West Green Elementary School Improvement Plan FY 14-18images.pcmac.org/SiSFiles/Schools/GA/CoffeeCounty... · 2. A curriculum that is broad, challenging, relevant, and real for all

School Improvement Plan FY 14-18

Coffee County School System Page 1

West Green Elementary School Improvement Plan

FY 14-18

Mrs. Kim Miller, Principal Mrs. Anne Peterson, API

Executive Summary



Table of Contents

Executive Summary

3

Mission, Vision, Beliefs, and Strategic Goals

Standard 1: Purpose and Direction

4

Standard 1: Purpose and Direction 5

Standard 2: Governance and Leadership 6

Standard 3: Teaching and Assessing for Learning 7

Standard 4: Resources and Support Systems 9

Standard 5: Using Results for Continuous Improvement 10

CCRPI Indicators and Data 11

CCRPI Scores/Performance Flags 13



Executive Summary

West Green Elementary (WGES) is a school-wide Title I school in West Green, Georgia, has met Adequate

Yearly Progress (AYP) for the past eight years, and has been named a Title I Distinguished School for the past

nine years. Presently, WGES enrolls 390 students from Pre-K through fifth grade. Of these students 53% are

Caucasian, 13% are Black, 30% are Hispanic, 2% are Multi-racial, .7% are Asian and .7% are American

Indian/Alaska Native. Sixty percent of students are transported to school by bus. Thirteen percent of the

students qualify for special education services (inclusion, gifted and speech).

Currently WGES consists of 27 classrooms of which seventeen are reduced class size EIP classrooms, two are

Pre-K, two are special ed. inclusion classrooms, two are ESOL classrooms, three are reading intervention

classrooms, and one is used for the Parent-Resource Center. Two pre-k teachers, 3 kindergarten teachers, 3

teachers in each grade, first through third, two fourth grade teachers, three fifth grade teachers, one speech

therapist, one special education teacher, two ESOL teachers, one media specialist, one counselor, one

academic coach, one physical education teacher, one assistant principal and one principal make up the WGES

certified staff. Kindergarten teachers each have full-day paraprofessionals. First and second grade teachers

are supported by a Title I paraprofessional who helps with reading interventions for Tier II and III students.

Teachers in kindergarten through fifth grade are supported by the 49% SAIL teacher who helps with

reading/math interventions. The special education paraprofessional supports the special education teacher.

All kindergarten through fifth grade teachers are supported by the physical education teacher and computer

lab paraprofessional by administering probes to students based on intervention.



Mission: Destination Graduation for College, Career and Life

Vision: An Equitable and Excellent Education for Every Student

Beliefs: All students can learn

The family plays the most important role in a young child’s life

Children come to school at different levels of readiness

People learn is diverse ways and at different rates

Students’ needs must drive educational decisions

The schools are responsible for educating all children in a safe environment

A relationship exists between expectations and learning

Learning occurs when students are motivated and engaged

Effective teaching promotes learning

Nurturing relationships support learning

Creating a caring culture is key to engaging all learners

Community engagement and support are vital for effective schools

Community share responsibility for educating all children

Community and the state have the responsibility to ensure a viable public educational program

Visionary leadership is essential to continuous improvement

Employing and retaining highly qualified, effective staff and providing professional learning

Strategic Goals:

1. Children entering school ready to learn

2. A curriculum that is broad, challenging, relevant, and real for all students

3. Instructional practices that increase students’ motivation, engagement, and success

4. A balanced student assessment system with multiple measures of student learning

5. High school graduates who are ready for college or career entry and for life itself

6. Organizational and governance structures that support student learning

7. A highly reliable and accountable school system that guarantees qualified and effective staff

8. Increased parental engagement and satisfaction and improved community relations

9. Adequate financial resources expended effectively and efficiently to maximize student learning



Standard 1: Purpose and Direction The school will maintain and communicate, at all levels of the organization, a purpose and direction for

continuous improvement that commits to high expectations for learning as well as shared values and beliefs about

teaching and learning.

Objective: West Green Elementary will review, revise and communicate our mission and vision.

Strategy: Continue ongoing strategic planning process and incorporate the plan into the sys Activity:

Objective: West Green Elementary Leadership Team will meet monthly to review, revise, monitor and communicate the system’s mission, vision and goals.

Strategy: Activity: Conduct monthly Leadership Team meetings Activity: Conduct weekly Administrative meetings (Principal, API, AC) Activity: Implement and monitor the 4 part Continuous Improvement Plan

1) West Green School Improvement Plan 2) Balanced Scorecard (CCRPI) 3) Data Room 4) Yearly Report to BOE

Objective: Involve the community in the continued efforts of progressing toward School Improvement goals.

Strategy: Activity: Continue Parent Advisory Council Meetings Activity: School Governance Council Meetings (at least 6 times each year)



Standard 2: Governance and Leadership

The school will operate under governance and leadership that promote and support student performance and school

effectiveness.

Strategic Goal 6: Organizational and governance structures that support student learning

Objectives: Establish school governance councils (6.1)

Strategy: Develop a plan for school governance (6.1.1) Activity: Elect members from staff and parents for school governance council Activity: Appoint members from the community for school governance council Activity: Deliver the school governance training modules Activity: Schedule governance council meetings (min 6)

Objective: Establish policies and procedures to accommodate students’ developmental readiness, different rates of learning, alternative educational delivery models, and proposed innovative initiatives. (6.2)

Strategy: Maintain purpose and direction through school leadership team (6.2.1) Activity: Meet regularly to track implementation of school initiatives Activity: Create project teams to execute the School Improvement Plan (SIP) Activity: Monitor project teams to ensure execution of SIP

Strategic Goal 8: Increased parental engagement and satisfaction and improved community relations.

Objective: Make all school and support facilities safe and inviting places to be for students, parents/guardians, and the larger community. (8.1)

Strategy: Establish system-wide criteria for inviting schools and support facilities.(8.1.1) Activity: Relocate the main office and entrance to school to maintain a secure entrance. Activity: Add more parking to include handicap parking for all visitors. Activity: Greet parents with a warm welcome and offer assistance.

Objective: Engage all parent/guardians in the education of their child in an organized, ongoing, and timely manner.(8.2)

Strategy: Develop a parent/guardian engagement program inclusive of Title 1 requirements. (8.2.1) Activity: Create a Parent/Teacher/Student Compact specific to West Green Elementary Activity: Send home weekly newsletters in grades PK-5 to include announcements, forthcoming activities, homework and a focus for learning in all content areas. Activity: Schedule Parent nights based on the parent needs survey (min. of 5). Activity: Schedule Parent education workshops to make parents’ aware of new programs and Lexiles.



Objective: Engage the entire community in the education of its children and youth. (8.3)

Strategy: Develop a community engagement program for system-wide adoption and implementation. (8.3.1) Activity: Activity:

Standard 3: Teaching and Assessing for Learning

The school ’s curriculum, instructional design, and assessment practices will guide and ensure teacher effectiveness

Strategic Goal 1. Children entering school ready to learn

Objective: Create a collaborative of 100% of school and community early learning agencies to coordinate learning activities for children birth to five and their families. (1.1)

Strategy: Review Research on early childhood development and practices, establish a purpose for creating the collaborative, develop criteria for participation, evaluate sustainability, identify early learning and community agencies, and indicate steps required to create the collaborative. (1.1.1)

Activity: Parent nights to include activities for children ages 3-5. Activity: Reading night to include Satilla Regional Library to share information to involve the community with reading. Activity: Parent Resource Center---resources available to help parents with children who are future students ages 3-5.

Strategic Goal 2: A curriculum that is broad, challenging, relevant, and real for all students

Objective: Implement a comprehensive literacy initiative. (2.1)

Strategy: Engage leadership, plan across grade levels, identify best practices, provide consistent tiered interventions, and provide professional learning. (2.1.1)

Activity: Implement Read 180 and System 44 in grades 3-5 to increase literacy in students. Activity: Schedule top 90% of students time in schedule to participate in Literacy Circles/Book Club with Media Specialist. Activity: Implement planning across grade levels to strengthen ELS/Writing instruction. Activity: Bi-weekly RTI monitoring meetings with API/Academic Coach during planning time for teachers.

Objective: Implement career awareness program for elementary schools and expand the career exploration program in the middle school. (2.2)

Strategy: Develop implementation procedures for career awareness program for elementary schools and specify additional career exploration courses to be offered in the middle school. (2.2.1)

Activity: Counselor and/or teachers complete Career Awareness modules at various grade levels. Activity: Invite community members to speak to build relevancy for students on various careers.

Strategic Goal 3: Instructional practices that increase students’ motivation, engagement, and success.



Objective: Continue integration of technology into classroom instruction to expand student-provided technology.(3.1)

Strategy: Establish criteria for students at all levels to use their own technology in classroom instruction in addition to that provided by the system. Define roles and responsibilities for students, parents, and teachers. Develop professional learning modules to support integration. Develop guidelines for determining effectiveness of the plan. The plan will be designed to increase student motivation and engagement, foster creativity, promote higher-order thinking, and encourage student collaboration while increasing student achievement. (3.1.1)

Activity: Provide professional learning for teachers to heighten the use of technology in instruction.

Objective: Adopt instructional strategies for male students at all grade levels that are consistent with their developmental readiness. (3.2)

Strategy: Review research on student performance by gender and best practices that focus on developmental variance between male and female students. Develop instructional approaches at all grade levels designed to address developmental differences between male and female students. (3.2.1)

Activity: During collaborative planning, instructional strategies will be shared with teachers from the Michael Gurian’s book , Strategies for Teaching Boys and Girls

Standard 4: Resources and Support Systems

The school has resources and provides services in all schools that support its purpose and direction to ensure success for all students.

Strategic Goal 7: A highly reliable and accountable school system that guarantees qualified and effective staff

Objective: Establish a viable recruitment program that results in the employment of highly qualified and effective personnel for all positions. (7.1)

Strategy: Develop a framework for determining present and future staffing needs, a process for encouraging professional advancement within the system, and a system recruitment team plan for purpose of recruiting and hiring highly qualified staff. (7.1.1)

Activity: Monitor pupil enrollment to ensure teachers needed. Activity: Monitor teacher/staff instructional strengths/weaknesses and encourage professional learning to address needs.

Objective:

Establish a viable retention program to ensure the continued employment of effective school system staff. (7.2)



Strategy: Develop a staff retention plan that includes incentives for employees to continue their employment in Coffee County Schools and that describes a network of support for new employees. (7.2.1)

Activity: Provide new teachers to WGES a mentor. Activity: Provide a welcoming reception for new employees. Activity: Recognize TOTM/EOTQ base on administrators observations.

Strategic Goal 9: Adequate financial resources expended effectively and efficiently to maximize student learning.

Objective: Implement an inclusive budget development process. (9.1)

Strategy: Provide a structured budget development process with supporting worksheets and trend data to ensure that program managers take more ownership and assume a more active role in budget development. (9.1.1)

Activity: Keep a notebook with both budgets, requisitions, and purchase orders to track items. Activity: Include teachers and Leadership Team in budget decisions to ensure instructional needs are met. Activity: Keep an on-going list of needed items based on student data.

Standard 5: Using Results for Continuous Improvement

The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.

Strategic Goal 4: A balanced student assessment system with multiple measures of student learning.

Objective: Determine alignment between state required secondary student assessments and preparedness for college. (4.1)

Strategy: Compile and analyze student performance on EOCT, GHSWT, and other measures in CCRPI. Compare student performance on these measures with college entrance data to determine the number who perform satisfactorily and those requiring learning support classes. Develop recommendations. (4.1.1)

Activity: Collaboration to look at “new cut scores” to identify students needing additional support in ELA, Reading and Math. Activity: Collaboration to look at assessments to determine rigor (Depth of Knowledge) and CCGPS alignment.

Objective: Establish for all students by school year 2014-15 an advocacy program which uses multiple performance measures to enhance their self-efficacy as they prepare for college, career, & life. (4.2)

Strategy: Develop program components for the elementary, middle, and high school levels which define the roles and responsibilities of advocates, program policies and procedures, guidelines for student assignment of advocates, minimum qualifications and professional learning requirements for advocates, and guidelines for monitoring and evaluating advocacy program. (4.2.1)



Strategic Goal 5: High school graduates who are ready for college or career entry and for life itself

Objective: Reduce significantly the number of high school graduates requiring learning support in college. (5.1)

Strategy: Through the partnership with South Georgia College and Wiregrass Georgia Technical College align secondary and post-secondary curriculum, strengthen secondary curriculum, integrate instruction, make necessary revisions to the student assessment program, and establish a guidance component for students. (5.1.1) Activity: Using appropriate instructional strategies, reduce the number of Tier II and III students. Activity: Provide additional Differentiated Instructional Professional Learning for teachers in the area of Reading, ELA and Math.

Objective: Establish a college and career academy to ensure that graduates are college and career ready. (5.2)

Strategy: Activity: Counselor will assist all 5th grade students in creating their account in Ga 411. Activity: Students in grades 1st-5th will complete Career Awareness Modules.



College & Career Readiness Performance Index

CONTENT MASTERY (CRCT in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15)

1. Percent of students scoring at Meets or Exceeds in ELA (required participation rate ≥ 95%) GOAL 95

Year/Target 2012/91.5 2013/92.3 2014/93 2015/93.8 2016/94.6 2017/95.4

ELA 94.7 94.8

2. Percent of students scoring at Meets or Exceeds in reading (required participation rate ≥ 95%) GOAL 96.4

Year/Target 2012/93.4 2013/94 2014/94.6 2015/95.2 2016/95.8 2017/96.4

Reading 94.1 96.1

3. Percent of students scoring at Meets or Exceeds in mathematics (required participation rate ≥ 95%) GOAL 95

Year/Target 2012/85.4 2013/86.8 2014/88.1 2015/89.4 2016/90.7 2017/92.1

Math 91.4 94.8

4. Percent of students scoring at Meets or Exceeds in science (required participation rate ≥ 95%) GOAL 90

Year/Target 2012/78.4 2013/80.3 2014/82.3 2015/84.3 2016/86.2 2017/88.2

Science 82.2 89.6

5. Percent of students scoring at Meets or Exceeds in social studies (required participation rate ≥ 95%) GOAL 92

Year/Target 2012/77.2 2013/79.3 2014/81.3 2015/83.4 2016/85.5 2017/87.6

Social Studies 86.2 91.6

POST ELEMENTARY SCHOOL READINESS 6. Percent of English Learners with positive movement from one Performance Band to a higher Performance

Band as measured by the ACCESS for ELLs GOAL 100

Year/Target 2012/100 2013/100 2014/100 2015/100 2016/100 2017/100

ELL Students 100 100



7. Percent of Students with Disabilities served in general education environments greater than 80% of the school

day GOAL 100

Year/Target 2012/65 2013/ 2014/ 2015/ 2016/ 2017/

SWD 80% Day

78.3 100

8. Percent of students scoring at Meets or Exceeds on the Grade Five Writing Assessment (required participation

rate ≥ 95%) GOAL 92

Year/Target 2012/100 2013/ 2014 2015/ 2016/ 2017/

5th Grade Writing

84.0 89.4

9. Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 GOAL 65

Year/Target 2012/86.4 2013/ 2014/ 2015/ 2016/ 2017/

3rd Grade Lexile

54.5 62

10. Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 GOAL 66

Year/Target 2012/87.8 2013/ 2014/ 2015/ 2016/ 2017/

5th Grade Lexile 52 61.7

11.Percent of students in grades 1-5 completing the identified number of grade specific career awareness lessons

aligned to Georgia’s 17 Career Clusters (operational in 2012-2013) GOAL 100

Year/Target 2012/100 2013/100 2014/100 2015/100 2016/100 2017/100

1st-5th Grade 100 100

12. Student Attendance Rate (%)

Year/Target 2012/99.4 2013/ 2014/ 2015/ 2016/ 2017/

Attendance Rate 96.64



PREDICTOR FOR HIGH SCHOOL GRADUATION 13. Percent of students in Grade 5 passing at least 4 courses in core content areas (ELA, mathematics, science, social studies)

(optional in 2011-2012; required 2012-2013 and beyond)

Year/Target 2012/100 2013/100 2014/100 2015/100 2016/100 2017/100

5th Grade 100 100

14. Percent of CRCT assessments scoring at the Exceeds level

Year/Target 2012/65.7 2013/ 2014/ 2015/ 2016/ 2017/

Scoring Exceeds 35.4 40

CCRPI Scores/Performance Flags



Documents

West Green Elementary School Improvement Plan FY 14-18images.pcmac.org/SiSFiles/Schools/GA/CoffeeCounty... · 2. A curriculum that is broad, challenging, relevant, and real for all