Accountability and School Improvement Planinternet.savannah.chatham.k12.ga.us/schools/mes... · Marshpoint Elementary (2015-2016 Below Basic 11% Basi c 6% Proficient 16% Above Proficient

Accountability and School Improvement Plan

2016-2017

for

MARSHPOINT ELEMENTARY SCHOOL Savannah-Chatham County Public Schools

Lynne Phillips, Principal

Thomas Lockamy, Ed.D. Superintendent of Schools

September 1, 2015

2

I. Principal’s Message

10-1-16 Dear Stakeholders: I would like to inform you that our school is engaging in an ambitious

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

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

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

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

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

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

secure, and disciplined learning environment; and demonstrating that

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

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

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

Sincerely, Lynne Phillips, Principal Marshpoint Elementary School

Sincerely, Lynne Phillips, Principal Marshpoint Elementary School

II. Development Plan and Communication Process

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

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

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

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

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

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

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

Individual/Groups Title I/Position

Lynne Phillips Principal

Sally Coston Assistant Principal

Entire Staff (Gradel Level

Teams)

Leadership Team

School Council

PTA Board

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III. Needs Assessment Data Sources

Continuous Growth of Student Academic Achievement

Safe, Secure & Disciplined Learning Environment

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

X SWD Data

ITBS Data

3rd grade Writing Assessment

5th Grade Writing Assessment

8th Grade Writing Assessment

CRCT Data

X SRI Data

X MAP Data

X Dibels Data

X GKAP-R

GHSWT – First Time Pass Rate

EOCT Data (3-years)

Advanced Placement Exam Enrollment and Results

HiQ Percentage

X Percent Staffed by Certified Teachers

X Professional Development Hours and Involvement Related to Academic Achievement

X Teacher Survey

X Parent Survey

X Student Survey

SACS/CASI

X CCRPI Data X Quarterly Assessment Data

Disproportional Data

X PowerSchool Database Data

Incidents of Physical Violence

Incidents of Possession of Firearms in School

Incidents of Possession of Weapons Other Than Firearms in School

Incidents of Possession of Drugs/Alcohol on Campus

Hearing Office Data

Incidents of Out-of-School Suspensions

Incidents of In-School Suspensions

Incidents of Expulsions

Incidents of Permanent Expulsion

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X Gifted Programs Data

SAT Participation and Results

ACT Participation and Results

PSAT Participation and Results

X IB Programs Data

Post Secondary Enrollment Report

Dual Enrollment Class Results and Enrollment

X Promotion/Retention Data

Governor’s Honors Program

X Attendance Data for Students and Staff

Dropout Rate (3-Years)

Cohort Graduation Rate (3-Years)

X Accountability and Assessment Website

Grade Distribution Report

Other

Parent Involvement Data

21st Century Program Data

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

GOAL 1. GOAL: To increase the number of students performing at “above proficient” from 53%

(EOY school year 2015-2016) to 57% (EOY school year 2016-2017) on the Scholastic

Reading Inventory (SRI) for grades 2-5.

Marshpoint Elementary

Below Basic 11%

Basic 15%

Proficient 21%

Above Proficient 53%

2 8% 13% 23% 56%

3 16% 15% 13% 55%

4 11% 20% 14% 55%

5 9% 9% 38% 45%

RATIONALE: According to the results on SRI for the 2015-2016 school year, 53% of the

students scored above proficient. This 2016-2017 school year, staff and students will strive to

achieve 57% in the above proficient level. If the above proficient level grows, this indicates

the entire student body is showing academic achievement.

GOAL 2. GOAL: To increase the number of students performing at “above proficient” from 68% (EOY

school year 2015-2016) to 71% (EOY school year 2016-2017) on the Measuring Academic

Progress (MAP) Math Assessment for grades 2-5.

Marshpoint Elementary (2015-2016 Below Basic 11% Basic 6%

Proficient 16%

Above Proficient

68%

2 9% 8% 19% 65%

3 12% 4% 11% 74%

4 9% 7% 18% 66%

5 14% 3% 16% 67%

RATIONALE: According to the results on MAP for the 2015-2016 school year, 68% of the


achieve 71% in the above proficient level. If the above proficient level grows, this indicates


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GOAL 3. GOAL: To increase the percentage of Kindergarten and 1st grade students meeting benchmark on DIBELS Next Reading by 3% by EOY assessment of the 2016-2017 school year.

DIBELS Next

Reading

Grade Level

2013-14

% Meeting

Benchmark at

EOY

2014-15

% Meeting

Benchmark at

EOY

2015-16

% Meeting

Benchmark at

EOY

K 89% 78% 89%

1 86% 83% 78%

RATIONALE: Students who meet the benchmark score on DIBELs Next Reading in kindergarten and first grade demonstrate their preparedness for reading in future grade levels.

GOAL 4. GOAL: To increase the percentage of Kindergarten and 1st grade students meeting benchmark on DIBELS mClass by 3% by EOY assessment of the 2016-2017 school year.

mClass

Math

Grade Level

2013-14

% Meeting

Benchmark at

EOY

2014-15

% Meeting

Benchmark at

EOY

2015-16

% Meeting

Benchmark at

EOY

K 62% 56% 63%

1 64% 54% 61%

RATIONALE: Students who meet the benchmark score on DIBELs Next Reading in kindergarten and first grade demonstrate their preparedness for reading in future grade levels.

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

GOAL 1. GOAL: Increase the % of students in grades 2-5 that miss fewer than 6 days of school during the 2016-2017 school year. We will increase from 61% to 64%

2014-2015

% of students missing fewer

than 6 days

2015-2016


than 6 days

56% 61%

RATIONALE: On Georgia’s College Career Readiness Performance Indicator (CCRPI), attendance is an important indicator of student academic success. To increase academic success, we will continue to stress the importance of attendance.

8

Focus Area (#3): Community Engagement

GOAL 1. GOAL: To continue to increase family engagement and community partnership by increasing our evening events at Marshpoint from 14 (2015-206 school year to 16 (2016-2017 school year). RATIONALE: The parents and community support Marshpoint. Greater family involvement and community input makes Marshpoint a stronger school.

Focus Area (#4): Fiscal Responsibility

GOAL 1. GOAL: At least 90% of professional development funds will be spent for approved IB trainings this school year. RATIONALE: To maintain our IB PYP World School status, our school will undergo re-evaluation.

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IV. Tier 2 Indicator (linked to Tier 1)

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

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

strategies with an emphasis on academic achievement.

Tier 2

Indicator:

GOAL: To increase the number of students performing at “above proficient” from 53% (EOY

school year 2015-2016) to 57% (EOY school year 2016-2017) on the Scholastic Reading

Inventory (SRI) for grades 2-5.

Marshpoint Elementary

Below Basic 11%

Basic 15%

Proficient

21% Above Proficient

53%

2 8% 13% 23% 56%

3 16% 15% 13% 55%

4 11% 20% 14% 55%

5 9% 9% 38% 45%

RATIONALE: According to the results on SRI for the 2015-2016 school year, 53% of the


make this 57% in the above proficient level. If the above proficient level grows, this indicates


Instructional Strategies: Related Professional Learning Strategies:

1. Accelerated Reader

2. Cold Reads

3. Close Reading

4. Comprehension Strategies

5. Directed Silent Reading with Response

6. BEAMERS

7. EIP

8. Inference/Context Clue Practice (small group)

9. Inferencing Grade Level Homework

10. Scholastic Non-Fiction Leveled Readers

11. Reading Theory.org (small group)

12. Peer Tutoring

13. Reading Fluency Activities

14. Web-based Reading Phonics Games

15. Corrective Reading from SRA for EIP

16. Implement flex schedule to dedicate time for

remediation

1. The Technology teacher facilitates

implementation

2. Worked with literacy coach to obtain samples

3.No professional training necessary

4. Work with literacy coach/grade level

5. No professional training necessary

6. After school tutorial




10. Work with literacy coach

11. Website guidelines for educators (AKM)

12. No professional learning necessary


14. Website guidelines for educators (AKM)

15. SRA kit training from literacy and math

coaches


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

Walkthroughs/Lesson Plans/Observations/SRI Data

Data:

Scholastic Reading Inventory Charts

Cost: Timeline: Person(s) Responsible:

Funding needed for

Beamers.

SRA materials

previously purchased.

Ongoing

All teachers/Literacy Coach/EIP

Teacher/Administrators

11

IV. Tier 2 Indicator (linked to Tier 1)




Tier 2

Indicator

GOAL: To increase the number of students performing at “above proficient” from 68% (EOY

school year 2015-2016) to 71% (EOY school year 2016-2017) on the Measuring Academic

Progress (MAP) Math Assessment for grades 2-5.

Marshpoint Elementary (2015-2016 Below Basic 11% Basic 6%

Proficient 16%

Above Proficient

68%

2 9% 8% 19% 65%

3 12% 4% 11% 74%

4 9% 7% 18% 66%

5 14% 3% 16% 67%

RATIONALE: According to the results on MAP for the 2015-2016 school year, 68% of the


make this 71% in the above proficient level. If the above proficient level grows, the entire

student body should show academic achievement.


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


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:

MAP (Measures of Academic Progress) Math

Assessment

12


Need funding for

Beamers, Number

World and

MobyMax

Ongoing

All teachers

13

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




Tier 2 Indicator:

GOAL: To increase the percentage of Kindergarten and 1st grade students meeting benchmark on DIBELS Next Reading by 3% by EOY assessment of the 2016-2017 school year.

DIBELS Next

Reading

Grade Level

2013-14

% Meeting

Benchmark at

EOY

2014-15

% Meeting

Benchmark at

EOY

2015-16

% Meeting

Benchmark at

EOY

K 89% 78% 89%

1 86% 83% 78%

RATIONALE: Students who meet the benchmark score on DIBELs Next Reading in kindergarten and first grade will demonstrate their preparedness for reading in future grade levels.


1. BEAMERS

2. Partner Reading

3. Fluency Work Stations

4. Word Bldg Programs on Internet

5. Phonics Games

6. Small Group Instruction

7. Peer Tutoring

8. Wilson Fundations Program

9. Guided Reading Groups

10. Renaissance Place

11. EIP

12. RTI Interventions

13. FCRR

14. Web-Based Instructional Programs

15. Reading Response Journals

16. Daily 5 (Read to partners)

17. MobyMax

18. Corrective Reading SRA





5. No professional training necessary/Collaborate

6. Work with Literacy Coach


8. Additional professional development on Wilsons Program

9.Work with Literacy Coach



12.No professional training necessary

13.Work with RTI Specialists/Coordinator/Grade Level



16. Work with Literacy Coach

17. RTI/EIP Teacher

18. EIP Teacher and Asst. Principal


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□ Frequent Walkthroughs/Lesson

Plans/ Observations

Data:

Students performance on DIBELS scores at Beginning of the

Year (BOY), Middle of the Year (MOY) and End of the Year

(EOY).


1. Funding

needed for

MobyMax and

2. Corrective

Reading SRA

Ongoing

Classroom teachers/EIP teacher/Interrelated Teachers/Academic

Coach/Administrators

15

Tier 2 Indicator:

GOAL: To increase the percentage of Kindergarten and 1st grade students meeting benchmark on DIBELS mClass by 3% by EOY assessment of the 2016-2017 school year.

mClass

Math

Grade Level

2013-14

% Meeting

Benchmark at

EOY

2014-15

% Meeting

Benchmark at

EOY

2015-16

% Meeting

Benchmark at

EOY

K 62% 56% 63%

1 64% 54% 61%

RATIONALE: Students who meet the benchmark score on DIBELs Next Reading in kindergarten and first grade will demonstrate their preparedness for reading in future grade levels.


1. BEAMERS

2. Math Games

3. Small Group Instruction

4. Peer Tutoring

5. Guided Math Groups

6. EIP

7. RTI Interventions

8. Web-Based Instructional

Programs

9. Math Journals

10. Math Manipulatives





5. No professional training necessary/collaborate

6. Work with district EIP representative

7. RTI Coordinator and classroom teachers

8. Teachers will work with grade levels during PLC- MobyMax,

Scootpad, Sumdog, XtraMath

9. Teachers will work with grade levels during PLC

10. Teachers will work with grade levels during PLC


□ Frequent Walkthroughs/Lesson

Plans/ Observations

Data:

Students performance on DIBELS scores at Beginning of the

Year (BOY), Middle of the Year (MOY) and End of the Year

(EOY).


No extra funding

required

Ongoing

Classroom teachers/EIP teacher/Interrelated Teachers/School

Improvement Coaches/Administrators

16

17


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:

GOAL: Increase the % of students in grades 2-5 that miss fewer than 6 days of school during the 2016-2017 school year.

2014-2015


than 6 days

2015-2016


than 6 days

56% 61%

RATIONALE: On Georgia’s College Career Readiness Performance Indicator (CCRPI), attendance is an important indicator as part of student academic success. To increase academic success, we will continue to stress the importance of attendance to students and parents.


1. CCRPI training for teachers

2. Attendance Meeting for tracking

absences

3. Health lesson on good handwashing

and hygiene.

4. Present attendance data at PTA

meetings and School Council meetings.

1. Faculty meetings to discuss CCRPI

attendance components.

2. Attendance meetings on Tues.

3. Health lessons

4. PTA meetings and School Council

meetings


□ Perfect attendance awards (ribbons, pencils,

spirit sticks)

Data:

With consistent attendance, a more effective learning

environment is created for all students and staff.

Cost:

1. No funding

necessary

2. No funding

necessary

3. No funding

necessary

4. No funding

necessary

Timeline:

1. Tuesday faculty

meetings

2. Tuesday attendance

meetings

3. Ongoing

4. Scheduled

PTA/School Council

meeting dates

Person(s) Responsible:

1. Administrators and staff

2. Attendance committee (chaired by

counselor and information specialist)

3. Teachers

4. Administration and committee members

18


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 continue to increase family engagement and community partnership by increasing our

evening events at Marshpoint from 14 (2015-206 school year to 16 (2016-2017 school year). RATIONALE: The parents and community support Marshpoint. We are a stronger school with greater family involvement and community input.


1. An evening meeting will be held to educate parents, students and the community about the cultural differences within our International Baccalaureate Primary Years Programme.

2. Activities will be held by each grade level or school-wide to educate and celebrate our accomplishments within the IB program. Eamples- Greek Celebration, Student-Led Conferences, Reading Under the Stars, Marshpoint Mathathon, Jump Rope for Heart, Kiss A Pig, Earth Day, Fairy Tale Ball, Inclusion and Diversity Evening, Children’s Book Week, MN4K (Marshpoint News for Kids), and Fifth Grade Exhibition

3. Staff will plan a family curriculum night that involves STEM activities.

1. Parents, PTA, and IB Coordinator plan an evening filled with cultural diversity. Parents will share their culture with the students, parents and community through a variety of expressive ways.

2. Classroom teachers, SpEd teachers, students, and IB coordinator plan events aimed at sharing our learning experiences within our units of inquiry for the community.

3. Faculty will plan with grade levels to present STEM activities that include business and community volunteers.


19

1. Families that set up in the gym to display cultural artifacts.

2. Units of Inquiry 3. STEM Activities

1. Sign in sheets/Walkthrough during sessions 2. Sign in sheets/Walkthrough during sessions 3. Sign in sheets/Walkthrough during sessions

.


No funding necessary

Ongoing

School Counselors and All Teachers


IV. Tier 2 Indicator (continued)

Focus Area (#4): Fiscal Responsibility

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

Tier 2 Indicator

SMART Goal 1: At least 90% of professional development funds will be spent for

approved IB trainings. RATIONALE: To maintain our IB PYP World School status, our school will undergo re-evaluation

Instructional Strategies Related Professional Learning Strategies

1. IB building trainers work with new staff. 2. Collaborative planning will take place

during the school day, beginning in October.

3. Send Asst. Principal and teachers to IB- recognized professional training.

4. The on-site school IB trainer will work with staff to address those matters identified in the IB Evaluation.

1. The on-site school trainer will develop a schedule to train

new teachers. 2. Professional development days will be used for the

collaborative planning 3. IB coordinator plans for IB-recognized professional

development to best meet the needs of our staff. (Standard B2-3: The school ensures that teachers and administrators receive IB-recognized professional development for authorization and evaluation).

4. The on-site school trainer will meet with staff to complete matters to be addressed.

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V. Tier 3 Narrative

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

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

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

Monitoring Results (Evidence) __Met __Not Met

1. The IB building trainers will develop a schedule.

2. Head of School and Assistant Principal/IB Coordinator will develop a schedule.

3. IB Coordinator will identify staff members who need IB training, and arrange for it..

1. New teachers will become familiar with IB. 2. Collaborative planning will result in better implementation of the IB curriculum. 3. Trainings will enrich our IB teachers and students.

Funding Source/

Approximate Amount

Person(s) Responsible

1. No funding necessary

2. The district will provide funds 3. The district will provide funds.

1. One onsite IB trainer/teacher

2. Principal and Assistant Principal/IB Coordinator

3. Assistant Principal/IB Coordinator and Staff

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Attach a copy of the report here. Additional Comments: __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

_____________________________ ______________________

Principal’s Signature Date

____________________________ ______________________

Executive Director of School Governance’s Date Signature

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Accountability and School Improvement Planinternet.savannah.chatham.k12.ga.us/schools/mes... · Marshpoint Elementary (2015-2016 Below Basic 11% Basi c 6% Proficient 16% Above Proficient

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