GaDOE Letterhead - Richard Woods - Marietta City … · Web viewStaff will reinforce school rules and expectations with specific verbal praise and Stinger Cash to promote a positive

SCHOOLWIDE IMPROVEMENT PLAN (SIP)TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

TITLE I TARGETED ASSISTANCE (TA) PLAN

NAME OF SCHOOL/PRINCIPAL: West Side Elementary/Dan McGuire

NAME OF DISTRICT/SUPERINTENDENT: Marietta City Schools/Grant Rivera

□ Comprehensive Support School □ Targeted Support School □ Schoolwide Title 1 School □ Targeted Assistance Title 1 School x□ Non-Title 1 School □ Opportunity School

DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS

Advancing Leadership | Transforming SchoolsAll required components of the Title I Schoolwide and Targeted Assistance are included in this template.

Georgia Department of EducationMarch 18, 2016 ● Page 1 of 14

Division of School and District Effectiveness | School Improvement PLAN

Planning Committee Members (SWP 8, 16)


Title I only (SWP 10, 15, 19)The Letter of Intent for Title I Schoolwide was submitted on ______________________________________.

Please indicate the programs that are consolidated in this plan: ____________________________________________________________________________________________________________________________________________________________________________________________________School Designated as a Priority School _______(Yes or No) School Designated as a Focus School _______ (Yes or No)

SIGNATURES:

Superintendent _______________________________________________ Date ________________

Principal Supervisor ___________________________________________ Date ________________

Principal ____________________________________________________ Date ________________

Title 1 Director _______________________________________________ Date ________________(Title 1 Schools only)

Name Position/Role SignatureDan McGuire PrincipalAshley Bagwell Assistant PrincipalToni Greene Fourth Grade TeacherSusie Throop Instructional CoachErin Compton EIP/ESOL TeacherCarey Callahan EIP TeacherSarah Pulley Kindergarten TeacherCarrie Reeser First Grade TeacherEmmalee Furin Second Grade TeacherMichelle Burns Third Grade TeacherTara Smith Fourth Grade TeacherElizabeth Roose Fifth Grade TeacherGail Judkins Special EducationMichelle Fahey Second Grade TeacherMelissa Sisk Teacher Support Specialist


Needs Assessment/ Data Review Results (SWP 1, 11, 12, 13, 14, 17, 18)

Prioritized Needs Data Source Participants Involved Communication to Parents and Stakeholders

Increasing family engagement/ communication

Perception Surveys

Student Enrollment

Demographic Data

All stakeholders School/Parent Communication

Quarterly Parent Meetings (Temperature Checks)

SGT (School Governance Team)

PTA

Lack of consistency with discipline

Perception surveys, quarterly teacher surveys (temperature checks), and discipline data

All stakeholders Newsletters

Discipline Data Review with Staff

Curriculum alignment in writing, reading, and math

Decrease in narrative writing and reading EOG scores

The number of EIP students scoring in the beginning and developing levels in reading and math on the EOG

The number of SE

Assessment Data All staff Newsletters

Parent/Teacher Conferences



students scoring in the beginning and developing levels in reading on the EOG



SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)(SWP 2, 7, 9, 10)

Increase the percentage of students scoring 3 and 4 on Narrative & Extended Writing Task (Ideas) on the Georgia Milestones Assessment. Fourth grade students will increase from 31% to 41% on the Narrative Task. Fourth grade students will increase from 39% to 49% on the Extended Writing Task (Ideas). Fifth grade students will increase from 34% to 44% on the Narrative Task. Fifth grade students will increase from 39% to 49% on the Extended Writing Task (Ideas).

Progress monitoring goals for grades K-5 (Fall, Winter, and Spring)



Georgia School

Performance Standard

Student Group (All or

Subgroup, Parents,

Teachers)

Action /StrategiesInclude description of SWP 2, 7, 9, 10)

Evaluation of Implementation and Impact on Student

Learning

Monitoring Actions of

Implementation

Estimated Cost, Funding

Source, and/or Resources

(SWP 9) Artifacts EvidenceCurriculum 1Assessment 2,3,4Instruction 2,3,4,5,9Professional Learning Standard 1,2,3,4,5,6Leadership 2,3,4,5,6,7,8

K-5 Grade Levels Grades K-2 full implementation of Lucy Calkins Common Core Writing Program.

Grades 3-5 implementation of MCS Writing Lesson Collection.

Grade Level PLC planning for job embedded professional learning.

ELA Committee will evaluate and identify best practices to align writing instruction K-5, using the Measuring Programs and Process protocol.

Grades K-2 will unpack units during August, October, January, and March

All teachers will follow the MTSS process which includes Response to Intervention Time from 8:30-9:05.

Teachers will participate in Instructional Rounds to identify best practices and discuss curriculum alignment in grades K-5

Staff will reinforce school rules and expectations with specific verbal praise and Stinger Cash to promote a positive learning environment and increase student engagement. Teachers will follow the PBIS discipline flow chart in order to identify students who need additional behavior supports.

Writing standards will be embedded into STEM long term projects.

Formative Assessments

Summative Data

School Leaders Demonstrate:Delivery of/coordination of professional learning on specializing instruction; Review of lesson plans; Observations/walkthroughs; and Request for funds

Teachers Demonstrate:Follow the Lucy Calkins Writing Program and Writing Lesson Collection with fidelity; review student writing; teachers collaboratively engage in the Data Team process to monitor student progress

Students Demonstrate:Improved performance on EOG reading assessments

Parents Demonstrate:Increased awareness of the content that students will learn as well as the process of how it will be applied.

Lesson Plans

Classroom Observations

Student Work

Writing Folders

Formative Writing Data

Lucy Calkins Units of Study

Writing Folders

Writing Lesson Collection (Its Learning)




Increase the percentage of students reading at expected grade level Lexile score (4 th Grade 750 and 5th Grade 850) on the Georgia Milestones Assessment. Fourth grade students will increase from 75% to 80%. Fifth grade students will increase from 82% to 85%.

Progress monitoring goals for MAP Reading Growth Goals (K-5) and F/P Growth (K-2)



Georgia School



Subgroup, Parents,

Teachers)



Learning


Implementation



(SWP 9) Artifacts EvidenceCurriculum 1Assessment 2,3,4Instruction 2,3,4,5,9Professional Learning Standard 1,2,3,4,5,6Leadership 2,3,4,5,6,7,8

StudentsTeachersParentsLiteracy CoachAdministrators

Grade levels will analyze data (F&P and MAP) and share instructional strategies

Vertical K-3 implementation of phonics program

K-5 reading instruction will be differentiated based on all available data.

EIP and Special Education students will receive reading intervention instruction using the research based system Leveled Literacy Interventions (LLI Kits).

ELA Committee will evaluate and identify best practices to align reading instruction K-5, using the Measuring Programs and Process protocol.


Teachers will participate in Instructional Rounds to identify best practices and discuss curriculum alignment in grades K-5.


Create literature connections to the STEM long term projects.


Summative Data

School Leaders Demonstrate:Delivery of/coordination of professional learning on specializing instruction; Review of lesson plans; Observations/walkthroughs; and Request for funds

Teachers Demonstrate:Follow the phonics program with fidelity; teachers collaboratively engage in the data team process to monitor student progress


Parents Demonstrate:Increased awareness of the content that students will learn as well as the process of how it will be applied.

F&P

Lesson Plans

Grade Level Planning Agendas

MAP

TAG/STEM Planning Documents

Phonics materials

Phonics training for new teachers

Leveled Readers

Leveled Literacy Interventions (LLI Kits).The Fountas & Pinnell Leveled Literacy Intervention




The percentage of all students in Grade 4 proficient/distinguished in mathematics, as measured on the Georgia Milestones, will increase from 61% in spring of 2016 to 66% in spring of 2018.


Progress monitoring goals for MAP Math Growth Goals (K-5)



Georgia School



Subgroup, Parents,

Teachers)



Learning


Implementation



(SWP 9) Artifacts EvidenceCurriculum Standards 1, 2, 3

Assessment Standards 1, 2, 3, 4,5

Instruction 1, 2, 3, 4, 5, 6, 7

Professional Learning 1, 2, 3, 4, 5, 6

Leadership 1, 2, 3, 4, 5, 6, 7, 8

Planning Organization 1, 2, 3, 4, 5

Family/Community Engagement 1, 2, 3, 4, 5, 6

School Culture 1, 2, 3, 4, 5

StudentsTeachersParentsMath CoachAdministrators

K-5 classroom teachers will facilitate Number Talks to increase math competency (numeracy and fluency).

Classroom and support teachers will meet collaboratively once a weekly/monthly to analyze data (pre/mid/post-assessments), discuss differentiated strategies and plan curriculum and instruction at the rigor expected for the focus standard (unit or quarterly).

Students will participate in a math fluency program in grades 2-5.

Parents will be notified on the unit of study addressed in mathematics in all grade levels K-5 through the West Side Electronic Newsletter

A curriculum night focusing on mathematics will be planned and implemented focused on numeracy.

Math Committee will evaluate and identify best practices to align math instruction K-5, using the Measuring Programs and Process protocol.

Teachers will participate in Instructional Rounds to identify best practices and discuss curriculum alignment in grades K-5.



Teachers will receive training on the creation of engineering design projects that address math standards.


Summative Data

School Leaders Demonstrate:School leaders will monitor classroom implementation of Number Talks and the Workshop Model.

Teachers Demonstrate:Teachers will plan and implement three-part tasks that are differentiated by process (multiple representations) and have real-life connections. Teachers will plan and implement Number Talks daily.


Parents Demonstrate: Increased awareness of the content that students will learn as well as the process of how it will be applied.

Lesson Plans

Grade Level Planning Agendas

MAP

TAG/STEM Planning Documents

Manipulative purchases and replacements

Materials for Family Math Night: $100

Math Facts in a Flash



Professional Learning Plan to Support School Improvement Plan(SWP 4)

Professional LearningStrategy to Support

Achievement of SMART Goals

Professional Learning Timeline

Estimated Cost, Funding Source, and/or Resources

Person(s)/ Position

Responsible

Monitoring Teacher Implementation of

Professional Learning

Artifacts/Evidence of Impact on Student

Learning

TAG/STEM Curriculum Development

July 2017-May 2018

$4,000.00 Charter Funds

Instructional Coach Allotment

Instructional Coach

STEM Facilitator (Enhanced Role)

All Staff

Grade Level, Committee, and Staff

PLC’s

Formative and Summative Assessment Results

Data Analysis for Continuous School Improvement

July 2017-May 2018


School Improvement

Specialist (Enhanced Role)

All Staff


PLC’s

Formative and Summative Assessment Results

PBIS July 2017-May 2018


School Climate Coordinator

(Enhanced Role)All Staff


PLC’s

Student Discipline and Attendance Data

Special Education: Executive Functioning, Behavior, and Academics

September 2017-May 2018

N/A TSS (Teacher Support

Specialist) and Behavior Specialist

Special Education Staff

TSS Formative and Summative Assessment Results

Student Discipline and Attendance Data



Highly Qualified Staff(SWP 3, 5)


All course are taught by highly qualified staff. __yes___ (Yes or no)If no, explain

List efforts to recruit highly qualified teachers to your school.

West Side has a teacher retention plan consisting of quarterly staff perception data with action plans. Also, West Side Elementary has develop a system to recruit highly qualified teachers which consists of a three step process (resume review, interviews, and performance tasks)


End of Year ResultsSMART Goal

Professional Learning

Implemented

Student Achievement Data

UsedStudent Data Implications

(results of measure)Next Steps

Increase the percentage of students scoring 3 and 4 on Narrative & Extended Writing Task (Ideas) on the Georgia Milestones Assessment.

Fourth grade students will increase from 31% to 41% on the Narrative Task.

Fourth grade students will increase from 39% to 49% on the Extended Writing Task (Ideas).

Fifth grade students will increase from 34% to 44% on the Narrative Task.

Fifth grade students will increase from 39% to 49% on the Extended Writing Task (Ideas).

PLC Meetings

STEM Planning


Summative Data

Increase the percentage of students reading at expected grade level Lexile score (4th Grade 750 and 5th Grade 850) on the Georgia Milestones Assessment.

Fourth grade students will increase from 75% to 80%.

Fifth grade students will increase from 82% to 85%.

PLC Meetings

STEM Planning


Summative Data



PLC Meetings

STEM Planning


Summative Data



Resources:Georgia School Performance Standards – http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

Professional Learning Plan Template Guidelines - http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional %20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

System for Effective School Instruction: http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective %20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

Title 1 - http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

QCIS (Indistar) - http://www.indistar.org/

Statewide Longitudinal Data System (SLDS) - http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx


http://www.indistar.org/

http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx