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School Improvement Plan
Posted On:
Monday, December 12, 2016

 

                                   

      School Improvement   Plan

School Name: Winston Elementary

School Year:  2016-2017

Principal Name: Dawn M. Taylor

Title I   Program:

 

Yes

 

X

No

Current   Status:

 

 

Priority

 

Focus

 

Alert

Implementing (Select all that   apply):

X

School Improvement Plan (School Improvement Plans are due to Area Director by September 9,   2016).

 

Flexible Learning Plan (FLP)

Principal’s Signature: Dawn M. Taylor

Date: September 9, 2016

Area Director’s Signature:

Date:

Associate Superintendent’s   Signature:

Date:

                       

 


 

                              

     
     

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      School Improvement Plan

1.         Provide a narrative description of the school, the   community and educational programs/practices used every day. Describe your school including instruction,   communication, parent and community involvement, etc. What do you do every day and what is the   understood expectation in instruction, communication, organization,   inclusiveness, etc.? What are the   expectations of teachers regarding planning and implementing? How do teachers   and administrators monitor for consistency? What specific instructional   strategies are used and expected by all – vocabulary, reading, writing across   the curriculum, student-focused instruction (what does it look like), integration   of technology, hands-on, applied student instruction in all subject   areas, etc. What are the common   strategies that will be used by all? How is this monitored? How is that evaluated and shared?

 

Winston Elementary School   is a K-5 school located in Winston, Georgia.   Winston Elementary’s 445 students are comprised of 29% African   American, 25% Hispanic, 6% Multi-ethnic, 39% White and 1% other. 68% of our   population receives free or reduced lunch.   Learning Focused Schools (LFS) is the common framework for instruction   throughout the building. Parent/teacher communication occurs frequently and   exists in the form of e-mails, weekly newsletters, NotifyMe, ParentLink, PTA   meetings, Remind, quarterly printed newsletters, our marquee and   teacher/parent conferences as well as phone calls and social media.

 

Teachers collaboratively   plan a minimum of once weekly and adhere to the guidelines of the Professional   Learning Communities as established in the Georgia Assessment of Performance   on School Standards (GAPSS) and the Teacher Keys evaluation protocol. Team   minutes are submitted weekly for monitoring purposes. Administrators frequent team meetings as   well as monitor lesson plans for conisistency from teacher to teacher. The Lucy Calkins Writing program is   implemented in grades 1-5 along with   writing tasks that involve constructed responses and writing in response to   literature. As part of Leader   Keys, administrators at Winston   Elementary aspire to conduct a minimum of ten informal observations per week   and provide feedback to evaluate the use of our common framework (LFS), as   well as the use of assessment data to fuel instruction and   differentiation.

 

                              

     
     

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2. Data information.   Data should describe strengths and challenges. Examples include data pertaining to overall   school/student performance, attendance, instructional practices from walk throughs/observations,   student learning, GAPSS data and parent involvement programs. Describe what you find clearly so that   stakeholders understand.

• What does the data tell you about your school’s strengths?

• What does the data tell you about your school’s opportunities for   improvement?

For the school year 2014-2015, we   received an overall CCRPI (College and Career Readiness Performance Index) score   of 82.3 which is above   the elementary school state average of 72.7    Based upon the Teacher Keys Evaluation   System, 100% of teachers received a Level III on their summative evaluation   and 95% of our teachers who administered Student Learning Objective   Assessments were Level IV when evaluated on their student growth. During the 2015-2016 school year, 100% of   students in Grades 1-5 also completed all required Career Cluster activities   and portfolios.

For the 2015-2016 school year, we had   211 students who had greater than 6 absences.   90 of those students had 10 or   more absences and of that 90,   30 had 12 or more absences last year.  

August Aimsweb Data indicated:

Kindergarten:   31% of students met the Fall benchmark for Letter Sound Fluency

Grade 1:  86% of   students reading within the average range as measured by August Aimsweb RCBM   (no Fall Benchmark)

Grade 2: 61% of students reading at the benchmark as   measured by August Aimsweb RCBM

Grade 3: 53% of students reading at the benchmark as   measured by August Aimsweb RCBM

Grade 4: 37% of students reading at the benchmark as   measured by August Aimsweb RCBM

Grade 5: 44% of students reading at the benchmark as   measured by August Aimsweb RCBM

 

Kindergarten: 54% of students met the Fall benchmark for   Missing Number Fluency

 

Grade 1: 83% of students   met the benchmark as measured by   August Aimsweb MCOMP

Grade 2: 68% of students   met the benchmark as measured by   August Aimsweb MCOMP

Grade 3: 50% of students   met the benchmark as measured by   August Aimsweb MCOMP

Grade 4: 34% of students   met the benchmark as measured by August   Aimsweb MCOMP

Grade 5: 59% of students   met the benchmark as measured by   August Aimsweb MCOMP

 

 

 

 

 

 

 

 

 

Spring 2016 GA   Milestones    

         
                                                                                     
                                 
       

MilestonesEOG Results by Grade         Level

       
     
 
     
     
   

 

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
               
     

School Year

   
   

Subject

   
   

Grade Level

   
   

Beginning     Learner

   
   

Developing     Learner

   
   

Proficient     Learner

   
   

Distinguished     Learner

   
     

2015-2016

   
   

Mathematics

   
   

03

   
   

10.9 %

   
   

39.1 %

   
   

42.2 %

   
   

7.8 %

   
     

04

   
   

10.5 %

   
   

44.7 %

   
   

38.2 %

   
   

6.6 %

   
     

05

   
   

18.3 %

   
   

43.7 %

   
   

32.4 %

   
   

5.6 %

   
     

 

   
   

Combined

   
   

13.3 %

   
   

42.7 %

   
   

37.4 %

   
   

6.6 %

   
     

Science

   
   

03

   
   

9.4 %

   
   

43.8 %

   
   

37.5 %

   
   

9.4 %

   
     

04

   
   

14.5 %

   
   

42.1 %

   
   

32.9 %

   
   

10.5 %

   
     

05

   
   

21.1 %

   
   

31.0 %

   
   

36.6 %

   
   

11.3 %

   
     

 

   
   

Combined

   
   

15.2 %

   
   

38.9 %

   
   

35.5 %

   
   

10.4 %

   
     

Social Studies

   
   

03

   
   

12.5 %

   
   

43.8 %

   
   

31.3 %

   
   

12.5 %

   
     

04

   
   

8.0 %

   
   

41.3 %

   
   

41.3 %

   
   

9.3 %

   
     

05

   
   

12.7 %

   
   

47.9 %

   
   

21.1 %

   
   

18.3 %

   
     

 

   
   

Combined

   
   

11.0 %

   
   

44.3 %

   
   

31.4 %

   
   

13.3 %

   
     

ELA

   
   

03

   
   

28.1 %

   
   

39.1 %

   
   

26.6 %

   
   

6.3 %

   
     

04

   
   

24.0 %

   
   

42.7 %

   
   

25.3 %

   
   

8.0 %

   
     

05

   
   

16.9 %

   
   

42.3 %

   
   

35.2 %

   
   

5.6 %

   
     

 

   
   

Combined

   
   

22.9 %

   
   

41.4 %

   
   

29.0 %

   
   

6.7 %

   

 

 

 

                              

     
     

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3. Based on the data, what 3-5 goals for improvement emerge   for your school? (Use the Template   Provided ) Cite relevant evidence from your data (in all areas) to support   the goals. What strategies will the   school use to address these goals (no more than 3 strategies)? The strategies you select will address your   specific goals and be in addition to what you do every day. All staff will know those strategies and   implement them consistently and pervasively across your school. Strategies will be detailed on the school   improvement plan template.

Strategies should:

• Be researched based.

• Provide opportunities for ALL children in the school, including   targeted populations, to meet or exceed standards.

• Use effective instructional methods that increase the quality and   amount of learning time.

 

 

Reading- All students in Grades 1-5 at Winston Elementary   School will increase their reading fluency by 40% as measured by Aimsweb RCBM   benchmark tests from August 2016 to May 2017.   Kindergarten students will increase their Letter Sound Fluency by 40%   as measured by Aimsweb LSF benchmark tests from August 2016-May 2017.

 

Math- All students in Grades 1-5 at Winston Elementary School   will increase their performance in math computation by 40% as measured by the   Aimsweb benchmark tests from August 2016 to May 2017. Kindergarten students will increase their   number sense by 40% as measured by the Missing Number subtest of the Aimsweb   Test of Early Numeracy from August 2016 to May 2017.

 

 

Science- Students at Winston Elementary School will increase   performance in science for the 2016-2017 school year as demonstrated by 80%   proficiency on grade level Common District Assessments.

 

 

 

 

 


 

                              

     
     

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4. Describe the school staff, including the Hi-Q status of   all professional staff. What   strategies are used to recruit, build capacity and retain effective, highly   qualified teachers (leadership-administrative/teacher, mentoring,   professional learning, etc.)?     (Describe specific strategies you are using to promote the CLASS Keys   Self-Assessment/Reflection and Professional Growth Plan. What do you do to   hire a highly qualified staff based on district procedures, initiatives and programs in your building?   This will require that you look at your school’s strengths and weaknesses in   your decisions. Your staff decisions should be based on the needs of your   students. What do you provide to increase retention: developing teacher   leadership capacity, professional development, processes and procedures in   place that provide a strong foundation for a healthy culture and work environment,   student results, etc.)

The staff at Winston Elementary School   is 100% highly qualified. Teachers who   are not highly qualified will not be considered for employment. Continuous   professional learning, high expectations and monitoring ensures retention of   Hi-Q teachers. Winston teachers receive frequent observations with feedback   pertaining to the Teacher Keys evaluation instrument. Feedback and teacher reflection result in a   Professional Growth Plan that addresses the needs of the School Improvement   Plan as well as the System Improvement Plan. In addition, Winston’s   Leadership Team meetings are open to all   faculty members. To help build   capacity, most school decisions are made after discussions with the team.   Student data is also frequently analyzed by vertical teams where strengths   and weaknesses are openly discussed and strategies for improvement are   shared.

 


 

                                      

                              

     
     

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5. Describe   professional development activities that are offered at the school which   enable all children in the school to meet performance standards. (Use the   DCSS Three Year Professional Learning Plan Template attached) Include when and how the learning takes   place through “Initiative Training”?   What does it look like through “Monitoring for Implementation”   (differentiated, job-embedded, collaborative, shared, etc.)? Describe how the Professional Learning   impacted teacher knowledge and student learning through “Evaluation”   (multiple measures). Also, use the   DCSS: Standards Based Classroom   Instructional Framework (LFS).

The Winston staff   will all take part in professional learning to include the LFS   Differentiation module as re-delivered by our LFS facilitators and Mrs.   Taylor. Staff will take part in face   to face trainings as well as Strategies in Action modules included through   LFS Engaged on-line. Professional   learning will be monitored and evaluated through walk-throughs and formative   assessments conducted by the administrative team. Look fors will include evidence of   differentiated learning tasks in all grade levels and content areas.

The Winston staff   will all take part in the Ruby Payne Understanding Poverty Framework for   Instruction presented by Dr. Sandra Williams over the course of the 2016-2017   school year. This 10 hour learning   module will help to provide the faculty with a better understanding of the   needs of our students who are economically disadvantaged and provide specific   learning strategies to improve student achievement. Currently, more than 68% of our students   are economically disadvantaged and receiving free or reduced price lunches   and breakfasts each day.

 

 

 

                              

     
     

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6. Describe ongoing professional   development activities that will be offered to instructional staff at the   school to address the integration of technology within the curriculum. (Attach a copy of your school’s technology   plan) Include when and how the learning   will take place. What will the professional development look like? How will you account for differences in   levels of proficiency? How will you monitor and evaluate the use of   technology in the classroom?

Implementation   of technology based gradebooks in all grade levels

Integration   of Media Cast resources to support school based news team

Students   will be provided regular opportunities to improve their keyboarding skills   through typing.com or a similar program

Instructional   Technology specialist will provide professional learning regarding the   implementation of updated Office software.

Training   and on-going support in the use of Engrade- the Assessment and Learning   Management System of the DCSS

Students   will also have regular access to school wide on-line learning resources such   as Education Galaxy, Read Naturally Live, Scootpad, Read Theory, etc.

Teachers   will have available to them site licenses for on-line learning programs such   as Moby Max, Flocabulary, Reading A to Z, etc.

Computer   carts have been assigned to each grade level.   Administrators will monitor the use of   technology resources as part of their walk-throughs and formatives   observations and documented lesson plans.

 

 


 
 

                              

     
     

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      School Improvement Plan

 

7. Describe strategies to increase parental involvement in   the classroom, school, and instruction of their child (leading other   parents), capacity-building, communication, etc.).

During the 2016-2017 school year,   Winston Elementary staff and personnel are striving to increase parental   involvement in the classroom, school and instruction of the students. The first parent meeting was held on August   30th. We combined our Curriculum based   Open House with our first PTA meeting of the year. A PTA membership drive is already well   under way to increase parental involvement and awareness in our school.

In addition to the above, several   other parental involvement activities are already scheduled or are being   considered to increase parental involvement.   Those activities are:

·           ESOL Parent Information Session- September, 2016

·           Teddy Bear Parade- September 2, 2016

·           Get Your Pink On Obstacle Run – September 25, 2016

·           September Saturday Chorus Performance- September 24,   2016

·           Holiday Chorus Performance-TBD

·           Grade level musical performances- TBD

·           21st Century Parent Nights

·           Muffins with Mom

·           Grits for Grandparents

·           Fall Festival, October 21, 2016

·           Thanksgiving Feasts (K&1) TBD

·           Author’s Tea (TBD)

·           Talent Show/Art Show- March

·           Curriculum Nights each semester

·           Internet safety session for parents- TBD

·           Spirit Nights

·           Holiday themed after school dances

·           Book Fair with evening hours for families

 

 

  

School Improvement Plan (continued)

  
  

School Name: Winston Elementary

  
  

Principal Name: Dawn    M. Taylor

  
  

School Year:  2016-2017    

  
  

Measurable Goals:

  

GOAL #1 – All    students in Grades 1-5 at Winston Elementary School will increase their performance    in math computation by 40% as measured by the Aimsweb benchmark tests from    August 2016 to May 2017. Kindergarten    students will increase their number sense by 40% as measured by the Missing    Number subtest of the Aimsweb Test of Early Numeracy from August 2016 to May    2017.

  
  

School Keys Strands

  
  

Actions, Strategies, and Interventions

  
  

Timeline

  
  

Estimated Costs, Funding Sources, and    Resources

  
  

Person(s) Responsible

  
  

Evaluation of Implementation
   of Strategies and
   Impact on Student Learning

  
  

Artifacts

  
  

Evidence

  

Instruction

Implementation   of Learning Clips & Defined STEM Math activities

 

LFS   Instructional Planning

 

Fact   Fluency Practice

September-May

Professional   Learning Funds

 

DCSS   resources

K-5 Grade   level math teachers, co-taught special education teachers, Gifted & ESOL teachers

Lesson   Plans, Agendas and Minutes from Team Meetings, Observations and   Walk-Throughs.

 

Performance   on Aimsweb benchmark tests in the area of Math.

Assessment

 

 

Quarterly   Math Celebrations in recognition of students who meet established goals

 

October   2016

January   2017

March 2017

May 2017

 

Local Funds

 

All WES   Staff

 

Aimsweb   progress monitoring (MCOMP)

Lesson   Plans

Performance   on Aimsweb benchmark tests in the area of Math.

Professional   Learning

Day Long   Leadership Retreat to evaluate data and determine strengths/challenges and   set goals.

 

Team of   teachers to research and observe other elementary schools and their use of   Eureka Math for possible implementation

May 2017

 

 

 

 

August-May, 2017

 

 

 

Professional   Learning for subs.

Winston   Staff

Data   Charts, Sign-In Sheets, Faculty Agenda and Minutes

 

Performance   on Aimsweb benchmark tests in the area of Math.

 

                 

 

                                      
  

School Improvement Plan (continued)

  
  

School Name: Winston Elementary

  
  

Principal Name: Dawn M. Taylor

  
  

School Year:             2016-2017

  
  

Measurable Goals:

  

GOAL #2 – All    students in Grades 1-5 at Winston Elementary School will increase their    reading fluency by 40% as measured by Aimsweb RCBM benchmark tests from    August 2016 to May 2017. Kindergarten    students will increase their Letter Sound Fluency by 40% as measured by    Aimsweb LSF benchmark tests from August 2016-May 2017.

  
  

School Keys Strands

  
  

Actions, Strategies, and Interventions

  
  

Timeline

  
  

Estimated Costs, Funding Sources, and    Resources

  
  

Person(s) Responsible

  
  

Evaluation of Implementation
   of Strategies and
   Impact on Student Learning

  
  

Artifacts

  
  

Evidence

  

 

 

 

Instruction

 

 

 

 

 

 

Read   Naturally Live- Computer based reading   lab

 

 

 

 

September-May

 

 

 

 

 

 

$1,500

 

 

Winston Trust Fund

 

Intervention Teachers

 

Select Grade Level Teachers

Read   Naturally Live Progress Reports

 

Performance   on Aimsweb benchmark tests in the area of Reading to include RCBM and documented Lexille   scores through Accelerated Reader

Assessment

 

 

Use of   DRA-2+ in grades K-3 to assess students in the area of Reading while   providing teachers with targeted instructional plans

 

August-May

$6,000

14 kits x   $425.00

 

K-3 Reading   Teachers

SPED   Teachers

 

Completed   Student reading portfolios

 

Performance   on Aimsweb benchmark tests in the area of Reading and documented Lexille   scores through Accelerated Reader

Professional   Learning

DRA   Training

 

Day Long   Leadership Retreat to evaluate data and determine strengths/challenges and   set goals.

May 2017

$1,000 PL   funds to pay teacher stipends

WES   Leadership Team

Data   Charts, Sign-In Sheets, Agenda and Minutes

 

Performance   on Aimsweb benchmark tests in the area of Reading and documented Lexille   scores through Accelerated Reader

               


 

                                      
  

School Improvement Plan (continued)

  
  

School Name: Winston Elementary

  
  

Principal Name: Dawn M. Taylor

  
  

School Year:             2016-2017

  
  

Measurable Goals:

  

GOAL #3 – Students    at Winston Elementary School will increase performance in Science for the    2016-2017 school year as demonstrated by 75% proficiency on grade level    Common District Assessments.

  
  

School Keys Strands

  
  

Actions, Strategies, and Interventions

  
  

Timeline

  
  

Estimated Costs, Funding Sources, and    Resources

  
  

Person(s) Responsible

  
  

Evaluation of Implementation
   of Strategies and
   Impact on Student Learning

  
  

Artifacts

  
  

Evidence

  

Instruction

LFS Lesson   Planning, departmentalization, Science Logs, Science Days, STEM activities, STEM day, 21st STEM Club

Defined   STEM activities

Use of STEM   kits

Integration of CER (Claim, Evidence, Reasoning)

 

September   2016-May 2017

Local Funds

K – 5 Grade   Level Teachers

Lesson   Plans, Agendas and Minutes from Team Meetings, Observations and   Walk-Throughs.

 

Performance   on formative assessments and state mandated EOG assessments in science.

Assessment

 

 

CDAs & Teacher made assessments

 

September   2016-May 2017

 

Local Funds

 

All WES   Staff

 

Faculty   Meeting Agendas, Data Meeting Artifacts, science journals

 

Performance   on formative assessments and state mandated EOG assessments in science.

 

Professional   Learning

CER   re-delivery by Science Representative

 

 

 

September, 2016

 

 

 

 

 

None

Winston   Staff

Data   Charts, Sign-In Sheets, Agenda and Minutes

 

Performance   on state mandated EOG assessments.

 

 

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