School Improvement Plan – Elementary
School: Craig-Houghton Elementary
Principal: Sophia A. Cogle _________
Date: January 27, 2017
School Improvement Goal Area:
Performance Measure (with unit of measure)
Target Year 1
Target Year 2
Target Year 3
Increase the percentage of students reading on grade level by Grade 3
Increase the percentage of students scoring Proficient or above on the Math Grade 4 Georgia Milestones EOG
Increase the percentage of students scoring Proficient or above on the Science EOG
Increase the percentage of students scoring Proficient or above on the Social Studies EOG
Increase the school’s CCRPI Target by 3% annually
Performance Measure is aligned to the RCSS Performance Objective of:
School’s Name Needs Assessment/ Data Review Results Summary Analysis
This data assisted us in developing goals for our Schoolwide Plan so we could take the necessary action steps that we need to take to increase student achievement in these areas. We were not as successful in reaching our goals for the College Career Readiness Performance Indicators; therefore, we must be very aggressive in showing gains in reading and math. To assist with student learning in reading, math, we will use our Title I funds to provide technological assistance in reading (Accelerated Reader) and math. Teachers will receive raining/workshops/professional development in technology that will be instrumental in improving student learning. To reinforce reading and math skills, Starfall, and Star Accelerated Reader will be used to assist with literacy. In addition, instructional supplies such as pens, paper, markers, flip charts, construction paper, copy paper and etc will be ordered.
We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including
- Economically disadvantaged students
- Students from Major racial and ethnic groups
- Students with disabilities
- Students with limited English proficiency
The data from the 2015-2016 Georgia Milestones has been accumulated and disseminated to the appropriate grade levels. The principal, Administrative Intern and instructional coach will lead the teachers in a data disaggregation analysis to determine areas of deficiencies and strengths of each sub group population. As a result, lessons will be formulated for those students to enrich and remediate. Additionally, the iReady data will be disaggregated to offer additional statistics to the teachers. This disaggregation will benefit the sub group populations who have extreme needs, but it will benefit all students by identifying the needs of every student.
The data has helped us reach conclusions regarding achievement or other related data.
- The major strengths we found in our program were in computations and DIBELS – Reading Oral Reading Fluency (DORF)
- The major needs we discovered were in iReady – Comprehension, writing and word problems; in DIBELS, there was a deficiency in Retelling.
- Math Concepts and Applications are monitored by iReady.
- The needs we will address are: Students need to have more practice in word problems by being identified for different levels of learning and the teacher utilizing activities (math tubs, differentiation and flexible groups) to combat students’ weaknesses. Moreover, there has to be more effective ways by which students can increase their retelling strategies and more stringent learning stat developed to improve the deficiency. The main goal is to afford our students the opportunity to utilize higher order thinking skills according to the DOK levels to ensure academic success.
- The specific academic needs of those students that are to be addressed in the school wide program plan will be through daily rigorous and relevant instructional focused activities and implemented through classroom lessons, as well as monitored closely through universal screeners to ensure the standards are being met for all students.
- The ROOT CAUSE/s that we discovered for each of the needs were as follows:
- There needs to be additional professional development and modeling based on the Teachers Needs Assessment Surveys
- Teachers are anxious to learn new strategies to combat deficiencies through vertical collaboration.
We are currently transitioning from the CRCT to the Georgia Milestones and no measurable goals can be set at this time for the Georgia Milestone Assessment.
Georgia Milestones Scores for 2015-2016
The first type of school wide reform strategy that is used is ensuring that all classrooms are standards-based. The teachers and instructional coach is constantly reviewing what standards- based classrooms look like. Teachers were provided with standards –based checklist to ensure they are implementing those components in their classroom daily. The development of professional learning communities are implemented where teachers plan lessons collaboratively and members of the leadership Team join the weekly grade-level meetings. Minutes are recorded on a Grade Level Meeting Form, and a copy is turned in to the principal as a method of monitoring and evaluation. Additionally, the Georgia Performance Standards (GPS), system’s curriculum pacing guides and the Department of Education frameworks are used to guide the instructional planning.
The ways by which we will address the needs of all children in the school particularly the needs of students who are demonstrating proficiency related to the State’s academic content and student academic achievement standards are through ongoing monitoring of how the students are performing, as well as building in time for intervention in our Master Schedule all year long. Thirty minutes of tutorial and enrichment time is included in the schedule for all grade-levels on a daily basis, and the groups are constantly evaluated to allow for flexible grouping.
Additionally, students who perform low on Universal Screeners or who are identified as performing under grade-level are recommended to receive services through the Early Intervention Program (EIP). The Augmented teacher provides additional support for forty-five to fifty minutes per day in the areas of reading and/or math. Students are also provided the opportunity to receive tutoring with Mentors and can receive individualized instruction during Lab time.
In addition, the RTI Team meets on a regular basis to identify specific, individualized strategies for students who do not met expectations in an effort to improve their academic and/or behavioral performance, and the classroom teacher is responsible for implementing the strategies identified and charting the student’s progress as evidence. Furthermore, the instructional coach provides ongoing professional learning in the area of differentiation, as well as other identified areas.
To strengthen the core academic program of Craig Houghton Elementary, we will use the following interventions:
- Rubicon Atlas
- Child Find (RCSS Psychology Department)
- Road to the Code
- Spiral Up
- Build Up
- Start Up
- First in Math
- enVision math intervention kits
- Benchmark Literacy University
With this form of intervention, if a student is struggling, there are alternate ways of approaching that child’s deficiency. By utilizing this process effectively, student achievement will be maximized, and we will be able to better assist students to become more productive and successful.
To ensure that the needs of all students are addressed, we will utilize the Instructional Framework along with mini-lessons, mini assessments, and flexible grouping for remediation and enrichment. Teachers use the results from the universal screeners, and i-Ready to decide which students require remediation and which students require enrichment. In addition, students’ individual needs are discussed. Students who are struggling to perform on grade-level receive additional support through the Response to Intervention (RTI) process. The RTI Team recommends instructional strategies that will help students to excel academically.
In accordance with CCRPI, Elementary Career Cluster activities will be implemented through the Guidance Counselor. The activities can be found at http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/Elementary-Cluster-Activities.aspx . The guidance counselor is also available for small group counseling for student as needed.
To determine if the academic needs of Craig Houghton students are being met, the Instructional Coach will monitor the progress monitoring fidelity reports weekly for all Universal Screeners to include DIBELS, and i-Ready.
Teachers and paraprofessionals meet the highly qualified requirements and all teachers are assigned to the areas in which they are certified. Our teachers are expected to utilize best practices and research-based strategies, such as the following: teachers and students should know and use the language of the standards throughout the course of the day; the teacher serves as the facilitator in the classroom; differentiation is evident; technology is integrated into the lessons to ensure student engagement; students work collaboratively, in pairs, groups, and independently; students are given more than one opportunity to meet the standards and; teachers provide ongoing commentary and feedback. The data reflects specific teaching strategies and practices on a daily basis. (3 Non Highly Qualified)
We have included teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example, in order to ascertain a better understanding of how to utilize best practices to ensure consistent academic achievement, teachers meet with the Instructional Coach for Grade Level meetings. Teachers are also provided the opportunities to participate in training sessions, system-wide professional development, content based professional development, book studies, as well as various other professional development activities. According to research, school systems today are charged with addressing ever-increasing demands: reducing the achievement gap, adopting evidence-based practices, meeting CCRPI goals, managing the requirements of second-language and special-needs students, and remaining current on the increasing amount of pedagogical and content area research. Educators must keep abreast of the important advances that are occurring in education. This is where professional development comes in. Professional development is essential to meeting today’s educational demands. The administrator will provide substitutes to cover classes for teachers during the training/workshops/ professional development that will take place during the school day. The use of Title I funds will cover substitute pay.
We have aligned professional development with the State’s academic content and student academic achievement standards. Our Professional Learning Community consists of a functioning Data Room where all of the teacher fellowshipping transpires. The Data Room is a reference by which teachers can congregate and disaggregate data vertically and horizontally, identify strengths and weaknesses in their students’ academics as well as their own teaching strategies. Teachers are encouraged to reflect on their data every nine weeks or sooner if necessary. This information provided by the teachers will become Smart Goals for teachers to achieve in order to provide rigorous instruction to the students. The Professional Learning opportunities that will be provided to the teachers are as follows: Differentiation Strategies for Mathematics and Language Arts, i-Ready, Common Core Georgia Performance Standards, Standards-Based Instruction, Data Analysis, TKES, creating Rigorous Professional Learning Communities, and District-wide Professional Learning. Teachers will complete the Georgia Formative Instructional Practices modules as required by the Richmond County School System.
Craig-Houghton has two state funded Pre-Kindergarten classes taught by a Georgia certified teacher. Students in this program are able to receive hands-on instruction with engaging, developmentally appropriate academic and socialization activities. The curriculum is established by the Georgia Department of Education’s Bright from the Start division. We also support local child care providers with visits to the school in preparation for beginning kindergarten. Our Bright from the Start Family Services Coordinator works diligently with all of our Pre-Kindergarten families and many of our other families to ensure that our community’s children are ready for school.
To include teachers in decisions regarding use of standards-based assessment, the teachers, instructional coach and the administrators meet on a regular basis for collaborative planning, discussing data, sharing successful strategies and providing input for making grade level as well as school-wide decisions. A data room was created using classroom #159. Here, teachers meet for professional learning and grade level meetings. The administrators, instructional coach and the grade levels meet to share in discussions and gather teachers’ input. Teachers are encouraged to provide specific feedback to the students for the standards-based assessments so that the students will have an opportunity to demonstrate mastery of the standards. In addition, the teachers effectively model what is expected of the student by providing them with samples of student work along with the rubric, before assigning the task to them. This affords the students the opportunity to see what resembles mastery level work and compare it to the work that is not on mastery level. Additionally, teachers are encouraged to display samples of student culminating activity that have met all standards on their Anchor Board located outside their classroom. The board should include the task, commentary and a rubric. During grade level meetings, teachers are encouraged to critique student work as well as in vertical study teams. This is an effective way for the teachers to give feedback on student assessment as well as offer suggestions to teachers on teaching strategies both vertically and horizontally. The other ways teachers assess students’ needs and make decisions are:
- Informal and Formal Assessment
- Intervention Block
- Math Exemplars
- Performance Tasks for the Department of Education
- Grading based on Rubrics
We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Differentiated instruction is essential in helping all students meet their learning styles and academic needs. Teachers review data, share student results with their grade level team, and collaboratively discuss differentiated strategies to implement in the classroom. Some examples of the activities are as follows:
- Intervention block time
- Early Intervention Program
- Universal Screener (i-Ready)
- Other assessments (Benchmark, DIBELS VPORT, Star Reader etc.)
- Starfall Education
- Renaissance Learning
Some federal, state, and local programs that are operative at Craig Houghton Elementary are:
- Early Intervention Program
- Child Find
- Response to Intervention
- Community Eligibility Program (free breakfast and lunch for all students)
- Instructional Coaches
- Parent Facilitators
- Parental Involvement budget
- Augmented teachers
- Title I Part A budget
- Special Education
Assessment data is articulated throughout the school year using various means of communication. A system of communication is maintained that allows parents to be informed on student progress and test data results. Two mandatory parent-teacher conferences are held each year. Each mid-nine weeks, student progress reports are sent home. These results are immediately shared with teachers, who in turn, share them with their individual students and parents on progress reports. Progress monitoring results are also shared with parents on these progress reports.
Teachers are also required to formulate and maintain a phone log with the parents. Each month the log must be turned in to administration.