2012 sw sip plan -merged

7/29/2019 2012 Sw Sip Plan -Merged

1/45

Georgia Department of Education


2/45


SWP/SIP Template Instructions

Notes: All components of a Title I Schoolwide Program Plan and a School Improvement Plan

must be addressed. When using SWP and SIP checklists all components/elements marked

as Not Met need additional development.

Please add your planning committee members on the next page. The asterisk (*) denotes required components as set forth in Section 1114 of the

Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page inthis document.


3/45


Title I Schoolwide/School Improvement Plan

Planning Committee Members:

NAME POSITION/ROLE

Stacey Rutledge Principal

Cora Brettel Assistant Principal

Jenny Worn Assistant Principal

Vicki Parker School Improvement Coordinator

Shayla Norman Media Specialist

Sarah Bailey First Grade Teacher

Symantha Jefferson Second Grade Teacher

Brooke Deal Special Education

Amber Hudson Paraprofessional

Tonya Singletary Parent Involvement Coordinator

Laura Bartley Counselor


4/45


SWP Components

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other

factors that may affect achievement.

A. Worth County Primary Schools Schoolwide/School Improvement Plan (SW/SIP) wasdeveloped with participation of individuals responsible for helping to implement thecomprehensive school-wide plan. Individuals include parents and community members servingon the school council, administrators, the School Improvement Coordinator, counselors, faculty,

paraprofessionals, and Worth County district level support staff. Worth County Primary School

(WCPS) implements and monitors a continuous process to improve instruction and student

learning. Student achievement is continually examined in order to determine strengths and

weaknesses within the schools instructional program. The school level administration worksclosely with the Federal Programs Director and the K-12 Curriculum Director in analyzing

student achievement data to strengthen the instructional program.

B. The staff at WCPS completes a needs assessment annually to help identify specific areas of needfor the instructional program. The needs assessment, along with minutes from professional

learning sessions, staff brainstorming sessions, and grade level meetings are regularly examinedto determine the direction and focus of our SW/SIP. The WCPS needs assessment is analyzed

and used by the administrative team to plan for additional professional development. In addition

to the staff needs assessment survey, WCPS utilizes a variety of student performance data and

assessments to determine the academic needs of students. Assessment instruments includeinstructional assessments, AIMSWeb Universal Screening (AUS), STAR Reading, STAR Early

Literacy, Response to Intervention (RTI) progress monitoring, and Georgia KindergartenInventory of Developing Skills (GKIDS) First and second students will take English Language


5/45


teachers an opportunity to compare classroom performance data to the performance of the gradelevel as a whole as well as plan for differentiated instruction based on their individual students.Each teacher examines the overall academic performance of his/her class, and instructional

strategies are adjusted when necessary. The performance of students in subgroups is also

analyzed at this time, and instructional strategies are planned to address identified weaknesses ofthose students. Appropriate interventions are determined for individual students, and RTI plans

are developed or updated if needed. Teachers use progress monitoring data throughout the school

year to track student growth and plan appropriate instructional strategies and interventions to

meet the needs of all students.

E. We have based our plan on meeting the performance targets set on the College and CareerReadiness Performance Index (CCRPI) to meet the Common Core Georgia PerformanceStandards (CCGPS). For the 2012-2013 school term WCPS will analyze all students academicperformance data to monitor the progress in meeting these targets. This information will include

data for individual students and sub-groups of students who are not yet achieving at the level of

proficiency to meet the state standards set forth in the state academic proficiency rate establishedfor the 2012-2013 term. Specific sub-groups to be monitored to ensure these students are making

significant gains include the following:

Black students

White studentsEnglish Learner (EL) students

Students with Disabilities

Economically Disadvantaged students

These subgroups were selected based on our current student population. Their progress will bemonitored using the AUS and benchmark assessments Item analysis will be used to determine


6/45


Kindergarten students who are not making adequate progress with letter names will be pulled forextra interventions. We are monitoring the effectiveness of interventions in letter naming fluencyby progress monitoring all kindergartners at least once a month on this particular skill.

Kindergarten students who struggle in this area are progress monitored weekly. Letter naming

fluency will remain a focus throughout the kindergarten year to ensure that letters are mastered.As our goal is met by targeting letter naming fluency more heavily in kindergarten, subsequent

first grade classes will not have a weakness in letter naming fluency. GKIDS reports will be

pulled after each GKIDS entry period to determine the percent of students at each GKIDS

performance level in letter naming fluency. Number identification will also be progressmonitored on a weekly basis for those students who are not making significant gains in achieving

mastery. Students who continue not make progress toward mastery of this skill will be pulled for

extra interventions.

First grade interventions are provided for students who do not know their letters fluently. We are

addressing retelling and the use of graphic organizers in first and second grade through our

CCGPS units and unit lesson plans. Including graphic organizers will help students constructmeaning with an emphasis on sequencing and retelling stories. Additional books have been

purchased to teach CCGPS units since we recognize the need to expose students to informational

text. Grade wide performance assessments and instructional benchmarks will be tracked usinggrade level performance assessments.

Second grade instruction will focus on number sense and concept application through the

performance based activities in the CCGPS units and by helping students learn to ask themselves

key questions before, during, and after the problem solving process. Progress will be trackedusing grade level performance assessments as well as instructional benchmarks.

The root cause that we discovered for the weaknesses in letter naming fluency in kindergarten is


7/45


The following measureablegoals for our standards based benchmarks will be used in first andsecond grade to document student achievement with the CCGPS. These goals are based on the

College and Career Ready Performance Index.

Worth County Primary School

Mathematics

All Students Black White English Learners(EL) SWD Economically Disadvantaged

87.9 79.9 92.3 79.0 65.8 81.8

Reading/ELA


94.4 91.0 97.2 87.5 80.6 91.7

Science



8/45


*2. Schoolwide reform strategies that are scientifically researched based, directly tied to thecomprehensive needs assessment and academic standards.

Worth County Primary uses the following researched based programs or strategies toimprove school performance:

HoughtonMifflin/ Harcourtis utilized by teachers to support K-2 reading and languagearts instruction.

K-2 teachers useHarcourt Math as a resource. Continue use of the Sonday System in first and second gradeas an intervention to teach

the five components of reading to struggling readers.

Use ofMath Their Way and specific math skill instruction. Continue use ofRead Naturally as an intervention in first and second grade to increase

reading fluency.

Continue use ofVoyagerand The Alphabet Arc as interventions in kindergarten to helpstruggling students master letters and sounds.

Continue providing an intervention block in the master schedule to focus on students withdisabilities, at-risk students, and higher achieving students. The Intervention Block

allows an extension of opportunities for differentiated instruction focusing on specific

strategies or interventions to meet students individual needs.

Continue use ofSuccessMakerwith all students and provide extended time for studentswho need additional skill practice in reading and/or math.

ImplementHandwriting Without Tears schoolwide as our program to teach handwriting.

2(a) Schoolwide reform strategies that provide opportunities for all children in the school


9/45


2(b). Are based upon effective means of raising student achievement.

A. Research supporting our effective methods and instructional practices or strategies arelisted:

Flexible Grouping

"Fresh Ideas For Grouping."Instructor120.2 (2010): 75.Academic Search Complete. Web. 23 Feb. 2012.

Harcourt

Rust, Amanda L. "A Study of the Benefits of Math Manipulatives versus Standard Curriculum in the

Comprehension of Mathematical Concepts." (1999).ERIC. Web. 23 Feb. 2012.

Read Naturally

Arvans, Rebecca. "Improving Reading Fluency and Comprehension in Elementary Students Using Read

Naturally." ProQuest LLC(2009).ERIC. Web. 23 Feb. 2012.

RTI (Intervention Block)

Jones, Ruth E., Nina Yssel, and Christina Grant. "Reading Instruction In Tier 1: Bridging The Gaps By

Nesting Evidence-Based Interventions Within Differentiated Instruction." Psychology In The

Schools 49.3 (2012): 210-218.Academic Search Complete. Web. 23 Feb. 2012.

Sonday SystemReading Research and the Sonday System. [PDF doc.] Winsor Learning, Inc. (2002) St. Paul, MN.

Retrieved from http://www.winsorlearning.com/

Moats Louisa C When Older Kids Cant Read Educational Leadership (2001) Retrieved
http://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdf


10/45


2(c). Use effective instructional methods that increase the quality and amount of

learning time.

The WCPS instructional program is structured to provide quality instruction in all content

areas. Subjects are taught using whole group and small group differentiated instruction.

Students also participate in various learning centers during this instructional time. We

have increased the amount and quality of learning time by providing an interventionblock in the master schedule. During this block, classroom teachers and paraprofessionals

provide explicit, targeted interventions for students with identified academic weaknesses.

Flexible grouping is used to ensure that all students receive additional practice with

specific skills as needed. Acceleration activities are provided for higher performingstudents during this block.

2(d). Address the needs of all children, particularly targeted populations, and address how the

school will determine if such needs have been met and are consistent with improvement

plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

WCPS is currently implementing the CCGPS. Teachers are writing lesson plans and

designing curriculum maps to correlate with the state unit frameworks in EnglishLanguage Arts and Math. The process of evaluating, reviewing, and collaboratively

discussing assessments is ongoing in order to identify students in need of instructional

assistance Specific academic weaknesses are documented using individual RTI plans to


11/45


*3. Instruction by highly qualified professional staff.

WCPS provides instruction by highly qualified teachers who meet the standards,

established by the state of Georgia. WCPS teachers are accountable for possessing

content knowledge and planning instructional strategies to help all students meet highstandards. All certified teachers are evaluated throughout the school year to ensure that

high quality instruction is being delivered. Teachers participate in training sessions,

workshops, and conferences to improve content knowledge, enhance instructional skills,

and increase their understanding and knowledge of the CCGPS curriculum. Mentors areselected to provide guidance and support for new teachers and staff. WCPS

paraprofessionals hold valid state certificates issued by the Professional Standards

Commission and are in compliance.

WCPS Teachers

Bachelors Masters Specialist

14 32 14

3(a). Strategies to attract highly qualified teachers to high-needs schools.

Th d i i i i i d i i d i i hi hl lifi d h


12/45


staff. Professional learning includes, but is not limited to, the CCGPS initiative, Responseto Intervention, content instruction for root problems, and analyzing student work anddata. The professional learning focus for the 2012-2013 school year is to implement

Common Core Georgia Professional Standards (CCGPS) in the content areas of English

Language Arts and math. Teachers also participate in a needs assessment survey at theend of every year to help with the planning for professional learning for the upcoming

year. The Administrative Team utilizes the needs assessment results, teacher evaluations,

and school data to determine the professional learning needs of the staff at WCPS.

B. Professional development is aligned with the States academic content and based onstudent needs. The School Improvement Coordinator meets with teachers to help them

acquire, enhance, and refine their knowledge and skills in order to create and supporthigh levels of learning. Classroom teachers are trained in research-based strategies,

interventions, assessment techniques, and differentiated instruction strategies to address

the needs of all students at WCPS. Teachers meet to disaggregate data at the school,

grade, classroom, and individual level. As a result of these meetings struggling studentsare identified, and research-based interventions or strategies are discussed and

implemented to increase student performance. Additionally, the School Improvement

Coordinator is actively engaged in redelivering information, preparing materials, andscheduling CCGPS meetings, workshops, and blackboard sessions.

C. We have devoted sufficient resources to carry out professional development activities toaddress the root causes of academic problems. All Worth County School System

employees attended a professional learning workshop hosted by John Antonetti, a highly-sought educational consultant at the beginning of the 2012-13 school term. Mr. Antonetti

focused on student engagement and high-yield best practices. WCPS has a full timeSchool Improvement Coordinator who is responsible for providing in-house staff


13/45


*5. Strategies to increase parental involvement.

WCPS involves parents in the planning, reviewing, and improvement of the comprehensive

school-wide program plan by including parents on the Worth County School Council. The

Council meets four times during the school year to review data, plan, and make

recommendations to the school administration.

WCPS has a full-time Parent Involvement Coordinator, funded through Title I. The Parent

Involvement Coordinator provides monthly newsletters as well as activities and workshops

throughout the school year. The coordinator works with PTO officers and the schooladministration to bring parents into the school as volunteers, as well as for meetings,

celebrations, and educational events.

Open House

Back to School Night Good Citizens Breakfast Transportation Day Math Family Fun Night Family Literacy Night Honor Chorus Programs Partners in Education Doughnuts for Dad Muffins for Mom Field Day Veterans Day


14/45


scores and important information to assist parents of rising kindergarten students with thetransition into the primary school setting. The administration, kindergarten teachers, andother staff work together to answer questions from parents to ensure all rising

kindergarten students feel safe, secure, and part of the WCPS family. WCPS

administrators conference with Headstart personnel to discuss the upcoming transition forstudents. Second grade students are invited to attend a transitional tour at the elementary

school to preview third grade. This tour is to ensure that primary level students make a

smooth transition to the elementary level school environment. Special education students

at WCPS also participate in transition activities from one grade to the next. This allowsthese students to become familiar with the upcoming teachers and classroom.

*7. Measures to include teachers in the decisions regarding the use of assessment to provide

information on, and to improve, the performance of individual students and the overall

instructional program.

A. The administration at WCPS provides numerous ways teachers are included in decisionsregarding the use of assessments. The opportunities for input include:

Grade level meetings Hall representative meetings School Improvement team meetings Disaggregation of all student data Weekly progress monitoring


15/45


Gifted Services Special Education Professional Learning Pre-Kindergarten Parent Involvement Coordinator Hiring additional teachers and paraprofessionals Parent Involvement Activities Purchase of resources, supplies and/or instructional materials English Language (EL) Support Early Intervention Program Title I Title II Title III

8(b). Description of how resources from Title I and other sources will be used.

Resources from Title I are used to fund teacher, paraprofessional, and the Parent

Involvement Coordinator salaries and benefits. It also funds additional resources andmaterials to implement school reform strategies to better meet the needs of all studentlearners. The school has received Title I Distinguished School funds for consistently

achieving Adequately Yearly Progress for the past 11 years. Title II funds the School

Improvement Coordinator position.

8(c) Plan developed in coordination with other programs including those under the School to


16/45


activities include:

Teachers review permanent records, RTI folders, and other documentation to determinestudents strengths and weaknesses.

Teachers analyze data using reports generated by AIMSWeb, Edusoft, SuccessMaker,STAR, progress monitoring, and instructional assessments.

Teachers and support staff receive on-going instructional assistance from administrationand the School Improvement Coordinator.

Teachers utilize scientific-based research materials and resources in reading and math. The master schedule provides an intervention block.

ActivBoards, wireless slates, and the Classroom Performance System (CPS)provideindividual feedback which allows teachers to closely monitor student performance.

Classroom teachers and Special Education teachers plan collaboratively: to developdifferentiated instructional strategies, utilize flexible grouping, and implement prescribed

interventions. Common planning for inclusion and classroom teachers is provided.

Math Facts in a Flash is used by first and second grade students. It is a computerprogram designed to help students develop automatic recall of math facts throughappropriate practice.

Training is provided to co-teaching teachers in appropriate reading and math strategies.


17/45


Accelerated Reader(AR) is a computer based, reading management and motivationalsystem designed to complement classroom literacy programs.

9(a). Measures to ensure that student weaknesses are identified on a timely basis.

The RTI Team monitors student achievement and evaluates Tier 2 and 3 intervention plans

and documentation throughout the school year. Identified students receive interventions to

target specific needs. Progress monitoring data is charted to measure student performanceand effectiveness of interventions. RTI meetings are scheduled as needed to update

individual student plans.

9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance

for identified weaknesses.

Administration, the School Improvement Coordinator, and teachers collaborate atweekly grade level meetings to:

Examine student work and create effective standards-based instructional strategies Discuss instructional and curriculum concerns Brainstorm and share ideas to improve teaching methods for struggling students Develop CCGPS unit lesson plans and common assessments


18/45


teachers to provide resource packets and activities for parents to assist with studentlearning at home.

10. Description of how individual student assessment results and interpretation will be

provided to parents.

Individual student assessments results with interpretation guides and/or rubrics are sent

home in the students report card or in the student agenda. Assessments and interpretationsare shared during a parent/teacher conference. In addition to report cards, mid-term

progress reports are sent in the students agendas to inform parents of current academicperformance. During parent conferences assessment reports are shared and explained to

parents.

11. Provisions for the collection and disaggregation of data on the achievement and assessment

results of students.

WCPS has a data room that is used for displaying and discussing data results.

Administrators and the School Improvement Coordinator meet with the School Council and

teachers to discuss school-wide data results.


19/45


Worth County School System recommends that the SW/SIP Plan be revised on a yearlybasis and evaluated two times a year. The Administrators, School ImprovementCoordinator, and teachers meet with all the stakeholders to review and discuss the current

plan to make adjustments or recommendations for improvements.

15. Plan developed with the involvement of the community to be served and individuals who

will carry out the plan including teachers, principals, other school staff, and pupil servicepersonnel, parents and students (if secondary).

Worth County Primarys plan was developed with the input of the administration, faculty,

staff, parents and community members.

16. Plan available to the LEA, parents, and the public.

The plan is submitted to the LEA and is accessible at www.worthschools.net. A copy of the

plan is located in the media center at WCPS. The plan is also discussed at PTO meetings

and posted on the schools web page.

17. Plan translated to the extent feasible, into any language that a significant percentage of

the parents of participating students in the school speak as their primary language.

The School Improvement Plan is written in English, however a Spanish interpreter or sign


20/45



21/45


Dr. John D. Barge, State School SuperintendentMay 2012 Page 21 of 45


22/45



Measurable Goals

Annual Measurable GoalsThe measurable goals/benchmarks we have established to address the needs in kindergarten are based on AIMSWeb Universal

Screening (AUS). In the spring of 2011 66% of students were average or above average in the area of letter naming fluency. In the

spring of 2012 this number increased to 73%. Our goal for the spring of 2013 is 85%. In the spring of 2011, 39% of kindergarten

students were at or above average in the area of number identification. In the spring of 2012 this number increased to 74%. Our goal

for the spring of 2013 is 85%.

The following measureablegoals for our standards based benchmarks will be used in first and second grade to document student

achievement with the CCGPS. These goals are based on the College and Career Ready Performance Index.

Mathematics

All Students Black White English Learners(EL) SWDEconomically

Disadvantaged

87.9 79.9 92.3 79.0 65.8 81.8

English Language Arts/Reading

All Students Black White English Learners(EL) SWD EconomicallyDisadvantaged

94.4 91.0 97.2 87.5 80.6 91.7


23/45



Science


80.1 68.9 89.3 67.6 56.5 72.5

Social Studies


79.0 68.5 87.6 66.0 54.0 70.8


24/45



School Improvement Plan (continued)

School Name: Worth County Primary School System Name: Worth

Principal Name: Stacey Rutledge School Year: 2012-2013

School

K

eys

Strands

Actions, Strategies, and

Interventions

Timeline

Estimated

Costs, Funding

Sources, andResources

Person(s)

Responsible

Evaluation of Implementation

of Strategies and

Impact on Student Learning

Artifacts Evidence

CCGPS:

WCPS is

currently

implementing

the CCGPS.

Teachers are

writing lesson

plans and

designingcurriculum

maps to

correlate with

the state unit

frameworks in

English

Language Arts

Teachers are participating

in Blackboard Sessions,

collaboratively meeting to

write lesson plans for unit

frameworks, developing

performance based

assessments, developing

standards-based report

cards and creating rubricsand common assessments

to align with Common

Core Georgia Performance

Standards (CCGPS).

Fall 2012

and on-

going

Curriculum

Funds

Administrators

School

Improvement

Coordinator

Classroom and

Inclusion teachers

Georgia

Department of

Education

Sign-in sheets

Lesson plans

Agendas

Benchmark,

common, and

performancebased

assessments

CCGPS

Teacher

Guides

Knowledgeable teachers

familiar with CCGPS

curriculum


25/45






School

Keys

Strands


InterventionsTimeline

Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

and Math.

CCGPS Teachers are following the

state curriculum maps for

ELA and math and using

the Unit Frameworks as a

resource for lessons to

plan instruction. Studentswill be given benchmark

assessments.

Kindergarten, first, and

Fall 2012

and on-

going

On-going

Reading First

funds

Local funds

School

Improvement

Coordinator

Teachers

Georgia

Department of

Education

Administrators

Classroom

Curriculum

Maps

Lesson plans

Curriculum

maps

Benchmark,common, and

performance

based

assessments

Lesson plans

Improvement on

assessments

Teacher observations

Improvement of students


26/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

CCGPS

second grade teachers are

using HoughtonMifflin/Harcourtand other

supplemental resources as

the research-based core

reading andHarcourt

Math as the research-based

core math.

WCPS recognizes the need

to build background

knowledge through the useof using informational

books. Using

informational books will

also provide authentic

ways to provide practice

with graphic organizers

and retelling events.

Fall 2012

and ongoing

used for

informationalbooks

WCPS

Instructional

technologyfunds

teachers

School

Improvement

Coordinator

Classroom and

Inclusion teachers

Informational

books

Graphic

Organizers

Retelling

experiences

Reading/ELA and math

achievement as indicatedby AIMSWeb Universal

Screening(AUS), Edusoft

Reports, Online

Assessment System

(OAS),GKIDS(Georgia

Kindergarten Inventory of

Developmental Skills).

Students with background

knowledge

Students who can

organize thoughts and

retell events


27/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

CCGPS

Reading Eggs focuses on acore reading curriculum of

phonics and sight words

using skills and strategies.

It is used by all students.

Accelerated Reader (AR)

is a computer based-

reading management and

motivational system. It

serves as practice

component of a

comprehensive reading

Fall 2011and ongoing

Fall 2011

and on-

going

WCPSInstructional

technology

funds

WCPS

Instructional

technology

funds

Media Specialist

Classroom

teachers

Media Specialist

Classroom

teachers

Computerlogin records

Computer

login records

AR Reading

points

Increase of scores on AUSletter naming fluency,

letter sound fluency,

nonsense word fluency,

and classroom sight word

checklists

Increase student

achievement

Accelerated Reader

reports


28/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

CCPGS

program.

Handwriting Without

Tears is being

implemented schoolwide

as a method to teach

students how to print

letters. Printing letters is a

CCGPS standard.

Teachers attended a

workshop, planned

collaboratively to redeliverinformation, and modeled

the correct approach to

handwriting.

The School Improvement

Coordinator and teachers

collaborate during grade

level meetings to discuss

curriculum concerns and

Fall 2012

and on-

going

Fall 2011

and ongoing

Local

curriculum

funds

Curriculum

Director

Administrators

School

Improvement

Coordinator

Classroom andInclusion teachers

Administrators

School

Improvement

Handwriting

Without Tears

Teacher

Guides

Student

Resources

Common

Assessments

Curriculum

Legible handwriting

Meeting student

achievement goals and

documentation to support

evidence of learning


29/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

Response to

schedules, create

assessments, updatecurriculum maps, design

report cards and rubrics,

examine student work, and

analyze data.

Education City is a web

based online teaching and

learning resource. It

provides independent skillpractice in ELA, math, and

science.

RTI School Coordinator,

School Improvement

Fall 2012

and ongoing

On-going

WCPS

Instructional

technologyfunds

Coordinators

Classroom and

Inclusion teachers

Media Specialist


Administrators

Maps

Report Cards

and Rubrics

Computer

login records

Data Reports

Increased student

achievement

Meeting individual needs


30/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

Intervention

(RTI):WCPS utilizes

academic

interventions to

address specific

academic needs

of students as

identified by

assessment

data. These

interventionsare tailored to

focus on

specific skills

and strategies

to aid students

in achieving

CCGPS

Coordinator, and teachers

continue to monitorstudent achievement and

evaluate all RTI plans and

documentation during data

team meetings.

RTI School

Coordinator

School

Improvement

Coordinator

Classroom and

Inclusion teachers

Documentation

Student Work

Report Cards

Progress

Reports

to achieve academic gain


31/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

proficiency.

RTIMonitor student academicprogress and identify at-

risk students through the

use of AUS, progress

reports, report cards, RTI

progress monitoring,

assessments, and student

computer program reports.

Teachers are discussing

data and individual student

progress during individual,

class, and grade level data

meetings. RTI

Fall 2011

and on-

going

Fall 2011

and on-

going

RTI School

Coordinator

School

Improvement

Coordinator

RTI School

Coordinator

School

RTI School

Coordinator

School

Improvement

Coordinator

Classroom and

Inclusion

teachers

Documentation

Sign- in

Sheets

Data

documentation

Increase student

achievement and

performance based scores

for students with specific

academic needs

Meeting student

achievement goals


32/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

RTI

documentation and

intervention plans are alsobeing discussed during

these meetings.

SuccessMakeris a

computer based programthat focuses on literacy

and math skills used by all

K-2 grade students.

Extended time is an option

for an intervention for

struggling students in

reading or/and math.

On-going WCPSInstructional

technology

funds

Improvement

Coordinator

Classroom and

Inclusion teachers


Assessmentresults

Student grades

Notes from

meetings

Computer

login records SuccessMakerreports


33/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

RTI

Read Naturally, an audioprogram that focuses

fluency, is used by 1st

and

2nd

grade students having

difficulty with fluency.

Language for Learners

targets students in K-2

who have inadequate

language development.

The program is designedto teach young pre-readers

oral language concepts,

information and

knowledge.

Math Facts in a Flash

On-going

Fall 2011

and on-

going

Reading First

Funds

WCPS

Instructional

technology

funds

Classroom and

Inclusion teachers

Paraprofessionals

Classroom and

inclusion teachers

ReadNaturally

passages

Vocabulary

development

Computer

Improvement of studentswords per minute on AUS

RCBM

Increase of studentsvocabulary development


34/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

RTI

provides practice of

fundamental math skillsfor first and second

graders. It is also used as

an intervention when

extended time is allowed

for struggling students.

STAR Early Literacy is a

computer-adaptivediagnostic assessment. It

also offers practice and

intervention tools for

Response to Intervention

for kindergarteners.

Fall 2012

and on-going

WCPS

Instructionaltechnology

funds

Local fundsused for

informational

books

Media Specialist

Classroom and

inclusion teachers

SchoolImprovement

Coordinator

Classroom and

inclusion teachers

login records

Computer

login records

Increase of math scores on

AUS Math Computation(M-COMP)

Increase of scores onSTAR Early Literacy test


35/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

Student

Services:

In order to

meet the needs

of diverse

English for Speakers of

Other Languages (ESOL)

We implemented a pull-

out model to serve

students who are identified

as EL using guidelines set

Fall 2012

and on-

going

Title III funds ESOL teacher

Vocabulary

development

Increased

conversation

and language

Increased scores on

language assessments


36/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

learners, WCPS

providesinstruction to

meet individual

needs of all

learners.

forth by the World-Class

Instructional Design andAssessment (WIDA)

Consortium.

Gifted Services provides:

Gifted EndorsedTeachers

Cluster Models Scratch computer

program

High Achievers arepulled in all gradesto provide

opportunities to

develop higher

order thinking

skills

On-going Local and state

funding

Gifted Services

teacher

Classroom gifted

endorsed teachers

engagement

Testing Data

Student work

Projects and exhibitions


37/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

Parent

Involvement:

WCPS

facilitates

home-school

communication

and parent

involvement in

order to help

parents play anintegral and

sustained role

in assisting

student

learning.

The SIP and Title Icomponents are developed

with input from the

following stakeholders:

Classroom teachers Parents Administration Paraprofessionals Media Specialist Worth County

Board of EducationFederal Programs

Director

Worth CountyBoard of Education

Curriculum

Director

On-going

Administrators

School

Improvement

Coordinator

Teachers

CommunityMembers

Agendas

Minutes

Sign-in sheets

Parental and community

involvement


38/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

ParentInvolvement

The WCPS Parent

Involvement Coordinatorinteracts and

communicates with

parents by providing

materials and planning

school functions.

WCPS provides parental

and communityinvolvement. These

opportunities include:

Open House Back to School

Night

Partners inEducation

On-going

On-going

Title I funds

WCPS Funds

ParentInvolvement

Coordinator

Teachers

Parents

Administrators

Teachers

Parents

Parent

Involvement

Parental

packets

Parent contact

logs

Parent contact

logs

Agendas

Schedules

Positive and productiverelationships

Students interactpositively with peers and

adults within the school

and beyond the school

environment


39/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

Parent

Involvement

Parent AcademicWorkshops

Parent Involvement Doughnuts for Dad Muffins for Mom Field Day Book Fair Veterans Day Wee Delivery

Program

NativeAmerican/ColonialDay

Terrific Kids Fall Festival Parent Teacher

Organization

Classroomcelebrations

Coordinator

Community


40/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

Parent

Involvement

WCPS providesopportunities for

communication between

the parents and school to

focus on individual student

achievement in meeting

the CCGPS and promotion

requirements. These

opportunities include:

Parent/TeacherConferences

WCPS Website Progress Reports Report Cards Phone Notification

System

Attendance alertsmailed to

On-going Administrators

School

Improvement

Coordinator

Parent

Involvement

Coordinator

Teachers

ProgressReports

Report cards

Phone

Notification

System

Parent/Teacher

Conferencesign-in sheets

Teacher/ParentContact log

Student

agendas

Informed parents and

community members


41/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

Parent

Involvement

parents/guardians

Monthlynewsletters Parent contacts by

phone

Student Agendas Sylvester Local

announcements

Administrativeparent conferences

Monthly schoolcalendars

The WCPS School

Council meets four times a

year. It is comprised of

the principal, parents,

On-going Principal

School Council

Agenda

MinutesCommunication between

the school and community

is meaningful.


42/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

CCRPI/

Attendance:

WCPS

recognizes the

important of

daily school

attendance and

teachers, community, and

business members. Topicsof discussion may include

attendance, parent

involvement, curriculum,

data, and student activities.

WCPS students are

provided with agendas to

encourage parent/teacher

communication.

Students with excessive

tardies, checkouts, and

absences are monitored,

and parents are notified

about attendance policies

and consequences. A letter

about the compulsory

On-going

On-going

WCPS funds

members

Administrators

Teachers

Administrators

Parent

Involvement

Coordinator

Agendas

Daily

attendance

reports

Computerized

school check-

in reports

Compulsory

Enhanced communication

Parents are provided with

opportunities to attend

workshops concerning

attendance issues.


43/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

works to

improve theattendance rate.

HI Q: WCPS

leadership is

committed to

recruiting and

retaining HI Q

teachers.

attendance policy is sent

home with students at thebeginning of the year.

Recruit highly qualified

teachers through

networking,

teachgeorgia.org, andpostingpositions on the

Worth County Board of

Education website.

Teachers new to WCPS

are assigned a mentor

teacher for guidance and

support.

On-going

On-going

Worth County

School SystemSocial Worker

Teachers

Worth County

School System

PersonnelDirector

Principal

Principal

Mentor teacher

attendance

letter

Applications

Position

postings

Resumes

Observations

Conferences

Productive learning

environment with

competent teachers.

Supportive working

environment


44/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

Transition:

WCPS

Administrators,

Parent

Coordinator,

and the School

Improvement

Coordinatorwork with the

WCPS Pre-K

Program, local

Pre-K

Programs, and

Headstart as

well as Worth

County

WCPS invites students

attending the local Head

Start and off site Pre-K

programs to tour the

school. WCPS hosts a

transition night to

distribute Readiness Test

scores and importantinformation to assist

parents of rising

kindergarten students.

Second grade students take

a transitional tour at the

elementary school to

preview third grade. As

On-going

Teacher

Administrators

School

Involvement

Coordinator

ParentInvolvement

Coordinator

Counselors

Meetings

Agendas

Handouts for

parents

Attendance

logs

Supportive environment to

prepare students for

success in the future


45/45






School

Keys

Strands



Estimated

Costs, Funding

Sources, and

Resources

Person(s)

Responsible


of Strategies and


Artifacts Evidence

Elementary

School toensure smooth

transitions.

students transfer to third

grade their grade levelclass picture transfers with

them on order to

encourage them to

continue to be a member

of the graduating class.

Special education students

also participate in

transition activities as they

transfer from one grade to

the next.

2012 sw sip plan -merged

Documents