CHEROKEE COUNTY SCHOOL DISTRICT 2015-16 SCHOOL IMPROVEMENT PLAN
AVERY ELEMENTARY SCHOOL 6391 East Cherokee Drive Canton, GA 30115 770-470-6200 770-479-6215
HTTP://PORTAL.CHEROKEE.K12.GA.US/SCHOOLS/AVERY-ES/DEFAULT.ASPX
DR. LISA TURNER Principal
Data Management Team Dr. Lisa Turner, Principal Michelle Whitmire, Assistant Principal Matt Harper, Assistant Principal Katherine Wallace, Specials Amy Means, Learning Specialist Ta-Tanisha Hill-Guy, Special Education
Amy Long, Kindergarten Tracy Lang, First Grade Brandy Kleeman, Second Grade Cathi Johnson, Third Grade Pam Pfitzner, Fourth Grade Tracye Williams, Fifth Grade
2015-16 SCHOOL IMPROVEMENT PLAN Avery Elementary School Principal’s Signature
Signature of Person Entering SIP Data
Assistant Superintendent of Educational Programs, Student Support and Professional Development
Deputy Superintendent, School Operations, Programs and Support
Dr. Frank R. Petruzielo, Superintendent of Schools Cherokee County Board of Education Kyla Cromer – Chair Kelly Poole – District 1 Patsy Jordan-District 2 John Harmon-District 3
Robert Rechsteiner – District 4 Clark Menard – District 5 Mike Chapman – District 6
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Table of Contents .......................................................................................................................................................... 3 PART I: PROFILE ....................................................................................................................................................... 5 A. B. C. D. E. F. G. H. I. J. K.
History: .........................................................................................................................................................................................5 School Configuration: ...................................................................................................................................................................5 Certified Employees: ....................................................................................................................................................................6 Demographic Data: (May include charts/graphs) .......................................................................................................................6 Student Distribution: (by gender) .................................................................................................................................................7 Free/Reduced Lunches: .................................................................................................................................................................7 Assessment Results: (Refer to charts/graphs in Part 6) ..............................................................................................................8 Trends That May Impact the School in the Next Five Years: ......................................................................................................8 Stakeholder Input: .........................................................................................................................................................................8 Stakeholder Groups:......................................................................................................................................................................8 Business and Community Partners: ..............................................................................................................................................9
PART 2: BELIEFS AND MISSIONS ....................................................................................................................... 10 A. B. C. D. E.
Cherokee County School District’s MISSION STATEMENT: .................................................................................................10 Cherokee County School District’s BELIEF STATEMENTS: ..................................................................................................10 Cherokee County School District’s MAJOR SYSTEM PRIORITIES: .....................................................................................10 School Mission Statement: .........................................................................................................................................................11 School Belief Statements: ...........................................................................................................................................................11
PART 3: ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS .......................... 12 A. B. C. D. E. F. G. H. I. J. K. L.
Clear Mission and Goals .............................................................................................................................................................12 High Expectations for Student Achievement ..............................................................................................................................13 Focusing on Teaching and Learning ...........................................................................................................................................13 Capable Leadership .....................................................................................................................................................................14 School Council ............................................................................................................................................................................14 Parent/Community Involvement with, support of, and Satisfaction with Educational Programs ..............................................15 Continuous Assessment of Students, Staff, and Program to Evaluate Effects of Instruction .....................................................15 Safe, Orderly, and Disciplined School Climate ..........................................................................................................................16 Staff Effectiveness and Professional Development ....................................................................................................................16 Facilities and Technology ...........................................................................................................................................................17 Characteristic Summary ..............................................................................................................................................................17 Analysis of Instructional and Organizational Effectiveness .......................................................................................................19
PART 4: SCHOOL IMPROVEMENT GOALS / OBJECTIVES............................................................................. 20 A.
Zone Improvement Plan ..............................................................................................................................................................20
PART 5: SCHOOL IMPROVEMENT ACTION PLAN .......................................................................................... 22 A. B. C.
Review of Cherokee County School District Professional Development Focus/Targets 2014-17 ............................................24 Analysis of Previous Year’s School-Based Professional Development .....................................................................................24 Development of 2015-16 State Staff Development Budget Allocation Plan Aligned to School Improvement Plan .................25
PART 6: RESULTS ................................................................................................................................................... 26 A. B.
Provide a status report for previous year’s SIP Goal/Objectives:...............................................................................................26 System Priorities and Objectives – Analysis of Student Achievement Data: .............................................................................27
PART 7: LOCALLY REQUIRED PLANS............................................................................................................... 31 A.
Technology Use Plan ..................................................................................................................................................................31
B.
Attendance and Truancy Intervention Plan: ...............................................................................................................................38
C.
Safety / Security Plan ..................................................................................................................................................................39
D.
Character Education Plan and/or Teacher As Advisor Plan .......................................................................................................41
E.
Homework Plan ..........................................................................................................................................................................42
F.
Career, Technology, and Agricultural Education (CTAE) Plan: ................................................................................................43
G.
Response to Intervention (RTI) Plan ..........................................................................................................................................44
H.
SACS/CASI Assurance Checklist...............................................................................................................................................46
C. Pre-Primer Dolch Sight Words List ............................................................................................................................................59 Primer Dolch Sight Words List ......................................................................................................................................................60 First Grade Dolch Sight Words List .............................................................................................................................................61 Second Grade Dolch Sight Words List .......................................................................................................................................62 Third Grade Dolch Sight Words List ............................................................................................................................................63
A. HISTORY: Avery Elementary School had its grand opening on August 6, 2007, with an opening enrollment of 1053. In order to manage community growth in Woodstock and Canton, Georgia, students merged into Avery from three other elementary schools, namely Buffington, Hickory Flat and Macedonia. Avery name is based on the history of its location. In 1895, a one-room school house named Avery was built in the same community. It is believed that Avery was the first school built in Cherokee County. In 1957, Avery merged with Buffington Elementary and Avery was torn down. In 2007, more than 100 years later, a new elementary school was built, and the community felt strongly that the new school be named Avery Elementary School. The school colors are blue, green and gold; one color was taken from each of the three feeder schools to symbolize unity as the schools came together under one roof. These colors are also the same as Creekland MS and Creekview HS, the Innovation Zone feeder schools. Avery Elementary houses the most up-to-date technology. It was the first elementary school in Cherokee County School District that is completely fiber optic and wireless. Instead of standard whiteboards in classrooms, electronic Promethean boards are used. With a program called MediaCast, teachers can utilize anything they need on their boards with the click of a button!
B. SCHOOL CONFIGURATION: Avery provides educational services for students in grades K-5. Our school is compliant with current State Board rules regarding “school year” in that instructional minutes equate to 180-day school year for students. Currently, Avery has 982 students: 7 classrooms in kindergarten, 6 classrooms in first, 7 classrooms in second, 7 classrooms in third grade, 6 classrooms in fourth grade, and 6 classrooms of fifth grades. Instructional time for students in grades K-3 is 273 minutes while grades 4 and 5 receive 303 minutes of instruction per day. The average teacher:pupil ratio for the 39 regular homeroom classes is 1:24. Actual class size varies from 20 to 30 students. Avery has two self-contained, multi-grade special education classes that include a teacher, paraprofessional. The special education department provides a wide range of program settings, including self-contained, resource, and co-taught options for students with eligibilities in specific learning disabilities, behavior disorders, and mild and moderate intellectual disabilities. Services in supplemental areas such as speech, physical therapy, occupational therapy, and orthopedic impairment are also available. The Accelerated Intellectual Movement (AIM) program has 122 students enrolled this year. Eligible students are served one day each week in a pull-out delivery model by gifted-certified resource teachers, as well as daily segments in a cluster model by gifted-certified classroom teachers. The cluster model enhances flexible grouping for instruction, allowing increased opportunity to challenge students to their maximum potential. School hours for students are 7:45a.m. to 2:15p.m. Hours for teachers are 7:15a.m. to 2:45p.m.; scheduled meetings are held on Tuesday afternoons between 3p.m. and 4p.m. for certified staff. Teachers have 45 minutes of planning time and 30 minutes duty-free lunch per day. Avery offers several remedial programs for regular education students who are struggling in academic areas. Students scoring below the 25th percentile on a universal screening assessment are eligible for services in the Early Intervention Program (EIP). Additionally, Avery offers remedial instruction, after hours, through our Instructional Extension Program (ExP). EXP is open to students in grades 3-5. The After School Program (ASP) serves approximately 200 students daily. Presently, ASP offers a diverse schedule of activities, including Spanish, Art, Chess, Guitar, and Bits, Bytes, and Bots.
C. CERTIFIED EMPLOYEES: Certification Years of Experience
Degrees Held
# Working toward a higher degree
1-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26+ years T-1 Vocational T-2 Vocational T-4 Bachelors T-5 Masters T-6 Specialist T-7 Doctorate T-5 Masters T-6 Specialist T-7 Doctorate
6 12 11 17 9 3
10 29 18 1 1
Types of Staff
#
Male
Female
Administrators Counselors P.E. Teachers Music Teachers Art Teachers Media Specialist Kindergarten First Second Third Fourth Fifth AIM EIP ESOL Special Education
3 2 3 1 1 1 7 6 7 7 6 6 1 2 1 7
1
2 1 1
2 1
Endorsements Gifted
ESOL 1 2 7 6 7 7 6 6 1 2 1 6
1
Reading
Teach 21
TSS
National Board LFS
D. DEMOGRAPHIC DATA: (MAY INCLUDE CHARTS/GRAPHS) Student Demographics
2012
2013
2014
2015
Total
%
Total
%
Total
%
Total
%
113
10%
99
9%
100
9%
97
9%
Ethnicity: Hispanic
Yes Working Toward No Yes Working Toward No Yes Working Toward No Yes Working Toward No Yes Working Toward No Yes Working Toward No Yes Working Toward No
27 31 3 1 54 10 48 13 45 7 51
58
D. DEMOGRAPHIC DATA: (MAY INCLUDE CHARTS/GRAPHS) American Indian Asian Black Pacific Islander White 2 or More Races
TOTAL ESOL SWD
0 4 35 1 974 25 1152
0% 0% 3% 0% 85% 2% 100%
0 2 29 2 977 29 1138
0% 0% 3% 0% 86% 3% 100%
0 1 31 1 926 24 1083
0% 0% 3% 0% 86% 2% 100%
0 4 32 1 899 29 1062
0% 0% 3% 0% 85% 3% 100%
44 168
4% 15%
48 163
4% 14%
44 141
4% 13%
42 128
4% 12%
E. STUDENT DISTRIBUTION: (BY GENDER) Grade K 1 2 3 4 5 Total:
Male 64 81 98 91 95 90
Female 72 74 71 80 86 78
Total 136 155 169 171 181 168
519
461
980
F. FREE/REDUCED LUNCHES: Free/Reduced Lunch: Free
2012
2013
2014
2015
279
263
231
179
F. FREE/REDUCED LUNCHES: Reduced Total % % ADA
24 303 26% 97.1%
21 284 25% 96.5%
20 251 23% 96.6%
26 205 19% 96.8%
G. ASSESSMENT RESULTS: (REFER TO CHARTS/GRAPHS IN PART 6) Refer to Part 6
H. TRENDS THAT MAY IMPACT THE SCHOOL IN THE NEXT FIVE YEARS:
TKES/LKES On-line Assessments Professional Learning Communities
I. STAKEHOLDER INPUT: In the development of the School Improvement Plan (SIP), what opportunities were given for stakeholders (students, teachers, parents, business and community partners, etc.) to provide input/feedback? List chronologically all meetings or opportunities for stakeholder input. Topics of discussion should be very short. Examples: Selecting objectives, preparing the action plan, overview of the plan, how to obtain funds, ways to make partnersh ips more productive.
J. STAKEHOLDER GROUPS: PTA
Dates August 206-May 2016
SIP-Related Topics of Discussion
School Advisory Council
September, December, March, & May/on an as needed basis
Recruiting and coordinating volunteers Providing fundraising opportunities to raise funds for school resources Providing special recognition in awards ceremonies or through other activities Organizing parent education events, planning teacher activities Involved in making significant decisions affecting students’ learning and school experience Provide input to school plan to improve student academic achievement
Dates
J. STAKEHOLDER GROUPS:
SIP-Related Topics of Discussion
Leadership Data Management Team
August 2015-May 2016 August 2015-May 2016
Hospitality Committee
STEAM Committee
August 2015-May 2016
Business Partners
Communication on an as needed basis
Families participate in their children’s education, including decision making, which provides for an opportunity for their children and school to be more successful Developing an action plan for a successful school environment Writing and updating the SIP Academic teach leaders for each subject analyze school data Coordinates meals for teachers and staff members throughout the year, recognizes staff birthdays with cards and monthly breakfasts Develops plan for promoting the understanding of science, technology, engineering and math content throughout the school as well as partnering with parents and the community for increasing awareness of student achievement How to fuel effective interactions within community relationships and to provide resources to utilize for school events
K. BUSINESS AND COMMUNITY PARTNERS: Company/Organization Wick free Candles, Inc. Cheeseburger Bobby’s Northside Hospital Allstate Insurance-Sharee Edmondson
Address 164 Gold Mill Place Canton, GA 30114 2060 Cumming Hwy, Suite 200 Canton, GA 30114 3400-C Old Milton Parkway Suite 170 Alpharetta, GA 30005 7990 Knox Bridge Road Canton, GA 30114
Phone #
Contact
770-720-0744
Carolyn Hall
New / Continued Continued
770-479-0411
Mary Gilmartin
Continued
404-851-8776
Delane Cope
Continued
678-493-7952
Gina Lamanac
Continued
A. CHEROKEE COUNTY SCHOOL DISTRICT’S MISSION STATEMENT: We, the School Board of Cherokee County, Georgia, commit ourselves to a philosophy of respect and high expectations for all students, parents, teachers and other staff. Our mission is to enable all students to become contributing citizens who can communicate effectively, gather and use information, make responsible decisions, utilize technology effectively and adapt to the challenges of the future. This mission will be accomplished by providing a variety of learning opportunities and experiences for students, both in school and in the community.
B. CHEROKEE COUNTY SCHOOL DISTRICT’S BELIEF STATEMENTS:
All students deserve the opportunity to learn, achieve success and become productive citizens. Education/learning is a shared responsibility and should take place in the home, at school and in the community. All students can learn; but they learn in different ways, at different rates and with different preferential learning styles. Learning is achieved through the use of a variety of effective teaching techniques. A safe and secure environment is essential for teaching and learning. All students should be taught by teachers and parents how to learn and how to become lifelong learners. All students deserve equal access to a quality education. Quality education requires quality staff, programs, facilities, equipment and technology. Parent and community participation, support and responsibility are essential to the positive social, emotional, cultural and academic development of every student. Student achievement is enhanced through partnerships with parents, businesses, community-based organizations and agencies, local institutions of higher learning and other public entities. All policy, administrative, instructional and educational support decisions should be based on student needs and what is best for students. Diversity should be promoted so that isolation of racial, ethnic and socioeconomic groups is avoided and education is enhanced in a diverse, inclusive setting. All schools should be accountable for improving student achievement. All schools should reflect school-based, participatory management. All students must be prepared to function effectively in a knowledge-based, technologically rich and culturally diverse 21st century. All staff should have access to results-driven professional development and training which is aligned with the School Board’s Major System Priorities and School Improvement Plans. Such professional development and training must be standards-based, job-imbedded, and collaborative and build an organizational culture that insures continuous improvement.
C. CHEROKEE COUNTY SCHOOL DISTRICT’S MAJOR SYSTEM PRIORITIES:
C. CHEROKEE COUNTY SCHOOL DISTRICT’S MAJOR SYSTEM PRIORITIES: 1. Establishing internationally competitive standards for student performance and an accountability system and policy framework designed to insure that all students are challenged individually and collectively to meet more rigorous standards. 2. In collaboration with technical colleges, other institutions of higher learning and the local business community, insuring that vocational/technical education programs prepare students for a diverse and technologically rich society. 3. Insuring that all students and staff have a safe and secure environment for teaching and learning. 4. Attracting, retaining, and training the best teachers, principals, and support staff. 5. Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as a major business enterprise. 6. Increasing parental and community involvement through public engagement policies and practices that treat parents, businesses, community-based organizations and agencies, local institutions of higher learning and other public entities as true partners in the educational process. 7. Addressing exploding student population growth, recognizing that there is a large gap between the school district’s facilities and technology needs and available capital outlay revenue. 8. Reviewing the potential for utilizing the school district’s existing public education facilities to establish self-supporting community school evening/ week-end education programs for interested Cherokee County adults.
D. SCHOOL MISSION STATEMENT: It is our mission at Avery Elementary School to create a safe and enriching environment where students and faculty unite in learning through collaboration, independent thinking and applying knowledge. In doing this, we believe students will be empowered to succeed as lifelong learners and productive citizens for the future
E. SCHOOL BELIEF STATEMENTS: At Avery Elementary, we believe… a) Open communication and the development of a collaborative learning environment is necessary to create unity within the school setting. b) Technology is a vital tool to be utilized daily in the educational process. c) All stakeholders are responsible for making the school a safe, secure, and effective environment for learning. d) High expectations and an engaging, challenging curriculum promote improved academic performance and encourage higher order thinking skills. e) A partnership between home and school is of utmost importance as parents, staff, students, and the community share the responsibility of ensuring students reach their full potential. f) Building a global learning society is critical in education; thus, teachers consider individual differences and provide differentiated opportunities for all students to help them reach their full potential. g) Character development is essential to enable the positive development of the whole student: academically, socially, and emotionally.
Steps: Facilitate appropriate discussions with staff regarding the Characteristics of Essential Schools (as delineated in the School Board’s Accountability Policy IA) Review each Indicator below with staff in light of the Essential Schools Characteristics Allow time for staff members to respond to the survey instrument (online) For the characteristic(s) with the highest average, indicate on summary page as a strength(s) For the characteristic(s) with the lowest average, indicate on summary as a weakness(es) and an area of need to address in Part 4 as a Goal/Objective; and develop an action plan in Part 5 of the SIP
STAFF NEEDS ASSESSMENT SURVEY Results in %
A. CLEAR MISSION AND GOALS Indicators 1. 2.
3. 4. 5. 6. 7.
The SIP is based on a rigorous schoolwide needs assessment, which is supported by accompanying data on student achievement and school/staff effectiveness. The school mission and instructional goals included in the School Improvement Plan (SIP) are consistent with School District Major System Priorities, District Strategic Plan, Three Year Technology Plan and Five Year Facility Plan. Also they are widely understood and shared by teachers, students, administrators, and parents/community. The SIP addresses the core key indicators: student achievement, student attendance, student mobility, special needs/at risk students, and retention, graduation and dropout rate, as they apply to the school site. There is a clear understanding of the SIP and a commitment to implementation of the plan by administrators, teachers and support staff. Teachers utilize a variety of research-based strategies to address instructional objectives in core academic areas, as well as technology and behavior. There is clear evidence that the SIP reflects relevant and timely data on student achievement. The school exhibits capable governance and leadership at various levels, both of which promote student performance and school effectiveness.
TOTAL
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
85
15
0
0
0
85
15
0
0
0
89
11
0
0
0
76
24
0
0
0
85
15
0
0
0
85
15
0
0
0
89
11
0
0
0
85
15
0
0
0
STAFF NEEDS ASSESSMENT SURVEY Results in %
B. HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT Indicators 1. 2. 3. 4. 5. 6. 7. 8. 9. 10
Teachers and staff demonstrate high expectations for all children. High expectations for student learning outcomes are reflected in the school’s curriculum content, scope and sequence. Academic learning time is maximized. Continuity of learning is stressed. There is evidence of student progress on both norm referenced and criterion referenced tests. Homework is regularly assigned and checked. Homework assignments vary in content and structure. Effective and varied strategies are used to ensure student success, encourage school completion, and avoid retention. Teachers track data/progress for individual students. The school fosters a learning community.
TOTAL
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
87 81 81 87 85 72 70 81 85 89 82
11 17 19 13 15 22 26 19 13 11 17
2 2 0 0 0 6 4 0 2 0 1
0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0
STAFF NEEDS ASSESSMENT SURVEY Results in %
C. FOCUSING ON TEACHING AND LEARNING Indicators 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 11 12
Students spend classroom time on organized, meaningful learning activities which integrate relevant technology as often as possible. Students are actively involved in learning throughout their time in class. There is a school-wide focus on mastery of basic skills. There is a school-wide focus on mastery of computer literacy. There is a school-wide focus on mastery of proficiency in higher order/critical thinking skills. Teachers adjust instruction and assessment to meet the needs of diverse learners. Teachers incorporate knowledge about curriculum frameworks and performance standards into instructional plans. Teachers constantly refine the work assignments so that they become more engaging for students. The school promotes active involvement of students in the learning process, including opportunities for them to explore application of higher order thinking skills and investigate new approaches to applying their learning. The school offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity. The school provides for articulation and alignment between and among all levels of schools. Teachers observe each other’s classroom instruction as one way to improve teaching.
TOTAL
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
76
24
0
0
0
81 80 70 78 80 83 74
17 15 21 19 20 17 22
2 6 9 4 0 0 2
0 0 0 0 0 0 0
0 0 0 0 0 0 0
81
17
2
0
0
85
13
2
0
0
78 57 77
15 19 18
7 17 4
0 7 1
0 0 0
STAFF NEEDS ASSESSMENT SURVEY Results in %
D. CAPABLE LEADERSHIP Indicators 1. 2. 3. 4. 5. 6. 7. 8. 9.
The principal demonstrates strong administrative and instructional leadership. The assistant principal(s), if applicable, demonstrate(s) strong administrative and instructional leadership. Teachers demonstrate instructional leadership by coaching, consulting, and inspiring students. The principal, assistant principal(s) and teachers are actively engaged in collaborative planning related to School Improvement Plan (SIP) objectives. The school has implemented a long-term professional development plan that directly relates to the SIP. Student achievement is positively affected through the professional development plan. Leadership decisions are made after considering the pertinent data. The school promotes and reflects multiple opportunities for teachers and students to lead. The school provides stakeholders meaningful roles in planning and oversight that promote a culture of participation, responsibility and ownership.
TOTAL
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
87 87 81
13 13 19
0 0 0
0 0 0
0 0 0
85
13
2
0
0
91 83 85 80
9 17 13 19
0 0 2 2
0 0 0 0
0 0 0 0
78
19
4
0
0
84
15
1
0
0
STAFF NEEDS ASSESSMENT SURVEY Results in %
E. SCHOOL COUNCIL Indicators 1. 2. 3. 4. 5.
The School Council participates in collaborative decision making in the areas of goal setting, budgeting, staffing, curriculum, and school organization. The School Council plans for school improvement and specific programmatic focus are in line with the School Improvement Plan (SIP). The School Council supports, monitors and assists with the implementation of the SIP. The School Council recommends requests for waivers of administrative procedures and board policies that obstruct efforts to improve student achievement. The School Council communicates regularly with teachers, staff, parents and community leaders.
TOTAL
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
74
20
0
0
6
74
20
0
0
6
64
26
0
0
9
65
19
0
0
17
69 69
19 21
4 1
2 0
7 8
STAFF NEEDS ASSESSMENT SURVEY F. PARENT/COMMUNITY INVOLVEMENT WITH, SUPPORT OF, AND SATISFACTION WITH EDUCATIONAL PROGRAMS Indicators 1. 2. 3. 4. 5. 6. 7.
The school fosters collaboration with community stakeholders to support student learning. Parents and community members participate in school planning, including the determination of the school mission and goals, and the development of comprehensive school improvement plans. Parents and community members are encouraged to participate in instructional and other activities of the school. The school routinely communicates with and involves parents from all cultural and socio-economic backgrounds. School leaders work with community members to help students achieve academic goals. The school has active business partners to assist the school, act as mentors to students, and support school initiatives. Teachers work with families to help them support students’ learning at home and in the community.
TOTAL
STAFF NEEDS ASSESSMENT SURVEY G. CONTINUOUS ASSESSMENT OF STUDENTS, STAFF, AND PROGRAM TO EVALUATE EFFECTS OF INSTRUCTION Indicators 1. 2. 3. 4. 5. 6. 7. 8.
The school has a clearly defined process to assess school-wide student achievement. Student achievement data is frequently monitored and used by individual (and appropriate groups of) teachers both for providing feedback and for evaluating program success. There is school-wide focus on improved student achievement and recognition of academic success. All stakeholders accept responsibility and accountability for student performance. All stakeholders accept responsibility and accountability for methods utilized in classroom instruction. All stakeholders accept responsibility and accountability for classroom management. The school has an effective plan to provide for remediation based on student assessment. Student achievement data are routinely disaggregated to improve teaching and learning and to ensure equitable treatment of all subgroups of students.
TOTAL
Results in %
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
81
19
0
0
0
75
19
6
0
0
83 89 81 85 86 83
17 9 17 11 14 15
0 2 2 4 0 2
0 0 0 0 0 0
0 0 0 0 0 0
Results in %
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
89
11
0
0
0
87
13
0
0
0
87 83 83 79 79
13 15 15 17 19
0 2 2 4 2
0 0 0 0 0
0 0 0 0 0
85
13
0
2
0
84
15
1
0
1
STAFF NEEDS ASSESSMENT SURVEY Results in %
H. SAFE, ORDERLY, AND DISCIPLINED SCHOOL CLIMATE Indicators 1. 2. 3. 4. 5. 6. 7. 8.
The school environment is safe. There are clear and explicit guidelines for student behavior. The enforcement of discipline is firm, fair, and consistent. There is a school-wide focus on positive reinforcement of good behavior. All staff members share responsibility for student behavior. Student absenteeism rates are appropriate. Student suspension/expulsion rates are appropriate. School staff and students work cooperatively to ensure the safety of all students and adults on campus.
TOTAL
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
94 87 80 70 81 72 85 91 83
6 11 17 26 19 22 13 9 15
0 2 4 2 0 2 0 0 1
0 0 0 0 0 0 0 0 0
0 0 0 2 0 4 2 0 1
STAFF NEEDS ASSESSMENT SURVEY I. STAFF EFFECTIVENESS AND PROFESSIONAL DEVELOPMENT Indicators 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11 12.
13
Common goals are supported and understood by all stakeholders. The staff uses a variety of teaching methods aimed at achieving the school's goals. The school staff has low absenteeism. The school staff is stable with little turnover. There is a sense of community and commitment to the school among the staff. Continued professional growth is evident among the staff. Staff demonstrates empathy and rapport in their interactions with students. Staff consistently demonstrates a willingness to maintain communication with parents. There is a process in place to identify and analyze staff professional development needs. There is a system for selecting effective research-based professional development opportunities. The school ensures that staff members participate in a continuous program of professional development and training, which reflects a variety of learning strategies. There is evidence of a system of continuous evaluation of professional development on four levels: awareness of need knowledge of possible methods of improvement implementation of solutions assessment impact The school conducts a periodic, systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance.
Results in %
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
85 87 65 48 70 78 83 83 80 83
15 13 26 46 24 29 17 17 19 17
0 0 9 4 6 2 0 0 2 0
0 0 0 0 0 0 0 0 0 0
0 0 0 2 0 0 0 0 0 0
89
11
0
0
0
80
20
0
0
0
85
15
0
0
0
STAFF NEEDS ASSESSMENT SURVEY Results in %
I. STAFF EFFECTIVENESS AND PROFESSIONAL DEVELOPMENT Indicators 14
Professional development is designed to enhance classroom assessment skills that allow teachers to regularly monitor progress in improving student achievement.
TOTAL
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
87
13
0
0
0
79
19
2
0
0
STAFF NEEDS ASSESSMENT SURVEY Results in %
J. FACILITIES AND TECHNOLOGY Indicators 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11
School facilities and grounds are clean, safe, and attractive. There is effective utilization of facilities for increasing student performance. There is effective utilization of facilities for increasing teacher performance. There is effective utilization of facilities for increasing staff performance. There is effective utilization of technology for increasing student performance. There is effective utilization of technology for increasing teacher performance. There is effective utilization of technology for increasing staff performance. There is a focus on development of computer literacy for students throughout the school. There is a focus on development of computer literacy for staff throughout the school. There is evidence of extensive integration of technology into the curriculum. The school ensures that students and staff have regular and ready access to, and utilize instructional technology and a comprehensive materials collection that supports the instructional program.
TOTAL
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
87 93 89 89 81 78 80 72 80 80
13 7 11 11 19 22 20 22 20 17
0 0 0 0 0 0 0 6 0 4
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
79
19
0
0
0
82
17
1
0
0
STAFF NEEDS ASSESSMENT SURVEY K. CHARACTERISTIC SUMMARY Indicators A. B. C. D.
Clear Mission and Goals High Expectations for Student Achievement Focus on Teaching and Learning Capable Leadership
Results in %
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
85 82 77 84
15 17 18 15
0 0 1 0
0 0 0 0
0 1 4 1
STAFF NEEDS ASSESSMENT SURVEY Results in %
K. CHARACTERISTIC SUMMARY Indicators E. F. G. H. I. J.
School Advisory Council (SAC) Parent/Community Involvement with, Support of, and Satisfaction with Educational Program Continuous Assessment of Students, Staff, and Program to Evaluate Effects of Instruction Safe, Orderly, and Disciplined School Climate Staff Effectiveness and Professional Development Facilities and Technology
TOTAL
4
3
2
1
N/A
Always Evident
Usually Evident
Somewhat Evident
Missing but Needed
Not Applicable
69 83 84 83 79 82
21 15 15 15 19 17
1 2 1 1 2 1
0 0 0 0 0 0
9 0 0 1 0 0
The summary of the current status of the ten characteristics of effective schools is used to identify areas of strength/satisfactory status and areas which are in need of improvement. The list of areas in Need of Improvement is used as an aid to develop measurable objectives and action steps for the School Improvement Plan (Parts 4 and 5). In addition to the Cherokee County Needs Assessment, sources for the development of the School Improvement Plan must include student assessment information, attendance data, graduation rate data, professional development data, surveys, state or district initiatives and other District data utilized in the Five Year Strategic Plan.
L. ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS Area(s) of Strength
The Avery staff indicate strength in the area of Clear Mission & Goals and Continuous Assessment of Students, Staff and Programs. The school’s clear mission and goals have consistently be a strength for Avery as the school progresses with the continued development of a strong Literacy Program.
Area(s) in Need of Improvement (addressed in Parts 4 and 5 of the SIP)
The critical area in need of improvement is School Advisory Council (SAC). The indicators for improvement include that the School Council recommends request for waivers of administrative procedures and board policies that obstruct efforts to improve student achievement and that the School Council communicates regularly with teachers, staff, parents and community leaders. At this time, the Leadership Team will address this need with staff on designated grade levels and under the advisement of the school’s principal.
List school improvement goals/objectives specifying the desired outcome and data sources used.
Goal #1 Goal #2
Data sources must include CCRPI Score Report as well as GCRCT/GA Writing Test/EOCT/ACCESS/GAA/GKIDS results per school need. Other data to consider are SACS/CASI Standards, Standards Assessment Inventory (SAI) results, and student attendance and demographics. All data must be located in Part 6. All HS’s are required to have a goal to increase their graduation rate.
To increase student achievement in Kindergarten through third grade, teachers will implement the Avery Elementary School Literacy Plan in daily instruction: See Appendix A. To increase student achievement in all grades, teachers will be trained on and implement the use of instructional technology through Microsoft Innovative Educator (MIE) in core subject areas as evidenced in TKES, differentiated assignments, and lesson planning to promote more effective formative instructional practices and assessments within the classroom.
A. ZONE IMPROVEMENT PLAN One goal statement for each zone. Identify data and other informational sources used to select goal.
Goal:
Teachers will consistently and pervasively increase their understanding and implementation of formative assessments in their classrooms.
List strategies that will support the zone goal. The Creekview Zone will use TKES Standards 5 and 6 and show increase in Exemplary scores. The administrators will continue to total the number of walkthroughs and Formative Assessments over the Standards 2 and Standard 3 to improve the teacher’s evaluation results with higher percentages of level III and level IV.
Strategies:
Professional Development Needs:
The administrators will continue to total the number of walkthroughs and Formative Assessments over the Standards 5 and Standard 6 to improve the teacher’s evaluation results with higher percentages of level III and level IV. The administrators will collect the data over the evaluation period to compute the gains to show growth in the areas of standards 2-6. The administrators will continue to meet during the year at Zone Meeting to discuss PD and progress towards goal.
Professional development needs can be specific to each school or a zone collaboration. Indicate funds needed to support the Professional Development plan. The teachers will take Professional Development Courses that support the Creekview Zone Goal through funding from the school and zone. At each local school, the administrator will decide what PD is best for his/her school to support the goal. The areas that the PD will cover: 1. Increase student achievement by implementing Formative Assessment Practices.
Timeline:
2. Increase student achievement across all content areas by embedding depth of knowledge evaluation and analysis questions requiring written responses daily in lessons. 3. FIP –Formative Instructional Practice-Year 2 The Zone has scheduled vertical planning with 5th /6th grade teachers on November 3rd @ 1:30-3:00pm. The Vertical Teaming will also be scheduled with elementary 5th grade, middle, and high school on January 4th @ 1:00-3:00 pm. Establish individual school timelines for accomplishing the Zone Innovation Goal. August 2015-May 2016 Results data linked to zone goals
Data Analysis
Goal To increase student achievement in Kindergarten through third grade, teachers will implement the Avery Elementary School Literacy Plan in daily instruction: See Appendix A. #1 ☒ES ☐MS ☐HS
Link to CCRPI Exceeding the Bar Indicator Link to System Goal Quarterly Benchmark Assessment Instrument(s):
☐1 ☐2 ☐3 ☐4 ☐5 ☒6 ☐7 ☐8 ☐9 ☐10 ☐11 ☐12 ☐13 ☐14 ☐15 ☐16 ☐17 ☐18 Show list...
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10 Show list... ☒1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 Show list... Fountas & Pinnell Benchmarks, Independent Running Records
RTI Tier #
Strategy #
Resources
1-4
1
Fountas & Pinnell Benchmark Reading Assessment will be administered 3 times per year (August, January, and April)
August 2015May 2016
BAS Kits/Munis, QBE Funds/Approximate ly $20, 000
1-4
2
Teachers will create and conduct guided reading groups accordingly based upon formal and informal assessments
August 2015May 2016
$100 per Teacher allotted to choice reading program/Munis, QBE Funds
1-4
3
Teachers will track, monitor and analyze student progress in reading by inputting information onto a spreadsheet 3 times per year (August, January, April)
1-4
4
Teachers lesson plan design will be approached with the leaner in mind to develop clearly identified objectives and goals
Actions / Strategies / Interventions to achieve goal:
Timeline
Materials / Sources of Funds / Cost est.
Specific PD / Sources of Funds / Cost est. Tiffany Coleman Trainer /Munis, State Based Staff Development Funds/$3,600 Tiffany Coleman Trainer /Munis, State Based Staff Development Funds/$3,600
Staff Responsible Teachers
Means of Measurement to Assess Progress on Goals See Appendix A for Fountas & Pinnell Quarterly Benchmark Chart
CCRPI Achieve # Exceed #
Link to CCRPI Achievement Indicator
1
3
Teachers
1
3
August 2015May 2016
Teachers Administration
1
3
August 2015May 2016
Teachers
1
3
Goal To increase student achievement in all grades, teachers will be trained on and implement the use of instructional technology through Microsoft Innovative Educator (MIE) in core subject areas as evidenced in TKES, differentiated assignments, and lesson planning to promote more effective #2 formative instructional practices and assessments within the classroom. ☒ES ☐1 ☐2 ☐3 ☐4 ☐5 ☒6 ☐7 ☐8 ☐9 ☐10 ☐11 ☐12 ☐13 ☐14 ☐15 ☐16 ☐17 ☐18 Show list... Link to CCRPI Achievement Indicator ☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10 Show list... ☒1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 Show list... Student Work Samples, TKES Observations, & Lesson Plans
Strategy #
1-4
1
Teachers will utilize a variety of formative Assessment Practices in individual and group work using instructional technology
August 2015May 2016
Teachers
1-4
2
Teachers’ lesson planning will utilize and reflect Formative Assessments using technology: summaries & reflections, visuals, charts, graphic organizers, visual representation, and collaborative activities
August 2015May 2016
Teachers
1-4
3
Teachers will use formative assessments to create clear, creative, and reflective lesson plans
August 2015May 2016
Teachers
1-4
4
Teachers will create assignments utilizing DoK levels 3 & 4 to enhance skills in reading for meaning and critical analysis of written text and in student writing across the curriculum.
August 2015May 2016
Actions / Strategies / Interventions to achieve goal:
Timeline
Materials / Sources of Funds / Cost est.
Writing Units of Study Kits/Munis, QBE Funds/Approximate ly $4,000
Specific PD / Sources of Funds / Cost est.
Writing Units of Study/Munis, QBE Funds/Approximate ly $4,000
Staff Responsible
Teachers
Means of Measurement to Assess Progress on Goals 90 % of students will score 80 % on benchmark assessment instrument in core subjects 90 % of students will score 80 % on benchmark assessment instrument in core subjects 90 % of students will score 80 % on benchmark assessment instrument in core subjects 90 % of students will score 80 % on benchmark assessment instrument in core subjects
CCRPI Exceed #
RTI Tier #
Resources
Achieve #
☐MS Link to CCRPI Exceeding the Bar ☐HS Indicator Link to System Goal Quarterly Benchmark Assessment Instrument(s):
8
8
8
8
8
8
8
8
A. REVIEW OF CHEROKEE COUNTY SCHOOL DISTRICT PROFESSIONAL DEVELOPMENT FOCUS/TARGETS 2014-17
Support the improvement of the performance of students, staff, and the organization through results-driven professional development, which is standards-based, job embedded, and collaborative, i.e., Georgia Performance Standards (GPS) and Common Core Georgia Performance Standards (CCGPS) and Georgia Milestones. Provide all users with access to current information and resources that will increase student achievement as well as empower collaborative learning, problem solving, creativity, innovation, and informed decision making. Provide professional learning opportunities for all staff which will support students' academic needs through the integration of technology in standards-based lessons. Support a focus on Science, Technology, Engineering and Mathematics (STEM) as well as Fine Arts reflected across the curriculum in select District Academies. Expand effective use of instructional technology into all CCSD classrooms through professional development programs such as Teach 21, STEM 21, and Bring Your Own Learning Device (BYLD), thereby equipping teachers and administrators with the skills and knowledge needed to work and lead in a 21st Century standards-based classroom/school model for teaching and learning. Provide training for appropriate employees to support the implementation of Race to the Top initiatives, i.e. Teacher Keys Evaluation System (TKES), Leader Keys Evaluation System (LKES) and Common Core Georgia Performance Standards (CCGPS).
B. ANALYSIS OF PREVIOUS YEAR’S SCHOOL-BASED PROFESSIONAL DEVELOPMENT Complete the following analysis as it relates to the effectiveness of school-based professional development activities for the 2014-15 school year:
Professional Development Activity Writing Units of Study GAETC Conference RESA Science and Math Workshops Marcy Cook Math Workshop Guided Math Conference Reading for Special Needs
Statement of Effectiveness/Impact on Student Achievement Writing in depth across the curriculum
Continue
Discontinue
X X X X X X
Rationale Improved Formative Assessment Practices
C. DEVELOPMENT OF 2015-16 STATE STAFF DEVELOPMENT BUDGET ALLOCATION PLAN ALIGNED TO SCHOOL IMPROVEMENT PLAN Complete the following chart for your school-based Professional Development Plan for the 2015-16 school year:
Professional Learning Activity BAS and Literacy Training Writing Units of Study Reading/Writing Workshop Models MIE Certification Training Interdisciplinary Learning Gardens
SIP Goal(s) # 1 1 1 2 1, 2
Participant(s) 36 Teachers 7 Teachers 39 Teachers 58 Teachers 2 Teachers
Timeline August 2015-May 2016 August 2015-May 2016 August 2015-May 2016 August 2015-May 2016 October 09, 2015
Total Allocation:
Resources Needed BAS KITS Writing Units of Study Kits None Access to computers Learning Garden & Curriculum
6489.18 Cost
(should equal allocation)
$3,600 $1,300 $1,200 No Cost
A. PROVIDE A STATUS REPORT FOR PREVIOUS YEAR’S SIP GOAL/OBJECTIVES: # 1 2
3
Previous Year’s SIP Goal / Objective (state goal and indicate location of data) Increase student achievement by implementing formative assessment practices to include constructed response, selected response, and extended response in core subject areas in grades K-5. Increase student achievement in Math by strengthening the capacity of the staff to create, analyze, and utilize results of formative assessments to inform instructional strategies and practices. Increase student achievement in Science by strengthening the capacity of the staff to create, analyze, and utilize results of formative assessments to inform instructional strategies and practices.
Goal Met X
Goal Not Met
Continue or Discontinue Goal (list any modifications) Continue
X
Discontinue – combine across the curriculum with instructional technology use
X
Discontinue – combine across the curriculum with instructional technology use
B. SYSTEM PRIORITIES AND OBJECTIVES – ANALYSIS OF STUDENT ACHIEVEMENT DATA: Sum of All Categories Challenge Points (0-10)
CCRPI
5 4 3 2 1
Targeted Year:
Baseline Year
2011-12 2012-13 2013-14
Achievement Points
Progress Points
Achievement Gap Points
(0-60)
(0-25)
(0-15)
53.6 55.6 54.5
14.6 16.4 14.7
10.0 11.0 10.0
SubTotal
GAP (from 100)
Annual Growth
ED/EL/SWD Performance Points
Exceeding the Bar Points
2.9 2.9 1.7
0.5 1 0.5
CCRPI Score
Target Score Met?
(Total)
Yes/No
78.2 83 79.2
21.8 17 20.8
81.6 86.9 81.4
2014-15
0
100
3.0000
0
2015-16 2016-17 2017-18 2018-19 2019-20
0 0 0 0 0
100 100 100 100 100
3.0000 6.0000 9.0000 12.0000 15.0000
0 0 0 0 0
Historical
2012 School
District
2013 State
School
District
2014 State
2015
School
District
State
School
District
96.1%
96.8%
97.0%
96.2%
96.7%
96.2%
66%
59%
60%
64%
C/1 C/2 C/2 C/2 C/2 60%
S/2 S/2 S/2 S/2 S/2 67%
S/1 S/2 ND/11 S/1 ND/2 40%
C/1 ND/1 ND/1 ND/1 ND/1 33%
6.6 4.8 73%
2.9 1.7 59%
4.1 1.6 39%
6.9 3.7 54%
State
CCRPI Indicators Attendance Elementary 97.1% 97.0% 97.0% 97.0% 96.4% Student Growth Percentiles (Percent Meeting Typical/High Growth) Elementary 58% 64% 65% 66% 65% Achievement Gap (Higher: S=Size, C-Change, ND=No Difference) ELA ND/2 S/2 ND/1 S/2 S/1 Reading S/2 S/2 C/2 ND/2 ND/2 Math S/2 S/1 ND/1 C/3 ND/1 Science S/2 S/2 C/1 ND/2 ND/1 Social Studies S/2 S/1 C/2 ND/2 ND/1 % of Higher 67% 53% 47% 73% 40% ED/EL/SWD Performance Potential Points 3.1 4.1 6.5 3.1 4.2 Earned Points 2.9 3.3 5.6 2.9 3.1 % of Possible 94% 80% 86% 94% 74% Milestones End-of-Grade (EOG) Grade 3 ELA Math Science Social Studies Grade 4 ELA Math Science Social Studies Grade 5 ELA Math
0.0 0.0 0.0 0.0 0.0 0.0 #DIV/0! #DIV/0! #DIV/0!
46% 51% 41% 28%
46% 45% 39% 33%
37% 38% 34% 30%
51% 57% 43% 43%
43% 52% 42% 42%
37% 40% 33% 35%
46% 55%
45% 49%
39% 38%
Science Social Studies
46% 37%
42% 33%
Norm Referenced Assessments Iowa Assessments (Percentile) Grade 3 Reading ELA Math Social Studies Science Composite Grade 5 Reading ELA Math Social Studies Science Composite Cognitive Abilities Test (CogAT) SAS/PR Grade 2 Verbal Quantitative Non-Verbal Composite Grade 4 Verbal Quantitative Non-Verbal Composite
63 64 73 66 72 68
58 61 70 63 67 65
66 65 73 65 74 69
53
59 62 67 69 64 64
57 60 67 68 63 62
63 65 67 71 69 66
56
111.4/76 109.2/72 108.1/69 110.5/74
106.3/65 105.9/64 105.8/64 106.5/66
108/70 107/67 107/68 108/70
103/59 103/60 103/60 104/60
103.9/60 104.5/61 102.2/55 103.7/59
101.7/54 103.2/58 102.1/55 102.3/56
102/55 103/59 102/56 102/66
100/51 102/55 100/52 101/52
63
62
36% 29%
2015
GKIDS English/Language Arts Reading Writing Speaking and Listening Language TOTAL Mathematics Counting & Cardinality Operations & Algebraic Thinking Numbers & Operations Base 10 Measurement & Data Geometry TOTAL Approaches to Learning Curiosity & Initiative Creativity & Problem Solving Attention/Engagement TOTAL Personal/Social Personal Social TOTAL
School
District
State
83.6% 80.8% 92.0% 77.3% 81.8%
84.5% 72.2% 88.2% 81.2% 82.1%
79.8% 69.8% 83.7% 75.9% 77.6%
90.3% 77.2% 66.0% 92.7% 85.3% 85.5%
90.5% 82.3% 76.9% 91.1% 87.6% 87.6%
86.7% 77.6% 74.0% 86.2% 86.8% 84.1%
91.0% 81.1% 77.2% 82.4%
89.0% 78.3% 77.9% 81.4%
86.2% 73.7% 72.9% 77.1%
72.1% 71.3% 71.6%
86.5% 86.8% 86.7%
82.7% 82.4% 82.5%
A. Technology Use Plan Strategic planning for the continued integration of technology in instruction and productivity Each school’s Technology Planning Committee assumes the roles of assessing the effective use of the technologies provided by the District, local school-based revenues, donations or grants. The assessment must be comprehensive and cover all areas of technology need and use including hardware, software, online resources and technology-based professional development. CCSD has established standards for technology deployment to ensure as much equity as possible while also providing for unique needs where appropriate and financially feasible. In order to capture data that contributes to a clearly defined assessment of technology use and effectiveness, it is recommended that schools employ survey tools to gather, analyze and process that data. The analyzed data can assist in making informed decisions on filling gaps in technology provisioning.
Hardware Assessment & Gap Analysis:
64 24 26 34 62 2 472 73 373 296
Administrative /Support
Teacher/ Productivity
Student/ Instructional
Include printers, desktop and laptop computers, interactive whiteboards, peripherals, mobile technologies and accessories. Type of Use
1
12
Hardware Description (include make & model #)
Video Projectors Digital Camera Digital Video Cameras Document Cameras Interactive Whiteboards Portable Media Players Student Response Devices Printers Desktop Computers Laptops
Hardware Location Classrooms Classrooms, Office Classrooms Classrooms Classrooms Media Center Classrooms, Media Center Media Center, Classrooms, Office Computer Labs, Classroom Classrooms, Mobile Carts
Hardware Effectiveness Utilized by students and staff
Provisional Gaps/Needs
Utilized by students As Avery becomes MIE certified this year, a mobile lab for each grade level (K-5) 5to use would
Hardware Assessment & Gap Analysis:
Administrative /Support
Teacher/ Productivity
Student/ Instructional
Include printers, desktop and laptop computers, interactive whiteboards, peripherals, mobile technologies and accessories. Type of Use
40
Hardware Description (include make & model #)
Tablets
Hardware Location
Hardware Effectiveness
Media Center
Provisional Gaps/Needs be beneficial in bringing more 21st century learning to students As Avery becomes MIE certified this year, a mobile lab for each grade level (K-5) 5to use would be beneficial in bringing more 21st century learning to students
Software Assessment & Gap Analysis: Instructional / Productivity: The following list is composed of District provided instructional and productivity resources that are available (at the appropriate grade levels) for CCSD schools. Grades K-3 Grades 4-6 Grades 6-8 Grades 9-12 Adobe Elements/Premiere (Limited Licenses) Microsoft Office - Word, Excel, Access, PowerPoint, Publisher, Outlook, OneNote
SuccessMaker Math & Reading SuccessMaker Collaborate
Easy CBM Solo 6 Literacy Suite TimezAttack Type to Learn QUIA BrainPOP, Jr. BrainPOP Espanol
Adobe Elements/Premiere (Limited Licenses) Microsoft Office - Word, Excel, Access, PowerPoint, Publisher, Outlook, OneNote Office 365 (Online for 5-6) Aspen Student Portal (5-6) SuccessMaker Math & Reading SuccessMaker Collaborate Scholastic Reading Inventory READ 180 Easy CBM Solo 6 Literacy Suite TimezAttack Type to Learn QUIA USA TestPrep (6th) BrainPOP BrainPOP Espanol
Adobe Elements/Premiere Adobe Creative Suites Microsoft Office - Word, Excel, Access, PowerPoint, Publisher, Outlook, OneNote Office 365 Aspen Student Portal SuccessMaker Math SuccessMaker Collaborate Scholastic Reading Inventory READ 180 Easy CBM Solo 6 Literacy Suite Think Through Math Various typing programs QUIA USA TestPrep BrainPOP BrainPOP Espanol
Adobe Elements/Premiere Adobe Creative Suites Microsoft Office - Word, Excel, Access, PowerPoint, Publisher, Outlook, OneNote Office 365 Aspen Student Portal APEX Scholastic Reading Inventory READ 180 Solo 6 Literacy Suite Various typing programs QUIA USA TestPrep BrainPOP BrainPOP Espanol
Software Assessment & Gap Analysis: Instructional / Productivity: The following list is composed of District provided instructional and productivity resources that are available (at the appropriate grade levels) for CCSD schools. Grades K-3 Grades 4-6 Grades 6-8 Grades 9-12 BrainPOP ESL Grolier Online NetTrekker PebbleGo TrueFlix FreedomFlix NoodleTools Destiny – Media Center Accelerated Reader/Reading Counts (Local school funded) STAR Math, Reading, Early Literacy ActivInspire
BrainPOP ESL Grolier Online NetTrekker PebbleGo TrueFlix FreedomFlix NoodleTools Destiny – Media Center Accelerated Reader/Reading Counts (Local school funded) STAR Math, Reading, Early Literacy ActivInspire Write to Learn (Limited licenses)
ActivEngage2 Moodle Learning Management System (LMS)
ActivEngage2 Moodle LMS
BrainPOP ESL Grolier Online NetTrekker PebbleGo TrueFlix FreedomFlix NoodleTools Destiny – Media Center Accelerated Reader/Reading Counts (Local school funded) Geometer’s Sketchpad
BrainPOP ESL Grolier Online NetTrekker PebbleGo
Smart Notebook PH Essay Scorer Turnitin Smart Response VE Moodle LMS
Smart Notebook
NoodleTools Destiny – Media Center Geometer’s Sketchpad
Turnitin Smart Response VE Moodle LMS
Please identify any needs in the provisioning of instructional resources for your school/location (i.e. instructional areas for which you have no software): Target Target Curriculum or Preferred Instructional Area Grade(s) Standard Quantity Comments or recommended titles
Special Education: The following list is composed of instructional, software applications and online resources that are available and targeted to support Special Education (at the appropriate grade levels) for all CCSD schools. Grade Pre-K Grades K- 3 Grades 4-6 Grades 7-8 Grades 9-12 IntelliTools Classroom Suite (Reading/Writing/Math) Boardmaker (Communication)
IntelliTools Classroom Suite (Reading/Writing/Math) Boardmaker (Communication)
IntelliTools Classroom Suite (Reading/Writing/Math) Boardmaker (Communication)
IntelliTools Classroom Suite (Reading/Writing/Math) Boardmaker (Communication)
IntelliTools Classroom Suite (Reading/Writing/Math) Boardmaker (Communication)
Special Education: The following list is composed of instructional, software applications and online resources that are available and targeted to support Special Education (at the appropriate grade levels) for all CCSD schools. Grade Pre-K Grades K- 3 Grades 4-6 Grades 7-8 Grades 9-12 Writing with Symbols 2000 (Reading, Writing, Communication) Discrete Trial Trainer (Curriculum Software/ Autism) Mind Reading (Autism) Read 180 (Reading) Edmark 1 & 2 (Reading) Earobics (Reading) Kursweil (Reading/ Writing) SOLO Literacy Suite software applications ( Read:OutLoud, Write:OutLoud, Draft Builder and Co:Writer) Zoom Text (Accessibility) Book Share online membership (Accessible Print) News -2-You online (Accessible Curriculum Materials)
Writing with Symbols 2000 (Reading, Writing, Communication) Discrete Trial Trainer (Curriculum Software/ Autism) Mind Reading (Autism) Read 180 (Reading) Edmark 1 & 2 (Reading) Earobics (Reading) Kursweil (Reading/ Writing) SOLO Literacy Suite software applications ( Read:OutLoud, Write:OutLoud, Draft Builder and Co:Writer) Zoom Text (Accessibility) Book Share online membership (Accessible Print) News -2-You online (Accessible Curriculum Materials)
Writing with Symbols 2000 (Reading, Writing, Communication) Discrete Trial Trainer (Curriculum Software/ Autism) Mind Reading (Autism) Read 180 (Reading) Edmark 1 & 2 (Reading) Earobics (Reading) Kursweil (Reading/ Writing) SOLO Literacy Suite software applications ( Read:OutLoud, Write:OutLoud, Draft Builder and Co:Writer) Zoom Text (Accessibility) Book Share online membership (Accessible Print) News -2-You online (Accessible Curriculum Materials)
Writing with Symbols 2000 (Reading, Writing, Communication) Discrete Trial Trainer (Curriculum Software/ Autism) Mind Reading (Autism) Read 180 (Reading) Edmark 1 & 2 (Reading) Earobics (Reading) Kursweil (Reading/ Writing) SOLO Literacy Suite software applications ( Read:OutLoud, Write:OutLoud, Draft Builder and Co:Writer) Zoom Text (Accessibility) Book Share online membership (Accessible Print) News -2-You online (Accessible Curriculum Materials)
Writing with Symbols 2000 (Reading, Writing, Communication) Discrete Trial Trainer (Curriculum Software/ Autism) Mind Reading (Autism) Read 180 (Reading) Edmark 1 & 2 (Reading) Earobics (Reading) Kursweil (Reading/ Writing) SOLO Literacy Suite software applications ( Read:OutLoud, Write:OutLoud, Draft Builder and Co:Writer) Zoom Text (Accessibility) Book Share online membership (Accessible Print) News -2-You online (Accessible Curriculum Materials)
MECA: Transition Planning System (TPS) and Functional Social Skills
Please identify any needs in the provisioning of Special Education instructional resources for your school/location (i.e. instructional areas for which you have no resources). Target Target Curriculum or Preferred Instructional Area Grade(s) Standard Quantity Comments or recommended titles
Administrative: The following list is a summary of administrative, software applications and resources that are available to all CCSD schools. Title Description Department MUNIS PD Express ePersonality Aspen Tylers Versatran Routing and Planning Horizon –Vboss
Financial/Accounting/payroll and benefits software. Provides tracking of professional development activities for faculty and staff. Human Resources Management application suite. Student information systems management. Grade book management, attendance and reporting. Bus routing and scheduling software. School food services back-end management server. Provides inventory and reporting services.
Horizon –FastLane Fixed Asset Tracking System Symantec Endpoint Protection
School food services front end Point of sale systems. Technology Asset management tool. Allows for the scanning and tracking of all IT assets. Anti-Malware protection. Protects endpoint from virus, spam, malicious software and spyware threats. Systems management tool that provides resources for building and managing images, software deployment and tracking, asset tracking, help desk services, and reporting. Email and calendaring program. Internal information store for all departments. Repository of policies, procedures, forms, processes, etc. External information store for all Schools and departments. Repository of events, announcements, policies, forms and public communications. Online application management program Help desk for facilities or maintenance requests from schools and departments. Provides monitoring of energy consumption for locations throughout the District.
KBox Systems Management Appliance Exchange SharePoint – Internal SharePoint – External Applitrack Facilities Maintenance Web Control Energy Management System Destiny Library Manager Destiny Textbook Manager Response to Intervention Clarity Schlage Systems Management Enterprise aXsInfo School Funds Online Ident-A-Kid TripTracker
Finance Curriculum/Professional Development Personnel Technology/ Student Information School Operations/ Transportation School Food Services – Inventory Management School Food Services – Point of Sale Technology/ Asset Tracking Technology/ Antivirus Technology/ Systems Management Technology/ Email Technology Technology Personnel Management Facilities/Construction Facilities/Construction
Manages the circulation of media center materials, textbooks, inventory and reporting.
Curriculum
A database of students that require pre-emptive assistance to improve their academic or behavioral performance based on key factors and to reduce their chance of placement in special education. Provides tracking of students with IEP’s. Security and Access control program for facilities using the electronic badge interface. Document scanning, indexing and archival system. School based accounting School Visitor tracking program School field trip management program
Curriculum Curriculum/Technology Facilities /School Police Finance/ Curriculum/ Personnel Finance School Police and School Operations School Operations and Curriculum
Please identify any needs in the provisioning of administrative resources for your school/location. Function or Purpose of Software Desired/Effective Quantity Comments (Suggested Titles, Links, vendor
Professional Development: Please identify technology-focused professional development topics that are needed to assist teachers in improving their technical acuity, maintaining pace with student knowledge and industry trends, enhancing teachers’ overall computing skills and improving their use of communication resources. Audience Preferred time of delivery Potential resources for delivery (e.g. teachers, admins, grade levels, Topic curriculums) (e.g. before or after school, planning) (e.g. ITS, Media Specialist, local school admin.) Follow-up Training to MIE Teachers and Administrators After school Certification
Infrastructure: Please identify areas of the school where the existing infrastructure (i.e. network drops, wireless access, non-available or insufficient electrical outlets, lighting, room conditions) does not support the teaching and learning objectives of the space as it relates to technology use. Room/Area Concern Current Use Intended Use Target Date
Internet Safety: In regard to CIPA certifications, required of all CCSD schools for eRate funding, the Protecting the Children in the 21st Century Act requires the school, school board, local educational agency or other authority with responsibility for administration of the school to certify that, "as part of its Internet safety policy, [it] is educating minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response.” Document the details about your school’s Internet Safety and Digital Citizenship Plan in the chart below: Target Target Person Timeline for Title Grade(s) Curriculum Responsible Implementation Comments Student/Parent Handbook-Internet K-5 Annually Policy BYLD ALL Annually
Cost-Cutting Measures: What technology-focused cost-cutting practices has your school discussed or implemented?
Bring Your Learning Device (BYLD): Please describe how you have implemented the Bring Your Learning Device initiative: Yes Are you currently implementing BYLD in your school? 19 How many teachers are participating? 3-5 Indicate the grade levels where BYLD is being implemented. 75 % Provide an estimated (or anticipated) percentage of your student population that will bring their personal learning devices to school. Please identify the successes and challenges of BYLD: Utilizing technology throughout the school and in the classroom is an outstanding experience for teachers and students. 21st century education requires a set of digital skills that traditional instruction alone is unable to provide. Also, technology learning resources provided by the school are insufficient in covering all needs for technology use. The greatest challenge is that not all students have devices. Also, the devices could be potentially subject to theft.
Initiatives Unique to your School: Please identify new, unique or innovative programs centered on technology use that are currently being implemented or are being developed: MIE Certification for all teachers throughout the building.
B. Attendance and Truancy Intervention Plan: Section I:
Provide a brief description of the school-to-home correspondence utilized to relate important student attendance information (i.e., School Board Policy, School-site Programs, Improvements or Declines in School Attendance Rates, Improvements or Increases in Student Drop-Out Rates, the State’s Compulsory Attendance Law).
Avery utilizes district-required attendance letters for absences reaching 2, 5, 7, and 10 or more days. The letters are automatically generated by ASPEN. We have an in-house committee who meets monthly to review attendance data. We communicate with parents via telephone and email when student attendance is a concern. Teachers call parents when a student misses 2 or more consecutive days. When needed, we request help from our district social worker. Students with excessive absences and after multiple attempts by the school to correct the excess, we will request help from the district’s truancy panel. Average daily attendance is posted monthly on our school website.
Section II:
Provide a brief description of school-based protocol utilized to insure accurate student attendance data. We utilize ASPEN for attendance each day. It is monitored closely by our Student Records Facilitator.
Section III:
Provide a brief description of how student attendance patterns are tracked and underlying causes of truancy identified for purposes of implementing appropriate solutions. Attendance histories of students who had excessive absences last year were printed and given to teachers at the start of this year so that proactive in tracking attendance this year. The Student Records Facilitator provides the principal with an attendance report each month. attendance committee looks at average daily attendance school-wide and student-specific attendance data each month. Provide a brief description of school-based incentive program/activities for students with good/ improved attendance rates. This should include formalized incentive programs organized by the school or through the school’s parent organizations/community-based partnerships.
Section IV:
Section V:
We publish our average monthly attendance through our school website and our monthly PTA newsletter. Local businesses provide incentives for student attendance. We also give attendance awards at the end of the year. Provide a brief description of school-based interventions or consequences for students in violation of the State’s compulsory attendance law, dropping out of school prior to graduation or exceeding the 15-day absence limit used for NCLB-related accountability. We involve the district social worker and/or truancy panel for students with excessive absences.
C. Safety / Security Plan Crisis Management Plan (Do not submit Crisis Management Plan with SIP):
Action Reviewed/Updated: Submitted to Chief of Police: Distribution to all staff will occur on:
Date August 2015 August 2015 August 2015
Daily Operating Procedures – Staff Responsibility/Supervision: Opening and Closing: Custodial Staff Incident Reporting: Bus Loading/Unloading:
Kelly Miller, Secretary Michelle Whitmire, Assistant Principal
Halls: Lunchroom:
Dr. Lisa Turner, Principal/All Staff Administration and Counselors
Restrooms: Playground:
All Staff Teachers
Athletic Events: (if applicable)
N/A
Inventories: Equipment:
Matt Harper, Assistant Principal
Keys:
Kristi Eno, Bookkeeper
Inventories: Safety Related: Radios:
Matt Harper, Assistant Principal
Admin Vests:
Matt Harper, Assistant Principal
Red Box:
Kelly Miller, Secretary
Hand Held Metal Detectors: Closed Circuit TV Systems: (if applicable) Automated Electronic Defibrillator or AED: (if
Dr. Lisa Turner, Principal Jennifer Blakey, Media Specialist
Sandra McFarland, Nurse
applicable)
Initiatives or Other Safety/Security Programs (not stated as an objective):
D. Character Education Plan and/or Teacher As Advisor Plan System Plan:
Cherokee County Board of Education (CCBOE) policy IHE, Pupil Progression states that all school, kindergarten through grade twelve, shall provide instruction that addresses core values and provides instruction in character education as adopted by the Georgia Board of Education. The three strands, Citizenship, Respect for Others, and Respect for Self are located on GeorgiaStandards.org under QCC Curriculum (helpful links). A district-wide calendar “Words of the Week” are provided to schools and listed in the Student Handbook. Each school is responsible for the development of an individual school plan utilizing the Words of the Week and the standards. With the approval of SB387, it is now a requirement to provide career counselling and advisement for students in grades 6-12. Teacher As Advisor for Grades 6–12, a period requiring 15–20 (30??) minutes per week to address four areas or domains: Character Education, Personal/Social, Academic (Educational and Occupation Exploration) and Career (Education and Career Planning) will be implemented beginning in the 2010-11 school year. Lessons have been provided for each grade, 6-12 and are located on the Curriculum Sharepoint site under Shared Documents, TAA. Plans for implementation are developed at each school and are provided in this section.
School Plan (Grades K-5):
Avery supports and implements the district Character Education Plan. Our guidance counselors provide classroom guidance in each homeroom throughout the year. Our school-wide behavior management plan reinforces Words of the Week with established expectations for adult and student behavior.
E. Homework Plan System Plan:
School Plan:
Cherokee County Board of Education (CCBOE) policy IHB, Homework, establishes system-wide parameters for the assignment of homework. The district homework policy also directs that homework standards and procedures shall be established by each school’s administration and faculty, with input from parents and the community in accordance with CCBOE policy IHB. At Avery, we believe homework is a strategy (Pickering, 2010) to: 1. allow students to practice or process information, 2. enhance the mastery of curriculum standards, 3. and provide feedback to teachers to check for understanding (Vatterott, 2009). We also believe time spent on homework should be age-appropriate. “A small amount of homework may be good for learning, but too much homework may actually be bad for learning” (Vatterott, 2009). Along with the National Education Association (NEA) and the Parent Teacher Association (PTA), we embrace the “10-minute rule” which says the maximum amount of homework should not exceed 10 minutes per grade level per night, all subjects combined. This includes reading for Accelerated Reader (A.R.), practicing spelling words, and studying for upcoming tests. K-1: 10 minutes maximum 2: 20 minutes maximum 3: 30 minutes maximum 4: 40 minutes maximum 5: 50 minutes maximum Homework assignments will be provided Monday through Thursday. At times, students in grade 5 will be assigned homework over the weekend. No homework will be assigned during breaks.
F. Career, Technology, and Agricultural Education (CTAE) Plan: Elementary School
CAREER AWARENESS PLAN:
Please describe your plan for implementing Elementary Career Awareness Cluster Activities (as required under HB 713) in grades 1-5, including projected timeline and person(s) responsible. From November 2014 to March 2015, Counselors Angel Jane and Kathy McNamara will implement required career awareness lessons via classroom guidance to all homerooms in grades 1-5.
Please list any additional career development activities that you are planning that are above and beyond the requirements. Each 5th grade student will select a career, conduct research about that career, and create a career portfolio to present to his/her class.
G. Response to Intervention (RTI) Plan Tier I: For All Students District Info: School Info:
Tier I includes the instructional setting and support provided for 100% of the student population not previously identified as students with disablities in need of a more restrictive setting. Avery supports and aligns with the district’s expectations for all Tier I students.
Tier II: Academic Improvement Plan District Info:
Students presenting difficulties in the school setting are discussed at a team meeting as possible candidates for an Academic Improvement Plan (AIP). Criteria for an AIP may include, but is not limited to, the following: Level 1 on the CRCT in Reading, Language Arts or Math Retention (current year) More than 2 failing grades in a 9 week grading period Eligibility for EIP or an REP class Below level on an ESOL screening as recommended by the ESOL teacher Scoring below satisfactory academic performance in regular and/or gifted education classes (gifted served students only) An invitation is sent to the parents and an information gathering meeting is convened. Data regarding the student’s past and present educational and/or behavioral performance are reviewed at this meeting. If it is decided that more information is needed, the team develops a course of action for obtaining that information. After adequate data has been reviewed, a plan is developed by the team to address the student’s strengths and weaknesses. Appropriate Response to Intervention (RTI) strategies (minimum of 2) are developed to meet pre-determined measurable goal(s), and timelines for follow-up are established. It is the responsibility of the staff member(s) implementing research based strategies to ensure all modifications are being implemented, and that results are documented through an AIP every 3 weeks. The administrator or designee will work with the teams to analyze the information and discuss the results with the student and teachers.
School Info:
When a student makes sufficient progress and/or modifications are no longer needed, the student will be placed back into Tier I status. Records regarding the use of RTI strategies are part of the student’s permanent record and should follow the student as he progresses through the educational system. Avery supports and aligns with the district’s plan for all Tier II students.
Tier III: Student Support Team (SST) District Info:
If documented modifications are ineffective in the Tier 2 phase, the team reconvenes to discuss possible changes in the plan or to refer the student to the Student Support Team (SST). Criteria for placement in SST may include, but is not limited to, the following: Level 1 on CRCT in 2 or more areas (Reading, English/Language Arts, Social Studies) 4 or more data points at Tier II indicating no improvement or less than expected growth. In this phase the team teachers will consult with the school psychologist regarding the student’s past and current progress and defining areas of possible deficits in learning. Once the student has been placed in Tier III through an SST referral and approved by the SST chairperson, a formal meeting will be scheduled, and a parent will be invited to attend. This meeting will include a minimum of 3 school personnel and other professionals (SST chairperson, administrators, school psychologist, counsellors, and speech teacher). A consent form for hearing and vision screening will be presented or mailed to the parent.
School Info:
The committee will review Tier II documentation and the SST referral form, as well as update pertinent information (assessments, medical information, etc.). The committee will create measurable goals for the student and collect weekly data points obtained through research based interventions. Data collection will be documented on a Point Plan on a weekly basis. Teachers will evaluate progress after 2 to 4 weeks of implementation. If student is not making adequate progress, then the team will meet to change or modify the interventions. If the student makes acceptable progress, then the interventions will continue and will be documented. If the student continues to exhibit difficulties after a minimum of 4 RTI strategies have been implemented over 12 weeks, the team may refer the student to the SST Coordinator and school psychologist to begin consideration towards the evaluation process for additional services. Avery supports and aligns with the district’s plan for all Tier III students.
Tier IV: Special Education Services District Info:
School Info:
At this tier, students have been referred for a comprehensive evaluation to determine if they are eligible for special education services. A multidisciplinary team has collaboratively assessed the student in academics and behavioral skills. Students found eligible participate in special education services as needed. Most of these students participate in the general education testing program with or without testing accommodations. A small percentage will take alternate tests in lieu of the general education testing program. Avery supports and aligns with the district’s plan for all Tier IV students.
H. SACS/CASI Assurance Checklist Standard 1: Purpose and Direction The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. X 1.1 The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. X 1.2 The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. X 1.3 The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. Standard 2: Governance and Leadership The school operates under governance and leadership that promote student performance and support student performance and school effectiveness. X 2.1 The governing body establishes policies and supports practices that ensure effective administration of the school X 2.2 The governing body operates responsibly and functions effectively. X 2.3 The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. X 2.4 Leadership and staff foster a culture consistent with the school’s purpose and direction. X 2.5 Leadership engages stakeholders effectively in support of the school’s purpose and direction. X 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success. Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. X 3.1 The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. X 3.2 Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. X 3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. X 3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. X 3.5 Teachers participate in collaborative learning communities to improve instruction and student learning. X 3.6 Teachers implement the school’s instructional process in support of student learning. X 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning. X 3.8 The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. X 3.9 The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.
X
3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. X 3.11 All staff members participate in a continuous program of professional learning. X 3.12 The school provides and coordinates learning support services to meet the unique learning needs of students. Standard 4: Resources and Support Systems The school has resources and provides services that support its purpose and direction to ensure success for all students. X 4.1 Qualified professional and support staff are sufficient in number to fulfil their roles and responsibilities necessary to support the school’s purpose, direction, and the educational program. X 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school. X 4.3 The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. X 4.4 Students and school personnel use a range of media and information resources to support the school’s educational programs. X 4.5 The technology infrastructure supports the school’s teaching, learning, and operational needs. X 4.6 The school provides support services to meet the physical, social, and emotional needs of the student population being served. X 4.7 The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students. Standard 5: Using Results for Continuous Improvement The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. X 5.1 The school establishes and maintains a clearly defined and comprehensive student assessment system. X 5.2 Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions. X 5.3 Professional and support staff are trained in the evaluation, interpretation, and use of data. X 5.4 The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. X 5.5 Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.
1 2 3 4 5
Standard Purpose and Direction Governance and Leadership Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement
Principal’s Signature:
1 X X X X X
2 X X X X X
3 X X X X X
4
Indicators (check if met) 5 6 7 8
X X X X
X X X X
X X X
X X
Date:
X
9
10
11
12
X
X
X
X
APPENDIX A
Avery Elementary School
Curriculum Plan 2015-16
Literacy Goals 2015-16
All K-3 teachers trained on BAS during preplanning.
All K-3 teachers implementing the BAS three times per year.
All K-3 teachers utilizing running records to inform reading level of students.
Continuing the development and implementation of the Writing Units of Study for one hour per day.
Piloting LLI Kits in co-taught K-5 classrooms.
Piloting Reading Units of Study in selected K-5 classrooms.
All grades preparing for the full implementation of guided reading and centers (no basal editions).
Integrated Science/Social Studies into Literacy.
Point Plans for all students reading below the 25 % are required.
Selection of word work/phonics program for K-3 for the 2016-17 school year.
Establishing a central bookroom in the Media Center for K-5.
Building and Fountas and Pinnell library.
Guided reading expectations/training for the SY 2016-17 delivered during post planning of the SY 2015-16.
2016-17
Grades 4-5 teachers trained on BAS during preplanning.
Teacher training for Reading Units of Study during preplanning for selected classrooms.
Training and implementation for word work/phonics program for K-3 teachers during preplanning.
All grades implementing the BAS three times per year.
All teachers utilizing running records to inform reading level of students.
Continuing the development and implementation of the Writing Units of Study for one hour per day.
All grade levels trained on the implementation and use of LLI kits for guided reading.
All grades carrying out the full implementation of guided reading and centers (no basal editions).
Guiding reading expectations for the SY 2017-18 delivered during post planning of the SY 2016-17.
Literacy Committee 2015-16 Goals: Develop a central bookroom for K-5 in the Media Center Build the Fountas and Pinnell Library Select a word work/phonics program for K-3 Build literacy guidelines and expectations for the Literacy Plan for the 2016-17 school year Incorporation of technology into literacy within the classroom.
Literacy Key Practices
Daily:
Teachers provide direct instruction in reading skills and strategies using the guided reading model (refer to Fountas and Pinnell) and Reading Units of Study where applicable.
Students read orally (e.g., choral reading, echo reading, buddy reading, other oral reading to increase fluency).
D.E.A.R. – 10 MINUTES (minimum)
Teachers monitor reading comprehension through questioning, conferencing, and/or assessment.
At least a 90 -120 minute Reading/Language Arts Block.
Daily READ ALOUD required (teacher/parent reads aloud daily-all types of books).
Teachers engage in Writing Units of Study activity
At least one writing grade per week.
One writing product per week.
Five Times a Week: 1.
Classroom teachers conduct flexible instructional reading groups.
2.
Teachers model and instruct using the writing process.
3.
Students self-select and read material at their independent reading level, e.g.: classroom libraries, fiction, and informational text.
4.
Students practice reading skills and respond to literature.
5.
Sight word practice: Goal 220 sight words by the end of Grade 1
Literacy Work Stations
Materials in stations are: 1. taught first and then placed in work station for independent practice. 2. changed to coincide with strategies being taught
Around the Classroom
Word Wall
Book boxes, shelves, libraries for recreational reading and
Alphabet
practice
Number line/numbers
EQ’s
Vocabulary
Daily
Plans
assessment)
(differentiated
groups
based
upon
ASSESSMENT: 1. Three times per year (August, December, April), teachers determine the instructional reading level of each student using the Fountas and Pinnell Benchmark Assessment Kit. Avery Elementary School requires reading model requires a 90-120 minute block for reading/writing instruction in grades K-3. Instructional activities for the whole class and for small groups are selected by the teacher and based on the individual needs of students within a particular classroom. Teachers organize small groups based on instructional need (i.e., whether the child is above, on, or below grade level in reading).
Technology offers many options for teachers as they tailor classroom experiences to the needs of students. During the literacy block, the use of technology can effectively match students with practice activities customized to improve reading achievement.
Assessment and Monitoring Assessment Tools to Determine Placement of Students (Below, On/Above Grade Level): 1. Fountas & Pinnell Benchmark Kit/Reading : 1st assessment administered within the first 2 weeks of school 2. Writing Rubric: 1st assessment administered within the first week of school Ongoing Classroom Assessment to Determine Grade for Report Cards: Use Rubric for Reading, Writing Required Resources Reading Instruction Cherokee County Common Core Performance Standards/Curriculum Maps
Literature based reading instruction: Skills, lessons, and selected stories from classroom libraries, media center
Reading A-Z, RAZ Kids
Word Study Instruction Orton Gillingham Dolch Sight Words Monitoring Tools Fountas and Pinnell – Reading Enter data on benchmark spreadsheet for reading Fountas and Pinnell and create Point Plan where needed Intervention/RTI Reading – NI’s/Low C’s on report card at Tier 2 (not necessarily EIP students) Reading – U’s/F’s on report card at Tier 3 2015-16 School Improvement Plan
AVERY ELEMENTARY SCHOOL
Page 54
2015-16 School Improvement Plan
AVERY ELEMENTARY SCHOOL
Page 55
Quarterly On-Grade Reading Instructional Level Criteria Q1 F & P Level
Percentile
Q2 Report Card
75+ 50
F & P Level
Percentile
C+
75+
B
50
GKIDS 25
K
2
3
4
5
F & P Level
Percentile
D+
75+
C
50
GKIDS A
25
Below 25
1
Q3 Report Card
Q4 Report Card
F & P Level
Percentile
E+
75+
D
50
C
25
GKIDS B
25
Below 25
Below 25
Report Card
GKIDS
Below C
Below 25
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
E+
75+
O
G+
75+
O
I+
75+
O
K+
75+
O
D
50
S
F
50
S
H
50
S
J
50
S
C
25
N
E
25
N
G
25
N
I
25
N
Below C
Below 25
U
Below E
Below 25
U
Below G
Below 25
U
Below I
Below 25
U
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
K+
75+
O
L+
75+
O
M+
75+
O
N+
75+
O
J
50
S
K
50
S
L
50
S
M
50
S
I
25
N
J
25
N
K
25
N
L
25
N
Below I
Below 25
U
Below J
Below 25
U
Below K
Below 25
U
Below L
Below 25
U
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
N+
75+
A
O+
75+
A
P+
75+
A
Q+
75+
A
M/N
50
B
N
50
B
O
50
B
P
50
B
L
25
C
M
25
C
N
25
C
O
25
C
Below L
Below 25
D/F
Below M
Below 25
D/F
Below N
Below 25
D/F
Below O
Below 25
D/F
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
Q+
75+
A
R+
75+
A
S
75+
A
T
75+
A
P/Q
50
B
Q
50
B
R
50
B
S
50
B
O
25
C
P
25
C
Q
25
C
R
25
C
Below O
Below 25
D/F
Below P
Below 25
D/F
Below Q
Below 25
D/F
Below R
Below 25
D/F
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
F & P Level
Percentile
Report Card
T+
75+
A
U+
75+
A
V+
75+
A
W+
75+
A
S/T
50
B
T
50
B
U
50
B
V
50
B
R
25
C
S
25
C
T
25
C
U
25
C
Below R
Below 25
D/F
Below S
Below 25
D/F
Below T
Below 25
D/F
Below U
Below 25
D/F
2015-16 School Improvement Plan
AVERY ELEMENTARY SCHOOL
Page 56
Ideas: Instructional Techniques for the Reading Block Whole Group Instructional Activities Approximately 20 minutes The teacher will:
Introduce unit concept
Introduce and/or review literature
Build background
Teacher Directed Small, Flexible Instructional Groups Approximately 20 minutes The student will:
Independent/Group Reading Skills Activities Approximately 20 minutes The student will:
Independent/Group Writing Skills Activities Approximately 20 minutes The student will:
Read stories on each child’s instructional level
Self-select, read and respond to literature on independent level
Write original pieces using appropriate technology or other materials
Decode and study phonemic and phonic elements of language
Use instructional software for reading independently or in small groups
Use technology such as Waterford Reading
Engage in a wide variety of reading comprehension strategies
Listen to a book independently or in a small group with appropriate technology
Engage in writing projects at various stages of process: prewriting, drafting, revising, editing, and publishing
Develop vocabulary
Identify, define, and use similar vocabulary
Practice independently: comprehension, alphabetics, phonics, & spelling at literacy centers
Write in a journal (reading response log, free writing, content area reflections)
Model reading Process
Determine patterns, rules, and strategies for spelling
Waterford Reading
Model writing process
Review and reinforce strategies not mastered
Conduct research for reading projects
Engage in daily language practice
Monitor and assess growth in reading
Practice reading orally/individually with a partner
Examine spelling patterns, rules and conventions
Regroup as needed
Complete a reading project
2015-16 School Improvement Plan
AVERY ELEMENTARY SCHOOL
Page 57
Quarterly On-Grade Level Writing Criteria for Report Card Using Writing Rubric =O =S =N =U
2015-16 School Improvement Plan
AVERY ELEMENTARY SCHOOL
Page 58
C. PRE-PRIMER DOLCH SIGHT WORDS LIST A
and
away
big
blue
Can
come
down
find
for
Funny
go
help
here
in
Is
it
jump
little
look
make
me
my
not
one
play
red
run
said
see
the
three
to
two
up
we
where
yellow
you
2015-16 School Improvement Plan
AVERY ELEMENTARY SCHOOL
Page 59
Primer Dolch Sight Words List all
am
are
at
ate
be
black
brown
but
came
did
do
eat
four
get
good
have
he
into
like
must
new
no
now
on
our
out
please
pretty
ran
ride
saw
say
she
so
soon
that
there
they
this
too
under
want
was
well
went
what
white
who
will
with
yes
2015-16 School Improvement Plan
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Page 60
First Grade Dolch Sight Words List after
again
an
any
as
ask
by
could
every
fly
from
give
going
had
has
her
him
his
how
just
know
let
live
may
of
old
once
open
over
put
round
some
stop
take
thank
them
then
think
walk
were
when
with
yes
2015-16 School Improvement Plan
AVERY ELEMENTARY SCHOOL
Page 61
Second Grade Dolch Sight Words List always
around
because
been
before
best
both
but
call
cold
does
don't
fast
first
five
found
gave
goes
green
its
made
many
off
or
pull
read
right
sing
sit
sleep
tell
their
these
those
upon
us
use
very
wash
which
why
wish
work
would
write
your
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Third Grade Dolch Sight Words List about
better
bring
carry
clean
cut
done
draw
drink
eight
fall
far
found
full
gave
goes
got
grow
hold
hurt
If
keep
kind
laugh
light
long
much
myself
never
only
own
pick
seven
shall
show
six
small
start
ten
today
together
try
warm
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Sample Schedule K-3 7:45-8:00 8:00-8:15 8:15-8:30 8:30-9:30 9:30-9:40 9:45-10:25 10:30-11:00 11:05-11:20 11:20-12:05 12:05-12:30 12:35-12:50 12:50-1:30 1:30-2:00
D.E.A.R./Journaling Calendar/Formative Assessment Reading Mini Lesson Guided Reading/Centers Read Aloud Specials Lunch Writing Mini Lesson/Modeling Writing Conferences Recess Math Mini Lesson Math Groups Activity for Thematic Unit
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SAMPLE LESSON PLANS Differentiated groups for Reading, Writing, and Math indicated in plans Example below: Differentiated Reading Groups: Group 1: Lauren and Alex
Group 4: Aissatou, Ava, John, Ceci, Ian
Focus of Instructional Need: Book Studies, Comprehension Skills, Writings in summary Short vowel sounds, kindergarten sight word list (first 10 words), Short vowel sounds, kindergarten sight word list (first 5 words), Letters, letter sounds, basic sight words
Group 5: Walker, Ethan, Zeke, Aizah, Kaylie
Letters, letter sounds, using pictures to tell a story
Differentiated Writing Groups: Group 1: Kirby, Ceci, Ian, Lauren, Alex, Taylor, Ben, Caroline, Amitai, Maddie Group 2: Zeke, Aizah, Daniel, Mary Catherine, Ava, Aissatou, Nora, Jumi, John, Jaxson
Focus of Instructional Need: focus on putting on paper what is in their head, begin introducing the yellow line concept to begin writing a sentence about their picture. stretching words to label pictures, staying on task by thinking of a topic and beginning to draw and then write
Group 3: Walker, Ethan, Kaylie
Getting pictures on paper, beginning labeling of pictures with initial and ending consonant sound
Differentiated Math Groups: Enrichment : Lauren, Alex, Daniel Small Group Instructional Support:
Focus of Instructional Need: Number Concepts Grade Level Instruction: all other students Ava, Aizah, Ethan, Walker, Ava, Aissatou, John
Group 2: Daniel, Jaxson, Taylor, Ben, Caroline, Amitai Group 3: Maddie, Jumi, Kirby, Nora, Mary Catherine
2015-16 School Improvement Plan
Materials: Chapter books and nonfiction text, reader response log Kindergarten readers, sight word flash cards Kindergarten readers, sight word flash cards Emergent readers, letter sound games, sight word flashcards Letter sound games, beginning emergent readers with picture text
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Resources Reciprocal Teaching at Work (Oczkus) Small-Group Reading Instruction (Tyner) Building Academic Vocabulary (Marzano and Pickering) 101 Reading Activities: A Multisensory Approach (Hanrahan & McSweeny) Building the Reading Brain, PreK-3 (Wolfe & Nevills) How the Brain Learns to Read (Sousa) The Fluent Reader (Rasinski) Building Background Knowledge for Academic Achievement (Marzano) Guided Reading (Fountas and Pinnell) Matching Books to Readers (Fountas and Pinnell) Teaching the Struggling Reader (Lyons) Differentiating Textbooks (Forsten, Grant and Hollas) Literature Circles (Harvey Daniels) Reading Essentials RegieRoutman) Literacy Links (Laura Robb) Strategies that Work (Harvey and Goudvis) Mosaic of Thought (Keene and Zimmerman) Differentiation in Action (Dodge) 12 http://orton-gillingham.com/frmShoppingCatalog.aspx?intCategoryID=1 - multi sensory sand $8.99 (one per teacher), bumpy screens are $0.99 each and will serve 3 students (you can get them at a craft store for half the price), multi colored craft sticks $2.50 (on sale) (4 per teacher) *Pinterest has many ideas and tools for guided reading! * Teachers Pay Teachers has a Reading Workshop pack. It has fully scripted daily lessons and is SUPER easy to follow. http://www.teacherspayteachers.com/Store/Kim-Adsit/Category/Reading-Workshop-Resources Kim Adsit is the one who makes it. You can purchase each unit for $10 or 3 for $24. There are 9 units. It really helps the teacher teach the students how to dig deeper into the comprehension aspects of reading.
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