School Accountability Planinternet.savannah.chatham.k12.ga.us/schools/spe/mc/Sh… · Web viewSpencer Elementary developed our school wide plan with the participation of individuals

School Accountability Plan(School Wide Improvement Plan)

Appendix – School Title One Plan

2012-2013

for

Spencer Elementary SchoolSavannah-Chatham County Public Schools

Andrea B. Williams., PrincipalThomas Lockamy, Ed.D. Superintendent of Schools

I. Principal’s Message

August 24, 2012

Dear Friends:

I would like to inform you that our school is engaging in an ambitious school improvement planning process during this year which will focus on:

Vision: From school to the world: All students prepared for productive futures

Mission: To ignite a passion for learning and teaching at high levels

In many ways, our School Accountability Plan will serve as our road map for continued success. Our plan, which is supported by research-based strategies, will focus on the continuous growth of student achievement, ensuring a safe, secure, and disciplined learning environment, and demonstrating that parents, business, and community members are actively engaged in the educational process. Because we value your input and support, you are invited to join us as we work to make Spencer Elementary School better.

II. Development Plan and Communication Process

A multi-stage process is used to develop school accountability plans. Many individuals are involved in order to ensure that the needs of all students are addressed. The chart below illustrates the diverse group involved with the development of this plan. Also included below is a statement of how this improvement plan will be shared with all stakeholders. The people involved and the processes used will be useful in developing the school’s Tier 3 narrative, which helps paint a total picture of the school’s progress and tells “the story behind the numbers.”

Committee Members/RepresentationIndividual/Groups Position

Andrea B. Williams, Principal AEntire Staff TSchool Data Team TSchool Leadership Team RRev. Jonathan Brown & Rev. Matthew Brown, Jr.

B

Tina Hayward-Bean, Felicia McKithen and Donnielle Davis

P

Position codes are noted as follows: A – Building AdministrationB – Business PartnerC – Community MemberO – OtherP – ParentPT– Parent of Identified Title I ServiceR – Related Services and/or Support StaffS – StudentT – Teacher

This plan can be shared in the following ways:

Posted on the District Website Posted on the School Website Used to inform and improve instruction

Any appropriate use as determined by the school principal

III. Needs Assessment (Data Sources Used to Develop Plan)

Continuous Growth of Student Academic Achievement

Safe, Secure & Disciplined Learning

Environment SAT Participation and

Test Results

ACT Participation and Test Results

X Gifted Programs Data

Advanced Placement Exam Results and Enrollment

IB Programs Data

Post Secondary Enrollment Report

Dual Enrollment Class Results and Enrollment

X GKIDS

International Baccalaureate Results and Enrollment

Governor’s Honors Program

X SWD Data

X Attendance Data for Students and Staff

X Title I Data

Dropout Statistics

Graduation Rates

GHSWT – First Time Pass Rate

PSAT Participation

X State Percent HiQ

Percent Staffed by Certified Teachers

X Professional Development Hours and Involvement Related to Academic Achievement

ASCD Survey

X Marzano Survey

HSTW – Technical Visit Report

X GAC

X The Leadership and Learning Center Reports (formerly Center for Performance Assessment)

X School Improvement Plan Review

X State Report Card (also gives demographic information)

X Quarterly Test Results

X District Site Based Reports

X Disproportional data

X Governor’s Office of Accountability Website

X Incidents of Physical Violence

Incidents of Possession of Firearms in School

Incidents of Possession of Weapons Other than Firearms in School

X Students Without Incidents of Physical Violence in School

Students Without Incidents of Possession of Firearms in School

Students Without Incidents of Possession of Weapons Other than Firearms in School

Incidents of Possession of Drugs/Alcohol on Campus

Hearing Office Data

X Incidents of Out-of-School Suspensions

X Incidents of In-School Suspensions

Incidents of Expulsions

X Incidents of Unauthorized Visits to Campus after Hours

GHSGT – First Time Pass Rate

EOCT data

X Promotion/Retention Data

21st Century Program Data

X PowerSchool Database data

X Accountability and Assessment website

X ITBS data

X CRCT data

X Grade Distribution Report

Other

Parent University

YFA Study

IV. Tier 2 Indicator (continued)

Focus Area (#1): Continuous growth of Student Academic Achievement

For this focus area, we identified needs and formulated at least three corresponding Tier 2 indicators through strategies, with an emphasis on academic achievement.

GOAL A: By May 2013, 80% of second graders will be reading at 255 Lexile or higher as measured by Scholastic Reading Inventory (SRI).RATIONALE: To facilitate promotion to third grade ----- - Instructional Strategies: Related Professional Learning Strategies: Teachers will continue to implement the Response to

Intervention Process (RTI). Teachers provide tutorial with emphasis on catching

students up with skills and pre-viewing reading skills. Teachers will continue to develop lesson plans

collaboratively based on the Georgia Performance Common Core Standards, integrate Science and Social Studies Literacy and performance tasks incorporating research-based instructional strategies following the school systems frameworks in reading.

Teachers, working collaboratively, will differentiate instruction based upon recent, relevant data in order to improve overall and individual student achievement.

Increase rigor of common and formative assessments to include SRI.

Teachers will use data to guide instruction Teachers will continue to employ co-teaching models

in the classrooms. Marzano’s instructional strategies will be used during

classroom instruction by teachers at all grade levels. Build background knowledge and vocabulary utilizing

word walls and Depth of Knowledge. Increase fluency and comprehension through the use

of small group lesson, read alouds, and expanding student’s vocabulary.

Departmentalization of the Curriculum, creating teacher “expertise “in their academic concentration areas

District Literacy Coach, Melissa Webb will provide professional development.

Professional development provided on use of rubrics, SRI formative assessments, and differentiated instruction.

Staff will continue to participate in professional development that enhances strategies in teaching reading, including Depth of Knowledge higher order thinking skills

Increase staff training and use of technology in the classroom to aid in differentiation and academic acceleration. Also, to provide a multi-media approach to appeal to students varying learning styles and modalities.

Staff continues to be trained and updated on Response to Intervention.

Professional learning activities based on Georgia Performance Common Core Standards, units, and performance tasks will continue to be scheduled for all staff members.

Staff Training on Execution, Differentiation, SRI, and Lexile.

Staff training to increase the effective use of data collection and disaggregation.

Monitoring Results Met Not MetWeekly Data Team MeetingsWeekly review of lesson plansWeekly summative assessmentsDaily formative assessmentsDaily Teacher observationsClassroom observationsWalkthroughs/ “Look fors” will be utilized to observe the use of instructional strategies Reading LogsGrade Level Minutes Frameworks and Units

Quarterly AssessmentsProfessional Development LogsRubricsSRI/STAR /AR Data Wall Word wallsStudent Work Displayed with Meaningful CommentaryFunding Source/Approximate Amount

Dibels Next $300.00Supplemental Staffing $30.00 per hour

Person(s) Responsible

Second grade teachers, Data Teams, Professional LearningAdministratorsReading ,ELA, Science and Social Studies Teams




Tier 2Indicator

GOAL B: By May 2013, 80% of fourth graders will be reading at 590 Lexile or higher as measured by SRI.

RATIONALE: To facilitate promotion to fifth grade Teachers will continue to implement the Response to


students up with skills and pre-viewing reading skills. Teachers will continue to develop lesson plans

collaboratively based on the Georgia Performance Common Core Standards, integrate Science and Social Studies Literacy and performance tasks incorporating research-based instructional strategies following the school systems frameworks in reading.


Increase rigor of common and formative assessments to include SRI.

Teachers will use data to guide instruction Teachers will continue to employ co-teaching models

in the classrooms. Marzano’s instructional strategies will be used during


word walls and Depth of Knowledge. Increase fluency and comprehension through the use

of small group lesson, read alouds, and expanding student’s vocabulary.

Departmentalization of the Curriculum, creating teacher “expertise “in their academic concentration areas

District Literacy Coach, Melissa Webb will provide professional development.

Professional development provided on use of rubrics, SRI formative assessments, and differentiated instruction.

Staff will continue to participate in professional development that enhances strategies in teaching reading, including Depth of Knowledge higher order thinking skills




Staff Training on Execution, Differentiation, SRI, and Lexile.

Staff training to increase the effective use of data collection and disaggregation.

Monitoring Weekly Data Team MeetingsWeekly review of lesson plansWeekly summative assessmentsDaily formative assessmentsDaily Teacher observationsClassroom observationsWalkthroughs/ “Look fors” will be utilized to observe the use of instructional strategies Reading LogsGrade Level Minutes Frameworks and UnitsQuarterly Assessments

Results Met Not Met

Professional Development LogsRubricsSRI/STAR /AR CRCT and Quarterly Assessments Data Wall Word wallsStudent Work Displayed with Meaningful Commentary

Funding Source/Approximate Amount

Supplemental Staffing $30.00 per hour


Fourth grade teachers, Data Teams, Professional LearningAdministratorsReading, ELA, Science and Social Studies Teams

IV. Tier 2 Indicator Focus Area (#1): Continuous growth of Student Academic Achievement


Tier 2Indicator

GOAL C: By May 2013, 80 % of third graders will be at 80%or higher as measured by MAP.

RATIONALE: To make Adequate Yearly Process for the 2011-2012 school year. (ESEA.PG.1;GS.CUR.1;GS.CUR.2;GS.CUR.3;GS.INST.1;GS.INST.2; GS.INST.3; GS.INST.4; GS.ASMT.2;GS.ASMT.3;GS.PO.3)

Instructional Strategies: Related Professional Learning Strategies: Teachers will continue to implement the Response to


students up on math skills and pre-viewing upcoming skills.

Teachers will continue to develop lesson plans collaboratively based on the Georgia Performance Common Core Standards, units, and performance tasks incorporating research-based instructional strategies following the school systems frameworks.


Increase rigor of common and formative assessments Teachers will use data to guide instruction Teachers will continue to differentiate the lessons. Continued co-teaching models. Marzano’s instructional strategies will be used during


word walls and Depth of Knowledge. Provide additional math instruction through the math

lab Provide a variety of curriculum based experiences

using manipulatives, integrating technology, increased hands-on activities in the classroom, and providing students with the real world application of mathematics.

Departmentalization of the Curriculum, creating teacher “expertise “in their academic concentration areas.

District Math Coach – Sonya Tokerud-Hoelscher will provide professional development.

Professional development provided on use of rubrics formative assessment, and differentiated instruction.

Staff will continue to participate in professional development that enhances strategies in teaching reading, including Bloom’s higher order thinking skills.




Staff training on Six Elements of a Math Lesson. Staff Training on Execution and Differentiation Staff training to increase the effective use of data

collection and disaggregation. Teachers who completed the district’s Math

endorsement will train all other math teachers.

Monitoring Results Met Not Met PendingWeekly Data Team MeetingsWeekly review of lesson plansWeekly summative assessmentsDaily formative assessmentsDaily Teacher observationsClassroom observationsWalkthroughs/ “Look fors” will be utilized to observe the use of instructional strategies Math JournalsGrade Level Minutes Frameworks and Units Quarterly Assessments

RubricsMAP/CRCT/ITBS Scores Data WallStudent Work Displayed with CommentaryFunding Source/Approximate Amount



3rd Math TeachersAdministratorsMath Academic Team





Tier 2Indicator

GOAL D: By May 2013, 80% of fourth graders will be at 80% or higher as measured by MAP. RATIONALE: To make Adequate Yearly Process for the 2010-2011 school year. (ESEA.PG.1;GS.CUR.1;GS.CUR.2;GS.CUR.3;GS.INST.1;GS.INST.2; GS.INST.3; GS.INST.4; GS.ASMT.2;GS.ASMT.3;GS.PO.3)

Instructional Strategies: Related Professional Learning Strategies: Teachers will continue to implement the Response to


students up on math skills and pre-viewing upcoming skills.

Teachers will continue to develop lesson plans collaboratively based on the Georgia Performance Common Core Standards, units, and performance tasks incorporating research-based instructional strategies following the school systems frameworks.


Increase rigor of common and formative assessments Teachers will use data to guide instruction Teachers will continue to differentiate the lessons. Continued co-teaching models. Marzano’s instructional strategies will be used during


word walls and Depth of Knowledge. Provide additional math instruction through the math

lab Provide a variety of curriculum based experiences

using manipulatives, integrating technology, increased hands-on activities in the classroom, and providing students with the real world application of mathematics.


District Math Coach – Sonya Tokerud-Hoelscher will provide professional development.

Professional development provided on use of rubrics formative assessment, and differentiated instruction.

Staff will continue to participate in professional development that enhances strategies in teaching reading, including Depth of Knowledge higher order thinking skills.




Staff training on Six Elements of a Math Lesson. Staff Training on Execution and Differentiation Staff training to increase the effective use of data

collection and disaggregation. Teachers who completed the district’s Math

endorsement will train all math teachers.

Monitoring Results Met Not Met PendingWeekly Data Team MeetingsWeekly review of lesson plansWeekly summative assessmentsDaily formative assessmentsDaily Teacher observationsClassroom observationsWalkthroughs/ “Look fors” will be utilized to observe the use of instructional strategies

Math JournalsGrade Level Minutes Frameworks and Units Quarterly AssessmentsRubricsMAP/CRCT Scores Data WallStudent Work Displayed with CommentaryFunding Source/Approximate Amount



4th Math TeachersAdministratorsMath Academic Team


Focus Area (#2): Safe, Secure, and Disciplined Learning Environment

For this focus area, we identified needs and formulated at least two corresponding Tier 2 indicators through strategies, with an emphasis on academic achievement.

Tier 2Indicator

GOAL A: Continue Positive Behavior Intervention Support (PBIS) and implement Character Counts (CC).RATIONALE: Increase positive behavior interventions, introduce, and integrate Character Counts. (GS.SC.1; GS.SC.2;NCLB.PG.4;GS.PO.4)

Instructional Strategies Related Professional Learning Strategies

Implement Character Counts and continue PBIS to provide effective classroom management and behavior management strategies daily.

Utilize RTI Process in classroom

Mentor teachers will work with new teachers and assist with behavior management

Implement Character Counts and continue school-wide positive behavior incentives.

Increase the School-wide PBIS program, to include Character Counts in all areas of the school site.

Review training on classroom management strategies to all classroom teachers.

Provide additional training on Response to Intervention (RTI)

Provide Training on behavior management by Teacher Mentors. Staff will receive training, updates, and PLCs in the continued integration of PBIS and Character Counts.

PBIS/CC Leadership team receives additional training from the state department through off site trainings and webinar programs.

Monitoring Results Met Not Met

Response to Intervention (RTI)Counselor and peers will establish behavior contracts with students and monitor compliance with contractsAdministrators observe classroom management strategies and instructional strategies. Behavior LogsParent Contact

Funding Source/Approximate Amount Person(s) Responsible

Building AdministrationCounselorTeachersSocial Worker

IV. Tier 2 Indicator (continued)Focus Area (#2): Safe, Secure, and Disciplined Learning Environment

For this focus area, we identified needs and formulated at least two corresponding Tier 2 indicators through strategies, with an emphasis on academic achievement.

Tier 2Indicator

GOAL B: Continue to implement Response To Intervention (RTI)RATIONALE: Decrease the overall out of school suspension (OSS) in order to improve school climate.


Teachers will continue to implement the Response to Intervention (RTI) process.

Teachers will continue to monitor student behavioral and academic progress and make modifications when needed.

Teachers will maintain RTI folders for students in need of academic and/or behavioral remediation.

Continue to provide training on classroom management strategies to all classroom teachers.

Staff will continue to be trained and updated on Response to Intervention (RTI) as needed.

Mentor teachers will be observed by new teachers for assistance with classroom management strategies.


Response to Intervention (RTI)Counselor and peers will establish behavior contracts with students and monitor compliance with contractsAdministrators observe classroom management strategies and instructional strategies. Behavior LogsParent Contact


Building AdministrationCounselorTeachersSocial Worker


Focus Area (#3): Community Engagement

For this focus area, we identified needs and formulated at least one corresponding Tier 2 indicator through strategies, with an emphasis on academic achievement.

Tier 2Indicator

GOAL A: Increase Parent and Community InvolvementRATIONALE: Increase Parent and Community in the School and continue to inform the stakeholders of the districts Passport To Excellence (GS.SFCS.2; GS.SFCS.3)


Increase parental and community involvement in the school through the Parent Center.

Stakeholders are provided frequently with materials and notification of school events. Stakeholders are provided opportunities to take part in the programs and planning sessions that impact the academic focus of the school.

Parent workshops are offered many times throughout the year to provide support and information to parents and members of the community.

Speak to PTA and School Council

Attend Administrative Conference Workshop

Increase and updated the school’s Parent Center

Attend Title I Parent Involvement PLCs and PTA meetings.



All StaffPTABuilding AdministrationParent Center

IV. Tier 2 Indicator (continued)Focus Area (#3): Community Engagement

For this focus area, we identified needs and formulated at least one corresponding Tier 2 indicator through strategies, with an emphasis on academic achievement.

Tier 2Indicator

GOAL B: Continue to be a model PTA for the fifth yearRATIONALE: School, parents and community work together to ensure students success. (GS.SFCS.2; GS.SFCS.3)


Open House and First PTA Meeting Contact Information of Officers and Chairs Calendar of Events and meetings, including

Georgia and National PTA events Updated and approved Bylaws to the state office Audit Packet Report submitted to state office Budget approved by general membership

Second PTA Meeting

State and National dues submitted Attended District Fall Conference Bylaws submitted to board members Attended District/ Council School of Information Attended Report Writing workshop

Third PTA Meeting Council Dues paid State and National dues submitted Attended District/Council School of Information

Fourth PTA Meeting Attend School Board of Education meeting

Attend PTA Council Workshops and Meetings

PTA Leadership Training Workshops

Monitoring Results Met Not MetModel PTA Award Check Sheet

PTA Sign in


All StaffPTA OfficersParent Center


Focus Area (#4): Fiscal Responsibility

For this focus area, we identified needs and formulated at least one corresponding Tier 2 indicator through strategies with an emphasis on academic achievement.

Tier 2Indicator

GOAL A: Follow spending guidelines of the School-Wide Accountablity Plan RATIONALE: Fiscally responsible to use the budget to meet the needs of all students


Monthly Review of Schoolwide Plan Review each Tier indicator to ensure funds are

being spent correctly Ensure that orders are made and received in a

timely fashion.

Monthly Review of School’s Budget Review monthly budget sent from district Ensure all negative balances are covered Complete appropriate budget transfers Complete spending of funds in a timely fashion.

Trainings and updates – Budgeting and Finance Department

Monitoring (Artifacts, Frequency and Feedback) Results (Evidence) Met Not Met

Monthly Budget StatementsOrders purchased and received based on Schoolwide Accountability Plan


Building Administrators

SecretaryTeachers

IV. Tier 2 Indicator (continued)Focus Area (#4): Fiscal Responsibility

For this focus area, we identified needs and formulated at least one corresponding Tier 2 indicator through strategies with an emphasis on academic achievement.

Tier 2Indicator

GOAL B: Staff Accountability for student achievementRATIONALE: Ensure that teachers meet the academic needs of students being served


Data Analysis Review last year’s data results from CRCT and

GKIDs Note area of weaknesses and strengths Use pre-assessments to monitor progress Compare CRCT and GKIDs data in Spring

Data Training – Lisa Aumann Subject Area Training – Subject Areas Academic Chairs, Lead Teachers and District Coaches – Lisa Ruffo (Elementary)/ Melissa Webb (Literacy)/ Sonya Tokerud-Hoelscher (Math)

Monitoring (Artifacts, Frequency and Feedback) Results (Evidence) Met Not Met

GKIDs and CRCT Test Results Pre-assessment Results Data Meeting Minutes


Building AdministratorsData Leadership TeamSubject Areas Academic ChairsMentor Teachers

V. Tier 3 Narrative

2012-2013 Accountability Plan

Spencer Elementary School and the Savannah-Chatham County Public School System continue to be engaged in an on-going self-evaluation to reflect on its capacity to maximize student learning and to improve student achievement. This endeavor ensures that all stakeholders are involved in the process of school improvement. This process has revealed that the areas requiring continued emphasis and improvement are academic achievement, family and community involvement, a safe, secure, and disciplined environment, and fiscal responsibility. As a result, the School Accountability Plan focuses on these areas.

Focus Area #1 GOAL A: GOAL A: By May 2013, 80% of second graders will be reading at 255 Lexile or higher as measured by Scholastic Reading Inventory (SRI).

Teachers will use SRI formative assessments to guide reading instruction in second grade.

Focus Area #1 - GOAL B: By May 2013, 80% of fourth graders will be reading at 590 Lexile or higher as measured by SRI.

Teachers will use SRI formative assessments to guide reading instruction in fourth grade.

Focus Area #1 - GOAL C: By May 2013, 80 % of third graders will be at 80% or higher as measured by MAP.

Teachers will use flexible grouping for math instruction. Math standards that are identified as posing the most challenges for our 3rd graders will be addressed through targeted instruction by classroom and interrelated teachers. Math lab will be utilized daily to assist with the most challenging areas.

Focus Area #1 - GOAL D: By May 2013, 80% of fourth graders will be at 80% or higher as measured by MAP.

Teachers will use flexible grouping for math instruction. Math standards that are identified as posing the most challenges for 4th graders will be addressed through targeted instruction by classroom and interrelated teachers. Math lab will be utilized daily to assist with the most challenging areas.

Focus Area #2 – GOAL A: Continue Positive Behavior Intervention Support (PBIS) and implement Character Counts (CC).

Teachers will increase positive behavior through the implementation of a school wide Positive Behavior Intervention and Support (PBIS) and Character Counts (CC) programs.

Focus Area #2 – GOAL B: Continue to implement Response to Intervention (RTI)

Teachers will continue to monitor student behavioral and academic progress and make modifications when needed.

Focus Area #3 - GOAL A: Increase Parent and Community Involvement

Administration speaks to community about Passport to Excellence.

Focus Area #3 - GOAL B: Continue to be a model PTA for the fifth year

Staff, parents, and community will continue to work together for model PTA status for the fifth year.

Focus Area #4 - GOAL A: Follow spending guidelines of the School-Wide Accountability Plan

Budget will be utilized to meet needs of School-wide Accountability Plan.

Focus Area #4 - GOAL B: Staff Accountability for student achievement

Teachers will meet the academic needs of all students being served.

VI. Assurances

SCHOOL IMPROVEMENT PLAN

School Name: _Spencer Elementary School Savannah-Chatham County Public Schools

2012-2013 School YearPrincipal: _Andrea B. Williams.

Title I School-Wide Program: X Yes No Targeted Assistance: ____________________

Needs Improvement (NI) Status: Year: 1 2 3 4 5 6 7 N/A

Met AYP the Previous Year: Yes No N/A

2012-2013 Sanctions:

School Improvement Plan (School Improvement Plans will be submitted to LEA for approval October 2012

Choice

Supplemental Services

Corrective Action (Corrective Action Addendum will be submitted to the LEA along with School Improvement Plans, October 2012)

Restructuring (LEA approved Restructuring Addendum will be submitted to the Georgia Department of Education, February 2013 with a copy of current School Improvement Plan)

VIII. TITLE I SCHOOLWIDE PLAN COMPONENTS 1. Comprehensive Needs Assessment

A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

A. We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were…..

Schoolwide Team Members Position Team Member RoleAndrea Williams Principal Team LeaderStephen Dan Ailes Assistant Principal Assistant Team LeaderTanya Adams Counselor Team MemberDorothy Denegal Test Coordinator Team MemberNathaniel Ball Media Specialist Team MemberDonnielle Davis Parent/Teacher Team MemberTina Hayward-Bean Parent/Teacher Team Member

Spencer Elementary developed our school wide plan with the participation of individuals who will implement the comprehensive school wide program plan. Our Academic Team leaders along with our parents are responsible for designing the annual school improvement plan, overseeing its implementation and reviewing the plan throughout the school year to determine its effectiveness. Academic Team Leaders include the following staff members; school administration, and teacher specialist in the areas of reading (Science and Social Studies Literacy) and Mathematics. This year the new Georgia Performance Common Core Standards will be implemented in Reading/Language Arts and Mathematics. In addition, weekly data team meetings are held in order for certified staff members to review all achievement data and contribute to our on-going plan for improvement. Our annual improvement plan is also reviewed by the PTA Executive Committee and the School Council. The organizations include parents, teachers, administrators and community partners. The inclusion of these organizations insures that all stakeholders are involved in the process of school improvement. The Spencer Elementary Accountability Plan is also posted on the District website as well. The district has added academic coaches to assist schools in the areas of reading and mathematics.

The district is requiring both 2nd and 4th grades Lexile (L) benchmarks for promotion. Second graders must achieve a benchmark score of 255L or greater and fourth-graders must score a benchmark of 590L or greater. The district will use the Scholastic Reading Inventory (SRI) to assist in academic success for these students.

The district is implementing the Measures of Academic Progress (MAP) assessment to help improve our mathematics achievement. Based on the data, Spencer will focus on third and fourth grade mathematics to increase academic results.

Spencer Elementary strives for success through the continued increase in all academics areas and decrease in school-wide behavior. This rise in success is due to the dedication of a highly qualified staff and the use of standard-based data in the guidance of instruction. The analysis of all school-wide data serves to identify our school’s strengths and weaknesses, drive instruction, and set goals for all students. As we move forward we will continue to monitor our successes and areas that need improvement in order to meet the needs of all students.

This school improvement plan incorporates the following areas: demographic data, achievement data, and stakeholder perceptions.

2012 – 13 – 44 gifted students

2. SCHOOLWIDE REFORM STRATEGIESSchool-wide reform strategies that are scientifically research based

The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are:

1. Continue the Early Intervention Program (EIP) 2. Department Chairs provide continued academic support, training, and best practices 3. Conduct teacher in-service programs on successful reading, writing, math, science, and social studies strategies 4. Continue phonemic awareness activities in K-2 5. Continue to improve literacy with new Georgia Performance Common Core Standards6. Expand the Accelerated Reader Program to all grades 7. On-going Lexile Training 8. Maintain the tutorial program for reading, language arts, and math 9. Provide half days for parent conferences 10. Increase the use of the parent center as a resource

Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies:

1. Robert Marzano’s Essential Nine Instructional Strategies. 2. Six Elements of Effective Lessons 3. Six Pillars of Reading 4. Effective use of the six co-teaching models 5. DIBELS testing grades K-2 6. GKIDS – Kindergarten, STAR testing – 1st Grade 7. Guided Reading

8. Differentiated Instruction 9. The ITBS, CRCT, Georgia Writing Assessment, 10. Data Teams11. ROGL 12. SRI 2nd -5th 13. Depth of Knowledge14. Execution

We will increase the amount and quality of learning time by:1. Working in small groups in each class by utilizing EIP, Special Education, classroom teachers and paraprofessionals in various co-teaching models2. Utilizing the classroom technology in instruction and with small/flexible groups 3. Using data driven decision-making for instruction (data teams)4. Cooperative planning among teachers and staff (grade level meetings)5. Setting aside a 3 hour block of time for literacy each day6. Use of Authentic Literacy by incorporating reading, writing, and meaningful debate and discussion 7. Establishing Language Arts and Math tutorial time8. Utilizing volunteer tutors9. Mentoring new teachers (THRIVE I and II)10. Creating a culture of excellence and high performance11. Utilizing a school wide token economy of reward, PBIS

We will increase the amount and quality of learning time by providing Tier 2 intervention strategies for those students who are not meeting grade level standards of proficiency during the school day and through extended school day opportunities such as after school tutorial, double dosing, and CRCT pre-camp.

Listed below you will find strategies listed for each school-wide goal:

1. By May 2013, 80% of second graders will be reading at 255 Lexile or higher as measured by Scholastic Reading Inventory (SRI). Teachers will continue to implement the Response to Intervention Process (RTI). Teachers provide tutorial with emphasis on catching students up with skills and pre-viewing reading

skills. Teachers will continue to develop lesson plans collaboratively based on the Georgia Performance

Common Core Standards, integrate Science and Social Studies Literacy and performance tasks incorporating research-based instructional strategies following the school systems frameworks in reading.


Increase rigor of common and formative assessments to include SRI. Teachers will use data to guide instruction Teachers will continue to employ co-teaching models in the classrooms. Marzano’s instructional strategies will be used during classroom instruction by teachers at all grade

levels. Build background knowledge and vocabulary utilizing word walls and Bloom’s taxonomy. Increase fluency and comprehension through the use of small group lesson, read alouds, and expanding

student’s vocabulary. Departmentalization of the Curriculum, creating teacher “expertise “in their academic concentration

areas

2. By 2013, 80% of fourth graders will be reading at 590 Lexile or higher as measured by CRCT. Teachers will continue to implement the Response to Intervention Process (RTI). Teachers provide tutorial with emphasis on catching students up with skills and pre-viewing reading

skills. Teachers will continue to develop lesson plans collaboratively based on the Georgia Performance

Common Core Standards, integrate Science and Social Studies Literacy and performance tasks incorporating research-based instructional strategies following the school systems frameworks in reading.


Increase rigor of common and formative assessments to include SRI. Teachers will use data to guide instruction Teachers will continue to employ co-teaching models in the classrooms. Marzano’s instructional strategies will be used during classroom instruction by teachers at all grade

levels. Build background knowledge and vocabulary utilizing word walls and Bloom’s taxonomy. Increase fluency and comprehension through the use of small group lesson, read alouds, and expanding

student’s vocabulary. Departmentalization of the Curriculum, creating teacher “expertise “in their academic concentration

areas

3. By May 2013, 80% of third graders will be at 80% or higher as measured by MAP. Teachers will continue to implement the Response to Intervention Process (RTI). Teachers provide tutorial with emphasis on catching students up on math skills and pre-viewing

upcoming skills. Teachers will continue to develop lesson plans collaboratively based on the Georgia Performance

Common Core Standards, units, and performance tasks incorporating research-based instructional strategies following the school systems frameworks.


Increase rigor of common and formative assessments Teachers will use data to guide instruction Teachers will continue to execute and differentiate the lessons. Continued co-teaching models. Marzano’s instructional strategies will be used during classroom instruction by teachers at all grade

levels. Build background knowledge and vocabulary utilizing word walls and Depth of Knowledge. Provide additional math instruction through the math lab Provide a variety of curriculum based experiences using manipulatives, integrating technology,

increased hands-on activities in the classroom, and providing students with the real world application of mathematics.


4. By May 2013, 80% of fourth graders will be at 80% or higher as measured by MAP. Teachers will continue to implement the Response to Intervention Process (RTI). Teachers provide tutorial with emphasis on catching students up on math skills and pre-viewing

upcoming skills. Teachers will continue to develop lesson plans collaboratively based on the Georgia Performance

Standards, units, and performance tasks incorporating research-based instructional strategies following the school systems frameworks.


Increase rigor of common and formative assessments Teachers will use data to guide instruction Teachers will continue to execute and differentiate the lessons. Continued co-teaching models. Marzano’s instructional strategies will be used during classroom instruction by teachers at all grade

levels. Build background knowledge and vocabulary utilizing word walls and Depth of Knowledge. Provide additional math instruction through the math lab Provide a variety of curriculum based experiences using manipulatives, integrating technology,

increased hands-on activities in the classroom, and providing students with the real world application of mathematics.


8. Increase the number of students identified for the Gifted program from 44 to 45. Provide training to teachers on characteristics of Gifted students Inform parents about the Gifted program Provide enrichment to potential students Increase the number of teachers with Gifted certification

9. Increase parental involvement by 2% for the 2012-2013 school year Continue to be a model PTA for the school’s fourth year Continue parental workshops Increase parent participation in school wide planning and review Increase communication with parents Increase community involvement

Continue to improve and increase the awareness of resources available in the Parent Center

MATERIALS/SUPPLIES

Supplemental Classroom Supplies

Supplemental Teachers

Other Books

Funds Needed

Account Line Amount470 866 2068 1000 4610

470 866 2068 1000 1800

470 866 2068 1000 4642

TOTAL

3. Instruction by Highly Qualified Professional Staff

We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. These standards are met by the teaching staff, all certified by the Georgia Department of Education to teach within the grade level assigned. All teachers hold a Bachelor’s degree, with many holding advanced degrees such as Masters, Specialists and Doctorates.Certified staff years of experience include: zero to three years- 2; four to twenty years- 29; twenty one or more- 12. Fourteen Paraprofessionals are licensed by the State of Georgia. They work with students under the supervision of a certified teacher to reinforce skills that have already been introduced by the teachers. They assist in other related educational activities.

All certified professional must be evaluated using the Georgia Teacher Evaluation Program. The school also ensures a qualified staff by providing workshops and staff development courses.

Teachers are required to obtain credits each year through Professional Learning/Staff development or college credit.

We have three teachers certified as Teacher Support Specialist (TSS) to assist beginning teachers who have had zero to three years of experience (Thrive I and II).

4. Ongoing Professional Development

Professional development for staff to enable all children in the school

We have included teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example, both faculty enhancement and professional learning workshops are provided for teachers, principals, and paraprofessionals on site as well as other locations in the city.

Staff development is planned each year with input from the staff. A staff development plan is prepared for each school year. It is based on the school system goal and the objectives of the school.

Parents are invited to attend workshops at PTA meetings, as well as through the Parent Center and Parent University.

We have aligned professional development with the State’s academic content and student academic achievement standards by providing workshops on the use of Georgia Performance Common Core Standards, the concept of “Big Ideas and Essential Questions” and standard based interdisciplinary curriculum instruction.

We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, reading, mathematics, science and social studies lead teachers, Science lab and Math lab teachers, district coaches for each academic discipline.

We have included teachers in professional development activities regarding the use of academic assessments…to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways:

Teachers have participated in workshops with educational consultants on Execution, SRI, MAP, ROGL, Depth of Knowledge, Standard-Based Interdisciplinary Curriculum, Data-Driven Instruction, Thinking Maps, Six Elements of Instruction, Guided Reading, Differentiated Instruction, Accelerated Reader, Achievement Series, and Marzano’s Essential Nine Teaching Strategies. Grade level teams are given daily team meeting time to plan lessons, discuss teaching strategies and review assessment data.

MATERIALS/SUPPLIESTeacher SubstitutesMedicareWorkers compFICATravel and Registration

Funds NeededAccount Line Amount470 866 2068 2705 1120470 866 2068 2705 2200470 866 2068 2705 2600470 866 2068 2705 2700 470 866 2068 2715 3410

TOTAL

5. Strategies to Increase Parental InvolvementStrategies to attract highly qualified teachers to high-needs schools

We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by providing a parent center, designed for parents to help their children become successful learners. Parent surveys are issued periodically to gather parental input as to what programs and services will serve them and their children. This will enable us to develop activities that will serve the parents and their children.

Parent workshops that are open to all parents and guardians of Spencer students. The workshops are:

August 23, 2012 - Getting Ready for Success - Learn about Parent Center, Media Center and Eat breakfast with children. Get library cards have a representative present. Lexile overview.

October 9, 2012 - Introduction to Common Core

December 4, 2012 - SRI and MAP Overview

Feb 5, 2012 – Math and Writing Workshop

May 7, 2013 – How to prepare your child for next school year.

Monthly newsletters are sent out to advise parents of student/parent activities and upcoming events. A calendar of events is included on the back of each newsletter. Parents have the opportunity and are encouraged to participate in workshops and training related to helping their children become successful learners.

Parental involvement policies have been distributed to parents by sending home a copy of the student handbook. The handbook also includes all school rules and policies and parents are encouraged to review these with their child each year.

A newsletter went home to parents to describe the school’s parent center. The newsletter gave details as to how parents can make learning at home fun. It also included a list of materials that can be checked out of the parent center by parents of students in the school. (Add more information from Parent Center)When new students transfer to or enter Spencer Elementary school teachers assign a buddy to the student to show the new students around the school and to familiarize the new student with policies and procedures. The teacher will also send home a letter introducing herself/himself to the parent(s) and explaining expectations for their particular classroom. The teachers also send home the Wednesday Communication Folders that address academics, behavior, monthly newsletters, rules and expectations for future reference.

The school has computer programs that are available through the district for parents use. These programs are Power School and Study Island. These programs allow parents and teachers to communicate and monitor student achievement as well as provide academic resources to be used at school and at home to assist parents.

The PTA involves parents in the school by inviting them to attend PTA meetings and sponsoring certain school related functions to encourage participation in PTA. The PTA sponsors workshops, community speakers and student performances to encourage parent participation.

Parent University is offered through the BOE to allow parents the opportunity to attend workshops of their choosing.

The Parent Center: The parent center offers many workshops and training sessions for parents:

Training materials are provided to assist parents with basic math and reading skills.

Skill packets are prepared at the request of parents and teachers Computer training is provided Training sessions are provided for parent volunteers. The LOVE program is available The Foster Grandparents program is available Community groups have donated school supplies to our children (St.

Joseph/ Candler Hospital)Parents are encouraged to sign the Student/Teacher/Parent Compact.

We have provided written notice to parents of each of our enrolled students that we have been identified as being in school improvement, in a format and, to the extent practicable, in a language that the parents can understand.

We have developed a parental involvement policy that: includes strategies to increase parental involvement (such as family literacy services) describes how the school will provide individual student academic assessment results,

including an interpretation of those results makes the comprehensive school wide program plan available to the LEA, parents,

and the public

MATERIALS/SUPPLIES

Parent Workshop consumables: Games, Programs, Teaching Aids

Parent Center Supplies: Reading, Mathematics, Science and Social Studies

Purchased Food: Light refreshments for workshops

Funds NeededAccount Line Amount

470-866-2068-2751-4615

470-866-2068-2751-4610

470-866-2068-2751-4630

TOTAL

6. School Transitioning (Pre-K to K, 5th to 6th , 8th to 9th )

The following are our plans for assisting preschool children in the transition from early childhood programs. Also included are the transition plans entering middle school or high school and entering from private schools, plus students entering our school throughout the school year.

We believe that each child is entitled to a positive and successful beginning school experience. Our goal is to help children become enthusiastic learners, not just in pre-kindergarten, but throughout life. We continue to foster an environment that will prepare them to be self-confident and independent as they enter kindergarten.

The pre-kindergarten program provides several opportunities for early involvement of parents. Parenting sessions are coordinated by the Pre-K lead teacher. Training focuses on enhancing parental knowledge of the child’s development. Parents are encouraged to volunteer in the school, attend field trips, and participate in classroom activities.

Kindergarten orientation is held every year at Spencer Elementary. Parents are invited to attend the orientation at the school. During the orientation, the preschoolers are given opportunities to visit the kindergarten classes and participate in class activities. The parents are given information on necessary documents and health requirements to enter kindergarten. The parents have the opportunity to meet the kindergarten staff, and they are given information about the learning goals and objectives.

Each kindergarten class has a certified teacher and paraprofessional that work with a maximum of twenty-one children. Social and self-help skills are also emphasized. These opportunities provide a smooth transition from the pre-kindergarten program to kindergarten.

In the spring of the year, the fifth graders from Spencer Elementary visit Hubert Middle School for an orientation so that the transition from elementary to middle school will be a much smoother one. While at the orientation, students visit each sixth grade classroom, meet the Principal and Assistance Principal, meet other key people from the school, are introduced to the band program and other

Materials/SuppliesSixth Graders visit to Hubert

Funds NeededAccount Line Amount470-866-2068-1000-3445

TOTAL

7. Include teachers in the Decisions Regarding the use of Assessment to Provide Information on, and to Improve, the Performance of Individual

Students and the Overall Instructional Program

The ways that we include teachers in decisions regarding use of academic assessment are:1. Weekly Grade Level Meetings2. Weekly Data Team Meetings3. Data School Specialists who guide teachers4. Team Leaders who track data and help in data analysis5. Professional Learning Community Data Workshops 6. Professional Learning/Staff Development questionnaires are presented to insure teacher’s interests or needs are being met when scheduling Professional Learning/Staff Development trainings.7. Faculty meetings where student achievement is discussed8. Workshops to analyze and improve student achievement.9. Teachers create academic assessments for their students.10. Grade levels collaborate on strategies to insure student’s achievement is successful from grade level to grade level.11.Weekly Academic Team Meetings12. Cross-curricular integration

MATERIALS/SUPPLIES Funds NeededAccount Line Amount

TOTAL

8. Coordinate and Integrate Federal, State, and Local Services and Programs

EXAMPLEPrograms/Services School Year 2012-2013Title I, Part A: Four; teaching positions

Improving Basic Programs Operated by Local Education Agencies Targeted Assistance Program

Three; Para-Professional positionsOne; Parent Involvement Coordinator

List Title I Funded positions, labs, technology, etc.

Title II A: Teacher and principal Training and Recruiting Fund

N/A

Title V, part B: 21st Century Learning Communities

N/A

Carl Perkins N/ACHANCE (Small Learning Communities

N/A

ESPLOST Technology FundingState Funds Pre-K Lottery Funds

Early Intervention Program (EIP)Professional Learning

Technology Lottery FundsLocal Funds Professional Learning

Business PartnersESPLOST

Other School Lunch programSpecial Education

Students Exploring and Reasoning for Creative Horizons (Gifted)

MATERIALS/SUPPLIES Funds NeededAccount Line Amount

TOTAL

9. Activities to Ensure Students who Experience Difficulty Mastering Proficient or Advanced Levels of Academic Standards are Provided with

Effective, Timely Additional Assistance

We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Those activities: 1. After School Tutorial Program2. Early Intervention Plan (EIP) services3. Special Education (Inclusion Model)4. Computer, reading, math, and science labs5. Think Tank (Temporary Alternative Academic Program for Academic and Behavior Redirection)6. PRYME TYME (before and after school daycare)7. Extended opportunities through web-based instructional programs

MATERIALS/SUPPLIES

Tutorial Teachers

Medical

Medicare

FICA

Para Professionals

Supplies for After School Tutorial

Funds NeededAccount Line Amount470-866-2068-1000-1730

470-866-2068-1000-2100

470-866-2068-1000-2200

470-866-2068-1000-2700

470-866-2068-1000-1600

470-866-2068-2751-4610

TOTAL

10. Description of How Individual Student Assessment Results and Interpretation will be Provided to Parents

Spencer Elementary provides our parents with student assessment results throughout the school year in the following manner:

Description of report cards Mandated test results Benchmark tests results Parent/Teacher Conferences Parent Access PowerSchool Individual student CRCT/ITBS reports PTA meetings Monthly parent workshops

11. Provisions for the Collection and Disaggregation of Data on the Achievement and Assessment Results of Students

Spencer Elementary makes provisions for the collection and disaggregation of data on achievement and assessment results of students using the following methods:

Benchmark results Letter to parents regarding assessment results Faculty Meetings Weekly Data Team Meetings Weekly Academic Team Meetings Data leadership Team Meetings

12. Provisions to Ensure that Disaggregated Assessment Results for Each Category are Valid and Reliable

Data review team meetings AYP reports Reflection on subgroups Weekly Data Team Meetings Weekly Academic Team Meetings Data leadership Team Meetings

13. Provisions for Public Reporting of Disaggregated Data

Meeting agenda with sign in Sample power points Agenda for Title I presentation with sign in School council with agenda and sign in Website State report card

14. Plan Developed During a One Year Period, unless LEA, After Considering the Recommendation of its Technical Assistance

Providers, Determines that Less Time is Needed to Develop and Implement the Schoolwide Program

Spencer Elementary conducted its first Title I Plan review for parents, the community, and stakeholders on August 23, 2012.

15. Plan Developed with the Involvement of the Community to be Served and Individuals Who Will Carry Out the Plan Including

Teachers, Principals, Other School Staff, and Pupil Service Personnel, Parents, and Students (if secondary)

Spencer Elementary has developed the current Title I plan to incorporate all stakeholders in the development and the ongoing revision of the plan to best serve our students’ needs. The Title I team at Spencer consists of Andrea B. Williams, Principal; Stephen Dan Ailes, Assistant Principal; Tanya Adams, Counselor; Nathaniel Ball, Media Specialist, Dorothy Denegal, Math Specialist/Testing Coordinator; staff, parents and community members. Stakeholders participated in the following:

Title I Orientation Meeting, August 23, 2012 Surveys and Questionnaires Meetings and Forums Title I Revision Meeting, October 9, 2012 Parent/Community Workshops PTA Meetings

16. Plan Available to the LEA, Parents, and the Public

The Spencer Elementary Title I plan is available to parents and to the public through the Savannah Chatham County School System’s public web site at www.savannah.chatham.k12.ga.us/schools/spe/default.aspx

17. Plan Translated to the Extent Feasible, Into any Language that a Significant Percentage of the Parents of Participating Students in the

School Speak as Their Primary LanguageCopies of Spencer’s Title I plan can be provided to stakeholders in the primary language of that household.

http://www.savannah.chatham.k12.ga.us/schools/spe/default.aspx

18. Plan is subject to the school improvement provisions of section 1116

Spencer Elementary has made AYP for the last five years. Spencer has achieved recognition as a Title I Distinguished School 2009-2010, 2010-2011 and 2011-2012.

Comments:

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______________________ ______________________Principal Signature Date

__________________________ _________________________Program Manager Signature Date

__________________________ _________________________Executive Director of High Schools and Compensatory Programs DateSignature

__________________________ _________________________Executive Director of School Governance Signature Date

Documents

School Accountability Planinternet.savannah.chatham.k12.ga.us/schools/spe/mc/Sh… · Web viewSpencer Elementary developed our school wide plan with the participation of individuals