About The School  

School Improvement Plan 2013-14

 

                                   

     
     

117

     
     

      School Improvement   Plan

School Name: Mt. Carmel Elementary

School Year:  2013 - 2014

Principal Name: Dr. Sandra Williams

Title I   Program:

 

Yes

 

X

No

Current   Status:

 

 

Priority

 

Focus

 

Alert

Implementing (Select all that   apply):

X

School Improvement Plan (School Improvement Plans are due to Area Director by August 30,   2013).

 

Flexible Learning Plan (FLP)

Principal’s Signature:

Date:   August 30, 2013

Area Director’s Signature:

Date:

Associate Superintendent’s   Signature:

Date:

                       

 


 

                              

     
     

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      School Improvement Plan

1.  Provide a narrative description of the school, the   community and educational programs/practices used every day. Describe your school including instruction,   communication, parent and community involvement, etc. What do you do every day and what is the   understood expectation in instruction, communication, organization,   inclusiveness, etc.? What are the   expectations of teachers regarding planning and implementing? How do teachers   and administrators monitor for consistency? What specific instructional   strategies are used and expected by all – vocabulary, reading, writing across   the curriculum, student-focused instruction (what does it look like),   integration of technology, hands-on, applied student instruction in all   subject areas, etc. What are the   common strategies that will be used by all? How is this monitored? How is that evaluated and shared?

Mt. Carmel   Elementary School is a safe, clean learning environment serving a diverse   population of learners in grades K-5 in Douglasville, Georgia. The current demographic population at Mt.   Carmel includes 57% African American, 22% Caucasian, 14% Hispanic,   2% Asian and 5% other. It is a school that   promotes high expectations and a love for learning among all students. Children are expected to meet high   behavioral and learning standards throughout each grade level, and in every   area of the school. Through the use and consistent promotion of school-wide   procedures, students not only learn what is expected, but their behavior   demonstrates their understanding throughout the school.

 

Learning   Focused Schools provide the most comprehensive model for reaching balanced   achievement using a research based framework and support solutions focused on   learning and student achievement. Through emphasis on Learning Focused   Schools and best practices, the classrooms at MCES are standards-based, and   instruction is differentiated and tailored to meet the needs of individual   students During the course of the 2011-12 school year, many new initiatives   were successfully implemented throughout the Douglas County School System.   This implementation included the use of Thinkgate and Aimsweb as a tool to   create Common District Assessments that will continue to guide the direction   of instruction for all of our students. Through the use of data-analysis and   the disaggregation of performance scores across the curriculum, teachers are   able to determine areas of strength and weakness, and set common goals toward   the improvement of areas needing growth.  

 

Expectations   for planning and implementing at Mount Carmel Elementary include but are not   limited to the implementation of Learning Focused Schools Strategies and   components; Implementation of the Reading Street Series in grades K, 1, 2, 3,   4 & 5; differentiation of instruction and guided reading with level text;   common planning to analyze data and plan for instruction. Teachers   collaborate frequently, and through this collaboration and common goal   setting, teachers are able to attain goals and make continual and consistent   progress toward the mastery of standards and expectations. The new Teacher Keys initiative mandates   the monitoring and evaluation of teachers and the progress toward established   goals. Administrators are involved in   the process, and provide helpful feedback to teachers and staff. With many new initiatives, appropriate   professional development and training opportunities are made available to all   members of the school faculty and staff. Teachers also grow through   job-embedded professional learning through the use of peer observations. MCES is also a proud supporter of the   Shared Leadership approach. A group of   teachers, other school leaders, and administration meet monthly to consult   about pertinent school issues, and disseminate the information to the rest of   the staff. Decisions are a team effort.

 

Parents and   community stakeholders are invited and encouraged to attend a variety of   events, and MCES celebrates its level of parental involvement. Through the   PTA, School Council, and other opportunities for volunteerism, parents and   community members have many chances to become involved with the school and in   their child’s (children’s) education. MCES also promotes and supports the use   of weekly and monthly newsletters, the “Notify Me” program, and mandated   phone communication logs to stay in touch with parents. Keeping parents   informed and involved is a top priority at MCES. We are “All Accountable for   All Learners”!

 


 

                              

     
     

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2. Data information.   Data should describe strengths and challenges. Examples include data pertaining to overall   school/student performance, attendance, instructional practices from walk throughs/observations,   student learning, GAPSS data and parent involvement programs. Describe what you find clearly so that   stakeholders understand.

• What does the data tell you about your school’s strengths?

• What does the data tell you about your school’s opportunities for   improvement?

 

The latest CRCT results from Spring,   2013:

 

Ø    94% of our students scored in the   Meets/Exceeds range of the READING Assessment. This is the highest READING   score obtained over the past 7 years.

Ø    91.1% of our students scored in the   Meets/Exceeds range of the MATH Assessment. This is the highest MATH score   obtained over the past 7 years.( On the 2012 CRCT in the area of Mathematics,   the overall percentage of students to score in the meets/exceeds category was   83.23)

Ø    90.4% of our students scored in the   Meets/Exceeds range of the Language Arts Assessment.

Ø    5th   grade Math scores rose 26 points!

Ø    98.9% of our 5th grade   students scored in the Meets/Exceeds range of the READING Assessment. This is   the highest READING score ever obtained by a 5th grade class at   our school.

Ø  4th   grade Math scores were up 11.8 points

Ø  4th   grade Reading scores were their highest over the past three years.

Ø  3rd   grade Math scores were their highest over the past three years.

           The attendance   rate for Mt. Carmel Elementary for the 2012-13 school year was 96.51%.

 

In the area of Mathematics, the   Number and Operations domain shows opportunity for growth in grades three   through five. This domain shows the lowest performance for the totality of   the student population.

 

In the area of Reading, the Information and Media Literacy domain   was the area demonstrating the largest opportunity for improvement.   In the area of English / Language Arts the   Research and Writing domain is an   area for growth school wide.

 

 

 

                              

     
     

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3. Based on the data, what 3-5 goals for improvement emerge   for your school? (Use the Template   Provided ) Cite relevant evidence from your data (in all areas) to support   the goals. What strategies will the school   use to address these goals (no more than 3 strategies)? The strategies you select will address your   specific goals and be in addition to what you do every day. All staff will know those strategies and   implement them consistently and pervasively across your school. Strategies will be detailed on the school   improvement plan template.

Strategies should:

• Be researched based.

• Provide opportunities for ALL children in the school, including   targeted populations, to meet or exceed standards.

• Use effective instructional methods that increase the quality and   amount of learning time.

 

Goals:

1)        Increase student achievement   scores in Mathematics for all grade levels from 91.1% to 95%.

2)        Increase student achievement   scores in ELA for all grade levels from 90.4% to 93%.

3)        Increase student achievement   scores in Reading for all grade levels from 94.00% to 95%.

4)        Increase the use of data analysis   of formative and summative assessments across the curriculum to drive   instruction and increase student achievement levels (Math, Reading, and ELA).   The   students will be grouped based upon their need to remain on grade level, to   be challenged, or to be remediated.

Strategies:

1)      Vertical   alignment in Mathematics within the school.

2)      Using   AIMSweb as a universal screening tool to assess student’s strengths and   weakness in reading and Mathematics.

3)      Tutoring.   The tutoring plan implemented school-wide at Mt. Carmel Elementary School   during the 2011-12 year will be continued this school year.

4)      Using   Thinkgate as an assessment program to provide checkpoints for learning and   Common District Assessments.

5)      Use   the newly purchased resource: Triumphonline   from Triumph Learning. This product contains all electronic versions of Common   Core Coach and Readiness for Common Core. Teachers will have instant access   to teaching materials that are aligned to Common Core as well as being able   to provide the parents of our students with online acces to additional   resources for Math and   Reading/Language Arts materials.


 

                              

     
     

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4. Describe the school staff, including the Hi-Q status of   all professional staff. What   strategies are used to recruit, build capacity and retain effective, highly   qualified teachers (leadership-administrative/teacher, mentoring, professional   learning, etc.)?   (Describe specific   strategies you are using to promote the CLASS Keys Self-Assessment/Reflection   and Professional Growth Plan. What do you do to hire a highly qualified staff   based on district procedures,   initiatives and programs in your building? This will require that you   look at your school’s strengths and weaknesses in your decisions. Your staff   decisions should be based on the needs of your students. What do you provide   to increase retention: developing teacher leadership capacity, professional   development, processes and procedures in place that provide a strong   foundation for a healthy culture and work environment, student results, etc.)

Analysis of   the “Highly Qualified” (Hi-Q) data for Mt. Carmel Elementary School shows the   percentage of teachers that are considered “highly qualified” totals 100%.   Minority and economically disadvantaged students are equitably served by a   100% highly qualified staff. It is our specific plan to only seek and retain   the current level of 100% highly qualified teachers to serve the students of   Mt. Carmel Elementary.

 

The average   teaching experience level at Mt. Carmel Elementary exceeds the average for   the 21 elementary schools as well as above the average for all schools in the   district. The learning environment at Mt. Carmel Elementary is very stable   and well established by a high level of retention of experienced teachers. It   is our specific plan to continue a high level of retention of experienced   teachers and encourage our staff to seek additional degrees. Several teachers   are currently pursuing advanced degrees.

 

 

The first   step in the selection process to fill vacancies at Mt. Carmel Elementary   includes a review of available applicants listed on the Teach Georgia   Website, a component of the Georgia Professional Standards Commission.   Through this process we are able to discern those candidates that meet   criteria for joining the professional ranks of educators employed at Mt.   Carmel. Painstaking detail is given to the checking of references for   candidates and their individual qualifications to become a highly effective   teacher at Mt. Carmel Elementary. A two page questionnaire administered   through an extensive interview is conducted by the administrative team. When   time allows, members of the leadership team are included in the interview   process as well as grade level teachers when candidates are being considered   for grade level assignment positions.

 

 


 

                              

     
     

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5. Describe   professional development activities that are offered at the school which   enable all children in the school to meet performance standards. (Use the   DCSS Three Year Professional Learning Plan Template attached) Include when and how the learning takes   place through “Initiative Training”?   What does it look like through “Monitoring for Implementation”   (differentiated, job-embedded, collaborative, shared, etc.)? Describe how the Professional Learning   impacted teacher knowledge and student learning through “Evaluation”   (multiple measures). Also, use the   DCSS: Standards Based Classroom   Instructional Framework (LFS).

The three year Professional Learning Plan of Mt. Carmel   Elementary School contains three initiative training goals. The first of   these is the continued use of collaborative planning days. These days are set   aside on the school calendar to allow each grade level an opportunity twice   during the course of the school year to meet with their respective team.   Activities of a collaborative planning day include the opportunity to reflect   on the implementation of the team goals for academic achievement of students   in their grade level as well as plan units of instruction for the upcoming   segments of the school year. Monitoring for implementation includes but is   not limited to: observations by the administraitve team that contain   walk-throughs, formal and informal observations, review of team notebooks,   agendas, lesson plans, and student   achievement data. This data collection and subsequent analysis includes   formative and summative data obtained through the use of Aimsweb and Thinkgate. Evaluation of the stated goal will be   determined through discussion of grade level teams, results of assessments   including CRCT as well as observation data obtained through TEACHER KEYS. A   review of the Professional Learning Standards found in the birds-eye view of   the most recent GAPSS visit contained   a recommendation to use collaborative teacher meetings to achieve identified   school improvement goals through a prioritization of student learning needs   based upon data. This recommendation is being addressed through collaborative   team meetings guided by the administrative team at the onset of the current   school year.

The second initiative training goal includes continued Promethean   Board Training. This technological training will enable our staff to gather   new ideas, implement new strategies in their own classrooms as well as build   capacity of colleagiality across grade levels. Evaluation of the impact of   the Promethean Training may be analyzed through successful sharing of ideas   and strategies that further promote the academic success of all of our   students. Feedback is gathered by the administrative team in order to   synthesize the plan for future success and make necessary changes as needed.   Additional evaluation is obtained through the use of “Survey Monkey,”   observations and Teacher Key results. In-depth details of addressing this   particular initiative training may be found in Section 6 of this school   improvement document.

The third initiative training goal is TriumphOnline   Learning. The staff will be trained by a nationally known presenter on the   implementation and use of this resource that includes Common Core Coach and   Readiness for Common Core. Teachers will be able to choose grades and   discipline, lessons and tests with real time data from assignments to further   target instruction based on individual student needs. This resourse also   includes teacher guides, answer keys and supporting documents for every   lesson or test, tools and glossaries, vocabulary guides and leveled readers. All   of these resourses will be avaialble   for our teachers and parents   that are aligned to the Common Core in the area of Mathematics and   Language Arts. Evaluation of the impact of this latest resource may be   analyzed through product use and the academic success of our students.

The development of the School Improvement Plan document   itself is an opportunity for professional learning as an emphasis for   complete immersion of ALL shareholders in our school family to be included in   the development, review and implementation of the content of the plan. The   School Improvement Planning process should prove beneficial for student   achievement gains. The entire process of thinking of how, why, where, and when   as well as needed resources for successful implementation of these   initiatives should prove to be a powerful driving force as we strive for   academic excellence at Mt. Carmel Elementary School.

                              

     
     

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6. Describe ongoing professional   development activities that will be offered to instructional staff at the   school to address the integration of technology within the curriculum. (Attach a copy of your school’s technology   plan) Include when and how the   learning will take place. What will the professional development look   like? How will you account for   differences in levels of proficiency? How will you monitor and evaluate the   use of technology in the classroom?

Mt. Carmel Elementary school strives to   improve in the area of technology integration within the curriculum. The   school is using a variety of technology mediums to achieve the goal of   increasing student and teacher efficiency through the use of technology. The   teachers use AIMS Web to monitor student proficiency in the areas of reading   and math. The teachers use THINKGATE to administer Common District   Assessments as well as classroom assessments. THINKGATE allows teachers to   disaggregate data based on content related standards and elements. This in   turn enables the teacher to look at the standards that are mastered and those   that need to be retaught.

With   the installation of the Promethean Boards, the staff at Mt. Carmel received   training opportunities at the county level as well as the building level. The Media Center Specialist has attended a   three-day training session. Teachers have been instructed to use resources   such as Youtube and Promethean Planet to gather information regarding content   specific skills. The teachers can then share resources by grade level or subject   area.

Professional development will be   organized and will take place both with the county facilitator and with   building contact persons. As mentioned previously, the learning from the   county as well as from the building perspective will be continuous on an as   needed basis. At the building level, the computer lab will serve as a   training area for those teachers that would like to have individualized   instruction. The building contact persons will establish time slots after   school to help those teachers that have questions or that would like to see   someone model that appropriate use of a particular software application. The   sessions will be voluntary, so those that feel comfortable with using the   Promethean Board will not have to attend. It will be encouraged for those   teachers that do not feel comfortable to attend the open training sessions so   that they will understand the skills needed in order to be successful with   this type of technology.

Monitoring and evaluation of the use of   technology in the classroom will be completed by the use of technology based   surveys. This will give the survey writer the opportunity to gauge with   thoughts and conceptions of the teachers taking the survey. This will give   the writer the opportunity to clarify misconceptions doing the initiation of   the new technology. There is an area on the Teacher Keys observation form   that addresses the use of technology in the classroom. This would serve as   another means of evaluation.

At Mt. Carmel, we strive to prepare our   students for the future. We present them with problem based learning   opportunities that will foster the positive growth and development of the   learning process. However, as a school we must embrace the systems that will   incubate those that need development until they are ready to be hatched into   the realm of comfort and productivity.


 
 

                              

     
     

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7. Describe strategies to increase parental involvement in   the classroom, school, and instruction of their child (leading other   parents), capacity-building, communication, etc.).

Through   identification of the academic goals of Mt. Carmel Elementary School outlined   within this School Improvement Plan, enlist the support of all parents to   partner with our staff in concentrated efforts to increase student   achievement.

 

Activities that may be considered to enhance interest in   participation of school functions may include but not be limited to:

·           PTA Hosted Functions: Fall   Festival, Spring Fling, Braves nights, Awards, school dance, Mother/Son   Dance, Father/Daughter Dance, Talent Show, fundraisers.

·           Newsletters: On web-site, via   e-mail

·           More student performances at PTA:   A grade level per month to perform

·           Individual class performances   during the day; invite parents to come in for student presentations of   special science reports or book projects etc.

·           Game night: Open gym and   cafeteria to organized basketball, volleyball, board games for families to   enjoy an evening together

·           Other grade levels hosting such   mornings as kindergarten’s “Muffins with Mom” or “Donuts with Dad” before   school in the cafeteria, invite parent to come in and have breakfast/lunch   with child, each grade level has a day per week or month

·           Student testimonies to   achievement at PTA meetings; short student presentations on what they have   learned. Maybe a speech about a book character, or an explanation of a   science project etc.

·           If not formal awards ceremonies,   recognize special achievements at a PTA Meeting. (Example: A grade level of students that were recognized at WRAM Team   Assemblies acknowledged on stage, or AR scores recognized at another   meeting.)

·           Career Day: Invite parents in to discuss their jobs/careers   and how they achieved their goals.

·           Weekly/Monthly newsletters from individual   teachers or grade levels.

·           Parent Resource library

·           Math Night

·           Email correspondence/”Notify Me”

·           Parent Contact Logs

·           Volunteering opportunities (copy room in front hall)

·           Conferences (ALL students, not just EIP)

·           We will invite parents to volunteer in the   classrooms

·           Workshops to increase parental support in the   areas of homework success/completion

 

 

 

                                   
  

School Name: Mt. Carmel Elementary

  
  

Principal Name: Dr. Sandra Williams

  
  

School Year: 2013 - 2014    

  
  

Measurable Goals:

  

GOAL #1 – All    students will show growth in the area of Mathematics from 91.1% to 95%    during the 2013-14 school year.

  
  

School Keys

  

Strands

  
  

Actions, Strategies, and Interventions

  
  

Timeline

  
  

Estimated Costs, Funding Sources, and    Resources

  
  

Person(s) Responsible

  
  

Evaluation of Implementation
   of Strategies and
   Impact on Student Learning

  
  

Artifacts

  
  

Evidence

  

CS

2.1

2.2

PL

1.1

 

 

I

2.2

 

 

 

CS.

3.1

A

1.1

I

2.5

2.6

Collaboration for   teachers: Grade level and vertical teams ( To provide a least one faculty meeting devoted to   vertical team alignment and planning)

 

Continued   implementation of Calendar math. Grade levels will focus on concepts to be   integrated during calendar math.

 

 

 

Common Formative   assessments at the beginning and end of a math unit. Pretest will allow for   differentiation and drive classroom instruction. Use of TriumphOnline.

August 2013 to April 2014

N/A

 

 

 

 

N/A

 

 

 

 

N/A

Building level team   members and School Administrators

 

 

 

Classroom teachers,   administrators

 

 

 

 

Classroom   teachers, use of Thinkgate. School   level administrator

Team Minutes,   Lesson plans, Assessments

 

 

 

 

 

Lesson Plans and   walk through observations, formative assessments

 

 

Lesson plans,   student and class reports, team meeting minutes

 

 

Classroom   Assessments

 

Common District   Assessments

 

CRCT Results

 

Performance Tasks

 

 

CRCT, formative   assessments

 

 

 

 

 

CRCT,

Common District Assessments

 

 

 

 

               

 

                                      
  

School Improvement Plan (continued)

  
  

School Name: Mount Carmel Elementary

  
  

Principal Name: Dr. Sandra Williams

  
  

School Year: 2013-2014      

  
  

Measurable Goals:

  

GOAL #2 – All students will show growth in the area    of ELA from 90.4% to 93% during the 2013-2014 school year

  
  

School Keys Strands

  
  

Actions, Strategies, and Interventions

  
  

Timeline

  
  

Estimated Costs, Funding Sources, and    Resources

  
  

Person(s) Responsible

  
  

Evaluation of Implementation
   of Strategies and
   Impact on Student Learning

  
  

Artifacts

  
  

Evidence

  

CS

3.1

A

1.1

I

2.5

2.6

 

 

 

 

CS

3.1

A

1.5

I

2.5

2.6

 

 

 

 

Common Formative   Assessments will be given at the beginning and end of each ELA unit. The   pretest will allow for differentiation and will drive classroom instruction.

 

 

 

Triumph Online will   be utilized in the classroom to improve language arts instruction. These will   be used in conjunction with formative assessments to plan and implement   differentiated instruction.

 

2013-2014

 

 

 

 

 

 

 

 

2013-2014

 

 

 

 

 

 

 

N/A

 

 

 

 

 

 

 

 

 

N/A

Classroom teachers,   school level administrators

 

 

 

 

 

Classroom teachers,   school level administrators

 

 

Lesson Plans,   student and class data reports, team meeting minutes

 

 

 

 

 

Lesson Plans,   student and class data reports, team meeting minutes

CRCT, Thinkgate ELA   Common District Assessments, CDA Writing Assessments , 3rd and 5th   state writing assessments

 

 

 

 

 

CRCT, ELA Common District Assessments, CDA   Writing Assessments , 3rd and 5th state writing   assessments

 

 

              
  

School Improvement Plan (continued)

  
  

School Name: Mount Carmel Elementary

  
  

Principal Name: Dr. Sandra Williams

  
  

School Year: 2013-2014      

  
  

Measurable Goals:

  

GOAL #3 – All    students will show growth in the area of Reading from 94% to 95% during the    2013-2014 school year.

  

CS

3.1

A

1.1

I

2.5

2.6

 

 

 

 

 

 

CS

3.1

A

1.5

I

2.5

2.6

 

 

 

 

 

 

 

 

 

 

Common Formative   Assessments will be given at the beginning and end of each ELA unit. The   pretest will allow for differentiation and will drive classroom instruction.

 

 

 

TriumphLearning   Onlinewill be utilized in the classroom to improve language arts instruction.   These will be used in conjunction with formative assessments to plan and   implement differentiated instruction.

 

 

2013-2014

 

 

 

 

 

 

 

 

 

2013-2014

 

 

 

 

 

 

 

 

 

 

 

 

N/A

 

 

 

 

 

 

 

 

 

N/A

 

 

 

 

 

 

 

 

 

 

 

 

Classroom teachers,   school level administrators

 

 

 

 

 

 

Classroom teachers,   school level administrators

 

 

 

 

 

 

 

 

 

 

Lesson Plans,   student and class data reports, team meeting minutes

 

 

 

 

Lesson Plans,   student and class data reports, team meeting minutes

 

 

 

 

 

 

 

 

 

 

CRCT, Thinkgate ELA   Common District Assessments, CDA Writing Assessments , 3rd and 5th state   writing assessments

 

 

 

 

 

CRCT, ELA Common District Assessments, CDA   Writing Assessments , 3rd and 5th state writing assessments

 

 

 

 

 

 

 

 

 

             

 

 

  

  

Measurable Goals:

  

GOAL #4 – Increase the use of data    analysis of formative and summative assessments across the curriculum to    drive instruction and increase student achievement levels (Math, Reading,    and ELA). The students will be grouped based upon their need to remain on    grade level, to be challenged, or to be remediated.

                                                                                                                                                                                      
     

School       Improvement Plan (continued)

     
     

School Name: Mount Carmel Elementary

     
     

Principal Name: Dr. Sandra       Williams

     
     

School Year: 2013-2014      

     
     

Measurable Goals:

     

GOAL #4 – Increase       the use of data analysis of formative and summative assessments across       the curriculum to drive instruction and increase student achievement       levels (Math, Reading, and ELA). The students will be grouped       based upon their need to remain on grade level, to be challenged, or to       be remediated.

     
    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

PL

    

1.1

    

1.2

    

   1.3

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

PL

    

1.3

    

   1.4

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    
    

Building      Professional Learning Capacity with school staff to implement technology      use. This year, we will continue to      focus on the use of the Promethean Board and Triumphonline as an      instructional tool to support teacher leaders, improving the academic      performance of students in all academic areas.

    

 

    

 

    

Collaborative      Planning / CCGPS Focus. Each of the 25 regular classroom teachers as well      as 2 special education teachers will be provided ½ day to meet in teams to      study/review CCGPS and implement grade level plans.

    

 

    

 

    

Scientifically Research-based      Professional Development:  

    

 

    

 

    
    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

2013-2014

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

2013-14

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

2013-2014

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    
    

 

    

 

    

1 half day for 25 classroom teachers and      2 Sp.Ed. teachers

    

(      27 x $32.00 = $864.00)

    

 

    

 

    

 

    

 

    

 

    

1 half day for      25 classroom teachers and 2 Sp.Ed. teachers

    

( 27 x $32.00 =      $864.00)

    

 

    

 

    

 

    

 

    

 

    

 

    

Conference total(s) not to exceed      $272.00

    

 

    

 

    

 

    

 

    
    

 

    

 

    

Adm. Team,

    

Classroom teachers and special education staff

    

 

    

 

    

 

    

 

    

 

    

 

    

Adm. Team, Classroom teachers and special      education staff

    

 

    

 

    

 

    

 

    

 

    

 

    

Team of      teachers from the school to attend professional development programs      including the GAETC, GMEA, GAEA and media conference.

    
    

 

    

Promethean      Board and TriumphOnline Training agendas and attendance rolls

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

Team      Meeting Agenda – Focus: CCGPS / Plans

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

Conference      agenda, staff development agendas

    

 

    

 

    

 

    

 

    
    

 

    

CRCT,       ELA Common District Assessments, formative / summative data.

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

Improved student achievement across      curriculums of our school as we implement new CCGPS Standards. E Walk      analysis, formative / summative data.

    

 

    

 

    

 

    

 

    

 

    

Improved student achievement across      curriculums of our school through exposure of certified staff to receive      specialized instruction and best practice.

    
               
  

 

  

 

 

DCSS: Three Year Professional   Learning Development Plan

Professional Learning FY12

*Indicates   emphasis for year

Professional Learning FY13

*Indicates   emphasis for year

Professional Learning FY14

*Indicates   emphasis for year

1.   Initiative Training:

Collaborative   Planning Days/CCGPS Focus

 

1.   Initiative Training:

Collaborative   Planning Days/CCGPS Focus

1.   Initiative Training:

Collaborative   Planning Days/CCGPS Focus

-Monitoring   for implementation:

Lesson   Plans,KUD’S, Unit Plans ,

Learning   Maps

-Monitoring   for implementation:

Lesson   Plans, KUD’S, Unit Plans

Learning   Maps

 

-Monitoring   for implementation:

Lesson   Plans, KUD’S, Unit Plans

Learning   Maps

 

-Evaluation:

E Walk   Analysis

Discussion/Focus   Groups

CRCT, Teacher-Made   Assessments

-Evaluation:

E Walk   Analysis

Discussion/Focus   Groups

CRCT, Formative/Summative   Data

Teacher   Keys

-Evaluation:

E Walk   Analysis

Discussion/Focus   Groups

CRCT, Formative/Summative   Data

Teacher   Keys

2.   Initiative Training:

Promethean Training

2.   Initiative Training:

Promethean   Training

2.   Initiative Training:

Promethean   Training

-Monitoring   for implementation:

Artifacts, Lesson   Plans, E-Walks

-Monitoring   for implementation:

Artifacts, Lesson   Plans, E-Walks

-Monitoring   for implementation:

Artifacts, Lesson   Plans, E-Walks

-Evaluation:

Team Discussions

E-Walk Analysis, Faculty meeting Discussion

-Evaluation:

Survey monkey, Teacher Keys , Faculty   Meeting Discussion

 

-Evaluation:

Survey monkey, Teacher Keys, Faculty   Meeting Discussion

 

 

3. Initiative   Training:

TriumphOnline Training

3. Initiative   Training:

TriumphOnline Training

 

-Monitoring   for implementation:

Lesson   Plans, Administrative Dashboard Reports

-Monitoring   for implementation:

Lesson   Plans, Administrative Dashboard Reports

 

 

Evaluation:

Survey monkey, Teacher Keys , Faculty   Meeting Discussion

 

Evaluation:

Survey monkey, Teacher Keys , Faculty   Meeting Discussion

 

 

                                   

     
     

117

     
     

      School Improvement   Plan

School Name: Mt. Carmel Elementary

School Year:  2013 - 2014

Principal Name: Dr. Sandra Williams

Title I   Program:

 

Yes

 

X

No

Current   Status:

 

 

Priority

 

Focus

 

Alert

Implementing (Select all that   apply):

X

School Improvement Plan (School Improvement Plans are due to Area Director by August 30,   2013).

 

Flexible Learning Plan (FLP)

Principal’s Signature:

Date:   August 30, 2013

Area Director’s Signature:

Date:

Associate Superintendent’s   Signature:

Date:

                       

 

 


 

 

                              

     
     

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      School Improvement Plan

1.  Provide a narrative description of the school, the   community and educational programs/practices used every day. Describe your school including instruction,   communication, parent and community involvement, etc. What do you do every day and what is the   understood expectation in instruction, communication, organization,   inclusiveness, etc.? What are the   expectations of teachers regarding planning and implementing? How do teachers   and administrators monitor for consistency? What specific instructional   strategies are used and expected by all – vocabulary, reading, writing across   the curriculum, student-focused instruction (what does it look like),   integration of technology, hands-on, applied student instruction in all   subject areas, etc. What are the   common strategies that will be used by all? How is this monitored? How is that evaluated and shared?

Mt. Carmel   Elementary School is a safe, clean learning environment serving a diverse   population of learners in grades K-5 in Douglasville, Georgia. The current demographic population at Mt.   Carmel includes 57% African American, 22% Caucasian, 14% Hispanic,   2% Asian and 5% other. It is a school that   promotes high expectations and a love for learning among all students. Children are expected to meet high   behavioral and learning standards throughout each grade level, and in every   area of the school. Through the use and consistent promotion of school-wide   procedures, students not only learn what is expected, but their behavior   demonstrates their understanding throughout the school.

 

Learning   Focused Schools provide the most comprehensive model for reaching balanced   achievement using a research based framework and support solutions focused on   learning and student achievement. Through emphasis on Learning Focused   Schools and best practices, the classrooms at MCES are standards-based, and   instruction is differentiated and tailored to meet the needs of individual   students During the course of the 2011-12 school year, many new initiatives   were successfully implemented throughout the Douglas County School System.   This implementation included the use of Thinkgate and Aimsweb as a tool to   create Common District Assessments that will continue to guide the direction   of instruction for all of our students. Through the use of data-analysis and   the disaggregation of performance scores across the curriculum, teachers are   able to determine areas of strength and weakness, and set common goals toward   the improvement of areas needing growth.  

 

Expectations   for planning and implementing at Mount Carmel Elementary include but are not   limited to the implementation of Learning Focused Schools Strategies and   components; Implementation of the Reading Street Series in grades K, 1, 2, 3,   4 & 5; differentiation of instruction and guided reading with level text;   common planning to analyze data and plan for instruction. Teachers   collaborate frequently, and through this collaboration and common goal   setting, teachers are able to attain goals and make continual and consistent   progress toward the mastery of standards and expectations. The new Teacher Keys initiative mandates   the monitoring and evaluation of teachers and the progress toward established   goals. Administrators are involved in   the process, and provide helpful feedback to teachers and staff. With many new initiatives, appropriate   professional development and training opportunities are made available to all   members of the school faculty and staff. Teachers also grow through   job-embedded professional learning through the use of peer observations. MCES is also a proud supporter of the   Shared Leadership approach. A group of   teachers, other school leaders, and administration meet monthly to consult   about pertinent school issues, and disseminate the information to the rest of   the staff. Decisions are a team effort.

 

Parents and   community stakeholders are invited and encouraged to attend a variety of   events, and MCES celebrates its level of parental involvement. Through the   PTA, School Council, and other opportunities for volunteerism, parents and   community members have many chances to become involved with the school and in   their child’s (children’s) education. MCES also promotes and supports the use   of weekly and monthly newsletters, the “Notify Me” program, and mandated   phone communication logs to stay in touch with parents. Keeping parents   informed and involved is a top priority at MCES. We are “All Accountable for   All Learners”!

 

 


 

 

                              

     
     

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2. Data information.   Data should describe strengths and challenges. Examples include data pertaining to overall   school/student performance, attendance, instructional practices from walk throughs/observations,   student learning, GAPSS data and parent involvement programs. Describe what you find clearly so that   stakeholders understand.

• What does the data tell you about your school’s strengths?

• What does the data tell you about your school’s opportunities for   improvement?

 

The latest CRCT results from Spring,   2013:

 

Ø    94% of our students scored in the   Meets/Exceeds range of the READING Assessment. This is the highest READING   score obtained over the past 7 years.

Ø    91.1% of our students scored in the   Meets/Exceeds range of the MATH Assessment. This is the highest MATH score   obtained over the past 7 years.( On the 2012 CRCT in the area of Mathematics,   the overall percentage of students to score in the meets/exceeds category was   83.23)

Ø    90.4% of our students scored in the   Meets/Exceeds range of the Language Arts Assessment.

Ø    5th   grade Math scores rose 26 points!

Ø    98.9% of our 5th grade   students scored in the Meets/Exceeds range of the READING Assessment. This is   the highest READING score ever obtained by a 5th grade class at   our school.

Ø  4th   grade Math scores were up 11.8 points

Ø  4th   grade Reading scores were their highest over the past three years.

Ø  3rd   grade Math scores were their highest over the past three years.

           The attendance   rate for Mt. Carmel Elementary for the 2012-13 school year was 96.51%.

 

In the area of Mathematics, the   Number and Operations domain shows opportunity for growth in grades three   through five. This domain shows the lowest performance for the totality of   the student population.

 

In the area of Reading, the Information and Media Literacy domain   was the area demonstrating the largest opportunity for improvement.   In the area of English / Language Arts the   Research and Writing domain is an   area for growth school wide.

 

 

 

 

 

                              

     
     

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3. Based on the data, what 3-5 goals for improvement emerge   for your school? (Use the Template   Provided ) Cite relevant evidence from your data (in all areas) to support   the goals. What strategies will the school   use to address these goals (no more than 3 strategies)? The strategies you select will address your   specific goals and be in addition to what you do every day. All staff will know those strategies and   implement them consistently and pervasively across your school. Strategies will be detailed on the school   improvement plan template.

Strategies should:

• Be researched based.

• Provide opportunities for ALL children in the school, including   targeted populations, to meet or exceed standards.

• Use effective instructional methods that increase the quality and   amount of learning time.

 

Goals:

1)        Increase student achievement   scores in Mathematics for all grade levels from 91.1% to 95%.

2)        Increase student achievement   scores in ELA for all grade levels from 90.4% to 93%.

3)        Increase student achievement   scores in Reading for all grade levels from 94.00% to 95%.

4)        Increase the use of data analysis   of formative and summative assessments across the curriculum to drive   instruction and increase student achievement levels (Math, Reading, and ELA).   The   students will be grouped based upon their need to remain on grade level, to   be challenged, or to be remediated.

Strategies:

1)      Vertical   alignment in Mathematics within the school.

2)      Using   AIMSweb as a universal screening tool to assess student’s strengths and   weakness in reading and Mathematics.

3)      Tutoring.   The tutoring plan implemented school-wide at Mt. Carmel Elementary School   during the 2011-12 year will be continued this school year.

4)      Using   Thinkgate as an assessment program to provide checkpoints for learning and   Common District Assessments.

5)      Use   the newly purchased resource: Triumphonline   from Triumph Learning. This product contains all electronic versions of Common   Core Coach and Readiness for Common Core. Teachers will have instant access   to teaching materials that are aligned to Common Core as well as being able   to provide the parents of our students with online acces to additional   resources for Math and   Reading/Language Arts materials.


 

 

                              

     
     

117

     
     

      School Improvement Plan

4. Describe the school staff, including the Hi-Q status of   all professional staff. What   strategies are used to recruit, build capacity and retain effective, highly   qualified teachers (leadership-administrative/teacher, mentoring, professional   learning, etc.)?   (Describe specific   strategies you are using to promote the CLASS Keys Self-Assessment/Reflection   and Professional Growth Plan. What do you do to hire a highly qualified staff   based on district procedures,   initiatives and programs in your building? This will require that you   look at your school’s strengths and weaknesses in your decisions. Your staff   decisions should be based on the needs of your students. What do you provide   to increase retention: developing teacher leadership capacity, professional   development, processes and procedures in place that provide a strong   foundation for a healthy culture and work environment, student results, etc.)

Analysis of   the “Highly Qualified” (Hi-Q) data for Mt. Carmel Elementary School shows the   percentage of teachers that are considered “highly qualified” totals 100%.   Minority and economically disadvantaged students are equitably served by a   100% highly qualified staff. It is our specific plan to only seek and retain   the current level of 100% highly qualified teachers to serve the students of   Mt. Carmel Elementary.

 

The average   teaching experience level at Mt. Carmel Elementary exceeds the average for   the 21 elementary schools as well as above the average for all schools in the   district. The learning environment at Mt. Carmel Elementary is very stable   and well established by a high level of retention of experienced teachers. It   is our specific plan to continue a high level of retention of experienced   teachers and encourage our staff to seek additional degrees. Several teachers   are currently pursuing advanced degrees.

 

 

The first   step in the selection process to fill vacancies at Mt. Carmel Elementary   includes a review of available applicants listed on the Teach Georgia   Website, a component of the Georgia Professional Standards Commission.   Through this process we are able to discern those candidates that meet   criteria for joining the professional ranks of educators employed at Mt.   Carmel. Painstaking detail is given to the checking of references for   candidates and their individual qualifications to become a highly effective   teacher at Mt. Carmel Elementary. A two page questionnaire administered   through an extensive interview is conducted by the administrative team. When   time allows, members of the leadership team are included in the interview   process as well as grade level teachers when candidates are being considered   for grade level assignment positions.

 

 


 

 

                              

     
     

117

     
     

      School Improvement Plan

5. Describe   professional development activities that are offered at the school which   enable all children in the school to meet performance standards. (Use the   DCSS Three Year Professional Learning Plan Template attached) Include when and how the learning takes   place through “Initiative Training”?   What does it look like through “Monitoring for Implementation”   (differentiated, job-embedded, collaborative, shared, etc.)? Describe how the Professional Learning   impacted teacher knowledge and student learning through “Evaluation”   (multiple measures). Also, use the   DCSS: Standards Based Classroom   Instructional Framework (LFS).

The three year Professional Learning Plan of Mt. Carmel   Elementary School contains three initiative training goals. The first of   these is the continued use of collaborative planning days. These days are set   aside on the school calendar to allow each grade level an opportunity twice   during the course of the school year to meet with their respective team.   Activities of a collaborative planning day include the opportunity to reflect   on the implementation of the team goals for academic achievement of students   in their grade level as well as plan units of instruction for the upcoming   segments of the school year. Monitoring for implementation includes but is   not limited to: observations by the administraitve team that contain   walk-throughs, formal and informal observations, review of team notebooks,   agendas, lesson plans, and student   achievement data. This data collection and subsequent analysis includes   formative and summative data obtained through the use of Aimsweb and Thinkgate. Evaluation of the stated goal will be   determined through discussion of grade level teams, results of assessments   including CRCT as well as observation data obtained through TEACHER KEYS. A   review of the Professional Learning Standards found in the birds-eye view of   the most recent GAPSS visit contained   a recommendation to use collaborative teacher meetings to achieve identified   school improvement goals through a prioritization of student learning needs   based upon data. This recommendation is being addressed through collaborative   team meetings guided by the administrative team at the onset of the current   school year.

The second initiative training goal includes continued Promethean   Board Training. This technological training will enable our staff to gather   new ideas, implement new strategies in their own classrooms as well as build   capacity of colleagiality across grade levels. Evaluation of the impact of   the Promethean Training may be analyzed through successful sharing of ideas   and strategies that further promote the academic success of all of our   students. Feedback is gathered by the administrative team in order to   synthesize the plan for future success and make necessary changes as needed.   Additional evaluation is obtained through the use of “Survey Monkey,”   observations and Teacher Key results. In-depth details of addressing this   particular initiative training may be found in Section 6 of this school   improvement document.

The third initiative training goal is TriumphOnline   Learning. The staff will be trained by a nationally known presenter on the   implementation and use of this resource that includes Common Core Coach and   Readiness for Common Core. Teachers will be able to choose grades and   discipline, lessons and tests with real time data from assignments to further   target instruction based on individual student needs. This resourse also   includes teacher guides, answer keys and supporting documents for every   lesson or test, tools and glossaries, vocabulary guides and leveled readers. All   of these resourses will be avaialble   for our teachers and parents   that are aligned to the Common Core in the area of Mathematics and   Language Arts. Evaluation of the impact of this latest resource may be   analyzed through product use and the academic success of our students.

The development of the School Improvement Plan document   itself is an opportunity for professional learning as an emphasis for   complete immersion of ALL shareholders in our school family to be included in   the development, review and implementation of the content of the plan. The   School Improvement Planning process should prove beneficial for student   achievement gains. The entire process of thinking of how, why, where, and when   as well as needed resources for successful implementation of these   initiatives should prove to be a powerful driving force as we strive for   academic excellence at Mt. Carmel Elementary School.

                              

     
     

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      School Improvement Plan

6. Describe ongoing professional   development activities that will be offered to instructional staff at the   school to address the integration of technology within the curriculum. (Attach a copy of your school’s technology   plan) Include when and how the   learning will take place. What will the professional development look   like? How will you account for   differences in levels of proficiency? How will you monitor and evaluate the   use of technology in the classroom?

Mt. Carmel Elementary school strives to   improve in the area of technology integration within the curriculum. The   school is using a variety of technology mediums to achieve the goal of   increasing student and teacher efficiency through the use of technology. The   teachers use AIMS Web to monitor student proficiency in the areas of reading   and math. The teachers use THINKGATE to administer Common District   Assessments as well as classroom assessments. THINKGATE allows teachers to   disaggregate data based on content related standards and elements. This in   turn enables the teacher to look at the standards that are mastered and those   that need to be retaught.

With   the installation of the Promethean Boards, the staff at Mt. Carmel received   training opportunities at the county level as well as the building level. The Media Center Specialist has attended a   three-day training session. Teachers have been instructed to use resources   such as Youtube and Promethean Planet to gather information regarding content   specific skills. The teachers can then share resources by grade level or subject   area.

Professional development will be   organized and will take place both with the county facilitator and with   building contact persons. As mentioned previously, the learning from the   county as well as from the building perspective will be continuous on an as   needed basis. At the building level, the computer lab will serve as a   training area for those teachers that would like to have individualized   instruction. The building contact persons will establish time slots after   school to help those teachers that have questions or that would like to see   someone model that appropriate use of a particular software application. The   sessions will be voluntary, so those that feel comfortable with using the   Promethean Board will not have to attend. It will be encouraged for those   teachers that do not feel comfortable to attend the open training sessions so   that they will understand the skills needed in order to be successful with   this type of technology.

Monitoring and evaluation of the use of   technology in the classroom will be completed by the use of technology based   surveys. This will give the survey writer the opportunity to gauge with   thoughts and conceptions of the teachers taking the survey. This will give   the writer the opportunity to clarify misconceptions doing the initiation of   the new technology. There is an area on the Teacher Keys observation form   that addresses the use of technology in the classroom. This would serve as   another means of evaluation.

At Mt. Carmel, we strive to prepare our   students for the future. We present them with problem based learning   opportunities that will foster the positive growth and development of the   learning process. However, as a school we must embrace the systems that will   incubate those that need development until they are ready to be hatched into   the realm of comfort and productivity.


 
 

                              

     
     

117

     
     

      School Improvement Plan

7. Describe strategies to increase parental involvement in   the classroom, school, and instruction of their child (leading other   parents), capacity-building, communication, etc.).

Through   identification of the academic goals of Mt. Carmel Elementary School outlined   within this School Improvement Plan, enlist the support of all parents to   partner with our staff in concentrated efforts to increase student   achievement.

 

Activities that may be considered to enhance interest in   participation of school functions may include but not be limited to:

·           PTA Hosted Functions: Fall   Festival, Spring Fling, Braves nights, Awards, school dance, Mother/Son   Dance, Father/Daughter Dance, Talent Show, fundraisers.

·           Newsletters: On web-site, via   e-mail

·           More student performances at PTA:   A grade level per month to perform

·           Individual class performances   during the day; invite parents to come in for student presentations of   special science reports or book projects etc.

·           Game night: Open gym and   cafeteria to organized basketball, volleyball, board games for families to   enjoy an evening together

·           Other grade levels hosting such   mornings as kindergarten’s “Muffins with Mom” or “Donuts with Dad” before   school in the cafeteria, invite parent to come in and have breakfast/lunch   with child, each grade level has a day per week or month

·           Student testimonies to   achievement at PTA meetings; short student presentations on what they have   learned. Maybe a speech about a book character, or an explanation of a   science project etc.

·           If not formal awards ceremonies,   recognize special achievements at a PTA Meeting. (Example: A grade level of students that were recognized at WRAM Team   Assemblies acknowledged on stage, or AR scores recognized at another   meeting.)

·           Career Day: Invite parents in to discuss their jobs/careers   and how they achieved their goals.

·           Weekly/Monthly newsletters from individual   teachers or grade levels.

·           Parent Resource library

·           Math Night

·           Email correspondence/”Notify Me”

·           Parent Contact Logs

·           Volunteering opportunities (copy room in front hall)

·           Conferences (ALL students, not just EIP)

·           We will invite parents to volunteer in the   classrooms

·           Workshops to increase parental support in the   areas of homework success/completion

 

 

 

 

 

 

                                   
  

School Name: Mt. Carmel Elementary

  
  

Principal Name: Dr. Sandra Williams

  
  

School Year: 2013 - 2014    

  
  

Measurable Goals:

  

GOAL #1 – All    students will show growth in the area of Mathematics from 91.1% to 95%    during the 2013-14 school year.

  
  

School Keys

  

Strands

  
  

Actions, Strategies, and Interventions

  
  

Timeline

  
  

Estimated Costs, Funding Sources, and    Resources

  
  

Person(s) Responsible

  
  

Evaluation of Implementation
   of Strategies and
   Impact on Student Learning

  
  

Artifacts

  
  

Evidence

  

CS

2.1

2.2

PL

1.1

 

 

I

2.2

 

 

 

CS.

3.1

A

1.1

I

2.5

2.6

Collaboration for   teachers: Grade level and vertical teams ( To provide a least one faculty meeting devoted to   vertical team alignment and planning)

 

Continued   implementation of Calendar math. Grade levels will focus on concepts to be   integrated during calendar math.

 

 

 

Common Formative   assessments at the beginning and end of a math unit. Pretest will allow for   differentiation and drive classroom instruction. Use of TriumphOnline.

August 2013 to April 2014

N/A

 

 

 

 

N/A

 

 

 

 

N/A

Building level team   members and School Administrators

 

 

 

Classroom teachers,   administrators

 

 

 

 

Classroom   teachers, use of Thinkgate. School   level administrator

Team Minutes,   Lesson plans, Assessments

 

 

 

 

 

Lesson Plans and   walk through observations, formative assessments

 

 

Lesson plans,   student and class reports, team meeting minutes

 

 

Classroom   Assessments

 

Common District   Assessments

 

CRCT Results

 

Performance Tasks

 

 

CRCT, formative   assessments

 

 

 

 

 

CRCT,

Common District Assessments

 

 

 

 

               

 

 

 

                                      
  

School Improvement Plan (continued)

  
  

School Name: Mount Carmel Elementary

  
  

Principal Name: Dr. Sandra Williams

  
  

School Year: 2013-2014      

  
  

Measurable Goals:

  

GOAL #2 – All students will show growth in the area    of ELA from 90.4% to 93% during the 2013-2014 school year

  
  

School Keys Strands

  
  

Actions, Strategies, and Interventions

  
  

Timeline

  
  

Estimated Costs, Funding Sources, and    Resources

  
  

Person(s) Responsible

  
  

Evaluation of Implementation
   of Strategies and
   Impact on Student Learning

  
  

Artifacts

  
  

Evidence

  

CS

3.1

A

1.1

I

2.5

2.6

 

 

 

 

CS

3.1

A

1.5

I

2.5

2.6

 

 

 

 

Common Formative   Assessments will be given at the beginning and end of each ELA unit. The   pretest will allow for differentiation and will drive classroom instruction.

 

 

 

Triumph Online will   be utilized in the classroom to improve language arts instruction. These will   be used in conjunction with formative assessments to plan and implement   differentiated instruction.

 

2013-2014

 

 

 

 

 

 

 

 

2013-2014

 

 

 

 

 

 

 

N/A

 

 

 

 

 

 

 

 

 

N/A

Classroom teachers,   school level administrators

 

 

 

 

 

Classroom teachers,   school level administrators

 

 

Lesson Plans,   student and class data reports, team meeting minutes

 

 

 

 

 

Lesson Plans,   student and class data reports, team meeting minutes

CRCT, Thinkgate ELA   Common District Assessments, CDA Writing Assessments , 3rd and 5th   state writing assessments

 

 

 

 

 

CRCT, ELA Common District Assessments, CDA   Writing Assessments , 3rd and 5th state writing   assessments

 

 

 

 

              
  

School Improvement Plan (continued)

  
  

School Name: Mount Carmel Elementary

  
  

Principal Name: Dr. Sandra Williams

  
  

School Year: 2013-2014      

  
  

Measurable Goals:

  

GOAL #3 – All    students will show growth in the area of Reading from 94% to 95% during the    2013-2014 school year.

  

CS

3.1

A

1.1

I

2.5

2.6

 

 

 

 

 

 

CS

3.1

A

1.5

I

2.5

2.6

 

 

 

 

 

 

 

 

 

 

Common Formative   Assessments will be given at the beginning and end of each ELA unit. The   pretest will allow for differentiation and will drive classroom instruction.

 

 

 

TriumphLearning   Onlinewill be utilized in the classroom to improve language arts instruction.   These will be used in conjunction with formative assessments to plan and   implement differentiated instruction.

 

 

2013-2014

 

 

 

 

 

 

 

 

 

2013-2014

 

 

 

 

 

 

 

 

 

 

 

 

N/A

 

 

 

 

 

 

 

 

 

N/A

 

 

 

 

 

 

 

 

 

 

 

 

Classroom teachers,   school level administrators

 

 

 

 

 

 

Classroom teachers,   school level administrators

 

 

 

 

 

 

 

 

 

 

Lesson Plans,   student and class data reports, team meeting minutes

 

 

 

 

Lesson Plans,   student and class data reports, team meeting minutes

 

 

 

 

 

 

 

 

 

 

CRCT, Thinkgate ELA   Common District Assessments, CDA Writing Assessments , 3rd and 5th state   writing assessments

 

 

 

 

 

CRCT, ELA Common District Assessments, CDA   Writing Assessments , 3rd and 5th state writing assessments

 

 

 

 

 

 

 

 

 

             

 

 

 

 

  

  

Measurable Goals:

  

GOAL #4 – Increase the use of data    analysis of formative and summative assessments across the curriculum to    drive instruction and increase student achievement levels (Math, Reading,    and ELA). The students will be grouped based upon their need to remain on    grade level, to be challenged, or to be remediated.

                                                                                                                                                                                      
     

School       Improvement Plan (continued)

     
     

School Name: Mount Carmel Elementary

     
     

Principal Name: Dr. Sandra       Williams

     
     

School Year: 2013-2014      

     
     

Measurable Goals:

     

GOAL #4 – Increase       the use of data analysis of formative and summative assessments across       the curriculum to drive instruction and increase student achievement       levels (Math, Reading, and ELA). The students will be grouped       based upon their need to remain on grade level, to be challenged, or to       be remediated.

     
    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

PL

    

1.1

    

1.2

    

   1.3

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

PL

    

1.3

    

   1.4

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    
    

Building      Professional Learning Capacity with school staff to implement technology      use. This year, we will continue to      focus on the use of the Promethean Board and Triumphonline as an      instructional tool to support teacher leaders, improving the academic      performance of students in all academic areas.

    

 

    

 

    

Collaborative      Planning / CCGPS Focus. Each of the 25 regular classroom teachers as well      as 2 special education teachers will be provided ½ day to meet in teams to      study/review CCGPS and implement grade level plans.

    

 

    

 

    

Scientifically Research-based      Professional Development:  

    

 

    

 

    
    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

2013-2014

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

2013-14

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

2013-2014

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    
    

 

    

 

    

1 half day for 25 classroom teachers and      2 Sp.Ed. teachers

    

(      27 x $32.00 = $864.00)

    

 

    

 

    

 

    

 

    

 

    

1 half day for      25 classroom teachers and 2 Sp.Ed. teachers

    

( 27 x $32.00 =      $864.00)

    

 

    

 

    

 

    

 

    

 

    

 

    

Conference total(s) not to exceed      $272.00

    

 

    

 

    

 

    

 

    
    

 

    

 

    

Adm. Team,

    

Classroom teachers and special education staff

    

 

    

 

    

 

    

 

    

 

    

 

    

Adm. Team, Classroom teachers and special      education staff

    

 

    

 

    

 

    

 

    

 

    

 

    

Team of      teachers from the school to attend professional development programs      including the GAETC, GMEA, GAEA and media conference.

    
    

 

    

Promethean      Board and TriumphOnline Training agendas and attendance rolls

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

Team      Meeting Agenda – Focus: CCGPS / Plans

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

Conference      agenda, staff development agendas

    

 

    

 

    

 

    

 

    
    

 

    

CRCT,       ELA Common District Assessments, formative / summative data.

    

 

    

 

    

 

    

 

    

 

    

 

    

 

    

Improved student achievement across      curriculums of our school as we implement new CCGPS Standards. E Walk      analysis, formative / summative data.

    

 

    

 

    

 

    

 

    

 

    

Improved student achievement across      curriculums of our school through exposure of certified staff to receive      specialized instruction and best practice.

    
               
  

 

  

 

 

 

 

 

DCSS: Three Year Professional   Learning Development Plan

Professional Learning FY12

*Indicates   emphasis for year

Professional Learning FY13

*Indicates   emphasis for year

Professional Learning FY14

*Indicates   emphasis for year

1.   Initiative Training:

Collaborative   Planning Days/CCGPS Focus

 

1.   Initiative Training:

Collaborative   Planning Days/CCGPS Focus

1.   Initiative Training:

Collaborative   Planning Days/CCGPS Focus

-Monitoring   for implementation:

Lesson   Plans,KUD’S, Unit Plans ,

Learning   Maps

-Monitoring   for implementation:

Lesson   Plans, KUD’S, Unit Plans

Learning   Maps

 

-Monitoring   for implementation:

Lesson   Plans, KUD’S, Unit Plans

Learning   Maps

 

-Evaluation:

E Walk   Analysis

Discussion/Focus   Groups

CRCT, Teacher-Made   Assessments

-Evaluation:

E Walk   Analysis

Discussion/Focus   Groups

CRCT, Formative/Summative   Data

Teacher   Keys

-Evaluation:

E Walk   Analysis

Discussion/Focus   Groups

CRCT, Formative/Summative   Data

Teacher   Keys

2.   Initiative Training:

Promethean Training

2.   Initiative Training:

Promethean   Training

2.   Initiative Training:

Promethean   Training

-Monitoring   for implementation:

Artifacts, Lesson   Plans, E-Walks

-Monitoring   for implementation:

Artifacts, Lesson   Plans, E-Walks

-Monitoring   for implementation:

Artifacts, Lesson   Plans, E-Walks

-Evaluation:

Team Discussions

E-Walk Analysis, Faculty meeting Discussion

-Evaluation:

Survey monkey, Teacher Keys , Faculty   Meeting Discussion

 

-Evaluation:

Survey monkey, Teacher Keys, Faculty   Meeting Discussion

 

 

3. Initiative   Training:

TriumphOnline Training

3. Initiative   Training:

TriumphOnline Training

 

-Monitoring   for implementation:

Lesson   Plans, Administrative Dashboard Reports

-Monitoring   for implementation:

Lesson   Plans, Administrative Dashboard Reports

 

 

Evaluation:

Survey monkey, Teacher Keys , Faculty   Meeting Discussion

 

Evaluation:

Survey monkey, Teacher Keys , Faculty   Meeting Discussion