2016-2017 comprehensive needs … 16... · web viewtable of contents comprehensive needs assessment...

2016-2017 COMPREHENSIVE NEEDS ASSESSMENT SCHOOL DATA PROFILE

(Use this document or complete section 1 of the Title I School-wide plan to include a summary explanation of each chart.)

School: Heard-Mixon Elementary__________________

NAME OF SCHOOL: Heard-Mixon Elementary

NAME OF PRINCIPAL: Marquita Wilkins

PRINCIPAL’S SIGNATURE:

SUBMISSION DATE:

Note: Please refer to the Title I School-wide /Targeted Assistance Plan Guidance when completing this document. You must complete all sections in this document. You may substitute charts your school is already using in place of the suggested charts in this document; however, your data MUST be comprehensive.

2016-2017 Office of Federal Programs Newton County School System

Table of Contents1. Comprehensive Needs Assessment Questions - (Use forms in document)2. Data Charts – Academic – (May substitute charts)

a. School Demographicsb. GKIDSc. STARd. K-3 Phonemic Awarenesse. CCRPIf. Georgia Milestones Datag. Staff Profileh. Any additional data sources

3. Data Charts – School Climate - (May substitute charts)a. Disciplineb. Attendancec. Any additional data sources

4. Data Summary and School Reflections – (Use forms in document)5. Root Causes - (Use forms in document)6. SMART Goals - (Use forms in document)


1A. We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were…

Response:

1B. We have used the following instruments, procedures, or processes to obtain this information . . . (Be sure to use brainstorming as a strategy for Needs Assessment.)

Response:

1C. We have taken into account the needs of migrant children by (or if you have no migratory students . . . these are the procedures we would follow should those students be in attendance:

Response: The Migrant Education Program is part of the Title I Program. Currently, Heard-Mixon does not have any migrant students in attendance. These are the procedures we would follow should those students be in attendance. Each year, all students receive an Occupational Survey to be completed by the parent or guardian. Once the survey is returned, the school’s designee sends all forms to the Migrant Education Liaison in the Office of Federal Programs. Upon receipt, and review of each survey, the Migrant Education Liaison sends selected surveys to the regional Migrant Education Program office. Newton County is a part of the Migrant Education Consortium which means Georgia Department of Education allows Abraham Baldwin Agricultural College (ABAC) to serve as the fiscal agency. The Migrant Education Program Specialist from ABAC will contact each school to provide support to any student who qualifies for these services. If the need arises, teachers will implement strategies ABAC recommends for any Migrant Education student based on the areas of need.


School Demographics 2015-2016

Total Enrollment

Total

%Black

%White

%Hispanic

%Asian

% American Indian

% Multi-Racial

% Male %Female

460 107 = 23% 281= 61% 44= 7.8% 3= 1.5% 4= 21= 4.6%

Number of Students Percent of Student PopulationEconomically DisadvantagedSpecial Education Enrollment 73Gifted EnrollmentESOL Program Enrollment 24

Mobility Rate (%)

Attendance Rate - % of students with fewer than 6 absences

Retention Rates (percent of students in grade level retained)

Total NumberRetained

% Pre-K % Kdg. % 1st % 2nd % 3rd % 4th % 5th

0% ?? ?? 0% 0% 0% 1=


School Demographics 2014-2015

Total Enrollment

Total

%Black

%White

%Hispanic

%Asian

% American Indian

% Multi-Racial

% Male %Female

Number of Students Percent of Student PopulationEconomically DisadvantagedSpecial Education EnrollmentGifted EnrollmentESOL Program Enrollment

Mobility Rate (%)

Attendance Rate - % of students with fewer than 6 absences

Retention Rates (percent of students in grade level retained)

Total NumberRetained

% Pre-K % Kdg. % 1st % 2nd % 3rd % 4th % 5th

Student Achievement2016-2017 Office of Federal Programs Newton County School System

GKIDS 2015-2016Content Area/Strand # of

ElementsMean of Elements

AssessedMean # Elements Meets/Exceeds

Mean % Elements Meets/Exceeds

English LAReadingWriting

Speaking and ListeningLanguageELA Total

MathematicsCounting and Cardinality

Operations and Algebraic ThinkingNumbers and Operations in Base 10

Measurement and DataGeometry

Math TotalNon-Academic Area/Strands

Curiosity and InitiativeCreativity and Problem Solving

Attention/EngagementApproaches Total

Person/Social DevelopmentPersonal

SocialP/S Development Total

Summary of GKIDS Data: (Include 1-3 sentences highlighting the overall major findings.)


GKIDS -- MATH

% Elements Meets/Exceeds

Counting and

Cardinality

Operations & Algebraic

Thinking

Numbers & Operations in Base 10

Measurement and Data Geometry Math

Total

2014-2015

2015-2016Summary of GKIDS Data: (Include 1-3 sentences highlighting the overall major findings.)

GKIDS – ELA

% Elements Meets/Exceeds

Reading WritingSpeaking

and Listening

Language ELA Total

Approaches to Learning and Personal / Social Development

2014-2015

Approaches to LearningCuriosity & Initiative: Creativity & Problem Solving: Attention / Engagement: Approaches Total:Personal / Social DevelopmentPersonal: Social: P/S Total:


2015-2016

Approaches to LearningCuriosity & Initiative: Creativity & Problem Solving:Attention / Engagement: Approaches Total:Personal / Social DevelopmentPersonal: Social:P/S Total:

Summary of GKIDS Data: (Include 1-3 sentences highlighting the overall major findings.)

STAR Early Literacy 2015-2016

2015-16STAR Early Literacy

Scale Score 90% or above

Scale Score 89-75%

Scale Score 74-50%

Scale Score Below 50%

Kindergarten 45 32 14 9First Grade* Summary of STAR Data: (Include 1-3 sentences highlighting the overall major findings.)

Not all first grade students take STAR Early Literacy; they move from Early Literacy to STAR Reading.

STAR Data – Reading 2015-2016Levels of

Performance1st Grade 2nd Grade 3rd Grade 4th Grade 5th GradeBeg End Beg End Beg End Beg End Beg End

At/Above 26 30 30 27 29 35 30 44 33 02016-2017 Office of Federal Programs Newton County School System

Benchmark (%)On Watch (%) 35 31 28 38 25 38 36 29 36Intervention (%) 25 18 20 13 20 15 18 6 15 45Urgent Intervention (%) 14 18 22 22 26 12 16 11 22 18

Summary of STAR Data: (Include 1-3 sentences highlighting the overall major findings.)

STAR Data – Math 2015-2016

Levels of Performance

2nd Grade 3rd Grade 4th Grade 5th GradeBeg End Beg End Beg End Beg End

At/Above Benchmark (%) 47 43 53 42 57 41 47

On Watch (%) 32 32 28 47 29 37 29Intervention (%) 16 12 16 6 14 16 14Urgent Intervention (%) 5 13 4 5 0 5 10

Summary of STAR Data: (Include 1-3 sentences highlighting the overall major findings.)


2015-2016 STAR Reading % of Students Meeting/Exceeding Lexile Stretch band

Beginning 2015-2016 Ending 2015-2016First Grade Lexile >190LSecond Grade Lexile >420LThird Grade Lexile >520LFourth Grade Lexile >740LFifth Grade Lexile >830L (Include 1-3 sentences highlighting the overall major findings.)


K 1 2 3Basic Alphabet

KnowledgeUsing Letter SoundsUsing Letter PatternsBlends and DigraphsR-Controlled VowelsVowel Consonant -e

Vowel TeamsLower Text ComplexityHigher Text ComplexityStudents Read Silently

(Include 1-3 sentences highlighting the overall major findings.)

Phonemic Awareness Reading Progression 2015-16

(Number of Students)


CC RPI

CCRPI2014-2015* 2015-2016

Overall Score: 73.8 Overall Score: 59.2

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Summary of CCRPI Data: (Include 1-3 sentences highlighting the overall major findings.)

*The tests used in 2014-15 were the GCRCT. The tests used in 2015-on are the Georgia Milestones. How CCRPI is calculated has been changed each year.

Elementary CCRPI Data ProfileCCRPI COMPONENT 2014 2015 2016

District CCRPI Score 77.8 68.7 State CCRPI Score 77.5 72

School CCRPI Score 73.8 59.2


Elementary School CCRPI Data ProfileCCRPI COMPONENT 2014 2015 2016

Ind # 1. ACHIEVEMENT (Developing learner or above on Milestones from 2016-on; 2014 meets or exceeds in CRCT)

1 ELA (%)* 9.3 5.4 2 Reading (%)* 9.7

3 Mathematics (%) 8.8 5.7 4 Science (%) 8.6 4.9 5 Social Studies (%) 8.5 5

Scores were combined in Reading& ELA to just ELA start in 2015 44.9 21Content Mastery Points Earned (Out of 24)Content Mastery Weighted Performance

6 Positive Movement for ELL's TFS 9.6 7 % SWD in Gen Ed ≥ 80% of school day 8.1 10 8 5th grade Writing Assessment 7.8 n/a n/a9 % 3rd graders with Lexile ≥ 650 7 5.2

10 % 5th graders with Lexile ≥ 850 6.5 6.7 11 % of Career Assessment Lessons 10 10 12 Student Attendance Rate 9.5 7.3Ach: Post ES Readiness Category Performance 48.9 48.72

% Pass 4 content and CRCT Meet or Exceed

6.7 2.9

% Exceeds on CRCT- Distinguished EOG 5.8 Ach: Predictor for HS Category Performance 0.0000 0.0000 0.0000

Predictor for HS Grad Points Earned (out of 18) 0 0 0Predictor for HS Grad Weighted Performance 0 0 02. Progress PointsProgress Points Performance # students

Typical/ High SGP

# students Typical/

High SGP

# students Typical/

High SGPP ELA (%) 63 88P Reading (%) 94P Math (%) 51 53


P Science (%) 89 65P Social Studies (%) 74 64

3. Achievement Gap PointsAchievement Gap Performance Gap Size

or ChangeGap Size

or ChangeGap Size or

ChangeA ELA (%) 1 2A Reading (%) 2A Math (%) 1 1A Science (%) 1 1A Social Studies (%) 1 1

4. Challenge Points (ED/EL/SWD + Exceeding the Bar [up to 10]) ED/EL/SWD 6.8 7.6 Exceeding The Bar Points Earned 1 .5

Summary of CCRPI Data: (Include 1-3 sentences highlighting the overall major findings.)

*Combined to make ELA in 2015.

State Achievement DataGeorgia Milestones End-Of- Grade Performance Targets

These targets are based on a weighted average where Beginning Learners earn 0.0 points, Developing Learners earn 0.5 points, Proficient Learners earn 1.0 point, and Distinguished Learners earn 1.5 points. Rates and targets include Georgia Milestones EOG and GAA Grades 3-8.

Statewide Assessment

Student Group 2015Proficiency

Rate

2016Performance

Target

2016Proficiency

Rate

2017Performance

Target

2017Proficiency

Rate

2018Performance

Target

2018Proficiency

RateEnglish/

Language

Arts

State Target / All Students 63.6 28.1 66.9 70.2American Indian/Alaskan 65.9 69.0 72.1Asian/Pacific Islander 93.3 93.9 94.5Black 49.7 24.1 54.3 58.9Hispanic 55.4 24 59.5 63.6


Multi-Racial 68.4 71.3 74.2White 75.1 28.5 77.4 79.7Economically Disadvantaged 51.9 56.3 60.7English Learners 41.6 46.9 52.2Students With Disability 37.3 7 43.0 48.7

Mathematics State Target / All Students 66.8 34.8 69.8 72.8Asian/Pacific Islander 100.0 100.0 100.0American Indian/Alaskan 68.6 71.5 74.4Black 50.7 24 55.2 59.7Hispanic 60.3 35.3 63.9 67.5Multi-Racial 70.2 72.9 75.6White 79.1 37.8 81.0 82.9Economically Disadvantaged 55.3 59.4 63.5English Learners 50.6 55.1 59.6Students With Disability 42.2 9 47.5 52.8

Georgia Milestones End-Of- Grade Performance Targets

These targets are based on a weighted average where Beginning Learners earn 0.0 points, Developing Learners earn 0.5 points, Proficient Learners earn 1.0 point, and Distinguished Learners earn 1.5 points. Rates and targets include Georgia Milestones EOG and GAA Grades 3-8.

Statewide Assessment

Student Group 2015Proficiency

Rate

2016Performance

Target

2016Proficiency

Rate

2017Performance

Target

2017Proficiency

Rate

2018Performance

Target

2018Proficiency

RateScience State Target / All Students 61.0 26.2 64.6 68.2

American Indian/Alaskan 62.4 65.8 69.2Asian/Pacific Islander 90.1 91.0 91.9Black 43.9 14.8 49.0 54.1Hispanic 52.6 23.5 56.9 61.2Multi-Racial 66.5 69.6 72.7White 75.2 31.2 77.5 79.8Economically Disadvantaged 49.5 54.1 58.7English Learners 41.7 47.0 52.3


Students With Disability 41.5 7 46.8 52.1

Social Studies State Target / All Students 63.1 29.6 66.5 69.9American Indian/Alaskan 65.1 68.3 71.5Asian/Pacific Islander 94.0 33.3 94.6 95.2Black 48.2 29.4 52.9 57.6Hispanic 55.2 59.3 63.4Multi-Racial 67.2 70.2 73.2White 75.3 26.2 77.6 79.9Economically Disadvantaged 51.5 55.9 60.3English Learners 42.9 48.1 53.3Students With Disability 42.3 14 47.5 52.7

Summary of Performance Targets: (Include 1-3 sentences highlighting the overall major findings.)

Elementary School Staff Profile

2014-2015 2015-2016Number of Certified Staff (teachers)Number of Certified w/ Advanced DegreesAverage Number of Years’ Experience% of Staff Highly QualifiedNumber of Teachers at school 3 or more yearsNumber of teachers at school less than 3 yearsNumber of Classified Staff (paraprofessionals)Summary of School Staff Profile: (Include 1-3 sentences highlighting the overall major findings.)


Staff Data Profile

% of Teachers at the Level on Summative Assessment

2014 2015 2016

Level 1 Change to Numbers Level 2 Level 3 Level 4

Summary of Summative Assessment: (Include 1-3 sentences highlighting the overall major findings.)


Add any additional data sources

Additional Data Sources of local Student Achievement Data Charts and Brief Analysis of Each Chart


School Discipline Summary

2014-15 2015-16Number of Referrals – School Hours

Number of Referrals - TransportationTotal Number of Referrals

Grade2014-2015 2015-2016

# of Referrals

% ofReferrals

# of Referrals

% ofReferrals

PK 3 3K 9 81 0 102 12 13 2 134 24 155 22 30

All 72 81Summary of Discipline Data: (Include 1-3 sentences highlighting the overall major findings.)


Category Number of Referrals Percentage of Referrals


Arson 0Banned Item/Possession of Unapproved Items 0Bus 12Campus/Classroom Disturbances 13Damage Bus 0Disobedience, Disrespect 5Electronic/Communication device 0Fighting 0Inappropriate School Behavior 36Inappropriate Striking/Touching/Kicking 8Inappropriate Affection 2Indecent Exposure 0Obscenity 0Reckless/Disorderly Conduct 0Sexual Harassment 0Theft/Possession of Stolen Objects 0Threatening/Intimidating Students 0Threatening/Endangering School Employee 0Unauthorized Area/Trespassing 0Weapon/Knife 0

Total of Referrals 76Summary of Discipline Data: (Include 1-3 sentences highlighting the overall major findings.)

The top three discipline incidents for the 15-16 school year were Inappropriate School Behavior; Campus/Classroom Disturbance and Bus.


School Discipline Data Action Summary - 2015-2016 Number of students

Action Taken Hisp

AI Asian

Black PI White Multi Male Female ELL SWD Total # Actions

Total # Students

In-School suspension 1 6 5 12 2 12 10Out-of School Suspension 1 12 6 3 22 4 22 15Suspended from Riding the Bus 9 3 5 14 3 4 17 13Physical RestraintTotal 2 27 14 8 48 31-3 Sentence Comment Of the 51 discipline referrals with a resolution of In-School Suspension, Out of School Suspension and Bus Suspension, 94% were male students and 6% female students. Black males were suspended at a rate two times greater than white males.

Student Attendance Summary


Number of Students Absent

2014-2015 2015-2016Total number of students absent 5 or less days 192Total number of students absent 5 or more days

267

% of students absent 5 or less days 42%% of students absent 5 or more days 58%Summary of Discipline Data: (Include 1-3 sentences highlighting the overall major findings.)


School Attendance Data – 2015-2016

Subgroups Total

# Students

Number and Percent of Absences

<

Absent for 5 days or less

%

Percent of students absent

for 5 days or less

>

More than 5 days absent

%

Percent of students absent for more than 5

days

Total enrollment 460 192 42% 267 58%

American Indian/Alaskan 4 3 75% 1 25%

Asian/Pacific Islander 3 1 33% 2 66%

Black 107 52 49% 55 51%

Hispanic 44 22 50% 22 50%

Multi-Racial 21 2 10% 19 90%

White 281 112 40% 168 60%

Economically Disadvantaged

English Learners 24 13 54% 11 46%

Students With Disability 72 25 35% 47 65%

Summary of Discipline Data: (Include 1-3 sentences highlighting the overall major findings.)


Add any additional data sources

Additional Data Sources of School Climate Charts and Brief Analysis of Each Chart


Kindergarten Data Summary and School Reflections

Our plan will be based on data reviewed in the Comprehensive Needs Assessment for the entire school. The Comprehensive Needs Assessment is based on information related to the Georgia Standards of Excellence (GSE), Georgia Performance Standards (GPS), local student achievement data, and other data sources supporting student achievement. data, and other data sources supporting student achievement. Subjects Discuss the strengths AND weaknesses for the subjects to include the domain and skills in which

teaching and learning need to be improved.

ELA Strengths: Literacy.RF.K.1Demonstrate understanding of the organization and basic features of print. 94%

Weaknesses: Literacy.RF.K.3Know and apply grade-level phonics and word analysis skills in decoding words. 65%

Math Strengths: Math.Content.K.CC.AKnow number names and the count sequence. 90%

Weaknesses: Math.Content.K.OA.A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 74%

Math.Content.K.MD.ADescribe and compare measurable attributes 74%

Science Strengths:

Weaknesses:Social Studies Strengths:

Weaknesses:School Climate Strengths:

Weaknesses:


Our plan will be based on data reviewed in the Comprehensive Needs Assessment for the entire school. The Comprehensive Needs Assessment is based on information related to the Georgia Standards of Excellence (GSE), Georgia Performance Standards (GPS), local student achievement data, and other data sources supporting student achievement.

Subject Discuss the strengths AND weaknesses for the subjects to include the domain and skills in which teaching and learning need to be improved.

ELA Strengths:

Weaknesses:

Math Strengths:

Weaknesses:

Science Strengths:


Weaknesses:

Our plan will be based on data reviewed in the Comprehensive Needs Assessment for the entire school. The Comprehensive Needs Assessment is based on information related to the Georgia Standards of Excellence (GSE), Georgia Performance Standards (GPS), local student achievement data, and other data sources supporting student achievement. data, and other data sources supporting student achievement. Subjects Discuss the strengths AND weaknesses for the subjects to include the domain and skills in which

teaching and learning need to be improved.

ELA Strengths:

69% RF2 Demonstrate understanding of spoken words, syllables, and sounds

64% RF3 Know and apply grade level phonics and word analysis skills in decoding words

Weaknesses:

28% RI2 Identify the main topic and retell key details of a text

27% RL6 Identify who is telling the story at various points in a text

Math Strengths:

91.8% OA.2 Solve word problems that call for addition of 3 whole numbers to sum of less or equal to 20

84.9% NBT.1 Count to 120 starting at any number less than 120

Weaknesses:

41.1% OA.1 Use addition and subtraction within 20 to solve word problems

42.5% OA.7 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false

Science Strengths:


Weaknesses:School Climate Strengths:

Weaknesses:

1st Grade - Data Summary and School Reflections



Subjects Discuss the strengths AND weaknesses for the subjects to include the domain and skills in which teaching and learning need to be improved.

ELA Strengths: Determine the meaning of unknown words or phrases in text –

(ITBS – language and word analysis)

40 students (60%) met SGP/ 20 students (30%) are in Lexile stretch band

Weaknesses: Identify main topic of multi-paragraph text

(ITBS – vocab)

Black – 6/12 = 50% did not show growth; SWD – 6/8 = 75% did not show growth; White – 19/42= 45% did not show growth

Math Strengths: Skip-count within 1000 by 5s, 10s, 100s/fluently add and subtract within 20 using mental strategies

35 students (53%) met SGP

Weaknesses: Read/write numbers to 1000 using base-ten numerals, number name, and expanded form/add and subtract within 100 to solve one and two-step word problems

Black – 8/12 did not show growth; SWD – 3/6 did not show growth; White – 19/42 did not show growth

Science Strengths: overall subject area strength

Weaknesses:

Social Studies Strengths:

Weaknesses: overall subject area weaknessSchool Climate

Strengths:

Weaknesses:


2nd Grade - Data Summary and School Reflections

3rd Grade - Data Summary and School ReflectionsOur plan will be based on data reviewed in the Comprehensive Needs Assessment for the entire school. The Comprehensive Needs Assessment is based on information related to the Georgia Standards of Excellence (GSE), Georgia Performance Standards (GPS), local student achievement data, and other data sources supporting student achievement.


ELA Strengths: Vocabulary and Usage in Writing

Weaknesses: Writing ideas also low lexile levels Black Subgroup 19/24 scored below proficient in EOG-SWD 15/16 scored below proficient in EOG

Math Strengths: Numbers and Operations Fractions, Numbers and Operations Measurement and Data

Weaknesses: Number and Operations Algebraic: Black Subgroup 19/24 scored below proficient in EOG-SWD 14/16 scored below proficient in math

Science Strengths: Physical Science

Weaknesses: Earth Science: Black Subgroup 20/24 scored below proficient in EOG-SWD 13/16 scored below proficient in EOG

Social Studies

Strengths: Economics

Weaknesses: Government: Black Subgroup 14/24 scored below proficient in EOG-SWD 14/16 scored below proficient in EOG

School Climate

Strengths:

Weaknesses:


4th Grade - Data Summary and School Reflections




ELA Strengths: According to EOG, 51% were at or above grade level. 33/65

Weaknesses: Reading/Vocabulary: 60% did not pass. Writing: 70% did not pass 46/65

Math Strengths: According to EOG, Geometry was the strength with 48% passing. Numbers and Operations

Weaknesses: OA and Measurement and Data

Science Strengths: Life Science

Weaknesses: Physical ScienceSocial Studies Strengths:

Weaknesses: Geography and GovernmentSchool Climate Strengths:

Weaknesses:

5th Grade - Data Summary and School Reflections





ELA

SWD – 6% proficient

Strengths: Vocabulary / Reading (7/71 – 10% proficient or higher)

Weaknesses: Writing/Language (5/71 -- 7% proficient or higher)

Math

SWD – 6% proficient

Strengths: Operations/Algebraic Thinking (17/75 – 23% proficient or higher) Numbers and Operations – Base 10 ( 15/75 – 20% proficient or higher)

Weaknesses: Fractions (12/75 – 16% proficient or higher) Measurement (10/75 – 13% proficient or higher) Geometry (7/75 - -9% proficient or higher)

Science Strengths: Life Science (10/75 – 13% proficient or higher)

Weaknesses: Earth Science (7/75 – 9% proficient or higher) Physical Science (7/75 – 9% proficient or higher)

Social Studies Strengths: History (6/75 – 8% proficient or higher)

Weaknesses: Goegraphy (1/75 – 1.3% proficient or higher)School Climate Strengths:

Weaknesses:Our plan will be based on data reviewed in the Comprehensive Needs Assessment for the entire school. The Comprehensive Needs Assessment is based on information related to the Georgia Standards of Excellence (GSE), Georgia Performance Standards (GPS), local student achievement data, and other data sources supporting student achievement.

Root Cause Analysis and Prioritized NeedsThe data has helped us reach conclusions regarding student achievement.

The major strengths we found in our program were…(Be specific. Example: Not just Reading – Indicate Fluency, Comprehension, etc.)

Major Strengths:

The major specific needs we discovered were . . . (Be specific. Example: Not just Reading – Indicate Fluency, Comprehension, etc.)

Major Needs: ELA- K- Phonics; 1-5 Comprehension (RI); K-5 WritingMath K-5 Numbers and Operations/ K- Geometry; 3-4 Algebra; 5- Fractions/GeometryScience- 3-5 Earth & PhysicalSocial Studies- 3-5 Geography & Government


In the chart below list: The ROOT CAUSE(s) that you have discovered for each of the needs The MEASURABLE goals established to address the prioritize needs. PRIORITIZE major needs that will be addressed for Title I Program Implementation

Desired Results – (minus) Current Results =(equals) Need MEASUREABLE SMART GOALS

(Specific, Measurable, Attainable, Results-Based, Time-Bound)


PRIORITIZE Rank Major Needs that will be addressed in Title I

Program Implementation

ROOT CAUSE(S)

1. Reading Comprehension- Informational Text Lack of exposure; difficulty of text- limited vocabulary;

1. Writing- Ideas Unable to develop ideas; lack of stamina due to lack of exposure

2. Math- Numbers & Operations, Geometry Students lack content specific background/prior knowledge which impedes their ability to learn new information that is potentially relevant for acquiring new knowledge.

Time constraints prevent students from practicing basic skills to mastery and completing in-class assignments.

Parents are unfamiliar with how to help students with “new math”. The CRA model of math is not implemented with fidelity.

Number talks have not been modeled consistently and as a result students are not thinking through and talking aloud about their work. High performing students “assume” work is correct.

3. Science- Earth & Physical Students lack content specific background/prior knowledge which impedes their ability to learn new information that is potentially relevant for acquiring new knowledge.

Students do not have the background knowledge to make text connections (text to text, text to self, text to world.)

Lack of time to teach.

(What should be) (What is) (Gap) (Realistic)

100-Percent of 3rd Grade students performing at the Proficient Learner or Distinguished Learner Levels in ELA as measured by the Georgia Milestones Assessment

30-Percent of 3rd Grade students performed at the Proficient Learner and Distinguished Learner Levels in ELA as measured by the Georgia Milestones Assessment

70-Percent of 3rd Grade students should perform at the Proficient Learner and Distinguished Learner Levels in ELA as measured by the Georgia Milestones Assessment

Increase the total percent of 3rd Grade students performing at the Proficient Learner and Distinguished Learner Levels, from 30 % to 40 % in ELA, as measured by the 2016-2017 Georgia Milestones Assessment.

Desired Results – (minus) Current Results =(equals) Need MEASUREABLE SMART GOALS

(Specific, Measurable, Attainable, Results-Based, Time-Bound)

(What should be) (What is) (Gap)Purchases

(Realistic)

Reading comprehension informational text

Brain Pop Flocabulary Low/High Level

Information books

Media checkout- 1 fiction- 1 NF

Read NF book in Daily 5 Bookflix (compares

fiction/informational)


NSGRWriting-Ideas Brain Pop

Flocabulary Low/High Level

Information books

Professional Development

Traits writing Responses to

informational texts during Daily 5

Cross grade level Pen pals Teacher Modeled writing journal with feedback from

teacher Integrate technology Revise Rubrics Content integrated writing

Math Brain Pop Flocabulary Low/High Level

Information books

Professional Development

Math Programs-Technology

More StarFall

CRA- Exemplars Framework 3 Act Tasks Common Assessments Differentiations Technology integration Math Games

Science Brain Pop Flocabulary Low/High

Level Information books

STEM Labs Integrate in ELA Scheduling Media Lessons Content specific Books

available for Daily 5 use


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