WCES 2014 SI Plan January Submission Part 1

SCHOOL IMPROVEMENT PLAN
School Name: Worth County Elementary School Principal Name: Steven Rouse District Name: Worth County School Year: 2013 - 2014
Title I Schoolwide Program
Title I Targeted Assistance
Non-Title I School
ESEA WAIVER ACCOUNTABILITY STATUS (Based on 2012 Data)

(Check all boxes that apply and provide additional information if requested.)
Priority School (SIG) Alert School

Subject Alert
Priority (Graduation Rate)

(Use 2012 Data)
Priority (Achievement) Focus School

(Use 2011 Data)
List Subject(s)
Graduation Gap
List High and Low Sub-Groups with Percentages List High and Low Sub-Groups with Percentages
Sub-Group Alert
List Sub-Group(s)
Achievement Gap
Graduation Alert
List Sub-Group(s)
Principals Signature: Title I Directors Signature: Superintendents Signature:
Date: Date: Date:
Dr. John D. Barge, State School Superintendent July 2012 Page 1 of 33
Measurable Goals
The goal of Worth County Elementary School is to provide all students a safe and supportive environment that is focused on student learning and committed to high academic achievement as indicated in the State Performance Targets. Through the shared responsibility of all stakeholders, students will be prepared to compete in a dynamic and diverse community.
Elementary and Middle Performance Targets Based on 2011 Criterion Referenced Test (CRCT) Proficiency Rates for 2013 Student Group Reading ELA Math Science Social Studies All Students 94.0% 92.3% 86.8% 80.3% 79.3% Asian/Pacific Is. 95.8% 95.6% 94.6% 90.5% 90.8% Black 90.6% 88.8% 79.8% 69.3% 69% Hispanic 93.3% 91.3% 86.4% 77.4% 76% Alaskan/Amer. 95.7% 92.9% 88.9% 84.5% 82% Indian White 96.9% 95.2% 92% 89.3% 87.6% Multi-Racial 96.2% 94.4% 89.3% 85.0% 83.5% SWD 79.5% 75.6% 69.8% 60.4% 58% LEP(EL) 87.3% 84.1% 79.1% 67.8% 66.1% Econ. 91.3% 89.0% 81.7% 72.8% 71.2% Disadvantaged
School Wide Goal(s): 1. Ensure continuous assessment and analysis of assessment data to determine instructional needs to improve student achievement. 2. Provide individualized instruction for all students, based on assessment data that identifies areas of weakness utilizing RTI. 3. Provide time during the regular school day for teachers to collaboratively plan instruction to address the content of CCGPS and student learning needs. 4. Provide opportunities for teachers to participate in required GaDOE, RESA and/or GLRS professional learning. 5. Ensure that the leadership team monitors and supports the implementation of the following: Common Core Georgia Performance Standards Professional learning offered by the GaDOE School improvement plan Short-term action plans Individual student progress Specific Academic Areas of Improvement: 1. Increase percent of students that meets/exceeds on the Grade Five Writing Assessment as indicated in Appendix A. 2. Increase percent of English Learners with positive movement from one performance band to a higher performance band as measured by the ACCESS for ELS in Appendix B. 3. Increase opportunities for parent involvement in decision making and problem solving. 4. Increase percent of all students meeting and exceeding standards in all academic areas with a focus on the multi-racial and students with disabilities (SWD) sub-group as indicated in Appendix C. 5. Increase percentages of post elementary school readiness indicators as outlined in College and Career Ready Performance in Appendix D.
School Keys Strands
Actions, Strategies, Interventions

WCES has established a school-based leadership team that is comprised of administrators, school improvement coordinator, teachers and support staff. WCES staff and stakeholders work collaboratively to develop a Title I school-wide/school improvement plan based on data, to include: Student achievement Demographic Process Perception WCES staff and stakeholders have developed a comprehensive mission, belief, and vision statement that clearly represent the goals of the school. Steps taken in this process are: To gather input from all stakeholders. Administrators and teachers work collaboratively to develop statements. All stakeholders are given the opportunity to review mission, belief, and vision statements.
Timeline
Estimated Costs, Funding Sources, and Resources

GaDOE GaDOE School Improvement Fieldbook
Person(s) Responsible
Evaluation of Implementation and Impact on Student Learning Artifacts Evidence
Planning and organization Standard 1.1, 1.2
Fall 2013
Administrators Schoolwide/school improvement School plan Improvement Coordinator School Council Members Parent Involvement Coordinator Teachers
Agendas/Rosters Meeting Minutes School-wide/school improvement plan is posted to school website and placed strategically throughout the school. All stakeholders have a clear understanding of the school vision, belief and mission statement. All statements are present in school, classrooms and on the school website.
Leadership L 1.2, 1.3
Mission Statement Belief Statement Vision Statement
School Keys Strands

Leadership within the school is distributed. The principal, administrators and school improvement coordinator collaborate with all staff members and other stakeholders to gather input and feedback for shared decision-making and problem-solving. All teachers are given the opportunity to share in leadership roles as grade level team leaders or building level leaders.
Timeline

Leadership Standard L 1.1, 1.2, 1.3, 1.4, 2.1
Fall 2013 - ongoing
Administrators Survey School Improvement Coordinator Teachers
Instructional team leaders meet monthly with school Organization improvement Chart specialist to analyze data, collaborate, and Agendas/Minutes make instructional decisions.
Leadership L 2.1,2.3,
Monitoring of instruction and assessment is conducted by administrators and school improvement specialist on a consistent basis.
School Keys Strands

Instructional teams meet weekly and monthly by grade level to collaborate, review and analyze data, and to plan instruction. The school improvement specialist meets with instructional team leaders and grade level teachers to provide support in data analysis and instructional planning. Teachers are given the opportunity to attend off-site workshops and conferences for professional learning in their specific content area.
Timeline

Professional Learning L 2.2
Fall 2013 - ongoing
Administrators Survey School Improvement Specialist Teachers Organization Chart Agendas/Roster Minutes Administrators
Instructional team leaders meet monthly with school improvement specialist to analyze data, collaborate, and make instructional decisions. WCES provides instruction by highly qualified teachers who meet the standards established by the state of Georgia.
School Keys Strands

SIC provides professional development for all teachers for implementing the CCGPS. All teachers are provided with CCGPS notebooks and training through RESA, GLRS, and LEA. All teachers are required to participate in CCGPS webinars.
Timeline

GaDOE RESA GLRS LEA School Improvement Specialist
WCSS Curriculum Director Administrators School Improvement Specialist
Professional Learning Standard PL 1.1, 2.3, 1.5
Fall 2013 - ongoing
CCGPS Notebooks Lesson Plans State Units and Frameworks Curriculum Maps
Continuous improvement in teaching quality and student achievement.
All new teachers attend Standards Based Classroom (SBC) professional learning through RESA. The school improvement specialist provides support, assistance and professional development in all areas of curriculum. All teachers participate in professional learning, data analysis, and making decisions about instructional practices. Leadership L 2.1,2.3, Monitoring of instruction and assessment is conducted by administrators and school improvement specialist on a consistent basis.
Ongoing professional development provides teachers with an understanding and depth of knowledge of researched based practices of the content area they are teaching.
Focus Walks
School Keys Strands

WCES has developed a systematic process to ensure academic achievement for all students. The staff continuously uses assessment and feedback to adjust instruction to meet individual needs of all learners so they can meet/exceed standards as defined by CCGPS/GPS: Teachers collaboratively plan units, lessons, and activities to include differentiation for all learners. Research based resources are used effectively. Data is systematically reviewed and analyzed to determine need for additional instruction, acceleration, and extending/refining. The use of technology is utilized as a tool for differentiation (computer lab, English in a Flash, Math in a Flash). Professional development is provided for all teachers.
Timeline

State CCGPS Frameworks Units Curriculum Maps STAR reading and math reports Universal Screening Benchmarks
Assessment Standard A 1.1, 1.2, 1.3
Fall 2013 - ongoing
Administrators CCGPS Frameworks/ School Curriculum Improvement Maps Specialist Teachers Student Work Intervention Specialist Lesson Plans SBC Classrooms Student Work Agendas/Roster
Teachers meet collaboratively to review and discuss data analysis to plan instruction. Teachers can describe and explain the standards and adjust instruction based on assessment data. Teachers use technology to enhance the curriculum and to progress monitor students.
School Keys Strands

All teachers use a variety of diagnostic, summative and formative assessment to determine students level of knowledge and to monitor student progress. Data is gathered and used to identify students strengths and weaknesses, learning gaps, mastery of standards, and to determine what instructional strategies are needed. The students identified as urgent are placed in intervention classes, provided with additional instruction based on needs and progress monitored on a weekly basis. All supplemental material used for differentiation and progress monitoring is research based and aligned to the CCGPS/GPS. Teachers will use computer-based programs, state units and teacher created materials for assessment.
Timeline

$6,250.00 Technology Budget STAR LITERACY Houghton Mifflin/Harcourt core program materials and supplements Early Literacy STAR reading STAR math OAS Google Drive Forms and Sheets
Assessment Standard A 2.1,2.2,2.3
Fall 2013 ongoing
Administrators Universal Screening Data School Improvement Benchmarks Coordinator Common Special Ed and Assessments Co-Teachers Intervention Schedules RTI Folders CCGPS Notebooks Curriculum Maps
Diagnostic assessment is systematic and all teachers use a variety of formative and summative assessments. Increased student achievement in all content areas and all subgroups meeting/ exceeding state standards. Achievement gaps closed. Increased student achievement in all content areas on the CRCT and other assessments.
School Keys Strands
Timeline

Staff Development $2500.00
Curriculum C1 1.1, 1.2, 1.3
Teachers are utilizing CCGPS/GPS in July 2012 curriculum planning and classroom - ongoing instruction to improve academic success for all students in all academic areas. Review and revise curriculum maps and units to align with CCGPS/GPS: Professional development is offered during summer months to give teachers an opportunity to collaborate and plan for instruction. PE teachers developed curriculum maps to align with GPS and health standards. Develop curriculum map for computer lab to align with CCGPS. Teachers are integrating more nonfiction text into the curriculum to promote students reading books with higher level text complexity.
School based training for teachers on analysis of student data and how to use data to drive instruction State Curriculum Maps/Unit
Administrators CCGPS Notebooks School Improvement Coordinator Frameworks/ State Units Teachers Curriculum Maps Professional PE Coach Learning Logs Charted Data (disaggregation of data) Lesson Plans Computer Lab Tech Classroom Observations 5X5 Focus Walks
Curriculum Alignment Teachers engage in ongoing planning and developing a curriculum that provides high levels of learning for all students. Standardized test scores: individual student, grade level, building level, and subgroups.
Music/Art Teachers
Increased Lexile levels for all students.
Staff Development Funding
Worth County Curriculum Directors
School Keys Strands

The Home Language Survey is used to identify EL, migrant, and immigrant students. Once identified, the WAPT is administered to see if the student meets criteria for services. If services are needed, the student is placed in the ESOL program and other appropriate interventions as needed. The student is administered the ACCESS to measure proficiency until exiting the program.
Estimated Timeline Costs, Funding Sources, and Resources

Fall 2013ongoing Title III Funding
Administrators School Improvement Coordinator
Assessment A 3.1
Student work Intervention Schedules Computer-based data reports Progress monitoring documentation WAPT/ ACCESS assessments
Improvement in accuracy on acquiring knowledge in the basic skills of language development as indicated by benchmarks, CRCT data. ACCESS: standards-based criterion referenced English Language proficiency test designed to measure EL social and academic proficiency in English.
$200.00 Staff Development Funding Renaissance Place
Administrators School Improvement Coordinator Intervention Teachers
Continue to use English in a Flash, a component of Renaissance Place, for progress monitoring of EL students.
School Keys Strands

Students are progress monitored with STAR reading and math, and other assessment measures to ensure that specific skill deficits are targeted and the intervention matches the need. All EL students are progressmonitored weekly, or as needed. All EL students are given practice time on English in a Flash and monitored for growth.

Fall 2013 - ongoing Renaissance Place English in a Flash
Administrators Classroom Teachers Intervention Teachers School Counselor ESOL Teachers School Improvement Coordinator
Assessment A1 1.1
STAR reading and math reports
Increased student achievement in all areas of academics. Increased number of students meeting higher proficiency levels.
EL folders tracking progress. Assessment data from English in a Flash, STAR reading and math, benchmarks, and common assessments Progress monitoring chart
Students in the multi-racial subgroup are provided additional interventions based on need and continuous monitoring. Interventions include: Proximity seating One-on-one instruction Increased formal assessment Progress monitoring tracking
Increased student achievement in the multiracial subgroup.
School Keys Strands

WCES has 4 ESOL certified teachers with 1 being a resource teacher that provides additional ESOL services to EL students on a daily basis. School counselor and ESOL certified teachers attended EL workshop at RESA. The guidance counselor provided all teachers with re-delivery of the Title III monitoring results. The focus of the training was the corrective action plan, Transact and interpreting ACCESS and WIDA scores. The ESOL teacher and school improvement coordinator will work collaboratively to train teachers how to interpret ACCESS/WIDA scores.

Fall 2012ongoing Title III Funding EL Workshop RESA English in a Flash
Administrators School Improvement Coordinator ESOL Teacher School Counselor School Testing Coordinator Intervention Teachers
Professional Learning Standard PL 3.2
Agendas/Rosters
ESOL Certification
Professional Logs/RESA
School counselor and teachers demonstrate a knowledge and understanding of federal guidelines under Title III for EL students.
School Keys Strands

The WCS school improvement team meets monthly to discuss the following system-wide, as well as school level, improvement issues: Curriculum Instruction Professional Learning Assessments and Benchmarks Response to Intervention (RTI) CCGPS/GPS (all content areas) The school improvement coordinator redelivers information from the system meeting to WCES staff. Professional learning at school level provides teachers an opportunity to collaborate, share ideas and instructional strategies, analyze and disaggregate data, and plan instruction based on data.

Fall 2012 - ongoing Administrators School Improvement Coordinator
Administrators School Improvement Coordinator Teachers
Professional Learning PL 1.1, 1.2, 1.3, and 1.4
Agendas/Rosters Summary sheets of meetings Curriculum Maps CCGPS Notebooks Item analysis in all subject areas
All teachers participate in professional learning by grade level and content area.
Teachers participate in curriculum alignment.
WCSS Curriculum Director
RESA/WCSS Curriculum Director WCSS Curriculum Director School Improvement Coordinators
Teachers are informed on current issues concerning curriculum and changes in curriculum.
School Keys Strands

Examples of professional learning: Instructional teams are created by grade level and content area. Instructional team leaders meet with school improvement coordinator to review data and discuss instructional issues, and then redeliver to teams. Teams meet weekly with grade levels and monthly across grade levels to review data and plan instruction. Teachers review and discuss data in all domains of content areas to determine strengths and weaknesses. All new teachers participate in training for all research based programs. All teachers participate in training for RTI.

Fall 2012ongoing GADOE Google Drive forms and sheets CRCT Results Renaissance Place SLDS Mountain Math/Language
Administrators School Improvement Coordinator Instructional Team Leaders
Professional Learning PL 1.1
Agendas/Rosters Data Room Benchmark data CRCT data ITBS data Professional Learning Notebook STAR reading reports
Teachers demonstrate a knowledge of curriculum, how to analyze and disaggregate data, and how to use the results to drive instruction. Improvement of students reading/ELA achievements as indicated by CRCT data.
AR reports Student log sheets/folder
School Keys Strands

All teachers are provided training on disaggregating and interpreting data, and how to use data to improve instruction. To increase student achievement, the following are used: Data meetings are held throughout the year to analyze formative and summative data. Teachers continuously collect data from accelerated math and reading, STAR reading and math, benchmarks and other assessments to improve student achievement and drive instruction.

Fall 2012ongoing STAR reading and math SLDS Google Drive forms and sheets OAS
Administrators School Improvement Coordinator Instructional Leaders Teachers
Professional Learning PL 1.2
Data Room: Charts and Graphs Benchmark notebook
Improved student scores as indicated by CRCT.
Increased knowledge for all staff on how to use data effectively to plan instruction and target specific skills.
Improvement of reading/ ELA, and math scores as indicated and measured by CRCT.
School Keys Strands

All students with disabilities are served in a co-taught classroom. Learning goals are aligned with CCGPS/GPS and students are receiving appropriate differentiation that includes adjusting content, process, product, and learning environment based upon diagnosis of students needs, learning styles, and readiness levels. The following are used to support instruction: Implementation of effective co-teaching models in inclusion classrooms to provide effective instruction for both the student with disabilities and the general classroom population. Use differentiated instructional and flexible groups. All classrooms use research based learning strategies to emphasize higher order thinking skills.

Fall 2013ongoing Special Education Funding
Director of Special Education Administrators School Improvement Coordinator Special Ed and Co-Teachers
Instruction Standard IS 1.3, 2.1, 2.2
Student Work Lesson Plans
Teachers work collaboratively to develop lessons and units and adjust instruction based on assessment data.
Units/Curriculum Maps Improved CRCT scores Improved GAA scores Master Schedule Improved writing scores Agendas/Rosters Assessments Meeting IEP goals Compliance with state and federal laws
School Keys Strands

WCES consulted with Special Ed Director and outside Special Ed consultant to ensure effective scheduling for all co-taught classrooms. All special education and coteachers were provided with a 2 day in house training by outside Special Ed consultant that included training for collaborative planning time and effective classroom instruction. Co-teachers work collaboratively to align instruction with CCGPS/GPS and plan effective lessons, units, and a variety of assessments to ensure students are meeting goals as stated in the IEP. WCES administrators and school improvement coordinator will monitor co-taught classrooms to ensure that co-taught models are in place and progress monitoring is consistent and aligned to IEP goals.

Fall Ongoing Special Ed Funding Outside Consultant Agency
Director of Special Education .
Professional Learning Standard PL 2.5, 2.6
Teachers have a good knowledge base on CoTeaching models Close the achievement gap with SWD
Administrators School Improvement Coordinator
Fidelity Check Consultant Firm
Improved CRCT and GAA scores.
School Keys Strands

All teachers follow the CCGPS/GPS Frameworks for all content areas: Mini Lesson 10 15 minutes Work Session 30 45 minutes Closing 10 - 15 minutes Examples of whole group and small group: Read alouds - target vocabulary and comprehension Introduce and model new concepts Small group instruction Leveled Readers to improve weaknesses in phonics, fluency, and comprehension (may also be used for interventions) Independent center rotation to increase and reinforce reading skills and strategies. Teacher provides small group instruction with fiction and non-fiction level readers in all content areas.

Fall 2013 - ongoing Title I Funding
Administrators School Improvement Coordinator Teachers
Instructional Standard 1 1.1, 1.2
Agendas/Rosters Lesson Plans Curriculum Maps/CCGPS GPS Frameworks
All teaching and learning activities are informed by the CCGPS/GPS Frameworks. Learning goals are aligned with CCGPS/GPS. Teachers implement common assessments by grade level and content area. Teachers can identify the strengths and weaknesses of students.
School Keys Strands

All teachers meet collaboratively to analyze common assessments, benchmarks, and other formative assessments to determine if the assessment is aligned to CCGPS/GPS and if the assessments are consistent and authentic in all academic areas.

Fall 20130ngoing Renaissance Place Google Drive Forms and Sheets OAS Teacher created resources
Administrators School Improvement Coordinator Instructional Leaders Intervention Specialist Classroom Teachers
Assessment Standard AL 1.1, 1.2, and 1.3
Agendas/Rosters Benchmarks Common Assessments
Teachers articulate how instruction is revised based on assessment results. Improvement in student achievement on assessments.
Students demonstrate an 85% passing average and achievement of weekly goals set by teacher and student.
School Keys Strands

Writers Workshop has been implemented into the literacy block in all ELA classrooms. Teachers are provided with training on how to teach writing by RESA consultant and in-house personnel. School improvement coordinator and teachers analyze writing assessment data to determine instructional needs.

Fall 2013ongoing RESA GaDOE State Frameworks Georgia Writing Assessment Notebooks
Professional Learning Standard PL 1.1 and Instruction Standard I 2.
Agendas/Rosters Agendas/Rosters Student Writing Notebook Lesson Plans Frameworks Student Writing Notebook Lesson Plans Frameworks Student Work
Improvement in reading/ELA skills as indicated by CRCT and other assessment data. Improved writing scores as indicated by the Georgia Writing Assessment. Improvement of students reading/ELA achievements as indicated by CRCT data.
Assessment
All classrooms participate in a mock writing assessment in all genres.
Improvement on benchmark assessments.
Writing to be implemented in all content areas: Math journals Interactive science and social studies notebooks Writing journals
School Keys Strands

The parent involvement coordinator works with school administrators and all stakeholders to develop ways to improve parent/community involvement in the following ways: Offers training and information sessions to promote parent awareness. Provides activities and workshops throughout the year. Sends monthly newsletter. Provides resource materials for parents.

Fall 2013ongoing Title I Funding
Federal Programs Director Administrators Parent Involvement Coordinator School Improvement Coordinator
Student, Family, Community Involvement and Support Standard SFC 1.2, 1.3, and 2.1
Parent Involvement Notebook Classroom Newsletters Student Agendas
Community resources are used to strengthen parent involvement and student learning. Community members and parents feel welcome in the school.
Parent Conference Documentation and Log School Council Agenda WCES link on website
Ongoing communication between the school, parents, and community members regarding procedures, policies, and student achievement.
WCES hosts an open house to provide all parents and students the opportunity to visit classrooms, meet administrators and staff. Parents are given information about how Title I funding is used and provided with school policies and procedures.
School Keys Strands

Worth County Partners in Education, (WCPIE) is a program of the Worth County School System/Sylvester-Worth County Chamber of Commerce. A Partner in Education is a business or an organization that partners with one to three schools and commits to participate in at least one activity per quarter with that school.

Fall 2013 0ngoing $250.00
Public Relations Director Administrators School Improvement Coordinator
Student, Family, Community Involvement and Support Standard SFC 2.
Agendas/Rosters Meeting minutes
Businesses and community leaders partner with schools Ongoing communication between the school, parents and community members is consistent and meaningful. School activities include: Peanuts for Parents; Ag Week; SINK the CRCT; Art Show; Career Day; Book Fair; Science Fair; School Council; and Parent Compacts.
The school improvement coordinator, parent involvement coordinator, and principal serve as the WCPIE representatives for WCES.
School Improvement Coordinator
School Keys Strands

The school council meets four times per year to discuss issues related to WCES policies and procedures.

Fall 2013 - ongoing
Administrators Parent Involvement Coordinator RESA
Planning and Organization PO 1.1
Professional Logs
Agendas/Rosters Meeting minutes
Professional Learning PL 1.1, 1.2 Student, Family, and Community Involvement and Support SFC 1.1
All members of school council are provided with training.
Increased awareness of school policy and procedures with all stakeholders. Increased communication between community and school.
The school council consists of the principal, parents, business members, parent involvement coordinator, and teachers.
Parent Involvement Coordinator Administrators
School Keys Strands

Provide staff development for all software and web-based programs. The following programs are used for assessment, progress monitoring, and instructional planning: Online Assessment System Google Drive Forms Data Analysis Software AR & AM STAR math and reading Teachers and school improvement coordinator create and administer content specific pre, mid, and post benchmarks using Google Drive Forms and OAS. Results are analyzed to identify weaknesses and strengths of students and to adjust instruction based on needs.

Fall 2013 - ongoing Google Drive Forms and Sheets
Administrators
Technology and Professional Learning Standard I 2.7
Google Drive Form response results
Renaissance Place OAS
School Improvement Coordinator Instructional Technology Tech
Benchmark Reports
Teachers have clear knowledge of how to use software programs for instruction, assessment, and progress monitoring of students. Effective instructional strategies and lesson plans developed on data analysis.
Instructional Leaders
APPENDIX A Georgia Fifth Grade Writing Assessment Performance Summary` DNM School Number 118 School Percentage RESA Number RESA Percentage State Number State Percentage 27% 66% 7% 21% 69% 10% 20% 70% 11% 46% 1660 35% 33792 135 53% 2952 62% 81387 1 0% 168 4% 8750 97 37% 1449 30% 27121 158 61% 3153 65% 87810 6 2% 239 5% 12532 85 36% 1265 26% 24916 146 62% 3314 69% 88685 4 2% 225 5% 13738 2010 Meets Exceeds DNM 2011 Meets Exceeds DNM 2012 Meets Exceeds
Ethnic Groups DNM Asian Black Hispanic Native American White Multi-Racial 57%
2010 Meets 43% Exceeds 0%
Ethnic Groups 2011 DNM 43% Meets 57% Exceeds 0% DNM 33%
2012 Meets 67% Exceeds 0%
41% 40%
59% 60%
1% 0%
33% 38%
63% 63%
4% 0%
38% 38%
59% 54%
2% 8%
Special Education DNM All Special Education Speech Only
2010 Meets Exceeds
Students with Disabilities 2011 DNM Meets Exceeds DNM
2012 Meets Exceeds
69%
31%
0%
63% 50%
38% 50%
0% 0%
APPENDIX B English Language Proficiency Developing 3.0 Expanding 4.0
Entering 1.0
Beginning 2.0
Bridging 5.0
Reaching 6.0
(1)14%
(1)14%
(2)29%
(3)43%
APPENDIX C Student Group All Students WCES Multi-Racial WCES SWD WCES 2011 Rate 2012 Rate 2013 Target 2014 Target 94.6% 96.6% 81.6% 2015 Target 95.2% 96.9% 83.6%
92.8% 93.4% 94.0% 87.8% 82.9% 89% 95.4% 95.8% 96.2% 75.8% 81.3% 87% 75.4% 77.5% 79.5% 80.9% 66.7% 57% CRCT Performance Targets for Reading
Student Group All Students WCES Multi-Racial WCES SWD WCES
CRCT Performance Targets for ELA 2011 2012 2013 Rate Rate Target 76.4% 70.4% 82.0% 54.5% 52.5% 62.5% 78.4% 71.4% 83.5% 50.0% 56.5% 30.0% 80.3% 75% 85.0% 64% 60.4% 41%
2014 Target 82.3% 86.5% 64.4%
2015 Target 84.3% 88.0% 68.3%
Student Group All Students WCES Multi-Racial WCES SWD WCES Student Group All Students WCES Multi-Racial WCES SWD WCES
CRCT Performance Targets for Math 2011 2012 2013 Rate Rate Target 90.7% 83.8% 93.3% 72.7% 70.7% 71.4% 91.5% 87.6% 93.9% 90.6% 73.1% 53.3% 92.3% 87% 94.4% 83% 75.6% 68%
2014 Target 93.0% 95.0% 78.0%
2015 Target 93.8% 95.5% 80.5%
CRCT Performance Targets for Science 2011 2012 2013 Rate Rate Target 84.1% 79.4% 87.1% 57.6% 63.8% 69.6% 85.4% 69.7% 88.2% 56.3% 66.8% 40.0% 86.8% 75% 89.3% 67% 69.8% 56%
2014 Target 88.1% 90.3% 72.9%
2015 Target 89.4% 91.4% 75.9%
CRCT Performance Targets for Social Studies Student Group All Students WCES Multi-Racial WCES SWD WCES Black WCES Hispanic WCES 87% 68% 2011 Rate 75.1% 64.8% 80.2% 45.5% 49.6% 60.7% 2012 Rate 77.2% 67.5% 81.9% 56.3% 53.8% 30.0% 2013 Target 79.3% 79% 83.5% 68% 58.0% 42% 2014 Target 81.3% 85.2% 62.2% 2015 Target 83.4% 86.8% 66.4%
APPENDIX D College and Career Ready Performance Index, Elementary School Model Grades K 5
POST ELEMENTARY SCHOOL READINESS
Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELs Percent of Students With Disabilities served in general education environments greater than 80% of the school day Percent of students scoring at Meets or Exceeds on the Grade Five Writing Assessment (required participation rate 95%) Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 Percent of students in grade K-5 completing the identified number of grade specific career awareness lessons aligned to Georgias 17 Career Clusters 9opercational in 2012-2013) Student Attendance Rate (%)
Exceeding the Bar: a companion to the College and Career Ready Performance Index for Elementary Schools
In addition to the fourteen (14) items within the College and Career Ready Performance Index, elementary schools may earn additional points for these supplemental indicators. Percent of students in grades K 5 successfully completing above grade level core courses (ELA, reading, mathematics, science, social studies) Percent of students successfully completing world language courses Percent of students successfully completing fine arts courses School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification *Percent of fifth grade students with a complete career portfolio by end of grade 5 (moves to face of CCRPI in 2016-2017) Percent of students in grades 1-5 with a fully documented Fitnessgram assessment School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement: examples include but are not limited to-participation in Charter System status, partner participation in Race to the TOP award, participation in Striving Reader initiative, participation in dual language immersion program, participation in Governor Deals Early Literacy Initiative, comprehensive implementation of Response to Intervention (RTI) and/or Positive Behavior Interventions and Supports (PBIS)
To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator : Schools average score on the Georgia Teacher Effectiveness Measurement Schools average score on the Georgia Leader Effectiveness Measurement

WCES 2014 SI Plan January Submission Part 1

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WCES 2014 SI Plan January Submission Part 1

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SCHOOL IMPROVEMENT PLAN

Title I Schoolwide Program

Title I Targeted Assistance

ESEA WAIVER ACCOUNTABILITY STATUS (Based on 2012 Data)

Priority School (SIG) Alert School

Priority (Graduation Rate)

Priority (Achievement) Focus School

Principals Signature: Title I Directors Signature: Superintendents Signature:

Date: Date: Date:

Dr. John D. Barge, State School Superintendent July 2012 Page 1 of 33

Dr. John D. Barge, State School Superintendent July 2012 Page 2 of 33

Dr. John D. Barge, State School Superintendent July 2012 Page 3 of 33

School Keys Strands

Actions, Strategies, Interventions

Estimated Costs, Funding Sources, and Resources

Evaluation of Implementation and Impact on Student Learning Artifacts Evidence

Planning and organization Standard 1.1, 1.2

Leadership L 1.2, 1.3

Mission Statement Belief Statement Vision Statement

Dr. John D. Barge, State School Superintendent July 2012 Page 4 of 33

School Keys Strands

Actions, Strategies, Interventions

Estimated Costs, Funding Sources, and Resources

Evaluation of Implementation and Impact on Student Learning Artifacts Evidence

Leadership Standard L 1.1, 1.2, 1.3, 1.4, 2.1

Fall 2013 - ongoing

Administrators Survey School Improvement Coordinator Teachers

Dr. John D. Barge, State School Superintendent July 2012 Page 5 of 33

School Keys Strands

Actions, Strategies, Interventions

Estimated Costs, Funding Sources, and Resources

Evaluation of Implementation and Impact on Student Learning Artifacts Evidence

Professional Learning L 2.2

Fall 2013 - ongoing

Dr. John D. Barge, State School Superintendent July 2012 Page 6 of 33

School Keys Strands

Actions, Strategies, Interventions

Estimated Costs, Funding Sources, and Resources

Evaluation of Implementation and Impact on Student Learning Artifacts Evidence

Professional Learning Standard PL 1.1, 2.3, 1.5

Fall 2013 - ongoing

Continuous improvement in teaching quality and student achievement.

Dr. John D. Barge, State School Superintendent July 2012 Page 7 of 33

School Keys Strands

Actions, Strategies, Interventions

Estimated Costs, Funding Sources, and Resources

Evaluation of Implementation and Impact on Student Learning Artifacts Evidence

Assessment Standard A 1.1, 1.2, 1.3

Fall 2013 - ongoing

Dr. John D. Barge, State School Superintendent July 2012 Page 8 of 33

School Keys Strands

Actions, Strategies, Interventions

Estimated Costs, Funding Sources, and Resources

Evaluation of Implementation and Impact on Student Learning Artifacts Evidence

Assessment Standard A 2.1,2.2,2.3

Fall 2013 ongoing

Dr. John D. Barge, State School Superintendent July 2012 Page 9 of 33

School Keys Strands

Actions, Strategies, Interventions

Estimated Costs, Funding Sources, and Resources

Evaluation of Implementation and Impact on Student Learning Artifacts Evidence

Curriculum C1 1.1, 1.2, 1.3

Increased Lexile levels for all students.

Staff Development Funding