Fifth / 59.0% / 38.3%
2014 Goals
Grade Level / GLoSS / Ikan
Kindergarten / 85% / 95%
First / 85% / 95%
Second / 85% / 95%
Third / 85% / 95%
Fourth / 85% / 95%
Fifth / 85% / 95%
Culture, Climate and Community
1st Semester 2012 / 2nd Semester 2013
Parental Involvement PAWS Conference / 90% Participation / 90% Participationof those that need to attend
By 2017 our Goal is to maintain a minimum of 95% participation 1st Semester and 90% participation 2nd Semester.
Quality Assurance
- SST/RTI Process Goal:
- Professional Learning:
- Monitoring of 5 Year Plan:
*2. Schoolwide reform strategies that are scientifically researched based
Response:
See response information below.
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 ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are;
Specifically in respect to mathematics:
- The school participates in Wildcat Academy focuses on results obtained from the Common Formative and Summative Assessments and local benchmarking data.
- Inquiry based exemplar performance tasks
- Concrete-representational-abstract instructional sequence
- Writing and journaling strategies
- Exemplars
- Updated State Mathematics frameworks
- Making real world connections
- Raising the level of rigor by having all teachers Gifted Endorsed.
- Departmentalization of 3rd and 5th grade in Math
- 4th grade teachers involved in Math PT study team
- Numeracy Projects in POINT will be used for Wildcat Academy
- In regards to SWD, students with critical deficits in mathematical skills and reasoning participate in an ALEKS program five days a week. Many of them also participate in Breakfast Club, held by the SPED teachers three times a week.
- Professional Learning with Carole Tilley
- Math Conference for MILT and 2 teachers
- Countywide 3rd grade Math training (will include EIP, 1 SPED and MILT) and 5th grade teachers
- Wildcat College will address Math, Science, and Career Achievement
Specifically, in respect to Reading Comprehension:
- Cues
- Higher Order Questioning
- Advanced Organizers
- Setting Objectives and Giving Feedback
- Standards Study every other week led by LILT
Specifically in respect to Reading:
- The school participates in small group instruction based on local benchmarking data.
- Teachers will participate in Reading Standards Study led by the LILT
- Departmentalization of 3rd, 4th, and 5th grade in Reading
- Using the County wide Integrated Units available in POINT
- In regards to SWD:
- Co-teaching classroom setting
- Collaborative Strategic Reading
- Multi-Syllabic Word Decoding Interventions.
Specifically in respect to Writing:
- School-wide Mock Writing trials
- 2 Pieces of Non-fiction writing daily in each classroom
- Henry County Integrated Units with example of writing integrated with other subjects.
- Third, Fourth and Fifth grade is implementing the Write Score program. This program provides research based lesson plans, analysis of student performance, and deficits.
2(b). Are based upon effective means of raising student achievement.
Response:Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies. . (Cite Research to support selected strategies.)
Refer to 2(a) and 2(c) for research.
2(c). Use effective instructional methods that increase the quality and amount of
learning time.
We will increase the amount and quality of learning time by maximizing instructional time. This will be facilitated by establishing and maintaining classroom procedures, school schedules as well as various before/after school programs, summer school programs, Saturday school, and tutoring clubs. (Weinstein, Curran, Tomlinson-Clarke, 2003; United States Department of Education, 2011; Wong, 2001)
Specific, classroom instructional methods include the following: Differentiated Instructional Strategies, Small Focused Instructional Groups, Identifying Similarities & Differences, Summarizing & Note Taking, Reinforcing Effort & Providing Recognition, Homework & Practice, Nonlinguistic Representations, Cooperative Learning, Setting Objectives & Providing Feedback, Generating & Testing Hypotheses, Questions, Cues, & Advanced Organizers. (Marzano, Pickering, & Pollock, 2001)
2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).
Targeted populations of students are identified based on local benchmark assessments (IKAN/GLoSS & Fountas & Pinnell) as well as teacher observations and recommendations.Students who perform below grade level expectations are served,in small groups, by Early Intervention Program (EIP) teachers. Once these students are identified they are progress monitored bimonthly to determine if identified academic needs are met. When progress monitoring is administered and adequate progress has been made, the student may be exited from the class making room for other students who could benefit from the program. (Clay, 2007; Goldenburg, 1994; Hiebert & Taylor, 1994; Schmidt, Askew, Fountas, Lyons, & Pinnell, 2005; Research Institute on Progress Monitoring, 2013)SEE APPENDIX C – EIP Exit Criteria
2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the school wide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.