Title I Schoolwide Plan 2016-2017

 

 

 

SCHOOLWIDE IMPROVEMENT PLAN TEMPLATE

School Name: Spring Place Elementary

District Name: Murray County

Principal Name: Donna Standridge

School Year:        2016-2017

School Mailing Address:  2795 Leonard Bridge Rd. Chatsworth, GA  30705

Telephone:  706-695-2525

District Title I Director/Coordinator Name:  Barbie Kendrick

District Title I Director/Coordinator Mailing Address:  P.O. Box 40 1006 Green Rd.Chatsworth, GA  30705

Email Address:  barbie.kendrick@murray.k12.ga.us

Telephone:  706-695-4531

ESEA WAIVER ACCOUNTABILITY STATUS

(Check all boxes that apply and provide additional information if requested.)

Priority School   

Focus School    

Title I Alert School   

Principal's Signature:  

 

Date:

Title I Director's Signature:

 

Date:

Superintendent's Signature:

 

Date:

Revision Date: September 16, 2016

Revision Date: October 21, 2016

Revision Date:

 

 


Spring Place Elementary School

 

Murray County Schools

 

Our Vision

Committed to student success...no exceptions, no excuses!

 

Our Mission

Murray County Schools instills within our students the desire to learn, to graduate from high school, and to become productive citizens.

 

Our Beliefs

We believe:

  • All children can learn.
  • High expectations result in high achievement.
  • High school graduation is the key to lifelong success.
  • Effective relationships are based on respect, trust, and honest communication.
  • Technology empowers 21st Century Learners.
  • Parent and community involvement increases student achievement.

 

 

 

 

 

 

 

The Spring Place Elementary Title I Planning Team met on September 16, 2016 and October 21, 2016 to revise the SWP/SIP. The agenda for that meeting is located in the Revision section of this notebook. The team met to discuss and compile information from the end of the year review, which was submitted by each grade level. The team is tentatively scheduled to for the following meeting dates to review and revise the plan.

 

September 26, 2016

October 21, 2016 

Review End of the Year Report

School wide plan will be revised at this time by the Title I Planning Team. 

 January 24, 2017

Mid-Year Review

Each grade level will report on their data and progress in meeting the Title I School-wide and grade level goals.

 May 23, 2017

End of the Year Review

Each grade level will report their data and progress in meeting their grade level goals.

May 30, 2017 

End of the Year Analysis

Title I Planning Team will meet to analyze end of the year data.

 

 

 

 

 

 

 

 

 

 

 

 

 

Agenda-9/16/2016 & 10/21/2016

Title I Planning Team Meeting

  1. Discuss and revise school-parent compact

-Murray County District Goals

 

-Strategies

 

-Spring Place Elementary Goals

 

-School Responsibilities

 

-Parent Responsibilities

 

-Student Responsibilities

 

  1. Discuss and revise parental involvement policy

-Parent Feedback Opportunities

 

-Parent Rights

 

-Parent Involvement Opportunities

 

-Spring Place Elementary Parental Support

 

  1. Discuss and revise the school improvement plan

 

 

 

 

               Planning Team Members

NAME

MEMBER'S SIGNATURE

POSITION/ROLE

Donna Standridge

 

 

Principal

Michelle Ridley

 

 

Assistant Principal

Jennifer Lents

 

 

Instructional Coach

Elisha Rogers

 

 

Media Specialist and Title I Coordinator

Alan Pacheco

 

Kindergarten Teacher

 

Jhanna Bryson

 

 

First Grade Teacher

Tammy Acosta

 

Second Grade Teacher

 

Allison Harrison

 

 

Third Grade Teacher

Denise Smith

 

Fourth Grade Teacher

 

Tabitha McEntire

 

 

Fifth Grade Teacher

Will Ross

 

Sixth Grade Teacher

 

Ashley Lawson

 

 

EIP Teacher

Rachel Brindle

 

 

EL Teacher

Shelley Gillespie

 

Parent

 

Raymond Holt

 

 

Parent

Sydney Thomason

 

Community Member

 

Barbie Kendrick

 

LEA Title I Program Director, Elementary Curriculum Director

Mike Tuck

 

Pupil Services

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.      A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes  the achievement of children in relation to the state academic content standards and the state student  academic achievement standards described in Section 1111(b)(1).

 

School Background

Spring Place Elementary School is located in the Georgia Historic Township of Spring Place, Georgia. The school opened in 1969 and houses approximately 650 students in K-6th grade. The school is widely supported by the community, parents and teachers. They come together with a common goal of helping students strive for success and excellence.

 

School Vision and Mission

Spring Place Elementary School's vision is committed to student success...no exceptions, no excuses! Our mission is to cultivate within our students the desire to learn, to graduate from high school, and to become productive citizens.

 

District Goals

  • Each student will graduate from high school college and career ready.
  • Each student will meet or exceed state average on all state required assessments.

 

Spring Place Elementary Measurable SMART goals

  • We will increase student achievement in ELA from 21% to 64% as measured by the Georgia Milestones end of grade assessment.
  • We will increase student achievement in Math from 37% to 67% as measured by the Georgia Milestones end of grade assessment.
  • We will increase student achievement in Science from 35% to 65% as measured by the Georgia Milestones end of grade assessment.
  • We will increase student achievement in Social Studies from 22% to 67% as measured by the Georgia Milestones end of grade assessment.
  • We will increase the average percentage of 2nd-6th grade students scoring proficient or advanced on the Scholastic Reading Inventory (SRI) from 41% to 51%.
  • We will increase the average percentage of 4th-6th grade students meeting benchmark on the multiplication portion of the Math Fact Fluency Assessments from 60% to 70%.
  • We will increase the average percentage of K-2nd grade students meeting benchmark on the DIBELS Next assessment from 67% to 100%.

 

School Assessment Data

 

DIBELS Next Composite Scores Grades K-5

The DIBELS Next assessment is conducted three times a year with students in grades K-5. Students earn a composite score based on grade level appropriate assessments. The assessments include phoneme segmentation fluency, initial sound fluency, letter naming fluency, nonsense word fluency, oral reading fluency, retell fluency and DAZE which measures comprehension and vocabulary. Each grade level has a range of scores, which is considered Benchmark, or on grade level.

 

K

1st

2nd

3rd

4th

5th

BOY

29%

76%

57%

44%

48%

36%

EOY

70%

68%

62%

55%

43%

46%

 

Georgia Milestones

The Georgia Milestones is an achievement test that is given to students in 3rd-6th grades. This test measures the mastery of the Georgia Standards of Excellence.

 

Percentage of students proficient or advanced.

 

3rd

4th

5th

6th

ELA

21%

22%

16%

24%

Math

50%

38%

26%

33%

Science

31%

29%

43%

35%

Social Studies

15%

40%

18%

13%

 

Subgroup Georgia Milestones Data

This includes Georgia Milestones data for 3rd-6th grade students in the following subgroups: SWD, ELL, or ED.

 

Students with Disabilities (SWD)

 

Level 1

Beginning

Learner

Level 2

Developing

Learner

Level 3

Proficient Learner

Level 4

Distinguished

Learner

ELA

64%

35%

2%

0%

Math

51%

36%

6%

0%

Science

40%

45%

15%

0%

Social Studies

58%

36%

5%

0%

 

English Language Learners (ELL)

 

Level 1

Beginning

Learner

Level 2

Developing

Learner

Level 3

Proficient Learner

Level 4

Distinguished

Learner

ELA

52%

38%

10%

0%

Math

26%

49%

22%

3%

Science

30%

53%

15%

2%

Social Studies

38%

49%

13%

0%

 

Economically Disadvantaged (ED)

 

Level 1

Beginning

Learner

Level 2

Developing

Learner

Level 3

Proficient Learner

Level 4

Distinguished

Learner

ELA

40%

42%

16%

2%

Math

19%

48%

28%

6%

Science

24%

45%

28%

4%

Social Studies

34%

48%

14%

5%

 

Math Fact Fluency Assessments Grades 1-5

Math Fact Fluency is measured in grades 1-5. Addition and subtraction fact fluency is measured in grades 1-2 while grades 3-5 measure multiplication and division fact fluency. The assessments are administered three times per year. Students are given 5 minutes to answer as many problems as possible.

 

Percentage of students meeting grade level benchmarks

Addition

Grade 1

Grade 2

BOY

92%

15%

EOY

94%

74%

 

Percentage of students meeting grade level benchmarks

Subtraction

Grade 1

Grade 2

BOY

60%

14%

EOY

63%

44%

 

Percentage of students meeting grade level benchmarks

Multiplication

Grade 3

Grade 4

Grade 5

BOY

17%

33%

18%

EOY

75%

41%

64%

 

Percentage of students meeting grade level benchmarks

Division

Grade 3

Grade  4

Grade 5

BOY

22%

27%

16%

EOY

76%

37%

52%

 

Scholastic Reading Inventory (SRI)

The SRI is used to measure a student's reading comprehension level. The test is based on the Lexile framework for Reading. The goal of this assessment is to identify struggling readers.

 

Percentage of students scoring proficient and advanced.

SRI 

2nd

3rd

4th

5th

6th

BOY

37%

23%

 17%

 47%

23%

EOY

25%

40%

 38%

 65%

39%

Lexile Range

420-650L

520-820L

740-940L

830-1010L

925-1070L

 

 

 

Academic Strengths

  • Spring Place's ELL students 55% met or exceeded the AMAO goal of moving up one performance band, which met the state goal.
  • Our 3rd grade students had a 58% gain in multiplication fact fluency and a 54% gain in division fact fluency.
  • Our 5th grade students had a 46% gain in multiplication fact fluency and a 36% gain in division fact fluency.
  • Our 5th grade students had an 18% gain on the SRI.

 

Academic Weaknesses

  • Students were below the state target on the Georgia Milestones ELA, Math, Science, and Social Studies tests.
  • We had 70% of Kindergartners, 68% of 1st graders, and 62% of 2nd graders at benchmark on the DIBELS Next assessment.
  • Our 4th grade students went down 5% on the DIBELS Next assessment from the beginning of the year to the end of the year.
  • An average of 41% of students in 2nd-6th grades scored proficient or advanced on the SRI.
  • Our current subgroups SWD, ELL, and ED students scored below state average on the Reading and Math portions of the Georgia Milestones.

 

Areas of Priority

  • All areas of the Georgia Milestones for 3rd-6th grades.
  • Performance of our subgroups (SWD, ELL, and ED).
  • DIBELS Next benchmark scores for K-2nd grade students.
  • SRI scores for 2nd-6th grade students.

 

CCRPI Results

 

Score

Enrollment by Grade Bands

School Enrollment

Enrollment by Bands

Proportional Points

Elementary School (K-5)

71%

621

728

0.853

60.648

Middle School (6th)

54%

107

728

0.147

7.923

School Score

 

 

 

 

68.6

 

 

 

The measurable goals/benchmarks we have established to address the needs are:

 

  • Kindergarten Goal(s):

§  We will have an increase in the percentage of students meeting benchmark on the DIBELS Next assessment from 70% to 100%.

v  To meet this goal students will use subscriptions to Reading Eggs and Tumblebooks as well as free iPad apps and websites.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

 

  • First Grade Goal(s):

§  We will have an increase of students meeting benchmark on DIBELS Next from 68% to 100%.

§  We will have 70% of students score proficient on the Power School benchmark exam in ELA and Math.

§  We will have an increase in the percentage of students scoring proficient on the Math Fact Fluency in subtraction from 63% to 73%.

v  To meet these goals students will use subscriptions to Reading Eggs, Tumblebooks, and Reflex Math as well as free iPad apps and websites.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

 

  • Second Grade

§  We will have an increase in the percentage of students scoring proficient and advanced on the Scholastic Reading Inventory (SRI) from 34% to 44%.

§  We will have an increase in the percentage of students meeting benchmark on the DIBELS Next assessment from 62% to 100%.

§  We will have an increase in the percentage of students meeting benchmark on the Addition Math Fact Fluency assessment from 74% to 84%.

§  We will have an increase in the percentage of students meeting benchmark on the Subtraction Math Fact Fluency assessment from 44% to 54%.

v  To meet these goals students will use subscriptions to Reading Eggs, Tumblebooks, and Reflex Math as well as free iPad apps and websites.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

 

  • Third Grade

§  We will have an increase in the percentage of students scoring proficient and advanced on every area on the Georgia Milestones Assessment from 29% to 39%.

§  We will have an increase in the percentage of students meeting benchmark on the Scholastic Reading Inventory from 35% to 45%.

§  We will have an increase in the percentage of students meeting benchmark on the DIBELS Next assessment from 55% to 65%.

§  We will have an increase in the percentage of students meeting benchmark on the Multiplication Math Fact Fluency assessment from 75% to 85% and Division Math Fact Fluency assessment from 76% to 86%.

v  To meet these goals students will use subscriptions to PebbleGo and Reflex Math as well as free iPad apps and websites.

v  The Fast ForWord program will also be used to help with fluency and reading comprehension.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

 

  • Fourth Grade

§  We will have an increase in the percentage of students scoring proficient and advanced on every area on the Georgia Milestones Assessment from 32% to 42%.

§  We will have an increase in the percentage of students meeting benchmark on the Scholastic Reading Inventory from 38% to 48%.

§  We will have an increase in the percentage of students meeting benchmark on the DIBELS Next assessment from 43% to 53%.

§  We will have an increase in the percentage of students meeting benchmark on the Multiplication Math Fact Fluency assessment from 41% to 51%.

§  We will have an increase in the percentage of students meeting benchmark on the Division Math Fact Fluency assessment from 37% to 47%.

v  To meet these goals students will use the subscription to Reflex Math as well as free iPad apps and websites.

v  The Fast ForWord program will also be used to help with fluency and reading comprehension.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

 

  • Fifth Grade

§  We will have an increase in the percentage of students who scoring proficient and advanced on every area on the Georgia Milestones Assessment from 26% to 36%.

§  We will have an increase in the percentage of students meeting benchmark on the Scholastic Reading Inventory from 65% to 75%.

§  We will have an increase in the percentage of students meeting benchmark on the DIBELS Next assessment from 46% to 56%.

§  We will have an increase in the percentage of students meeting benchmark on the Multiplication Math Fact Fluency assessment from 64% to 74%.

§  We will have an increase in the percentage of students meeting benchmark on the Division Math Fact Fluency assessment from 52% to 62%.

v  To meet these goals students will use the subscription to Reflex Math as well as free iPad apps and websites.

v  The Fast ForWord program will also be used to help with fluency and reading comprehension.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

  • Sixth Grade

§  We will have an increase in the percentage of students who meet the state target on every area on the Georgia Milestones Assessment from 26% to 36%.

§  We will have an increase in the percentage of students meeting benchmark on the Scholastic Reading Inventory from 39% to 49%.

v  To meet these goals students will use the subscription to Reflex Math as well as free iPad apps and websites.

v  The Fast ForWord program will also be used to help with fluency and reading comprehension.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

 

  • Students with Disabilities (SWD)

§  We will see an increase in the percentage of students meeting the state target on every area of the Georgia Milestones Assessment from 7% to 17%.

v  To meet these goals students will continue to be served in the ESS program by an inclusion teacher.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

 

  • English Language Learners (ELL)

§  We will see an increase in the percentage of students meeting the state target on every area of the Georgia Milestones Assessment from 8% to 18%.

v  To meet these goals students will continue to be served in the ELL program by an ELL teacher.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

 

  • Economically Disadvantaged (ED)

§  We will see an increase in the percentage of students meeting the state target on every area of the Georgia Milestones Assessment from 13% to 23%.

v  Teachers will use assessment data to identify needs based groups and develop intervention plans for struggling students.

 

Migrant Students

We have taken into account the needs of migrant children by agreeing to follow these procedures should these students be in attendance at Spring Place Elementary:

  • Based on an individual needs assessments, the needs of EL, immigrant, and migrant students will be determined and met in these areas:

§  Academic and instructional subjects, settings, techniques, and materials

§  Staffing

 

 

2.         Schoolwide reform strategies that: 

  • Provide opportunities for all children to meet the state's proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). 

 

Spring Place faculty will adhere to the comprehensive needs assessment and the academic standards as set forth by the Georgia Standards of Excellence (GSE) to implement schoolwide reform strategies that are scientifically researched based.

 

The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the state's academic content and student academic achievement standards are incorporating efficient instructional strategies that strengthen the core academic program in the school, increasing the amount and quality of learning time, helping provide an enriched and accelerated curriculum, and meeting the educational needs of historically underserved populations. The schoolwide reform strategies are consistent with and designed to implement the state and local improvement plans. Finally, administrators, teachers, and staff have the following as their impetus for school-wide reform specifically dealing with struggling learners:  intervention activities implemented will ensure that students attain the proficient or advanced levels of academic achievement standards.

 

Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies:

  • At the beginning of each school year and intermittently throughout the school year, each grade level meets with the Instructional Coach and administrators to study student data from several sources
  • Literacy across content areas
  • Differentiation
  • Rigor
  • Student use of technology
  • Vocabulary instruction
  • standardized tests
  • Power School benchmarks
  • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next in K-5
  • Sight Word Inventories
  • Developmental Spelling Inventory (for grades 1-3)
  • Remediation and Enrichment strategies for students include:  Reading First, Intervention time, EIP classes, ESS resources, Elements of Reading (vocabulary), manipulatives, EXCEL classes; Marilyn Burns Math Solution kits; Thinking Maps, graphic organizers and visuals
  • Individualized technology based instructional learning/activities.
  • In all classrooms, teachers do remediation and enrichment activities daily to address students' weaknesses and strengths.
  • Spring Place's main focus in school-wide reform is to integrate the GSE in academic

instruction in grades K-6 so that learning stems from the GSE and not the textbooks. 

  • The teachers received and will continue to receive training in how to best use the GSE.
  • Teachers will post Georgia Standards of Excellence and Essential Questions in their classrooms.
  • SPE will utilize Fast ForWord, Power School, computers, iPads, Kindles, IReady, Reflex Math, Tumblebooks, and ACTIVboards to assist all students including at-risk students.
  • Benchmarks provide checkpoints to monitor student progress toward a stated GSE to ensure that interim progress is being made toward the stated GSE. Benchmarks are directly related to the GSE.
  • Fast ForWord Teacher and Trainings

 

 

 

  • Use effective methods and instructional strategies that are based on scientifically based research that:

o   strengthen the core academic program in the school.

o   increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

o   include strategies for meeting the educational needs of historically underserved populations

Core Academic Program

To strengthen the core academic program in the school the following takes place:

  • Teachers in grades K-3 have a minimum of 160 minutes of ELA instruction and 100 minutes of Math instruction.
  • Teachers in grades 4-6 have a minimum of 100 minutes of ELA instruction and 70 minutes of Math instruction.

 

Learning Time

We will increase the amount and quality of learning time by offering the following intervention activities:

  • Before/after school tutoring that targets the weaknesses or learning difficulties of select students with select needs.
  • During the school day each class in K-6 has a specified intervention/acceleration time in which the teacher addresses students' personal weaknesses or strengths.

Numerous measures are used to identify and ensure that students receive effective and timely assistance in their area of weaknesses such as:

  • DIBELS and DIBELS Next
  • Power School benchmarks
  • monitoring student progress throughout the school year
  • Student Instructional Plans (SIP) are developed to set curriculum goals based on data.
  • The Response to Intervention (RTI) program allows the school to utilize the Tiers of Intervention for students that are not making adequate progress.
  • Individual Education Plans (IEP) are developed for students who qualify for ESS services.
  • The upper grades utilize the scientifically researched based Learning Focused strategies to improve student achievement.
  • Individualized technology based instruction is also provided to monitor student's progress regularly toward the annual GSE objectives.

 

Meeting the Needs of Historically Underserved Populations

Spring Place also incorporates team-teaching strategies by having ESS inclusion teachers co-teaching with teachers in the classrooms in order to meet the needs of the low-achieving children and those at risk of not meeting the state student achievement standards. ELL are served in small groups to help with English language proficiency and vocabulary acquisition. EIP students are served in small groups to help with reading fluency, vocabulary development and reading comprehension.

  • Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:
  • counseling, pupil services, and mentoring services;
  • college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and the integration of vocational and technical education programs;

Spring Place Elementary has a full time Guidance Counselor that provides classes to all students  as well as individual counseling as needed.

 

Spring Place, a Commitment to Graduate (C2G) Model Campus, seeks to instill within the students the drive to pursue high school, college, university, or technical school graduation. All students complete college and career related activities throughout their years at Spring Place. All sixth graders complete a career cluster survey, directed by the Guidance Counselor. These activities foster the following: career awareness, career exploration, and counseling pertaining to careers and necessary paths of educational studies.

 

Students in 5th and 6th grades participate in the Murray County 4-H program. This program introduces a variety of concepts and skills to students. Over the course of six class periods student have the opportunity to learn about participation in 4-H events (community service projects, introduction to agricultural activities, competitions). Students also learn about maintaining a healthy lifestyle.

Address how the school will determine if such needs have been met; and

are consistent with, and are designed to implement, the state and local improvement plans, if any.

The School-wide Improvement Plan will be evaluated three times per year to determine if needs are being met. The Instructional Coach meets with teachers weekly for various trainings and to help identify at risk students. Additional programs are made available to identified groups. The EIP, EL ESS, RTI, and Excel programs provide support and enrichment to students.

  • EIP: The EIP program provides support for 1st-6th grade students struggling with reading fluency. Students are served in small groups for 45 minutes each day.
  • EL: The EL program focuses on basic language and reading skills. Activities are cross curricular and help build vocabulary acquisition. EL students are placed in needs based groups determined by assessments such as DIBELS Next, SRI, and Power School benchmarks.  Students are provided with small group instruction in the regular classroom.
  • ESS: The ESS program provides additional support for students who have been identified with learning disabilities or other health impairments. Students able to remain in the regular education environment are provided with an additional teacher or a trained paraprofessional in the regular classroom.
  • RTI: The Tier III RTI process is a support system for struggling students. The Tier III interventions are in place for a 12 week period. During that time the RTI committee (teachers, Instructional Coach, and parents) meet to discuss progress with interventions set in place.
  • Excel: The Excel program meets the needs of students identified as gifted. The program emphasizes critical and creative thinking skills, group processes, decision making, problem solving and the use of technology.

 

Additional support for students is made available through the following technology programs.

  • Reading Eggs
  • Tumblebooks
  • Reflex Math
  • Power School
  • BrainPop
  • Fast ForWord

 

All grade levels provide differentiated instruction with remediation/intervention for students in need. The implementation of best instructional practices will be noted in lesson plans, peer evaluations, walkthroughs, and informal/formal evaluations. Documentation of student progress can be found by following:

  • Teacher observation
  • Classroom assignments
  • Classroom tests
  • Power School benchmarks (1st-6th grade)
  • Georgia Milestones (3rd-6th grade)
  • SRI (2nd-6th)
  • DIBELS Next (K-5th)
  • Math Fact Fluency

 

3.         Instruction by highly qualified professional staff

Teachers

We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia.  Documentation is kept in their personnel files. For the 2016-2017 school year, we have 43 certified staff members with years of experience listed below.

 

 

Years of experience

Percentage

0-4 years

28%

5-10 years

16%

11-15 years

28%

16-20 years

12%

21-26 years

16%

27-30+ years

0%

 

  • At the end of the 2015-2016 school year, three educators retired, one moved out of state, eight other teachers transferred to other schools. Of the eight teachers that transferred, two advanced into administrative positions at other schools.
  • For the 2016-2017 school year, one new position was added and 12 new teachers were hired.
  • All certified teachers employed at Spring Place Elementary have met the appropriate criteria to be defined as "highly qualified" as required by Title I law.

 

Paraprofessionals

  • All of our paraprofessionals employed at Spring Place Elementary have met the appropriate criteria as required by Title I law. Documentation of the criteria is on file in each of their personnel records.
  • All paraprofessionals perform these duties as required by Title I

§  One on one tutoring

§  Provide computer lab assistance

§  Assist in classroom management

§  Provide support in the Media Center

§  Provide instructional support under the supervision of the teacher

§  Conduct parental involvement activities

 

4.  In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state's student academic achievement standards.

Professional Development Training Plan

            Professional Development at Spring Place Elementary will be conducted by the Instructional Coach. Training will focus on district goals. These goals include Literacy Integration, Student Engagement, Technology Integration, Rigor, Math Strategies, and STEM Implementation. School goals include: Differentiation, Higher Order Thinking Skills, and Increasing Student Engagement. Many of the professional development opportunities will address specific areas of need, Reading and Math Fact Fluency. These are addressed as areas of need in SPE's Title I Plan, Striving Readers Grant, and The Reading Mentor's Program.

All certified teachers have determined days in which they meet to plan and collaborate effectively in regards to the GSE. The Instructional Coach and Administrators will rotate and attend meetings.  Agendas will be kept along with sign in sheets.

Monday

Tuesday

Wednesday

Thursday

Friday

Sixth

School-Wide

First Grade

Fourth

Second Grade

Kindergarten

Third

Fifth

Types of Trainings:

  • Professional Learning Communities 
  • Literacy Specialist Training (Provided through the Reading Mentor's Grant)
  • Trainings with the Instructional Coach
  • RESA Trainings
  • Additional PD Opportunities at the district level

Professional Learning Communities:

  • PLCs will focus on completing the modules on the Comprehensive Reading Solutions site as required by the Striving Readers Grant
  • The Instructional Coach will facilitate conversations weekly and meet with teams monthly to discuss grade level specific application of professional learning and provided specific targeted next steps.
  • Specific trainings will be determined through identified needs and requirements of the SRG and Title I needs assessment.

Instructional Coach Trainings (Tentative Schedule):

  • Trainings were selected based on our SMART goals.

1)      We will increase student achievement in ELA from 21% to 64% as measured by the Georgia Milestones end of grade assessment.

2)      We will increase student achievement in Math from 37% to 67% as measured by the Georgia Milestones end of grade assessment.

3)      We will increase student achievement in Science from 35% to 65% as measured by the Georgia Milestones end of grade assessment.

4)      We will increase student achievement in Social Studies from 22% to 67% as measured by the Georgia Milestones end of grade assessment.

5)      We will increase the average percentage of 2nd-6th grade students scoring proficient or advanced on the Scholastic Reading Inventory (SRI) from 41% to 51%.

6)      We will increase the average percentage of 4th-6th grade students meeting benchmark on the multiplication portion of the Math Fact Fluency Assessments from 60% to 70%.

7)      We will increase the average percentage of K-2nd grade students meeting benchmark on the DIBELS Next assessment from 67% to 100%.

 

  • Trainings will take place either during grade level planning times or after school. Non-classroom teachers will attend the after school training sessions when necessary. 
  • School- Wide Assessment Team will benchmark DIBELS for K-5 three times a year.

 

Date

Training Topic

Grade level

Location

September 12th -30th

 BOY Assessments

(addresses SMART goals 5,6,7)

All

SPE

September 13th

 Number Talks

(addresses SMART goals 2,7)

K-2 Representatives

RESA

September, 20th

Data Dig with DIBELS/ SRI, Standards based Check list

(SMART goals 1-7)

K-6

SPE

September 21st -23rd

Fall GACIS

Instructional Coach

Athens, GA

September 27th , 29th 

Number Talks K-2, RTI

(SMART goal 7)

K-2

SPE

October 4th, 11th, 18th,

Thinking Maps- Write from the Beginning

(SMART goal 1)

K-6

SPE

October

13th 

Office 365

K-6

SPE - facilitated by RESA

October 19th - 21st

GCTM

(SMART goal 2)

Sixth and Fifth Grade Math Leads

Rock Eagle, GA

October 24th - 25Th

STEM Conference

(SMART goal 3)

Instructional Coach

STEM Team Representative

Athens. GA

November 1st , 8th, 15th

Comprehensive Reading Solutions Modules: TBD per grade level needs (SMART goal 1, 5,7)

K-6

SPE

November 2nd - 4th

Technology Conference

(SMART goal 1, 2, 3, 4)

Fourth and Fifth Grade representative

Atlanta, GA

December 6th  , 13th 

Comprehensive Reading Solutions Module; Number Talks (SMART goals 1, 2, 5, 7)

K-6

SPE

December 5th - 6th

Winter GACIS

Academic Coach

ELA lead

Athens, GA

January 2nd, 10th , 24th , 31st

Thinking Maps: Narrative Writing

(SMART goal 1)

K-6

SPE

January 17th

MOY Data dig/ SRI

(SMART goal 5)

K-6

SPE

February 14th, 15th, 16th 

Vertical Content Planning

K-6

SPE

March 1,8,15,22,29

March Madness Milestone Mini-lessons

(SMART goal 1, 2, 3,4)

K-6

SPE

April 12,19,26

Milestone Mini-lessons; RTI EOY

(SMART goal 1,2, 3,4)

K-6

SPE

May 3,10, 17

EOY data dig; Acceleration, Remediation Plans

(SMART goal 1-7)

K-6

SPE

May 30th, 31st

Vertical EOY Planning

K-6

SPE

  • Teachers will also participate in peer observations bi-monthly peer observations.
  • Teachers will have deliberate time to collaboratively view benchmark results by standards, and plan for interventions and acceleration following each benchmark post test which will include ELA, Writing, and Math Strategies.

STEM Trainings

  • Training was held on Tuesday, October 11th to discuss our first STEM Day of the school year.
  • Training was conducted by the STEM Instructional Specialist.

5.         Strategies to attract high-quality highly qualified teachers to high-need schools.

Spring Place Elementary uses several strategies to attract highly qualified teachers to our high-needs school. These strategies include:

  • Mentoring program for new teachers
  • Teacher of the Year recognition program
  • Onsite professional development opportunities
  • Onsite PLUs including books studies, technology assistance and instruction
  • Instructional Coach
  • STEM Instructional Specialist
  • Onsite and in-district opportunities for technology training
  • In-district professional development courses to become certified in needed areas (i.e. Gifted Endorsement, Reading Endorsement, ESOL Certification).
  • Technology Integration (Three computer labs, one mobile cart, two iPads/iPad minis per teacher, ACTIVboards, projectors, student computers, document cameras)

 

To attempt to lower the turnover rate of highly qualified teachers Spring Place Elementary has implemented new initiatives. These initiatives include:

  • PBIS for Teachers
  • The addition of two new computer lab carts for checkout as well as a computer lab in the Media Center.
  • Protection of teacher planning time
  • Incentives for perfect attendance
  • Teacher appreciation activities during the year

 

6.         Strategies to increase parental involvement in accordance with Section 1118, such as
   family literacy services.

Research indicates that significant and sustained parental involvement helps schools be more successful. To encourage parental involvement parents have been provided with strategies to help their children. Parents must also be involved in the planning, implementation, and evaluation of the school-wide plan.

We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan in these ways:

 

Development of Title I Plan

  • Parents are invited to attend meetings for the planning, review, and improvement of the comprehensive School Improvement Plan, Parental Involvement Policy, and School-Parent Compact. 
  • The Title I Planning Team has two parent representatives and community member representative that provide feedback on the Title I Plan.
  • The School Improvement Plan, Parental Involvement Policy and School-Parent Compact are available for parents to view in the Spring Place Media Center, front office and on the school website.

 

Parental Involvement

  • Parents can help carry out the schoolwide plan by attending trainings to help students and teacher meet SMART goals listed in the plan. By working with children at home on things such as sight words, reading fluency, and reading comprehension students will be better prepared to master the GSE and be more successful on the school assessments such as Georgia Milestones, Power School benchmarks, SRI, and DIBELS Next.
  • Parents are invited to be part of the Spring Place Elementary School Council. The School Council meets periodically to discuss ways to improve various aspects of the school.
  • Parents are provided the opportunity to be active members of the Spring Place Tiger Club.  
  • Curriculum nights are offered throughout the year and provide parents with a window to view concepts that their child has participated in and see how the assignments align with the Georgia Standards of Excellence.
  • Special events like Breakfast with Grandparents are held during the year to encourage parents, guardians and grandparents to be involved.
  • During fall open house, families are given school and class information and magnetic calendars with the school schedule.

 

Community and Faith-based Involvement

Spring Place Elementary collaborates with local businesses and churches in the community to help meet the needs of students.

  • Local churches proved school supplies for students in need.
  • Participation in Community Christmas and canned food drive.
  • McDonald's "McTeacher Night" fundraiser donates a percentage of sales to be used at the discretion of the school's administration.
  • Ingles and Food City bonus cards are linked to Spring Place Elementary and a percentage of sales are donated each year.
  • Food drops are provided by Rock Bridge Church for needy families
  • Saturday Sacks are provided by First United Methodist Church of Chatsworth for students who are identified by teachers as possibly needing extra food at home.
  • General Appliance Company is a business partner.
  • T-Bird Motors is a business partner.
  • A fall festival is hosted by Rock Bridge Church on the Spring Place Elementary campus.
  •  

Communication

Spring Elementary strives to inform families and the community about school programs and student progress with effective communication. Parents receive information about SPE Title I program as well as school and classroom events through the following:

  • Tiger Tails, our monthly school newsletter
  • School website
  • Social media pages (Facebook, Instagram, Twitter)
  • Text messages, emails or alerts from Remind, Class Dojo, or Bloomz
  • Handouts provided at school events
  • SchoolWay app: A school messaging system via a downloadable app for smartphones
  • Parent/Teacher conferences are held as needed to inform parents of student progress.
  • Annual Title I meeting was held to review the plan.
  • Teachers send home student agendas, folders, homework assignments, and notes to communicate the academic progress of students.
  • Progress reports are sent home at the midpoint of each grading period.
  • Report cards are sent home at the end of each grading period.
  • A translator is available to provide services as needed to help communicate with parents.
  • Parent surveys

 

Extracurricular Activities

  • Murray County 4-H
  • Student Council
  • Boy and Girl Scouts
  • Quiz Bowl
  • Beta Club for 5th and 6th grade students
  • Chorus
  • Sixth grade students can participate in the following at Gladden Middle School:

§  Football

§  Volleyball

§  Soccer

§  Cheerleading

§  Dance Team

§  Basketball

§  Track

§  Cross Country

§  Archery

§  Golf

§  Wrestling

§  Baseball

§  Softball

 

Parent Survey Results

  • Below are charts that show our highest scoring criteria for each set of surveys. The parent and staff surveys are located on a different graph as they were scaled on a five-point scale and the students on a three-point scale.

 

School Level Average Score by Indicator Summary Chart

Indicator

Parent Survey

Staff Survey

Student Survey

1.1

4.43

4.69

2.95

1.2

 

4.67

 

1.3

4.47

4.63

 

2.1

 

4.63

2.74

2.2

4.44

4.61

 

2.3

4.25

4.55

 

2.4

4.43

4.55

2.84

2.5

4.4

4.5

 

2.6

 

4.6

 

3.1

4.49

4.39

 

3.2

 

4.37

2.93

3.3

4.44

4.36

2.89

3.4

 

 

2.9

3.5

4.53

4.27

 

3.6

4.39

4.34

2.95

3.7

 

4.14

 

3.8

4.44

4.41

2.71

3.9

4.36

4.53

2.89

3.10

4.42

4.32

2.85

3.11

 

4.38

 

3.12

4.38

4.42

 

4.1

4.41

4.53

 

4.2

4.37

4.35

 

4.3

4.49

4.12

2.65

4.4

4.41

4.27

2.93

4.5

 

4.27

2.96

4.6

4.37

4.35

2.85

5.1

 

4.45

2.63

5.2

 

4.39

 

5.3

 

 

 

5.4

4.49

4.49

2.93

5.5

4.41

4.45

2.88

Average

4.42

4.43

2.86

 

  • The "teaching and assessing for student learning" section is one that shows a trend towards growth in satisfaction of the stakeholders. This section was scored highly by student and parent stakeholders but was lacking in the staff survey. The questions on the staff survey indicate that they feel that there could be some growth in differentiating instruction for all students.
  • The survey paints a clear picture of our need for new facilities. Our new building will begin construction in the fall of this year, 2016.
  • Our lowest scoring section was "resources and support systems" in all three surveys from stakeholders.

 

Parent Training

  • SPE aligns parent trainings based on the Parent Survey results.

§  January 26, 2017: Resources for Reading

We will discuss how parents can help their child at home with reading. Print and online resources will be discussed.

§  May 11, 2017: Resources for Summertime Learning

We will discuss ways children can continue learning over the summer. We will make families aware of resources that are available during the summer through the Murray County Library. Activities will be given by teachers for practice over the summer.

  • Curriculum Nights, with varying themes, are available to provide specific training opportunities for parents that relate directly to student expectations and achievement levels.
  • Workshops that will be hosted during the 2016-2017 year include:
  •  
    • Annual Title I Meeting
    • Parent Orientation/Open House
    • Breakfast with Grandparents
    • Georgia Standards of Excellence Family Night at McDonald's - Instructional Coach dispenses grade level specific information about GSE to parents; student council members provide families with brochures and bookmarks presenting information about the online resources for students.
    • CHAMPS Graduation - Students share CHAMPS essays -- award for positive behavior given to one student
    • Family Nights

 

 

Student Learning

Research shows that parental involvement is linked to student achievement. Families and communities can help in the following ways:

  • Access websites promoting student learning from the Spring Place website.
  • Internet tools such as Infinite Campus Parent Portal to monitor student achievement
  • Family Nights provide resources for parents to help their children learn
  • Teacher newsletters with tips and strategies for enhancing student learning.

 

Volunteering

  • Spring Place Elementary utilizes parent volunteers, community members, and retired teachers to assist in school activities and instruction.
  • A parent volunteer coordinator contact interested parents and community members and informs them of the process of becoming a school board approved volunteer.
  • Volunteer hours are recognized at a district board meeting.
  • Parents and community members are encouraged to be guest readers in classrooms.

 

7.         Plans for assisting preschool children in the transition from early childhood programs,
   such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to
   local elementary school programs.

Pre-K to Kindergarten

The following are our plans for assisting preschool children in the transition from early childhood programs. 

  • SPE holds multiple Kindergarten orientations that allow Pre-K students to tour kindergarten and meet the teachers. Our teachers demonstrate correct procedures until they are comfortable with their surroundings. Procedures such as:

§  Hallway rules and procedures

§  Restroom procedures

§  Cafeteria guidelines

§  Snack time and playtime rules

  • SPE offers EL and other language tutorial services to all students needing language assistance.
  • Morning announcements focus on specific skills during the week. Announcements are student led and are coordinated by the administrators.

 

Sixth Grade to Middle School

During the month of May, Gladden Middle School schedules a day for our sixth grade students at Spring Place Elementary to visit the school. The students meet with school counselors and administrators. They take a tour of the school and attend an orientation session where elective classes, clubs and other activities are explained. Students receive information about Gladden Middle School to take home to their parents.

 

 

8.         Measures to include teachers in the decisions regarding the use of academic assessments
described in Section 1111(b)(3) in order to provide information on, and to improve, the
achievement of individual students and the overall instructional program.

The ways that we include teachers in decisions regarding use of academic assessment are:

Spring Place Elementary teachers use a wide variety 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. Teachers meet quarterly during half days and weekly in grade level meetings to discuss data.  Furthermore, Spring Place Elementary's Planning Team, which includes teachers and administrators, reviews the School-wide Improvement Plan throughout the year as they analyze student achievement data.

Spring Place Elementary teachers use the following assessments:

  • Georgia Milestones results
  • Power School Benchmark scores
  • DIBELS results
  • IKAN math assessment
  • Developmental Spelling Inventory
  • Sight Word Assessment
  • Teacher Developed Tests
  • Textbook Tests
  • COGAT scores, KTEA, Torrance Test of Creativity for EXCEL eligibility
  • GKIDS scores for kindergarten
  • ACCESS Test for EL students
  • Math Fact Fluency
  • Informal Decoding Inventory (IDI)
  • Scholastic Reading Inventory (SRI)

 

Spring Place Elementary teachers use these assessments to:

  • determine instruction level
  • determine opportunities for re-teaching and acceleration
  • develop needs based groups
  • determine students' independent reading levels
  • plan intervention strategies for

§  English Language learners (EL)

§  Students with Disabilities (SWD)

§  Migratory students

  • develop RTI strategies
  • create Individualized Education Plans (IEP) for ESS students
  • determine accommodations for instruction and testing
  • plan enrichment activities for advanced students
  • plan for differentiated instruction
  • plan collaboratively as a grade level
  • plan vertically across grade levels
  • develop essential questions and Higher Order Thinking (H.O.T.) Questions
  • invite students to before and after school tutoring programs

 

Spring Place Elementary teachers analyze data in grade level meetings, faculty meetings, and trainings with the Instructional Coach. Teachers also meet with individually with students to discuss data. This practice helps improve the academic achievement of all students.

9.         Activities to ensure that students who experience difficulty mastering the proficient or
advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students' difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. 

Spring Place implements a variety of activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance, which shall include measures to ensure that students' difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

 

Instruction

  • Teachers provide the following uninterrupted blocks of instruction:

§  In K-3 they have a minimum of 160 minutes of ELA instruction and 100 minutes of Math instruction.

§  In grades 4-6 they have a minimum of 100 minutes of ELA instruction and 70 minutes of Math instruction.

 

Identification of Struggling Students

Spring Place determines if the needs of these students are being met in the following ways:

  • Teachers use formative assessment data throughout the year and summative assessment data at the end of the year to monitor the progress of all students as well as the progress of the students receiving interventions.
  • Teachers assign students to needs-based groups in their lesson plans. Teachers and administrators closely monitor these needs-based groups to make sure that these groups do not remain stagnant throughout the year.

 

Differentiation

Spring Place utilizes the following differentiated instructional strategies to provide interventions for the students who need the most instructional support:

  • needs-based grouping
  • individualized instruction
  • technology utilization
  • interventions based on individual learning preferences of students
  • scaffolding
  • small-group instruction
  • providing students access to the content in a variety of modes of instructional delivery

 

Progress Monitoring

The following forms of assessment will be used to progress monitor the students who experience difficulty mastering the proficient or advanced levels of academic achievement standards:

  • Power School countywide benchmarks
  • DIBELS Next
  • Math Fact Fluency
  • IKAN
  • Scholastic Reading Inventory (SRI)

Support Services

  • EIP: The EIP program provides support for 1st-6th grade students struggling with reading fluency. Students are served in small groups for 45 minutes each day.
  • ELL: The ELL program focuses on basic language and reading skills. Activities are cross curricular and help build vocabulary acquisition. Students are pulled out of class for approximately small group instruction. Segments for students in K-3 are 45 minutes and 4th-6th grades are 50 minutes. Students are also placed in needs based groups by their regular classroom teacher. These needs based groups are determined by assessments such as DIBELS Next, SRI, and Power School benchmarks. 
  • ESS: The ESS program provides additional support for students who have been identified with learning disabilities or other health impairments. Students able to remain in the regular education environment are provided with an additional teacher or a trained paraprofessional in the regular classroom. Support personnel works with students daily in the regular education classroom.
  • RTI: The Tier III RTI process is a support system for struggling students. The Tier III interventions are in place for a 12 week period (minimum of three times a week for thirty minutes). During that time the RTI committee (teachers, Instructional Coach, and parents) meet to discuss progress with interventions set in place.

 

10.       Coordination and integration of federal, state, and local services and programs, including
    programs supported under this Act, violence prevention programs, nutrition programs,
    housing programs, Head Start, adult education, vocational and technical education, and
    job training

Title I, Part A (Personnel)

Amount

Supplemental Staff Positions

Determined Murray County Board of Education

Instructional Coach

Determined Murray County Board of Education

STEM Instructional Specialist

 

Title I, Part A (Non-Personnel)

Amount

Detailed Description

1,600

For employee travel expenses for approximately 10 teachers, 2 administrators, and 1 Instructional Coach to participate in professional development that supports schoolwide and district initiatives (RESA math trainings, Thinking Maps Training, Technology, North Georgia RESA, coach trainings, GLISI trainings, fall and winter GACIS)

5,400

For professional learning: GACIS conference, Technology Conference, STEM conference, Striving Readers Conference, Endorsements for Teachers (Math, Gifted, & EL)

 

Title I, Part C: Education of Migrant Children:

The following are funded by Title I: supplies for migrant population and a district-wide Migrant Coordinator who identifies and provides outreach to families.

 

Title II A: Teacher and Principal Training and Recruiting Fund

In order to recruit and maintain a highly-qualified staff, Spring Place also utilizes Title I funds to provide the following: reimbursement for certification tests for educators and paraprofessionals, teacher recruitment activities, professional development to improve differentiated instruction, administrator evaluation training to improve instruction.

 

Title IIIA: English Language Acquisition, Enhancement, and Academic Achievement

Spring Place has a significant Spanish-speaking population. Because of this fact, Spring Place uses Title I funds to provide the following for the EL students: a bilingual interpreter for parental involvement, books and supplies for the EL population, and teacher trainings.

 

IDEA Part B

The following resources support Spring Place's schoolwide goal of improving the academic achievement of all students: Achievement Series assessments; staff development for literacy, math, science, and social studies; RTI trainings, differentiated instruction trainings; an ESS social worker, an ESS coordinator, ESS paraprofessionals, a diagnostician, and MY ACCESS assessments and data.

 

Homeless:

In order to further reach out in support to Spring Place families, Title I funds provide help for students identified as being homeless. The following are provided to aide these students and families: school supplies, training for the homeless liaison and social worker, and travel for tutoring.

 

State Funding

Helping to increase the students' academic achievement, the following resources are funded by Title I: salaries, textbooks, academic supplies, and professional learning for educators.

 

Local Funding

Helping to increase the students' academic achievement, the following resources are funded by Title I: salaries, textbooks, academic supplies, technology, operations, travel assessments and professional learning for educators.

 

Striving Readers Grant (Federal Grant):

The Striving Readers Comprehensive Literacy Grant (SRCLG) provides the tools and professional development necessary to implement the Georgia State Literacy Plan and the Georgia Standards of Excellence (GSE). The SRCLG helps increase student literacy through the following resources: professional development focused on literacy, Georgia Standards of Excellence, and differentiation training for all teachers. The SRCLG also provides upgrades in the following technology items: computers, electronic readers, software programs, diagnostic tools, networks, and literacy building tools.

 

School-to-Work Opportunities Act of 1994 (Work-Based Learning)

Spring Place, a Commitment to Graduate (C2G) Model Campus, seeks to instill within the students the drive to pursue high school, college, university, or technical school graduation. All students complete college and career related activities throughout their years at Spring Place. All sixth graders a career survey, directed by the school counselor. These activities foster the following: career awareness, career exploration, and counseling pertaining to careers and necessary paths of educational studies.

 

The Carl D. Perkins Vocational and Applied Technology Act

organized educational programs offering sequences of courses directly related to preparing individuals for paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree-list pathways

 

The College and Career Ready Performance Index (CCRPI) which Georgia uses for state accountability purposes. The CCRP has multiple indicators to determine a school's performance.

 

Southern Association of Colleges and Schools (SACS)

Spring Place Elementary School was initially accredited by SACS in 2003.

 

Department of Human Resources

The DHR provides referral services and support for students who have been abused or neglected. They work directly with our school counselors and social worker to provide necessary services.

 

Student Resource Officer Program

Spring Place Elementary has a resource officer available who helps maintain school safety. This program is a partnership with the Murray County Sheriff's Department.

 

United Way of Northwest Georgia

The United Way offers programs and resources to the students and families of Spring Place Elementary School. A direct service of the United Way at Northwest is the 4-H Program of Murray County.

 

School Nutrition Program

Eighty Four Percent of the students at Spring Place Elementary qualify for free and/or reduced price meals. These students are served through the school's nutrition program which provides breakfast and lunch daily for all students.

 

 

First United Methodist Church of Chatsworth

This organization provides weekly bags of food supplies to supplement low income families.

 

Murray County 4-H

This organization provides academic enrichment activities in research, writing, and speaking skills.

 

Commitment to Graduate (C2G) Partners

Our Commitment to Graduate (C2G) Business Partners are T-Bird Motors of Chatsworth and General Appliance Service Company of Chatsworth. These companies display articles and student work encouraging graduation.

 

Partners in Education

Many local businesses provide both monetary support and volunteer hours to the school. Many partners provide incentives for student achievement and attendance, while others supply much needed volunteers to help with school activities.

 

Choosing Healthy Activities and Methods Promoting Safety (CHAMPS)

Fifth grade students at Spring Place Elementary participate in this program which is sponsored by the Murray County Sheriff's Department. The program gives fifth grade students the skills they need to avoid involvement in drugs, gangs, and violence.

 

11.    Description of how individual student assessment results and interpretation will be provided to parents.

  • Spring Place Elementary utilizes many different methods to provide parents with student achievement data throughout the academic year.

§  Parents may continually monitor their child's progress through Infinite Campus Parent Portal, our online gradebook system.

§  Progress reports are sent home at the midpoint of the grading period. Report cards are sent at the end of the grading period. 

§  Teachers conduct conferences with parents pertaining to the following data: sight words, DIBELS scores, math fluency assessments, reading fluency assessments, GKIDS results, SRI results and benchmark scores.

§  Students are given benchmark pre and post-tests every nine weeks to monitor progress toward mastery of the GSE.

§  Teachers use Power School and Infinite Campus SLDS data to track benchmark results and progress toward mastery of the standards.

§  Parents of students who qualify for exceptional student services (ESS) meet with a team of teachers annually to discuss progress and to draft an IEP in which individual goals are created.  These parents are then provided with an IEP progress report every eight weeks.

 

  • The state of Georgia provides Spring Place Elementary with Georgia Milestones Assessment following the state testing period in April/May.

§  These scores provide information about how well students are mastering the state-adopted content standards in the core content areas of language arts, mathematics, science, and social studies.

§  Georgia Milestones is designed to provide students with critical information about their own achievement and their readiness for their next level of learning.

§  Georgia Milestones serves as a key part of the College and Career Readiness Performance Index (CCRPI).

 

  • Academic assessment results are provided to SPE only in English; however, the school has several staff members who speak Spanish fluently.

§  These staff members are available on a daily basis to translate and explain information to parents. 

§  These Spanish speaking staff members also make themselves available to attend conferences with parents and teachers so that non-English speaking parents may fully understand their child's academic progress.

§   

  • Reading Eggs, Tumblebooks, BrianPop and Reflex Math are paid online subscriptions that will be used in the 2016-2017 school year.

§  Reading Eggs will be used by students in grades K-2 to help improve their reading fluency and comprehension.

§  Reflex Math will be used by students in grades 3-6 to help them master essential math skills.

§  BrainPop and Tumblebooks will be used to reinforce concepts and enhance instruction.

 

  • Assessment data is also used to identify struggling students who need a RTI plan developed.

§  Parents, the classroom teacher, the English Language Instructor, the EXCEL teacher, the Speech Language Pathologist, the school psychologist, school counselor, school nurse, Instructional Specialist, and administrators serve on the committees as needed to make decisions regarding instruction. 

§  Students progress through a series of four tiers, each with intensified interventions. 

§  If interventions are unsuccessful, the student is referred to the school psychologist to determine eligibility of further assessments.

 

  • Each year SPE will meet as a team to assess the effectiveness of the School Improvement Plan by evaluating each individual goal and the methods we used to achieve the goal.
  • The Title I Planning Team will assess the goals to see if they are still valid school improvement goals and will assess the validity of the methods we chose to achieve the goals.

 

12.    Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

  • The Georgia achievement results are reliable and valid. Teachers are provided with detailed reports in which all data is disaggregated by the following sub-groups:

§  All students

§  White students

§  Black students

§  Hispanic students

§  Asian students

§  Multi-racial students

§  Students with Disabilities

§  English Learners

§  Economically Disadvantaged Students

Teachers use this data to tailor the instruction and assess academic needs in the school. All assessments are driven by the GSE and are reliable and valid based on state regulations.

 

 

13.       Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.

The Georgia achievement results are reliable and valid. All statistical analysis and disaggregation of data is conducted by the Department of Education and provided to Spring Place every spring in order to determine progress toward the annual measurable objective for each year.

 

14.    Provisions for public reporting of disaggregated data.

  Spring Place Elementary shares disaggregated data in these ways:

  • Data walls displayed in the data room
  • Displays on the school marquee/sign
  • AdvancedEd Accreditation
  • System website
  • School website
  • GADOE website at http://www.gadoe.k12.ga.us
  • Individual student reports
  • Tiger Tales, the school newsletter shares school-wide performance
  • School status letter
  • Public reporting in the regional newspapers

 

15.       Plan developed during a one-year period, unless the LEA, after considering the
   recommendation of its technical assistance providers, determines that less time is
   needed to develop and implement the schoolwide program

 

  • Spring Place Elementary School has operated as a school wide Title I program since 2002.

The plan is updated each year to reflect the needs of the school based on a comprehensive needs assessment and the evaluation of the current plan. 

 

 

16.       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 service personnel, parents, and students (if secondary).

 

  • The Title I Planning Team consists of the following:

o   Planning Team for 2016-2017:

Donna Standridge, Principal

Michelle Ridley, Assistant Principal

Jennifer Lents, Curriculum and Instruction Facilitator

Elisha Rogers, Media Specialist

Jhanna Bryson, First Grade Teacher

Tammy Acosta, Second Grade Teachers

Allison Harrison, Third Grade Teacher

Denise Smith, Fourth Grade Teacher

Tabitha McEntire, Fifth Grade Teacher

Will Ross, Sixth Grade Teacher

Ashley Lawson, EIP Teacher

Rachel Brindle, EL Teacher

Shelley Gillespie, Parent

Raymond Holt, Parent

Sydney Thomason, Community Member

Barbie Kendrick, LEA Title I Program Director, Elementary Curriculum Director

Michael Tuck, Pupil Services

 

  • The Parent, Guardian, and Community Online Survey is accessible on the Spring Place Elementary website. This survey, offered in Spanish and English, evaluates the school's effectiveness and provides valuable insight regarding the community's perception of the school.
  • The school-wide planning team utilizes test results (Benchmarks, Georgia Milestones results, Math Fact Fluency assessments, SRI, and DIBELS scores) to develop the plan.
  • Copies of the plan are shared with parents who are invited to give input and update it.
  • A Spanish translation of materials is available.
  • A School-Parent Compact is distributed during the 2016-2017 school year.
  • A Parent Involvement Policy is distributed during the 2016-2017 school year.

 

 

17.       Plan available to the LEA, parents, and the public.

 

  • The plan is made available to the public via the Spring Place Elementary website.
  • A notice informing parents of their opportunity to obtain and evaluate a copy of the plan is posted outside the front office area.

 

 

18.       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.

 

  • SPE's monthly school newsletter, Tiger Tales, informs parents of upcoming events. This newsletter is provided in English and Spanish.
  • Spring Place Elementary utilizes a translator as a liaison between Spanish speaking parents/guardians and the school. Because of this, any document can be translated into Spanish, upon request.

 

 

19.       Plan is subject to the school improvement provisions of Section 1116.

The plan, subject to the school improvement provisions of section 1116.