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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.
The percentage of 3rd
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
school year as measured by the CRCT administered April 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
measured by the CRCT administered April 2014.
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
measured by the CRCT administered April 2014.
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 3rd
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
school year as measured by the CRCT administered April 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
measured by the CRCT administered April 2014.
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
Teachers Instructional
Coaches
Principal Assistant Principal
Teachers Instructional
Coaches
Principal Assistant Principal
Teachers Instructional
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
2013-2014 MEASURABLE GOALS IDENTIFIED FOR DOBBS ELEMENTARY SCHOOL
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
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 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
Principal Assistant Principal
Instructional Coaches Teachers
Principal Principal from
neighboring school Assistant Principal
Teachers
Principal Assistant Principal
Instructional Coaches 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
Principal Assistant Principal
Instructional Coaches Teachers
Principal Assistant Principal
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
2013-2014 MEASURABLE GOALS IDENTIFIED FOR DOBBS ELEMENTARY SCHOOL
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
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 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
August 2013- May 2014
None
General Funds
Title I
None
Principal Assistant Principal
Social Worker Teachers
Principal Assistant Principal
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
Principal Assistant Principal
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
2013-2014 MEASURABLE GOALS IDENTIFIED FOR DOBBS ELEMENTARY SCHOOL
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
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 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
August 2013- May 2014
November 2013
General Funds (agendas)
None
Donations from partners in
education and Dobbs staff
Principal Assistant Principal
Discipline Committee Teachers
Assistant Principal Teachers
Principal Assistant Principal
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