2012 sw sip plan -merged
TRANSCRIPT
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Georgia Department of Education
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Georgia Department of Education
SWP/SIP Template Instructions
Notes: All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists all components/elements marked
as Not Met need additional development.
Please add your planning committee members on the next page. The asterisk (*) denotes required components as set forth in Section 1114 of the
Elementary and Secondary Education Act of 1965 (ESEA).
Please submit your School Improvement Plan as an addendum after the header page inthis document.
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Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Planning Committee Members:
NAME POSITION/ROLE
Stacey Rutledge Principal
Cora Brettel Assistant Principal
Jenny Worn Assistant Principal
Vicki Parker School Improvement Coordinator
Shayla Norman Media Specialist
Sarah Bailey First Grade Teacher
Symantha Jefferson Second Grade Teacher
Brooke Deal Special Education
Amber Hudson Paraprofessional
Tonya Singletary Parent Involvement Coordinator
Laura Bartley Counselor
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Georgia Department of Education
SWP Components
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other
factors that may affect achievement.
A. Worth County Primary Schools Schoolwide/School Improvement Plan (SW/SIP) wasdeveloped with participation of individuals responsible for helping to implement thecomprehensive school-wide plan. Individuals include parents and community members servingon the school council, administrators, the School Improvement Coordinator, counselors, faculty,
paraprofessionals, and Worth County district level support staff. Worth County Primary School
(WCPS) implements and monitors a continuous process to improve instruction and student
learning. Student achievement is continually examined in order to determine strengths and
weaknesses within the schools instructional program. The school level administration worksclosely with the Federal Programs Director and the K-12 Curriculum Director in analyzing
student achievement data to strengthen the instructional program.
B. The staff at WCPS completes a needs assessment annually to help identify specific areas of needfor the instructional program. The needs assessment, along with minutes from professional
learning sessions, staff brainstorming sessions, and grade level meetings are regularly examinedto determine the direction and focus of our SW/SIP. The WCPS needs assessment is analyzed
and used by the administrative team to plan for additional professional development. In addition
to the staff needs assessment survey, WCPS utilizes a variety of student performance data and
assessments to determine the academic needs of students. Assessment instruments includeinstructional assessments, AIMSWeb Universal Screening (AUS), STAR Reading, STAR Early
Literacy, Response to Intervention (RTI) progress monitoring, and Georgia KindergartenInventory of Developing Skills (GKIDS) First and second students will take English Language
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Georgia Department of Education
teachers an opportunity to compare classroom performance data to the performance of the gradelevel as a whole as well as plan for differentiated instruction based on their individual students.Each teacher examines the overall academic performance of his/her class, and instructional
strategies are adjusted when necessary. The performance of students in subgroups is also
analyzed at this time, and instructional strategies are planned to address identified weaknesses ofthose students. Appropriate interventions are determined for individual students, and RTI plans
are developed or updated if needed. Teachers use progress monitoring data throughout the school
year to track student growth and plan appropriate instructional strategies and interventions to
meet the needs of all students.
E. We have based our plan on meeting the performance targets set on the College and CareerReadiness Performance Index (CCRPI) to meet the Common Core Georgia PerformanceStandards (CCGPS). For the 2012-2013 school term WCPS will analyze all students academicperformance data to monitor the progress in meeting these targets. This information will include
data for individual students and sub-groups of students who are not yet achieving at the level of
proficiency to meet the state standards set forth in the state academic proficiency rate establishedfor the 2012-2013 term. Specific sub-groups to be monitored to ensure these students are making
significant gains include the following:
Black students
White studentsEnglish Learner (EL) students
Students with Disabilities
Economically Disadvantaged students
These subgroups were selected based on our current student population. Their progress will bemonitored using the AUS and benchmark assessments Item analysis will be used to determine
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Georgia Department of Education
Kindergarten students who are not making adequate progress with letter names will be pulled forextra interventions. We are monitoring the effectiveness of interventions in letter naming fluencyby progress monitoring all kindergartners at least once a month on this particular skill.
Kindergarten students who struggle in this area are progress monitored weekly. Letter naming
fluency will remain a focus throughout the kindergarten year to ensure that letters are mastered.As our goal is met by targeting letter naming fluency more heavily in kindergarten, subsequent
first grade classes will not have a weakness in letter naming fluency. GKIDS reports will be
pulled after each GKIDS entry period to determine the percent of students at each GKIDS
performance level in letter naming fluency. Number identification will also be progressmonitored on a weekly basis for those students who are not making significant gains in achieving
mastery. Students who continue not make progress toward mastery of this skill will be pulled for
extra interventions.
First grade interventions are provided for students who do not know their letters fluently. We are
addressing retelling and the use of graphic organizers in first and second grade through our
CCGPS units and unit lesson plans. Including graphic organizers will help students constructmeaning with an emphasis on sequencing and retelling stories. Additional books have been
purchased to teach CCGPS units since we recognize the need to expose students to informational
text. Grade wide performance assessments and instructional benchmarks will be tracked usinggrade level performance assessments.
Second grade instruction will focus on number sense and concept application through the
performance based activities in the CCGPS units and by helping students learn to ask themselves
key questions before, during, and after the problem solving process. Progress will be trackedusing grade level performance assessments as well as instructional benchmarks.
The root cause that we discovered for the weaknesses in letter naming fluency in kindergarten is
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Georgia Department of Education
The following measureablegoals for our standards based benchmarks will be used in first andsecond grade to document student achievement with the CCGPS. These goals are based on the
College and Career Ready Performance Index.
Worth County Primary School
Mathematics
All Students Black White English Learners(EL) SWD Economically Disadvantaged
87.9 79.9 92.3 79.0 65.8 81.8
Reading/ELA
All Students Black White English Learners(EL) SWD Economically Disadvantaged
94.4 91.0 97.2 87.5 80.6 91.7
Science
All Students Black White English Learners(EL) SWD Economically Disadvantaged
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Georgia Department of Education
*2. Schoolwide reform strategies that are scientifically researched based, directly tied to thecomprehensive needs assessment and academic standards.
Worth County Primary uses the following researched based programs or strategies toimprove school performance:
HoughtonMifflin/ Harcourtis utilized by teachers to support K-2 reading and languagearts instruction.
K-2 teachers useHarcourt Math as a resource. Continue use of the Sonday System in first and second gradeas an intervention to teach
the five components of reading to struggling readers.
Use ofMath Their Way and specific math skill instruction. Continue use ofRead Naturally as an intervention in first and second grade to increase
reading fluency.
Continue use ofVoyagerand The Alphabet Arc as interventions in kindergarten to helpstruggling students master letters and sounds.
Continue providing an intervention block in the master schedule to focus on students withdisabilities, at-risk students, and higher achieving students. The Intervention Block
allows an extension of opportunities for differentiated instruction focusing on specific
strategies or interventions to meet students individual needs.
Continue use ofSuccessMakerwith all students and provide extended time for studentswho need additional skill practice in reading and/or math.
ImplementHandwriting Without Tears schoolwide as our program to teach handwriting.
2(a) Schoolwide reform strategies that provide opportunities for all children in the school
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Georgia Department of Education
2(b). Are based upon effective means of raising student achievement.
A. Research supporting our effective methods and instructional practices or strategies arelisted:
Flexible Grouping
"Fresh Ideas For Grouping."Instructor120.2 (2010): 75.Academic Search Complete. Web. 23 Feb. 2012.
Harcourt
Rust, Amanda L. "A Study of the Benefits of Math Manipulatives versus Standard Curriculum in the
Comprehension of Mathematical Concepts." (1999).ERIC. Web. 23 Feb. 2012.
Read Naturally
Arvans, Rebecca. "Improving Reading Fluency and Comprehension in Elementary Students Using Read
Naturally." ProQuest LLC(2009).ERIC. Web. 23 Feb. 2012.
RTI (Intervention Block)
Jones, Ruth E., Nina Yssel, and Christina Grant. "Reading Instruction In Tier 1: Bridging The Gaps By
Nesting Evidence-Based Interventions Within Differentiated Instruction." Psychology In The
Schools 49.3 (2012): 210-218.Academic Search Complete. Web. 23 Feb. 2012.
Sonday SystemReading Research and the Sonday System. [PDF doc.] Winsor Learning, Inc. (2002) St. Paul, MN.
Retrieved from http://www.winsorlearning.com/
Moats Louisa C When Older Kids Cant Read Educational Leadership (2001) Retrieved
http://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdfhttp://www.winsorlearning.com/site/wp-content/uploads/doc_library/instructional_materials/Reading-Research-Sonday-System.pdf -
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Georgia Department of Education
2(c). Use effective instructional methods that increase the quality and amount of
learning time.
The WCPS instructional program is structured to provide quality instruction in all content
areas. Subjects are taught using whole group and small group differentiated instruction.
Students also participate in various learning centers during this instructional time. We
have increased the amount and quality of learning time by providing an interventionblock in the master schedule. During this block, classroom teachers and paraprofessionals
provide explicit, targeted interventions for students with identified academic weaknesses.
Flexible grouping is used to ensure that all students receive additional practice with
specific skills as needed. Acceleration activities are provided for higher performingstudents during this block.
2(d). Address the needs of all children, particularly targeted populations, and address how the
school will determine if such needs have been met and are consistent with improvement
plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).
WCPS is currently implementing the CCGPS. Teachers are writing lesson plans and
designing curriculum maps to correlate with the state unit frameworks in EnglishLanguage Arts and Math. The process of evaluating, reviewing, and collaboratively
discussing assessments is ongoing in order to identify students in need of instructional
assistance Specific academic weaknesses are documented using individual RTI plans to
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Georgia Department of Education
*3. Instruction by highly qualified professional staff.
WCPS provides instruction by highly qualified teachers who meet the standards,
established by the state of Georgia. WCPS teachers are accountable for possessing
content knowledge and planning instructional strategies to help all students meet highstandards. All certified teachers are evaluated throughout the school year to ensure that
high quality instruction is being delivered. Teachers participate in training sessions,
workshops, and conferences to improve content knowledge, enhance instructional skills,
and increase their understanding and knowledge of the CCGPS curriculum. Mentors areselected to provide guidance and support for new teachers and staff. WCPS
paraprofessionals hold valid state certificates issued by the Professional Standards
Commission and are in compliance.
WCPS Teachers
Bachelors Masters Specialist
14 32 14
3(a). Strategies to attract highly qualified teachers to high-needs schools.
Th d i i i i i d i i d i i hi hl lifi d h
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staff. Professional learning includes, but is not limited to, the CCGPS initiative, Responseto Intervention, content instruction for root problems, and analyzing student work anddata. The professional learning focus for the 2012-2013 school year is to implement
Common Core Georgia Professional Standards (CCGPS) in the content areas of English
Language Arts and math. Teachers also participate in a needs assessment survey at theend of every year to help with the planning for professional learning for the upcoming
year. The Administrative Team utilizes the needs assessment results, teacher evaluations,
and school data to determine the professional learning needs of the staff at WCPS.
B. Professional development is aligned with the States academic content and based onstudent needs. The School Improvement Coordinator meets with teachers to help them
acquire, enhance, and refine their knowledge and skills in order to create and supporthigh levels of learning. Classroom teachers are trained in research-based strategies,
interventions, assessment techniques, and differentiated instruction strategies to address
the needs of all students at WCPS. Teachers meet to disaggregate data at the school,
grade, classroom, and individual level. As a result of these meetings struggling studentsare identified, and research-based interventions or strategies are discussed and
implemented to increase student performance. Additionally, the School Improvement
Coordinator is actively engaged in redelivering information, preparing materials, andscheduling CCGPS meetings, workshops, and blackboard sessions.
C. We have devoted sufficient resources to carry out professional development activities toaddress the root causes of academic problems. All Worth County School System
employees attended a professional learning workshop hosted by John Antonetti, a highly-sought educational consultant at the beginning of the 2012-13 school term. Mr. Antonetti
focused on student engagement and high-yield best practices. WCPS has a full timeSchool Improvement Coordinator who is responsible for providing in-house staff
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Georgia Department of Education
*5. Strategies to increase parental involvement.
WCPS involves parents in the planning, reviewing, and improvement of the comprehensive
school-wide program plan by including parents on the Worth County School Council. The
Council meets four times during the school year to review data, plan, and make
recommendations to the school administration.
WCPS has a full-time Parent Involvement Coordinator, funded through Title I. The Parent
Involvement Coordinator provides monthly newsletters as well as activities and workshops
throughout the school year. The coordinator works with PTO officers and the schooladministration to bring parents into the school as volunteers, as well as for meetings,
celebrations, and educational events.
Open House
Back to School Night Good Citizens Breakfast Transportation Day Math Family Fun Night Family Literacy Night Honor Chorus Programs Partners in Education Doughnuts for Dad Muffins for Mom Field Day Veterans Day
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Georgia Department of Education
scores and important information to assist parents of rising kindergarten students with thetransition into the primary school setting. The administration, kindergarten teachers, andother staff work together to answer questions from parents to ensure all rising
kindergarten students feel safe, secure, and part of the WCPS family. WCPS
administrators conference with Headstart personnel to discuss the upcoming transition forstudents. Second grade students are invited to attend a transitional tour at the elementary
school to preview third grade. This tour is to ensure that primary level students make a
smooth transition to the elementary level school environment. Special education students
at WCPS also participate in transition activities from one grade to the next. This allowsthese students to become familiar with the upcoming teachers and classroom.
*7. Measures to include teachers in the decisions regarding the use of assessment to provide
information on, and to improve, the performance of individual students and the overall
instructional program.
A. The administration at WCPS provides numerous ways teachers are included in decisionsregarding the use of assessments. The opportunities for input include:
Grade level meetings Hall representative meetings School Improvement team meetings Disaggregation of all student data Weekly progress monitoring
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Georgia Department of Education
Gifted Services Special Education Professional Learning Pre-Kindergarten Parent Involvement Coordinator Hiring additional teachers and paraprofessionals Parent Involvement Activities Purchase of resources, supplies and/or instructional materials English Language (EL) Support Early Intervention Program Title I Title II Title III
8(b). Description of how resources from Title I and other sources will be used.
Resources from Title I are used to fund teacher, paraprofessional, and the Parent
Involvement Coordinator salaries and benefits. It also funds additional resources andmaterials to implement school reform strategies to better meet the needs of all studentlearners. The school has received Title I Distinguished School funds for consistently
achieving Adequately Yearly Progress for the past 11 years. Title II funds the School
Improvement Coordinator position.
8(c) Plan developed in coordination with other programs including those under the School to
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Georgia Department of Education
activities include:
Teachers review permanent records, RTI folders, and other documentation to determinestudents strengths and weaknesses.
Teachers analyze data using reports generated by AIMSWeb, Edusoft, SuccessMaker,STAR, progress monitoring, and instructional assessments.
Teachers and support staff receive on-going instructional assistance from administrationand the School Improvement Coordinator.
Teachers utilize scientific-based research materials and resources in reading and math. The master schedule provides an intervention block.
ActivBoards, wireless slates, and the Classroom Performance System (CPS)provideindividual feedback which allows teachers to closely monitor student performance.
Classroom teachers and Special Education teachers plan collaboratively: to developdifferentiated instructional strategies, utilize flexible grouping, and implement prescribed
interventions. Common planning for inclusion and classroom teachers is provided.
Math Facts in a Flash is used by first and second grade students. It is a computerprogram designed to help students develop automatic recall of math facts throughappropriate practice.
Training is provided to co-teaching teachers in appropriate reading and math strategies.
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Georgia Department of Education
Accelerated Reader(AR) is a computer based, reading management and motivationalsystem designed to complement classroom literacy programs.
9(a). Measures to ensure that student weaknesses are identified on a timely basis.
The RTI Team monitors student achievement and evaluates Tier 2 and 3 intervention plans
and documentation throughout the school year. Identified students receive interventions to
target specific needs. Progress monitoring data is charted to measure student performanceand effectiveness of interventions. RTI meetings are scheduled as needed to update
individual student plans.
9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance
for identified weaknesses.
Administration, the School Improvement Coordinator, and teachers collaborate atweekly grade level meetings to:
Examine student work and create effective standards-based instructional strategies Discuss instructional and curriculum concerns Brainstorm and share ideas to improve teaching methods for struggling students Develop CCGPS unit lesson plans and common assessments
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Georgia Department of Education
teachers to provide resource packets and activities for parents to assist with studentlearning at home.
10. Description of how individual student assessment results and interpretation will be
provided to parents.
Individual student assessments results with interpretation guides and/or rubrics are sent
home in the students report card or in the student agenda. Assessments and interpretationsare shared during a parent/teacher conference. In addition to report cards, mid-term
progress reports are sent in the students agendas to inform parents of current academicperformance. During parent conferences assessment reports are shared and explained to
parents.
11. Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
WCPS has a data room that is used for displaying and discussing data results.
Administrators and the School Improvement Coordinator meet with the School Council and
teachers to discuss school-wide data results.
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Georgia Department of Education
Worth County School System recommends that the SW/SIP Plan be revised on a yearlybasis and evaluated two times a year. The Administrators, School ImprovementCoordinator, and teachers meet with all the stakeholders to review and discuss the current
plan to make adjustments or recommendations for improvements.
15. Plan developed with the involvement of the community to be served and individuals who
will carry out the plan including teachers, principals, other school staff, and pupil servicepersonnel, parents and students (if secondary).
Worth County Primarys plan was developed with the input of the administration, faculty,
staff, parents and community members.
16. Plan available to the LEA, parents, and the public.
The plan is submitted to the LEA and is accessible at www.worthschools.net. A copy of the
plan is located in the media center at WCPS. The plan is also discussed at PTO meetings
and posted on the schools web page.
17. Plan translated to the extent feasible, into any language that a significant percentage of
the parents of participating students in the school speak as their primary language.
The School Improvement Plan is written in English, however a Spanish interpreter or sign
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 21 of 45
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 22 of 45
Measurable Goals
Annual Measurable GoalsThe measurable goals/benchmarks we have established to address the needs in kindergarten are based on AIMSWeb Universal
Screening (AUS). In the spring of 2011 66% of students were average or above average in the area of letter naming fluency. In the
spring of 2012 this number increased to 73%. Our goal for the spring of 2013 is 85%. In the spring of 2011, 39% of kindergarten
students were at or above average in the area of number identification. In the spring of 2012 this number increased to 74%. Our goal
for the spring of 2013 is 85%.
The following measureablegoals for our standards based benchmarks will be used in first and second grade to document student
achievement with the CCGPS. These goals are based on the College and Career Ready Performance Index.
Mathematics
All Students Black White English Learners(EL) SWDEconomically
Disadvantaged
87.9 79.9 92.3 79.0 65.8 81.8
English Language Arts/Reading
All Students Black White English Learners(EL) SWD EconomicallyDisadvantaged
94.4 91.0 97.2 87.5 80.6 91.7
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 23 of 45
Science
All Students Black White English Learners(EL) SWD EconomicallyDisadvantaged
80.1 68.9 89.3 67.6 56.5 72.5
Social Studies
All Students Black White English Learners(EL) SWD EconomicallyDisadvantaged
79.0 68.5 87.6 66.0 54.0 70.8
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 24 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
K
eys
Strands
Actions, Strategies, and
Interventions
Timeline
Estimated
Costs, Funding
Sources, andResources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
CCGPS:
WCPS is
currently
implementing
the CCGPS.
Teachers are
writing lesson
plans and
designingcurriculum
maps to
correlate with
the state unit
frameworks in
English
Language Arts
Teachers are participating
in Blackboard Sessions,
collaboratively meeting to
write lesson plans for unit
frameworks, developing
performance based
assessments, developing
standards-based report
cards and creating rubricsand common assessments
to align with Common
Core Georgia Performance
Standards (CCGPS).
Fall 2012
and on-
going
Curriculum
Funds
Administrators
School
Improvement
Coordinator
Classroom and
Inclusion teachers
Georgia
Department of
Education
Sign-in sheets
Lesson plans
Agendas
Benchmark,
common, and
performancebased
assessments
CCGPS
Teacher
Guides
Knowledgeable teachers
familiar with CCGPS
curriculum
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 25 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
and Math.
CCGPS Teachers are following the
state curriculum maps for
ELA and math and using
the Unit Frameworks as a
resource for lessons to
plan instruction. Studentswill be given benchmark
assessments.
Kindergarten, first, and
Fall 2012
and on-
going
On-going
Reading First
funds
Local funds
School
Improvement
Coordinator
Teachers
Georgia
Department of
Education
Administrators
Classroom
Curriculum
Maps
Lesson plans
Curriculum
maps
Benchmark,common, and
performance
based
assessments
Lesson plans
Improvement on
assessments
Teacher observations
Improvement of students
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 26 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
CCGPS
second grade teachers are
using HoughtonMifflin/Harcourtand other
supplemental resources as
the research-based core
reading andHarcourt
Math as the research-based
core math.
WCPS recognizes the need
to build background
knowledge through the useof using informational
books. Using
informational books will
also provide authentic
ways to provide practice
with graphic organizers
and retelling events.
Fall 2012
and ongoing
used for
informationalbooks
WCPS
Instructional
technologyfunds
teachers
School
Improvement
Coordinator
Classroom and
Inclusion teachers
Informational
books
Graphic
Organizers
Retelling
experiences
Reading/ELA and math
achievement as indicatedby AIMSWeb Universal
Screening(AUS), Edusoft
Reports, Online
Assessment System
(OAS),GKIDS(Georgia
Kindergarten Inventory of
Developmental Skills).
Students with background
knowledge
Students who can
organize thoughts and
retell events
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 27 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
CCGPS
Reading Eggs focuses on acore reading curriculum of
phonics and sight words
using skills and strategies.
It is used by all students.
Accelerated Reader (AR)
is a computer based-
reading management and
motivational system. It
serves as practice
component of a
comprehensive reading
Fall 2011and ongoing
Fall 2011
and on-
going
WCPSInstructional
technology
funds
WCPS
Instructional
technology
funds
Media Specialist
Classroom
teachers
Media Specialist
Classroom
teachers
Computerlogin records
Computer
login records
AR Reading
points
Increase of scores on AUSletter naming fluency,
letter sound fluency,
nonsense word fluency,
and classroom sight word
checklists
Increase student
achievement
Accelerated Reader
reports
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 28 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
CCPGS
program.
Handwriting Without
Tears is being
implemented schoolwide
as a method to teach
students how to print
letters. Printing letters is a
CCGPS standard.
Teachers attended a
workshop, planned
collaboratively to redeliverinformation, and modeled
the correct approach to
handwriting.
The School Improvement
Coordinator and teachers
collaborate during grade
level meetings to discuss
curriculum concerns and
Fall 2012
and on-
going
Fall 2011
and ongoing
Local
curriculum
funds
Curriculum
Director
Administrators
School
Improvement
Coordinator
Classroom andInclusion teachers
Administrators
School
Improvement
Handwriting
Without Tears
Teacher
Guides
Student
Resources
Common
Assessments
Curriculum
Legible handwriting
Meeting student
achievement goals and
documentation to support
evidence of learning
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 29 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
Response to
schedules, create
assessments, updatecurriculum maps, design
report cards and rubrics,
examine student work, and
analyze data.
Education City is a web
based online teaching and
learning resource. It
provides independent skillpractice in ELA, math, and
science.
RTI School Coordinator,
School Improvement
Fall 2012
and ongoing
On-going
WCPS
Instructional
technologyfunds
Coordinators
Classroom and
Inclusion teachers
Media Specialist
Classroom andInclusion teachers
Administrators
Maps
Report Cards
and Rubrics
Computer
login records
Data Reports
Increased student
achievement
Meeting individual needs
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 30 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
Intervention
(RTI):WCPS utilizes
academic
interventions to
address specific
academic needs
of students as
identified by
assessment
data. These
interventionsare tailored to
focus on
specific skills
and strategies
to aid students
in achieving
CCGPS
Coordinator, and teachers
continue to monitorstudent achievement and
evaluate all RTI plans and
documentation during data
team meetings.
RTI School
Coordinator
School
Improvement
Coordinator
Classroom and
Inclusion teachers
Documentation
Student Work
Report Cards
Progress
Reports
to achieve academic gain
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 31 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
proficiency.
RTIMonitor student academicprogress and identify at-
risk students through the
use of AUS, progress
reports, report cards, RTI
progress monitoring,
assessments, and student
computer program reports.
Teachers are discussing
data and individual student
progress during individual,
class, and grade level data
meetings. RTI
Fall 2011
and on-
going
Fall 2011
and on-
going
RTI School
Coordinator
School
Improvement
Coordinator
RTI School
Coordinator
School
RTI School
Coordinator
School
Improvement
Coordinator
Classroom and
Inclusion
teachers
Documentation
Sign- in
Sheets
Data
documentation
Increase student
achievement and
performance based scores
for students with specific
academic needs
Meeting student
achievement goals
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 32 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
RTI
documentation and
intervention plans are alsobeing discussed during
these meetings.
SuccessMakeris a
computer based programthat focuses on literacy
and math skills used by all
K-2 grade students.
Extended time is an option
for an intervention for
struggling students in
reading or/and math.
On-going WCPSInstructional
technology
funds
Improvement
Coordinator
Classroom and
Inclusion teachers
Classroom andInclusion teachers
Assessmentresults
Student grades
Notes from
meetings
Computer
login records SuccessMakerreports
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 33 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
RTI
Read Naturally, an audioprogram that focuses
fluency, is used by 1st
and
2nd
grade students having
difficulty with fluency.
Language for Learners
targets students in K-2
who have inadequate
language development.
The program is designedto teach young pre-readers
oral language concepts,
information and
knowledge.
Math Facts in a Flash
On-going
Fall 2011
and on-
going
Reading First
Funds
WCPS
Instructional
technology
funds
Classroom and
Inclusion teachers
Paraprofessionals
Classroom and
inclusion teachers
ReadNaturally
passages
Vocabulary
development
Computer
Improvement of studentswords per minute on AUS
RCBM
Increase of studentsvocabulary development
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 34 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
RTI
provides practice of
fundamental math skillsfor first and second
graders. It is also used as
an intervention when
extended time is allowed
for struggling students.
STAR Early Literacy is a
computer-adaptivediagnostic assessment. It
also offers practice and
intervention tools for
Response to Intervention
for kindergarteners.
Fall 2012
and on-going
WCPS
Instructionaltechnology
funds
Local fundsused for
informational
books
Media Specialist
Classroom and
inclusion teachers
SchoolImprovement
Coordinator
Classroom and
inclusion teachers
login records
Computer
login records
Increase of math scores on
AUS Math Computation(M-COMP)
Increase of scores onSTAR Early Literacy test
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 35 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
Student
Services:
In order to
meet the needs
of diverse
English for Speakers of
Other Languages (ESOL)
We implemented a pull-
out model to serve
students who are identified
as EL using guidelines set
Fall 2012
and on-
going
Title III funds ESOL teacher
Vocabulary
development
Increased
conversation
and language
Increased scores on
language assessments
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 36 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
learners, WCPS
providesinstruction to
meet individual
needs of all
learners.
forth by the World-Class
Instructional Design andAssessment (WIDA)
Consortium.
Gifted Services provides:
Gifted EndorsedTeachers
Cluster Models Scratch computer
program
High Achievers arepulled in all gradesto provide
opportunities to
develop higher
order thinking
skills
On-going Local and state
funding
Gifted Services
teacher
Classroom gifted
endorsed teachers
engagement
Testing Data
Student work
Projects and exhibitions
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 37 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
Parent
Involvement:
WCPS
facilitates
home-school
communication
and parent
involvement in
order to help
parents play anintegral and
sustained role
in assisting
student
learning.
The SIP and Title Icomponents are developed
with input from the
following stakeholders:
Classroom teachers Parents Administration Paraprofessionals Media Specialist Worth County
Board of EducationFederal Programs
Director
Worth CountyBoard of Education
Curriculum
Director
On-going
Administrators
School
Improvement
Coordinator
Teachers
CommunityMembers
Agendas
Minutes
Sign-in sheets
Parental and community
involvement
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 38 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
ParentInvolvement
The WCPS Parent
Involvement Coordinatorinteracts and
communicates with
parents by providing
materials and planning
school functions.
WCPS provides parental
and communityinvolvement. These
opportunities include:
Open House Back to School
Night
Partners inEducation
On-going
On-going
Title I funds
WCPS Funds
ParentInvolvement
Coordinator
Teachers
Parents
Administrators
Teachers
Parents
Parent
Involvement
Parental
packets
Parent contact
logs
Parent contact
logs
Agendas
Schedules
Positive and productiverelationships
Students interactpositively with peers and
adults within the school
and beyond the school
environment
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 39 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
Parent
Involvement
Parent AcademicWorkshops
Parent Involvement Doughnuts for Dad Muffins for Mom Field Day Book Fair Veterans Day Wee Delivery
Program
NativeAmerican/ColonialDay
Terrific Kids Fall Festival Parent Teacher
Organization
Classroomcelebrations
Coordinator
Community
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 40 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
Parent
Involvement
WCPS providesopportunities for
communication between
the parents and school to
focus on individual student
achievement in meeting
the CCGPS and promotion
requirements. These
opportunities include:
Parent/TeacherConferences
WCPS Website Progress Reports Report Cards Phone Notification
System
Attendance alertsmailed to
On-going Administrators
School
Improvement
Coordinator
Parent
Involvement
Coordinator
Teachers
ProgressReports
Report cards
Phone
Notification
System
Parent/Teacher
Conferencesign-in sheets
Teacher/ParentContact log
Student
agendas
Informed parents and
community members
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 41 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
Parent
Involvement
parents/guardians
Monthlynewsletters Parent contacts by
phone
Student Agendas Sylvester Local
announcements
Administrativeparent conferences
Monthly schoolcalendars
The WCPS School
Council meets four times a
year. It is comprised of
the principal, parents,
On-going Principal
School Council
Agenda
MinutesCommunication between
the school and community
is meaningful.
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 42 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
CCRPI/
Attendance:
WCPS
recognizes the
important of
daily school
attendance and
teachers, community, and
business members. Topicsof discussion may include
attendance, parent
involvement, curriculum,
data, and student activities.
WCPS students are
provided with agendas to
encourage parent/teacher
communication.
Students with excessive
tardies, checkouts, and
absences are monitored,
and parents are notified
about attendance policies
and consequences. A letter
about the compulsory
On-going
On-going
WCPS funds
members
Administrators
Teachers
Administrators
Parent
Involvement
Coordinator
Agendas
Daily
attendance
reports
Computerized
school check-
in reports
Compulsory
Enhanced communication
Parents are provided with
opportunities to attend
workshops concerning
attendance issues.
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 43 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
works to
improve theattendance rate.
HI Q: WCPS
leadership is
committed to
recruiting and
retaining HI Q
teachers.
attendance policy is sent
home with students at thebeginning of the year.
Recruit highly qualified
teachers through
networking,
teachgeorgia.org, andpostingpositions on the
Worth County Board of
Education website.
Teachers new to WCPS
are assigned a mentor
teacher for guidance and
support.
On-going
On-going
Worth County
School SystemSocial Worker
Teachers
Worth County
School System
PersonnelDirector
Principal
Principal
Mentor teacher
attendance
letter
Applications
Position
postings
Resumes
Observations
Conferences
Productive learning
environment with
competent teachers.
Supportive working
environment
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 44 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
Transition:
WCPS
Administrators,
Parent
Coordinator,
and the School
Improvement
Coordinatorwork with the
WCPS Pre-K
Program, local
Pre-K
Programs, and
Headstart as
well as Worth
County
WCPS invites students
attending the local Head
Start and off site Pre-K
programs to tour the
school. WCPS hosts a
transition night to
distribute Readiness Test
scores and importantinformation to assist
parents of rising
kindergarten students.
Second grade students take
a transitional tour at the
elementary school to
preview third grade. As
On-going
Teacher
Administrators
School
Involvement
Coordinator
ParentInvolvement
Coordinator
Counselors
Meetings
Agendas
Handouts for
parents
Attendance
logs
Supportive environment to
prepare students for
success in the future
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Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMay 2012 Page 45 of 45
School Improvement Plan (continued)
School Name: Worth County Primary School System Name: Worth
Principal Name: Stacey Rutledge School Year: 2012-2013
School
Keys
Strands
Actions, Strategies, and
InterventionsTimeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Evaluation of Implementation
of Strategies and
Impact on Student Learning
Artifacts Evidence
Elementary
School toensure smooth
transitions.
students transfer to third
grade their grade levelclass picture transfers with
them on order to
encourage them to
continue to be a member
of the graduating class.
Special education students
also participate in
transition activities as they
transfer from one grade to
the next.