Comprehensive Needs Assessment(SW-A)

(Revised August 28, 2014)1. A comprehensive needs assessment of the entire school which

addresses all academic areas and other factors that may affect achievement.

Moreland Elementary utilizes a variety of needs assessments processes and instruments to collect information and input from all stakeholders. The Georgia Assessment of Performance on School Standards (GAPSS) provides an extensive review of all school standards and commendations and target area recommendations. Our yearly school improvement processes also begin with a comprehensive needs assessment based on the careful review of student performance data, school data, stakeholder surveys and discussions to pinpoint school improvement initiatives.

Moreland Elementary School“Working together to be our best, growing and learning is our quest”

2012Moreland’s CCRPI 84 Coweta County average 85.2 Georgia average 83.4

2013Moreland’s CCRPI 83.6 Coweta County average 77.4 Georgia average 75.8

Spring 2012 to 2013 CRCT ComparisonELA Reading Math Science S.Studies

All -.4% +.5% +8.5% +2% +9.7%

Black -8.1% -1.4% +16.2% -4.2% +19.6%

ED -5.8% +5.8% +9.8% -1.6% +8.6%

SWD -3.4% +17.6% +36% +30% +25%

*Spring 2013 Meets & Exceeds (report sent by Guebert) showed Moreland was below county average in Reading & ELA but above county average in Math, Science, & Social Studies.

Spring 2013 to 2014 CRCT ComparisonELA Readin

gMath Science S.Studies

All +.8% +2.0% +2.2% -.6% -1.2%

Black +7.8% +10.7% +11% 0% -14.3%

ED +4.0% +2.1% +5.0% +1.2% +.4%

SWD +11.2% +7.0% +19% +9.9% +10%

GAPSS Analysis(Moreland participated in a GAPSS Review on Sept. 22-23, 2011)

Since October 2011, Moreland Elementary has focused school improvement initiatives on information collected in a comprehensive needs assessment through participation in the Georgia Assessment for Performance on School Standards

(GAPSS). Using this research based analysis, a variety of data are collected to assess school performance in eight standard strands, curriculum, instruction, assessment, planning and organization, student-family-community involvement and support, professional learning, leadership and school culture. Of 76 indicators measured, our school was deemed Fully Operational on 60 indicators (77.92%) and Operational on 16 indicators (20.78%) Key focus areas continue to be Instructional indicators.

Information was gathered through teacher/staff surveys, through numerous classroom observations, via direct interviews with students, teachers, parents, and administrators and with group interviews of grade level teams, support staff groups, the School Building Leadership Team, the School Council and PTO representatives.

A team of Coweta educators including our School Improvement Consultant, System Curriculum Coordinator and fellow Central Office Staff, Principals, Assistant Principals and teachers served on the GAPSS Analysis Review Team.

A summary of the GAPSS Analysis summary follows. Of seventy-six standard elements reviewed, Moreland was found to be Fully Operational in 60 areas (77.92%) and Operational in 16 areas (20.78%). There were no Emergent or Not Addressed ratings. School Strengths were visible in Curriculum, Leadership School Culture. Student Family and Community Involvement and Planning and Organization. The area we need to continue our focus in is Instruction. School Improvement Planning, Title I School-Wide Plan

Moreland School staff and stakeholders are committed to continuous improvement through ongoing assessment, analysis, planning and reorganization of our instructional program. During post-planning and in early June, our Administration and Grade/Area Team examines Spring 2014 CRCT test data to determine student performance outcomes. Given our transition away from AYP State Reporting to the new CCRPI Measurements, our team was responsible for calculating achievement not only for all students but also the following subgroups, White, Black, SWD, Economically Disadvantaged, and Hispanic. Our team compared 2013-2014 CCRPI data to 2012-2013 CCRPI data, reviewed Georgia’s Performance Target Index, and set school goals for the 2014-2015 CCRPI index. Other student performance data includes: Fifth Grade Students Exceeding a Lexile of 850, Third Grade Students Exceeding a Lexile of 650, Student Attendance Rate, English Learners Progressing to the next highest Performance Band on ACCESS, Fifth Graders passing at least four content area courses, Fifth Grade Writing Assessments, First and Second grade benchmarks, IXL School Performance Charts, Star Reading, GKids Summary data.

Student performance data is reviewed, analyzed and needs are identified by the School Building Leadership Team (SBLT) made up of a cross section of teachers, administrators, staff, School Council and PTO representatives. This group is responsible for developing School Improvement Initiatives for the School Improvement Plan.

Parents were surveyed at the end of the school year to determine areas they felt were strengths and areas they felt needed improvements (see Appendix for complied Parent Survey Data). Information was reviewed and discussed with the SBLT/Title I committee.

Profile data collected includes: Staff positions School/Class sizes and make-up Student Demographics/Population Early Intervention Program (EIP) Gifted Education English Language Learners Free and Reduced Lunch Enrollments Attendance Retention Rates

The final School Improvement Plan prepared by the SBLT is reviewed with the school staff. The SBLT also develops an outline of Professional Learning Activities. The School Improvement Plan is assessed periodically by the SBLT to review progress of school improvement goals. Our school has created a Research and Vision Room to document school improvement planning initiatives and displays the data for public review. Our school is committed to continuous systematic improvement through the constant collection, assessment and analysis of student performance data. We use data findings to guide school improvement initiatives and decision making.

Major Strengths:

Commendations: High and clear expectations are established by all teachers and guide

instructional planning. Clear and concise disaggregated data as well as consistent collaboration

among grade levels. Assessment is systematic and ingrained within the school. Administration consistently collaborates with instructors to disaggregate data.

Active and focused SBLT team, curriculum guides/maps in teacher lesson plan notebooks, grade level meetings, focus groups, benchmark posters, etc.

Classroom and school newsletters, teacher lesson plans, grade level curriculum maps, cross grade level observations encouraged, vertical planning evident throughout the school,

There are many opportunities for parents to volunteer their time and services to the classroom and school setting.

The school has demonstrated a welcoming and friendly environment that builds a community centered around the school. The school does an excellent job including all stakeholders in decision making, especially the ESOL population. 2014 Title I Georgia Family Friendly School!

There is evidence of efficient use of community business partnerships. Observations visits in middle school, collaborative planning across grade

levels, PK kindergarten visits, transition day for parents, transition days for grade levels, vertical appraisal groups, student created projects and lesson plans.

Collaborative planning across grade levels is highly evident in scheduling. Students are given opportunities to receive extra assistance. Moreover,

students are provided extra-curricular activities which meet their needs. STEM Nights, Confernce nights, Vertical tracking and extended day tutoring all provide for individual achievement and success.

The School Improvement Plan has established action steps to monitor the implementation of the curriculum.

Administration and instructional personnel utilize data to help maximize instruction and to plan school improvement.

Staff surveys show that a high percentage of instructional personnel are aware of different types of assessments to utilize in order to enhance instruction.

Everyone has a good understanding of the vision and mission of the school. The staff is doing a great job of identifying at-risk students.

All classrooms are equipped with up to date technology. The school has a family feeling and everyone feels that it is a safe

environment. There are many opportunities for family and community involvement. The students and parents share a strong sense of belonging and feel that

they have many opportunities for shared decision-making. Stakeholders express a strong satisfaction with the administration and support staff’s efforts in providing for the needs of students and families.

Many professional learning activities have been implemented or scheduled to enhance instruction and student learning.

The school uses a data-driven approach to improve student achievement. School Building Leadership responsibilities have been distributed in order to

promote school improvement. All staff are invited to take part in school building leadership.

There is an intentional effort to develop new leaders and share leadership responsibilities.

A positive school culture is strong and pervasive from the leadership team down to the students.

Targeted Needs:

Continue to use current technological resources to assist in closing the gaps. These resources will be in the students hand more rather than a tool for teachers to instruct by.

Utilize additional research based strategies with SWD math students to increase student achievement.

Provide additional flex grouping opportunities for all students to enhance achievement based on interest.

Individualize student learning opportunities through the use of more balanced assessments, (Portfolios, etc.) Students themselves should be able to identify their own learning goals which fosters efficacy.

Continue to monitor the impact of professional development on student achievement and keep the outcome in mind.

Further development of the professional learning community targeting small appraisal groups to study and provide job embedded learning opportunities for staff. (This led to the redesign of our Learning Community model.)

Expand the range of assessment methods to include greater utilization of student portfolios, rubrics, teacher commentaries, journaling, reflective logs, and other formative and summative assessments.

Continue to expand differentiation opportunities for students identified at risk to ensure greater opportunity to meet standards and expectations using a variety of resources.

Continue to implement and improve upon our PAWS behavior plan (PBIS adapted). Using more positive approaches to readdress poor behavior and recognize and reward model behavior.

Become more prepared for future testing that will comprise of open ended performance task and technology use for student completion.

School-Wide Reform Strategies(SW-B)

(Revised August 28, 2014)As identified in the Moreland School Improvement Plan, Moreland School addresses the needs of all children in the school with a focused awareness of at-risk students to ensure that they meet state academic performance standards. Practices employ School-Wide Reform Strategies to increase the amount and quality of learning time. Each strategy is supported by scientifically based research. This research also supports the learning needs of migrant students should the need arise. Strategies and Instructional Practices are in alignment with the Common Core Curriculum Standards.

Flex grouping in grades one through four in the areas of reading/language arts and mathematics help us further differentiate for all learners with appropriate instructional opportunities. Grade five is departmentalized.

Examples of Research Based Practices

We are making major investments in interactive technology to build digital literacy and take advantage of an infinite digital resource. We’re adding

Smart boards, notebook computers, IPADs and classroom responders to our classroom toolbox. BrianPop, IXL Math, Head Sprout, Education City, Moby Max Math and Renaissance Learning Accelerated Reader software are utilized by students daily to extend learning and help us track student gains. With the use of Title I funds, Moreland has staffed a full time computer lab assistant that will teach students how to use technology for research and presentation purposes. Marzano’s research showed a marked gain in student engagement and understanding with the provision of new technologies. (Logical Choice, Educational Technology Whitepaper Series, Next Generation Learning , 2006.)

Moreland School is currently using the GRASP Assessment as the basis of building reading and math fluency in grades 1-5. Research indicates that students who can decode words effortlessly can focus their attention on comprehending and enjoying what they read. Technology applications are also utilized to increase reading comprehension and fluency as well as math computation & fluency. (Building Fluency, Wiley Blevins, 2003.)

Third grade instruction uses Rhymes n’ Times Math to master multiplication skills. Educators nationwide acknowledge the fact that too many students fall through the cracks every year because they never master the times tables. Research studies indicate that students using Rhymes n’ Times have increased multiplication test performance by up to 62% upon completion of the six week program. (rhymesntimes.com.)

Third, Fourth, and Fifth Grades participate in BYOT (Bring Your Own Technology) at least one day a week. Students bring their smart phones, iPods, laptops, and other electronic tablets to school. Students without are allowed to use a variety of digital devices provided by the school. Students worked at their own pace. The students that needed to be remediated can be, while others can move ahead.

Moreland will also be using Title I funds to hire a certified classroom teacher to reduce teacher student ratio in 3rd grade and to hire a classified paraprofessional to help assist our at risk students in grades K-5 with RTI interventions.

Additional Reading/ELA/Writing Strategies:

The use of GRASP universal screener, benchmark to track student performance.

CAFÉ Reading Model focuses on reading strategies that build stamina, fluency, comprehension, vocabulary and accuracy.

Computer Lab – Common Core applications, IXL, Brain-pop ,Georgia On-line Assessment

Promethean & Mimeo Software applications. E-Books via Grant.

Great Leaps and Word Work Manipulatives (Turbo Twists for At-Risk 1st grade)

ELA Daily Language Reviews Grades 3,4,5 EIP Afterschool and Before school Tutorial Lab Accelerated Reader/ STAR Reader Program K-5 / Reading Eggs Mountain Language Grades 1-3 Extended Day Tutorials for Grade 3 - Grade 5 in Reading and Math RTI Strategies - Team Tuesday Monthly sessions - Student Support

Team to reinforce and track student response to interventions. Non-fiction text through leveled readers, National Geographic,

Scholastic News for Kids to increase reading comprehension. Increase book leveled inventory in both print, CD, and through

technology applications. Improve writing structure through Scholastic Traits Writing

instructional material.

One of our primary School Improvement Initiatives has been to reorganize our leadership teams to better drive the governance, problem-solving and decision-making of the school organization. Our goal is to proactively build new school leadership to begin transition from a veteran staff that will begin to retire.

Our School developed and adopted a school-wide professional learning community model to outline and create a clearer understanding of school decision-making processes as part of the grade level/area teams, as a member of the School Building Leadership Team and to ensure that all teachers are engaged in active school-based learning via participation on Appraisal Teams.

Additional Mathematics Strategies: Promethean Interactive Software and EHarcourt applications. IXL Math Lab EIP After-School Lab Mountain Math, Grades 1 - 3 Jeopardy Style Math Reviews, Grade 5 Daily Math Reviews, Grades 3,4,5 Math technology applications for fluency, measurement, place value.

Motivational Strategies: Mentors Wildcat Assistants – designed to engage students through participation

in school support activities. Implementation of the 5 Love Languages by Gary Chapman PAWS Behavior Plan (PBIS adapted)Science Strategies and Resources

To increase science inquiry skills and measurement through scientific investigation materials.

Organize and equip a STEM Lab in the afternoons (Art Room).

Additional Support: Employ the use of Best Practices and Components of Standards Based

Classrooms on routine and daily basis. Before and After School Tutorials. Collaborative Instructional Model for Special Ed, EIP, ESOL. Co-Teaching –Team Teaching Opportunities to provide added student

support. Collaboration with West Georgia College, Student Interns Reading Night: Student/Parent Involvement Night with guest readers.

(Books for home extension provided for at-risk population.)

Teachers attend curriculum meetings, plan collaboratively quarterly to develop units, frameworks and performance tasks. During these meetings, instructional practices, academic needs of students and differentiated instructional strategies are discussed. Teachers also collaborate with other teachers in the county through Edmodo.

Each teacher in conjunction with administration uses data to re-roster (identify bubble students.) Bubble students are students who scored from 790 – 830 on the CRCT and Pre SLO results from PreK – 3 rd grade. Teachers use this information to help set yearly goals and to plan lessons to help students improve skills in their areas of weakness. Student performance is charted by standard/strand to give teachers a clear understanding of student and class performance strengths and areas that did not meet expectations.

Each grade level meets monthly to discuss individual bubble students’ performance and progress. Teachers examine assessments and data points to discuss and share classroom modifications, motivation techniques and successful instructional strategies.

The Moreland School Staff is committed to continuous improvement through on-going assessment, data analysis, scientifically based research, planning and reorganization of our instructional program.

Instruction by Highly Qualified Teachers(SW-C)

(August 28, 2014)

All Moreland Elementary teachers meet highly qualified requirements as standards set forth by the State of Georgia. Along with these state requirements, Moreland Elementary sets high standards for the continuous professional development of all staff members though quality professional learning opportunities, pairing new staff with a mentor, and operating in a supportive type atmosphere.

In addition, the Coweta County Administration reviews staff listings with School Administration to ensure that all staff meets HQ requirements or are engaged in an approved alternate certification process (practicum) to help non-traditional teachers become highly qualified, reimbursing teachers when they post a passing score on the Georgia Assessment of Certified Educators (GACE.)

Training/Experience Outline of Moreland Elementary Staff41.7% of the teaching staff holds Bachelor’s Degrees

33.3% of the teaching staff holds Master’s Degrees

33.3% of the teaching staff holds Specialist Degrees

2.7% of the teaching staff holds Doctoral Degrees

Other characteristics of Moreland Elementary’s staff:3 teachers hold a Gifted endorsement

4 teachers hold ESOL endorsement

6 teachers hold a Special Education endorsement

7 teachers hold a Reading endorsement

2 teachers hold Instructional Technology endorsement

2 teachers hold Teacher Support endorsements

1 teacher holds Science & Social Studies endorsements

Principal and AP hold Ed. S in Educational Leadership

100% of the certified staff members have completed the state required Computer Technology assessment

All paraprofessionals hold Georgia Paraprofessional Certificates

Our certified staff has an average of 14.9 years experience.Strategies to Attract High Quality, Highly Qualified Teachers

in High Needs Schools (SW- E)

(August 28, 2014)

System and School measures to attract high quality, highly qualified teachers

Coweta County School System actively recruits highly qualified teachers at colleges and universities throughout the southeast to attract and secure highly qualified teachers in all areas with varied academic concentrations.

Collaboration with the University of West Georgia, Mercer University and Walden University provides student teachers and new teacher candidates for our teacher intern program.

Our system conducts a new teacher induction program to orient, train and support highly qualified teachers. Top candidates are encouraged to visit the school, interview, and observe the grade level or area of interest. This process is a vital mechanism in support of our teacher retention efforts.

Teacher credentials are reviewed based on degree level, years of experience and highly qualified status by school administrators with our human resources department to ensure that all students are equitably served by qualified teachers.

On-going professional development courses and job-embedded training opportunities are accessible for teachers to continue to meet high expectations for instructional planning and delivery.