Accountability and School Improvement Plan
2016-2017
for
MARSHPOINT ELEMENTARY SCHOOL Savannah-Chatham County Public Schools
Lynne Phillips, Principal
Thomas Lockamy, Ed.D. Superintendent of Schools
September 1, 2015
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I. Principal’s Message
10-1-16 Dear Stakeholders: I would like to inform you that our school is engaging in an ambitious
school improvement planning process during this year. It 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 Marshpoint Elementary School even greater.
Sincerely, Lynne Phillips, Principal Marshpoint Elementary School
Sincerely, Lynne Phillips, Principal Marshpoint Elementary School
II. Development Plan and Communication Process
Various stakeholders are involved in the school improvement process to ensure that the
needs of all students are addressed. The chart below illustrates the diverse group involved
with the development of this plan. The plan is reviewed annually and results are
communicated using a variety of formats such as school website, parent meetings, school
newsletters, staff meetings, etc. A comprehensive needs assessment is conducted annually
and used to develop the School Data Profile Narrative, which helps paint a total picture of the
school’s progress and “tells the story” behind the numbers.
Individual/Groups Title I/Position
Lynne Phillips Principal
Sally Coston Assistant Principal
Entire Staff (Gradel Level
Teams)
Leadership Team
School Council
PTA Board
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III. Needs Assessment Data Sources
Continuous Growth of Student Academic Achievement
Safe, Secure & Disciplined Learning Environment
X School Demographics (gender, race, poverty rate, etc.)
X SWD Data
ITBS Data
3rd grade Writing Assessment
5th Grade Writing Assessment
8th Grade Writing Assessment
CRCT Data
X SRI Data
X MAP Data
X Dibels Data
X GKAP-R
GHSWT – First Time Pass Rate
EOCT Data (3-years)
Advanced Placement Exam Enrollment and Results
HiQ Percentage
X Percent Staffed by Certified Teachers
X Professional Development Hours and Involvement Related to Academic Achievement
X Teacher Survey
X Parent Survey
X Student Survey
SACS/CASI
X CCRPI Data X Quarterly Assessment Data
Disproportional Data
X PowerSchool Database Data
Incidents of Physical Violence
Incidents of Possession of Firearms in School
Incidents of Possession of Weapons Other Than Firearms in School
Incidents of Possession of Drugs/Alcohol on Campus
Hearing Office Data
Incidents of Out-of-School Suspensions
Incidents of In-School Suspensions
Incidents of Expulsions
Incidents of Permanent Expulsion
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X Gifted Programs Data
SAT Participation and Results
ACT Participation and Results
PSAT Participation and Results
X IB Programs Data
Post Secondary Enrollment Report
Dual Enrollment Class Results and Enrollment
X Promotion/Retention Data
Governor’s Honors Program
X Attendance Data for Students and Staff
Dropout Rate (3-Years)
Cohort Graduation Rate (3-Years)
X Accountability and Assessment Website
Grade Distribution Report
Other
Parent Involvement Data
21st Century Program Data
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IV. Tier 2 Indicator Focus Area (#1): Continuous Growth of Student Academic Achievement Based on the data from the comprehensive needs assessment, we prioritized the areas of focus and formulated the corresponding Tier 2 indicators/goals and developed strategies with an emphasis on academic achievement. These goals are directly aligned to the District Accountability System (DAS).
GOAL 1. GOAL: To increase the number of students performing at “above proficient” from 53%
(EOY school year 2015-2016) to 57% (EOY school year 2016-2017) on the Scholastic
Reading Inventory (SRI) for grades 2-5.
Marshpoint Elementary
Below Basic 11%
Basic 15%
Proficient 21%
Above Proficient 53%
2 8% 13% 23% 56%
3 16% 15% 13% 55%
4 11% 20% 14% 55%
5 9% 9% 38% 45%
RATIONALE: According to the results on SRI for the 2015-2016 school year, 53% of the
students scored above proficient. This 2016-2017 school year, staff and students will strive to
achieve 57% in the above proficient level. If the above proficient level grows, this indicates
the entire student body is showing academic achievement.
GOAL 2. GOAL: To increase the number of students performing at “above proficient” from 68% (EOY
school year 2015-2016) to 71% (EOY school year 2016-2017) on the Measuring Academic
Progress (MAP) Math Assessment for grades 2-5.
Marshpoint Elementary (2015-2016 Below Basic 11% Basic 6%
Proficient 16%
Above Proficient
68%
2 9% 8% 19% 65%
3 12% 4% 11% 74%
4 9% 7% 18% 66%
5 14% 3% 16% 67%
RATIONALE: According to the results on MAP for the 2015-2016 school year, 68% of the
students scored above proficient. This 2016-2017 school year, staff and students will strive to
achieve 71% in the above proficient level. If the above proficient level grows, this indicates
the entire student body is showing academic achievement.
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GOAL 3. GOAL: To increase the percentage of Kindergarten and 1st grade students meeting benchmark on DIBELS Next Reading by 3% by EOY assessment of the 2016-2017 school year.
DIBELS Next
Reading
Grade Level
2013-14
% Meeting
Benchmark at
EOY
2014-15
% Meeting
Benchmark at
EOY
2015-16
% Meeting
Benchmark at
EOY
K 89% 78% 89%
1 86% 83% 78%
RATIONALE: Students who meet the benchmark score on DIBELs Next Reading in kindergarten and first grade demonstrate their preparedness for reading in future grade levels.
GOAL 4. GOAL: To increase the percentage of Kindergarten and 1st grade students meeting benchmark on DIBELS mClass by 3% by EOY assessment of the 2016-2017 school year.
mClass
Math
Grade Level
2013-14
% Meeting
Benchmark at
EOY
2014-15
% Meeting
Benchmark at
EOY
2015-16
% Meeting
Benchmark at
EOY
K 62% 56% 63%
1 64% 54% 61%
RATIONALE: Students who meet the benchmark score on DIBELs Next Reading in kindergarten and first grade demonstrate their preparedness for reading in future grade levels.
Focus Area (#2): Safe, Secure, and Disciplined Learning Environment
GOAL 1. GOAL: Increase the % of students in grades 2-5 that miss fewer than 6 days of school during the 2016-2017 school year. We will increase from 61% to 64%
2014-2015
% of students missing fewer
than 6 days
2015-2016
% of students missing fewer
than 6 days
56% 61%
RATIONALE: On Georgia’s College Career Readiness Performance Indicator (CCRPI), attendance is an important indicator of student academic success. To increase academic success, we will continue to stress the importance of attendance.
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Focus Area (#3): Community Engagement
GOAL 1. GOAL: To continue to increase family engagement and community partnership by increasing our evening events at Marshpoint from 14 (2015-206 school year to 16 (2016-2017 school year). RATIONALE: The parents and community support Marshpoint. Greater family involvement and community input makes Marshpoint a stronger school.
Focus Area (#4): Fiscal Responsibility
GOAL 1. GOAL: At least 90% of professional development funds will be spent for approved IB trainings this school year. RATIONALE: To maintain our IB PYP World School status, our school will undergo re-evaluation.
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IV. Tier 2 Indicator (linked to Tier 1)
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.
Tier 2
Indicator:
GOAL: To increase the number of students performing at “above proficient” from 53% (EOY
school year 2015-2016) to 57% (EOY school year 2016-2017) on the Scholastic Reading
Inventory (SRI) for grades 2-5.
Marshpoint Elementary
Below Basic 11%
Basic 15%
Proficient
21% Above Proficient
53%
2 8% 13% 23% 56%
3 16% 15% 13% 55%
4 11% 20% 14% 55%
5 9% 9% 38% 45%
RATIONALE: According to the results on SRI for the 2015-2016 school year, 53% of the
students scored above proficient. This 2016-2017 school year, staff and students will strive to
make this 57% in the above proficient level. If the above proficient level grows, this indicates
the entire student body is showing academic achievement.
Instructional Strategies: Related Professional Learning Strategies:
1. Accelerated Reader
2. Cold Reads
3. Close Reading
4. Comprehension Strategies
5. Directed Silent Reading with Response
6. BEAMERS
7. EIP
8. Inference/Context Clue Practice (small group)
9. Inferencing Grade Level Homework
10. Scholastic Non-Fiction Leveled Readers
11. Reading Theory.org (small group)
12. Peer Tutoring
13. Reading Fluency Activities
14. Web-based Reading Phonics Games
15. Corrective Reading from SRA for EIP
16. Implement flex schedule to dedicate time for
remediation
1. The Technology teacher facilitates
implementation
2. Worked with literacy coach to obtain samples
3.No professional training necessary
4. Work with literacy coach/grade level
5. No professional training necessary
6. After school tutorial
7. No professional training necessary
8. No professional training necessary
9. No professional training necessary
10. Work with literacy coach
11. Website guidelines for educators (AKM)
12. No professional learning necessary
13. No professional training necessary
14. Website guidelines for educators (AKM)
15. SRA kit training from literacy and math
coaches
16. No professional training necessary
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Monitoring (Artifacts): Results (Evidence): Met Not Met
Walkthroughs/Lesson Plans/Observations/SRI Data
Data:
Scholastic Reading Inventory Charts
Cost: Timeline: Person(s) Responsible:
Funding needed for
Beamers.
SRA materials
previously purchased.
Ongoing
All teachers/Literacy Coach/EIP
Teacher/Administrators
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IV. Tier 2 Indicator (linked to Tier 1)
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.
Tier 2
Indicator
GOAL: To increase the number of students performing at “above proficient” from 68% (EOY
school year 2015-2016) to 71% (EOY school year 2016-2017) on the Measuring Academic
Progress (MAP) Math Assessment for grades 2-5.
Marshpoint Elementary (2015-2016 Below Basic 11% Basic 6%
Proficient 16%
Above Proficient
68%
2 9% 8% 19% 65%
3 12% 4% 11% 74%
4 9% 7% 18% 66%
5 14% 3% 16% 67%
RATIONALE: According to the results on MAP for the 2015-2016 school year, 68% of the
students scored above proficient. This 2016-2017 school year, staff and students will strive to
make this 71% in the above proficient level. If the above proficient level grows, the entire
student body should show academic achievement.
Instructional Strategies: Related Professional Learning Strategies:
1. Basic Skill Drills
2. Mad Minute
3. Interactive Math journals
4. BEAMERS
5. EIP
6. Xtra Math
7. Marilyn Burns Math and Literature
8. Problem based learning
9. Web- based instructional programs
10. Sumdog
11. Bridging activities with Coastal Middle
School
12. MobyMax
13. Number World SRA
1. No professional development necessary
2. No professional development necessary
3. Work with math coach
4.After school tutorial
5. No professional training necessary
6.No professional development necessary
7.Work with math coach
8. IB/PLCs and Math Coach
9. Website guidelines for educators
10. Website guidelines for educators
11. Fifth grade teachers and middle school teachers
will plan and implement bridging activities.
12. Work with EIP/RTI teacher
13. Work with EIP teacher
Monitoring (Artifacts): Results (Evidence): Met Not Met
Walkthroughs/Lesson Plans/Observations/MAP
Reports
Data:
MAP (Measures of Academic Progress) Math
Assessment
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Cost: Timeline: Person(s) Responsible:
Need funding for
Beamers, Number
World and
MobyMax
Ongoing
All teachers
13
IV. Tier 2 Indicator (linked to Tier 1) 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.
Tier 2 Indicator:
GOAL: To increase the percentage of Kindergarten and 1st grade students meeting benchmark on DIBELS Next Reading by 3% by EOY assessment of the 2016-2017 school year.
DIBELS Next
Reading
Grade Level
2013-14
% Meeting
Benchmark at
EOY
2014-15
% Meeting
Benchmark at
EOY
2015-16
% Meeting
Benchmark at
EOY
K 89% 78% 89%
1 86% 83% 78%
RATIONALE: Students who meet the benchmark score on DIBELs Next Reading in kindergarten and first grade will demonstrate their preparedness for reading in future grade levels.
Instructional Strategies: Related Professional Learning Strategies:
1. BEAMERS
2. Partner Reading
3. Fluency Work Stations
4. Word Bldg Programs on Internet
5. Phonics Games
6. Small Group Instruction
7. Peer Tutoring
8. Wilson Fundations Program
9. Guided Reading Groups
10. Renaissance Place
11. EIP
12. RTI Interventions
13. FCRR
14. Web-Based Instructional Programs
15. Reading Response Journals
16. Daily 5 (Read to partners)
17. MobyMax
18. Corrective Reading SRA
1. After school tutorial
2. No professional training necessary
3. No professional training necessary
4. No professional training necessary
5. No professional training necessary/Collaborate
6. Work with Literacy Coach
7. No professional training necessary
8. Additional professional development on Wilsons Program
9.Work with Literacy Coach
10. Website guidelines for educators
11. No professional training necessary
12.No professional training necessary
13.Work with RTI Specialists/Coordinator/Grade Level
14. Website guidelines for educators
15. Website guidelines for educators
16. Work with Literacy Coach
17. RTI/EIP Teacher
18. EIP Teacher and Asst. Principal
Monitoring (Artifacts): Results (Evidence): Met Not Met
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□ Frequent Walkthroughs/Lesson
Plans/ Observations
Data:
Students performance on DIBELS scores at Beginning of the
Year (BOY), Middle of the Year (MOY) and End of the Year
(EOY).
Cost: Timeline: Person(s) Responsible:
1. Funding
needed for
MobyMax and
2. Corrective
Reading SRA
Ongoing
Classroom teachers/EIP teacher/Interrelated Teachers/Academic
Coach/Administrators
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Tier 2 Indicator:
GOAL: To increase the percentage of Kindergarten and 1st grade students meeting benchmark on DIBELS mClass by 3% by EOY assessment of the 2016-2017 school year.
mClass
Math
Grade Level
2013-14
% Meeting
Benchmark at
EOY
2014-15
% Meeting
Benchmark at
EOY
2015-16
% Meeting
Benchmark at
EOY
K 62% 56% 63%
1 64% 54% 61%
RATIONALE: Students who meet the benchmark score on DIBELs Next Reading in kindergarten and first grade will demonstrate their preparedness for reading in future grade levels.
Instructional Strategies: Related Professional Learning Strategies:
1. BEAMERS
2. Math Games
3. Small Group Instruction
4. Peer Tutoring
5. Guided Math Groups
6. EIP
7. RTI Interventions
8. Web-Based Instructional
Programs
9. Math Journals
10. Math Manipulatives
1. After school tutorial
2. No professional training necessary
3. No professional training necessary
4. No professional training necessary
5. No professional training necessary/collaborate
6. Work with district EIP representative
7. RTI Coordinator and classroom teachers
8. Teachers will work with grade levels during PLC- MobyMax,
Scootpad, Sumdog, XtraMath
9. Teachers will work with grade levels during PLC
10. Teachers will work with grade levels during PLC
Monitoring (Artifacts): Results (Evidence): Met Not Met
□ Frequent Walkthroughs/Lesson
Plans/ Observations
Data:
Students performance on DIBELS scores at Beginning of the
Year (BOY), Middle of the Year (MOY) and End of the Year
(EOY).
Cost: Timeline: Person(s) Responsible:
No extra funding
required
Ongoing
Classroom teachers/EIP teacher/Interrelated Teachers/School
Improvement Coaches/Administrators
16
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IV. Tier 2 Indicator (linked to Tier 1) 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 2 Indicator:
GOAL: Increase the % of students in grades 2-5 that miss fewer than 6 days of school during the 2016-2017 school year.
2014-2015
% of students missing fewer
than 6 days
2015-2016
% of students missing fewer
than 6 days
56% 61%
RATIONALE: On Georgia’s College Career Readiness Performance Indicator (CCRPI), attendance is an important indicator as part of student academic success. To increase academic success, we will continue to stress the importance of attendance to students and parents.
Instructional Strategies: Related Professional Learning Strategies:
1. CCRPI training for teachers
2. Attendance Meeting for tracking
absences
3. Health lesson on good handwashing
and hygiene.
4. Present attendance data at PTA
meetings and School Council meetings.
1. Faculty meetings to discuss CCRPI
attendance components.
2. Attendance meetings on Tues.
3. Health lessons
4. PTA meetings and School Council
meetings
Monitoring (Artifacts): Results (Evidence): Met Not Met
□ Perfect attendance awards (ribbons, pencils,
spirit sticks)
Data:
With consistent attendance, a more effective learning
environment is created for all students and staff.
Cost:
1. No funding
necessary
2. No funding
necessary
3. No funding
necessary
4. No funding
necessary
Timeline:
1. Tuesday faculty
meetings
2. Tuesday attendance
meetings
3. Ongoing
4. Scheduled
PTA/School Council
meeting dates
Person(s) Responsible:
1. Administrators and staff
2. Attendance committee (chaired by
counselor and information specialist)
3. Teachers
4. Administration and committee members
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IV. Tier 2 Indicator (linked to Tier 1) 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 2 Indicator:
GOAL: To continue to increase family engagement and community partnership by increasing our
evening events at Marshpoint from 14 (2015-206 school year to 16 (2016-2017 school year). RATIONALE: The parents and community support Marshpoint. We are a stronger school with greater family involvement and community input.
Instructional Strategies: Related Professional Learning Strategies:
1. An evening meeting will be held to educate parents, students and the community about the cultural differences within our International Baccalaureate Primary Years Programme.
2. Activities will be held by each grade level or school-wide to educate and celebrate our accomplishments within the IB program. Eamples- Greek Celebration, Student-Led Conferences, Reading Under the Stars, Marshpoint Mathathon, Jump Rope for Heart, Kiss A Pig, Earth Day, Fairy Tale Ball, Inclusion and Diversity Evening, Children’s Book Week, MN4K (Marshpoint News for Kids), and Fifth Grade Exhibition
3. Staff will plan a family curriculum night that involves STEM activities.
1. Parents, PTA, and IB Coordinator plan an evening filled with cultural diversity. Parents will share their culture with the students, parents and community through a variety of expressive ways.
2. Classroom teachers, SpEd teachers, students, and IB coordinator plan events aimed at sharing our learning experiences within our units of inquiry for the community.
3. Faculty will plan with grade levels to present STEM activities that include business and community volunteers.
Monitoring (Artifacts): Results (Evidence): Met Not Met
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1. Families that set up in the gym to display cultural artifacts.
2. Units of Inquiry 3. STEM Activities
1. Sign in sheets/Walkthrough during sessions 2. Sign in sheets/Walkthrough during sessions 3. Sign in sheets/Walkthrough during sessions
.
Cost: Timeline: Person(s) Responsible:
No funding necessary
Ongoing
School Counselors and All Teachers
IV. Tier 2 Indicator (linked to Tier 1) continued
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 2 Indicator
SMART Goal 1: At least 90% of professional development funds will be spent for
approved IB trainings. RATIONALE: To maintain our IB PYP World School status, our school will undergo re-evaluation
Instructional Strategies Related Professional Learning Strategies
1. IB building trainers work with new staff. 2. Collaborative planning will take place
during the school day, beginning in October.
3. Send Asst. Principal and teachers to IB- recognized professional training.
4. The on-site school IB trainer will work with staff to address those matters identified in the IB Evaluation.
1. The on-site school trainer will develop a schedule to train
new teachers. 2. Professional development days will be used for the
collaborative planning 3. IB coordinator plans for IB-recognized professional
development to best meet the needs of our staff. (Standard B2-3: The school ensures that teachers and administrators receive IB-recognized professional development for authorization and evaluation).
4. The on-site school trainer will meet with staff to complete matters to be addressed.
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V. Tier 3 Narrative
The Tier 3 narrative outlines the district’s progress and provides more information regarding its
advancement towards meeting the identified goals and tells “the story behind the numbers.”
The district report attached to this plan explains were Marshpoint falls in comparison to other schools in the district. The name of the district report is DISTRICT ACCOUNTABILITY SYSTEM -REPORTING, EVALUATING, & MONITORING INSTRUMENT DAS-REMI EXECUTIVE SUMMARY REPORT The attached data reflects areas of academic progress from 2015-2016 school year. After careful analysis, these goals were designed to improve Marshpoint and benefit all stakeholders.
Monitoring Results (Evidence) __Met __Not Met
1. The IB building trainers will develop a schedule.
2. Head of School and Assistant Principal/IB Coordinator will develop a schedule.
3. IB Coordinator will identify staff members who need IB training, and arrange for it..
1. New teachers will become familiar with IB. 2. Collaborative planning will result in better implementation of the IB curriculum. 3. Trainings will enrich our IB teachers and students.
Funding Source/
Approximate Amount
Person(s) Responsible
1. No funding necessary
2. The district will provide funds 3. The district will provide funds.
1. One onsite IB trainer/teacher
2. Principal and Assistant Principal/IB Coordinator
3. Assistant Principal/IB Coordinator and Staff
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Attach a copy of the report here. Additional Comments: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_____________________________ ______________________
Principal’s Signature Date
____________________________ ______________________
Executive Director of School Governance’s Date Signature
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