2013-2014 - atlanta public schools

2013-2014 DOBBS ELEMENTARY SCHOOL PLAN

FOR IMPROVING STUDENT SUPPORT AND ACHIEVEMENT

SCHOOL LEVEL CONTINUOUS IMPROVEMENT PLANNING TEAM

NAME ROLE

Charnita V. West Principal

Adrienne Booker-McCrary Assistant Principal

Charneka Jones Instructional Coach

Kimberly Mathews Instructional Coach

Tamika Purifoy Instructional Coach

Christina Encarnacion Kindergarten Teacher

Angel Rush First Grade Teacher

Chiquita Puckett Second Grade Teacher

Quiante Neal Third Grade Teacher

Shelante Patton Fourth Grade Teacher

Ebony Kennedy Fifth Grade Teacher

Tiana Covington EIP Teacher

Rebecca Alexander Music Teacher

Stephen Townsend Gifted Teacher

Joe Gamble Special Education Lead Teacher

Marcia Williams Counselor

Deandrea Johnson Media Specialist

Parent and Community Members Student Review Team Consuelo Hutchings Jamila Cooper

J. W. Dobbs Vision Statement

The vision of J.W. Dobbs Elementary School is to provide rigorous learning experiences designed to build life-long learners.

J. W. Dobbs Mission Statement The mission of J.W. Dobbs Elementary School is to foster a 21st century learning environment that integrates high academic standards

and technological innovation. We will continually meet the diverse needs of all students through the commitment, service, and dedication of all stakeholders.

2013-2014 MEASURABLE GOALS IDENTIFIED FOR J. W. Dobbs Elementary School

The percentage of 3rd

and 5th grade students meeting or exceeding the standards in reading will increase from 72% to 75%% by the end of 2013-2014

school year as measured by the CRCT administered April 2014.


grade students meeting or exceeding the standards in math will increase from 48% to 51% by the end of 2013-2014 school year as

measured by the CRCT administered April 2014.

The percentage of 4th grade students meeting or exceeding the standards in mathematics will increase from 69% to 72% by the end of the 2013-2014


The percentage of 5th grade students meeting or exceeding the standards in math will increase from 73% to 76% by the end of 2013-2014 school year as


The percentage of students in 3rd

, 4th and 5

th grades meeting or exceeding the standards in science will increase from an average score of 50.7% to 58% as


Instructional coaches will model at least one academic lesson per week as a collaborative effort with teachers.

Instructional coaches will conduct five informal classroom observations per week which will include pre and post-observation discussions to identify

strengths and areas for growth and provide teachers with feedback.

Administrators will conduct at least one walkthrough, informal observation, or formative observation in every classroom monthly.

At least 50% of the staff will attend meaningful and relevant off-site professional development to strengthen pedagogy.

The professional literature located in the Media Center will increase by at least 10%.

Increase student, parent, and community engagement and involvement by 15% and decrease student tardiness and early dismissals by 15% by May 2014.

The occurrences of Level 2 and 3 discipline offenses will decrease by 50% by May 2014.

DATA

CRPI Score (2012)

59.1

Sum of Achievement, Progress, Achievement Gap, and Challenge Points

Achievement Points Progress Points Achievement Gap

Points

Challenge Points

Financial

Efficiency Rating

School Climate

Rating

ED/EL/SWD

Performance

Points

Exceeding

the Bar

Points

42.1 8 7.5 1 .5

1.5

Georgia Kindergarten Inventory of Developing Skills (GKIDS)

Content/

Strand

# of Elements Mean # of Elements Assessed Mean # of Elements

Meets/Exceeds

Mean % of Elements

Meets/Exceeds

ELA Reading, Writing, Speaking, Listening, Language

43 36.4 22.0 56.3

Math 24 21.8 15.6 69.6

Approaches to Learning 10 10.0 4.9 49.5

Personal/Social

Development 8 8.0 6.1 76.3

Georgia Grade 3 Writing Assessment – Percentage of Students Who Did Not Meet Standards of Writing in Each Area and Type of Writing

Ideas Organization Style Conventions

Informational 16 27 42 40

Persuasive 21 36 50 53

Narrative 12 33 45 52

Georgia Grade 5 Writing Assessment – Student Performance (Percentages)

Does Not Meet Meets Standard Exceeds

Standard

Dobbs ES 30 68 2

Criterion-Referenced Competency Test Scores: Spring 2013 Criterion-Referenced Competency Test (CRCT) Scores – Percentage of Students

Mastering Standards (scaled score of 800+)

Grade Reading ELA Math Science Social Studies

3rd

72 57 48 37 48

4th

83 83 69 68 65

5th

72 79 73 47 54 Average 75.7 73 63.3 50.7 55.7

Attendance Data

School Attendance Rate Predicted Rate Attendance Effect*

John Wesley Dobbs Elementary 95.6% 95.5% 0.1%

*Attendance effect is the attendance rate minus the predicted rate. A positive value indicates the school had a positive effect on attendance.

2013-2014 MEASURABLE GOALS IDENTIFIED FOR DOBBS ELEMENTARY SCHOOL

Objective: Use data from informal and formal assessments to plan and implement instructional content and delivery models.

Focus Area: Rigorous and Relevant Curriculum

Measureable Goal(s): The percentage of 3rd

and 5th

grade students meeting or exceeding the standards in reading will increase from 72% to 75%% by

the end of 2013-2014 school year as measured by the CRCT administered April 2014.




The percentage of 4th

grade students meeting or exceeding the standards in mathematics will increase from 69% to 72% by the end of the 2013-2014


The percentage of 5th



The percentage of students in 3rd

, 4th

and 5th

grades meeting or exceeding the standards in science will increase from an average score of 50.7% to 58%

as measured by the CRCT administered April 2014. School Keys,

TKES, LKES

Strands and

Standards

Actions, Strategies, and Interventions

Timeline Estimated Costs and Funding Sources and Resources

Person(s) Responsible

Evaluation of Implementation of Strategies and Impact on

Student Learning Artifacts Evidence

TKES 4.1, 6.1, 6.4, 6.5

LKES 3.4, 3.6, 3.9

Teachers will discuss and implement instructional strategies in grade level and vertical professional learning communities (PLCs) centered on reading across the curriculum and mathematics.

July 2013- May 2014

None

Principal Assistant Principal Media Specialist

Teachers Instructional

Coaches

PLC Minutes Computer Adaptive

Scores Lesson Plans

Student Work

Improved student performance on

assessments

Increased number of staff with proficient or higher ratings on Standard 6 on TKES

Improved student performance on

assessments

TKES 4.1, 4.3, 6.2 LKES 3.4

TKES 6.2 LKES 3.4

TKES 6.2 LKES 3.4

Teachers will utilize flexible grouping strategies by student ability to accommodate the learning needs and styles of all students daily. Create and administer standards-based assessments using the Computer Adaptive Achievement Series test bank and online assessment system (OAS) to identify student progress. Data Talks will occur within grade level and vertical team PLCs.

August 2013-May 2014

Every six (6) weeks

November 2013 –

May 2014

Bi-monthly September

2013- May 2014

None

None

None

Principal Assistant Principal

Regional Professional

Learning Specialist Media Specialist


Coaches



Coaches



Coaches

Lesson Plans Student Work Informal and

formal observation feedback forms

Lesson plans Assessment tools

Professional Learning

Community minutes

PLC Agenda, sign-in, and minutes

Data Tracking Form

Increased number of staff with proficient or higher ratings on Standard 4 on TKES

Student performance on Pre and Post

Tests

Teachers’ ability to communicate

students’ needs and progress and plan for instruction based on their performance


Objective: Increase the number of effective instructional strategies used in classroom instruction through professional collaboration.

Focus Area: Teacher and Leader Effectiveness

Measureable Goal(s): Instructional coaches will model at least one academic lesson per week as a collaborative effort with teachers.

Instructional coaches will conduct a total of five informal classroom observations per week which will include pre and post-

observation discussions to identify strengths and areas for growth and provide teachers with feedback.

Administrators will conduct at least one walkthrough, informal observation, or formative observation in every classroom

monthly.

At least 50% of the staff will attend meaningful and relevant off-site professional development to strengthen pedagogy.

The professional literature located in the Media Center will increase by at least 10%. School Keys,

TKES, LKES

Strands and

Standards






TKES 8.6, 9.5

LKES 1.7, 3.2,3.4

TKES 8.6, 9.5

LKES 1.7, 3.2,3.4

TKES 8.6, 9.5

LKES 1.7, 3.2,3.4

Coaches will plan collaboratively with teachers on a weekly basis to determine area(s) of focus. Teachers will observe effective instructional strategies of colleagues. Teachers will be provided with current trends in teaching and management methods during grade level meetings with administrators and instructional coaches.

October 2013-April 2014

September 2013-

February 2014

August 2013- May 2014

None

Substitute Budget

None


Instructional Coaches Teachers

Principal Principal from

neighboring school Assistant Principal

Teachers



Collaborative Lesson Plans

Teacher Feedback

Forms

Attendance Logs Anecdotal notes from teachers’ observations

Agendas

Sign-in sheets Instructional

coaches’ schedules and logs

Grade level meeting notes

Utilization of learned instructional

strategies

Evidence of “Next Steps” being utilized

daily

Use of strategies observed during observation of

colleagues within and outside of Dobbs ES

Evidence of strategies

discussed implemented during

instruction

TKES 8.6, 9.5

LKES 1.7, 3.2,3.4

TKES 3.4, 6.6, 8.1

LKES 6.2, 6.4, 6.6

TKES 3.4, 6.6, 8.1

LKES 6.2, 6.4, 6.6

TKES 9.4, 9.5, 9.7

LKES 7.8, 7.9

TKES 1.4, 1.5, 3.4, 10.3

LKES 4.6, 4.7

TKES 1.4, 1.5, 3.4, 10.3

LKES 4.6, 4.7

Coaches will schedule pre/post-observations and conferences. Administrators and coaches will conduct observations of all teachers. Observations may be announced or unannounced. At least one teacher per grade level, per semester will attend off-site professional development focused on reading/ELA, math, and science.

Administrators and teachers will identify areas of professional strength(s) and growth

Teachers will re-deliver information shared in workshops to their colleagues in order to strengthen educators’ performance levels Staff development funds will be used to purchase one (1) subscription to Association for Supervision and Curriculum Development and National Education Association (professional magazines) The staff will donate professional literature to the Media Center

August 2013-May 2014

October 2013-February 2014

September 2013

July 2013- May 2014

November 2013-

January 2014

None

Title I General Budget

None

None

Title I General Funds

(Title II)

Donations from staff




Teachers

Principal Teacher

Teachers

Principal Assistant Principal Media Specialist

Teachers

Collaborative Lesson Plans

Teacher Feedback

Forms

Data entered in TKES platform

Materials from Workshop

Workshop Agenda

LKES and TKES Self Assessments

Evaluation forms Sign-in sheets

Agendas

Literature Inventory

Circulation records

Utilization of learned instructional

strategies

Evidence of “Next Steps” or plan of

action being implemented in the

classroom

Re-delivery of learned best

practices

Evidence of progress in growth areas and

sustaining areas identified as

strengths

Evidence of the use of strategies that were redelivered

Increased volume of professional

literature

Increased exhibited pedagogical skills

relevant to the subject areas taught


Objective: Develop strategies and guidelines to increase community and parental involvement and student engagement.

Focus Area: Student, Parent, and Community Engagement

Measureable Goal(s): Increase student, parent, and community engagement and involvement by 15% and decrease student tardiness and early

dismissals by 15% by May 2014. School Keys,

TKES, LKES

Strands and

Standards


Timeline Estimated Costs and Funding

Sources and Resources




TKES 9.7, 10.1, 10.2,

10.3 LKES 2

2.1, 2.6, 3.10, 7.7, 8.1, 8.3, 8.6

Implement a plan to reduce tardiness and early dismissal. Never been absent (NBA) recognition program for students who have perfect attendance each quarter.

Establish Curriculum Nights based on qualitative and quantitative data provided by parents to assess their needs. Increase the number of community partners in education through personal contact from the principal and designees.

August 2013- May, 2014

Quarterly

from November

2013- May 2014

November

2013 & February

2014


None

General Funds

Title I

None


Social Worker Teachers


Counselor Attendance Committee

Principal

Assistant Principal Instructional

Coaches Teachers

Parent Liaison

Principal Parent Liaison 21st Century Community

Learning Grant Site Coordinator

Sign in sheet for use of conference room for truancy

meetings

Attendance rosters

Event sign-in sheets

Signed partnership agreements

Decrease in the number of students who arrive to school tardy and check-out

of school early Number of students

recognized

Minimum of 30 parents attending each Curriculum

Night

Increase attendance at parent events

Increase in the

number of business partners recognized

by the school

TKES 9.7, 10.1, 10.2,

10.3 LKES 2

2.1, 2.6, 3.10, 7.7, 8.1, 8.3, 8.6

TKES 9.7, 10.1, 10.2,

10.3 LKES 2

2.1, 2.6, 3.10, 7.7, 8.1, 8.3, 8.6

Establish the Most Valuable Parent (MVP) program to recognize volunteers. Utilize robo-call, agenda planners, and school website to inform parents of school events and make information about the school available.

January 2014 & May 2014

October 2013-

May 2014

Title I General Funds

None

Principal Parent Liaison


Secretary Media Committee

Social Media Committee

Ident-A-Kid tracking system

Number of

volunteer badges checked out each

day

Results from parent survey that will provide data

about home-school

communication

Sign-in sheets from monthly parent

conferences

Increased number of volunteers

Number of

volunteers invited to the volunteer

breakfast in May 2014

Increase in parent involvement due to their knowledge of

events


Objective: To decrease the number of egregious discipline infractions that disrupt teaching and learning.

Focus Area: Safe and Supportive Learning Environment

Measureable Goal(s): The occurrences of Level 2 and 3 discipline offenses will decrease by 50% by May 2014.

School Keys,

TKES, LKES

Strands and

Standards






TKES 7.1, 7.2

LKES 2.6, 2.7, 2.8

TKES 7.1, 7.2

LKES 2.6, 2.7, 2.8

TKES 7.1, 7.2

LKES 2.6, 2.7, 2.8

Dissemination of the school-wide discipline plan to all students and staff in the

agenda planners; present the plan to all faculty/staff and students during Discipline

Assemblies.

Teachers will establish and implement classroom

expectations for student behavior.

An incentive room will be established for students to

spend Dobbs Dollars accumulated for good behavior

(token economy).

August 2013 & January 2014


November 2013

General Funds (agendas)

None

Donations from partners in

education and Dobbs staff


Discipline Committee Teachers

Assistant Principal Teachers


Discipline Committee

Discipline Plan

Discipline Referrals

Classroom discipline displayed

in classrooms

Dobbs Dollars Chart of incentives

distributed each month

Decrease in Level 2 and 3 offenses according to

discipline reports generated from Infinite Campus

Students’ knowledge of classroom expectations

Increase in number of students who shop

each month Decrease in the

number of prizes awarded each month

2013-2014 - atlanta public schools

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