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8/13/2019 WCES 2014 SI Plan January Submission Part 1
http://slidepdf.com/reader/full/wces-2014-si-plan-january-submission-part-1 1/33
Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 1 of 33
SCHOOL IMPROVEMENT PLAN
School Name: Worth County Elementary School District Name: Worth County
Principal Name: Steven Rouse School Year: 2013 - 2014
Title I Schoolwide Program Title I Targeted Assistance Non-Title I School
ESEA WAIVER ACCOUNTABILITY STATUS (Based on 2012 Data)
(Check all boxes that apply and provide additional information if requested.)
Priority School (SIG) Priority (Graduation Rate) Priority (Achievement)
Alert School (Use 2012 Data) Focus School (Use 2011 Data)
Subject Alert List Subject(s) Graduation Gap List High and Low Sub-Groups withPercentages
Sub-Group Alert List Sub-Group(s) Achievement Gap List High and Low Sub-Groups with
Percentages
Graduation Alert List Sub-Group(s)
Principal’s Signature: Date:
Title I Director’s Signature: Date:
Superintendent’s Signature: Date:
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 2 of 33
Measurable Goals
The goal of Worth County Elementary School is to provide all students a safe and supportive environment that is focused on student
learning and committed to high academic achievement as indicated in the State Performance Targets. Through the sharedresponsibility of all stakeholders, students will be prepared to compete in a dynamic and diverse community.
Elementary and Middle Performance Targets Based on 2011 Criterion Referenced Test (CRCT) Proficiency Rates for 2013
Student Group Reading ELA Math Science Social Studies
All Students 94.0% 92.3% 86.8% 80.3% 79.3%
Asian/Pacific Is. 95.8% 95.6% 94.6% 90.5% 90.8%Black 90.6% 88.8% 79.8% 69.3% 69%
Hispanic 93.3% 91.3% 86.4% 77.4% 76%
Alaskan/Amer.Indian
95.7% 92.9% 88.9% 84.5% 82%
White 96.9% 95.2% 92% 89.3% 87.6%
Multi-Racial 96.2% 94.4% 89.3% 85.0% 83.5%
SWD 79.5% 75.6% 69.8% 60.4% 58%
LEP(EL) 87.3% 84.1% 79.1% 67.8% 66.1%
Econ.
Disadvantaged
91.3% 89.0% 81.7% 72.8% 71.2%
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 4 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and
Impact on Student Learning
Artifacts Evidence
Planning
and
organization
Standard
1.1, 1.2
Leadership
L 1.2, 1.3
WCES has established a school-basedleadership team that is comprised ofadministrators, school improvementcoordinator, teachers and supportstaff.
WCES staff and stakeholders workcollaboratively to develop a Title Ischool-wide/school improvement
plan based on data, to include:
Student achievement
Demographic
Process
Perception
WCES staff and stakeholders havedeveloped a comprehensive mission,
belief, and vision statement thatclearly represent the goals of theschool.Steps taken in this process are:
To gather input from allstakeholders.
Administrators and teacherswork collaboratively todevelop statements.
All stakeholders are given theopportunity to reviewmission, belief, and visionstatements.
Fall 2013 GaDOE
GaDOE SchoolImprovementFieldbook
Administrators
SchoolImprovementCoordinator
SchoolCouncilMembers
ParentInvolvement
Coordinator
Teachers
School-wide/schoolimprovement
plan
MissionStatement
Belief Statement
Vision Statement
Agendas/RostersMeeting Minutes
School-wide/schoolimprovement plan is
posted to schoolwebsite and placedstrategicallythroughout the school.
All stakeholders havea clear understandingof the school vision,
belief and missionstatement.
All statements are present in school,classrooms and on theschool website.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 5 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and
Impact on Student Learning
Artifacts Evidence
Leadership
Standard L
1.1, 1.2, 1.3,
1.4, 2.1
Leadership L
2.1,2.3,
Leadership within the school isdistributed. The principal,administrators and schoolimprovement coordinator collaboratewith all staff members and otherstakeholders to gather input andfeedback for shared decision-makingand problem-solving.
All teachers are given the opportunityto share in leadership roles as gradelevel team leaders or building levelleaders.
Monitoring of instruction andassessment is conducted byadministrators and schoolimprovement specialist on aconsistent basis.
Fall 2013- ongoing
GaDOE
GaDOE SchoolImprovementFieldbook
Administrators
SchoolImprovementCoordinator
Teachers
Survey
OrganizationChart
Agendas/Minutes
Instructional teamleaders meet monthlywith schoolimprovementspecialist to analyzedata, collaborate, andmake instructionaldecisions.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 6 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and
Impact on Student Learning
Artifacts Evidence
Professional
Learning L
2.2
Instructional teams meet weekly andmonthly by grade level to collaborate,review and analyze data, and to planinstruction. The school improvementspecialist meets with instructionalteam leaders and grade level teachersto provide support in data analysisand instructional planning.
Teachers are given the opportunity toattend off-site workshops andconferences for professional learningin their specific content area.
Fall 2013- ongoing
GaDOE
GaDOE SchoolImprovementFieldbook
Administrators
SchoolImprovementSpecialist
Teachers
Administrators
Survey
OrganizationChart
Agendas/Roster
Minutes
Instructional teamleaders meet monthlywith schoolimprovementspecialist to analyzedata, collaborate, andmake instructionaldecisions.
WCES providesinstruction by highlyqualified teachers whomeet the standardsestablished by thestate of Georgia.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 7 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and
Impact on Student Learning
Artifacts Evidence
ProfessionalLearningStandard PL1.1, 2.3, 1.5
Leadership
L 2.1,2.3,
SIC provides professionaldevelopment for all teachers forimplementing the CCGPS. Allteachers are provided with CCGPSnotebooks and training throughRESA, GLRS, and LEA.
All teachers are required to participate in CCGPS webinars.
All new teachers attend StandardsBased Classroom (SBC) professionallearning through RESA.
The school improvement specialist provides support, assistance and professional development in all areasof curriculum.
All teachers participate in professional learning, data analysis,and making decisions aboutinstructional practices.
Monitoring of instruction andassessment is conducted byadministrators and schoolimprovement specialist on aconsistent basis.
Fall 2013- ongoing
GaDOE
RESA
GLRS
LEA
SchoolImprovementSpecialist
WCSSCurriculumDirector
Administrators
SchoolImprovementSpecialist
CCGPS Notebooks
Lesson Plans
State Units andFrameworks
CurriculumMaps
Focus Walks
Continuousimprovement inteaching quality andstudent achievement.
Ongoing professionaldevelopment provides
teachers with anunderstanding anddepth of knowledge ofresearched based
practices of thecontent area they areteaching.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 8 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and
Impact on Student Learning
Artifacts Evidence
AssessmentStandard A1.1, 1.2, 1.3
WCES has developed a systematic process to ensure academicachievement for all students. Thestaff continuously uses assessmentand feedback to adjust instruction tomeet individual needs of all learnersso they can meet/exceed standards asdefined by CCGPS/GPS:
Teachers collaboratively plan
units, lessons, and activitiesto include differentiation forall learners.
Research based resources areused effectively.
Data is systematicallyreviewed and analyzed todetermine need for additionalinstruction, acceleration, andextending/refining.
The use of technology is
utilized as a tool fordifferentiation (computer lab, English in a Flash, Math in a Flash).
Professional development is provided for all teachers.
Fall 2013- ongoing
State CCGPSFrameworksUnitsCurriculum Maps
STAR reading andmath reports
UniversalScreening
Benchmarks
Administrators
SchoolImprovementSpecialistTeachers
InterventionSpecialist
CCGPSFrameworks/CurriculumMaps
Student Work
Lesson Plans
SBC Classrooms
Student Work
Agendas/Roster
Teachers meetcollaboratively toreview and discussdata analysis to planinstruction.
Teachers can describeand explain thestandards and adjustinstruction based onassessment data.
Teachers usetechnology to enhancethe curriculum and to
progress monitorstudents.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 9 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and
Impact on Student Learning
Artifacts Evidence
Assessment
Standard A
2.1,2.2,2.3
All teachers use a variety ofdiagnostic, summative and formativeassessment to determine students’level of knowledge and to monitorstudent progress. Data is gathered andused to identify students’ strengthsand weaknesses, learning gaps,mastery of standards, and todetermine what instructionalstrategies are needed.
The students identified as urgent are placed in intervention classes, provided with additional instruction based on needs and progressmonitored on a weekly basis.
All supplemental material used fordifferentiation and progressmonitoring is research based andaligned to the CCGPS/GPS.
Teachers will use computer-based programs, state units and teachercreated materials for assessment.
Fall 2013 – ongoing
$6,250.00
TechnologyBudget
STAR LITERACY
Houghton Mifflin/Harcourtcore programmaterials andsupplements
Early Literacy
STAR reading
STAR math
OAS
Google Drive
Forms and Sheets
Administrators
SchoolImprovementCoordinator
Special Ed andCo-Teachers
UniversalScreening Data
Benchmarks
CommonAssessments
InterventionSchedules
RTI Folders
CCGPS Notebooks
CurriculumMaps
Diagnostic assessmentis systematic and allteachers use a varietyof formative andsummativeassessments.
Increased studentachievement in allcontent areas and allsubgroups meeting/exceeding statestandards.
Achievement gapsclosed.
Increased studentachievement in allcontent areas on theCRCT and otherassessments.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 10 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and
Impact on Student Learning
Artifacts Evidence
Curriculum
C1 1.1, 1.2,
1.3
Teachers are utilizing CCGPS/GPS incurriculum planning and classroominstruction to improve academicsuccess for all students in allacademic areas.
Review and revise curriculum mapsand units to align with CCGPS/GPS:
Professional development isoffered during summermonths to give teachers anopportunity to collaborateand plan for instruction.
PE teachers developedcurriculum maps to alignwith GPS and healthstandards.
Develop curriculum map forcomputer lab to align withCCGPS.
Teachers are integrating more non-fiction text into the curriculum to
promote students reading books withhigher level text complexity.
July 2012- ongoing
StaffDevelopment$2500.00
School basedtraining forteachers onanalysis of
student data andhow to use data todrive instruction
State CurriculumMaps/Unit
StaffDevelopmentFunding
Administrators
SchoolImprovementCoordinator
Teachers
PE Coach
Music/ArtTeachers
Computer LabTech
Worth CountyCurriculumDirectors
CCGPS Notebooks
Frameworks/State Units
CurriculumMapsProfessionalLearning Logs
Charted Data(disaggregationof data)
Lesson Plans
ClassroomObservations
5X5 FocusWalks
Curriculum Alignment
Teachers engage inongoing planning anddeveloping acurriculum that
provides high levels oflearning for allstudents.
Standardized testscores: individualstudent, grade level,
building level, andsubgroups.
Increased Lexilelevels for all students.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 11 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
Assessment
A 3.1
The Home Language Survey isused to identify EL, migrant, andimmigrant students. Onceidentified, the WAPT isadministered to see if the studentmeets criteria for services. Ifservices are needed, the student is
placed in the ESOL program andother appropriate interventions asneeded.
The student is administered the ACCESS to measure proficiencyuntil exiting the program.
Continue to use English in a
Flash, a component of Renaissance Place, for progressmonitoring of EL students.
Fall2013-ongoing
Title III Funding
$200.00 StaffDevelopmentFunding
Renaissance Place
Administrators
SchoolImprovementCoordinator
Administrators
SchoolImprovementCoordinator
InterventionTeachers
Student work
InterventionSchedules
Computer-baseddata reports
Progressmonitoringdocumentation
WAPT/ ACCESSassessments
Improvement in accuracy onacquiring knowledge in the
basic skills of languagedevelopment as indicated by
benchmarks, CRCT data.
ACCESS : standards-basedcriterion referenced EnglishLanguage proficiency testdesigned to measure EL socialand academic proficiency inEnglish.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 12 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
Assessment
A1 1.1
Students are progress monitoredwith STAR reading and math, andother assessment measures toensure that specific skill deficitsare targeted and the interventionmatches the need.
All EL students are progress-monitored weekly, or as needed.
All EL students are given practicetime on English in a Flash andmonitored for growth.
Students in the multi-racialsubgroup are provided additionalinterventions based on need andcontinuous monitoring.Interventions include:
Proximity seating
One-on-one instruction
Increased formalassessment
Progress monitoringtracking
Fall 2013- ongoing
Renaissance
Place
English in a Flash
Administrators
ClassroomTeachers
InterventionTeachers
SchoolCounselor
ESOL Teachers
SchoolImprovementCoordinator
STAR readingand math reports
EL folderstracking
progress.
Assessment datafrom English in a
Flash, STARreading andmath,
benchmarks, and commonassessments
Progressmonitoring chart
Increased studentachievement in all areas ofacademics.
Increased number of studentsmeeting higher proficiencylevels.
Increased studentachievement in the multi-racial subgroup.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 13 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
Professional
Learning
Standard PL
3.2
WCES has 4 ESOL certifiedteachers with 1 being a resourceteacher that provides additionalESOL services to EL students on adaily basis.
School counselor and ESOLcertified teachers attended ELworkshop at RESA.
The guidance counselor providedall teachers with re-delivery of theTitle III monitoring results. Thefocus of the training was thecorrective action plan, Transactand interpreting ACCESS andWIDA scores.
The ESOL teacher and schoolimprovement coordinator willwork collaboratively to trainteachers how to interpret
ACCESS/WIDA scores.
Fall2012-ongoing
Title III Funding
EL Workshop
RESA
English in a Flash
Administrators
SchoolImprovementCoordinator
ESOL Teacher
SchoolCounselor
School TestingCoordinator
InterventionTeachers
Agendas/Rosters
ProfessionalLogs/RESA
ESOL Certification
School counselor and teachersdemonstrate a knowledge andunderstanding of federalguidelines under Title III forEL students.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 14 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
ProfessionalLearning PL1.1, 1.2, 1.3,and 1.4
The WCS school improvementteam meets monthly to discuss thefollowing system-wide, as well asschool level, improvement issues:
Curriculum
Instruction
Professional Learning
Assessments andBenchmarks
Response to Intervention(RTI)
CCGPS/GPS (all contentareas)
The school improvementcoordinator redelivers informationfrom the system meeting to WCESstaff.
Professional learning at school
level provides teachers anopportunity to collaborate, shareideas and instructional strategies,analyze and disaggregate data, and
plan instruction based on data.
Fall 2012- ongoing
Administrators
SchoolImprovementCoordinator
WCSSCurriculumDirector
Administrators
SchoolImprovementCoordinator
Teachers
RESA/WCSSCurriculumDirector
WCSSCurriculumDirector
SchoolImprovementCoordinators
Agendas/Rosters
Summary sheetsof meetings
CurriculumMaps
CCGPS Notebooks
Item analysis inall subject areas
All teachers participate in professional learning by gradelevel and content area.
Teachers participate incurriculum alignment.
Teachers are informed oncurrent issues concerningcurriculum and changes incurriculum.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 15 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
ProfessionalLearning PL1.1
Examples of professional learning:
Instructional teams arecreated by grade level andcontent area. Instructionalteam leaders meet withschool improvementcoordinator to review dataand discuss instructionalissues, and then redeliverto teams.
Teams meet weekly withgrade levels and monthlyacross grade levels toreview data and planinstruction.
Teachers review anddiscuss data in all domainsof content areas todetermine strengths andweaknesses.
All new teachers participate in training forall research based
programs.
All teachers participate intraining for RTI.
Fall2012-ongoing
GADOE
Google Drive
forms and sheets
CRCT Results
Renaissance Place
SLDS
Mountain Math/Language
Administrators
SchoolImprovementCoordinator
InstructionalTeam Leaders
Agendas/Rosters
Data Room
Benchmark data
CRCT data
ITBS data
ProfessionalLearning
Notebook
STAR readingreports
AR reports
Student logsheets/folder
Teachers demonstrate aknowledge of curriculum,how to analyze anddisaggregate data, and how touse the results to driveinstruction.
Improvement of students’reading/ELA achievements asindicated by CRCT data.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 16 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
Professional
Learning PL
1.2
All teachers are provided trainingon disaggregating and interpretingdata, and how to use data toimprove instruction.
To increase student achievement,the following are used:
Data meetings are heldthroughout the year toanalyze formative andsummative data.
Teachers continuously collectdata from accelerated mathand reading, STAR readingand math, benchmarks andother assessments to improvestudent achievement anddrive instruction.
Fall2012-ongoing
STAR readingand math
SLDS
Google Drive
forms and sheets
OAS
Administrators
SchoolImprovementCoordinator
InstructionalLeaders
Teachers
Data Room:Charts andGraphs
Benchmarknotebook
Improved student scores asindicated by CRCT.
Increased knowledge for allstaff on how to use dataeffectively to plan instructionand target specific skills.
Improvement of reading/ELA, and math scores asindicated and measured byCRCT.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 17 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
Instruction
Standard IS
1.3, 2.1, 2.2
All students with disabilities areserved in a co-taught classroom.Learning goals are aligned withCCGPS/GPS and students arereceiving appropriatedifferentiation that includesadjusting content, process,
product, and learning environment based upon diagnosis of students’ needs, learning styles, andreadiness levels. The following areused to support instruction:
Implementation ofeffective co-teachingmodels in inclusionclassrooms to provideeffective instruction for
both the student withdisabilities and the generalclassroom population.
Use differentiatedinstructional and flexiblegroups.
All classrooms useresearch based learningstrategies to emphasizehigher order thinkingskills.
Fall2013-ongoing
SpecialEducationFunding
Director ofSpecialEducation
Administrators
SchoolImprovementCoordinator
Special Ed andCo-Teachers
Student Work
Lesson Plans
Units/CurriculumMaps
Master Schedule
Agendas/Rosters
Teachers work collaborativelyto develop lessons and unitsand adjust instruction basedon assessment data.
Improved CRCT scores
Improved GAA scores
Improved writing scores
Assessments
Meeting IEP goals
Compliance with state andfederal laws
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 18 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
Professional
Learning
Standard PL
2.5, 2.6
WCES consulted with Special EdDirector and outside Special Edconsultant to ensure effectivescheduling for all co-taughtclassrooms.
All special education and co-teachers were provided with a 2day in house training by outsideSpecial Ed consultant thatincluded training for collaborative
planning time and effectiveclassroom instruction.
Co-teachers work collaborativelyto align instruction withCCGPS/GPS and plan effectivelessons, units, and a variety ofassessments to ensure students aremeeting goals as stated in the IEP.
WCES administrators and schoolimprovement coordinator willmonitor co-taught classrooms toensure that co-taught models are in
place and progress monitoring isconsistent and aligned to IEPgoals.
FallOngoing
Special EdFunding
OutsideConsultantAgency
Director ofSpecialEducation
Administrators
SchoolImprovementCoordinator
. Teachers have a goodknowledge base on Co-Teaching models
Close the achievement gapwith SWD
Fidelity CheckConsultant Firm
Improved CRCT and GAAscores.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 19 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
Instructional
Standard 1
1.1, 1.2
All teachers follow theCCGPS/GPS Frameworks for allcontent areas:Mini Lesson 10 – 15 minutesWork Session 30 – 45 minutesClosing 10 - 15 minutes
Examples of whole group andsmall group:
Read alouds - targetvocabulary andcomprehension
Introduce and model newconcepts
Small group instruction
Leveled Readers toimprove weaknesses in
phonics, fluency, andcomprehension (may also
be used for interventions)
Independent centerrotation to increase andreinforce reading skillsand strategies. Teacher
provides small groupinstruction with fictionand non-fiction levelreaders in all contentareas.
Fall 2013- ongoing
Title I Funding Administrators
SchoolImprovementCoordinator
Teachers
Agendas/Rosters
Lesson Plans
CurriculumMaps/CCGPSGPSFrameworks
All teaching and learningactivities are informed by theCCGPS/GPS Frameworks.
Learning goals are alignedwith CCGPS/GPS.
Teachers implement commonassessments by grade leveland content area.
Teachers can identify thestrengths and weaknesses ofstudents.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 20 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
AssessmentStandard AL1.1, 1.2, and1.3
All teachers meet collaborativelyto analyze common assessments,
benchmarks, and other formativeassessments to determine if theassessment is aligned toCCGPS/GPS and if theassessments are consistent andauthentic in all academic areas.
Fall2013-0ngoing
Renaissance
Place
Google Drive Forms andSheets
OAS
Teacher created
resources
Administrators
SchoolImprovementCoordinator
InstructionalLeaders
Intervention
Specialist
ClassroomTeachers
Agendas/Rosters
Benchmarks
CommonAssessments
Teachers articulate howinstruction is revised based onassessment results.
Improvement in studentachievement on assessments.
Students demonstrate an 85% passing average and
achievement of weekly goalsset by teacher and student.
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Dr. John D. Barge, State School SuperintendentJuly 2012 ● Page 21 of 33
School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
ProfessionalLearningStandard PL1.1 andInstructionStandard I 2.
Assessment
“Writer’s Workshop” has beenimplemented into the literacy
block in all ELA classrooms.Teachers are provided withtraining on how to teach writing
by RESA consultant and in-house personnel.
School improvement coordinatorand teachers analyze writing
assessment data to determineinstructional needs.
All classrooms participate in amock writing assessment in allgenres.
Writing to be implemented in allcontent areas:
Math journals
Interactive science andsocial studies notebooks
Writing journals
Fall2013-ongoing
RESA
GaDOE
StateFrameworks
Georgia WritingAssessment
Notebooks
Agendas/Rosters
Student Writing Notebook
Lesson Plans
Frameworks
Agendas/Rosters
Student Writing Notebook
Lesson Plans
Frameworks
Student Work
Improvement in reading/ELAskills as indicated by CRCTand other assessment data.
Improved writing scores asindicated by the GeorgiaWriting Assessment.
Improvement of students’reading/ELA achievements as
indicated by CRCT data.
Improvement on benchmarkassessments.
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School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
Student,Family,CommunityInvolvementand SupportStandardSFC 1.2,1.3, and 2.1
The parent involvementcoordinator works with schooladministrators and all stakeholdersto develop ways to improve
parent/community involvement inthe following ways:
Offers training andinformation sessions to
promote parent awareness.
Provides activities andworkshops throughout theyear.
Sends monthly newsletter.
Provides resourcematerials for parents.
WCES hosts an open house to provide all parents and studentsthe opportunity to visit
classrooms, meet administratorsand staff. Parents are giveninformation about how Title Ifunding is used and provided withschool policies and procedures.
Fall2013-ongoing
Title I Funding FederalProgramsDirector
Administrators
ParentInvolvementCoordinator
SchoolImprovementCoordinator
ParentInvolvement
Notebook
Classroom Newsletters
Student Agendas
ParentConferenceDocumentationand Log
School CouncilAgenda
WCES link onwebsite
Community resources areused to strengthen parentinvolvement and studentlearning.
Community members and parents feel welcome in theschool.
Ongoing communication between the school, parents,and community membersregarding procedures,
policies, and studentachievement.
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School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
Student,Family,CommunityInvolvementand SupportStandardSFC 2.
Worth County Partners inEducation, (WCPIE) is a programof the Worth County SchoolSystem/Sylvester-Worth CountyChamber of Commerce. A Partnerin Education is a business or anorganization that partners with oneto three schools and commits to
participate in at least one activity per quarter with that school.
The school improvementcoordinator, parent involvementcoordinator, and principal serve asthe WCPIE representatives forWCES.
Fall 2013 – 0ngoing
$250.00 Public RelationsDirector
Administrators
SchoolImprovementCoordinator
SchoolImprovementCoordinator
Agendas/Rosters
Meeting minutes
Businesses and communityleaders partner with schools
Ongoing communication between the school, parentsand community members isconsistent and meaningful.
School activities include:Peanuts for Parents;
Ag Week;“SINK” the CRCT;Art Show;Career Day;Book Fair;Science Fair;School Council; and ParentCompacts.
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School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
PlanningandOrganizationPO 1.1
ProfessionalLearning PL1.1, 1.2
Student,Family, andCommunityInvolvementand SupportSFC 1.1
The school council meets fourtimes per year to discuss issuesrelated to WCES policies and
procedures.
All members of school council are provided with training.
The school council consists of the principal, parents, businessmembers, parent involvementcoordinator, and teachers.
Fall 2013- ongoing
Administrators
ParentInvolvementCoordinator
RESA
ParentInvolvementCoordinator
Administrators
ProfessionalLogs
Agendas/Rosters
Meeting minutes
Increased awareness of school policy and procedures with allstakeholders.
Increased communication between community andschool.
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School Keys
Strands Actions, Strategies,
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation and Impact
on Student Learning
Artifacts Evidence
TechnologyandProfessionalLearningStandard I 2.7
Provide staff development for allsoftware and web-based programs.The following programs are usedfor assessment, progressmonitoring, and instructional
planning:
Online Assessment System
Google Drive Forms DataAnalysisSoftware
AR & AM
STAR math and reading
Teachers and school improvementcoordinator create and administercontent specific pre, mid, and post
benchmarks using Google Drive Forms and OAS. Results areanalyzed to identify weaknessesand strengths of students and toadjust instruction based on needs.
Fall 2013- ongoing
Google Drive
Forms andSheets
Renaissance
Place
OAS
Administrators
SchoolImprovementCoordinator
InstructionalTechnology
Tech
InstructionalLeaders
Google DriveForm responseresults
BenchmarkReports
Teachers have clearknowledge of how to usesoftware programs forinstruction, assessment, and
progress monitoring ofstudents.
Effective instructionalstrategies and lesson plansdeveloped on data analysis.
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APPENDIX A
Georgia Fifth Grade Writing Assessment
Performance
Summary`
2010 2011 2012
DNM Meets Exceeds DNM Meets Exceeds DNM Meets Exceeds
School Number118 135 1 97 158 6 85 146 4
School
Percentage 46% 53% 0% 37% 61% 2% 36% 62% 2%
RESA Number1660 2952 168 1449 3153 239 1265 3314 225
RESAPercentage 35% 62% 4% 30% 65% 5% 26% 69% 5%
State Number33792 81387 8750 27121 87810 12532 24916 88685 13738
State Percentage27% 66% 7% 21% 69% 10% 20% 70% 11%
Ethnic Groups
Ethnic Groups 2010 2011 2012
DNM Meets Exceeds DNM Meets Exceeds DNM Meets Exceeds
Asian
Black 57% 43% 0% 43% 57% 0% 33% 67% 0%
Hispanic
Native
American
White 41% 59% 1% 33% 63% 4% 38% 59% 2%
Multi-Racial 40% 60% 0% 38% 63% 0% 38% 54% 8%
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Students with Disabilities
Special
Education
2010 2011 2012
DNM Meets Exceeds DNM Meets Exceeds DNM Meets Exceeds
All Special
Education 69% 31% 0% 63% 38% 0%
Speech Only 50% 50% 0%
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APPENDIX B
English Language Proficiency
Entering 1.0 Beginning 2.0 Developing 3.0 Expanding 4.0 Bridging 5.0 Reaching 6.0
(1)14% (1)14% (2)29% (3)43%
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APPENDIX C
CRCT Performance Targets for Reading
Student
Group
2011
Rate
2012
Rate
2013
Target
2014
Target
2015
Target
All Students 92.8% 93.4% 94.0% 94.6% 95.2%WCES 87.8% 82.9% 89%
Multi-Racial 95.4% 95.8% 96.2% 96.6% 96.9%
WCES 75.8% 81.3% 87%
SWD 75.4% 77.5% 79.5% 81.6% 83.6%
WCES 80.9% 66.7% 57%
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CRCT Performance Targets for ELA
CRCT Performance Targets for Math
CRCT Performance Targets for Science
Student
Group
2011
Rate
2012
Rate
2013
Target
2014
Target
2015
Target
All Students 90.7% 91.5% 92.3% 93.0% 93.8%
WCES 83.8% 87.6% 87%
Multi-Racial 93.3% 93.9% 94.4% 95.0% 95.5%
WCES 72.7% 90.6% 83%
SWD 70.7% 73.1% 75.6% 78.0% 80.5%
WCES 71.4% 53.3% 68%
Student
Group
2011
Rate
2012
Rate
2013
Target
2014
Target
2015
Target
All Students 84.1% 85.4% 86.8% 88.1% 89.4%
WCES 79.4% 69.7% 75%
Multi-Racial 87.1% 88.2% 89.3% 90.3% 91.4%
WCES 57.6% 56.3% 67%
SWD 63.8% 66.8% 69.8% 72.9% 75.9%
WCES 69.6% 40.0% 56%
Student
Group
2011
Rate
2012
Rate
2013
Target
2014
Target
2015
Target
All Students 76.4% 78.4% 80.3% 82.3% 84.3%
WCES 70.4% 71.4% 75%
Multi-Racial 82.0% 83.5% 85.0% 86.5% 88.0%
WCES 54.5% 50.0% 64%
SWD 52.5% 56.5% 60.4% 64.4% 68.3%
WCES 62.5% 30.0% 41%
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CRCT Performance Targets for Social Studies
StudentGroup
2011Rate
2012Rate
2013Target
2014Target
2015Target
All Students 75.1% 77.2% 79.3% 81.3% 83.4%
WCES 64.8% 67.5% 79%
Multi-Racial 80.2% 81.9% 83.5% 85.2% 86.8%
WCES 45.5% 56.3% 68%
SWD 49.6% 53.8% 58.0% 62.2% 66.4%
WCES 60.7% 30.0% 42%
Black
WCES 68%
Hispanic
WCES 87%
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APPENDIX D
College and Career Ready Performance Index,
Elementary School Model Grades K 5
POST ELEMENTARY SCHOOL READINESS
Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by theACCESS for ELs
Percent of Students With Disabilities served in general education environments greater than 80% of the school day
Percent of students scoring at Meets or Exceeds on the Grade Five Writing Assessment (required participation rate ≥ 95%)
Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650
Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 Percent of students in grade K-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17
Career Clusters 9opercational in 2012-2013)
Student Attendance Rate (%)
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Exceeding the Bar: a companion to the
College and Career Ready Performance Index for Elementary Schools
In addition to the fourteen (14) items within the College and Career Ready Performance Index, elementary schools may earn additional points for these supplemental indicators.
Percent of students in grades K – 5 successfully completing above grade level core courses (ELA, reading, mathematics,science, social studies)
Percent of students successfully completing world language courses
Percent of students successfully completing fine arts courses
School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification
*Percent of fifth grade students with a complete career portfolio by end of grade 5 (moves to face of CCRPI in 2016-2017)
Percent of students in grades 1-5 with a fully documented Fitnessgram assessment School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement:
examples include but are not limited to-participation in Charter System status, partner participation in Race to the TOPaward, participation in Striving Reader initiative, participation in dual language immersion program, participation inGovernor Deal’s Early Literacy Initiative, comprehensive implementation of Response to Intervention (RTI) and/or PositiveBehavior Interventions and Supports (PBIS)
To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator :
School’s average score on the Georgia Teacher Effectiveness Measurement
School’s average score on the Georgia Leader Effectiveness Measurement