2012 SW Sip Plan - Merged

Georgia Department of Education
Dr. John D. Barge, State School Superintendent May 2012 Page 1 of 45
SWP/SIP Template Instructions Notes:
All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists all components/elements marked as Not Met need additional development. Please add your planning committee members on the next page. The asterisk (*) denotes required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA). Please submit your School Improvement Plan as an addendum after the header page in this document.
Title I Schoolwide/School Improvement Plan Planning Committee Members: NAME Stacey Rutledge Cora Brettel Jenny Worn Vicki Parker Shayla Norman Sarah Bailey Symantha Jefferson Brooke Deal Amber Hudson Tonya Singletary Laura Bartley Amy Ford Tracie Bennett Nettie Hatcher POSITION/ROLE Principal Assistant Principal Assistant Principal School Improvement Coordinator Media Specialist First Grade Teacher Second Grade Teacher Special Education Paraprofessional Parent Involvement Coordinator Counselor Parent Parent Community
SWP Components *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Worth County Primary Schools Schoolwide/School Improvement Plan (SW/SIP) was developed with participation of individuals responsible for helping to implement the comprehensive school-wide plan. Individuals include parents and community members serving on the school council, administrators, the School Improvement Coordinator, counselors, faculty, paraprofessionals, and Worth County district level support staff. Worth County Primary School (WCPS) implements and monitors a continuous process to improve instruction and student learning. Student achievement is continually examined in order to determine strengths and weaknesses within the schools instructional program. The school level administration works closely with the Federal Programs Director and the K-12 Curriculum Director in analyzing student achievement data to strengthen the instructional program. The staff at WCPS completes a needs assessment annually to help identify specific areas of need for the instructional program. The needs assessment, along with minutes from professional learning sessions, staff brainstorming sessions, and grade level meetings are regularly examined to determine the direction and focus of our SW/SIP. The WCPS needs assessment is analyzed and used by the administrative team to plan for additional professional development. In addition to the staff needs assessment survey, WCPS utilizes a variety of student performance data and assessments to determine the academic needs of students. Assessment instruments include instructional assessments, AIMSWeb Universal Screening (AUS), STAR Reading, STAR Early Literacy, Response to Intervention (RTI) progress monitoring, and Georgia Kindergarten Inventory of Developing Skills (GKIDS). First and second students will take English Language Arts (ELA) and Math benchmarks in December and April to assess their mastery of Common Core Georgia Performance Standards (CCGPS). Migrant students are identified using the Worth County Schools Registration Form and the Occupational Survey. If curriculum assessments reveal academic needs, interventions are implemented to address specific benchmarks weaknesses through the Pyramid of Intervention. Through progress monitoring at regular intervals, teachers are able to track student progress and update their intervention plans as needed. Data from GKIDS, benchmark assessments, nine week unit assessments, and AUS will be used and analyzed to help plan for instruction to meet the needs of all students. The AUS is administered three times per year and the benchmark will be given in the winter and spring to determine student progress, document academic growth, and to plan differentiated instruction. Teachers and administrators regularly analyze student performance and address school-wide curriculum needs in reading, English Language Arts, and math. Following AUS and benchmark testing, the School Improvement Coordinator and the WCPS RTI Coordinator meet with teachers as a grade level to review and analyze student performance data. These meetings provide
A.
B.
C.
D.
teachers an opportunity to compare classroom performance data to the performance of the grade level as a whole as well as plan for differentiated instruction based on their individual students. Each teacher examines the overall academic performance of his/her class, and instructional strategies are adjusted when necessary. The performance of students in subgroups is also analyzed at this time, and instructional strategies are planned to address identified weaknesses of those students. Appropriate interventions are determined for individual students, and RTI plans are developed or updated if needed. Teachers use progress monitoring data throughout the school year to track student growth and plan appropriate instructional strategies and interventions to meet the needs of all students.
E.
We have based our plan on meeting the performance targets set on the College and Career Readiness Performance Index (CCRPI) to meet the Common Core Georgia Performance Standards (CCGPS). For the 2012-2013 school term WCPS will analyze all students academic performance data to monitor the progress in meeting these targets. This information will include data for individual students and sub-groups of students who are not yet achieving at the level of proficiency to meet the state standards set forth in the state academic proficiency rate established for the 2012-2013 term. Specific sub-groups to be monitored to ensure these students are making significant gains include the following: Black students White students English Learner (EL) students Students with Disabilities Economically Disadvantaged students These subgroups were selected based on our current student population. Their progress will be monitored using the AUS and benchmark assessments. Item analysis will be used to determine the strengths and weaknesses within the content areas for these particular groups.
F.
When examining students performance on the Fall 2012 administration of the AUS and students past performance on previous instructional assessments and AUS, we found several areas of strengths and weaknesses. We continue to show strength in kindergarten in the area of letter sound fluency. However, letter naming fluency and number identification fluency are areas of weakness for our kindergarten students. First grade data indicates strength in letter sound fluency, but a weakness in letter naming fluency. In the area of comprehension, skills related to retelling stories and the effective use of graphic organizers to understand text is an area of weakness. First and second grade data from instructional benchmarks and AUS show gains in math computation. In second grade the area of number sense and its application in place value is a weakness. No significant improvement with the application of math skills has been made within the last year.
Kindergarten students who are not making adequate progress with letter names will be pulled for extra interventions. We are monitoring the effectiveness of interventions in letter naming fluency by progress monitoring all kindergartners at least once a month on this particular skill. Kindergarten students who struggle in this area are progress monitored weekly. Letter naming fluency will remain a focus throughout the kindergarten year to ensure that letters are mastered. As our goal is met by targeting letter naming fluency more heavily in kindergarten, subsequent first grade classes will not have a weakness in letter naming fluency. GKIDS reports will be pulled after each GKIDS entry period to determine the percent of students at each GKIDS performance level in letter naming fluency. Number identification will also be progress monitored on a weekly basis for those students who are not making significant gains in achieving mastery. Students who continue not make progress toward mastery of this skill will be pulled for extra interventions. First grade interventions are provided for students who do not know their letters fluently. We are addressing retelling and the use of graphic organizers in first and second grade through our CCGPS units and unit lesson plans. Including graphic organizers will help students construct meaning with an emphasis on sequencing and retelling stories. Additional books have been purchased to teach CCGPS units since we recognize the need to expose students to informational text. Grade wide performance assessments and instructional benchmarks will be tracked using grade level performance assessments. Second grade instruction will focus on number sense and concept application through the performance based activities in the CCGPS units and by helping students learn to ask themselves key questions before, during, and after the problem solving process. Progress will be tracked using grade level performance assessments as well as instructional benchmarks. The root cause that we discovered for the weaknesses in letter naming fluency in kindergarten is that teachers were not focusing on letter names past the first nine weeks. This caused the problem to be an issue in first and second grade. The weakness in number identification lies in the fact that teachers are not making sure that students are grounded firmly in number identification before moving on to other math concepts. In first and second grade students have not had the exposure they should have to using graphic organizers in authentic ways. They also have not had enough practice retelling in performance based activities. Much of the work on graphic organizers and retelling has been done in a multiple choice format.
G. The measurable goals/benchmarks we have established to address the needs in kindergarten are based on AUS. In the spring of 2011 66% of students were average or above average in the area of letter naming fluency. In the spring of 2012 this number increased to 73%. Our goal for letter naming fluency in the spring of 2013 is 85%. In the spring of 2011, 39% of kindergarten students were at or above average in the area of number identification. In the spring of 2012 this number increased to 74%. Our goal for the spring of 2013 is 85%.
The following measureable goals for our standards based benchmarks will be used in first and second grade to document student achievement with the CCGPS. These goals are based on the College and Career Ready Performance Index.
Worth County Primary School
Mathematics All Students Black White English Learners(EL) SWD Economically Disadvantaged
87.9
79.9
92.3
79.0
65.8
81.8
Reading/ELA All Students Black White English Learners(EL) SWD Economically Disadvantaged
94.4
91.0
97.2
87.5
80.6
91.7
Science All Students Black White English Learners(EL) SWD Economically Disadvantaged
80.1
68.9
89.3
67.6
56.5
72.5
Social Studies All Students Black White English Learners(EL) SWD Economically Disadvantaged
79.0
68.5
87.6
66.0
54.0
70.8
*2.
Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards. Worth County Primary uses the following researched based programs or strategies to improve school performance: Houghton Mifflin/ Harcourt is utilized by teachers to support K-2 reading and language arts instruction. K-2 teachers use Harcourt Math as a resource. Continue use of the Sonday System in first and second grade as an intervention to teach the five components of reading to struggling readers. Use of Math Their Way and specific math skill instruction. Continue use of Read Naturally as an intervention in first and second grade to increase reading fluency. Continue use of Voyager and The Alphabet Arc as interventions in kindergarten to help struggling students master letters and sounds. Continue providing an intervention block in the master schedule to focus on students with disabilities, at-risk students, and higher achieving students. The Intervention Block allows an extension of opportunities for differentiated instruction focusing on specific strategies or interventions to meet students individual needs. Continue use of SuccessMaker with all students and provide extended time for students who need additional skill practice in reading and/or math. Implement Handwriting Without Tears schoolwide as our program to teach handwriting.
2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgias proficient and advanced levels of student performance.
A.
WCPS addresses the needs of all students in the school, particularly the needs of students furthest from demonstrating proficiency related to CCGPS. AUS results are used to identify struggling students in math and reading. Early Intervention Program (EIP) rubrics are also used as a tool to target at-risk students with literacy and math deficiencies. Specific weaknesses of at-risk students are discussed during data team meetings, and interventions are planned to address these weaknesses. WCPS implements the use of prescribed academic interventions through the schools RTI program. Frequent progress monitoring allows teachers to determine the effectiveness of the instructional interventions. Adjustments are made as needed to ensure continual student progress. All students whose native language, first language, or language of the home includes a language other than English are assessed for English language proficiency using WIDA-ACCESS Placement Test (W-APT). Students who need language support based on the results are served by a certified ESOL resource teacher for small group language instruction for 45 minute daily segments or a minimum of 225 minutes weekly.
2(b). Are based upon effective means of raising student achievement. A. Research supporting our effective methods and instructional practices or strategies are listed:
Flexible Grouping "Fresh Ideas For Grouping." Instructor 120.2 (2010): 75. Academic Search Complete. Web. 23 Feb. 2012. Harcourt Rust, Amanda L. "A Study of the Benefits of Math Manipulatives versus Standard Curriculum in the Comprehension of Mathematical Concepts." (1999). ERIC. Web. 23 Feb. 2012. Read Naturally Arvans, Rebecca. "Improving Reading Fluency and Comprehension in Elementary Students Using Read Naturally." ProQuest LLC (2009). ERIC. Web. 23 Feb. 2012. RTI (Intervention Block) Jones, Ruth E., Nina Yssel, and Christina Grant. "Reading Instruction In Tier 1: Bridging The Gaps By Nesting Evidence-Based Interventions Within Differentiated Instruction." Psychology In The Schools 49.3 (2012): 210-218. Academic Search Complete. Web. 23 Feb. 2012. Sonday System Reading Research and the Sonday System. [PDF doc.] Winsor Learning, Inc. (2002) St. Paul, MN. Retrieved from http://www.winsorlearning.com/ Moats, Louisa C. When Older Kids Cant Read. Educational Leadership (2001). Retrieved http://www.winsorlearning.com/site/resources/articles/when-older-kids-cant-read/ Math Their Way Tankersley, Karen. "Teaching Math Their Way." Educational Leadership 50.8 (1993): 12. Academic Search Complete. Web. 23 Feb. 2012. SuccessMaker Decker, Greg. Using Data to Drive Student Achievement in the Classroom and on High-Stakes Tests. T H E Journal (Technological Horizons In Education). 30 (2003) Handwriting Without Tears Handwriting Without Tears Research Review [PDF doc.] Handwriting Without Tears (2009). Retrieved from http://www.hwtears.com/files/HWT%20Research%20Review.pdf
2(c). Use effective instructional methods that increase the quality and amount of learning time. The WCPS instructional program is structured to provide quality instruction in all content areas. Subjects are taught using whole group and small group differentiated instruction. Students also participate in various learning centers during this instructional time. We have increased the amount and quality of learning time by providing an intervention block in the master schedule. During this block, classroom teachers and paraprofessionals provide explicit, targeted interventions for students with identified academic weaknesses. Flexible grouping is used to ensure that all students receive additional practice with specific skills as needed. Acceleration activities are provided for higher performing students during this block.
2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).
WCPS is currently implementing the CCGPS. Teachers are writing lesson plans and designing curriculum maps to correlate with the state unit frameworks in English Language Arts and Math. The process of evaluating, reviewing, and collaboratively discussing assessments is ongoing in order to identify students in need of instructional assistance. Specific academic weaknesses are documented using individual RTI plans to meet the needs of identified students through prescribed interventions. Teachers use the following to assess students; instructional benchmarks, teacher observations, rubrics, diagnostic student reports from computer based instructional programs, AIMSWeb reports, W-APT and ACCESS for EL students, and progress monitoring for struggling students. The results of these assessments serve as documentation of evidence of learning.
2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring. Title I does not fund any WCPS field trips.
*3.
Instruction by highly qualified professional staff. WCPS provides instruction by highly qualified teachers who meet the standards, established by the state of Georgia. WCPS teachers are accountable for possessing content knowledge and planning instructional strategies to help all students meet high standards. All certified teachers are evaluated throughout the school year to ensure that high quality instruction is being delivered. Teachers participate in training sessions, workshops, and conferences to improve content knowledge, enhance instructional skills, and increase their understanding and knowledge of the CCGPS curriculum. Mentors are selected to provide guidance and support for new teachers and staff. WCPS paraprofessionals hold valid state certificates issued by the Professional Standards Commission and are in compliance. WCPS Teachers Bachelors 14 Masters 32 Specialist 14
3(a).
A.
Strategies to attract highly qualified teachers to high-needs schools. The administration is committed to recruiting and retaining highly qualified teachers adequate in number to satisfy the vision and mission of the school, as well as federal and state requirements. For recruiting purposes, job listings are posted on the Worth County Schools Job Portal and the Teach Georgia employment website. Remediation plans are developed for any non HiQ teacher to ensure that the teacher will be highly qualified no later than the end of the 2012-2013 school term. The remediation plan will be monitored, and the teachers progress toward attaining HiQ status will be documented. Professional development for staff to enable all children in the school
*4.
A.
Worth County School System provides ongoing professional learning to address current educational trends and issues. The school systems Human Resource Department leads a new teacher orientation workshop prior to the beginning of the school year to welcome new teachers and to provide training on the policies and procedures for our school system. The administration at WCPS is committed to providing professional learning for its staff. The Principal and School Improvement Coordinator attend monthly school improvement meetings with the Directors and then redeliver pertinent information to all
staff. Professional learning includes, but is not limited to, the CCGPS initiative, Response to Intervention, content instruction for root problems, and analyzing student work and data. The professional learning focus for the 2012-2013 school year is to implement Common Core Georgia Professional Standards (CCGPS) in the content areas of English Language Arts and math. Teachers also participate in a needs assessment survey at the end of every year to help with the planning for professional learning for the upcoming year. The Administrative Team utilizes the needs assessment results, teacher evaluations, and school data to determine the professional learning needs of the staff at WCPS.
B.
Professional development is aligned with the States academic content and based on student needs. The School Improvement Coordinator meets with teachers to help them acquire, enhance, and refine their knowledge and skills in order to create and support high levels of learning. Classroom teachers are trained in research-based strategies, interventions, assessment techniques, and differentiated instruction strategies to address the needs of all students at WCPS. Teachers meet to disaggregate data at the school, grade, classroom, and individual level. As a result of these meetings struggling students are identified, and research-based interventions or strategies are discussed and implemented to increase student performance. Additionally, the School Improvement Coordinator is actively engaged in redelivering information, preparing materials, and scheduling CCGPS meetings, workshops, and blackboard sessions. We have devoted sufficient resources to carry out professional development activities to address the root causes of academic problems. All Worth County School System employees attended a professional learning workshop hosted by John Antonetti, a highlysought educational consultant at the beginning of the 2012-13 school term. Mr. Antonetti focused on student engagement and high-yield best practices. WCPS has a full time School Improvement Coordinator who is responsible for providing in-house staff development. During professional learning, teachers are creating standards-based report cards to align with CCGPS, writing lesson plans, and developing instructional assessments for CCGPS units. The teachers are participating in workshops for professional growth to learn strategies and methods of instruction to better meet the needs of all students. Staff development funds, as well as Title I funds, are being utilized to provide substitutes for teachers to attend in-services and trainings during the school day. WCPS also purchased literary and informational books for the English Language Arts CCGPS units to provide textbook exposure to real life facts and knowledge. Handwriting Without Tears is being implemented schoolwide to correlate with the CCGPS curriculum. Professional Development is provided for all staff members on the AUS and the AUS progress monitoring component. Following the results of the screening, interventions and strategies are prescribed for students based on weaknesses in reading and math. Students are progress monitored to measure the effectiveness of intervention plans. Adjustments in individual students tier placement are considered after continuous progress monitoring has occurred.
C.
D.
*5.
Strategies to increase parental involvement. WCPS involves parents in the planning, reviewing, and improvement of the comprehensive school-wide program plan by including parents on the Worth County School Council. The Council meets four times during the school year to review data, plan, and make recommendations to the school administration. WCPS has a full-time Parent Involvement Coordinator, funded through Title I. The Parent Involvement Coordinator provides monthly newsletters as well as activities and workshops throughout the school year. The coordinator works with PTO officers and the school administration to bring parents into the school as volunteers, as well as for meetings, celebrations, and educational events. Open House Back to School Night Good Citizens Breakfast Transportation Day Math Family Fun Night Family Literacy Night Honor Chorus Programs Partners in Education Doughnuts for Dad Muffins for Mom Field Day Veterans Day Wee Deliver Postal Program Parent Teacher Conferences Parent Volunteers Fall Festival Career Day Terrific Kids Breakfast Colonial/Native American Day Parent Academic Workshops Nature Trek
*6.
Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.
A.
The Administration and the School Improvement Coordinator work with the WCPS PreK program, local Pre-K programs, and Headstart to ensure a smooth transition to school. In the spring, WCPS invites students attending local Headstart and off-site Pre-K programs to tour the school. WCPS hosts a transition night to distribute Readiness Test
scores and important information to assist parents of rising kindergarten students with the transition into the primary school setting. The administration, kindergarten teachers, and other staff work together to answer questions from parents to ensure all rising kindergarten students feel safe, secure, and part of the WCPS family. WCPS administrators conference with Headstart personnel to discuss the upcoming transition for students. Second grade students are invited to attend a transitional tour at the elementary school to preview third grade. This tour is to ensure that primary level students make a smooth transition to the elementary level school environment. Special education students at WCPS also participate in transition activities from one grade to the next. This allows these students to become familiar with the upcoming teachers and classroom.
*7.
Measures to 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.
A.
The administration at WCPS provides numerous ways teachers are included in decisions regarding the use of assessments. The opportunities for input include: Grade level meetings Hall representative meetings School Improvement team meetings Disaggregation of all student data Weekly progress monitoring Creating and using benchmark assessments Analyzing assessments by creating an Item Analysis Creating and analyzing grade level common assessments Creating standards-based report cards, progress reports, and rubrics
*8.
Coordination and integration of Federal, State, and local services and programs.
A.
As a Title I schoolwide school, WCPS receives additional funds to support student achievement to help meet the diverse needs of all students. All monies are utilized to improve student achievement through resources for upgrading instructional technology, student supplies, professional development, salaries, books, and teacher resources.
8(a). List of State and local educational agency programs and other federal programs that will be included. The following programs and agencies will be involved:
Gifted Services Special Education Professional Learning Pre-Kindergarten Parent Involvement Coordinator Hiring additional teachers and paraprofessionals Parent Involvement Activities Purchase of resources, supplies and/or instructional materials English Language (EL) Support Early Intervention Program Title I Title II Title III
8(b). Description of how resources from Title I and other sources will be used. Resources from Title I are used to fund teacher, paraprofessional, and the Parent Involvement Coordinator salaries and benefits. It also funds additional resources and materials to implement school reform strategies to better meet the needs of all student learners. The school has received Title I Distinguished School funds for consistently achieving Adequately Yearly Progress for the past 11 years. Title II funds the School Improvement Coordinator position.
8(c). Plan developed in coordination with other programs, including those under the School-toWork Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990. WCPS works with the Director of Career Tech Agriculture Education at the high school to plan opportunities for the high school students to connect what they learn in school to real life experiences. These high school students assist K-2 classroom teachers three times a week on a rotational basis by working with students with academic needs. High school students who are trained in the area of nursing serve as interns in our school clinic under the supervision of our staff nurse.
*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:
A.
WCPS continues to provide activities and assistance to at-risk students who experience difficulty mastering proficient or advanced levels of academic achievement. These
activities include:
Teachers review permanent records, RTI folders, and other documentation to determine students strengths and weaknesses. Teachers analyze data using reports generated by AIMSWeb, Edusoft, SuccessMaker, STAR, progress monitoring, and instructional assessments. Teachers and support staff receive on-going instructional assistance from administration and the School Improvement Coordinator. Teachers utilize scientific-based research materials and resources in reading and math. The master schedule provides an intervention block. ActivBoards, wireless slates, and the Classroom Performance System (CPS) provide individual feedback which allows teachers to closely monitor student performance. Classroom teachers and Special Education teachers plan collaboratively: to develop differentiated instructional strategies, utilize flexible grouping, and implement prescribed interventions. Common planning for inclusion and classroom teachers is provided. Math Facts in a Flash is used by first and second grade students. It is a computer program designed to help students develop automatic recall of math facts through appropriate practice. Training is provided to co-teaching teachers in appropriate reading and math strategies. Reading Eggs is a program that focuses on a core reading curriculum of phonics and sight words. This program is available to all students for use at home and at school. Education City is an online teaching and learning resource designed to support student engagement and achievement in language, math, and science. A class picture of the second graders is taken and framed, then passed on from our school to the elementary, middle and high school to promote being a member of a graduating class. Classroom pictures are taken and displayed indicating membership of the year the class will graduate. STAR Early Literacy and STAR Reading are computer-adaptive diagnostic assessments used to help teachers identify which skills students need interventions with, are proficient with, or are excelling with.
Accelerated Reader (AR) is a computer based, reading management and motivational system designed to complement classroom literacy programs.
9(a). Measures to ensure that student weaknesses are identified on a timely basis. The RTI Team monitors student achievement and evaluates Tier 2 and 3 intervention plans and documentation throughout the school year. Identified students receive interventions to target specific needs. Progress monitoring data is charted to measure student performance and effectiveness of interventions. RTI meetings are scheduled as needed to update individual student plans.
9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses. Administration, the School Improvement Coordinator, and teachers collaborate at weekly grade level meetings to: Examine student work and create effective standards-based instructional strategies Discuss instructional and curriculum concerns Brainstorm and share ideas to improve teaching methods for struggling students Develop CCGPS unit lesson plans and common assessments The WCPS data teams meet at least 3 times a year to develop plans of instruction and determine Tier placement for students who are struggling academically.
9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or n the community. Worth County School System schedules designated Early Release Days to allow parent conferences with rotation of afternoon conference times for each school to accommodate parents schedules. Additional conferences are scheduled as needed based on teacher or parent request. During the parent conferences, teachers provide student work samples, observation notes, and data to be shared with the parents. Data graphs are presented in a parent-friendly format to help visually display student progress or achievement levels. Teachers also provide ideas, resources, and/or websites to help parents work with specific skills at home. The schools Parent Involvement Coordinator works with classroom
teachers to provide resource packets and activities for parents to assist with student learning at home.
10.
Description of how individual student assessment results and interpretation will be provided to parents. Individual student assessments results with interpretation guides and/or rubrics are sent home in the students report card or in the student agenda. Assessments and interpretations are shared during a parent/teacher conference. In addition to report cards, mid-term progress reports are sent in the students agendas to inform parents of current academic performance. During parent conferences assessment reports are shared and explained to parents.
11.
Provisions for the collection and disaggregation of data on the achievement and assessment results of students. WCPS has a data room that is used for displaying and discussing data results. Administrators and the School Improvement Coordinator meet with the School Council and teachers to discuss school-wide data results.
12.
Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Personnel who administer the AUS meet to practice testing and to check validity and reliability.
13.
Provisions for public reporting of disaggregated data. The Director of Testing is responsible for reporting all data.
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.
Worth County School System recommends that the SW/SIP Plan be revised on a yearly basis and evaluated two times a year. The Administrators, School Improvement Coordinator, and teachers meet with all the stakeholders to review and discuss the current plan to make adjustments or recommendations for improvements.
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). Worth County Primarys plan was developed with the input of the administration, faculty, staff, parents and community members.
16.
Plan available to the LEA, parents, and the public. The plan is submitted to the LEA and is accessible at www.worthschools.net. A copy of the plan is located in the media center at WCPS. The plan is also discussed at PTO meetings and posted on the schools web page.
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 language. The School Improvement Plan is written in English, however a Spanish interpreter or sign language interpreter can be provided if requested. TransACT is utilized to translate school documents for parents that speak another language.
18.
Plan is subject to the school improvement provisions of Section 1116. WCPS Plan is written and carried out in compliance of the No Child Left Behind Act (NCLB), Section 1116. We are not dealing with a Flexible Learning Program.
Measurable Goals
Annual Measurable Goals The measurable goals/benchmarks we have established to address the needs in kindergarten are based on AIMSWeb Universal Screening (AUS). In the spring of 2011 66% of students were average or above average in the area of letter naming fluency. In the spring of 2012 this number increased to 73%. Our goal for the spring of 2013 is 85%. In the spring of 2011, 39% of kindergarten students were at or above average in the area of number identification. In the spring of 2012 this number increased to 74%. Our goal for the spring of 2013 is 85%. The following measureable goals for our standards based benchmarks will be used in first and second grade to document student achievement with the CCGPS. These goals are based on the College and Career Ready Performance Index.
Mathematics All Students 87.9 Black 79.9 White 92.3 English Learners(EL) 79.0 SWD 65.8 Economically Disadvantaged 81.8
English Language Arts/Reading All Students Black White English Learners(EL) SWD Economically Disadvantaged
94.4
91.0
97.2
87.5
80.6
91.7
Science All Students Black White English Learners(EL) SWD Economically Disadvantaged 72.5
80.1
68.9
89.3
67.6
56.5
Social Studies All Students Black White English Learners(EL) SWD Economically Disadvantaged 70.8
79.0
68.5
87.6
66.0
54.0
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions Teachers are participating in Blackboard Sessions, collaboratively meeting to write lesson plans for unit frameworks, developing performance based assessments, developing standards-based report cards and creating rubrics and common assessments to align with Common Core Georgia Performance Standards (CCGPS). System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Curriculum Funds Person(s) Responsible Administrators School Improvement Coordinator Classroom and Inclusion teachers Georgia Department of Education Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Sign-in sheets Lesson plans Agendas Benchmark, common, and performance based assessments CCGPS Teacher Guides Evidence Knowledgeable teachers familiar with CCGPS curriculum
Timeline Fall 2012 and ongoing
CCGPS: WCPS is currently implementing the CCGPS. Teachers are writing lesson plans and designing curriculum maps to correlate with the state unit frameworks in English Language Arts
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Curriculum Maps Evidence
Timeline
and Math.
CCGPS
Teachers are following the state curriculum maps for ELA and math and using the Unit Frameworks as a resource for lessons to plan instruction. Students will be given benchmark assessments.
Fall 2012 and ongoing
Reading First funds
School Improvement Coordinator Teachers Georgia Department of Education Administrators
Lesson plans Curriculum maps Benchmark, common, and performance based assessments
Improvement on assessments Teacher observations
Kindergarten, first, and
On-going
Local funds
Classroom
Lesson plans
Improvement of students
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions second grade teachers are using Houghton Mifflin/Harcourt and other supplemental resources as the research-based core reading and Harcourt Math as the research-based core math. CCGPS System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources used for informational books Person(s) Responsible teachers Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Evidence Reading/ELA and math achievement as indicated by AIMSWeb Universal Screening(AUS), Edusoft Reports, Online Assessment System (OAS),GKIDS(Georgia Kindergarten Inventory of Developmental Skills). Students with background knowledge Students who can organize thoughts and retell events
Timeline
WCPS recognizes the need Fall 2012 WCPS to build background and ongoing Instructional knowledge through the use technology of using informational funds books. Using informational books will also provide authentic ways to provide practice with graphic organizers and retelling events.
School Improvement Coordinator Classroom and Inclusion teachers
Informational books Graphic Organizers Retelling experiences
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Media Specialist Classroom teachers Computer login records Evidence Increase of scores on AUS letter naming fluency, letter sound fluency, nonsense word fluency, and classroom sight word checklists
Timeline
Reading Eggs focuses on a core reading curriculum of phonics and sight words using skills and strategies. It is used by all students.
Fall 2011 WCPS and ongoing Instructional technology funds
CCGPS
Accelerated Reader (AR) is a computer basedreading management and motivational system. It serves as practice component of a comprehensive reading
WCPS Instructional technology funds
Media Specialist Classroom teachers
Computer login records AR Reading points
Increase student achievement Accelerated Reader reports
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions program. Handwriting Without Tears is being implemented schoolwide as a method to teach students how to print letters. Printing letters is a CCGPS standard. Teachers attended a workshop, planned collaboratively to redeliver information, and modeled the correct approach to handwriting. The School Improvement Coordinator and teachers collaborate during grade level meetings to discuss curriculum concerns and Fall 2012 and ongoing Local curriculum funds Curriculum Director Administrators School Improvement Coordinator Classroom and Inclusion teachers Handwriting Without Tears Teacher Guides Student Resources Legible handwriting System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Evidence
Timeline
CCPGS
Administrators School Improvement
Common Assessments Curriculum
Meeting student achievement goals and documentation to support evidence of learning
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions schedules, create assessments, update curriculum maps, design report cards and rubrics, examine student work, and analyze data. System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Coordinators Classroom and Inclusion teachers Maps Report Cards and Rubrics Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Evidence
Timeline
Education City is a web based online teaching and Fall 2012 WCPS learning resource. It and ongoing Instructional provides independent skill technology practice in ELA, math, and funds science.
Media Specialist Classroom and Inclusion teachers
Computer login records
Increased student achievement
Response to
RTI School Coordinator, School Improvement
On-going
Administrators
Data Reports
Meeting individual needs
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions Coordinator, and teachers continue to monitor student achievement and evaluate all RTI plans and documentation during data team meetings. System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible RTI School Coordinator School Improvement Coordinator Classroom and Inclusion teachers Documentation Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Student Work Report Cards Progress Reports Evidence to achieve academic gain
Timeline
Intervention (RTI): WCPS utilizes academic interventions to address specific academic needs of students as identified by assessment data. These interventions are tailored to focus on specific skills and strategies to aid students in achieving CCGPS
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Evidence
Timeline
proficiency. RTI Monitor student academic progress and identify atrisk students through the use of AUS, progress reports, report cards, RTI progress monitoring, assessments, and student computer program reports. Fall 2011 and ongoing RTI School Coordinator School Improvement Coordinator RTI School Coordinator School Improvement Coordinator Classroom and Inclusion teachers
Documentation
Increase student achievement and performance based scores for students with specific academic needs
Teachers are discussing data and individual student progress during individual, class, and grade level data meetings. RTI
RTI School Coordinator School
Sign- in Sheets Data documentation
Meeting student achievement goals
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions documentation and intervention plans are also being discussed during these meetings. RTI Notes from meetings System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Improvement Coordinator Classroom and Inclusion teachers Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Assessment results Student grades Evidence
Timeline
SuccessMaker is a computer based program that focuses on literacy and math skills used by all K-2 grade students. Extended time is an option for an intervention for struggling students in reading or/and math.
On-going
Classroom and Inclusion teachers
SuccessMaker reports
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Read Naturally passages Evidence
Timeline
Read Naturally, an audio program that focuses fluency, is used by 1st and 2nd grade students having difficulty with fluency. Language for Learners targets students in K-2 who have inadequate language development. The program is designed to teach young pre-readers oral language concepts, information and knowledge.
On-going
Reading First Funds
Classroom and Inclusion teachers Paraprofessionals
Improvement of students words per minute on AUS RCBM
RTI
Classroom and inclusion teachers
Vocabulary development
Increase of students vocabulary development
Math Facts in a Flash
Computer
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions provides practice of fundamental math skills for first and second graders. It is also used as an intervention when extended time is allowed for struggling students. System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources WCPS Instructional technology funds Person(s) Responsible Media Specialist Classroom and inclusion teachers Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts login records Evidence Increase of math scores on AUS Math Computation (M-COMP)
Timeline Fall 2012 and ongoing
RTI
STAR Early Literacy is a computer-adaptive diagnostic assessment. It also offers practice and intervention tools for Response to Intervention for kindergarteners.
Local funds used for informational books
School Improvement Coordinator Classroom and inclusion teachers
Increase of scores on STAR Early Literacy test
Timeline
Student Services: In order to meet the needs of diverse
English for Speakers of Other Languages (ESOL) We implemented a pullout model to serve students who are identified as EL using guidelines set
Title III funds
ESOL teacher
Vocabulary development Increased conversation and language
Increased scores on language assessments
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions forth by the World-Class Instructional Design and Assessment (WIDA) Consortium. Gifted Services provides: Gifted Endorsed Teachers Cluster Models Scratch computer program High Achievers are pulled in all grades to provide opportunities to develop higher order thinking skills System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts engagement Evidence
Timeline
learners, WCPS provides instruction to meet individual needs of all learners.
Testing Data On-going Local and state funding Gifted Services teacher Classroom gifted endorsed teachers Student work Projects and exhibitions
Timeline
Parent Involvement: WCPS facilitates home-school communication and parent involvement in order to help parents play an integral and sustained role in assisting student learning.
The SIP and Title I components are developed On-going with input from the following stakeholders: Classroom teachers Parents Administration Paraprofessionals Media Specialist Worth County Board of Education Federal Programs Director Worth County Board of Education Curriculum Director
Agendas Administrators Minutes School Improvement Coordinator Teachers Community Members Sign-in sheets Parental and community involvement
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions The WCPS Parent Involvement Coordinator interacts and communicates with parents by providing materials and planning school functions. System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Title I funds Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Parent Involvement Coordinator Teachers Parents Parental packets Parent contact logs Evidence Positive and productive relationships
Timeline
Parent Involvement
On-going
WCPS provides parental and community involvement. These opportunities include: Open House Back to School Night Partners in Education
On-going
WCPS Funds
Administrators Teachers Parents Parent Involvement
Parent contact logs Agendas Schedules
Students interact positively with peers and adults within the school and beyond the school environment
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions Parent Academic Workshops Parent Involvement Doughnuts for Dad Muffins for Mom Field Day Book Fair Veterans Day Wee Delivery Program Native American/Colonial Day Terrific Kids Fall Festival Parent Teacher Organization Classroom celebrations System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Coordinator Community Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Evidence
Timeline
Parent Involvement
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Progress Reports Report cards Phone Notification System
Parent/Teacher Conference sign-in sheets Teacher/Parent Contact log
Timeline
Evidence
Parent Involvement
WCPS provides opportunities for On-going communication between the parents and school to focus on individual student achievement in meeting the CCGPS and promotion requirements. These opportunities include: Parent/Teacher Conferences WCPS Website Progress Reports Report Cards Phone Notification System Attendance alerts mailed to
Administrators School Improvement Coordinator Parent Involvement Coordinator Teachers
Informed parents and community members
Student agendas
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions parents/guardians Monthly newsletters Parent contacts by phone Student Agendas Sylvester Local announcements System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Evidence
Timeline
Parent Involvement
Administrative parent conferences Monthly school calendars

Agenda
The WCPS School Council meets four times a year. It is comprised of the principal, parents,
On-going
Principal School Council
Minutes
Communication between the school and community is meaningful.
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions teachers, community, and business members. Topics of discussion may include attendance, parent involvement, curriculum, data, and student activities. WCPS students are provided with agendas to encourage parent/teacher communication. Students with excessive tardies, checkouts, and absences are monitored, and parents are notified about attendance policies and consequences. A letter about the compulsory System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible members Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Evidence
Timeline
Agendas
On-going
WCPS funds
Administrators Teachers
Daily attendance reports Computerized school checkin reports Compulsory
Enhanced communication
CCRPI/ Attendance: WCPS recognizes the important of daily school attendance and
On-going
Administrators Parent Involvement Coordinator
Parents are provided with opportunities to attend workshops concerning attendance issues.
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions attendance policy is sent home with students at the beginning of the year. System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Worth County School System Social Worker Teachers
Applications HI Q: WCPS leadership is committed to recruiting and retaining HI Q teachers.
Timeline
Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts

attendance letter
Evidence
works to improve the attendance rate.
Recruit highly qualified teachers through networking, teachgeorgia.org, and posting positions on the Worth County Board of Education website. Teachers new to WCPS are assigned a mentor teacher for guidance and support.
On-going
Worth County School System Personnel Director Principal
Position postings Resumes Observations Conferences
Productive learning environment with competent teachers.
On-going
Principal Mentor teacher
Supportive working environment
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Teacher
Meetings Transition: WCPS Administrators, Parent Coordinator, and the School Improvement Coordinator work with the WCPS Pre-K Program, local Pre-K Programs, and Headstart as well as Worth County Agendas
Timeline
Evidence
WCPS invites students attending the local Head On-going Start and off site Pre-K programs to tour the school. WCPS hosts a transition night to distribute Readiness Test scores and important information to assist parents of rising kindergarten students. Second grade students take a transitional tour at the elementary school to preview third grade. As
Administrators School Involvement Coordinator Parent Involvement Coordinator Counselors
Handouts for parents Attendance logs
Supportive environment to prepare students for success in the future
School Improvement Plan (continued) School Name: Worth County Primary School Principal Name: Stacey Rutledge School Keys Strands Actions, Strategies, and Interventions students transfer to third grade their grade level class picture transfers with them on order to encourage them to continue to be a member of the graduating class. Special education students also participate in transition activities as they transfer from one grade to the next. System Name: Worth School Year: 2012-2013 Estimated Costs, Funding Sources, and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Evidence
Timeline
Elementary School to ensure smooth transitions.

2012 SW Sip Plan - Merged

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Georgia Department of Education

Dr. John D. Barge, State School Superintendent May 2012 Page 1 of 45

Georgia Department of Education

SWP/SIP Template Instructions Notes:

Dr. John D. Barge, State School Superintendent May 2012 Page 2 of 45

Georgia Department of Education

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Georgia Department of Education

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Georgia Department of Education

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Georgia Department of Education

Worth County Primary School

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Georgia Department of Education

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Georgia Department of Education

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Timeline Fall 2012 and ongoing

Dr. John D. Barge, State School Superintendent May 2012 Page 24 of 45

Georgia Department of Education

Fall 2012 and ongoing

Reading First funds

School Improvement Coordinator Teachers Georgia Department of Education Administrators

Improvement on assessments Teacher observations

Kindergarten, first, and

Dr. John D. Barge, State School Superintendent May 2012 Page 25 of 45

Georgia Department of Education

School Improvement Coordinator Classroom and Inclusion teachers

Informational books Graphic Organizers Retelling experiences

Dr. John D. Barge, State School Superintendent May 2012 Page 26 of 45

Georgia Department of Education

Fall 2011 WCPS and ongoing Instructional technology funds

Fall 2011 and ongoing

WCPS Instructional technology funds