Georgia Department of Education

Title I Schoolwide/School Improvement Plan

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Fairview Elementary / District Name: Newton County
Principal Name: Dr. Naomi Cobb / School Year: 2015-2016
School Mailing Address: 3325 Fairview Rd., Covington, GA 30016
Telephone: 770-786-2636
District Title I Director/Coordinator Name: Dr. Shelia Thomas
District Title I Director/Coordinator Mailing Address: 2109 Newton Dr. N.E., Cobington, GA 30015
Email Address:
Telephone: 770-787-1330 ext. 1250
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School / Focus School
Title I Alert School
Principal’s Signature: / Date:
Title I Director’s Signature: / Date:
Superintendent’s Signature: / Date:
Revision Date: / Revision Date: / Revision Date:

SWP Template Instructions

·  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 first ten components in the template are 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.

Planning Committee Members:

NAME

/

MEMBER’S SIGNATURE

/

POSITION/ROLE

Chuck Terrell / / Pre-K Teacher
Jan Hudson / / Kindergarten Teacher
Angie Dean / / 1st Grade Teacher
Carol Jean / / 2nd Grade Teacher
Erin Bennett / / 3rd Grade Teacher
Julie Thompson / / 4th Grade Teacher
Christina Malcolm / / 5th Grade Teacher
Jan Simpson / / Paraprofessional
Kimberly Alexander / / Special Education Co-Contact
Wendy Brooks / / Special Education Co-Contact
Sue Falkman / / Supplemental Teacher
Ebony Smith / / Title I Teacher/Contact
Amy Weaver / / Art Teacher
Juanita Hosch-Martin / / Counselor
Jessica Brown / / Instructional Coach
LaMoyne Brunson III / / Assistant Principal
Naomi Cobb / / Principal

SWP/SIP Components

1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). /
Response:
A.  Development of Schoolwide Plan
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 staff from every grade level/department who comprise the Fairview Leadership Team. The leadership team plays an integral role in determining the organizational aspects of the school. The leadership team also serves as the School Improvement Committee and members were responsible for designing and leading the needs assessment process that led to the development of the Title I School Wide Plan. Fairview’s process of determining the comprehensive needs of the school has many facets and includes input from all stakeholders. In addition to the parent input meeting held in May 2015, the Fairview School Council was given a chance to provide input at the School Council meeting also held in May 2015. The leadership team utilized the annual school improvement planning process required by the district to review and synthesize both formative and summative assessment results in order to determine school wide strengths and areas of improvement. In examining achievement data from the 2014-2015 school year, we were able to identify areas of strengths and needs.
B.  Process Used to Conduct Needs Assessment
We conducted a data dig of our most recent data in order to obtain information to include in the schoolwide plan. The individuals in attendance brainstormed a list of data we could use for this process. Our list included: CCRPI (2013-14), STAR Reading and Math data, 2013-14 CRCT for all subjects and populations, GKIDS, STAR Early Literacy for kindergarten and first grade, and 2013-14 writing tests for fifth grade students. We also brainstormed a list of non-academic data which included: discipline, attendance, Title I parent surveys, Technology surveys, and School climate surveys for CCRPI (may not be available depending on the state’s collection timeline). The brainstormed list of data was pared down to the sets of data that were most useful in determining overall academic needs of all students. The data sets were analyzed and charted during the data dig. Findings are discussed in section D below.
C.  Migrant Children
At this time, we do not have any migrant children enrolled at Fairview Elementary. The Migrant Education Program is part of the Title I program, and Newton County is part of the Migrant Program Consortium through Baldwin Agricultural College. If we should have migrant students enroll in the future, we will use the Migrant Education Program Specialist to provide support to any student who qualifies for these services. Classroom teachers will implement appropriate strategies for any Migrant Education student based on the area of need.
D.  Current Achievement Data
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. The state has not released the overall CCRPI score for the 2014-2015 school year. In addition, traditional data sources (Milestones EOG) are not available for the 14-15 school year. Therefore, a review of end-of-year STAR data was conducted. STAR Early Literacy data indicated that 23.5% of Kindergarten students were at the "Probable Reader" level, and 65.2% of Grade 1 students were at the "Probable Reader" level. STAR Reading data indicated that 71.2% of students in the 1st grade, 67.5% of students in the 2nd grade, 52.5% of students in the 3rd grade, 55.2% of students in 4th grade, and 35.1% of students in 5th grade scored at the 50th percentile or higher. Based on these data sources, we determined that Reading/Language Arts was the area of greatest need for our students.
STAR Math data indicated that 75.7% of students in first grade, 71.6% of students in 2nd grade, 57.3% of students in 3rd grade, 71.2% of students in 4th grade, and 58.2% of students in 5th grade scored at the 50th percentile or higher. Based on these data sources, we have determined that Math is the second area of greatest need for our students.
CCRPI
2011-2012
Total Points / 2012-2013
Total Points / 2013-2014
Total Points / 2014-2015
Total Points
Content Mastery / 38.3 / 41.2 / 41.2 / Not Available
Post Elementary School Readiness / 43.6 / 55.7 / 57.6 / Not Available
Predictor for High School Graduation / 10.3 / 10.2 / 11 / Not Available
Exceeding the Bar / .5 / .5 / .5 / Not Available
Achievement Gap / 0 / 11 / 5 / Not Available
OVERALL SCORE / 57.2 / 74.4 / 70.5 / Not Available
School Profile Data – Fairview Elementary School
Early Literacy Scores
2014-2015
Early
Emergent
300-487 / Late
Emergent
488-674 / Transitional
Reader
675-774 / Probable
Reader
775-900
Kindergarten / 2.9% / 20.6% / 52.9% / 23.5%
1st / 0.0% / 6.1% / 28.8% / 65.2%
OAS/Thinkgate Scores-Percent of 1st Graders Who Met or Exceeded Standards
STAR Scores – Percent of 1st Graders Scoring at 50% or Higher
2011-2012
OAS / 2012-2013
OAS / 2013-2014
Thinkgate / 2014-2015
STAR
English Language Arts / 77% / Not Available / 71% / Not Available
Reading / 78% / Not Available / 80% / 71.2%
Mathematics / 78% / Not Available / 70% / 75.7%
OAS/Thinkgate Scores-Percent of 2nd Graders Who Met or Exceeded Standards
STAR Scores – Percent of 2nd Graders Scoring at 50% or Higher
2011-2012
OAS / 2012-2013
OAS / 2013-2014
Thinkgate / 2014-2015
STAR
English Language Arts / 74% / Not Available / 72% / Not Available
Reading / 80% / Not Available / 73% / 67.5%
Mathematics / 73% / Not Available / 67% / 71.6%
Criterion-Reference Competency Test (CRCT) Scores/ GA Milestones EOG
Percent of 3rd Graders Who Met or Exceeded Standards
STAR Scores– Percent of 3rd Graders Scoring at 50% or Higher
2011-2012 / 2012-2013 / 2013-2014 / 2014-2015
CRCT / CRCT / CRCT / EOG / STAR
English Language Arts / 84% / 88% / 85% / Not Available / Not Available
Reading / 84% / 93% / 88% / Not Available / 52.5
Mathematics / 68% / 67% / 75% / Not Available / 57.3
Science / 57% / 72% / 78% / Not Available / Not Available
Social Studies / 75% / 80% / 83% / Not Available / Not Available
Criterion-Reference Competency Test (CRCT) Scores/ GA Milestones EOG
Percent of 4TH Graders Who Met or Exceeded Standards
STAR Scores– Percent of 4TH Graders Scoring at 50% or Higher
2011-2012 / 2012-2013 / 2013-2014 / 2014-2015
CRCT / CRCT / CRCT / EOG / STAR
English Language Arts / 80% / 86% / 86% / Not Available / Not Available
Reading / 90% / 88% / 90% / Not Available / 55.2
Mathematics / 65% / 74% / 59% / Not Available / 71.2
Science / 64% / 86% / 77% / Not Available / Not Available
Social Studies / 60% / 83% / 81% / Not Available / Not Available
Criterion-Reference Competency Test (CRCT) Scores/ GA Milestones EOG
Percent of 5TH Graders Who Met or Exceeded Standards
STAR Scores– Percent of 5TH Graders Scoring at 50% or Higher
2011-2012 / 2012-2013 / 2013-2014 / 2014-2015
CRCT / CRCT / CRCT / EOG / STAR
English Language Arts (ELA) / 92% / 93% / 90% / Not Available / Not Available
Reading / 91% / 93% / 90% / Not Available / 35.1
Mathematics / 68% / 78% / 66% / Not Available / 58.2
Science / 74% / 76% / 80% / Not Available / Not Available
Social Studies / 74% / 75% / 74% / Not Available / Not Available
5th Grade Writing Test
Percent Who Met or Exceeded Standard
2011-2012 / 2012-2013 / 2013-2014 / 2014-2015
5th / 86% / 73% / 70% / Not Available (Embedded in ELA on EOG)
As can be seen in the following table, GKIDS scores in reading/ELA have progressively declined since 2011-2012. Scores for Curiosity & Initiative dropped from 91.3% in 2013-14 to 77.3% in 2014-15. Attention and Engagement also dropped (from 77.3% to 67%). However, Creativity & Problem Solving increased by 12.7 percentage points (from 55.4% to 68.1%). The overall Personal/Social Development score decreased from 88.1% to 76.3%.
In math, there has been a slight decline in the overall math scores from 2012-13 to 2014-15. Counting and Cardinality remained stable from 2013-14 to 2014-15 at 86.5%. Measurement and Data increased by 3.8 points and Numbers and Operations increased by 4.1 points. Geometry decreased by 2 points, and Operation & Algebraic Thinking decreased by 5.4 points.
GKIDS – Reading ELA
Year / Reading / Writing / Listening, Speaking,
Viewing / Lang. / Total
ELA / Approaches to Learning and Personal / Social Development
2011-2012 / 84.7% / 65.4% / 90.3% / N/A / 82.1% / Approaches to Learning
Curiosity & Initiative: 83.1%
Creativity & Problem Solving: 29.5%
Attention / Engagement: 76.6%
Approaches Total: 64.4%
Personal / Social Development
Personal: 90.3%
Social: 91.4%
P/S Total: 91.0%
2012-2013 / 82% / 69.5% / 85% / 77.9% / 78.9% / Approaches to Learning
Curiosity & Initiative: 75.8%
Creativity & Problem Solving: 64%
Attention / Engagement: 76%
Approaches Total: 72.3%
Personal / Social Development
Personal: 80.7%
Social: 84.3%
P/S Total: 83%
2013-2014 / 76.0% / 64.1% / 87.4% / 69.7% / 73.2% / Approaches to Learning
Curiosity & Initiative: 91.3%
Creativity & Problem Solving: 55.4%
Attention / Engagement: 77.3%
Approaches Total: 74.9%
Personal / Social Development
Personal: 86.9%
Social: 88.8%
P/S Total: 88.1%
2014-2015 / 75.8% / 53.7% / 79.0% / 72.3% / 72.0% / Approaches to Learning
Curiosity & Initiative: 77.3%
Creativity & Problem Solving: 68.1%
Attention / Engagement: 67.0%
Approaches Total: 70.4%
Personal / Social Development
Personal: 73.4%
Social: 78.0%
P/S Total: 76.3%
GKIDS -- MATH
2011-2012 / Numbers &
Operations / Measurement / Geometry / Data Analysis / Math Total
80.0% / 94.0% / 90.8% / 81.3% / 87.3%
Counting and Cardinality / Operations & Algebraic Thinking / Numbers & Operations in Base 10 / Measure-ment and Data / Geometry / Math Total
2012-2013 / 89.2% / 78.0% / 68.6% / 88.1% / 87.4% / 85.1%
2013-2014 / 86.5% / 84.5% / 77.3% / 79.5% / 85.4% / 84.4%
2014-2015 / 86.5% / 79.1% / 81.4% / 83.3 / 83.4% / 83.6%
Comparisons by Subgroups
Fairview Elementary Grades 3-5
CRCT 2013-2014
SUBJECT / All Students / Black / White / Hispanic
FVES / Perf. Target / FVES / Perf. Target / FVES / Perf. Target / FVES / Perf. Target
Reading / 2011-2012 / 90.9% / 93.4% / 89.0% / 89.6% / 91.0% / 96.6% / 86.0% / 92.7%
2012-2013 / 92.0% / 94.0% / 91.0% / 90.6% / 94.0% / 96.9% / 85.0% / 93.3%
2013-2014 / 92.3% / 94.6% / 86.4% / 91.5% / 92.1% / 97.2% / 94.7% / 94.0%
2014-2015 / NA / NA / NA / NA / NA / NA / NA / NA
87.0%
ELA / 2011-2012 / 84.5% / 91.5% / 84.0% / 87.6% / 85.0% / 94.7% / 91.0% / 90.4%
2012-2013 / 90.0% / 92.3% / 87.0% / 88.8% / 92.0% / 95.2% / 94.0% / 91.3%
2013-2014 / 87.6% / 93.0% / 82.0% / 89.9% / 89.5% / 95.7% / 94.7% / 92.1%