THE TITLE I, PART A OF THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 (ESEA) COMPREHENSIVE LEA IMPROVEMENT PLAN (CLIP) DESCRIPTORS, LEA IMPLEMENTATION PLAN
2015-2016
The Comprehensive LEA Improvement Plan (CLIP)
.
Plan Descriptors
1. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part A and Part D; Title III; Title IV; IDEA; Perkins; EHCY
2. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part D; Title III; IDEA; EHCY
3. Title I, Part A; Title I, Part C; Title I, Part D; IDEA; EHCY
4. Title II, Part D; E-Rate
5. Title I, Part A; Title I, Part C; Title II, Part D; Title III; IDEA
6. Professional Learning; Title I, Part A; Title I, Part C; Title II, Part A; Title II, Part D; Title III; Title VI, Part B; IDEA
7. Title II, Part D (NOT APPLICABLE)
8. Professional Learning; All Federal Programs; E-Rate
9. Title I, Part A; Title I, Part C; Title II, Part D; Title III; IDEA, EHCY
10. Title IV
11.Title I, Part A; Title II, Part D
12. Title I, Part A; Title I, Part C; Title IV
13. All Programs
14. Title I, Part A; IDEA; EHCY
15. Title I, Part A; Title I, Part C; Title II, Part D; Title III; Title IV; IDEA
16. Title I, Part A
17. Title I, Part A
18. Title I, Part A; Title II, Part A and Title II, Part D; Title III; IDEA
19. Professional Learning; and all Federal Programs
20. Professional Learning and all Federal Programs
21. Professional Learning; and all Federal Programs
22. Title I, Part A; Title I, Part C; Title I, Part D; Title III; Title IV, Part A
23. Professional Learning and all Federal Programs
24. Title I, Part A; Title I, Part C
25. Title I Part A; Title I, Part C
26. Title I Part A; Title I, Part C
27. Professional Learning and all Federal Programs
28. Title II, Part D; E-Rate
29. Title II, Part D; E-Rate
30. Title II, Part D (NOT APPLICABLE)
31. Title II, Part D (NOT APPLICABLE)
1. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part A; Title III; Title IV; IDEA; Perkins; EHCYA description of the process the LEA used to determine the academic needs of its student body including the unique needs of students served through each applicable federal program. An analysis of the results should be included.
Our student needs are assessed in the late spring when CRCT and SEOCT (Last Administration 2014)results come from the state. The Executive Director for Instruction and Technology is primarily responsible for convening a meeting to distribute test results to schools. School level staffs, including principals, assistant principals, instructional supervisors, and key teachers, analyze school data for overall strengths and weaknesses. Academic data is disaggregated and examined to make both external and internal comparisons. Due to the fact that the Georgia Milestones data will not be available until the Fall (November 2015), Historical Data from the CRCT are still being used to plan for students educational success.
External Comparison Data for all students is compared with data for all students at the state, RESA and comparison group levels. The examination is used to show how we compare to other systems. We look particularly at schools or systems that perform better than us so that we can learn from them. This type of comparison is also of great interest to our external stakeholders who want to know that we are being good stewards of our resources and students.
Internal Comparison All data is compared internally to show differences or gaps between racial groups, special and regular education students and the economically disadvantaged and those not economically disadvantaged. Some data, for example, high school science scores, are also examined by gender. This data is particularly useful in improving our program processes by helping us to examine our methods of implementing the state curriculum, selecting software, or removing or re-assessing programs for their effectiveness, developing schedules and mapping out professional learning for the system as a whole.
The levels at which the overview data is shown include:
Scores by subject for each grade by school
Scores by subject for each grade by system
Comparison to RESA and state for each subject by system
Domain performance for each subject by grade by school
This data is compiled and shared formally with the school board. After that meeting, results are released to the local newspaper, The EffinghamHerald. This information will be updated each school year.
Students with limited English proficiency or disabilities, migratory children, homeless, and dropouts will be selected for service using the same criteria as other children.
II. The Close-Up: Individual Academic Student Data
Due to the fact that the Georgia Milestones data will not be available until the Fall (November 2015), Historical Data from the CRCTare still being used to plan for students educational success.
Each teacher spends time during pre-planning on data-analysis. Before pre-planning, students are assigned to classrooms and each school's administrative staff, with help from lead teachers, instructional supervisors and counselors, review individual test data for each student. The system employs data reports generated directly from the student information system and the state Longitudinal Data System to assist teachers and school level administrators in accessing data.
At the classroom and grade level, data is examined for each student to determine specific strengths and weaknesses. Students who were just above or just below either the pass/fail or the meet/exceeds lines are targeted as Bubble Students. More in-depth information is kept on the bubble students using the Student Tracking Sheet. The data from CRCT and SEOCT'S, and Writing Assessments are plotted individually on the Tracking Sheet with other information such as Lexile scores, EOCT and benchmarking data as well as information on attendance and discipline. During the 2014-2015 school year, the State GaDOE will be revising the state testing program. Students will be assessed using the Georgia Milestones End-of-Grade and End-of-Course Assessments during 2014-2015.
Assessments that will be used other than the Georgia Milestones are as follows:
All students also take locally-developed common unit assessments in ELA and mathematics. Upon the completion of a unit of study, each student will be tested to determine if the skills taught were mastered. Grades 3-8 students take locally developed benchmark assessments in science and social studies. Mastery of skills will allow the students to move to the next skill level. If the student does NOT make adequate gains, re-teaching, using different methods and materials will be necessary.
Title I teachers will use other tests throughout the year to determine effectiveness of teaching and to determine skills needing remediation, using a variety of materials and teaching methods. The Development Reading Assessment (DRA) will be utilized at SES to determine the level of each student's reading achievement and administered three times a year. In grades 1 – 5, student achievement will be assessed througha teacher-made test or a performance task that evaluates the skills taught. Progress Assessment will be administered the first nine weeks, mid-year assessment – the second, progress – the third, and the end-of-the-year assessment – the last nine weeks. Daily grades will also be taken from a variety of classroom assignments, based on the students' achievement level.
A locally developed instrument will be administered to all entering Kindergarten students. The Early Intervention Program Guidelines, including the checklist and other state approved eligibility assessment, will be used to place students in EIP. The Georgia Kindergarten Inventory of Developing Skills (GKIDS) will provide teachers with ongoing feedback to diagnose students' strengthens and weaknesses and determine what instructional methods and resources need to be implemented in the program.
In Kindergarten, all schools will use DIBELS, an assessment instrument developed at the University of Oregon that measures phonological awareness, alphabetic principle, and fluency with text. DIBELS will be administered three times a year to provide early identification of students who may be at risk for reading failure.
The Georgia Milestones EOC program is comprised of content area assessments: Ninth Grade Literature and Composition, American Literature and Composition;Algebra I; U.S. History and Economics/Business/Free Enterprise, Biology, and Physical Science. Each Georgia Milestone EOC is directly aligned with the standards in the state adopted curriculum as mandated by law. In addition to the eight content areas Milestone tests, the Effingham County School System administration requires locally developed EOCT's for over 110 high school subjects across all course disciplines. These locally developed exams (LEOCT) were created by teachers and are constantly modified by teachers. Teachers are creating a centralized item banks for all of the high school subjects. Currently, our item bank contains approximately 9,500 test items covering course content from Tennis to Calculus. A student's final grade in the course is calculated using the course grade as 80% and the EOCT (State or Local) score as 20% of the final grade. The Effingham County School System has created a continuous process for the LEOCT and Curriculum refinement.
All students in grades 1-5 are screened for oral reading fluency using materials created by EasyCBM. Students who score at risk, on this universal screener, are provided additional instruction/intervention. In addition, the Common Core Georgia Performance Standards (CCGPS) will be used to further identify students needing help in meeting the State's standards. The (CCGPS) objectives will be documented in teachers' manuals, course outlines, and curriculum guides. Teachers are required to teach all (CCGPS) and document dates these objectives are presented to the students in their weekly lesson plans along with students' progress data. Students not meeting the objectives will be provided additional instruction using different strategies and then they will be re-tested.
Each EL’s progress in gaining English language proficiency is measured annually using the ACCESS. All EL’s are evaluated in speaking, listening reading and writing. Data is analyzed, shared with students, parents, teachers and administrators and is used to design differentiated instruction for EL’s. ACCESS participation rate 100%.
To identify the educational needs of the homeless children, Effingham County schools use the same process used with all students which includes summative test data - CRCT and EOCT- aswell as formative assessments – Benchmark tests, computer-assisted programs, Scholastic Reading Inventory, Online Assessment and End-of-Course Tests. Available data and information are used to produce a summary of needs.
Student academic needs are further analyzed by investigating trends in Criterion Referenced Competency Tests at targeted grade levels. In the past, analysis of each school's CCRPI Reportprovided further information pertaining to the needs of particular subgroups. Accountability is key to NCLB as the State of Georgia, each local school district, and each individual school was held accountable for the academic success of students. The federal law requires that each State set high academic standards and implement an extensive student testing program which is aligned with standards and which measures students' achievement based on the standards.
Due to the change in accountability plans, the following test result information was gathered from data reports released by the GaDOE on the CRCT and EOCT assessments and calculations made from raw data at the system level. Calculations made by the system were based on the results of all students tested. Groups of students who had less than ten students testing in a content subject at a specific grade level were not used to calculate percentages of students passing due to the state not reporting those results.
Test Results for 2014
An analysis of 2013-2014 test results revealed the following:
1. On the CRCT, the percentage for all students meeting and exceeding standards were greater than the average percentage of all students meeting and exceeding at the state level in all grade levels (3-8) and all content areas except for grade 6 social studies in which system performance matched the state.
2. In grades 3-5 Mathematics, 93.4% of all students tested were in the meets and exceeds category of the Spring 2014 CRCT data.
3. Based on ethnicity for Mathematics CRCT performance, our highest performing students in
Grades 3-5 are Asian and Hispanic. Our lowest performing students are our Blackstudents at 89.4% meeting and exceeding on the Spring 2014 CRCT.
4. In grades 3-5 Mathematics, 81.3% of SWD were in the meets and exceeds category of the Spring 2014 CRCT.
5. In grades 6-8 Mathematics, 93.8% of all students tested were in the meets and exceeds category of the Spring 2014 CRCT data.
6. Based on ethnicity our highest performing students in Grades 6-8 Mathematics were Hispanics at 97.5%. Asians, Whites and Multi-Racial all performed at 95%. Our lowest performing students are ourBlack students at 87.2%.
7. On the state administered EOCTs, SWD were the lowest performing group in every subject area.
8. Based on ethnicity our lowest performing students are our Black students in all subject area
EOCTs.
9. On the Coordinate Algebra EOCT, 52.5% of All students scored in the meets and exceedscategory.
10. 23.3% of SPED scored in the meets and exceeds category in Coordinate Algebra. 11. . On the Analytic Geometry EOCT, 45.7% of All students scored in the meets and exceedscategory. The 2014 school year was the first administration of the Analytic Geometry EOCT.
12. 2.3% of SPED scored in the meets and exceeds category in Analytic Geometry.
Based on the 2014 ACCESS, 73.3% of EL’s tested made progress in gaining English language proficiency. The target was 53%. 31.5 % attained proficiency. The target was 7.75%
Due to the fact that the Georgia Milestones data will not be available until the Fall (November 2015), Historical Data from the CRCT are still being used to plan for students educational success.
2014 Focus Groups
In Grades 3-8 mathematics, students in the subgroups Black (89.4% Meeting + Exceeding) and SWD (81.3%) are the two lowest performing subgroups on the 2014 CRCT. These students are not performing at the CCRPI State Target for All Students.
On all EOCTs, students in the subgroups Black and SWD are the two lowest performing subgroups. Neither subgroup met the CCRPI State Target for All Students in any subject. These students will be a focus during the 2015 school year.
In the area of the 2014 Economics EOCT, growth was made (12% increase). However, Effingham County High School is still performing below the states percentage Meeting + Exceeding of 80%. This school will need to continue to focus on All students during the 2015 year.
Coordinate Algebra will need to be a focus during the 2015 year. 52% of ALL Students performed in the Meeting + Exceeding category.
In the area of the 2014 Analytic Geometry EOCT, 46% of ALL Students performed in the Meeting + Exceeding category. This was the first administration of this EOCT. Based on the 2014 performance Analytic Geometry needs to be a focus during the 2015 year.
Sand Hill Elementary School
For the 2015-2016 school year, Sand Hill would like to add a fourth grade teacher to be funded by Title I funds. Currently, there are 94 students enrolled in fourth grade. Two classes are EIP to meet the needs of our students. This would calculate to an average of 23.5 students per class. The class size for the classes would be within the state requirements. If we expect to have two EIP classes with 16 to 20 students each, the number of students in the other two classes would be 27 to 32 each. We would like to add another teacher to reduce the average number of students in each class to 18.8.
For the 2015-2016 school year, three of the students were retained in previous years. In addition, there are 14 Special Education students requiring resource and inclusion services. Five of these students were identified as needing Special Education services during the 2014-2015 school year. There are also five students in the grade level that are identified as gifted. Sand Hill Elementary approximately has a 57% Free and Reduced Lunch rate, contributing to a sizeable Economically Disadvantaged subgroup.
Fourth grade content/academic instruction at Sand Hill Elementary is departmentalized. We have two teachers serving as EIP teachers for the 2015-2016 school year (reduced size class). The teacher hired as a CSR teacher will be a 4th grade ELA teacher. Adding a fifth 4th grade teacher will enable the teachers to positively impact student achievement by better meeting the learning needs of all of their students. For the 2014-2015 school year, we utilized Title I funds to add a teacher for CSR in 1st grade. This strategy was effective as evidenced by our school’s testing results. In first grade ELA, 46% of students made High Growth, with only 13% not making acceptable growth. Reviewing math, 64% of first graders made High Growth and only 10% did not make acceptable gains. On our district’s math fact fluency check, first grade students increased from just 13% meeting the standard to 53% meeting the standard. The first grade teachers utilized the smaller class sizes to effectively incorporate small group instruction and differentiation strategies. The smaller class sizes for first grade impacted the students’ learning.