Georgia Department of Education Title I Schoolwide/School Improvement Plan Georgia Department of Education April 2015 ● Page 1 of 29 SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE School Name: Avondale Elementary District Name: DeKalb Principal Name: Dr. Dontae Andrews School Year: 2015-2016 School Mailing Address: 8 Lakeshore Drive Avondale Estates, GA 30002 Telephone: 678-676-5202 District Title I Director/Coordinator Name: Mrs. Andrea Farries-Moore District Title I Director/Coordinator Mailing Address: DeKalb County School District 1701 Mountain Industrial Blvd Stone Mountain, Ga 30083 Email Address: [email protected]Telephone: 678-676-0528 ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) Priority School Focus School Title I Alert School Principal’s Signature: Date: Title I Director’s Signature: Date: Superintendent’s Signature: Date: Revision Date: Revision Date: Revision Date:
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Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 1 of 29
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Avondale Elementary District Name: DeKalb
Principal Name: Dr. Dontae Andrews School Year: 2015-2016
School Mailing Address:
8 Lakeshore Drive
Avondale Estates, GA 30002
Telephone: 678-676-5202
District Title I Director/Coordinator Name: Mrs. Andrea Farries-Moore
District Title I Director/Coordinator Mailing Address:
(Check all boxes that apply and provide additional information if requested.)
Priority School Focus School
Title I Alert School
Principal’s Signature:
Date:
Title I Director’s Signature:
Date:
Superintendent’s Signature:
Date:
Revision Date: Revision Date: Revision Date:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 2 of 29
SWP Template Instructions
All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists, all components/elements
marked as “Not Met” need additional development.
Please add your planning committee members on the next page.
The first ten components in the template are required components as set forth in Section
1114 of the Elementary and Secondary Education Act of 1965 (ESEA).
Please submit your School Improvement Plan as an addendum after the header page in
this document.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 3 of 29
Planning Committee Members (parents must participate) NAME MEMBER’S SIGNATURE POSITION/ROLE
Dr. Dontae Andrews
School Principal
Dr. Candace Sagers
SWP Facilitator
Stephanie Smith Parent Representatives
Dr. Kris Mullis
Community Representatives
Dr. Virginia Lucear Office of Federal Programs
Representative
Dawn Robinson-McDonald School Counselor
Tope Harris Special Education
Representative
Brenda Walker Reading/ELA Chair
Aundrea Whitehead Math Chair
Eric Thomas Science Chair
Bridgette Samuel
Social Studies Chair
Lucretia Ford
Professional Learning Liaison
Kim Siddiqui
IB Coordinator/Gifted
Teacher
Donna Jones
Teacher Librarian
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 4 of 29
SWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
A. We have developed our schoolwide plan with the participation of individuals who will
carry out the comprehensive schoolwide/school improvement program plan. Those
persons involved were: Dontae Andrews, Candace Sagers, Stephanie Smith, Dawn
Robinson-McDonald, Tope Harris, Brenda Walker, Aundrea Whitehead, Eric Thomas,
Bridgette Samuel, Dr. Kris Mullis, and Lucretia Ford. The ways they were involved
include drafting a skeleton of the SWP (Dr. Andrews, Dr. Sagers, Dr. McDonald, Mrs.
Ford, & Ms. Siddiqui. The skeleton version of the SWP was given to the remainder of the
SWP team for additional suggestions and feedback. Finally, the SWP was revised to
reflect the suggestions and feedback given.
Dontae M. Andrews Principal
Candace M. Sagers SWP Facilitator
Stephanie Smith Parent Representative
Dawn Robinson-McDonald School Counselor
Tope Harris Special Education Representative
Brenda Walker Reading/ELA Chair
Aundrea Whitehead Math Chair
Eric Thomas Science Chairs
Bridgette Samuel Social Studies Chair
Dr. Kris Mullis Community Representative
Lucretia Ford Professional Learning Liaison
Kim Siddiqui IB Coordinator/Gifted Teacher
B. We have used the following instruments, procedures, or processes to obtain this
information . . .
As a part of strategic planning, the Avondale Elementary School Improvement Planning
Committee developed a comprehensive needs assessment by analyzing various types of
data throughout the school year (Georgia Milestones, GKIDS, ACCESS, and Universal
Screener).
Georgia Milestones- The Georgia Milestones measures how well students in grades 3-12
have learned the knowledge and skills outlined in the state-adopted content standards in
language arts, mathematics, science, and social studies.
GKIDS- The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a year-
long, performance-based assessment aligned to the state mandated content standards. The
goal of the assessment program is to provide teachers with information about the level of
instructional support needed by individual students entering kindergarten and first grade.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 5 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Universal Screener:
STAR Reading- STAR Enterprise assessments use the most sophisticated statistical and
test-creation technology and psychometrics to get more value out of each testing session.
Extensive item calibration determines each test item’s difficulty in relation to thousands of
real students, applying advanced principles of Item Response Theory (IRT) and computer-
adaptive testing.
STAR Early Literacy- STAR Enterprise assessments use the most sophisticated statistical
and test-creation technology and psychometrics to get more value out of each testing
session. Extensive item calibration determines each test item’s difficulty in relation to
thousands of real students, applying advanced principles of Item Response Theory (IRT)
and computer-adaptive testing.
STAR Math- STAR Enterprise assessments use the most sophisticated statistical and test-
creation technology and psychometrics to get more value out of each testing session.
Extensive item calibration determines each test item’s difficulty in relation to thousands of
real students, applying advanced principles of Item Response Theory (IRT) and computer-
adaptive testing.
Currently, we do not have any migrant students enrolled in our school. However, if we
have new enrollees, we would follow the guidelines of Dekalb County School District for
migrant students policies & procedures.
C. Data Analysis Chart: CCRPI 2012-2015
CCRPI Components Indicators
Actual Results
2011-2012
2012-2013
2013-2014
2014-2015
Ach
ieve
me
nt
Content Mastery
Percent of students scoring at proficient or higher on the GA Milestones ELA (required participation rate > 95%)
84.2 79.1 84.0
Percent of students scoring at proficient or higher on the GA Milestones mathematics (required participation rate > 95%)
68.9 78.1 73.9
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 6 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1). Percent of students scoring at proficient or higher on the GA Milestones science (required participation rate > 95%)
61.2 68.4 66.0
Percent of students scoring at proficient or higher on the GA Milestones social studies (required participation rate > 95%)
58.4 65.8 64.9
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 ELLs
76.2 Too Few Student
85.4
Percent of Students with Disabilities served in general education environments greater than 80% of the school day
95.2 95.5 91.3
Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 on the GA Milestones
42.5 54.9 45.5
Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 on the GA Milestones
50.8 58.1 53.6
Ach
ieve
me
nt
Post Elementary School Readiness
Percent of students in grades 1-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters
N/A 0 99.5
Percent of students missing fewer than 6 days of school
95.2 94.8 94.4
Predictor for High School Graduation
Percent of students in grade 5 passing at least 5 courses in core content areas (ELA, mathematics, science, and social studies) and scoring proficient or higher on all GA Milestones
47.1 57.9 54.6
Percent of students scoring at the highest performance level on all GA Milestones
31.7 35.9 34.4
Pro
gres
s
Student Growth Percentiles
Percent of students with SGPs of 35 or more in ELA 71 57 68
Percent of students with SGPs of 35 or more in mathematics
77 73 66
Percent of students with SGPs of 35 or more in science
70 74 76
Percent of students with SGPs of 35 or more in social studies
65 70 62
Ach
ieve
me
nt
Gap
Gap Change
Achievement Gap Change score for ELA 0 1 2
Achievement Gap Change score for mathematics 0 3 1
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 7 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1). Achievement Gap Change score for science 0 3 1
Achievement Gap Change score for social studies 0 2 1
Ach
ieve
me
nt
Gap
Gap Size Achievement Gap Size score for ELA 0 0 0
Achievement Gap Size score for mathematics 0 0 0
Achievement Gap Size score for science 0 0 0
Achievement Gap Size score for social studies 0 0 0
Exce
ed
ing
the
Bar
Exceeding the Bar
Percent of students in grades 3-5 earning a passing score in above grade level core courses (ELA, mathematics, science, social studies) and scoring at proficient or higher on all Georgia Milestones
N/A N/A 0
Percent of students earning a passing score in world language courses or earning a passing score in fine arts courses
.5 .5 .5
Earn/maintain STEM Certification 0 N/A 0
Percent of fifth grade students with a complete career portfolio by end of grade 5 (moves to face of CCRPI in 2016-2017)
N/A 0 0
Percentage of teachers utilizing the Statewide Longitudinal Data Systems -SLDS (50% of teachers generating an average of 50 page hits or more a month)
N/A N/A 0
Exce
ed
ing
the
Bar
Exceeding the Bar
School or LEA-defined innovative practice accompanied by data supporting improved student achievement. Examples include but are not limited to Charter System, Georgia College and Career Academy, Race to the TOP, Striving Reader initiative, dual language immersion program, Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC), Response to Intervention (RTI), Positive Behavioral Interventions and Support (PBIS), local instructional initiatives, etc. Practice must be reported via the CCRPI Data Collection application
N/A N/A N/A
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 8 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1). School or LEA Research/Evidence-based Program/Practice designed to facilitate a personalized climate in the school. Examples include but are not limited to Teachers as Advisors program, mentoring program, Positive Behavioral Interventions & Supports (PBIS), service-learning program, peer mediation, and conflict mediation
N/A N/A N/A
GKIDS: 2014-2015
GKIDS
Year Strand # of Elements
Mean # of Elements
Mean# of Elements Meets/Exceeds
Mean % Elements Meets/Exceeds
2014 Reading 22 22.0 17.8 80.7
2015 Reading 22 22.0 16.1 73.3
2014 Writing 6 6.0 3.8 64.1
2015 Writing 6 6.0 3.2 52.5
2014 Speaking & Listening 3 3.0 2.5 84.2
2015 Speaking & Listening 3 3.0 2.2 73.3
2014 Language 12 12.0 9.1 75.5
2015 Language 12 12.0 7.5 62.8
2014 ELA Total 43 43.0 33.2 77.2
2015 ELA Total 43 43.0 29.0 67.4
2014 Counting and Cardinality
9 9.0 7.8 86.3
2015 Counting and Cardinality
9 9.0 7.5 82.8
2014 Operations and Algebraic Thinking
5 5.0 4.1 82.2
2015 Operations and Algebraic Thinking
5 5.0 3.5 69.8
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 9 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
2014 Numbers and Operations in Base 10
1 1.0 0.7 73.6
2015 Numbers and Operations in Base 10
1 1.0 0.5 45.3
2014 Measurement and Data
3 3.0 2.7 89.7
2015 Measurement and Data
3 3.0 2.4 81.4
2014 Geometry 6 6.0 5.3 87.5
2015 Geometry 6 6.0 5.1 85.3
2014 Math Total 24 24.0 20.6 85.7
2015 Math Total 24 24.0 18.9 79.0
2014 Curiosity & Initiative 3 3.0 2.7 90.5
2015 Curiosity & Initiative 3 3.0 2.3 75.2
2014 Creativity & Problem Solving
3 3.0 2.0 65.6
2015 Creativity & Problem Solving
3 3.0 1.9 64.3
2014 Attention/Engagement 4 4.0 2.4 60.7
2015 Attention/Engagement 4 4.0 2.3 58.4
2014 Approaches Total 10 10.0 7.1 71.1
2015 Approaches Total 10 10.0 6.5 65.2
STAR Reading
Longitudinal Report 2014, 2015
Shows growth over multiple years
Avondale Elementary School - Cross Sectional
Grade
School Year Aug 1 - Sep 30
(Fall)
Percent of Students by District Benchmark
Category Students Tested
40+ PR
25-
39 PR
10-
24 PR
1-
9 PR
Grade
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 10 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
1 2014 - 2015 Grade 1 7
29% 2
14% 1
29% 2
29% 2
2013 - 2014 Grade 1 51
55% 28
14% 7
18% 9
14% 7
Grade 2
2014 - 2015 Grade 2 74
45% 33
15% 11
15% 11
26% 19
2013 - 2014 Grade 2 87
44% 38
17% 15
11% 10
28% 24
Grade 3
2014 - 2015 Grade 3 79
33% 26
19% 15
20% 16
28% 22
2013 - 2014 Grade 3 70
37% 26
13% 9
20% 14
30% 21
Grade 4
2014 - 2015 Grade 4 77
32% 25
14% 11
25% 19
29% 22
2013 - 2014 Grade 4 72
42% 30
22% 16
13% 9
24% 17
Grade
5
2014 - 2015 Grade
5 60
35%
21
28%
17
22%
13
15%
9
2013 - 2014 Grade
5 64
38%
24
11%
7
27%
17
25%
16
STAR Math
Longitudinal Report 2014, 2015
Shows growth over multiple years
Avondale Elementary School - Cross Sectional
Grade
School Year Aug 1 - Sep 30
(Fall)
Percent of Students by District Benchmark
Category Students Tested
40+ PR
25-
39 PR
10-
24 PR
1-
9 PR
Grade 1
2014 - 2015 Grade 1 40
88% 35
3% 1
8% 3
3% 1
2013 - 2014 Grade 1 70
79% 55
10% 7
7% 5
4% 3
Grade
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 11 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
2 2014 - 2015 Grade 2 76
50% 38
16% 12
20% 15
14% 11
2013 - 2014 Grade 2 91
51% 46
16% 15
19% 17
14% 13
Grade 3
2014 - 2015 Grade 3 78
59% 46
15% 12
12% 9
14% 11
2013 - 2014 Grade 3 72
57% 41
14% 10
13% 9
17% 12
Grade 4
2014 - 2015 Grade 4 76
46% 35
20% 15
21% 16
13% 10
2013 - 2014 Grade 4 74
46% 34
16% 12
20% 15
18% 13
Grade 5
2014 - 2015 Grade 5 60
57% 34
17% 10
20% 12
7% 4
2013 - 2014 Grade 5 66
50% 33
12% 8
21% 14
17%
Early Literacy Numeracy
Longitudinal Report 2014, 2015
Shows growth over multiple years
Avondale Elementary School - Cross Sectional
Grade School Year
Aug 1 - Sep 30 (Fall)
Percent of Students by
District Benchmark Category
Students Tested
40+ PR
25-
39 PR
10-
24 PR
1-
9 PR
Kindergarten
2014 - 2015 Kindergarten 98
45% 44
21% 21
21% 21
12% 12
2013 - 2014 Kindergarten 106
57% 60
14% 15
18% 19
11% 12
Grade 1
2014 - 2015 Grade 1 96
66% 63
16% 15
10% 10
8% 8
2013 - 2014 Grade 1 46
67% 31
9% 4
13% 6
11% 5
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 12 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
D. Strengths Identified:
Percent of students scoring at proficient or higher on the GA Milestones ELA
increased 5% from 79.1 in 2014 to 84.0 in 2015.
Percent of students with SGPs of 35 or more in ELA increased from 57% in 2014
to 68% in 2015.
Achievement Gap Change score for ELA increase from 1 in 2014 to 2 in 2015.
Percent of English Learners with positive movement from one Performance Band
to a higher Performance Band increased from 76.2 in 2013 to 85.4 in 2015.
Percent of students in grades 1-5 completing the identified number of grade
specific career awareness lessons increased from 0% in 2014 to 99.5% in 2015.
E. Weaknesses Identified
Percent of students scoring at proficient or higher on the GA Milestones
mathematics decreased 4% from 78.1% in 2014 to 73.9% in 2015.
Percent of students with SGPs of 35 or more in mathematics decreased 7% from
73% in 2014 to 66% in 2015.
Percent of students scoring at proficient or higher on the GA Milestones science
decreased 2% from 68.4% in 2014 to 66.0% in 2015.
Percent of students with SGPs of 35 or more in social studies decreased 8% from
70% in 2014 to 62% in 2015.
Percent of students in grade 3 achieving a Lexile measure equal to or greater than
650 on the GA Milestones decrease 9% from 54.9% in 2014 to 45.5% in 2015.
Percent of students in grade 5 achieving a Lexile measure equal to or greater than
850 on the GA Milestones decrease 4% from 58.1% in 2014 to 53.9% in 2015.
The mean % elements of students meeting/exceeding on GKIDS decreased in
every strand from 2014 to 2015.
2. Schoolwide reform strategies that:
Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
The ways in which we will address the needs of all children in the school particularly
the needs of students furthest away from demonstrating proficiency related to the
State’s academic content and student academic achievement standard are:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 13 of 29
Measurable Objectives Addressed
Increase the number of students who meet/exceed in Mathematics on the spring 2016
Georgia Milestones Assessment by 5%.
Reduce the number of Level 1 students in Science on the spring 2016 Georgia
Milestones Assessment by 5%.
Increase the number of students who meet/exceed in Social Studies on the spring 2016
Georgia Milestones Assessment by 5%.
Increase the number of students who meet/exceed in Reading on the spring 2016
Georgia Milestones Assessment by 5%.
Instructional Strategies Chosen To Address Need
Supplemental Title I Funded Staff: Academic Data Coach
Paraprofessional
Providing after school tutorial program
The after school program will be an additional safety net for remediation of standards
in Reading and English Language Arts. The additional reading time will help to
increase literacy comprehension, information and media literacy, and sentence
construction. Maintaining additional math time will help to increase numbers and
operations, measurement and data analysis, geometry, and algebra. The academic data
coach will provide professional learning to the faculty based on assessment needs,
observations, and teacher input on areas that need improvement.
The ways in which we will address the needs of all children in the school, particularly
the needs of students furthest away from demonstrating proficiency related to the
State’s academic content, and student academic achievement standard are as follows:
Examples:
Data analysis from Common Assessments, Early Literacy/Numeracy, and STAR
Math, and other classroom assessments
Common planning
Adjust content, process, product, and learning environment as needed
Differentiation of instruction based on skill level, exceptionality, or learning style
Centers/workstations
Small groups/guided reading and math operations
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 14 of 29
Use effective methods and instructional strategies that are based on scientifically based research
that:
o strengthen the core academic program in the school.
o increase the amount and quality of learning time, such as providing and extended
school year and before- or after-school and summer programs and opportunities,
and help provide an enriched and accelerated curriculum o include strategies for meeting the educational needs of historically underserved
populations
We will increase the amount and quality of learning time by providing after school
tutorials. We will group students not meeting standards according to assessment results
2(b). Are based upon effective means of raising student achievement.
Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our
effective methods and instructional practices or strategies.
Targeted Remediation- *Hock, Pulvers, Deshler, & Schumaker (2001). The effects of an
after-school tutoring program for at-risk students: New York, Pearson.
Academic Data Coach-*Knight, J. & Cornett, J. (2007). Studying the Impact of Instructional