RM Moore Elementary School 2016-17 School Improvement … · 2018. 5. 14. · School Profile R. M....

RM Moore Elementary School

2016-17

School Improvement Plan/Title I Schoolwide Plan

1375 Puckett Road, Waleska, Georgia 30183

http://cherokeek12.net/rmmoorees/

Revised November 9, 2016

Jan Adamson, Principal

The Letter of Intent for Title I Schoolwide was submitted on August 1, 2011. Please indicate the programs that are consolidated in this plan: Title I, Title II, Title III, IDEA, Migrant, Homeless School Designated as a Priority School No (Yes or No) School Designated as a Focus School No (Yes or No)

http://cherokeek12.net/rmmoorees/

School Profile

R. M. Moore Elementary School, located in the rural community of Waleska, Georgia, is a

pre-kindergarten through fifth grade building with an average enrollment of 420 students.

Class sizes range from sixteen to twenty-nine students depending on the grade level and

section. The students from R. M. Moore ES feed into Teasley Middle School and Cherokee

High School. Students participate in art, physical education, learning lab, library and music

classes on a regular basis. Positive Behavior Interventions and Supports (PBIS), a

framework for developing future productive citizens, is also followed. PBIS outlines the

three pillars of character traits the school community feels are critical for success in

creating a safe learning environment for all students. This schoolwide initiative is currently

in its seventh year of implementation.

Services available for all students include the school learning lab, counseling, afterschool

program, Response to Intervention, Academic Facilitator and a school nurse.

Special populations of students are supported through programs and services including

Early Intervention Program, Extended Day Tutoring, English Language Learners, Gifted

Education, Special Education, Mentor and Volunteer programs, school psychologist, pre-

kindergarten program, before and after school programs and summer school.

RM Moore ES is proud to provide the following activities for the students: Academic Bowl,

Helen Ruffin Reading Bowl, Science Olympiad, Digital Art Club, Student Council and

Chorus.

Significant trends have developed at RM Moore ES over the last two to three years.

Teachers have been receiving training and support for guided reading implementation,

moving from a traditional reading instruction model to a more research-based,

individualized reading approach. The use of technology in the classroom is increasing due

to monthly technology training for teachers. Collaboration among classroom teachers, the

school media specialist, the learning lab teacher and grade levels has increased. The school

population is trending upward with a five percent increase from 2015 to 2016.

RM Moore ES students and teachers have had been recognized for various

accomplishments by in the past year. Three teachers were awarded the Amicalola Electric

Membership Corporation “Bright Idea Grants” for classroom books and I-Pads for use in

their classrooms and one teacher was awarded a Cherokee County Education Foundation

grant for standing desks. Our Science Olympiad team, comprised of students in 3rd through

5th grades, won two 1st place and one 2nd place recognitions at the county level

competition. Numerous Duke Tip recipients have been identified by scoring in the 90th

percentile or above on various components of standardized and nationally normed-

referenced tests.

Highly Qualified Staff (Title I requirement) All courses are taught by highly qualified staff. Yes (Yes or no) If no, explain List efforts to recruit highly qualified teachers to your school.

Course registration and stipend support (ESOL only) is provided for successful completion of Gifted and ESOL endorsement programs.

Annual Allotment Meetings are used to address critical areas, attrition of educators, bilingual staffing, and student growth trends.

Local endorsements for teachers (Math and Science) are encouraged to promote curriculum integration at all grade levels.

State certification requirements are supported and met through professional development coursework and state testing.

Through innovative partnerships with surrounding colleges, Masters’ and Specialists’ level college degree programs are offered.

Annual recruitment plans are used to address critical areas, attrition of educators, bilingual staffing and student growth trends.

Online application system, AppliTrack District webpage dedicated to employment opportunities Mentor program for first year teachers, BEST Program Mentor program for new to District teachers

A. CHEROKEE COUNTY SCHOOL DISTRICT’S MISSION STATEMENT:

We, the School Board of the Cherokee County School District, are committed to educating the emerging generation through learning environments designed to increase the performance of all students.

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. g. 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, collaborative and build an organizational culture that insures continuous improvement.

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.

D. ADVANCED STANDARDS FOR QUALITY:

Standard 1: Purpose and Direction. The School District maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

Standard 2: Governance and Leadership. The School District operates under governance and leadership that promote and support student performance and school effectiveness.

Standard 3: Teaching and Assessing for Learning. The School District’s curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning.

Standard 4: Resources and Support Systems. The School District has resources and provides services that support its purpose and direction to ensure success for all students.

Standard 5: Using Results for Continuous Improvement. The School District 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.

E. SCHOOL MISSION STATEMENT: The mission of R. M. Moore Elementary School is to provide a community in which students have opportunities to be academically, emotionally, socially and physically productive. A variety of learning experiences will be provided which will challenge and motivate the spectrum of the students' abilities.

F. SCHOOL VISION STATEMENT:

The vision of R.M. Moore is for all students to succeed in becoming life-long learners through a positive learning environment.

G. SCHOOL BELIEF STATEMENTS: Education must be an active partnership based on cooperation among the school, parents, students and community. A warm inviting atmosphere in a clean and safe environment is conducive to learning. Teachers are lifelong learners and strive to change the lives of students by instilling a growth mindset for learning. Striving to achieve goals and set higher standards is necessary to improve the quality of education for all students. Students must be taught to respect and care about themselves and others. Students should be guided toward developing appropriate social and academic growth. Encouragement is needed for the development of critical thinking skills for all students. Students learn in different ways and at different rates using various learning styles.

R.M. Moore Elementary School - School Improvement Plan - Part III

Needs Assessment

CCRPI Overall Score 2015 Score Gap

College and Career Readiness Performance Index (CCRPI)

Target Score 100

School 69.1

Like Georgia Elementary Schools 80.8 Yes No

All CCSD Elementary Schools 74.6 Yes No

Georgia 76 Yes No

CCPRI overall score is below like Georgia, all CCSD, and all Georgia average due to achievement, progress points, and achievement gap scores all being below these group averages.Our projected score for the 2016 school year is for the school to increase by at least four points.Based on our projection, we feel that we are trending upward.

Gap Analysis / Longitudinal Trends

CCRPI Achievement Points 2015 Score Gap


Target Score 50

School 27.8



Georgia 29.7 Yes No

The achievement points are projected to go from 27.8 to 32.2 points which will align us with all other CCSD elementary schools.


CCRPI Progress Points 2015 Score Gap


Target Score 40

School 33



Georgia 33.8 Yes No

Progress points are slightly below the like Georgia and all CCSD elementary schools average.When we are comparing the percentage of students at levles 3 and 4 on Georgia milestones from 2015 to 2016, the data supports a upward trend. Therefore, it is expecteed that more progress points will be awarded.



CCRPI Achievement Gap Points 2015 Score Gap


Target Score 10

School 5.8



Georgia 6.7 Yes No

In order to make any analysis in this area at this time, we feel that we need more information.


CCRPI Challenge (ED/EL/SWD) Points 2015 Score Gap


Target Score 10

School 2.5



Georgia 5.8 Yes No

We don't have enough students for an EL subgroup.SWD subgroup is a concern in all areas.The ED subgroup is a high area of concern, also.



Needs Assessment

English/Language Arts (Students Scoring at Levels 3 & 4)

2016 % Gap

Georgia Milestones End-of-Grade Results (CCRPI)

School 45

Like CCSD Elementary Schools 41 Yes No

All CCSD Elementary Schools 50 Yes No

Georgia 38 Yes No

* Third grade ELA scores brought down the school ELA average.*21% of third grade are identified as Special Education students.*R. M. Moore Elementary is a Title 1 school and this influences our scores when compared with the rest of CCSD.*Fundations was only in its second year of implementation, therefore these students had only had fundations for one year in second grade. We feel we are not seeing the results of Fundations due to the switch in programs with these students.*Writing for third and fourth grade are well below the state and CCSD averages according to milestones.


Mathematics (Students Scoring at Levels 3 & 4) 2016 % Gap


School 58



Georgia 38 Yes No


Science (Students Scoring at Levels 3 & 4) 2016 % Gap


School 41



Georgia 36 Yes No

According to the average scale scores for all grade levels, all scores are trending upward.This may also be influenced by students being pulled out of science to meet their EIP needs.Our weakness in science is Earth Science in grades 3 and 4. These scores are not proportional percentage of students in need of remediation.The percentage of students scoring as a beginning learner are higher than the other CCSD scores.In fourth grade science, 52% of the students scored as developing students and we would like to see more of those students move to a level 3 or 4.



Social Studies (Students Scoring at Levels 3 & 4) 2016 % Gap


School 40



Georgia 35 Yes No

In the area of social studies, fourth grade geography is an area of concern due to the number of students in need of remediation.Scaled scores in all grades indicate a larger percentage scoring in developing than desired.Only 40% of students scored levels 3 or 4 on 2016 GA Milestones.


Percent Typical/High Growth 2015 Avg. Gap


School 63



Georgia 65 Yes No

Since the discrepancy between our school percentage is not extremely lower than all of the others, we are not concerned due to the upward trend in several areas of our testing scores.



Needs Assessment

Percent of ED Students % Gap

Student Demographic Data

School 49.3

Like CCSD Elementary Schools 43.1 Yes No


Georgia 0 Yes No


Percent of EL Students % Gap


School 2.2



Georgia 0 Yes No

Our school population is not very diverse and this affects our percentage of EL students.


Percent of SWD Students % Gap


School 16



Georgia 0 Yes No


Percent of RTI (Tier 2 & 3) Students % Gap


School 15.6



Georgia 0 Yes No

Our percentage of students in the RTI process is lower than the like or all CCSD elementary. This is due to our effeciency on moving students through the process and qualifying those who need to be identified as special education. When you compare our SWD subgroup, we have a greater percentage than the like and all CCSD elementary schools.



Percent of Gifted Students % Gap


School 6.9



Georgia 0 Yes No

Our percentage of gifted students is lower than the like and all CCSD elementary schools. We need to find a way to possibly identify our students better.


All Students Attendance Rate % Gap


School 96



Georgia 0 Yes No

Our school attendance for all students is better than like CCSD elementary schools. We are only slightly less than all CCSD elementary schools. We will continue working to incerase this.


SWD Attendance Rate % Gap


School 94.5



Georgia 0 Yes No

Our SWD subgroup attendance continues to be a concern.



Needs Assessment

Teacher Average Year of Experience Avg. Gap

Faculty/Staff Demographic Data

School 0



Georgia 0 Yes No


First Year Teacher % Gap


School 6.5



Georgia 17.2 Yes No

This percentage is lower than all the other averages, and we acutally feel that this is a strength. Our staff is very consistent and expierenced.


Gifted Endorsed Teachers % Gap


School 14



Georgia 0 Yes No

Due to the size of our certified staff when compared to other school, we are not concerned about the number of gifted endorsed teachers. Each grade level of our school has at least one gifted certified teacher.


ESOL Endorsed Teachers % Gap


School 3



Georgia 0 Yes No

Due to the size of our certified staff when compared to other school, we are not concerned about the number of ESOL endorsed teachers.



Teacher Average Days Absent Avg. Gap


School 0



Georgia 0 Yes No


Teacher Retention Avg. Gap


School 90.3



Georgia 83 Yes No

Due to the small size of our staff, teacher transistions and retirement affect this number greatly. This number was affected by two teachers transferring schools/jobs and one retirement.


Percent of Teachers at TKES Levels 3 & 4 (Overall)

% Gap


School 100



Georgia 0 Yes No



Needs Assessment

Discipline: Not SWD Out-of-School Suspension Avg. Gap

Discipline Data

School 0.2



Georgia 0 Yes No

In regards to our discipline, we are making great progress in this area.


Discipline: SWD Out-of-School Suspension % Gap

Discipline Data

School 0



Georgia 0 Yes No



Discipline: Minority Out-of-School Suspension % Gap

Discipline Data

School 0



Georgia 0 Yes No



Discipline: Not SWD In-School Suspension % Gap

Discipline Data

School 1.1



Georgia 0 Yes No




Discipline: SWD In-School Suspension Avg. Gap

Discipline Data

School 1.5



Georgia 0 Yes No



Discipline: Minority In-School Suspension Avg. Gap

Discipline Data

School 0



Georgia 0 Yes No




Needs Assessment

Least Restrictive Environment (LRE) Percentage % Gap

Other Data Influences

School 34



Georgia 65.3 Yes No

Due to the limited size of our staff and the student population, this number is not as high as we would like. We are unable to lower this number at this time.


R.M. Moore Elementary School - School Improvement Plan - Part IV

Goals and Action Plans

Goal #1 - R.M. Moore Elementary School

R. M. Moore will increase the percentage of students scoring at the proficient or distinguished levels from 55% to 64% in the area of ELA as measured by GA Milestones with a 3% increase each year during the 2016-17, 2017-18, and 2018-19 school years for an overall gain of 9%.

Applicable AdvancED Standards

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.3.2 - Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessment of student learning and an examination of professional practice.3.3 - Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.3.4 - School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.3.5 - Teachers participate in collaborative learning communities to improve instruction and student learning.3.6 - Teachers implement the school’s instructional process in support of student learning.3.7 - Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.3.8 - The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning process.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.3.10 - Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills andare consistent across grade levels and courses.3.11 - All staff members participate in a continuous program of professional learning.3.12 - The school provides and coordinates learning support services to meet the unique learning needs of students.5.1 - The school establishes and maintains a clearly defined and comprehensive student assessment system.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.5.3 - Professional and support staff are trained in the evaluation, interpretation, and use of data.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.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.





Strategy # 1

Goal 1 - Year 1

Implement Guided Reading Instruction with fidelity across all grade levelsWHAT?Research-Based Strategies to Achieve

Goal

HOW? 1.Guided Reading/Title I/$130002. Fundations/Title I/$1000

Plan of Implementation of the Strategies (Programs / PD Activities /

Source of Funds / Est. Cost)

WHO?Impacted Staff

WHO?Impacted Students (RTI Tier)

1. All Reading Teachers2. K-2 Reading Teachers

1. Tier 12. Tier 1

WHEN?Timeline

1. 2016-17 school year2. 2016-17. School Year.

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WHY?

WHY?

Planned Measurement to Assess Progress on Strategy Implementation

Data Assessing Strategy Implementation and Impact

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1&2.Spring 2017 GA Milestones - ELA





Strategy # 2

Goal 1 - Year 1

Implement Direct Reading Instruction with fidelityWHAT?Research-Based Strategies to Achieve

Goal

HOW? Wilson Reading System/SPED Instructional funding



WHO?Impacted Staff


All Special Education Reading Teachers

Tier 4

WHEN?Timeline

2016-17 School Year

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WHY?

WHY?



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Spring 2017 GA Milestones





Strategy # 3

Goal 1 - Year 1

Implement Feedback StrategiesWHAT?Research-Based Strategies to Achieve

Goal

HOW? PLC's



WHO?Impacted Staff


All Teachers

Tier 1

WHEN?Timeline

2016-17 School Year

Actio

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WHY?

WHY?



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Spring 2017 GA Milestones

Year 1 Impact of Strategies and Action Plan on Goal #1

Mid-Year Impact Check

End-of-Year Impact Check




R. M. Moore will increase the percentage of students scoring at the proficient or distinguished levels from 68% to 74% in the area of math as measured by GA Milestones with a 2% increase each year during the 2016-17, 2017-18, and 2018-19 school years for an overall gain of 6% with a specific emphasis on economically disadvantaged students and students with disabilities.

Applicable AdvancED Standards

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.3.2 - Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessment of student learning and an examination of professional practice.3.3 - Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.3.4 - School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.3.5 - Teachers participate in collaborative learning communities to improve instruction and student learning.





Strategy # 1

Goal 2 - Year 1

Use innovative strategies to increase math achievementWHAT?Research-Based Strategies to Achieve

Goal

HOW? i-Ready/county training



WHO?Impacted Staff


All math teachers

Tier 1

WHEN?Timeline

2016-17 school year

Actio

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WHY?

WHY?



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Spring 2017 GA Milestones Math scores





Strategy # 2

Goal 2 - Year 1

Use direct instruction and concept mapping to increase math achievementWHAT?Research-Based Strategies to Achieve

Goal

HOW? Do the Math



WHO?Impacted Staff


Special Education Math teachers

Tier 4

WHEN?Timeline

2016-17 school year

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WHY?

WHY?



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Strategy # 3

Goal 2 - Year 1

Implement small group learning instruction and key teaching strategiesWHAT?Research-Based Strategies to Achieve

Goal

HOW? Title I Remedial Assistance



WHO?Impacted Staff


EIP Math and Title I Remedial Math Teachers

Tier 2 & 3

WHEN?Timeline

October 2016 - March 2017

Actio

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WHY?

WHY?



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Year 1 Impact of Strategies and Action Plan on Goal #2

Mid-Year Impact Check

End-of-Year Impact Check

Section 5 – Locally Required Plans A. REVIEW OF CHEROKEE COUNTY SCHOOL DISTRICT PROFESSIONAL DEVELOPMENT FOCUS/TARGETS 2016-19

Offer professional growth opportunities designed to produce teachers and support staff prepared to promote the success of all students

through effective classroom instruction. 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., Professional Learning Communities (PLC). Support teachers’ effective use of formative, summative and diagnostic assessments as well as the collection, analyzation and reporting of

data as a means of determining effective instruction and equitable access to student support programs. Provide professional learning opportunities for all staff which will support students' academic needs through the integration of technology

in standards-based lessons. Build capacity for instructional leadership through consistent and pervasive models of teacher and administrator training and collaboration

that lead to effective school improvement and increase student achievement.

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 2015-16 school year:

Professional Development Activity

Statement of Effectiveness/Impact on

Student Achievement Continue Discontinue Rationale In-house PD related to Best Practices, FIP, and analysis of Assessments

Highly effective and covered reading, language art, and math

x Teachers are trained and proficient

In-house PD related to the implementation of Common Core, team planning

Provided a great foundation x Teachers are trained and proficient

Leadership collaboration and planning

Ideas that were shared very valuable

x Provides cohesiveness between grade levels and opportunities for each grade level to have input

Section 5 – Locally Required Plans

C. DEVELOPMENT OF 2016-17 STATE STAFF DEVELOPMENT BUDGET ALLOCATION PLAN ALIGNED TO SCHOOL IMPROVEMENT PLAN

Complete the following chart for your school-based Professional Development Plan for the 2016-17 school year:

Total Allocation: 2466.37

Professional Learning Activity SIP

Goal(s) # Participant(s) Timeline Resources Needed

Cost (should equal

allocation) AdvancED planning and collaboration

1 and 2 Leadership Team September 2016 $664

SIP work session 1 School Leaders October 2016 $200 AdavancED work session 1 and 2 Media Specialist November 2016 $80 Media Specialist 1 Media Specialist November 2016 $60 Classroom Teacher ½ day collaboration

1 and 2 Classroom Teachers January 2016 $742

Leadership collaboration and planning

1 and 2 Leadership Team Spring 2016 $720

D. PROFESSIONAL LEARNING COMMUNITY IMPLEMENTATION PLAN

Provide a summary of school-based Professional Learning Community activities planned for the 2016-17 school year (limited to 250 words):

PLC’s have been established for kindergarten through fifth grade. In addition to the homeroom teachers, EIP and Special Ed teachers that share students are valued members of each PLC. Each grade level determined the area of greatest need and looked at the standards. The priority standard with the most impact was selected. Teachers meet on a consistent and continual basis for one hour each Monday to collaborate, analyze data, and reflect. 2016-17 is the first year implementation for PLC’s, therefore the focus will be on PLC Norms being established, strategic and intentional collaboration in PLCs around student data and work, PLC’s processes will be outlined with expectations and structure, PLC agenda and minutes required for documentation. It is an expectation that comparing and analyzing data from same common assessments: quizzes, tests and projects be a priority.


E. TECHNOLOGY DRIVEN PROFESSIONAL DEVELOPMENT ACTIVITIES AND PLAN

Provide a summary of school-based, technology-focused Professional Development activities planned for the 2016-17 school year with the following considerations (limit response to 250 words): Needs of audience type (administrators, teachers, clerical, etc.); action plan to address needs; planned training times/schedule for training; and include numbers trained as MIE and/or Apple Vanguard (included number of certified in the program) Tech Tuesday was established to provide technology training for all teachers. Once a month, during planning, one of the county instructional specialist meets and trains teachers. The training began with ASPEN and gradebook refresher courses. The teacher had an opportunity to bring their laptops and obtain relevant training. The second training was focused around OneNote due to all lesson plans, faculty handbook, PLC’s, and collaboration space implementation. The third training topic was Office 365 and the importance of saving documents correctly and the ease of access. The following training was devoted to Windows 10 due to the upgrade for all computers in the building. The tech training for second semester is devoted to new Microsoft programs such as Sways, Mix, and Forms. The principal is currently in the midst of MIE training which will conclude at the end of the semester. This has provided an opportunity for her to stay up to date on the newest programs that enhance learning and instruction. The secretaries will both participate in MIE training second semester.


F. DIGITAL CITIZENSHIP EDUCATION PLAN

LEA’s that receive federal fund are required to actively deliver digital citizenship education to all students. In CCSD, we all use these funds in the form of ERATE discounts which offset our costs for Internet Services. Please describe activities within your school that support this. Include details of (limit response to 1000 words): A. who teaches the course; B. how much time is committed; and C. how often and how many/which students (and at which grade levels) they receive this instruction? (Also include evidence by embedding any links to resources used or attaching samples of lesson plans, etc.) Each grade level, Kindergarten through Fifth grade, were provided training on ASPEN and Office 365 this year. As an introduction the foundation is laid at the point relayed the importance of digital citizenship. R. M. Moore is fortunate to have a Learning Lab Teacher that works with each classroom on a rotating basis and will teach the digital citizenship course. R. M. Moore Elementary implements the Common Sense Media Digital Citizenship Curriculum to instruct all students on the importance of being a good digital citizen and using the appropriate internet safety rules. The Learning Lab Teacher, Sarah Thompson, teaches the lessons to all Kindergarten through Fifth Grade students using the interactive lesson app Nearpod. Each grade level receives five 30-40 minute lessons which follow the scope and sequence of the Common Sense Media Curriculum. Kindergarten through Fifth Grade have five lessons which are taught during the rotations. It takes approximately four weeks for the students to cycle through all five lessons. Parents are also encouraged to use the Common Sense Media website and are provided links on Mrs. Martin’s website. Common Sense Media Lesson Scope and Sequence- https://www.commonsensemedia.org/sites/default/files/uploads/classroom_curriculum/cs_digitalcitizenshipcurric_2016_release.pdf

G. BRING YOUR LEARNING DEVICE (BYLD) PLAN

Describe how the school promotes personalized learning through the use of mobile, wireless technologies, either provided by CCSD or through the Bring Your Learning Device initiative. Include (limit respond to 500 words): A. gap analysis of the number of your teachers who actively allow/do not allow BYLD in the classroom, and B. identify any need for training in this area.

N/A

https://www.commonsensemedia.org/sites/default/files/uploads/classroom_curriculum/cs_digitalcitizenshipcurric_2016_release.pdf


H. INNOVATION ZONE GOAL

Each school in the CIZ will improve the Median Growth Percentile for students in at least one subgroup (ED, EL, SWD) in ELA by 3%.

The school's targeted subgroup will be determined by each schools' individual school data.

R. M. MOORE ELEMENTARY SCHOOL

Comprehensive Needs Assessment FY2017

R M Moore Elementary has been designated as a full Title I School since 2009. During this time the percentage of students receiving free and reduced meals has risen to over 50%. An achievement gap has also been perceived for specific grades of students specifically the fourth grade students in 2014-15. This designation is based on several assessments over the past two years specifically easyCBM, IOWA and CogAT scores for this group. R. M. Moore has a large percentage of students that are deemed academically at-risk according to various data. This evidence includes GKIDS, easyCBM, Milestones, Lexile Scores, IOWA, and CogAT.

DATA ANALYSIS

Georgia Milestones

Prioritized needs for 3rd grade based on the SY2015-16 Milestones End of Grade (EOG) data are: Students scored below the District average in all areas. Students scored at the state average in the area of math. The average Lexile score was below the District average by 4%.

Prioritized needs for 4th grade based on the SY2015-16 Milestones End of Grade (EOG) data are:

Students scored below the District and state average in the areas of ELA and science. Students scored below the District average in social studies.

Prioritized needs for 5th grade based on the SY2015-16 Milestones End of Grade (EOG) data are: Although science and social studies are above the District and state average, when compared with the percentage of students

scoring proficient or above in ELA and math a significant weakness is evident.

CCRPI

The amount of achievement points earned for R M Moore ES has declined from 50 out of 120 in 2012 to 27.8 out of 100 in 2015. Points earned for performance of economically disadvantaged students, English learners and students with disabilities has declined from 5 in 2012 to 2 in 2015. Total CCRPI scores since 2012 are 77.8, 78.6, 69.2 and 69.1, respectively.

easyCBM Data Report

The easyCBM scores are reported using norm-referenced measures. This assessment measures the 5 essential components of reading: phonemic awareness, phonics, reading fluency, reading comprehension and vocabulary. The Math portion of the easyCBM Math is comprised of test items from the National Council of Teachers of Mathematics. The measurement reports scores in terms of low risk, some risk and high risk. Low risk are scores above the 25th percentile, some risk are scores from the 11th to the 25th percentile and high risk are those scores that are 10th percentile and below. Students are expected to be in the low risk category at the end of the year.

Prioritized Needs – easyCBM -- MATH

1st grade math saw an increase of students falling into the high risk category, which indicated below grade level

1st grade has a larger percentage of students that were high risk at the spring testing by 3%

3rd grade math indicated that on the spring test 11% scored in the high risk range which is 1% greater than other Title I schools and 6%

greater than the District average

3rd grade also had only 76% at low risk compared to the District average of 83%

Prioritized Needs – easyCBM -- READING

Kindergarten scores showed high risk students at the same level as the District for the spring testing

1st grade reading indicates that 13% were high risk, below grade level, compared with only 6% for the District

2nd grade scores revealed only 69% low risk compared to 73% for the District

3rd grade scores were also below the District level with only 71% low risk compared to 75% at the District level

An analysis of the data indicates a weakness in all subject areas with definitive needs for 1st grade, according to easyCBM data, and 3rd

grade, according to easyCBM and Milestones data. Reading and math are areas of concern for both grade levels. Also worth noting is that

21% of students in this grade level are special education students. Additionally, Milestones scores showed a weakness in all areas with

scores below the District average in all subject areas. These students will constitute the second and fourth grades for the 2016-17 school

year.

Students is second grade scored low in reading compared with the District. It is a concern that the spring scores were well below the

District and Title I average. As these students enter third grade it is imperative that they receive the support and additional resources for

success.

Fourth grade scores on EasyCBM were aligned with the District in the areas of reading and math. However, Milestones scores were below

District and state in the areas of ELA, and science. Social Studies scores were below the District. The students in this grade level received

the advantage of reduced class size for the 2015-16 school year which provided more individualized instruction for at-risk students and

kept these scores from being lower. The same group of students will not have the advantage of class size reduction for the fifth grade.

UTILIZATION OF TITLE I FUNDS AND CLASS SIZE REDUCTION

Based on our SIP planning and data review, Title I funds will be utilized for additional personnel, materials, equipment, professional

development and parent involvement activities that address the above weaknesses.

Research shows that there are many ways to improve student achievement in all content areas. Specific strategies include: summarizing,

direct instruction, number talks, problem solving techniques, cooperative learning, and computer assisted instruction.

The use of funds to support a Learning Lab teacher, parapro, and instructional specialists (retired highly qualified teachers) will provide the

above strategies. The academic facilitator will prove invaluable as a model for teachers. The online programs will address individual needs in

the areas of reading, science, and social studies at specific levels. Fundations is a scientific researched program that intersects the five critical

components of reading.

Guided Reading, which is research based, provides materials at all grade levels to help with individual reading. The approach is designed to

help each student build an effective system for processing more challenging reading text over time. The various texts cover the content

across the curriculum resulting in exposure to math, science, and social studies concepts and standards.

R M Moore Elementary School Title I Budget Rationale 2016-17

Function (Inst./PD/PI/

Transp) Staff Title Rational/Needs Assessment Data used to track results

Supporting Data

Professional Development

Academic Coach TKES results indicate that while a majority of the faculty are proficient overall, the areas of differentiation, assessment uses continue to be weaknesses. Only 20% of teachers were ranked as Level IV on summative evaluations in the area of differentiation. 28% of teachers were ranked Level IV on assessment uses.

TKES Summative Report

Instructional Remedial Lab Teacher

Remedial direct instruction in math for all grade levels with a focus on problem solving. Remedial direct instruction in the area of science with a focus on vocabulary and inquiry based instruction. Remedial direct instruction in social studies with a focus on vocabulary and comprehension. Data: 2016 GA Milestones scores indicate that in the area of reading; 30% are beginning level and 25% below 520 Lexile. Grade 4 only 32% level ¾ which is below and system and state level. 14% scored beginning with 25% below 740 Lexile. Grade 5 showed 14% level 830 Lexile on lower. Grade 3 math indicates on 40% of students scored levels ¾ which is below the system and state averages. GA Milestones science scores shows that only 44% of 3rd grade scored levels 3/4 which is below the system average. 19% were beginning level. 4th grade showed only 4% at level 4, 30% at level 3/4 which is below system and state average. 5th grade students 14% scored level 1 or beginning. Social Studies scores on GA Milestones show 22% of 3rd graders at the beginning level. 4th grade score indicates only 1% as distinguished (level 4) and 37% at level 3/4 which is below the system average. 5th grade students in level 1, beginning, was at 14%.

GA Milestones




Supporting Data

Instructional Title I Parapro Small group instruction with a focus on specific needs such as phonemic awareness and segmentation for kindergarten. Remedial direct instruction in math for all grade levels with a focus on problem solving. Remedial direct instruction in the area of science with a focus on vocabulary and inquiry based instruction. Remedial direct instruction in social studies with a focus on vocabulary and comprehension skills. A remedial para will work with the most at-risk students to provide focused instruction.

GKIDS GA Milestones iReady

Instructional IXL Online science, and social studies

School wide data supports deficits across the board in all academic areas. IXL has proven its effectiveness due to scaffolding of difficult skills and concepts. The program is available for students to use at home which increases usage. 50% of parents indicated that this was a priority on the spring survey. GA Milestones science scores shows that only 44% of 3rd grade scored levels 3/4 which is below the system average. 19% were beginning level. 4th grade showed only 4% at level 4, 30% at level 3/4 which is below system and state average. 5th grade students 14% scored level 1 or beginning. Social Studies scores on GA Milestones show 22% of 3rd graders at the beginning level. 4th grade score indicates only 1% as distinguished (level 4) and 37% at level 3/4 which is below the system average. 5th grade students in level 1, beginning, was at 14%. The use of the program second semester of the 2015-16 school year in 5th grade shows the effectiveness of the program.

IXL Progress Reports GA Milestones EasyCBM




Supporting Data

Childcare for Title I meetings

Based on the spring survey parent indicated that funds should be utilized for childcare to provide parents as opportunity to attend parent meetings and activities. 21% indicated this was a need, therefore childcare will be available for trainings and parent meetings.

Parent Survey

Fundations Program Materials

Fundations provides more intensive phonemic skills at a foundation level which results in improved reading skills. Fundations provides researched based materials and strategies essential to fluent reading.

EasyCBM

Time Sheet Title I (K-5) – 24 hours a week for 24 weeks

Teachers Retired teachers with knowledge of the curriculum will tutor the most at-risk students (Tier II and Tier III) while collaborating with the general education teachers on specific interventions and accommodations.

GA Milestones EasyCBM iReady

Guided Reading Materials

2016 GA Milestones scores indicate that in the area of reading; 30% are beginning level and 25% below 520 Lexile. Grade 4 only 32% level ¾ which is below and system and state level. 14% scored beginning with 25% below 740 Lexile. Grade 5 showed 14% level 830 Lexile on lower

GA Milestones

Media Center open after hours for 18 weeks

Media Specialist Parents have indicated a need for the media center to be open for check out and computer use after 2:15. This will allow parents to come to the school with their children one day a week for 1.5 hours.

Parent Survey

RAZ Kids online program

Students in grades K-3 need additional assistance in the area of reading comprehension. This program provides instruction, practice and assessment in a blended formula that provides data to teachers. All sources are provided online and available for students to use at home further strengthening the connection between what is being taught at school and homework practice.

EasyCBM RAZ Kids data

Below please list additional expenditures that you are considering should you receive additional or carryover funds: (needs to be included in SIP/SWP)




Supporting Data

Additional Guided Reading

2016 GA Milestones scores indicate that in the area of reading; 30% are beginning level and 25% below 520 Lexile. Grade 4 only 32% level ¾ which is below and system and state level. 14% scored beginning with 25% below 740 Lexile. Grade 5 showed 14% level 830 Lexile on lower

GA Milestones RIGBY Levels

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