Accountability and School Improvement Planinternet.savannah.chatham.k12.ga.us/schools/mes/Documents...Accountability and School Improvement Plan 2017-2018 for MARSHPOINT ELEMENTARY

Accountability and School Improvement Plan

2017-2018

for

MARSHPOINT ELEMENTARY SCHOOL Savannah-Chatham County Public Schools

Lynne Phillips, Principal

M. Ann Levett, Ed.D. Superintendent of Schools

October 1, 2017

2

I. Principal’s Message

12-11-17 Dear Stakeholders: I would like to inform you that our school is engaging in an ambitious

school improvement planning process during this year. It will focus on:

Vision: From school to the world: All students prepared for productive futures

Mission: To ignite a passion for learning and teaching at high levels

In many ways, our School Accountability Plan will serve as our road map for

continued success. Our plan, which is supported by research-based strategies, will

focus on the continuous growth of student achievement; ensuring a safe,

secure, and disciplined learning environment; and demonstrating that

parents, business, and community members are actively engaged in the

educational process. Because we value your input and support, you are invited

to join us as we work to make Marshpoint Elementary School even greater.

Sincerely, Lynne Phillips, Principal Marshpoint Elementary School

Sincerely, Lynne Phillips, Principal Marshpoint Elementary School

II. Development Plan and Communication Process

Various stakeholders are involved in the school improvement process to ensure that the

needs of all students are addressed. The chart below illustrates the diverse group involved

with the development of this plan. The plan is reviewed annually and results are

communicated using a variety of formats such as school website, parent meetings, school

newsletters, staff meetings, etc. A comprehensive needs assessment is conducted annually

and used to develop the School Data Profile Narrative, which helps paint a total picture of the

school’s progress and “tells the story” behind the numbers.

Individual/Groups Title I/Position

Lynne Phillips Principal

Sally Coston Assistant Principal

Entire Staff (Gradel Level

Teams)

Leadership Team

School Council

PTA Board

3

4

III. Needs Assessment Data Sources

Continuous Growth of Student Academic Achievement

Safe, Secure & Disciplined Learning Environment

X School Demographics (gender, race, poverty rate, etc.)

X SWD Data

ITBS Data

3rd grade Writing Assessment

5th Grade Writing Assessment

8th Grade Writing Assessment

CRCT Data

X SRI Data

X MAP Data

X Dibels Data

X GKAP-R

GHSWT – First Time Pass Rate

EOCT Data (3-years)

Advanced Placement Exam Enrollment and Results

HiQ Percentage

X Percent Staffed by Certified Teachers

X Professional Development Hours and Involvement Related to Academic Achievement

X Teacher Survey

X Parent Survey

X Student Survey

SACS/CASI

X CCRPI Data X Quarterly Assessment Data

Disproportional Data

X PowerSchool Database Data

Incidents of Physical Violence

Incidents of Possession of Firearms in School

Incidents of Possession of Weapons Other Than Firearms in School

Incidents of Possession of Drugs/Alcohol on Campus

Hearing Office Data

Incidents of Out-of-School Suspensions

Incidents of In-School Suspensions

Incidents of Expulsions

Incidents of Permanent Expulsion

5

X Gifted Programs Data

SAT Participation and Results

ACT Participation and Results

PSAT Participation and Results

X IB Programs Data

Post Secondary Enrollment Report

Dual Enrollment Class Results and Enrollment

X Promotion/Retention Data

Governor’s Honors Program

X Attendance Data for Students and Staff

Dropout Rate (3-Years)

Cohort Graduation Rate (3-Years)

X Accountability and Assessment Website

Grade Distribution Report

Other

Parent Involvement Data

21st Century Program Data

6

IV. Tier 2 Indicator Focus Area (#1): Continuous Growth of Student Academic Achievement Based on the data from the comprehensive needs assessment, we prioritized the areas of focus and formulated the corresponding Tier 2 indicators/goals and developed strategies with an emphasis on academic achievement. These goals are directly aligned to the District Accountability System (DAS).

GOAL 1. Continuous Growth of Student Academic Achievement The percentage of 3rd grade students scoring “Proficient” in ELA will increase 2% from 40% to 42% as measured by the GMAS in May 2018.

Rationale: Demonstrating proficiency in reading will help to ensure that 3rd

grade students have acquired the necessary skills to become proficient in reading,

fluency and comprehension.

GOAL 2. Continuous Growth of Student Academic Achievement

The percentage of 3rd grade students scoring “Proficient” in Math will increase 3% from 38% to 40% as measured by the GMAS in May 2018. Rationale: Demonstrating proficiency in Mathematic will help to ensure that 3rd

grade students have acquired the necessary skills to become proficient in math

calculations and reasoning. Students will also demonstrate competency in

analyzing and applying mathematical concepts.

GOAL 3. Continuous Growth of Student Academic Achievement The percentage of 4th grade students scoring “Proficient” in ELA will increase 2% from 48% to 50% as measured by the GMAS in May 2018.




Goal 4. Continuous Growth of Student Academic Achievement The percentage of 5th grade students scoring “Proficient” in ELA will increase 2% from 52% to 54% as measured by the GMAS in May 2018.




7

Focus Area (#2): Safe, Secure, and Disciplined Learning Environment

GOAL 1. Safe, Secure, and Disciplined Learning Environment Continue to hold “E Conduct Party” four times during the school year, as endorsed by the Discipline Committee. Rationale: Supporting and encouraging social behavior is essential to achieving academic gains. Teachers and positive reinforcement play a large role in creating an environment that encourages learning, improve student behavior and create better academic performance at every level of education.

Focus Area (#3): Community Engagement

GOAL 1. GOAL: To continue to increase family engagement and community partnership by increasing our community events at Marshpoint from 16 (2016-2017 school year) to 21 (2017-2018 school year).

RATIONALE: The parents and community support Marshpoint. Greater family involvement and community input makes Marshpoint a stronger school.

Focus Area (#4): Fiscal Responsibility

GOAL 1. GOAL: Any staff member who collects money will go through training on how to manage collected money at school and properly secure their receipt books. RATIONALE: To properly document and account for any money collected at Marshpoint.

8

IV. Tier 2 Indicator (linked to Tier 1)

Focus Area (#1): Continuous Growth of Student Academic Achievement

For this focus area, we identified needs and formulated at least three corresponding Tier 2 indicators through

strategies with an emphasis on academic achievement.

Tier 2

Indicator: Continuous Growth of Student Academic Achievement The percentage of 3rd grade students scoring “Proficient” in ELA will increase 2% from 40% to 42% as measured by the GMAS in May 2018.



fluency and comprehension. Instructional Strategies: Related Professional Learning Strategies:

1. Accelerated Reader

2. Comprehension Strategies

3. Directed Silent Reading with Response

4. BEAMERS

5. EIP

6. Inference/Context Clue Practice (small group)

7. Inferencing Grade Level Homework

8. Scholastic Non-Fiction Leveled Readers

9. Guiding Reading (small group)

10. Peer Tutoring

11. Reading Fluency Activities

12. Web-based Reading Phonics Games

13. Implement flex schedule to dedicate time for

remediation

14. Reading to self

15. Anchor charts

16. Word Works

1. The Technology teacher facilitates

implementation

2. Worked with literacy coach to obtain samples

3. Balanced literacy PLC trainings

4. After school tutorial

5. EIP teacher during scheduled times

6. Training during PLC time by Academic Coach

7. No professional training necessary

8. Scholastic book room and website

9. Training provide during PLC time

10. No professional learning necessary


12. Website guidelines for educators (AKM)

13. Provided by EIP teacher


15. Training Provided by Balanced literacy

16. Training provided by Balanced literacy

Monitoring (Artifacts): Results (Evidence): Met Not Met

Walkthroughs/Lesson Plans/Observations/SRI Data

Data:

Balanced Literacy power points and notebooks

Georgia Milestone Assessment (GMAS)

9

Cost: Timeline: Person(s) Responsible:

Funding needed for

Beamers.

Ongoing

All teachers/Literacy Coach/EIP

Teacher/Administrators

10

IV. Tier 2 Indicator (linked to Tier 1)




Tier 2

Indicator Continuous Growth of Student Academic Achievement

The percentage of 3rd grade students scoring “Proficient” in Math will increase 3% from 38% to 41% as measured by the GMAS in May 2018. Rationale: Demonstrating proficiency in Mathematic will help to ensure that 3rd

grade students have acquired the necessary skills to become proficient in math

calculations and reasoning. Students will also demonstrate competency in

analyzing and applying mathematical concepts.

Instructional Strategies: Related Professional Learning Strategies:

1. Basic Skill Drills

2. Mad Minute

3. Interactive Math journals

4. BEAMERS

5. EIP

6. Xtra Math

7. Marilyn Burns Math and Literature

8. Problem based learning

9. Web- based instructional programs

10. Sumdog

11. Bridging activities with Coastal Middle

School

12. MobyMax

13. Number World SRA

1. No professional development necessary

2. No professional development necessary

3. Work with math coach

4.After school tutorial


6.No professional development necessary

7.Work with math coach

8. IB/PLCs and Math Coach

9. Website guidelines for educators

10. Website guidelines for educators

11. Fifth grade teachers and middle school teachers

will plan and implement bridging activities.

12. Work with EIP/RTI teacher

13. Work with EIP teacher


Walkthroughs/Lesson Plans/Observations/MAP

Reports

Data:

Georgia Milestones Assessment System (GMAS)


11

Need funding for

Beamers, Number

World and

MobyMax

Ongoing

All teachers

12

IV. Tier 2 Indicator (linked to Tier 1) continued




Tier 2 Indicator:

Continuous Growth of Student Academic Achievement The percentage of 4th grade students scoring “Proficient” in ELA will increase 2% from 48% to 50% as measured by the GMAS in May 2018.







3. Directed Silent Reading with

Response

4. BEAMERS

5. EIP

6. Inference/Context Clue Practice

(small group)

7. Inferencing Grade Level

Homework

8. Scholastic Non-Fiction Leveled

Readers


10. Peer Tutoring



13. Implement flex schedule to dedicate

time for remediation

14. Reading to self

15. Anchor charts

16. Word Works

1. The Technology teacher facilitates implementation

















□ Frequent Walkthroughs/Lesson

Plans/ Observations

Data:

Georgia Milestone Assessment test (GMAS)

13


Funding

needed for

Beamers.

Ongoing

Classroom teachers/EIP teacher/Interrelated Teachers/Academic

Coach/Administrators

Tier 2

Indicator: Continuous Growth of Student Academic Achievement The percentage of 5th grade students scoring “Proficient” in ELA will increase 2% from 52% to 54% as measured by the GMAS in May 2018.

Rationale: Demonstrating proficiency in reading will help to ensure that 3rd grade students have acquired the necessary skills to become proficient in reading, fluency and comprehension.





4. BEAMERS

5. EIP





10. Peer Tutoring




remediation

14. Reading to self


implementation














14

15. Anchor charts

16. Word Works





Data:

Balanced Literacy powerpoints and notebooks

Georgia Milestone Assement test (GMAS)


Funding needed for

Beamers.

Ongoing



15

Tier 2 Indicator:

Continuous Growth of Student Academic Achievement The percentage of Kindergarten students scoring “Meets/Exceeds” category in ELA will increase 2% from 82.2% to 84.2% as measured by the GKIDS in May 2018.

Rationale: Students will be better prepared for 1st grade with well developed Skills in ELA

serving as a foundation for becoming a life long reader.





4. BEAMERS

5. EIP





10. Peer Tutoring




remediation

14. Reading to self

15. Anchor charts

16. Word Works


implementation


















Data:

Balanced Literacy powerpoints and notebooks

Georgia Kindergarten Inventory of Developing

Skills (GKIDS)


Funding needed for

Beamers.

Ongoing



16


Focus Area (#2): Safe, Secure, and Disciplined Learning Environment

For this focus area, we identified needs and formulated at least two corresponding Tier 2 indicators through


Tier 2 Indicator:

Safe, Secure, and Disciplined Learning Environment While initiating a new behavior plan, increase the number of behavior celebrations from 0 during the 2016-2017 school year to 3 during the 2017-2018 school year. Rationale: Supporting and encouraging social behavior is essential to achieving academic gains. Teachers and positive reinforcement play a large role in creating an environment that encourages learning, improve student behavior and create better academic performance at every level of education.


1. . 1.


□ Data:

With consistent behavior, a more effective learning

environment is created for all students and staff.

Cost:

1. No funding

necessary

2. No funding

necessary

3. No funding

necessary

4. No funding

necessary

Timeline:

1. Tuesday faculty

meetings

2. Ongoing

3. Scheduled

PTA/School Council

meeting dates

Person(s) Responsible:

1. Administrators and staff

2. Teachers

3. Administration and committee members

17


Focus Area (#3): Community Engagement

For this focus area, we identified needs and formulated at least one corresponding Tier 2 indicator through


Tier 2 Indicator:

GOAL: To obtain Model PTA as recognized by the National PTA organization. RATIONALE: Marshpoint was recognized as a Model PTA last year. The recognition of this honor will indicate a continued growth of parent and community involvement and help Marshpoint keep resources, business partners, and respect in the community.


1. Make call outs to remind parents to join PTA

and attend PTA meetings.

2. Elect PTA parent officers to guide and serve

as leaders in this process.

3. Publicize PTA via all communication

outlets.

4. Have sign in tables available

5. Schedule all PTA events at the beginning of

the year to help avoid any conflict.

1. Done by administration

2. Parents are trained through PTA website.

3. Facebook, newsletter, websites, call outs

4. Sign in table will be in open house classrooms

5. Set on Marshpoint school calendar


1. Model PTA status


No funding necessary

Ongoing

School Counselors and All Teachers

18


IV. Tier 2 Indicator (continued)

Focus Area (#4): Fiscal Responsibility

For this focus area, we identified needs and formulated at least one corresponding Tier 2 indicator through strategies with an emphasis on academic achievement.

Tier 2 Indicator

GOAL: All certified staff will go through training on how to manage collected money at school and properly sure their receipt books. RATIONALE: To properly document and account for any money collected at Marshpoint

Instructional Strategies Related Professional Learning Strategies

1. Teachers trained on site. 2. All money will be collected and recorded

on the yellow money form. 3. All money will be checked in by the

secretary

1. The on-site school training will take place during a

Marshpoint faculty meeting. 2. Forms are keep in clock in room 3. Money will be kept and deposited by the secretary

Monitoring Results (Evidence) __Met __Not Met

1. Records will be kept by secretary 2. Monthly or yearly audits

Funding Source/

Approximate Amount

Person(s) Responsible

1. No funding necessary

1. One onsite trainer

2. Principal and Assistant Principal/IB Coordinator

3. Assistant Principal/IB Coordinator and Staff

19

V. Tier 3 Narrative

The Tier 3 narrative outlines the district’s progress and provides more information regarding its

advancement towards meeting the identified goals and tells “the story behind the numbers.”

The district report attached to this plan explains were Marshpoint falls in comparison to other schools in the district. The name of the district report is DISTRICT ACCOUNTABILITY SYSTEM -REPORTING, EVALUATING, & MONITORING INSTRUMENT DAS-REMI EXECUTIVE SUMMARY REPORT The attached data reflects areas of academic progress from 2015-2016 school year. After careful analysis, these goals were designed to improve Marshpoint and benefit all stakeholders.

Attach a copy of the report here.

20

Additional Comments: __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

_____________________________ ______________________

Principal’s Signature Date

____________________________ ______________________

Executive Director of School Governance’s Date Signature