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Accountability and School Improvement Plan
2017-2018
for
MARSHPOINT ELEMENTARY SCHOOL Savannah-Chatham County Public Schools
Lynne Phillips, Principal
M. Ann Levett, Ed.D. Superintendent of Schools
October 1, 2017
2
I. Principal’s Message
12-11-17 Dear Stakeholders: I would like to inform you that our school is engaging in an ambitious
school improvement planning process during this year. It will focus on:
Vision: From school to the world: All students prepared for productive futures
Mission: To ignite a passion for learning and teaching at high levels
In many ways, our School Accountability Plan will serve as our road map for
continued success. Our plan, which is supported by research-based strategies, will
focus on the continuous growth of student achievement; ensuring a safe,
secure, and disciplined learning environment; and demonstrating that
parents, business, and community members are actively engaged in the
educational process. Because we value your input and support, you are invited
to join us as we work to make Marshpoint Elementary School even greater.
Sincerely, Lynne Phillips, Principal Marshpoint Elementary School
Sincerely, Lynne Phillips, Principal Marshpoint Elementary School
II. Development Plan and Communication Process
Various stakeholders are involved in the school improvement process to ensure that the
needs of all students are addressed. The chart below illustrates the diverse group involved
with the development of this plan. The plan is reviewed annually and results are
communicated using a variety of formats such as school website, parent meetings, school
newsletters, staff meetings, etc. A comprehensive needs assessment is conducted annually
and used to develop the School Data Profile Narrative, which helps paint a total picture of the
school’s progress and “tells the story” behind the numbers.
Individual/Groups Title I/Position
Lynne Phillips Principal
Sally Coston Assistant Principal
Entire Staff (Gradel Level
Teams)
Leadership Team
School Council
PTA Board
3
4
III. Needs Assessment Data Sources
Continuous Growth of Student Academic Achievement
Safe, Secure & Disciplined Learning Environment
X School Demographics (gender, race, poverty rate, etc.)
X SWD Data
ITBS Data
3rd grade Writing Assessment
5th Grade Writing Assessment
8th Grade Writing Assessment
CRCT Data
X SRI Data
X MAP Data
X Dibels Data
X GKAP-R
GHSWT – First Time Pass Rate
EOCT Data (3-years)
Advanced Placement Exam Enrollment and Results
HiQ Percentage
X Percent Staffed by Certified Teachers
X Professional Development Hours and Involvement Related to Academic Achievement
X Teacher Survey
X Parent Survey
X Student Survey
SACS/CASI
X CCRPI Data X Quarterly Assessment Data
Disproportional Data
X PowerSchool Database Data
Incidents of Physical Violence
Incidents of Possession of Firearms in School
Incidents of Possession of Weapons Other Than Firearms in School
Incidents of Possession of Drugs/Alcohol on Campus
Hearing Office Data
Incidents of Out-of-School Suspensions
Incidents of In-School Suspensions
Incidents of Expulsions
Incidents of Permanent Expulsion
5
X Gifted Programs Data
SAT Participation and Results
ACT Participation and Results
PSAT Participation and Results
X IB Programs Data
Post Secondary Enrollment Report
Dual Enrollment Class Results and Enrollment
X Promotion/Retention Data
Governor’s Honors Program
X Attendance Data for Students and Staff
Dropout Rate (3-Years)
Cohort Graduation Rate (3-Years)
X Accountability and Assessment Website
Grade Distribution Report
Other
Parent Involvement Data
21st Century Program Data
6
IV. Tier 2 Indicator Focus Area (#1): Continuous Growth of Student Academic Achievement Based on the data from the comprehensive needs assessment, we prioritized the areas of focus and formulated the corresponding Tier 2 indicators/goals and developed strategies with an emphasis on academic achievement. These goals are directly aligned to the District Accountability System (DAS).
GOAL 1. Continuous Growth of Student Academic Achievement The percentage of 3rd grade students scoring “Proficient” in ELA will increase 2% from 40% to 42% as measured by the GMAS in May 2018.
Rationale: Demonstrating proficiency in reading will help to ensure that 3rd
grade students have acquired the necessary skills to become proficient in reading,
fluency and comprehension.
GOAL 2. Continuous Growth of Student Academic Achievement
The percentage of 3rd grade students scoring “Proficient” in Math will increase 3% from 38% to 40% as measured by the GMAS in May 2018. Rationale: Demonstrating proficiency in Mathematic will help to ensure that 3rd
grade students have acquired the necessary skills to become proficient in math
calculations and reasoning. Students will also demonstrate competency in
analyzing and applying mathematical concepts.
GOAL 3. Continuous Growth of Student Academic Achievement The percentage of 4th grade students scoring “Proficient” in ELA will increase 2% from 48% to 50% as measured by the GMAS in May 2018.
Rationale: Demonstrating proficiency in reading will help to ensure that 3rd
grade students have acquired the necessary skills to become proficient in reading,
fluency and comprehension.
Goal 4. Continuous Growth of Student Academic Achievement The percentage of 5th grade students scoring “Proficient” in ELA will increase 2% from 52% to 54% as measured by the GMAS in May 2018.
Rationale: Demonstrating proficiency in reading will help to ensure that 3rd
grade students have acquired the necessary skills to become proficient in reading,
fluency and comprehension.
7
Focus Area (#2): Safe, Secure, and Disciplined Learning Environment
GOAL 1. Safe, Secure, and Disciplined Learning Environment Continue to hold “E Conduct Party” four times during the school year, as endorsed by the Discipline Committee. Rationale: Supporting and encouraging social behavior is essential to achieving academic gains. Teachers and positive reinforcement play a large role in creating an environment that encourages learning, improve student behavior and create better academic performance at every level of education.
Focus Area (#3): Community Engagement
GOAL 1. GOAL: To continue to increase family engagement and community partnership by increasing our community events at Marshpoint from 16 (2016-2017 school year) to 21 (2017-2018 school year).
RATIONALE: The parents and community support Marshpoint. Greater family involvement and community input makes Marshpoint a stronger school.
Focus Area (#4): Fiscal Responsibility
GOAL 1. GOAL: Any staff member who collects money will go through training on how to manage collected money at school and properly secure their receipt books. RATIONALE: To properly document and account for any money collected at Marshpoint.
8
IV. Tier 2 Indicator (linked to Tier 1)
Focus Area (#1): Continuous Growth of Student Academic Achievement
For this focus area, we identified needs and formulated at least three corresponding Tier 2 indicators through
strategies with an emphasis on academic achievement.
Tier 2
Indicator: Continuous Growth of Student Academic Achievement The percentage of 3rd grade students scoring “Proficient” in ELA will increase 2% from 40% to 42% as measured by the GMAS in May 2018.
Rationale: Demonstrating proficiency in reading will help to ensure that 3rd
grade students have acquired the necessary skills to become proficient in reading,
fluency and comprehension. Instructional Strategies: Related Professional Learning Strategies:
1. Accelerated Reader
2. Comprehension Strategies
3. Directed Silent Reading with Response
4. BEAMERS
5. EIP
6. Inference/Context Clue Practice (small group)
7. Inferencing Grade Level Homework
8. Scholastic Non-Fiction Leveled Readers
9. Guiding Reading (small group)
10. Peer Tutoring
11. Reading Fluency Activities
12. Web-based Reading Phonics Games
13. Implement flex schedule to dedicate time for
remediation
14. Reading to self
15. Anchor charts
16. Word Works
1. The Technology teacher facilitates
implementation
2. Worked with literacy coach to obtain samples
3. Balanced literacy PLC trainings
4. After school tutorial
5. EIP teacher during scheduled times
6. Training during PLC time by Academic Coach
7. No professional training necessary
8. Scholastic book room and website
9. Training provide during PLC time
10. No professional learning necessary
11. No professional training necessary
12. Website guidelines for educators (AKM)
13. Provided by EIP teacher
14. No professional training necessary
15. Training Provided by Balanced literacy
16. Training provided by Balanced literacy
Monitoring (Artifacts): Results (Evidence): Met Not Met
Walkthroughs/Lesson Plans/Observations/SRI Data
Data:
Balanced Literacy power points and notebooks
Georgia Milestone Assessment (GMAS)
9
Cost: Timeline: Person(s) Responsible:
Funding needed for
Beamers.
Ongoing
All teachers/Literacy Coach/EIP
Teacher/Administrators
10
IV. Tier 2 Indicator (linked to Tier 1)
Focus Area (#1): Continuous Growth of Student Academic Achievement
For this focus area, we identified needs and formulated at least three corresponding Tier 2 indicators through
strategies with an emphasis on academic achievement.
Tier 2
Indicator Continuous Growth of Student Academic Achievement
The percentage of 3rd grade students scoring “Proficient” in Math will increase 3% from 38% to 41% as measured by the GMAS in May 2018. Rationale: Demonstrating proficiency in Mathematic will help to ensure that 3rd
grade students have acquired the necessary skills to become proficient in math
calculations and reasoning. Students will also demonstrate competency in
analyzing and applying mathematical concepts.
Instructional Strategies: Related Professional Learning Strategies:
1. Basic Skill Drills
2. Mad Minute
3. Interactive Math journals
4. BEAMERS
5. EIP
6. Xtra Math
7. Marilyn Burns Math and Literature
8. Problem based learning
9. Web- based instructional programs
10. Sumdog
11. Bridging activities with Coastal Middle
School
12. MobyMax
13. Number World SRA
1. No professional development necessary
2. No professional development necessary
3. Work with math coach
4.After school tutorial
5. No professional training necessary
6.No professional development necessary
7.Work with math coach
8. IB/PLCs and Math Coach
9. Website guidelines for educators
10. Website guidelines for educators
11. Fifth grade teachers and middle school teachers
will plan and implement bridging activities.
12. Work with EIP/RTI teacher
13. Work with EIP teacher
Monitoring (Artifacts): Results (Evidence): Met Not Met
Walkthroughs/Lesson Plans/Observations/MAP
Reports
Data:
Georgia Milestones Assessment System (GMAS)
Cost: Timeline: Person(s) Responsible:
11
Need funding for
Beamers, Number
World and
MobyMax
Ongoing
All teachers
12
IV. Tier 2 Indicator (linked to Tier 1) continued
Focus Area (#1): Continuous Growth of Student Academic Achievement
For this focus area, we identified needs and formulated at least three corresponding Tier 2 indicators through
strategies with an emphasis on academic achievement.
Tier 2 Indicator:
Continuous Growth of Student Academic Achievement The percentage of 4th grade students scoring “Proficient” in ELA will increase 2% from 48% to 50% as measured by the GMAS in May 2018.
Rationale: Demonstrating proficiency in reading will help to ensure that 3rd
grade students have acquired the necessary skills to become proficient in reading,
fluency and comprehension.
Instructional Strategies: Related Professional Learning Strategies:
1. Accelerated Reader
2. Comprehension Strategies
3. Directed Silent Reading with
Response
4. BEAMERS
5. EIP
6. Inference/Context Clue Practice
(small group)
7. Inferencing Grade Level
Homework
8. Scholastic Non-Fiction Leveled
Readers
9. Guiding Reading (small group)
10. Peer Tutoring
11. Reading Fluency Activities
12. Web-based Reading Phonics Games
13. Implement flex schedule to dedicate
time for remediation
14. Reading to self
15. Anchor charts
16. Word Works
1. The Technology teacher facilitates implementation
2. Worked with literacy coach to obtain samples
3. Balanced literacy PLC trainings
4. After school tutorial
5. EIP teacher during scheduled times
6. Training during PLC time by Academic Coach
7. No professional training necessary
8. Scholastic book room and website
9. Training provide during PLC time
10. No professional learning necessary
11. No professional training necessary
12. Website guidelines for educators (AKM)
13. Provided by EIP teacher
14. No professional training necessary
15. Training Provided by Balanced literacy
16. Training provided by Balanced literacy
Monitoring (Artifacts): Results (Evidence): Met Not Met
□ Frequent Walkthroughs/Lesson
Plans/ Observations
Data:
Georgia Milestone Assessment test (GMAS)
13
Cost: Timeline: Person(s) Responsible:
Funding
needed for
Beamers.
Ongoing
Classroom teachers/EIP teacher/Interrelated Teachers/Academic
Coach/Administrators
Tier 2
Indicator: Continuous Growth of Student Academic Achievement The percentage of 5th grade students scoring “Proficient” in ELA will increase 2% from 52% to 54% as measured by the GMAS in May 2018.
Rationale: Demonstrating proficiency in reading will help to ensure that 3rd grade students have acquired the necessary skills to become proficient in reading, fluency and comprehension.
Instructional Strategies: Related Professional Learning Strategies:
1. Accelerated Reader
2. Comprehension Strategies
3. Directed Silent Reading with Response
4. BEAMERS
5. EIP
6. Inference/Context Clue Practice (small group)
7. Inferencing Grade Level Homework
8. Scholastic Non-Fiction Leveled Readers
9. Guiding Reading (small group)
10. Peer Tutoring
11. Reading Fluency Activities
12. Web-based Reading Phonics Games
13. Implement flex schedule to dedicate time for
remediation
14. Reading to self
1. The Technology teacher facilitates
implementation
2. Worked with literacy coach to obtain samples
3. Balanced literacy PLC trainings
4. After school tutorial
5. EIP teacher during scheduled times
6. Training during PLC time by Academic Coach
7. No professional training necessary
8. Scholastic book room and website
9. Training provide during PLC time
10. No professional learning necessary
11. No professional training necessary
12. Website guidelines for educators (AKM)
13. Provided by EIP teacher
14. No professional training necessary
14
15. Anchor charts
16. Word Works
15. Training Provided by Balanced literacy
16. Training provided by Balanced literacy
Monitoring (Artifacts): Results (Evidence): Met Not Met
Walkthroughs/Lesson Plans/Observations/SRI Data
Data:
Balanced Literacy powerpoints and notebooks
Georgia Milestone Assement test (GMAS)
Cost: Timeline: Person(s) Responsible:
Funding needed for
Beamers.
Ongoing
All teachers/Literacy Coach/EIP
Teacher/Administrators
15
Tier 2 Indicator:
Continuous Growth of Student Academic Achievement The percentage of Kindergarten students scoring “Meets/Exceeds” category in ELA will increase 2% from 82.2% to 84.2% as measured by the GKIDS in May 2018.
Rationale: Students will be better prepared for 1st grade with well developed Skills in ELA
serving as a foundation for becoming a life long reader.
Instructional Strategies: Related Professional Learning Strategies:
1. Accelerated Reader
2. Comprehension Strategies
3. Directed Silent Reading with Response
4. BEAMERS
5. EIP
6. Inference/Context Clue Practice (small group)
7. Inferencing Grade Level Homework
8. Scholastic Non-Fiction Leveled Readers
9. Guiding Reading (small group)
10. Peer Tutoring
11. Reading Fluency Activities
12. Web-based Reading Phonics Games
13. Implement flex schedule to dedicate time for
remediation
14. Reading to self
15. Anchor charts
16. Word Works
1. The Technology teacher facilitates
implementation
2. Worked with literacy coach to obtain samples
3. Balanced literacy PLC trainings
4. After school tutorial
5. EIP teacher during scheduled times
6. Training during PLC time by Academic Coach
7. No professional training necessary
8. Scholastic book room and website
9. Training provide during PLC time
10. No professional learning necessary
11. No professional training necessary
12. Website guidelines for educators (AKM)
13. Provided by EIP teacher
14. No professional training necessary
15. Training Provided by Balanced literacy
16. Training provided by Balanced literacy
Monitoring (Artifacts): Results (Evidence): Met Not Met
Walkthroughs/Lesson Plans/Observations/SRI Data
Data:
Balanced Literacy powerpoints and notebooks
Georgia Kindergarten Inventory of Developing
Skills (GKIDS)
Cost: Timeline: Person(s) Responsible:
Funding needed for
Beamers.
Ongoing
All teachers/Literacy Coach/EIP
Teacher/Administrators
16
IV. Tier 2 Indicator (linked to Tier 1) continued
Focus Area (#2): Safe, Secure, and Disciplined Learning Environment
For this focus area, we identified needs and formulated at least two corresponding Tier 2 indicators through
strategies with an emphasis on academic achievement.
Tier 2 Indicator:
Safe, Secure, and Disciplined Learning Environment While initiating a new behavior plan, increase the number of behavior celebrations from 0 during the 2016-2017 school year to 3 during the 2017-2018 school year. Rationale: Supporting and encouraging social behavior is essential to achieving academic gains. Teachers and positive reinforcement play a large role in creating an environment that encourages learning, improve student behavior and create better academic performance at every level of education.
Instructional Strategies: Related Professional Learning Strategies:
1. . 1.
Monitoring (Artifacts): Results (Evidence): Met Not Met
□ Data:
With consistent behavior, a more effective learning
environment is created for all students and staff.
Cost:
1. No funding
necessary
2. No funding
necessary
3. No funding
necessary
4. No funding
necessary
Timeline:
1. Tuesday faculty
meetings
2. Ongoing
3. Scheduled
PTA/School Council
meeting dates
Person(s) Responsible:
1. Administrators and staff
2. Teachers
3. Administration and committee members
17
IV. Tier 2 Indicator (linked to Tier 1) continued
Focus Area (#3): Community Engagement
For this focus area, we identified needs and formulated at least one corresponding Tier 2 indicator through
strategies with an emphasis on academic achievement.
Tier 2 Indicator:
GOAL: To obtain Model PTA as recognized by the National PTA organization. RATIONALE: Marshpoint was recognized as a Model PTA last year. The recognition of this honor will indicate a continued growth of parent and community involvement and help Marshpoint keep resources, business partners, and respect in the community.
Instructional Strategies: Related Professional Learning Strategies:
1. Make call outs to remind parents to join PTA
and attend PTA meetings.
2. Elect PTA parent officers to guide and serve
as leaders in this process.
3. Publicize PTA via all communication
outlets.
4. Have sign in tables available
5. Schedule all PTA events at the beginning of
the year to help avoid any conflict.
1. Done by administration
2. Parents are trained through PTA website.
3. Facebook, newsletter, websites, call outs
4. Sign in table will be in open house classrooms
5. Set on Marshpoint school calendar
Monitoring (Artifacts): Results (Evidence): Met Not Met
1. Model PTA status
Cost: Timeline: Person(s) Responsible:
No funding necessary
Ongoing
School Counselors and All Teachers
18
IV. Tier 2 Indicator (linked to Tier 1) continued
IV. Tier 2 Indicator (continued)
Focus Area (#4): Fiscal Responsibility
For this focus area, we identified needs and formulated at least one corresponding Tier 2 indicator through strategies with an emphasis on academic achievement.
Tier 2 Indicator
GOAL: All certified staff will go through training on how to manage collected money at school and properly sure their receipt books. RATIONALE: To properly document and account for any money collected at Marshpoint
Instructional Strategies Related Professional Learning Strategies
1. Teachers trained on site. 2. All money will be collected and recorded
on the yellow money form. 3. All money will be checked in by the
secretary
1. The on-site school training will take place during a
Marshpoint faculty meeting. 2. Forms are keep in clock in room 3. Money will be kept and deposited by the secretary
Monitoring Results (Evidence) __Met __Not Met
1. Records will be kept by secretary 2. Monthly or yearly audits
Funding Source/
Approximate Amount
Person(s) Responsible
1. No funding necessary
1. One onsite trainer
2. Principal and Assistant Principal/IB Coordinator
3. Assistant Principal/IB Coordinator and Staff
19
V. Tier 3 Narrative
The Tier 3 narrative outlines the district’s progress and provides more information regarding its
advancement towards meeting the identified goals and tells “the story behind the numbers.”
The district report attached to this plan explains were Marshpoint falls in comparison to other schools in the district. The name of the district report is DISTRICT ACCOUNTABILITY SYSTEM -REPORTING, EVALUATING, & MONITORING INSTRUMENT DAS-REMI EXECUTIVE SUMMARY REPORT The attached data reflects areas of academic progress from 2015-2016 school year. After careful analysis, these goals were designed to improve Marshpoint and benefit all stakeholders.
Attach a copy of the report here.
20
Additional Comments: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_____________________________ ______________________
Principal’s Signature Date
____________________________ ______________________
Executive Director of School Governance’s Date Signature