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Mid-Year ReviewSchool Improvement Plan

2012-2013Spring Place ElementaryTitle I Distinguished School

Mid-Year ReviewSchool Improvement Plan

2012-2013

System and School Name: Murray County – Spring Place ElementarySchool Year: 2012-2013

School-wide GoalsGoal 1: Student AchievementDesired results for Student Learning: Students will demonstrate higher competencies in the areas of Reading / ELA; Math, Science and Social Studies.Goal 2: Student AchievementDesired Results for Student Learning: Students with disabilities will demonstrate higher competency in the areas of Reading and Math.Goal 3: Student AttendanceDesired Results for Student Learning: Students will demonstrate improved attendance through compliance with school’s attendance policy.Goal 4: Learning CommunitiesDesired Results for Student Learning: Administrators, teachers, and staff will collaborate on a regular basis in order to increase student achievement.Goal 5: Technology IntegrationDesired Results for Student Learning: Teachers will incorporate student use of technology resources into the curriculum to promote higher order thinking skills and engage students.

Goal 1: Student AchievementDesired results for Student Learning: Students will demonstrate higher competencies in the areas of Reading / ELA; Math, Science and Social Studies.

Kindergarten:

Goal Statement: 90% of kindergarten students will master the 55 pre-primer sight words; will master basic addition and subtraction facts from 0—5 per Common Core; will benchmark on DIBELS Letter Naming fluency and Phoneme Segmentation fluency; will be able to write a complete sentence with correct spacing, capitalization, and punctuation with 80% accuracy. Students who master the pre-primer words will be accelerated.

Grade Level Goals:

Kindergarten teachers will continue to work on letter naming fluency to achieve 95% mastery of all students by the end of kindergarten.

SPE Mid-Year Review 2012-2013Page 1 of 28

Phoneme segmentation – striving for 95% mastery by all students by the end of kindergarten.

DIBELS DATA:

Beginning:

Red – 33 students

Yellow – 33 students

Green – 35 students

Middle:

Red – 8 students

Yellow – 13 students

Green – 90 students

Ways Grade Level is Working toward CRCT:

Kindergarten teachers will continue helping their students build the foundations of knowledge they will need to become successful students.

Kindergarten teachers will continue building higher order thinking skills by using frameworks activities and other resources that require students to explore concepts in-depth.

Kindergarten teachers will incorporate lessons and activities reflective of the WIDA Can Do Descriptors and levels 3 and 4 on the Depth of Knowledge Chart.

First Grade:

Goal Statement: For 2012-2013, First Grade is aiming to reach the goal of having 85% of the students pass the Reading / ELA Benchmark Post-Test and 85% of the students pass the Math Benchmark Post-Test.

Grade Level Goal:

It is the goal of first grade to achieve 85% on all Georgia Performance Standards in Language Arts and Math.


Progress toward ELA / Reading Goals Based on Data for First Grade:

First Grade Benchmark 1: ELA

Teachers’ Names: Pre-Test % Post-Test % Gain %

Acosta 52.6 72.9 +20.3Dotson 43.6 59.7 +16.1Guy 41.6 62.8 +21.7Souther 49.4 68.2 +18.8Wooldridge 53.5 64.2 +10.7

First Grade Benchmark 2: ELA


Acosta 57.3 89.7 +32.4Dotson 56.2 74.4 +18.2Guy 52.5 75.0 +22.5Souther 55.0 78.5 +23.5Wooldridge 58.9 78.9 +20.0Strengths in Language:

1L5a Sort words into categories to gain a sense of the concepts the categories represent

1W5a May include oral or written prewriting (graphic organizers)

1RL6 Who is telling the story in text of appropriate complexity

Weaknesses in Language:

1RI3 Describe the connection between two individuals, events, ideas, or pieces of informational in a text

1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson

1L1c Use singular and plural nouns with matching verbs in basic sentences

Summary of Language Arts / Reading Goals:

Oral reading 60 words per minute (EOY)

Demonstrate 80% of standard 1RL1


Demonstrate 80% on using nouns with matching verbs

How First Grade is Working Toward the Language Arts / Reading Goals:

First grade will focus on oral reading fluency (ORF) with knowledge of sight

words. First grade teachers will work on recognizing key details in various texts. First

grade will use repetitive oral and written examples of subject verb agreement examples.

Progress toward Math Goals Based on Data for First Grade:

First Grade Benchmark 1: Math



First Grade Benchmark 2: Math



Strengths in Math:

MD.3 Tell time in hours and half hour

G.3 Fractions half and quarters

G.1 Attributes of two dimensional or three dimensional

Weaknesses in Math:

MD2 Express the length of an object as a whole number of length unit


G2 Compose two dimensional or three dimensional shapes to create a composite shape

Summary of Goals:

Knowledge of addition and subtraction facts using number to 18 Achieve 80% in shapes and measurement standards

Ways First Grade is working toward the Math Goals:

The first grade will use interactive computer programs, small groups, and mini-

lessons to reinforce and re-teach improve measurement of definite objects. First grade

will use interactive computer games, small group centers, and individualized fact

practice and assessments to obtain our goal for students to connect the understanding

of the inverse relationship between addition and subtraction. Additionally, word

problems will be used during math journal writing times.

How First Grade is Working Toward CRCT Goal of 825:

Student friendly data to set goals and communicate data to students

High expectations for students

Grade level planning based on data

Differentiated instruction

OAS practice tests

Second Grade:

Goal Statement: Second Grade Benchmarks Goals:

Second grade will increase the benchmark post test averages in English Language Arts

(ELA) from a baseline of 80% in 2012-2013 to 90% in 2012-2013. We will increase the

benchmark post test averages in math from a baseline of 83% in 2012-2013 to 90% in

2012-2013.

Progress toward ELA / Reading Goals Based on Data for Second Grade:SPE Mid-Year Review 2012-2013

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Benchmark Results:

The benchmark scores for the first eight weeks in ELA increased an average of

50%. The average score on the post test was 82%. On the math benchmark, the scores

increased an average of 30%. The average score on the post test was 80%.

The benchmark scores for the second eight weeks in ELA decreased 10%. The average

score on the post test was 80%. On the math benchmark, the scores increased an

average of 27%. The average score on the post test was 85%. Second grade’s goal is

to have 80% of the standards mastered on the end-of-the-year test. We will achieve this

goal by looking at the previous benchmark tests and re-teaching the standards not

mastered. These skills will be added as mini-lessons to the regular math and reading

lessons. Second grade teachers will also focus on these standards during intervention

and small group activities.

DIBELS

The end of year goal for second grade reading fluency is 90 words per minute.

There are several students who have yet to meet the goal of 90 words per minute.

Second grade teachers have set a goal of at least 80% of students reaching 90+ words

per minute by the end of the year. In order for this to happen, teachers will work

intensely with students on timed reading passages, fluency reading strips, leveled

reading, nonsense word fluency, and blends. These activities will be the focus of

reading centers and intervention. Teachers will also seek parent support by providing

materials for parents to use at home to assist their children.

Sight Words

Sight words play a vital role in oral reading fluency. Therefore, another goal second

grade teachers would like is for students to master 85% of the 385 sight words from pre-

primer to third grade. At the beginning of the year, second grade students knew an

average of 262 sight words, and at the mid-year assessment, second grades students

knew an average of 323 sight words. Obtaining the goal of at least 85% mastery of the

385 sight words, will require second grade students to study sight words during small SPE Mid-Year Review 2012-2013

Page 6 of 28

group instruction, intervention, and through nightly homework practice. The teachers will

work intensively with students on the words that have not yet been mastered. Small

group literacy centers will be designed around the words they need to master. Students

will also use a variety a literacy games that will focus on sight word knowledge.

Progress toward Math Goals Based on Data for Second Grade:

Fact fluency is essential for students to have strong math skills. At the beginning

of the year the second grade’s average for addition was 67%. The average for

subtraction was 37%. At the middle of the year second grade’s average for addition was

79%. The average for subtraction was 45%. We hope to continue to improve in all areas

and by the end of the year have an overall average of 85%. Using Xtramath will help us

increase our test scores and develop strong number sense in each of our students.

“XtraMath is a Seattle-based nonprofit organization dedicated to math achievement for

all. Our goal is to develop effective, efficient, adaptive and intrinsically rewarding

supplemental math activities and make them available for free” (xtramath.org, 2009).

Xtramath, when used effectively has seemed to improve math fact fluency for each

child. This program provides daily training on math facts and is individually structured

based on each child’s needs. We will also incorporate math fact fluency games into

math centers as well as have students focus on just math facts atleast ten minutes per

day. The teachers will use a variety of strategies for the student to master their math

facts.

How Second Grade is Working Toward all Goals

Student friendly data to set goals and communicate data to students


Grade level planning based on data


Third Grade:SPE Mid-Year Review 2012-2013

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Goal Statement: All third graders will meet or exceed standards on the Common Core /

CRCT standardized assessment in Language, Reading, and Math, based on the new

Common Core Georgia Performance Standards (CCGPS). The third grade teachers

expect their students to obtain a common average of 80% mastery level in Language,

85% mastery level in Reading, and a 90% mastery level in Mathematics.

Progress toward ELA / Reading Goals Based on Data for Third Grade:

Third Grade Benchmark 1: ELA


Edwards 42.4 66.1 +23.7Lawson 42.6 65.7 +23.1Blazer 37.8 60.8 +23Brindle 38.1 72.9 +34.8

Third Grade Benchmark 2: ELA


Edwards 53.66 69.94 +16.28Lawson 50.11 61.33 +11.2Blazer 44.9 60.46 +15.47Brindle 40.58 66.9 +26.41

Actions, Strategies, and Interventions for Improvements in ELA / Reading

Actions, strategies, and interventions for improvements in ELA / Reading are as

follows: Read-alouds, vocabulary, Writing to Win, Brain Pop, Read with Sarah

activities, phonics, sight words, decodable text, differentiated small group instruction,

building fluency card banks, Quick Reads, differentiated reading instruction, repeated

reading, reader’s theater, engage all students in 21st century technology. In addition to

these previous strategies, the third grade will also offer before and after school tutoring,

phrase card practice, CRCT comprehension practice stories, timed readings, Education

City, Fast ForWord, Reading Assistant, SCOOT Pad Math, Online Assessment System

(OAS), and netTrekker.


Furthermore, the alignment of unit and pacing guides to the Common Core

Georgia Performance Standards (CCGPS) will be monitored, Learning Focused

Strategies will be implemented, and CRCT data will be analyzed to identify specific

domains that need improvement. Third grade also seeks to increase parental

involvement in student achievement, increase higher order thinking skills, provide

academic goal setting opportunities for students, strengthen vocabulary development

through the use of words, picture sentences, create a school wide comprehension focus

strategy each month, and offer after school tutoring. Finally, third grade uses individual

student data folders to show the progress toward goals based on benchmark data.

Progress toward Math Goals Based on Data for Third Grade:

Third Grade Benchmark 1: Math


Edwards 35.6 72.6 +37Lawson 36.2 64.3 +28.1Blazer 27.8 54.2 +26.4Brindle 32.7 76.3 +43.6

Third Grade Benchmark 2: Math


Edwards 54.52 84.77 +30.25Lawson 51.82 75.65 +23.83Blazer 42.63 66.58 +23.95Brindle 56.88 83.33 +26.45

Actions, Strategies, and Interventions for Improvements in Math

Actions, strategies, and interventions for improvements in Math are as follows:

ten frame, place value mat, scaffold instruction, addition / subtraction facts,

multiplication and division facts, counting on activity, array activities, Van de Walle

picture, Van de Walle teaching cards, subtraction with regrouping, place value mat with

base ten blocks, Brain Pop, improve understanding of math concepts through the use of

manipulatives, and improve fluency of basic math facts. Teachers will also engage all

students in 21st century technology. SPE Mid-Year Review 2012-2013

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In addition to these previous strategies, the third grade will also utilize technology

with iPads, various reading and math iPad applications (apps), SCOOT Pad Math, OAS,

IXL Math, Multiplication.com, Xtramath and netTrekker. Additionally, teachers will

implement after school tutoring, math training, differentiated small group instruction,

Brenda Erwin problem solving strategies, and Education City.

Evidence of Mastery of Third Grade Reading and Math Goals

The following assessments will produce evidence of mastery of third grade

reading and math goals: DIBELS, Benchmark Testing, Informal Phonics, Math data,

Xtramath data, i-Ready, sight word assessments, Elements of Phonics, Spelling

inventory, STAR Reading, Fast ForWord, Reading Progress Indicator

How Third Grade is Working Toward CRCT Goal of 825:

Plan together specific subjects

Share data and ideas for improvement


Depth of Knowledge in subjects to promote higher level thinking

More technology, fewer papers

Plan with ELL and EIP teachers for improvement among these struggling

students

Fourth Grade:


Goal Statement: Fourth grade will increase the percentage of students meeting or

exceeding standards on the CRCT in Math from a 69% in 2012 to 90% in 2013; will

increase Reading from 83% in 2012 to 95% in 2013.

Progress toward ELA / Reading Goals Based on Data for Fourth Grade:

Fourth Grade Benchmark 1: ELA


Collins 42.09 57.2 +14.30Howard 54.2 71.8 +17.60Pacheco 44.5 65.4 +20.90Vest 42.9 57.2 +14.30

Fourth Grade Benchmark 2: ELA

Teachers’ Names: Pre-Test % Post-Test % Gain % Collins 45.28 60.15 +14.9Howard 54.76 69.51 +14.8Pacheco 39.57 56.88 +17.3Vest 38.38 47.64 +9.26Progress toward Math Goals Based on Data for Fourth Grade:

Fourth Grade Benchmark 1: Math

Teachers’ Names: Pre-Test % Post-Test % Gain % Collins 50.09 60.6 +10.5Howard 53.9 85.7 +31.08Pacheco 47.0 69.3 +22.30Vest 44.4 59.2 +14.8Fourth Grade Benchmark 2: Math

Teachers’ Names: Pre-Test % Post-Test % Gain % Collins 46.22 74.00 +27.8Howard 52.07 79.32 +27.3Pacheco 40.57 64.38 +23.8Vest 36.97 55.44 +18.5

Progress toward Science Goals Based on Data for Fourth Grade


Fourth Grade Benchmark 1: Science


Collins 46.36 78.45 +32.09Howard 50.51 84.0 +33.49Pacheco 45.97 67.9 +21.93Vest 38.79 68.13 +29.34Actions, Strategies, and Interventions for Improvements in Math, ELA, and Science

Multiple teaching tools and resources

Teaching with differentiation for multiple academic levels

Teaching to the multiple learning styles

English Language Learner Services

EIP Services

Tutoring after school

Communication with parents

Education web sites for school and home

Xtramath

Georgia OAS

Study Island

Education City

Scoot Pad

Evidence of Mastery of Fourth Grade Reading and Math Goals

Monitoring student progress through data collected:SPE Mid-Year Review 2012-2013

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o 4th Grade Math Benchmark

o 4th Grade ELA Benchmark

o Daily and weekly formal and informal assessments

o Xtramath.org, georgiaoas.org

o 4th Grade Science Benchmark

o DIBELS Assessment Weekly and Bi-Weekly

How Fourth Grade is Working Toward CRCT Goal of 825:

After school tutoring

XtraMath

Study Island


Intervention

Coach Practice Books

Fifth Grade:

Goal Statement: Fifth grade will increase the percentage of students meeting or

exceeding standards on the CRCT in Reading / ELA from a baseline of 92.65% in 2011

to 94% in 2012 and 96% in 2013, will increase the percentage of students meeting or

exceeding standards on the CRCT in Math from a baseline of 83.2% in 2011 to 90% in

2012 and 94% in 2013, will increase the percentage of students meeting or exceeding

standards on the CRCT in Science from a baseline of 93.5% in 2011 to 95% in 2012

and 97% in 2013.

Grade Level Goals:


The percentage of students meeting or exceeding standards on the CRCT is 94% in

Reading / ELA, 90% in Math, and 95% in Science.

Progress toward ELA / Reading Goals Based on Data for Fifth Grade:

Fifth Grade Benchmark 1: ELA

Teachers’ Names: Pre-Test % Post-Test % Gain % Granger 60.1 78.3 +18.2McEntire 51.5 75.4 +23.9Ridley 58.5 77.5 +19.0

Fifth Grade Benchmark 2: ELA


Progress toward Math Goals Based on Data for Fifth Grade:

Fifth Grade Benchmark 1: Math


Fifth Grade Benchmark 2: Math


Progress toward Science Goals Based on Data for Fifth Grade


Fifth Grade Benchmark 1: Science


Fifth Grade Benchmark 2: Science


Summary of Results:

Goals that will be continued:

o Continue to monitor SIP, RTI, ESS, and EL students and plan

intervention around specific students’ needs

New goals:

o Adjust instruction to meet students’ needs to ensure academic success

This will better prepare the students for the fact that Science is

now part of AYP.

o All students will meet or exceed the standards on the 5th grade Writing

Assessment.

o All students will build a firm foundation and deepen their

understandings of all concepts taught and reviewed.

Actions, Strategies, and Interventions for Improvements in Math, ELA, and Science:

21st Century Model Teacher Training

GRS Training Math co-teachingSPE Mid-Year Review 2012-2013

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Gifted Endorsement improved differentiation strategies

Brenda Erwin training

USA Studies Weekly

Time for Kids

Ruby Payne Poverty Training

How Fifth Grade is Working Toward CRCT Goal of 825:

After school tutoring began November of 2012. This will provide additional

support to students who are struggling. More accountability has been given to ensure

students are working on reading and math skills. By using the data collected on the

Benchmark Analysis in each content area, teachers will be able to target students’

needs and plan instruction accordingly. Study Island, OAS, and Education City will also

be used as tools to measure student progress. Some additional teaching tools and

resources include: basic math fact practice and assessments, Writing to Win, DIBELS,

Xtramath.org, Brain Pop, and the common core performance tasks.

Sixth Grade:

Goal Statement: Sixth grade will increase the percentage of students meeting or

exceeding standards on the CRCT in Reading ELA from 89% in 2011, to 97% in 2012

and to 98% in 2013; will increase the percentage of students meeting /exceeding the

standards on the CRCT in Science from 87% in 2011, to 89% in 2012, and to 90% in

2013; will increase the percentage of students meeting or exceeding standards on the

CRCT in Math from 83% in 2011, to 86% in 2012, and 90% in 2013.

Actions, Strategies, and Interventions for Improvements in Math, ELA, and Science:

Differentiated lessons

ELL services


Tutoring after school in math and reading

Communication with parents

Educational web sites for school and home such as Study Island

Use of rubrics, graphic organizers, Essential Questions, and journaling to

encourage higher order thinking skills

ESS which includes IEP accommodations and modifications

Daily intervention and acceleration

Performance tasks

Thinking maps

Progress toward ELA Goals Based on Data for Sixth Grade:

Sixth Grade Benchmark 1: ELA

Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 56.7 63 +6.3Dooley 50.7 59.1 +8.4Samples 42.8 54.5 +11.7

Sixth Grade Benchmark 2: ELA

Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 59.1 69.2 +10.1Dooley 50.6 53.7 +3.1Samples 47.8 51.1 +3.3

Progress toward Reading Goals Based on Data for Sixth Grade:


Sixth Grade Benchmark 1: Reading


Sixth Grade Benchmark 2: Reading

Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 55 63.7 +8.7Dooley 49.6 53.4 +3.8Samples 43.1 55.3 +12.2

Progress toward Math Goals Based on Data for Sixth Grade:

Sixth Grade Benchmark 1: Math


Sixth Grade Benchmark 2: Math

Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 41.6 67.3 +25.7Dooley 34.4 62.4 +28Samples 34.7 54.2 +19.5

Progress toward Science Goals Based on Data for Sixth Grade


Sixth Grade Benchmark 1: Science

Teachers’ Names: Pre-Test % Post-Test % Gain % Amis 51.3 75.2 +23.9Dooley 50.9 73.3 +22.4Samples 46.4 72.4 +26.0

Sixth Grade Benchmark 2: Science

Teachers’ Names: Pre-Test % Post-Test % Gain % Granger 51.6 91.5 +39.9McEntire 42.7 81 +38.3Samples 43.8 83.5 +39.7

Evidence of Mastery of Sixth Grade Math, ELA, and Science Goals:

Monitoring student progress through data collected:

o DIBELS

o Many different forms of daily and weekly formal and informal assessment

o Xtramath.org, georgiaoas.org, Study Island

o Frequent fact fluency testing and monitoring

o Think Maps

How Sixth Grade is Working Toward CRCT Goal of 825:

XtraMath

Study Island


Intervention

Coach Practice Books

Quizlet


E.L.:

Kindergarten and First Grade Data Analysis

English Language Learners (ELLs) in Kindergarten made significant gains in

improving ELA skills during the first semester of the 2012-2013 school year. In the area

of First Sound Fluency (FSF), Kindergarten ELLs improved from 51% intensive, 22%

strategic, and 27% low-risk at the beginning of the year to 15% intensive, 24% strategic,

and 61% low-risk at the mid-year benchmark. The mid-year benchmark is the first time

that Kindergartners are tested in the areas of Phoneme Segmentation Fluency (PSF)

and Nonsense Word Fluency (NWF). On this first PSF assessment, Kindergarten ELLs

scored 7% intensive, 10% strategic, and 83% low-risk. On the first NWF assessment,

Kindergarten ELLs scored 7% intensive, 12% strategic, and 81% low-risk.

ELLs in First Grade also made significant progress in achieving learning goals

during the first semester of the 2012-2013 school year. In the area of Phoneme

Segmentation Fluency (PSF), First Grade ELLs scored 19% intensive, 35% strategic,

and 46% low-risk on this beginning of the year assessment. In the area of Nonsense

Word Fluency with Correct Letter Sounds (NWF, CLS), First Grade ELLs scored 27%

intensive, 8% strategic, and 65% low-risk at the beginning of the year, and 21%

intensive, 21% strategic, and 58% low-risk at the mid-year benchmark. In the area of

Nonsense Word Fluency with Whole Words Read (NWF, WWR), First Grade ELLs’

scores went from 0% intensive, 81% strategic, and 19% low-risk to 37% intensive,

17% strategic, and 46% low-risk. First Grade ELLs also made gains on the Benchmark

assessments. In the area of English Language Arts (ELA), these students had a 20.2%

gain in the first eight weeks, and a 24.3% gain in the second eight weeks on the pre-test

to the post-test . In the first eight weeks, the school averaged an 18.7% gain, and the

county averaged a 21% gain. During the first eight-week period of the school year, ELLs

struggled to master ELA and mathematics standards. The ESOL teacher and the first

grade classroom teachers worked together to devise a plan to assist ELLs in mastering

standards in ELA and mathematics. As a result of collaborative planning and targeted

instruction, ELLs in First Grade had a 28.3% gain in math, and a 24.3% gain in ELA

from the pre-test to the post-test during the second eight-week period. The school had SPE Mid-Year Review 2012-2013

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an average gain of 27.0% in math and a 23.6% gain in ELA. The county had an average

gain of 22.9% in math and an 18% gain in ELA from the pre-test to the post-test.

ELA Benchmark 1 – First Grade ESOL

Teacher/Class Name Pre % Post % % GainLacy JonesESOL 41.4 % 62.5 % 21.1 % gainSPE 1ST Grade 48 % 66.7 % 18.7 % gainMurray Co. 1st Grade 54.3 % 75.3 % 21.0 % gain

MATH BENCHMARK 1 – First Grade ESOL

Teacher/Class Name Pre % Post % % GainLacy JonesESOL 38.6 % 59.6 % 21.0 % gainSPE 1ST Grade 43.2% 65.2 % 22.0 % gainMurray Co. 1st Grade 46.9 % 74.6 % 27.7 % gain

ELA BENCHMARK 2 – First Grade ESOL

Teacher/Class Name Pre % Post % % GainLacy JonesESOL 49.1 % 73.4 % 24.3 % gainSPE 1ST Grade 55.85 % 79.4 % 23.6 % gainMurray Co. 1st Grade 61.3 % 79.3 % 18% gain

MATH BENCHMARK 2 – First Grade ESOL

Teacher/Class Name Pre % Post % % GainLacy JonesESOL 53.0 % 81.3 % 28.3 % gainSPE 1ST Grade 58.1% 85.1 % 27.0 % gainMurray Co. 1st Grade 62.3 % 85.2 % 22.9 % gain

E.L. Students in Grades 2-6:

ELA/Reading Benchmark Results 2012-13:

2nd Grade: Pre Post Gain/Loss

BM1 47.8 81.0 ^34.0

BM2 63.1 77.8 ^14.6

3rd Grade: Pre Post Gain/Loss


BM1 35.7 62.5 ^26.8

BM2 41.5 56.8 ^15.3

4th Grade: Pre Post Gain/Loss

BM1 40.3 51.9 ^11.6

BM2 39.7 43.4 ^ 3.7

5th Grade: Pre Post Gain/Loss

BM1 34.9 64.1 ^29.2

BM2 50.8 71.0 ^20.2

6th Grade Reading:Pre Post Gain/Loss

BM1 32.3 33.9 ^1.6

BM2 39.6 44.4 ^4.8

6th Grade L.A.: Pre Post Gain/Loss

BM1 32.0 41.7 ^9.7

BM2 34.4 45 ^10.6

EXCEL:

The Spring Place Elementary gifted program currently serves 23 students that

have been determined to received gifted education segments. Served students receive

a minimum of five instructional resource segments each week, as well as daily

instruction from gifted endorsed classroom teachers. In response to the transition to the

Common Core Georgia Performance Standards (CCGPS) students are continuing to be

challenged with rigorous Webb’s Depth of Knowledge level 3 and 4 activities (DOK)

intended to extend learning. The Murray County Excel curriculum foundation is based

upon grade level Georgia Performance Standards (GPS) in the science and social

studies content areas. Research based practices that support and foster independent

learning, as well as reiteration of adopted transitional standards to alleviate gaps of

instruction, are continuously supplemented in the core instruction. Each measure has


been implemented to garner student success in meeting the high expectation of

exceeding achievement on the end of year assessments.

Goal 2: Student Achievement

Desired Results for Student Learning: Students with Disabilities will demonstrate

higher competency in the areas of Reading and Math.

First Grade: % GainELA BM1- +43%ELA BM2 – +33%Math BM1 – +19%MathBM2 – +29%

Second Grade:ELA BM1 – +18 %ELA BM2 – +23%Math BM1 – +30%Math BM2 – +27%

Third Grade: ELA BM1 – +15%ELA BM2 – +10%Math BM1 – +17%Math BM2 – +8%Science BM1- +8%

Fourth Grade:ELA BM1 – +8%ELA BM2 – +3%Math BM1 – +12%Math BM2 – +11%Science BM1- +26%Science BM2- +25%

Fifth Grade:ELA BM1 – +34%ELA BM2 – +11%Math BM1 – +25%Math BM2 – +32%Science BM1 – +44%Science BM2 – +30%

Sixth Grade:Reading BM1- +7%Reading BM2- -8%ELA BM1 – +9%ELA BM2 – +20%Math BM1 – +9%Math BM2 – -1%Science BM1 – +11%Science BM2 – +25%Social Studies BM1 – +30%Social Studies BM2 – +19%

ESS made extraordinary gains in the subject of ELA for first and fifth grades. ESS also

made extraordinary gains in the area of Math in second and fifth grades.

Intervention Strategies:

ESS Personnel:

1. Will get inclusion teachers to visit the 2nd and 5th grade classrooms during

Math to see what strategies they are using to increase benchmark areas

in Math.


2. Will use small group differentiated instruction in the areas of Reading for

grades 1-6.

3. Will re-teach and review daily in the areas of Math / Language / Reading

as most of our students have short term memory problems.

4. Will give tutoring in grades 3rd – 5th after school in the areas of Reading,

Language, and Math.

5. Will collaborate with regular education teachers at least once weekly for

suggestions and updated intervention strategies.

6. Will use specialized computer programs such as IXL Math, Xtra Math,

Fast ForWord, SCOOT Pad Math, and i-Ready to increase the students’

math and reading skills.

7. Will accommodate classroom work / tests to best meet each individual

student’s needs.

The ESS personnel are building their students’ confidence and esteem by giving

accommodations to allow their students to feel academically successful. They

are teaching test taking strategies and giving them tools such as number

lines/multiplication charts so they can practice daily. Additionally, ESS personnel

pull students into small group settings to allow for more “individualized” learning.


Goal 3: Student Attendance

Desired Results for Student Learning: Students will demonstrate improved

attendance through compliance with school’s attendance policy.

Spring Place Elementary is committed to helping raise the percentages of

students in attendance in all grade levels.

2011-2012 Attendance Report

Grade Level ADA Percent in Attendance

Kindergarten 102.56 94.68%

First 92 95.8%

Second 85.58 96.07%

Third 97.3 96.48%

Fourth 70.60 95.84%

Fifth 79.08 96.71%

Sixth 72.77 96.82%

2012-2013 Attendance Report

Grade Level ADA Percent in Attendance

Kindergarten 101.56 93.54%

First 86.07 93.16%

Second 83.18 94.72%

Third 89.43 94.85%

Fourth 92.31 95.41%

Fifth 75.65 96.26%

Sixth 74.83 96.44%


Goal 4: Learning CommunitiesDesired Results for Student Learning: Administrators, teachers, and staff will

collaborate on a regular basis in order to increase student achievement.

The use of collaborative planning to increase student achievement has been an

ongoing goal for administrators and teachers at Spring Place Elementary. In order to

achieve this goal, grade levels meet on a weekly basis to share ideas and to plan

collaboratively. There are also multi-grade level collaborative meetings held once per

month so that teachers from various grade levels can better understand the standards

and goals that students should accomplish as they progress through the elementary

grades.

Goal 5: Technology IntegrationDesired Results for Student Learning: Teachers will incorporate student use of

technology resources into the curriculum to promote higher order thinking skills and

engage students.

Teachers at Spring Place Elementary are incorporating technology into the

curriculum in multiple ways. Every classroom is equipped with an electronic whiteboard,

a dedicated teacher laptop, and at least four modern computers for student use.

Teachers use the electronic whiteboards to present lessons, demonstrate concepts, and

model appropriate use of technology as a learning tool. SPE also has a new computer

lab that was established during the current school year. This computer lab has 28

modern computers, a teach computer, and an electronic whiteboard. The computer lab

is also equipped with the Synchronize Program that is used to help teachers better

manage student use of technology while in the computer lab. There are also 10 iPads

available for the teachers to check out on as needed bases. The teachers at SPE are

also fortunate to have access to several computer programs and Web sites that engage

students while helping them to master grade level goals in all subject areas. These

technology resources include Brain Pop, Brain Pop Jr., Brain Pop Spanish, Tumble

Books, Reading Eggs, Study Island, Georgia OAS, Education City, netTrekker, IXL

Math, and Rosetta Stone. In addition to these programs, teachers and students also


have access to Microsoft Office, internet resources, Kidspiration and Inspiration, Kids

Pix, Harcourt Math and Reading software, and various other programs.

Teachers at SPE have made substantial progress toward successfully integrating

technology usage into the classroom. However, there are still some goals that have not

been met. It is essential that students have access to technology resources on a daily

basis. The majority of students at SPE only have access to technology at school. It is

necessary that these students be allowed and encouraged to use and explore

technology at school in order to gain the technology skills necessary to be successful in

the 21st century. Currently, our technology equipment goals are centered on replacing

outdated computers in classrooms and increasing the number of student computers in

each classroom. Accomplishing this goal will give students greater access to technology

in their classrooms on a daily basis.


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