Mid-Year Review - PC\|MAC



Mid-Year ReviewSchool Improvement Plan2012-2013Spring Place ElementaryTitle I Distinguished SchoolMid-Year ReviewSchool Improvement Plan2012-2013System and School Name: Murray County – Spring Place ElementarySchool Year: 2012-2013School-wide GoalsGoal 1: Student AchievementDesired results for Student Learning: Students will demonstrate higher competencies in the areas of Reading / ELA; Math, Science and Social Studies.Goal 2: Student AchievementDesired Results for Student Learning: Students with disabilities will demonstrate higher competency in the areas of Reading and Math.Goal 3: Student AttendanceDesired Results for Student Learning: Students will demonstrate improved attendance through compliance with school’s attendance policy.Goal 4: Learning CommunitiesDesired Results for Student Learning: Administrators, teachers, and staff will collaborate on a regular basis in order to increase student achievement.Goal 5: Technology IntegrationDesired Results for Student Learning: Teachers will incorporate student use of technology resources into the curriculum to promote higher order thinking skills and engage students.Goal 1: Student AchievementDesired results for Student Learning: Students will demonstrate higher competencies in the areas of Reading / ELA; Math, Science and Social Studies.Kindergarten:Goal Statement: 90% of kindergarten students will master the 55 pre-primer sight words; will master basic addition and subtraction facts from 0—5 per Common Core; will benchmark on DIBELS Letter Naming fluency and Phoneme Segmentation fluency; will be able to write a complete sentence with correct spacing, capitalization, and punctuation with 80% accuracy. Students who master the pre-primer words will be accelerated.Grade Level Goals: Kindergarten teachers will continue to work on letter naming fluency to achieve 95% mastery of all students by the end of kindergarten.Phoneme segmentation – striving for 95% mastery by all students by the end of kindergarten.DIBELS DATA:Beginning:Red – 33 studentsYellow – 33 studentsGreen – 35 studentsMiddle: Red – 8 studentsYellow – 13 studentsGreen – 90 studentsWays Grade Level is Working toward CRCT: Kindergarten teachers will continue helping their students build the foundations of knowledge they will need to become successful students.Kindergarten teachers will continue building higher order thinking skills by using frameworks activities and other resources that require students to explore concepts in-depth.Kindergarten teachers will incorporate lessons and activities reflective of the WIDA Can Do Descriptors and levels 3 and 4 on the Depth of Knowledge Chart.First Grade:Goal Statement: For 2012-2013, First Grade is aiming to reach the goal of having 85% of the students pass the Reading / ELA Benchmark Post-Test and 85% of the students pass the Math Benchmark Post-Test.Grade Level Goal: It is the goal of first grade to achieve 85% on all Georgia Performance Standards in Language Arts and Math.Progress toward ELA / Reading Goals Based on Data for First Grade:First Grade Benchmark 1: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Acosta52.672.9+20.3Dotson43.659.7+16.1Guy41.662.8+21.7Souther49.468.2+18.8Wooldridge53.564.2+10.7First Grade Benchmark 2: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Acosta57.389.7+32.4Dotson56.274.4+18.2Guy52.575.0+22.5Souther55.078.5+23.5Wooldridge58.978.9+20.0Strengths in Language:1L5a Sort words into categories to gain a sense of the concepts the categories represent1W5a May include oral or written prewriting (graphic organizers)1RL6 Who is telling the story in text of appropriate complexityWeaknesses in Language:1RI3 Describe the connection between two individuals, events, ideas, or pieces of informational in a text1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson1L1c Use singular and plural nouns with matching verbs in basic sentencesSummary of Language Arts / Reading Goals: Oral reading 60 words per minute (EOY)Demonstrate 80% of standard 1RL1Demonstrate 80% on using nouns with matching verbsHow First Grade is Working Toward the Language Arts / Reading Goals:First grade will focus on oral reading fluency (ORF) with knowledge of sight words. First grade teachers will work on recognizing key details in various texts. First grade will use repetitive oral and written examples of subject verb agreement examples. Progress toward Math Goals Based on Data for First Grade:First Grade Benchmark 1: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Acosta42.970.3+27.4Dotson41.664.7+23.1Guy44.264.4+20.2Souther43.566.5+23.0Wooldridge46.560.3+14.3First Grade Benchmark 2: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Acosta54.087.5+33.5Dotson53.578.3+24.8Guy56.189.4+33.3Souther60.085.6+25.6Wooldridge66.485.3+18.9Strengths in Math: MD.3 Tell time in hours and half hourG.3 Fractions half and quartersG.1 Attributes of two dimensional or three dimensionalWeaknesses in Math: MD2 Express the length of an object as a whole number of length unitG2 Compose two dimensional or three dimensional shapes to create a composite shapeSummary of Goals:Knowledge of addition and subtraction facts using number to 18 Achieve 80% in shapes and measurement standardsWays First Grade is working toward the Math Goals: The first grade will use interactive computer programs, small groups, and mini-lessons to reinforce and re-teach improve measurement of definite objects. First grade will use interactive computer games, small group centers, and individualized fact practice and assessments to obtain our goal for students to connect the understanding of the inverse relationship between addition and subtraction. Additionally, word problems will be used during math journal writing times.How First Grade is Working Toward CRCT Goal of 825:Student friendly data to set goals and communicate data to studentsHigh expectations for studentsGrade level planning based on dataDifferentiated instructionOAS practice testsSecond Grade:Goal Statement: Second Grade Benchmarks Goals: Second grade will increase the benchmark post test averages in English Language Arts (ELA) from a baseline of 80% in 2012-2013 to 90% in 2012-2013. We will increase the benchmark post test averages in math from a baseline of 83% in 2012-2013 to 90% in 2012-2013.Progress toward ELA / Reading Goals Based on Data for Second Grade:Benchmark Results: The benchmark scores for the first eight weeks in ELA increased an average of 50%. The average score on the post test was 82%. On the math benchmark, the scores increased an average of 30%. The average score on the post test was 80%. The benchmark scores for the second eight weeks in ELA decreased 10%. The average score on the post test was 80%. On the math benchmark, the scores increased an average of 27%. The average score on the post test was 85%. Second grade’s goal is to have 80% of the standards mastered on the end-of-the-year test. We will achieve this goal by looking at the previous benchmark tests and re-teaching the standards not mastered. These skills will be added as mini-lessons to the regular math and reading lessons. Second grade teachers will also focus on these standards during intervention and small group activities.DIBELSThe end of year goal for second grade reading fluency is 90 words per minute. There are several students who have yet to meet the goal of 90 words per minute. Second grade teachers have set a goal of at least 80% of students reaching 90+ words per minute by the end of the year. In order for this to happen, teachers will work intensely with students on timed reading passages, fluency reading strips, leveled reading, nonsense word fluency, and blends. These activities will be the focus of reading centers and intervention. Teachers will also seek parent support by providing materials for parents to use at home to assist their children. Sight Words Sight words play a vital role in oral reading fluency. Therefore, another goal second grade teachers would like is for students to master 85% of the 385 sight words from pre-primer to third grade. At the beginning of the year, second grade students knew an average of 262 sight words, and at the mid-year assessment, second grades students knew an average of 323 sight words. Obtaining the goal of at least 85% mastery of the 385 sight words, will require second grade students to study sight words during small group instruction, intervention, and through nightly homework practice. The teachers will work intensively with students on the words that have not yet been mastered. Small group literacy centers will be designed around the words they need to master. Students will also use a variety a literacy games that will focus on sight word knowledge. Progress toward Math Goals Based on Data for Second Grade:Fact fluency is essential for students to have strong math skills. At the beginning of the year the second grade’s average for addition was 67%. The average for subtraction was 37%. At the middle of the year second grade’s average for addition was 79%. The average for subtraction was 45%. We hope to continue to improve in all areas and by the end of the year have an overall average of 85%. Using Xtramath will help us increase our test scores and develop strong number sense in each of our students. “XtraMath is a Seattle-based nonprofit organization dedicated to math achievement for all. Our goal is to develop effective, efficient, adaptive and intrinsically rewarding supplemental math activities and make them available for free” (, 2009). Xtramath, when used effectively has seemed to improve math fact fluency for each child. This program provides daily training on math facts and is individually structured based on each child’s needs. We will also incorporate math fact fluency games into math centers as well as have students focus on just math facts atleast ten minutes per day. The teachers will use a variety of strategies for the student to master their math facts.How Second Grade is Working Toward all GoalsStudent friendly data to set goals and communicate data to studentsHigh expectations for studentsGrade level planning based on dataDifferentiated instructionThird Grade:Goal Statement: All third graders will meet or exceed standards on the Common Core / CRCT standardized assessment in Language, Reading, and Math, based on the new Common Core Georgia Performance Standards (CCGPS). The third grade teachers expect their students to obtain a common average of 80% mastery level in Language, 85% mastery level in Reading, and a 90% mastery level in Mathematics. Progress toward ELA / Reading Goals Based on Data for Third Grade:Third Grade Benchmark 1: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Edwards42.466.1+23.7Lawson42.665.7+23.1Blazer37.860.8+23Brindle38.172.9+34.8Third Grade Benchmark 2: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Edwards53.6669.94+16.28Lawson50.1161.33+11.2Blazer44.960.46+15.47Brindle40.5866.9+26.41Actions, Strategies, and Interventions for Improvements in ELA / ReadingActions, strategies, and interventions for improvements in ELA / Reading are as follows: Read-alouds, vocabulary, Writing to Win, Brain Pop, Read with Sarah activities, phonics, sight words, decodable text, differentiated small group instruction, building fluency card banks, Quick Reads, differentiated reading instruction, repeated reading, reader’s theater, engage all students in 21st century technology. In addition to these previous strategies, the third grade will also offer before and after school tutoring, phrase card practice, CRCT comprehension practice stories, timed readings, Education City, Fast ForWord, Reading Assistant, SCOOT Pad Math, Online Assessment System (OAS), and netTrekker. Furthermore, the alignment of unit and pacing guides to the Common Core Georgia Performance Standards (CCGPS) will be monitored, Learning Focused Strategies will be implemented, and CRCT data will be analyzed to identify specific domains that need improvement. Third grade also seeks to increase parental involvement in student achievement, increase higher order thinking skills, provide academic goal setting opportunities for students, strengthen vocabulary development through the use of words, picture sentences, create a school wide comprehension focus strategy each month, and offer after school tutoring. Finally, third grade uses individual student data folders to show the progress toward goals based on benchmark data.Progress toward Math Goals Based on Data for Third Grade:Third Grade Benchmark 1: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Edwards35.672.6+37Lawson36.264.3+28.1Blazer27.854.2+26.4Brindle32.776.3+43.6Third Grade Benchmark 2: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Edwards54.5284.77+30.25Lawson51.8275.65+23.83Blazer42.6366.58+23.95Brindle56.8883.33+26.45Actions, Strategies, and Interventions for Improvements in MathActions, strategies, and interventions for improvements in Math are as follows: ten frame, place value mat, scaffold instruction, addition / subtraction facts, multiplication and division facts, counting on activity, array activities, Van de Walle picture, Van de Walle teaching cards, subtraction with regrouping, place value mat with base ten blocks, Brain Pop, improve understanding of math concepts through the use of manipulatives, and improve fluency of basic math facts. Teachers will also engage all students in 21st century technology. In addition to these previous strategies, the third grade will also utilize technology with iPads, various reading and math iPad applications (apps), SCOOT Pad Math, OAS, IXL Math, , Xtramath and netTrekker. Additionally, teachers will implement after school tutoring, math training, differentiated small group instruction, Brenda Erwin problem solving strategies, and Education City.Evidence of Mastery of Third Grade Reading and Math GoalsThe following assessments will produce evidence of mastery of third grade reading and math goals: DIBELS, Benchmark Testing, Informal Phonics, Math data, Xtramath data, i-Ready, sight word assessments, Elements of Phonics, Spelling inventory, STAR Reading, Fast ForWord, Reading Progress IndicatorHow Third Grade is Working Toward CRCT Goal of 825:Plan together specific subjectsShare data and ideas for improvementHigh expectations for studentsDepth of Knowledge in subjects to promote higher level thinkingMore technology, fewer papersPlan with ELL and EIP teachers for improvement among these struggling studentsFourth Grade:Goal Statement: Fourth grade will increase the percentage of students meeting or exceeding standards on the CRCT in Math from a 69% in 2012 to 90% in 2013; will increase Reading from 83% in 2012 to 95% in 2013.Progress toward ELA / Reading Goals Based on Data for Fourth Grade:Fourth Grade Benchmark 1: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Collins42.0957.2+14.30Howard54.271.8+17.60Pacheco44.565.4+20.90Vest42.957.2+14.30Fourth Grade Benchmark 2: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Collins45.2860.15+14.9Howard54.7669.51+14.8Pacheco39.5756.88+17.3Vest38.3847.64+9.26Progress toward Math Goals Based on Data for Fourth Grade:Fourth Grade Benchmark 1: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Collins50.0960.6+10.5Howard53.985.7+31.08Pacheco47.069.3+22.30Vest44.459.2+14.8Fourth Grade Benchmark 2: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Collins46.2274.00+27.8Howard52.0779.32+27.3Pacheco40.5764.38+23.8Vest36.9755.44+18.5Progress toward Science Goals Based on Data for Fourth GradeFourth Grade Benchmark 1: ScienceTeachers’ Names:Pre-Test %Post-Test %Gain %Collins46.3678.45+32.09Howard50.5184.0+33.49Pacheco45.9767.9+21.93Vest38.7968.13+29.34Actions, Strategies, and Interventions for Improvements in Math, ELA, and ScienceMultiple teaching tools and resourcesTeaching with differentiation for multiple academic levelsTeaching to the multiple learning stylesEnglish Language Learner ServicesEIP ServicesTutoring after schoolCommunication with parentsEducation web sites for school and homeXtramathGeorgia OASStudy IslandEducation CityScoot PadEvidence of Mastery of Fourth Grade Reading and Math GoalsMonitoring student progress through data collected:4th Grade Math Benchmark 4th Grade ELA BenchmarkDaily and weekly formal and informal , 4th Grade Science BenchmarkDIBELS Assessment Weekly and Bi-WeeklyHow Fourth Grade is Working Toward CRCT Goal of 825:After school tutoringXtraMathStudy IslandDifferentiated instruction InterventionCoach Practice BooksFifth Grade:Goal Statement: Fifth grade will increase the percentage of students meeting or exceeding standards on the CRCT in Reading / ELA from a baseline of 92.65% in 2011 to 94% in 2012 and 96% in 2013, will increase the percentage of students meeting or exceeding standards on the CRCT in Math from a baseline of 83.2% in 2011 to 90% in 2012 and 94% in 2013, will increase the percentage of students meeting or exceeding standards on the CRCT in Science from a baseline of 93.5% in 2011 to 95% in 2012 and 97% in 2013.Grade Level Goals:The percentage of students meeting or exceeding standards on the CRCT is 94% in Reading / ELA, 90% in Math, and 95% in Science.Progress toward ELA / Reading Goals Based on Data for Fifth Grade:Fifth Grade Benchmark 1: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Granger60.178.3+18.2McEntire51.575.4+23.9Ridley58.577.5+19.0Fifth Grade Benchmark 2: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Granger53.872.6+18.8McEntire54.867.2+12.4Ridley56.471.5+15.1Progress toward Math Goals Based on Data for Fifth Grade:Fifth Grade Benchmark 1: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Granger47.172.8+25.7McEntire42.972.2+29.3Ridley51.476.1+24.7Fifth Grade Benchmark 2: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Granger48.567.4+18.9McEntire42.667.3+24.7Ridley48.772.7+24.0Progress toward Science Goals Based on Data for Fifth GradeFifth Grade Benchmark 1: ScienceTeachers’ Names:Pre-Test %Post-Test %Gain %Granger48.982.2+33.3McEntire43.582.0+38.5Ridley52.284.3+32.1Fifth Grade Benchmark 2: ScienceTeachers’ Names:Pre-Test %Post-Test %Gain %Granger45.082.5+37.5McEntire41.681.1+39.5Ridley41.282.9+41.7Summary of Results:Goals that will be continued:Continue to monitor SIP, RTI, ESS, and EL students and plan intervention around specific students’ needsNew goals:Adjust instruction to meet students’ needs to ensure academic successThis will better prepare the students for the fact that Science is now part of AYP.All students will meet or exceed the standards on the 5th grade Writing Assessment.All students will build a firm foundation and deepen their understandings of all concepts taught and reviewed.Actions, Strategies, and Interventions for Improvements in Math, ELA, and Science:21st Century Model Teacher TrainingGRS Training Math co-teachingGifted Endorsement improved differentiation strategiesBrenda Erwin trainingUSA Studies WeeklyTime for KidsRuby Payne Poverty TrainingHow Fifth Grade is Working Toward CRCT Goal of 825:After school tutoring began November of 2012. This will provide additional support to students who are struggling. More accountability has been given to ensure students are working on reading and math skills. By using the data collected on the Benchmark Analysis in each content area, teachers will be able to target students’ needs and plan instruction accordingly. Study Island, OAS, and Education City will also be used as tools to measure student progress. Some additional teaching tools and resources include: basic math fact practice and assessments, Writing to Win, DIBELS, , Brain Pop, and the common core performance tasks.Sixth Grade:Goal Statement: Sixth grade will increase the percentage of students meeting or exceeding standards on the CRCT in Reading ELA from 89% in 2011, to 97% in 2012 and to 98% in 2013; will increase the percentage of students meeting /exceeding the standards on the CRCT in Science from 87% in 2011, to 89% in 2012, and to 90% in 2013; will increase the percentage of students meeting or exceeding standards on the CRCT in Math from 83% in 2011, to 86% in 2012, and 90% in 2013.Actions, Strategies, and Interventions for Improvements in Math, ELA, and Science:Differentiated lessonsELL servicesTutoring after school in math and readingCommunication with parentsEducational web sites for school and home such as Study IslandUse of rubrics, graphic organizers, Essential Questions, and journaling to encourage higher order thinking skillsESS which includes IEP accommodations and modificationsDaily intervention and acceleration Performance tasksThinking mapsProgress toward ELA Goals Based on Data for Sixth Grade:Sixth Grade Benchmark 1: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Amis56.763+6.3Dooley50.759.1+8.4Samples42.854.5+11.7Sixth Grade Benchmark 2: ELATeachers’ Names:Pre-Test %Post-Test %Gain %Amis59.169.2+10.1Dooley50.653.7+3.1Samples47.851.1+3.3Progress toward Reading Goals Based on Data for Sixth Grade:Sixth Grade Benchmark 1: ReadingTeachers’ Names:Pre-Test %Post-Test %Gain %Amis51.664+12.4Dooley44.951.6+6.7Samples42.851.2+3.0Sixth Grade Benchmark 2: ReadingTeachers’ Names:Pre-Test %Post-Test %Gain %Amis5563.7+8.7Dooley49.653.4+3.8Samples43.155.3+12.2Progress toward Math Goals Based on Data for Sixth Grade:Sixth Grade Benchmark 1: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Amis47.565+17.5Dooley44.557.1+12.6Samples38.554.9+16.4Sixth Grade Benchmark 2: MathTeachers’ Names:Pre-Test %Post-Test %Gain %Amis41.667.3+25.7Dooley34.462.4+28Samples34.754.2+19.5Progress toward Science Goals Based on Data for Sixth GradeSixth Grade Benchmark 1: ScienceTeachers’ Names:Pre-Test %Post-Test %Gain %Amis51.375.2+23.9Dooley50.973.3+22.4Samples46.472.4+26.0Sixth Grade Benchmark 2: ScienceTeachers’ Names:Pre-Test %Post-Test %Gain %Granger51.691.5+39.9McEntire42.781+38.3Samples43.883.5+39.7Evidence of Mastery of Sixth Grade Math, ELA, and Science Goals:Monitoring student progress through data collected:DIBELSMany different forms of daily and weekly formal and informal , , Study IslandFrequent fact fluency testing and monitoringThink MapsHow Sixth Grade is Working Toward CRCT Goal of 825:XtraMathStudy IslandDifferentiated instruction InterventionCoach Practice BooksQuizletE.L.:Kindergarten and First Grade Data AnalysisEnglish Language Learners (ELLs) in Kindergarten made significant gains in improving ELA skills during the first semester of the 2012-2013 school year. In the area of First Sound Fluency (FSF), Kindergarten ELLs improved from 51% intensive, 22% strategic, and 27% low-risk at the beginning of the year to 15% intensive, 24% strategic, and 61% low-risk at the mid-year benchmark. The mid-year benchmark is the first time that Kindergartners are tested in the areas of Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF). On this first PSF assessment, Kindergarten ELLs scored 7% intensive, 10% strategic, and 83% low-risk. On the first NWF assessment, Kindergarten ELLs scored 7% intensive, 12% strategic, and 81% low-risk.ELLs in First Grade also made significant progress in achieving learning goals during the first semester of the 2012-2013 school year. In the area of Phoneme Segmentation Fluency (PSF), First Grade ELLs scored 19% intensive, 35% strategic, and 46% low-risk on this beginning of the year assessment. In the area of Nonsense Word Fluency with Correct Letter Sounds (NWF, CLS), First Grade ELLs scored 27% intensive, 8% strategic, and 65% low-risk at the beginning of the year, and 21% intensive, 21% strategic, and 58% low-risk at the mid-year benchmark. In the area of Nonsense Word Fluency with Whole Words Read (NWF, WWR), First Grade ELLs’ scores went from 0% intensive, 81% strategic, and 19% low-risk to 37% intensive, 17% strategic, and 46% low-risk. First Grade ELLs also made gains on the Benchmark assessments. In the area of English Language Arts (ELA), these students had a 20.2% gain in the first eight weeks, and a 24.3% gain in the second eight weeks on the pre-test to the post-test . In the first eight weeks, the school averaged an 18.7% gain, and the county averaged a 21% gain. During the first eight-week period of the school year, ELLs struggled to master ELA and mathematics standards. The ESOL teacher and the first grade classroom teachers worked together to devise a plan to assist ELLs in mastering standards in ELA and mathematics. As a result of collaborative planning and targeted instruction, ELLs in First Grade had a 28.3% gain in math, and a 24.3% gain in ELA from the pre-test to the post-test during the second eight-week period. The school had an average gain of 27.0% in math and a 23.6% gain in ELA. The county had an average gain of 22.9% in math and an 18% gain in ELA from the pre-test to the post-test. ELA Benchmark 1 – First Grade ESOLTeacher/Class NamePre %Post % % GainLacy JonesESOL41.4 %62.5 %21.1 % gainSPE 1ST Grade48 %66.7 %18.7 % gainMurray Co. 1st Grade54.3 %75.3 %21.0 % gainMATH BENCHMARK 1 – First Grade ESOLTeacher/Class NamePre %Post % % GainLacy JonesESOL38.6 %59.6 %21.0 % gainSPE 1ST Grade43.2%65.2 %22.0 % gainMurray Co. 1st Grade46.9 %74.6 %27.7 % gainELA BENCHMARK 2 – First Grade ESOLTeacher/Class NamePre %Post % % GainLacy JonesESOL49.1 %73.4 %24.3 % gainSPE 1ST Grade55.85 %79.4 %23.6 % gainMurray Co. 1st Grade61.3 %79.3 %18% gainMATH BENCHMARK 2 – First Grade ESOLTeacher/Class NamePre %Post % % GainLacy JonesESOL53.0 %81.3 %28.3 % gainSPE 1ST Grade58.1%85.1 %27.0 % gainMurray Co. 1st Grade62.3 %85.2 %22.9 % gainE.L. Students in Grades 2-6:ELA/Reading Benchmark Results 2012-13:2nd Grade:PrePostGain/LossBM147.881.0 ^34.0BM263.177.8^14.63rd Grade:PrePost Gain/LossBM135.762.5 ^26.8BM241.556.8 ^15.34th Grade:PrePostGain/LossBM140.351.9 ^11.6BM239.743.4 ^ 3.75th Grade:PrePostGain/LossBM134.964.1 ^29.2BM250.871.0 ^20.26th Grade Reading:PrePostGain/LossBM132.333.9^1.6BM239.644.4^4.86th Grade L.A.:PrePostGain/LossBM132.041.7^9.7BM234.445^10.6EXCEL:The Spring Place Elementary?gifted program currently serves 23 students that have been determined to received gifted education segments. Served students receive a minimum of five instructional resource segments each week, as well as daily instruction from gifted endorsed classroom teachers. In response to the transition to the Common Core Georgia Performance Standards (CCGPS) students are continuing to be challenged with rigorous Webb’s Depth of Knowledge level 3 and 4 activities (DOK) intended to extend learning. The Murray County Excel curriculum foundation is based upon grade level Georgia Performance Standards (GPS) in the science and social studies content areas. Research based practices that support and foster independent learning, as well as reiteration of adopted transitional standards to alleviate gaps of instruction, are continuously supplemented in the core instruction. Each measure has been implemented to garner student success in meeting the high expectation of exceeding achievement on the end of year assessments.Goal 2: Student AchievementDesired Results for Student Learning: Students with Disabilities will demonstrate higher competency in the areas of Reading and Math.First Grade: % GainELA BM1- +43%ELA BM2 – +33%Math BM1 – +19%MathBM2 – +29%Second Grade:ELA BM1 – +18 %ELA BM2 – +23%Math BM1 – +30%Math BM2 – +27%Third Grade: ELA BM1 – +15%ELA BM2 – +10%Math BM1 – +17%Math BM2 – +8%Science BM1- +8%Fourth Grade:ELA BM1 – +8%ELA BM2 – +3%Math BM1 – +12%Math BM2 – +11%Science BM1- +26%Science BM2- +25%Fifth Grade:ELA BM1 – +34%ELA BM2 – +11%Math BM1 – +25%Math BM2 – +32%Science BM1 – +44%Science BM2 – +30%Sixth Grade:Reading BM1- +7%Reading BM2- -8%ELA BM1 – +9%ELA BM2 – +20%Math BM1 – +9%Math BM2 – -1%Science BM1 – +11%Science BM2 – +25%Social Studies BM1 – +30%Social Studies BM2 – +19%ESS made extraordinary gains in the subject of ELA for first and fifth grades. ESS also made extraordinary gains in the area of Math in second and fifth grades. Intervention Strategies:ESS Personnel:Will get inclusion teachers to visit the 2nd and 5th grade classrooms during Math to see what strategies they are using to increase benchmark areas in Math.Will use small group differentiated instruction in the areas of Reading for grades 1-6.Will re-teach and review daily in the areas of Math / Language / Reading as most of our students have short term memory problems.Will give tutoring in grades 3rd – 5th after school in the areas of Reading, Language, and Math.Will collaborate with regular education teachers at least once weekly for suggestions and updated intervention strategies.Will use specialized computer programs such as IXL Math, Xtra Math, Fast ForWord, SCOOT Pad Math, and i-Ready to increase the students’ math and reading skills. Will accommodate classroom work / tests to best meet each individual student’s needs.The ESS personnel are building their students’ confidence and esteem by giving accommodations to allow their students to feel academically successful. They are teaching test taking strategies and giving them tools such as number lines/multiplication charts so they can practice daily. Additionally, ESS personnel pull students into small group settings to allow for more “individualized” learning.Goal 3: Student AttendanceDesired Results for Student Learning: Students will demonstrate improved attendance through compliance with school’s attendance policy.Spring Place Elementary is committed to helping raise the percentages of students in attendance in all grade levels.2011-2012 Attendance ReportGrade LevelADAPercent in AttendanceKindergarten102.5694.68%First9295.8%Second85.5896.07%Third97.396.48%Fourth70.6095.84%Fifth79.0896.71%Sixth72.7796.82%2012-2013 Attendance ReportGrade LevelADAPercent in AttendanceKindergarten101.5693.54%First86.0793.16%Second83.1894.72%Third89.4394.85%Fourth92.3195.41%Fifth75.6596.26%Sixth74.8396.44%Goal 4: Learning CommunitiesDesired Results for Student Learning: Administrators, teachers, and staff will collaborate on a regular basis in order to increase student achievement.The use of collaborative planning to increase student achievement has been an ongoing goal for administrators and teachers at Spring Place Elementary. In order to achieve this goal, grade levels meet on a weekly basis to share ideas and to plan collaboratively. There are also multi-grade level collaborative meetings held once per month so that teachers from various grade levels can better understand the standards and goals that students should accomplish as they progress through the elementary grades.Goal 5: Technology IntegrationDesired Results for Student Learning: Teachers will incorporate student use of technology resources into the curriculum to promote higher order thinking skills and engage students.Teachers at Spring Place Elementary are incorporating technology into the curriculum in multiple ways. Every classroom is equipped with an electronic whiteboard, a dedicated teacher laptop, and at least four modern computers for student use. Teachers use the electronic whiteboards to present lessons, demonstrate concepts, and model appropriate use of technology as a learning tool. SPE also has a new computer lab that was established during the current school year. This computer lab has 28 modern computers, a teach computer, and an electronic whiteboard. The computer lab is also equipped with the Synchronize Program that is used to help teachers better manage student use of technology while in the computer lab. There are also 10 iPads available for the teachers to check out on as needed bases. The teachers at SPE are also fortunate to have access to several computer programs and Web sites that engage students while helping them to master grade level goals in all subject areas. These technology resources include Brain Pop, Brain Pop Jr., Brain Pop Spanish, Tumble Books, Reading Eggs, Study Island, Georgia OAS, Education City, netTrekker, IXL Math, and Rosetta Stone. In addition to these programs, teachers and students also have access to Microsoft Office, internet resources, Kidspiration and Inspiration, Kids Pix, Harcourt Math and Reading software, and various other programs.Teachers at SPE have made substantial progress toward successfully integrating technology usage into the classroom. However, there are still some goals that have not been met. It is essential that students have access to technology resources on a daily basis. The majority of students at SPE only have access to technology at school. It is necessary that these students be allowed and encouraged to use and explore technology at school in order to gain the technology skills necessary to be successful in the 21st century. Currently, our technology equipment goals are centered on replacing outdated computers in classrooms and increasing the number of student computers in each classroom. Accomplishing this goal will give students greater access to technology in their classrooms on a daily basis. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download