School Improvement Plan for

Washington-Wilkes Primary School

(2013-2016)
*Available in languages other than English upon request

School Council

Florence Sandifer, Principal, Dawn Moore, Karmen Moon, teachers ,AnissaMarxsen, Ashley Barnett, Tara Simmons, Kristi Bradford, Parents/Community

School Council meetings are publicized in an effort to open participation in the meetings and review of the School Improvement Plan. The School Improvement Plan in posted on the school’s webpage at wwps.wilkes.k12.ga.us for parent review and comment. A note is sent from the office alerting parents of the posting and encouraging their input. School Council members are also encouraged to share SIP with fellow parents and other community stakeholders.

Table of Contents

SectionPage Number

Planning: History and Status3

Description of Our Community and School 6

Mission Statement9

Beliefs of Washington-Wilkes Primary School 10

Analysis of Data11

School Goals for the Year 2011-1213

Plan of Action14

  • Curriculum15
  • Instruction16
  • Learning Environment20
  • Student Services22
  • Parent Involvement24

Appendix A: Student Performance DataA-1

Appendix B: Student Non-Academic DataA-3

Appendix C: Professional DataA-3

Appendix D: Title I Parent Involvement PolicyA-4

Appendix E: Title I Student/Teacher/Parent CompactA-5

Appendix F: Title I Plan Index A-6

2013-2016

Current Planning: School Improvement Plan for Years 2010-2013

The current School Improvement Planning team (Better Seeking Team)meetsmonthly during the school year. The team involves members from each grade and specialty areas. This group includesrepresentation from administration, counseling, classroom teaching, special education, and paraprofessionals.

Team members present many of the issues facing the Better Seeking Team to the School Council for input from the business community and parents.

Following Georgia’s Leadership Institute for School Improvement’s (GLISI) model to effectively analyze current data, the Better Seeking Teamcontinuously evaluates available objective data (standardized test results, formative and summative achievement data, attendance data, discipline data, professional learning participation data, etc.)to guide improvement efforts. The team supports GLISI’s beliefs that deeper analysis of data is essential for accurate assessment of root causes and understands the tendency to “solution jump” must be avoided if effective school improvement is to occur. The Better Seeking Team spends time throughout the year practicing the Plan-Do-Check-Act model as interventions are made to target needs of specific sub groups. From the evaluation of data, the school goals are set in accordance with system goals.

The goals focus on the continuous implementation of fully operational standards-based classrooms, with emphasis on increasing the number of students meeting or exceeding standards on the Georgia CRCT and state Writing Assessment (3rd grade). Not only will struggling students betargeted for support but also higher achieving/gifted students. The sub groups Students with Disabilities and ELL will be targeted as well, making sure all students receive differentiated, needs-based instruction.

The Better Seeking Team recognizes the need for Professional Learning in helping the school continue to effectively implement standards-based teaching and learning. Utilizing all available resources and materials (Instructional Coach, grade level collaboration during common planning times, book studies, webinars/video resources, CCGPS frameworks, curriculum maps, feedback from administrative focus walks, etc.) the focus of the school’s improvement efforts will be to continue to increase the rigor of instruction and depth of knowledge to assure mastery of the CCGPS, with all teachers performing at a proficient or exemplary level, as determined by the Teacher Keys Effectiveness System. The incorporation of more performance tasks and higher order thinking activities which require students to apply their knowledge is essential. Teacher feedback should continue to be specific and directly related to helping students understand where they are and where they need to be on the road to reaching full mastery of the standards. Additionally, improvement is needed in the area of assessments—making sure there is a balance of assessments of and for learning. Formative and summative data must be used to drive instruction and to monitor specific student needs. Administrators will conference with teachers at the end of each grading period to closely monitor progress and provide support. RTI coordinator will guide support efforts in a timely manner to assure prompt remediation/enrichment to make sure individual needs are met.

Although Reading achievement data suggests nice success, team recognizes the need to continue to implement the current teaching practices, including Reading First and Learning Focused Schools strategies. Team will monitor reading progress closely in an effort to increase the number of students EXCEEDING standards and to make sure increased efforts in other areas don’t cause reading progress to suffer.

The BST recognizes Math as a particular area of continued focus. Although 3rd grade scores on the math section of the CRCT have increased dramatically the past several years, with outstanding score of 90% in 2013, team wants to be sure scores continue to stay at 90 or higher. The schedule allows whole group math instruction, small group needs-based instruction as well as EIP math support for struggling students.

Common planning times allow time for collaboration and professional learning in all areas. The emphasis of these collaborative sessions will be to examine teaching resources, materials and practices to assure implementation of standards-based teaching and learning, with teachers analyzing data regularly to inform instructional decisions.

In 2013-14, WWPS will also include efforts to improve Science and Social Studies achievement. Although scores have increased significantly the past few years, scores are still hanging in the low to mid-80 range. The goal set by WWPS is for all scores to fall in the 90-100 range. Significant improvement has been made in the area of Writing, but continued gains are needed to achieve mastery at the level of school expectations.

In 2013-14, a new teacher/leader evaluation instrument will be implemented (Teacher/Leader Keys Effectiveness System), so professional learning efforts will emphasize the implementation of this new evaluation system which hopes to increase the effectiveness of teachers and leaders.

The team recognizes that our ultimate goal is to ensure all students graduate from high school. By focusing on continuing to implement fully operational standards-based classrooms, the team expects students to be better prepared for the rigor expected in high school.

Status: Accomplishments 1995 to 2013

  • Washington-Wilkes Primary School has full wireless capabilities, with all academic classrooms utilizing 21st Century technology. Each classroom is equipped with multiple computers, all of which have high-speed wireless Internet access and connection to a LAN (local area network). 21st century classrooms at WWPS include interactive whiteboards utilizing SMART software, teacher and student laptops, multi-media projectors, document cameras as well as desktop and laser printers to provide cutting edge instruction. Technolgy such as iPads, digital cameras and Classroom Performance Systems are available for check-out.
  • Communication has been networked between and among system sites with both voice and data services through the implementation of a fiber-optic based wide area network.
  • Internet web pages for the school and the district office have been established.
  • A character education development program has been implemented using the Word of the Week program and regularly scheduled Classroom Guidance lessons from the School Counselor.
  • Class size has been reduced.
  • School council has been established and is active at the school.
  • Closed circuit television (hosted by students) is used for student news and announcements at WWPS.
  • Washington-Wilkes Primary has an Outdoor Classroom which is used for environmental study, recreation, and exploration.
  • Washington-Wilkes Primary has an active Parent-Teacher-Group and active volunteer programs. Volunteers read with students and help teachers.
  • Washington-Wilkes Primary School has a guidance program for all students, with students participating in regularly scheduled proactive classroom guidance lessons.
  • Washington-Wilkes Primary School implements a unique scheduling model that allows small groups of students to receive needs-based instruction for reading and math daily.
  • Washington-Wilkes Primary School has an Instructional Coach who provides support for the instructional program, including facilitation of continuous school-wide progress-monitoring which provides data essential for focused instruction and on-site Professional Learning.
  • Washington-Wilkes Primary School’s school-wide behavior management plan, implemented in 2000, provides a consistent discipline program that has significantly improved overall school behavior.
  • Washington-Wilkes Primary School has an active School Wellness Council which facilitates efforts to improve student, staff and family health.

Awards and Recognition

  • Wilkes County Schools achieved CASI-SACS district accreditation (2009-10).
  • Washington-Wilkes Primary School is a Distinguished Title I School, recognized since 2004 for making Adequate Yearly Progress (AYP) every year.
  • Washington-Wilkes Primary School received the Celebrate Literacy Award from the Northeast Georgia Council of the International Reading Association.
  • Washington-Wilkes Primary School was recognized as a National Distinguished Title I School in 1998.
  • Washington-Wilkes Primary School was recognized as a 1998 Georgia School of Excellence.
  • Washington-Wilkes Primary School was recognized as a 1999 National Blue Ribbon School.
  • In 1999, Washington-Wilkes Primary School received the Pay for Performance award and recognition.
  • Washington-Wilkes Primary School received the GAESP School Bell Award in 2000. This award for innovative programs is given by the Georgia Association of Elementary School Principals.
  • Washington-Wilkes Primary School is Accredited with Quality by the Georgia Accrediting Commission.

Description of Our Community and School System

Demographics

Washington-WilkesPrimary School opened in the fall of 1971. It was organized to accommodate integration laws as a 1-4 school. Since its inception, the school has undergone five stages of reorganization from a grade 1-4 school, to K-4, K-3, K-2, PreK-2 and is presently a K-3 school. Washington-WilkesPrimary School prides itself on being able to accommodate the personal needs of each student. It continues to make significant strides in its commitment to meet and enhance the educational and social development needs of its students. The school is proud that its campus is the county’s host site for scouting programs and some children’s recreational sports programs.

WWPS, serving 477 students, is the only school in the county that serves children in grades K – 3. The school has a high at-risk population, with enough students eligible for free and reduced meals to qualify for the USDA Community Eligibility Option which provides freebreakfast and lunch to allWilkes County students. Forty-three percent of the students live with a single parent or other relative and 75% have mothers in the work force. The school population is diverse: 51% African-American, 37% white, 6% Hispanic, 5% multi-racial and 1% Asian. The Hispanic population is increasing steadily, with a larger number of students qualifying for ESOL services.

The composite average standard age score on the CogAT in first grade is 94.3. Based on Spring 2013 scores, the mean score for 3rd grade students is 841 on CRCT Reading and 850 on CRCT Math. Remediation is offered through Title I and EIP (Early Intervention Program). Approximately thirty percent of the children K-3 are served by EIP. We have received recognition as a Distinguished Title I School every year since 2004.

Washington-Wilkes Primary School is located in Washington, Georgia, the county seat for Wilkes. The county has one of the largest land areas in the state, 474 square miles, but has a small, rural population. There are 10,597 persons in the county. The population is 53.3% white, 46.3% black and 0.4% other races. Of 2932 Wilkes County families, 1342 receive Medicaid, AFDC, and/or food stamps. The median income is $19,629 with 22.6% of the households in poverty. The labor force participation rate is 45.8% with blue collar jobs comprising the highest employment level at 59.8% of the total work force. Agribusiness and textiles are major industries. Twenty-five percent of the households have single heads of household. Thirty-three percent of the persons above age 25 are non-high school graduates. (All information is from the 2002 Census Report).

Students participate in a variety of activities offered by public and private organizations servicing the area including scouting, Little League, sports, swimming, martial arts, dance, and music lessons. WWPS supports the 21st Century Wilkes Achievers Program by participating in the Out of School Time (OST) Program which provides academic support and enrichment for our struggling students after school hours. Several child care facilities and churches also offer after school programs. Private tutors are also available on a limited basis. The Washington community has a hospital, grocery chains, fast food restaurants, and a decreasing number of businesses. We are located 50 miles from the nearest major city.

During its 42-year history, WWPS has seen many of its dreams come to fruition. Each base classroom is equipped with 21st century technology which puts at the fingertips of students and teachers unlimited educational resources to meet individual and small group academic needs. The continued use of an innovative scheduling approach, Parallel Block Scheduling, is implemented in grades K-3. This scheduling plan allows for a student-teacher ratio of 1-12 (or less) during critical reading and math times. Enrichment labs in each grade level (K-3) provide hands-on science and social studies instruction and enriched learning for all students. WWPS received the federal Reading First grant (2003) which provided tremendous funding to support the school’s reading program and provided over 180 hours of training in scientifically based reading strategies for our teachers. The added resources and professional learning had a dramatic effect on our effectiveness in teaching reading and continues to drive the focus of reading instruction. The WWPS/WWES Literacy Coach continues to provide a resource for modeling, training and monitoring that continues to help teachers refine their skills and strategies for teaching reading effectively. Although the grant has expired, WWPS continues to follow the Reading First model to ensure continued success in reading.

Academic achievement is promoted by the administrative and teaching staff throughout the year. Assembly programs and student recognition rallies are held to encourage academic excellence at WWPS. The children are involved in various activities that promote multicultural awareness throughout the year. Speakers from various cultural backgrounds visit the school to share stories, songs, collections and experiences with the students. The students are involved in units of study throughout the year which explore the different cultures and peoples of our world. Award-winning multicultural literature is used widely throughout the school and the curriculum.

Instructional/Scheduling Models

Parallel BlockScheduling modelis employed at Washington-Wilkes Primary school. This scheduling model reduces the pupil-teacher ratio during reading and math instruction time to an average of ten-twelve to one, thereby affording all children small group and individual instruction. This scheduling model also offers enrichment classes in science and social studies one time each day.

The Reading 1stmodel is used in grades K –3rd for reading. The goal is for students to read on or above grade level by the end of 3rd grade. Scheduled evaluations allow students to transition to a higher reading level as goals are met. Students are taught reading in three segments: one is delivered in a whole group setting, one is delivered in a small group setting for more needs-based teaching and learning ,and one segment is taught through the content areas of science and social studies. Additional support in the area of reading includes services for struggling students through the Early Intervention Program. Students receive reading instruction according to their reading achievement level as evidenced by the Georgia Criterion Referenced Competency Test (CRCT), AIMSweb progress-monitoring and benchmark assessments, individually-administered reading inventories, Scott-Foresman Reading level tests, and teachers’ observation. Although the funding for the Reading First grant has expired, WWPS continues to implement the Reading First strategies.

Mathematics is taught at the Primary School in three segments: one is focused on direct math instruction in a whole group setting, one segment is taught in a small group needs-based setting, and one segment is taught through the content areas of science and social studies. Additional support in the area of mathematics includes services for struggling students through the Early Intervention Program .

School-wide Title I Instructional Program supports instruction in grades K – 8. School-wide Title I allows Washington-Wilkes Primary School to combine federal, state, and local funding sources to provide coordinated academic efforts to better serve all students. School-wide Title I coordinates academic efforts with professional development activities, parent and community involvement, school safety initiatives, drug abuse prevention, and health initiatives. Consolidated in the School-wide programs are the Federal Title I (School Improvement--OEA), Title II, Part A (Teacher Quality), Title II, Part D (ED Tech), and, Title VIB, Part B (Rural and Low Income School Program), State Quality Basic Education (QBE) earnings, and local efforts.

Remediation is provided through the Early Intervention Program (EIP) at the Primary School. The Early Intervention Program is designed to serve students who are at risk of not reaching or maintaining academic grade level performance. EIP provides additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time. Low achieving students are identified through the use of Early Intervention Program checklists, CRCT scores (Level 1), AIMSwebassessments, various standardized tests, and/or through system approved multiple assessment criteria. Identified students receive EIP services in the areas of reading and/or math.