p5cdn2static.sharpschool.comp5cdn2static.sharpschool.com/UserFiles/Servers/Server_… · Web viewThe current School Improvement Planning team (Better Seeking Team) meets monthly

School Improvement Plan forWashington-Wilkes Primary School

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

School Council

Florence Sandifer, Principal, Dawn Moore, Karmen Moon, teachers , Anissa Marxsen, 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.

Better Seeking Team 2013-14

Kindergarten: Julia Anne Holloway Mary Elizabeth Burdette

1st Grade: Sara Beth MossTiffani Andrews

2nd Grade: Carol Souther Stacey Colvard

3rd Grade: Amanda Sandifer Nicole Crook

Special Ed: April GuinParapros: Michelle BellEIP: Dawn MooreActivity: Tiffany AtkinsAdministrators: Janet Pharr

Florence Sandifer (Chairperson)

Table of Contents

Section Page Number

Planning: History and Status 3

Description of Our Community and School 6

Mission Statement 9

Beliefs of Washington-Wilkes Primary School 10

Analysis of Data 11

School Goals for the Year 2011-12 13

Plan of Action 14 Curriculum 15 Instruction 16 Learning Environment 20 Student Services 22 Parent Involvement 24

Appendix A: Student Performance Data A-1Appendix B: Student Non-Academic Data A-3Appendix C: Professional Data A-3Appendix D: Title I Parent Involvement Policy A-4Appendix E: Title I Student/Teacher/Parent Compact A-5Appendix 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) meets monthly during the school year. The team involves members from each grade and specialty areas. This group includes representation 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 Team continuously 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 be targeted 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.

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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.

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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.

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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-Wilkes Primary 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-Wilkes Primary 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 free breakfast and lunch to all Wilkes 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

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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 Block Scheduling model is employed at Washington-Wilkes Primary school. This scheduling model reduces the pupil-teacher ratio during reading and math instruction time to

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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 1st model 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), AIMSweb assessments, various standardized tests, and/or through system approved multiple assessment criteria. Identified students receive EIP services in the areas of reading and/or math.

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Extra Assistance to Low Achievers

Washington-Wilkes Primary School receives federal funds through the Title I program. The Title I program has based school progress upon the Georgia Kindergarten Inventory of Developing Skills (GKIDS) and 3rd Georgia Criterion Referenced Competency Test (CRCT) results. In the last several years, by Title I standards, Adequate Yearly Progress was made when a school increased reading and math achievement scores by five percentage points each year. Title I requires that schools make Adequate Yearly Progress. If Adequate Yearly Progress is not made for two consecutive years, the school is placed on a Needs Improvement list. Washington-Wilkes Primary School has achieved Adequate Yearly Progress every year since 2004.

Washington-Wilkes Primary School is working to ensure that all students achieve on grade level. Toward this end, the Primary School provides a reduced class size model of instruction so that students are instructed in small groups for reading and mathematics. Students are regularly assessed to determine their level of functioning. Instructional adjustments and/or student placement decisions are based on the assessment results.

Washington-Wilkes Primary School works diligently to ensure that all teachers are highly qualified and that all paraprofessionals have completed at least two years of higher education, have obtained an associate’s degree, or have met rigorous standards of quality through a formal assessment. All teachers on contract at WWPS for the 2013-2014 school year are highly qualified. Currently, two teachers at Washington-Wilkes Primary School are certified as Teacher Support Specialists. One teacher at the school is National Board Certified. Wilkes County provides beginning and new teachers with an orientation at the beginning of the school year to assist in easing the transition to our system. Beginning teachers also have an assigned mentor who provides support throughout the year. System plans also include efforts to provide opportunities for teachers to obtain Gifted and ESOL certification. All paraprofessionals at WWPS are highly qualified and hold paraprofessional certification through the State of Georgia.

Mission StatementThe mission of Washington-Wilkes Primary School:

Inspiring and empowering young minds to reach their fullest potential by meeting individual needs in a consistent and supportive environment.As educators, we recognize each student as an individual who needs to develop those attitudes, academic skills and ideals that will help him/her to become a worthwhile, respectful, honest, productive and knowledgeable citizen. We are committed to the belief that success lies in working hand in hand with students, parents and the community to ensure a healthy, safe, inviting and adequate learning environment for every child.

Beliefs of Washington-Wilkes Primary School

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Discipline is essential to learning. Caring, effective, and highly qualified personnel are essential. All children can learn. Technology literacy is vital for learners in the 21st century. (21st Century Classrooms) High academic performance standards stimulate the development of productive

citizens. A safe, clean, and orderly environment promotes learning. Education is essential for a democracy. Positive community support and participation are necessary to provide a comprehensive

education. Effective communication is essential among students, administrators, teachers, parents,

the Board of Education, and the community. Cooperation and teamwork are necessary to the learning process.

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Analysis of Data State Assessment Data

SUMMARY AND HISTORY OF CRCT ACADEMIC DATA2012-2013

Subject Area

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

Reading 86 88 91 94 97 99%

Math 55 73 91 88 89 90%

ELA 84 81 89 93 97 95%

Science 63 64 73 80 80 82%

Social Studies

84 61 50 74 81 84%

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3rd Grade Writing Assessment

Informational Ideas Organization Style Conventions2008-2009 74 46 47 332009-2010 84 74 63 462010-2011 89 86 71 512011-2012 85 76 64 562012-2013 85 75 75 71Persuasive2008-2009 64 50 42 292009-2010 76 77 72 502010-2011 84 84 71 572011-2012 76 76 64 602012-2013 82 74 73 70Narrative

2008-2009 74 57 52 342009-2010 83 69 66 422010-2011 82 84 72 552011-2012 73 69 55 512012-2013 84 77 74 69Resp. to Lit.2008-2009 66 42 37 342009-2010 70 69 57 342010-2011 85 86 67 502011-2012 73 74 52 542012-2013 n/a n/a n/a n/aTotal 08-09 70 49 45 33Total 09-10 78 72 65 43Total 10-11 85 85 70 53Total 11-12 77 74 59 55Total 12-13 84 75 74 70

Overall total average improved from 49% (2008-09) to 65% (2009-10) to 73% (2010-11) but dropped to 66% in 2011-12 and back up to 76% (2012-2013).

Summary of School-wide Discipline DataStudents on Behavior Calendars (three or more visits to BCR within 30 days)

*Number denotes total students starting calendar per month*AUG SEPT. OCT. NOV. DEC. JAN. FEB. MAR APR MA TOTA

2009-10 2 7 11 9 4 4 10 8 2 3 602010-11 2 3 8 4 4 3 3 6 3 2 382011-12 4 7 6 6 1 6 9 5 4 6 532012-13 1 10 5 1 0 2 4 4 1 3 31

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WASHINGTON-WILKES PRIMARYACHIEVEMENT GOALS

READING/ELA INSTRUCTIONWilkes County Target: By 2016, 95.8 % of all students in grades 3-8 will meet or exceed standards on the Reading CRCT. By 2016, 94.6 % of all students in grades 3-8 will meet or exceed standards on the ELA CRCT

WWPS goals: By 2014, >94% of third grade students will meet standards, with 43% of those EXCEEDING on the Georgia CRCT Reading test. Scores will increase to >95% meeting in 2015, with 45% of those EXCEEDING and escalate to >96% in 2016, with 47% of those EXCEEDING.

By 2014, 93% of third grade students will meet standards on the Georgia CRCT English/Language Arts test, with 19% EXCEEDING. Scores will increase to >94% in 2015, with 21% EXCEEDING and escalate to >95% in 2016, with 23% EXCEEDING.

By 2014, 80% of third grade students will meet or exceed on the 3rd Grade Writing Assessment, with an increase to 83% in 2015 and 85% in 2016.

MATH INSTRUCTIONWilkes County Target: By 2016, 90.7 % of all students in grades 3-8 will meet or exceed standards on the Math CRCT.

WWPS goals: By 2014, 92% of third grade students will meet or exceed standards on the Georgia CRCT Math test, with an increase to 93% in 2015 and 94% in 2016. WRITING INSTRUCTION By 2016, 90 % of all students in grades 3, 5, 8 will meet or exceed standards on the State Writing Assessment.

WWPS goal: By 2014, 80% of third grade students will meet or exceed on the 3rd Grade Writing Assessment, with an increase to 85% in 2015 and 90% in 2016.

SOCIAL STUDIES INSTRUCTIONWilkes County Target: By 2016, 86.2% of all students in grades 3-8 will meet or exceed standards on the Social Studies CRCT.

WWPS goal: By 2014, 86% of third grade students will meet or exceed standards on the Georgia CRCT Social Studies test, with and increase to 89% in 2013 and 91% in 2016.

SCIENCE INSTRUCTIONWilkes County Target: By 2016, 85.5% of all students in grades 3-8 will meet or exceed standards on the Science CRCT.


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School Improvement Plan forWashington-Wilkes Primary School

(2013-2016)

System Name: Wilkes County School Year: 2013-2016Name of Superintendent: Dr. Rosemary Caddell Name of WWPS Principal: Florence Sandifer

Washington-Wilkes Primary School Improvement Team (Better Seeking Team and School Council):

Better Seeking Team: Chairperson—Florence Sandifer, Kindergarten: Julia Anne Holloway and Mary Elizabeth Burdette, First Grade: Sara Beth Moss and Tiffani Andrws, Second Grade: Carol Souther and Stacey Colvard, Third Grade: Amanda Sandifer and Nicole Crook, Sp. Ed.: April Guin, Activity: Tiffany Atkins, EIP: Dawn Moore, Paraprofessionals: Michelle Bell, Administrator: Janet Pharr

School Council: (Principal) Florence Sandifer, (Teachers) Karmen Moon and Dawn Moore, (Parent/Community) Anissa Marxsen, Kristi Bradford, Ashley Barnett, and Tara Simmons

Statement of Assurances: The plan has been reviewed by stakeholders and the LEA. Budget and resource allocations have been considered for the support and implementation of the System Improvement Plan and WWPS School Improvement Plan. Date of LEA Approval: 9-16-13

Identified Goals for Improvement: LEAs must develop actions/strategies/interventions or programs for each of the five NCLB state performance goals and the four IDEA state performance goals listed below. LEAs may add additional LEA performance goals that cannot be addressed in one of the goals below.

NCLB State Performance Goal 1: By 2015-2016, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.NCLB State Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.NCLB State Performance Goal 3: All students will be taught by highly qualified teachers.NCLB State Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.NCLB State Performance Goal 5: All students will graduate from high school.

IDEA State Performance Goal 1: Improve post-school outcomes for students with disabilities.IDEA State Performance Goal 2: Improve services for young children (ages 3 – 5) with disabilities.IDEA State Performance Goal 3: Improve the provision of a free and appropriate public education to students with disabilities.IDEA State Performance Goal 4: Improve compliance with state and federal laws and regulations.

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Curriculum:AMO: The curriculum is sequenced and organized to ensure students are taught the content outlined in the CCGPS/GPS .

WWPS Goal: Curriculum Maps/Lessons Plans will be improved to include elements of fully operational standards-based classrooms (as evidenced by administrative observations and TKES) 2013-2016: *Continued increase in the use of performance tasks to increase rigor and depth of knowledge *Continued Increase in the use of performance assessments—ensuring a balanced assessment of concrete and abstract learning, with teachers using assessment data to drive instruction. *Curriculum Maps/Lesson Plans indicate that implementation of standards-based teaching and learning is fully operational. Instructional lessons will include elements of fully operational standards-based teaching practices, as determined by administrative observation and evaluations: 2013-2016: *Continued Improvement in quality of teacher feedback *Continued Improvement in the use of teacher commentary on student work and a balance of assessments used to assess mastery of standards. * Standards-based classroom practices are fully implemented, including reporting of student performance.

Actions, StrategiesInterventions, or

Programs

Correlation To

TKES

Professional Learning

Resources or

Materials Needed (Include

funding source and cost)

Person or Position

Responsible for

Monitoring and

Evaluation

Implementation (Plan should

include a 2-3 year time frame.)

Means of Evaluation (What will be used to evaluate the

action, strategy, intervention?)

Monitoring of Implementation

(Artifacts)

Monitoring of Impact (Student Learning

Data)Use curriculum maps, pacing guides, units and GPS/CCGPS frameworks to implement the state curriculum

Horizontal alignment

Vertical alignment

Curriculum Ongoing PL in unit

implementation and

differentiation

Grade level collaborative

planning

GaDOE consultants

Title IIAQBE/Local

State Professional Learning

Principal

Better Seeking Team

Instructional Coach

2013-2016→ Curriculum Maps

Lesson Plans

Formative and

summative assessmen

t data

Continue to develop and refine CCGPS/GPS units to ensure that :

Student performance assessments reflect the mastery of standards.

Grading measures mastery of standards.

Promotion is based upon mastery of CCGPS/GPS.

CurriculumAssessmen

t

Creation of common

assessments (grade level

teams)

Assessment for Learning

Grade level planning

CCGPS/GPS Framework

s

Title ITitle IIA

QBE/LocalState


Principal

Better Seeking Team

Instructional Coach

2013-2016→ Curriculum Maps

Lesson plansPromotion

requirements

Report cards

Formative/ Summative

data

Rationale: Since the transition from GPS to the Common Core Georgia Performance Standards, WWPS grade groups have worked to implement curriculum maps, pacing guides and lesson plans that reflect best teaching practices in working toward mastery of the curriculum. Achievement data suggests that our planning and organization have been successful in meeting the needs of our students in reading and math but there are areas to expand for further improvement. Historical achievement data in reading indicates continued stability in achieving high levels of success. Writing, as evidenced on the 3rd Grade Writing Assessment, is improving but continues to be an area of focus for WWPS. WWPS will continue to refine curriculum maps to address these concerns. As we move toward continuous use of effective standards-based teaching and learning, curriculum maps need to be refined to include essential elements as defined by TKES. We need to place continued emphasis on utilizing the CCGPS

2013-2016

frameworks to help us increase the rigor of instruction and depth of knowledge. We also need to continue to provide more effective feedback to give students specific information about their progress toward mastery of the standards. Establishing and using a balance of assessments of and for learning is also an area that needs concentration, with a shift in progress reporting to parents a goal for the future as well.In 2013, while continuing to refine skills in providing effective performance-based teaching and learning, the school-wide focus will also concentrate on instructional planning and implementation of Georgia’s new curriculum -- Common Core Georgia Performance Standards.

Instruction: Teaching, learning and assessment are designed and implemented to ensure that all students achieve proficiency relative to the GPS and graduate from high school. All students will be taught by highly qualified teachers.

READING/ELA INSTRUCTIONWilkes County Target: By 2016, 95.8 % of all students in grades 3-8 will meet or exceed standards on the Reading CRCT. By 2016, 94.6 % of all students in grades 3-8 will meet or exceed standards on the ELA CRCT.

WWPS goals: By 2014, >94% of third grade students will meet standards, with 43% of those EXCEEDING on the Georgia CRCT Reading test. Scores will increase to >95% meeting in 2015, with 45% of those EXCEEDING and escalate to >96% in 2016, with 47% of those EXCEEDING.

By 2014, 93% of third grade students will meet standards on the Georgia CRCT English/Language Arts test, with 19% EXCEEDING. Scores will increase to >94% in 2015, with 21% EXCEEDING and escalate to >95% in 2016, with 23% EXCEEDING.

By 2014, 80% of third grade students will meet or exceed on the 3rd Grade Writing Assessment, with an increase to 83% in 2015 and 85% in 2016.

MATH INSTRUCTIONWilkes County Target: By 2016, 90.7 % of all students in grades 3-8 will meet or exceed standards on the Math CRCT.

WWPS goals: By 2014, 92% of third grade students will meet or exceed standards on the Georgia CRCT Math test, with an increase to 93% in 2015 and 94% in 2016. WRITING INSTRUCTION By 2016, 90 % of all students in grades 3, 5, 8 will meet or exceed standards on the State Writing Assessment.

WWPS goal: By 2014, 80% of third grade students will meet or exceed on the 3rd Grade Writing Assessment, with an increase to 85% in 2015 and 90% in 2016.

SOCIAL STUDIES INSTRUCTIONWilkes County Target: By 2016, 86.2% of all students in grades 3-8 will meet or exceed standards on the Social Studies CRCT.


SCIENCE INSTRUCTIONWilkes County Target: By 2016, 85.5% of all students ins grades 3-8 will meet or exceed standards on the Science CRCT.


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Programs

Correlation To

TKES


Resources or Materials Needed (Include funding

source and cost)

Person or Position

Responsible for

Monitoring and

Evaluation

Implementation (Plan

should include a 2-3 year time

frame.)

Means of Evaluation (What will be used to evaluate the action,

strategy, intervention, or program?)

Monitoring of Implementation (Artifacts)

Monitoring of Impact (Student Learning Data)

Implement, support and monitor standards-based classrooms.

Instruction TKES/LKES (RESA)

LFS StrategiesThinking MapsHigher Order

ThinkingPerformance

TasksTeacher

Commentary

CCGPS/GPSTKES/LKES

Title IIAQBE/ Local

Principal

Instructional Coach

Better Seeking Team

2013-2016→

Focus walks-Observation

data

Student test scores on

CRCT (3rd grade)

Formative and summative data

Implement researched based instructional strategies to meet the diverse learning needs of students, providing professional learning, as needed.

Higher order thinking skills

Problem solving

Graphic organizers

Active engagement of students

Instruction TKES/LKES (RESA)

LFS strategies

Thinking Maps

Write from the Beginning

TKES/LKES (RESA)

Thinking Maps

manuals

WFTB manuals

Reading First strategies

QBE/ LocalTitle IIA

Principal

InstructionalCoach

Better Seeking Team

2013-2016→

Lesson plansFocus walk

data

Formative--Summative

achievement dataCRCT

3rd Grade Writing Assessments

Implement a comprehensive, balanced approach to assessment and utilize data to inform instruction and drive differentiation.

Diagnostic assessments

Formative assessments

Summative assessments

InstructionAssessment

Grade level collaborative

planning

Assessment for Learning

CCRPI dataAIMSweb

Title VI Rural Poverty

QBE/LocalPupil services

Principals

InstructionalCoach

Better Seeking Team

2013-2016→

Lesson plansFocus walk

dataAssessments


CRCT

Formative assessment data

Provide needs-based instructional /additional instructional staff to help students master the standards:

Flexible grouping

Class size reduction

Early Intervention


Grade level planning

Title II-AEIP

21st Century Learning

Principal

Instructional Coach

Better Seeking Team

2013-2016→

Schedules Student test scores

Formative and Summative data

17

2013-2016

Program After school

Develop an RTI model to address the needs of students who are…

placed in the current grade

working below/above grade level

retained in the current grade

having concerns affecting optimal learning

Instruction None 21st Century Learning

EIPDELTA

ESOL servicesAIMSweb

Principal--Asst. Principal

RTI Coordinator

Instructional Coach

Better Seeking Team

2013-2016→

Lesson PlansPrincipals--

Teacher Conferencing

CRCT scores

Formative and Summative Data

Provide opportunities for advanced learners to extend/enhance their knowledge and skills:

Flexible grouping

Gifted


Gifted endorsement

Title IIATitle IID

Principals 2013-2016→

Schedules Student test scores

Formative and Summative data

Utilize appropriate technology in the classroom to support students’ achievement of standards.

Provide Prof. Learning for media specialist and teachers in using available technology

Allocate funds for the purchase of needed technology.

Instruction SMART/ActiveBoard

training

Prof. Learning/Shari

ng Sessions

Grad-Level Prof. Learning w/technology

focus

ComputersSmart/

ActivboardsStudent

response systems

Destination Success and

other software

Title IID, Title VI

Principal

Technology coordinator

Media Specialist

Grade level teams

2013-2016→

Walk through data

Student test scores


Maintain 100% Highly Qualified status to ensure equitable instruction for all students

Recruit-hire-retain HiQ teachers/paraprofessionals

Implement remediation plan as needed

Continue to provide quality professional learning for

InstructionSchool Culture


Researched-based

Professional Learning as

needed

Title IIA Superintendent

Title IIA Coordinator

Principals

2013-2016→

GaPSC data AYP data

18

2013-2016

teachers/paraprofessionals

Provide professional learning opportunities for Music and Fine Arts teachers in effective strategies to increase student achievement.



Area-specific conferences

Fine Arts-odd years

Music—even years

Title IIA Principal 2013-2016→

Lesson PlansFocus Walks

Achievement data

Provide professional learning opportunities for all staff, with emphasis on early recognition of student deficits and identification of intervention strategies, particularly for new teachers and teachers to new grades

InstructionProfessional

Learning

Peer observations

Title IIA PrincipalInstructional

Coach

2013-2016→

Observation schedule

Teacher’s student

performance data

Focus walks data

Plan opportunities outside the school setting to enhance concept development, background knowledge, and vocabulary acquisition to increase understanding of classroom instruction.

Instruction None PTG Principal/PTG 2013-2016→

Field Trip schedules

Achievement data

Establish Better Seeking Team that will meet regularly to review school data to determine needs within the school

Use data room to aid in maintaining focus on system and school achievement goals for all students and subgroups.Administrators to meet regularly with teachers to review individual classroom data, determining plan of action to address student needs.

Instruction None Title IIA Principal 2013-2016→

BST Agendas-Minutes

Focus WalksStudent

Achievement Data

Allocate resources to include purchase of materials/supplies that will support establishment of standards-based classrooms.

InstructionOrganizatio

n and Planning

None Title VI Rural Poverty

QBE/Local

Principal 2013-2016→

Budgets Student Achievement

Data

Implement Healthy Schools Program in

InstructionSchool

Better Seeking Team

Title IQBE/Local

PrincipalSchool

2013-2016→

Focus walks/Observ


19

2013-2016

collaboration with Ga. Alliance for a Healthier Generation to promote healthy choices to boost academic performance and overall health.

Climate GA. Alliance for a

Healthier Generation

Wellness Council

ation data CRCT (3rd grade)


Rationale: Since the implementation of the Common Core Georgia Performance Standards, WWPS grade groups have worked to provide instruction that reflect best teaching practices in working toward mastery of the curriculum. Achievement data suggests that our instruction has been successful in meeting the needs of our students in reading and math but there are areas of weakness that need addressing. Historical achievement data in reading indicates continued stability in achieving high levels of success. Writing, as evidenced on the 3 rd Grade Writing Assessment, is improving but continues to be an area of focus for WWPS. WWPS will provide professional learning for teachers in these areas in an effort to improve instructional practice. As we continue to provide effective standards-based teaching and learning, instruction needs to be refined to include essential elements as defined by TKES/LKES. We need to continue the emphasis on increasing the rigor of instruction and depth of knowledge. We also need to continue to provide more effective feedback to give students specific information about their progress toward mastery of the standards. Continuing to provide a balance of assessments of and for learning is also an area that needs concentration, with a shift in progress reporting to parents a goal for the future as well.

CRCT results in English Language Arts and 3rd Grade Writing Assessment results showed significant improvement in 2011. It is believed that the implementation of “Thinking Maps” and “Write from the Beginning” were significant in affecting the achievement in these two areas. Follow-up professional learning in 2013-2016 should make mastery of ELA and Writing standards even greater.

To sustain improvement in math achievement, professional learning for teachers in the implementation of recently purchased math resources (GoMath) is necessary. Increasing parent involvement is also key.

Science and Social Studies achievement, as measured on the CRCT, has never been an area of pride although our third grade CRCT scores are within Georgia’s expectations. The Better Seeking Team has been looking at historical data and improvement is needed. We are proud of the enrichment labs that make hands-on learning possible but are lacking resources for quality instruction. Allocation of funds for the purchase of quality resources and professional learning for enrichment lab teachers will be necessary for greater success.

We are proud that every classroom is equipped with 21st century technology but keeping up with the ever-changing technology is vital. Continuous professional learning for teachers is essential, with particular emphasis on professional learning for the media specialist who will facilitate professional learning efforts for the staff.

Learning EnvironmentAMO: All students will be educated in learning environments that are safe, drug free and conducive to learning.

WWPS Goal: By 2014 the number of discipline incidents will remain at an acceptable level of no more than 30 students with three or more accumulated discipline referrals, as evidenced by BC Room data, with no more than 5 offenses after behavioral intervention is implemented. In 2015, the number after intervention will decrease to 4 referrals, with a decrease to 3 or fewer in 2016.


Programs

Correlation To

TKES


Resources or

Materials Needed (Include

Person or Position

Responsible for Monitoring and

Evaluation

Implementation (Plan should include a 2-3

year time frame.)



Monitoring of Monitoring

20

2013-2016

funding source and

cost)

Implementation (Artifacts)

of Impact (Student Learning

Data)Administer annual student, parent and teacher surveys to identify areas of needed improvement

School Culture

None None Principal/Assistant Principal

2013-2016→ Survey results Comparison data from

surveys

Implement school–wide discipline programs, utilizing available resources (Ex. ABE software, MindSet) for additional intervention, particularly for special needs students.

Planning and OrganizationLeadership

Mindset Training (RESA)

Title IIASp. Ed. funds

Principal 2013-2016→ School wide discipline

plan/code of conduct

Walk through data

Discipline data

Provide professional learning opportunities for teachers/counselor in the area of classroom management and behavior management, as needed

School Culture

Counselor’s Conference (even years)

Grade level study

Title IIA Principal

Instructional Coach

Better Seeking Team

2013-2016→ BC Room data Discipline data

Achievement data

Support the school guidance program, with particular emphasis on teaching skills in smart decision-making (Red Ribbon Week, proactive classroom guidance, etc.)

School Culture

None QBE/LocalTitle VI Rural

Poverty

Principal 2013-2016→ Observation of Guidance

activities (Red Ribbon Week and regular classroom guidance)

Discipline Data

Achievement Data

Provide training and mentoring for first year teachers to help with classroom management and instruction.

School Culture

New teacher orientationMentoring

Title IIA Principal 2013-2016→ Mentor logs Student achievement data of new

teachers

Provide training for Physical Education teacher in implementation of GPS in an effort to motivate student health and motivation.



workshops—(odd years)

Title IIA

Fitnessgram

Principal 2013-2016→ Lesson PlansFocus Walks

Student survey data

Student achievement

data

Provide support with transition from PreK to K.

Big Shuffle (PreK to visit K in spring)

PreK to visit WWPS for Christmas program

School Culture

None PreK funds Principal/PreK Resource

CoordinatorSchool Counselor

2013-2016→ Attendance records

Parent Surveys

21

2013-2016

Support from School Counselor

Promote healthy choices by implementing Healthy Schools Program

School Culture

None USDA GrantTitle IIA

Ga Alliance for a

Healthier Generation

PrincipalSchool Wellness

CouncilPE teacher

2013-2016→ Meal participation

data

Fitnessgram

Rationale: Discipline has never been a serious concern at WWPS but an area that must always remain a top priority, as good behavior management is an essential component for effective education. The school-wide behavior management plan which includes the use of the Behavior Control Room, a proactive school-wide guidance program and immediate parent involvement continues to provide a consistent management plan that minimizes disruption of instruction. As our student population consists of children who are in the developmental stage in regard to learning about basic self-control and smart decision-making, the number of discipline referrals is not our main focus. We will continue to focus on implementing effective behavior modification strategies to address our “repeat offenders”—those students who have multiple discipline referrals.

2011 data showed a significant reduction in the number of “repeat offenders”. Counselor and staff continued to implement existing effective strategies and monitored progress regularly, recognizing and responding to any rising concerns promptly.

2012 discipline data showed an increase from the previous year’s decrease. In 2011-12, the school counselor’s schedule included more time at WWES and less time at WWPS, which may have been a contributing factor to the increase in discipline referrals in 2011-12. It was also recognized that there was an increase in the number of special needs students with behavior issues in 2011-12, contributing to the increase in behavior referrals. In 2012-13, Ms. deBeaugrine, school level Sp. Ed. coordinator, took a more active role in assessing the special needs students’ understanding of discipline infractions and collaborated with staff members to create individual behavior plans, as needed.

2013 data showed a significant reduction in the number of “repeat offenders” (students with 3 or more offenses within a 30-day period). Team feels that acceptable levels were reached so focus will be on continuing to concentrate on these students. The goal will be to reduce the number of behavior calendars the repeat offenders utilize after intervention from the school counselor. Such a reduction would indicate an increased ability for the students to modify and manage their own behavior.

Student Services: AMO: Students who receive support services (Special Education, Gifted and ESOL) will receive a free and appropriate public education.


Programs

Correlation To

TKES


Resources or

Materials Needed (Include funding

source and cost)

Person or Position

Responsible for

Monitoring and

Evaluation


year time frame.)

Means of Evaluation (What will be used to evaluate the

action, strategy, intervention, or program?)

Monitoring of Implementation (Artifacts)

Monitoring of Impact (Student Learning

Data)Ensure that SWD are being taught appropriately in the LRE :

Refine scheduling practices

Co-teaching training

Instruction LRE training--coachingWebinars

IDEA/SpEdQBE/Local

IDEA

LRE ProjectDOE/GLRS

Director of Student Services

PrincipalsSpecial Ed. Leadership

TeamGLRS

2013-2016→ Student schedules

LRE data from DOE

Sign in sheets


CRCTStudent grade

reports

DOE Performance

Indicators

22

2013-2016

Improve SWD scores on statewide assessments:

Provide differentiated instruction

Provide appropriate accommo-dations

Training for teachers


LRE training--coaching

IDEA/SpEdQBE/Local

IDEA

GLRS—CSETE

Teacher Academy

Title IIA


PrincipalsGLRS

personnel

2013-2016→ Test scoresFocus walk

data

Student test scores on CRCT and

state writing assessments

Formative and

summative data

Decrease disproportionate representation in the area of Emotional Behavioral Disorder:

Implement appropriate RTI strategies

Review all current EBD eligibilities

Analyze discipline data on all students

Review current assessment practices.

Planning & Organization

Distinguishing EBD/Conduct

Disorder Training

MindSet training

IDEA/SpEd

Prof. Learning


Principal

SpEd Coordinator

School Psychologist

2013-2016→ GOIEP dataDiscipline

dataABE data

Student discipline

data

Decrease the percentage of students with disabilities who are removed from the regular education setting for disciplinary reasons:

Ongoing analysis of discipline data

Classroom management training, as needed

Planning & OrganizationInstruction

Data analysis training

Classroom management

training

None Director of Student Services

Special Ed Coordinator

GLRS personnelPrincipal

2013-2016→ Discipline data

ABE data

Students’ grades and scores on

state standardized

tests

Formative and

summative data

Improve instruction for gifted students:

Refine scheduling practices

Increase number of teachers with gifted endorsement

Keep parents

Instruction Gifted Endorsement

Courses

Title II-AQBE--Local

Prof, Learning


Gifted Coordinator

Gifted Teachers

Principal

2013-2016→ Gifted schedules

Parent lettersParent survey

resultsStudent

survey results

Gifted test scores

Formative and

summative data of gifted

students

23

2013-2016

informed of delivery model, expectations and progress.

Improve instruction for ELLs:

Increase number of teachers with ESOL endorsement

Training for teachers

Instruction Using ACCESS scores to improve

instruction for ELLs

Ongoing ESOL PL

Title II-AQBE/Local

Prof. Learning


Instructional Coaches

ESOL Coordinator

Principal

2013-2016→ Number of teachers with

ESOL endorsements

ELL student test dataACCESS scores

Formative and

summative achievement

dataRationale: In an effort to differentiate instruction to meet the needs of every student, WWPS implements a scheduling model which allows small group needs-based instructional time for critical reading and math instruction. In addition to this needs-based instructional time within the base classroom setting, support for struggling students is provided through our Early Intervention Program (EIP), and enrichment for high performing gifted students is provided through the “Differentiated Enriched Learning Through Acceleration” (DELTA) program. Qualifying ELL students receive support through ESOL services and Special Education students receive support through the Inclusion model and/or within the resource setting, as determined by their IEP. Achievement data (CRCT) suggests a weakness in performance of our SWD population. The steadily increasing ESOL population creates the potential for concern, and we want to make sure our Gifted and higher performing students don’t get lost in the shuffle. As supporting lower achieving students requires extreme time and effort, WWPS wants to make sure standards are not lowered for higher performing students in the process. As we continue to meet the needs of all students, we will monitor the progress of these three subgroups (ESOL, Sp. Ed., Gifted), in particular, and revise instruction as needed to make sure they receive adequate, challenging instruction.

Improvement efforts will include increased collaboration among regular and support staff and more focused monitoring, with intervention provided promptly. Professional learning efforts will be increased to enhance the effectiveness of our co-teaching models and extra support will be provided for our newer Special Ed. staff members.

Parent Involvement:AMO: Parents will be provided adequate information to support student academic progress. Parents will be provided opportunities to participate in school activities.

Actions, StrategiesInterventions, or Programs

Correlation To

TKES


Resources or Materials

Needed (Include funding

source and cost)

Person or Position

Responsible for

Monitoring and

Evaluation


year time frame.)



Monitoring of Implementation

(Artifacts)

Monitoring of Impact

(Student Learning Data)

Provide communication between the home and school that is consistent, regular, two-way and meaningful.

Parent conferences Newsletters/Parent

magazines Websites Email Progress/Grade

reports

Student, Family &

Community

Using Remind101

Title IATitle IA ARRA

Student Handbooks

(Parent Involvement

Policy--Parent

Principals 2013-2016→ NewslettersWebsite updates

Parent Sign-In sheets

Parent SurveysRemind 101

Progress--Grade reports

Parent survey results

24

2013-2016

Parent surveys Parent compacts Parent Involvement

policy Positive Parent

Contacts School calendar

magnets Remind 101

Compact)

Parents are welcomed in the schools and are involved in the school improvement process

Open House School Councils Parent-Teacher

Organizations Surveys Parent workshops Parent resources on

websites Big Shuffle School Programs

Student, Family &

Community

None Title IAParent

Involvement

Principal 2013-2016→ Meeting Agendas/Minutes

Parent SurveysWebsite updates

Parent Sign-in sheets


All communications will be sent home to parents in their primary language.

Student, Family &

Community

None Translate software features

Title IAParent

Involvement

ESOL Coordinato

rPrincipal

2013-2016→ Parent letters-newsletters


Parents will be encouraged to help their children at home with basic skills.

Basic sight word drill Basic letters

recognition drill Basic math facts drill

Student, Family &

Community

Training for parents in

how to help at

home (Ex. Make and

Take Workshp.)

Title IASchool Activity FundsPTG

Purchase of basic skills

cards

Principal 2013-2016→ Basic Skills Cards Parent survey results

Achievement data

Rationale: The relationship between WWPS, home and community is a positive, collaborative one. WWPS has a reputation for its effective efforts to work well with students, parents, community members and other stakeholders, as evidenced by public comments and surveys. Achievement data also confirms the effective school/home relationship as stakeholders work toward the common goal. WWPS will continue current practices and make efforts to always keep communication lines open. Parent surveys will be reviewed annually to evaluate the school’s success in providing parental support and involvement.

Increasing parent involvement with homework is a goal, with particular emphasis on training parents and encouraging parents to help their children with basic reading and math skills. Belief is that most parents are eager to help their children but many lack the necessary skills and/or tools. Increased mastery of basic skills will better equip our students to grasp more difficult concepts at school. Funds will be allocated to provide the necessary materials for home use.

25

2013-2016

Appendix A: Student Academic Data State Assessments

Georgia Kindergarten Inventory of Developing Skills (GKIDS)

Percentage at each levelGKIDS

2009 2010 2011 2012 2013Ready for 1st Grade Number

promoted

116 108 96 108 107

Ready for 1st Grade with Extra Instructional

Assistance

Number placed

3 7 9 4 9

Not Ready for 1st Grade Number retained

1 4 6 7 6

1

2013-2016

Georgia Criterion Referenced Competency Tests (CRCT)—Third Grade

Percentage at each level

2005 2006 2007 2008 2009 2010 2011 2012 2013

Reading

DOES NOT MEET expectations 13 18 12 15 12 9 6 1 1

MEETS expectations 44 64 65 63 73 66 60 60 58

EXCEEDS expectations 44 18 23 23 15 25 34 39 41

English/Language ArtsDOES NOT MEET expectations 12 13 9 16 20 11 7 1 3



MathematicsDOES NOT MEET expectations 14 11 11 46 28 9 12 12 10



ScienceDOES NOT MEET expectations 23 24 33 37 36 27 20 21 18



Social StudiesDOES NOT MEET expectations 17 12 13 17 39 50 26 21 16



Appendix B Non-Academic Data

2

2013-2016

Discipline Referrals (Baseline data)

2005 2006 2007 2008 2009 2010 2011 2012 2013

WWPS

Total Number of Referrals(will include repeat offenders) 324 318 318 644 702 n/a n/a n/a n/a

Number of students with 3 or more discipline referrals 22 32 44 77 60 38 53 31

Appendix C Professional Data

Teacher Attendance (Baseline data)200

6200

7200

8200

9201

02011 2012 2013

WWPSNumber of Teachers 41 42 44 44 42 42 43 43Number of Teachers Returning 40 40 39 39 41 42 43 43Percent of Teachers Returning 97.5 95.2 93 93 97 100 100 100*Average Number of Teacher absences per yr. 4.89 2.86 6.4 5.88 7.01 6.39 5.95 8.88

* Excludes teachers who took leave through the Family and Medical Leave Act

Beginning Teachers (Baseline data)

2010 2011 2012 2013WWPSFirst-Year Teachers 0 2 1 0Teachers with Less than 3-years experience 3 2 3 3

Number Returning (1 to 3 years experience) 3 2 3 3

Appendix D

3

2013-2016

PARENT INVOLVEMENT POLICY Reviewed and approved by faculty/staff, School Council, and attendees of annual Title I Parent

Involvement meeting held on 9-10-13

Washington-Wilkes Primary School recognizes each student as an individual who needs to develop attitudes, academic skills and ideals that will help him/her become a worthwhile, respectful, honest, productive and knowledgeable citizen. We are committed to the belief that success lies in working hand in hand with students, parents and the community to insure a healthy, safe, inviting and adequate learning environment for every child.

The involvement of parents is essential to the success of our students’ education. An ongoing effort is made to involve the parents and to give them input into the education of their children.

Efforts are made to involve parents in the following ways: Information about county and school policies are communicated to the parents through

distribution of a WWPS Student Handbook. A copy of the handbook is given to parents at the beginning of each school year and/or upon a student’s enrollment. Parents are asked to sign they have received the handbook and have discussed its contents with their child. Signatures are kept on file in the office.

Notifications about upcoming events are posted on the school’s website, school marquee, and sent via “Notes from the Office” and Remind101 text messaging.

Daily communication is sent to parents using school-provided homework folders/agendas. Parents can volunteer to assist in school activities by contacting the child’s teacher or the office. A school/parent compact is sent to parents of all students served under Title I. Parents hold membership on the WWPS School Council, WWPS School Wellness Council and

leadership positions on the PTG. Parents are invited a minimum of twice each year to participate in parent/teacher conferences. Parents are invited to RTI meetings throughout the school year, in an effort to address individual

student needs promptly. Parents are invited to attend all school meetings. (Ex. School Council, PTG, School Wellness

Council, etc.) Parents are given the opportunity to participate in a school improvement survey each year. Newsletters are sent home throughout each month. CRCT results are sent home to parents each year. Parents are given a school calendar magnet highlighting important events to take place

throughout the school year. Parents are given monthly copies of “Parent and Child” magazines to promote positive parenting

skills. Parents are given alphabet/sight word cards and other practice materials for home use. Instructional materials, housed in the WWPS Resource Room, are available for parent check-out

upon request.

School/Parent CompactReviewed and approved by faculty/staff, School Council, and attendees of annual

4

2013-2016

Title I Parent Involvement meeting held on 9-10-13

SCHOOL MISSION: The mission of Washington-Wilkes Primary School is to inspire and empower young minds to reach their fullest potential by meeting individual needs in a consistent and supportive environment.As educators, we recognize each student as an individual who needs to develop those attitudes, academic skills and ideals that will help him/her become a worthwhile, respectful, honest, productive and knowledgeable citizen. We are committed to the belief that success lies in working hand in hand with students, parents and the community to ensure a healthy, safe, inviting and adequate learning environment for every child.

TEACHER AGREEMENT – I believe that each child can be successful. I will……. Believe that each child can learn as I come to class prepared to teach. Prepare lessons that differentiate instruction to meet the needs of each student. Show respect for each student and his/her family. Enforce school and classroom rules fairly. Demonstrate professional behavior and a positive attitude. Seek ways to involve parents in the school program. Schedule parent conferences on various dates and times of the day at least twice per year. Provide frequent reports of students’ progress to their parents.

Teacher’s Signature ______________________________________________________________ Date __________________

STUDENT AGREEMENT – I believe that I can be successful. I will follow the school pledge “On my honor, I will try to do my best in school, to be a good student, to have pride in myself, my school and my community and to obey the teachers and school rules”. In addition, I will…..

Attend school regularly and on time. Work cooperatively with my classmates, teachers and other school staff. Complete all classroom and homework assignments. Maintain courteous, cooperative school behavior and attitudes. Learn to be responsible for my own actions. Take an active role in my learning through personal goal setting.

Student Signature ________________________________________________________________ Date __________________

PARENT/GUARDIAN AGREEMENT – I believe that my child can be successful. I will….. See that my child is punctual and attends school regularly. Communicate with my child’s teachers on a regular basis. Support the school in developing positive behaviors. Provide a home environment that encourages my child to learn. Stay aware of what my child is learning.

Parent/Guardian Signature _________________________________________________________ Date __________________

ADMINISTRATIVE TEAM AGREEMENT – We believe WWPS will continue to be successful. We will….. Create an atmosphere that is warm and accepting, encouraging positive attitudes toward self and others. Provide an environment that allows positive communication between the teacher, parent, and student. Support the teachers in providing high quality instruction. Provide a safe and orderly school environment that is conducive to learning. Provide reasonable access for parents to obtain information on their child’s progress. Encourage students, their families, and staff to abide by this compact.

Principal _____________________________________________ Asst. Principal ____________________________________Date _________________________

Appendix F

Title I Schoolwide Plan: Index of School Improvement Plan

5

2013-2016

Section1114 (b) (1) Description Page / Paragraph

Number

(A) Comprehensive needs assessment of the entire schoolpgs. 3-4, 15-

16,20,22,24,25

(B)

Reform strategies that strengthen the core academic program, increase the amount and quality of learning time (before, after, or summer school), and include strategies for meeting needs of those underserved

pgs. 7-9,17-20

(C) Instruction by highly qualified teachers pg. 9,18

(D) High quality and ongoing professional development for teachers, principals, and paraprofessionals, etc. pgs. 3-4,15-25

(E) Strategies to attract high-quality, highly qualified teachers to high-needs schools pg. 9,18

(F) Strategies to increase parental involvement pgs. 24-25, A4-5

(G) Transition plans for assisting preschool children from early childhood programs to elementary programs pg. 21

(H) Measures to include teacher in the decisions regarding the use of academic assessments pgs. 3-4,14,19

(I)

Activities to ensure that students who experience difficulty mastering the proficient or advanced level of academic achievement standards are provided with effective, timely additional assistance

pgs. 9,17-20

(J) Coordination and integration of Federal, State, and local services and programs pgs. 8-9

6

Documents

p5cdn2static.sharpschool.comp5cdn2static.sharpschool.com/UserFiles/Servers/Server_… · Web viewThe current School Improvement Planning team (Better Seeking Team) meets monthly