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&nbs=
p;
Student Learning and Performance |
Garrison
Mill Elementary School |
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Cobb County School District |
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2010-11 ~ 2014-15 Strategic Plan Targets |
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Board Priority: Measurable
gains/growth as measured by national and state test scores
Goal 1: Ensure success for every student by meeting high standards of
performance. |
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Improvement of =
student
performance on national tests. |
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|
Indicators |
Baseline |
Results |
Targets |
|
2006-07 |
2007-08 |
2008-09 |
2009-10
Target |
2009-10
Actual |
Difference |
2010-11 |
2011-12 |
2012-13 |
2013-14 |
2014-15 |
|
|
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
|
#/% of students meeting or exceeding the national average on the composit=
e ITBS
in grade 3 |
86 |
85.1% |
109 |
93.2% |
98 |
88.3% |
|
88.30% |
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84.60% |
-3.70% |
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85.60% |
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86.60% |
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87.60% |
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88.60% |
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89.60% |
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#/% of students meeting&nbs=
p;
or exceeding the national average on the composite ITBS in grade 5=
|
76 |
86.4% |
91 |
84.3% |
96 |
88.9% |
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88.90% |
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94.40% |
5.50% |
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95.00% |
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95.50% |
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96.00% |
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96.50% |
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97.00% |
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9 |
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Students=
will
demonstrate continuous improvement on state indicators and performance
assessments. |
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Improvement on =
State
Assessments |
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Elementary Schools |
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| |
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<=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
|
|
Indicators |
Group |
Baseline |
Results |
Targets |
|
2006-07 |
2007-08 |
2008-09 |
2009-10
Target |
2009-10
Actual |
Difference |
2010-11 |
2011-12 |
2012-13 |
2013-14 |
2014-15 |
|
|
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
|
#/% of students who meet / exceed standards =
on
Math CRCT |
All
Students |
m=3D192<=
br>
e=3D296 |
m=3D37.2=
e=3D57.5 |
m=3D223<=
br>
e=3D319 |
m=3D39.7=
e=3D56.7 |
m=3D186<=
br>
e=3D378 |
m=3D32
e=3D65 |
m=3D
e=3D |
m=3D32
e=3D66 |
m=3D
e=3D |
m=3D33.1
e=3D64.6 |
m=3D1.1 e=3D -1.=
4 |
m=3D
e=3D |
m=3D31
e=3D67 |
m=3D
e=3D |
m=3D31
e=3D68 |
m=3D
e=3D |
m=3D30
e=3D69 |
m=3D
e=3D |
m=3D30
e=3D70 |
m=3D
e=3D |
m=3D29
e=3D71 |
|
Asian |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D17.4
e=3D82.6 |
TFC |
m=3D
e=3D |
m=3D16
e=3D84 |
m=3D
e=3D |
m=3D15
e=3D85 |
m=3D
e=3D |
m=3D14
e=3D86 |
m=3D
e=3D |
m=3D13
e=3D87 |
m=3D
e=3D |
m=3D12
e=3D88 |
|
Black |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D38.4
e=3D46 |
TFC |
m=3D
e=3D |
m=3D38
e=3D50 |
m=3D
e=3D |
m=3D37
e=3D55 |
m=3D
e=3D |
m=3D34
e=3D60 |
m=3D
e=3D |
m=3D35
e=3D65 |
m=3D
e=3D |
m=3D25
e=3D75 |
|
Hispanic |
TFC |
TFC |
TFC |
TFC |
m=3D9
e=3D2 |
m=3D82
e=3D18 |
m=3D
e=3D |
m=3D81
e=3D19 |
m=3D
e=3D |
m=3D51
e=3D46.5 |
m=3D -30 e=3D27.5=
|
m=3D
e=3D |
m=3D51
e=3D47 |
m=3D
e=3D |
m=3D51
e=3D47.5 |
m=3D
e=3D |
m=3D51
e=3D48 |
m=3D
e=3D |
m=3D51
e=3D49 |
m=3D
e=3D |
m=3D45
e=3D55 |
|
Amer Indian |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
White |
m=3D150
e=3D264 |
m=3D35.1
e=3D61.7 |
m=3D172
e=3D276 |
m=3D37.6
e=3D60.2 |
m=3D140
e=3D329 |
m=3D29
e=3D69 |
m=3D
e=3D |
m=3D28
e=3D70 |
m=3D
e=3D |
m=3D32.2
e=3D65.9 |
m=3D4.2 e=3D -4.1 |
m=3D
e=3D |
m=3D31
e=3D67 |
m=3D
e=3D |
m=3D31
e=3D68 |
m=3D
e=3D |
m=3D31
e=3D68 |
m=3D
e=3D |
m=3D32
e=3D68 |
m=3D
e=3D |
m=3D25
e=3D75 |
|
Multi-racial |
m=3D4
e=3D6 |
m=3D40
e=3D60 |
m=3D6
e=3D4 |
m=3D60
e=3D40 |
m=3D5
e=3D5 |
m=3D45
e=3D45 |
m=3D
e=3D |
m=3D46
e=3D46 |
m=3D
e=3D |
m=3D27.2
e=3D72.7 |
m=3D -18.8 e=3D26.7=
|
m=3D
e=3D |
m=3D27
e=3D73 |
m=3D
e=3D |
m=3D27
e=3D73 |
m=3D
e=3D |
m=3D26
e=3D74 |
m=3D
e=3D |
m=3D26
e=3D74 |
m=3D
e=3D |
m=3D25
e=3D75 |
|
SWD |
m=3D44
e=3D25 |
m=3D51.4
e=3D29 |
m=3D51
e=3D31 |
m=3D53.7
e=3D32.6 |
m=3D29
e=3D34 |
m=3D33
e=3D38 |
m=3D
e=3D |
m=3D40
e=3D38 |
m=3D
e=3D |
m=3D47.1
e=3D37.1 |
m=3D7.1 e=3D -.9 |
m=3D
e=3D |
m=3D46
e=3D38 |
m=3D
e=3D |
m=3D51
e=3D38 |
m=3D
e=3D |
m=3D57
e=3D38 |
m=3D
e=3D |
m=3D60
e=3D40 |
m=3D
e=3D |
m=3D59
e=3D41 |
|
ELL |
TFC |
TFC |
m=3D8
e=3D1 |
m=3D80
e=3D10 |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D76.5
e=3D17.6 |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
Econ.
Dis. |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D50.8
e=3D38.6 |
TFC |
m=3D
e=3D |
m=3D52
e=3D40 |
m=3D
e=3D |
m=3D54
e=3D40 |
m=3D
e=3D |
m=3D54
e=3D42 |
m=3D
e=3D |
m=3D54
e=3D46 |
m=3D
e=3D |
m=3D50
e=3D50 |
|
=
; |
<=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
| <=
/td>
|
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Elementary Schools |
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| |
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|
Indicators |
Group |
Baseline |
Results |
Targets |
|
2006-07 |
2007-08 |
2008-09 |
2009-10
Target |
2009-10
Actual |
Difference |
2010-11 |
2011-12 |
2012-13 |
2013-14 |
2014-15 |
|
|
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
|
#/% of students who me=
et /
exceed standards on ELA CRCT |
All
Students |
m=3D443<=
br>
e=3D537 |
m=3D43
e=3D52.1 |
m=3D514<=
br>
e=3D585 |
m=3D45.7=
e=3D52 |
m=3D481<=
br>
e=3D661 |
m=3D41
e=3D57 |
m=3D
e=3D |
m=3D40
e=3D58 |
m=3D
e=3D |
m=3D40
e=3D58.6 |
m=3D0 e=3D.6
| m=3D
e=3D |
m=3D39
e=3D59 |
m=3D
e=3D |
m=3D39
e=3D60 |
m=3D
e=3D |
m=3D38
e=3D61 |
m=3D
e=3D |
m=3D38
e=3D62 |
m=3D
e=3D |
m=3D35
e=3D65
e=3D |
|
Asian |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D21.7
e=3D78 |
TFC |
m=3D
e=3D |
m=3D22
e=3D78 |
m=3D
e=3D |
m=3D22
e=3D78 |
m=3D
e=3D |
m=3D21
e=3D79 |
m=3D
e=3D |
m=3D21
e=3D79 |
m=3D
e=3D |
m=3D20
e=3D80 |
|
Black |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D44.2
e=3D46 |
TFC |
m=3D
e=3D |
m=3D44
e=3D48 |
m=3D
e=3D |
m=3D46
e=3D50 |
m=3D
e=3D |
m=3D43
e=3D55 |
m=3D
e=3D |
m=3D40
e=3D60 |
m=3D
e=3D |
m=3D30
e=3D70 |
|
Hispanic |
TFC |
TFC |
TFC |
TFC |
m=3D18
e=3D3 |
m=3D82
e=3D14 |
m=3D
e=3D |
m=3D81
e=3D15 |
m=3D
e=3D |
m=3D55.8
e=3D43 |
m=3D25.2 e=3D28 |
m=3D
e=3D |
m=3D55
e=3D44 |
m=3D
e=3D |
m=3D49
e=3D50 |
m=3D
e=3D |
m=3D50
e=3D50 |
m=3D
e=3D |
m=3D45
e=3D55 |
m=3D
e=3D |
m=3D40
e=3D60 |
|
Amer Indian |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
White |
m=3D349
e=3D473 |
m=3D40.9
e=3D55.4 |
m=3D398
e=3D508 |
m=3D43.3
e=3D55.3 |
m=3D368
e=3D577 |
m=3D38
e=3D60 |
m=3D
e=3D |
m=3D37
e=3D61 |
m=3D
e=3D |
m=3D39.7
e=3D59 |
m=3D2.7 e=3D -2<=
/td>
| m=3D
e=3D |
m=3D36
e=3D62 |
m=3D
e=3D |
m=3D39
e=3D62 |
m=3D
e=3D |
m=3D38
e=3D63 |
m=3D
e=3D |
m=3D35
e=3D65 |
m=3D
e=3D |
m=3D30
e=3D70 |
|
Multi-racial |
m=3D10
e=3D10 |
m=3D50
e=3D50 |
m=3D10
e=3D10 |
m=3D50
e=3D50 |
m=3D10
e=3D10 |
m=3D45
e=3D45 |
m=3D
e=3D |
m=3D46
e=3D46 |
m=3D
e=3D |
m=3D29.5
e=3D70.4 |
m=3D
-16.5
e=3D24.4 |
m=3D
e=3D |
m=3D29
e=3D71 |
m=3D
e=3D |
m=3D28
e=3D72 |
m=3D
e=3D |
m=3D28
e=3D72 |
m=3D
e=3D |
m=3D27
e=3D73 |
m=3D
e=3D |
m=3D27
e=3D73 |
|
SWD |
m=3D87
e=3D46 |
m=3D50.5
e=3D26.8 |
m=3D109
e=3D60 |
m=3D57.5
e=3D31.5 |
m=3D62
e=3D34 |
m=3D60
e=3D33 |
m=3D
e=3D |
m=3D62
e=3D33 |
m=3D
e=3D |
m=3D65
e=3D27 |
m=3D
3 &nbs=
p;
e=3D -6 |
m=3D
e=3D |
m=3D64
e=3D30 |
m=3D
e=3D |
m=3D65
e=3D30 |
m=3D
e=3D |
m=3D69
e=3D30 |
m=3D
e=3D |
m=3D65
e=3D35 |
m=3D
e=3D |
m=3D60
e=3D40 |
|
ELL |
TFC |
TFC |
m=3D16
e=3D2 |
m=3D80
e=3D10 |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D85.2
e=3D8.8 |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
Econ.
Dis. |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D63.1
e=3D30.70 |
TFC |
m=3D
e=3D |
m=3D57
e=3D35 |
m=3D
e=3D |
m=3D54
e=3D40 |
m=3D
e=3D |
m=3D54
e=3D42 |
m=3D
e=3D |
m=3D54
e=3D46 |
m=3D
e=3D |
m=3D50
e=3D50 |
|
|
|
|
(b) Increase state writing
performance at grade 5 |
|
|
|
|
|
Indicators |
Group |
Baseline |
Results |
Targets |
|
2006-07 |
2007-08 |
2008-09 |
2009-10
Target |
2009-10
Actual |
Difference |
2010-11 |
2011-12 |
2012-13 |
2013-14 |
2014-15 |
|
|
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
|
#/% of students who meet / exceed writing
standards in grade 5 |
All
Students |
m=3D51
e=3D25 |
m=3D59
e=3D29 |
m=3D64
e=3D30 |
m=3D59
e=3D28 |
m=3D94
e=3D13 |
m=3D85
e=3D12 |
m=3D
e=3D |
m=3D80
e=3D17 |
m=3D92
e=3D25 |
m=3D70.8
e=3D19.2 |
m=3D -9.2 e=3D2.2<=
/td>
| m=3D
e=3D |
m=3D70
e=3D20 |
m=3D
e=3D |
m=3D70
e=3D21 |
m=3D
e=3D |
m=3D70
e=3D22 |
m=3D
e=3D |
m=3D70
e=3D23 |
m=3D
e=3D |
m=3D70
e=3D24 |
|
Asian |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D2
e=3D1 |
m=3D40
e=3D20 |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
Black |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D4
e=3D1 |
m=3D66.7
e=3D16.7 |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
Hispanic |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D6
e=3D0 |
m=3D66.7
e=3D0 |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
Amer Indian |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
White |
m=3D39
e=3D23 |
m=3D55
e=3D32 |
m=3D51
e=3D27 |
m=3D59
e=3D31 |
m=3D80
e=3D12 |
m=3D84
e=3D13 |
m=3D
e=3D |
m=3D83
e=3D14 |
m=3D77
e=3D21 |
m=3D73.3
e=3D20 |
m=3D -9.7 e=
=3D6 |
m=3D
e=3D |
m=3D73
e=3D21 |
m=3D
e=3D |
m=3D74
e=3D21 |
m=3D
e=3D |
m=3D74
e=3D22 |
m=3D
e=3D |
m=3D75
e=3D22 |
m=3D
e=3D |
m=3D74
e=3D23 |
|
Multi-racial |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D3
e=3D2 |
m=3D60
e=3D40 |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
SWD |
m=3D3
e=3D1 |
m=3D30
e=3D10 |
m=3D11
e=3D3 |
m=3D52
e=3D14 |
m=3D11
e=3D0 |
m=3D85
e=3D0 |
m=3D
e=3D |
m=3D84
e=3D1 |
m=3D11
e=3D1 |
m=3D68.8
e=3D6.3 |
m=3D -15.2 e=3D5.3<=
/td>
| m=3D
e=3D |
m=3D68
e=3D7 |
m=3D
e=3D |
m=3D69
e=3D7 |
m=3D
e=3D |
m=3D70
e=3D7 |
m=3D
e=3D |
m=3D71
e=3D7 |
m=3D
e=3D |
m=3D72
e=3D8 |
|
ELL |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
Econ.
Dis. |
TFC |
TFC |
TFC |
TFC |
TFC |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D4
e=3D2 |
m=3D44.4
e=3D22.2 |
TFC |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
m=3D
e=3D |
|
|
|
|
Improvement in =
students
reading on grade level at grade 3 <=
/span> |
|
|
|
|
|
Indicators |
Group |
Baseline |
Baseline |
Targets |
|
|
2006-07 |
2007-08 |
2008-09 |
2009-10
Actual |
2010-11 |
2011-12 |
2012-13 |
2013-14 |
2014-15 |
|
|
|
|
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
n |
% |
|
|
#/% of students reading on grade level in gr=
ade
3 as measured by DRA |
All
Students |
Baseline Data begins in 2009=
-10 |
96 |
90 |
|
90.5 |
|
91 |
|
91.5 |
|
92 |
|
92.5 |
|
|
Asian<=
/td>
| 4 |
100 |
|
100 |
|
100 |
|
100 |
|
100 |
|
100 |
|
|
Black<=
/td>
| 2 |
67 |
|
70 |
|
80 |
|
85 |
|
90 |
|
95 |
|
|
Hispan=
ic |
9 |
90 |
|
91 |
|
92 |
|
93 |
|
94 |
|
95 |
|
|
Amer I=
ndian |
TFC |
TFC |
|
|
|
|
|
|
|
|
|
|
|
|
White<=
/td>
| 75 |
89 |
|
91 |
|
92 |
|
93 |
|
94 |
|
95 |
|
|
Multi-=
racial |
6 |
100 |
|
100 |
|
100 |
|
100 |
|
100 |
|
100 |
|
|
SWD
| 10 |
56 |
|
59 |
|
62 |
|
65 |
|
68 |
|
71 |
|
|
ELL
| 1 |
33 |
|
40 |
|
45 |
|
50 |
|
55 |
|
60 |
|
|
Econ.
Dis. |
4 |
67 |
|
70 |
|
73 |
|
76 |
|
79 |
|
82 |
|
|
|
|
|
ACTION PLAN FOR STUDENT PERFORMANCE GOAL #=
1 |
|
|
| <=
/td>
|
| <=
/td>
| Priority for Student Performance:=
In Spring 2010=
our
writing scores fell 7% for the overall pass rate from 97% to 90%. The exc=
eeds
scores increased from 12% to 19%. The decrease in percentage of students
passing indicates that we need to continue with writing as a student lear=
ning
goal at Garrison Mill. On the 3rd grade writing assessment, the area of
conventions remained the lowest score overall although the area of ideas =
was
the strongest score. On the 5th grade writing assessment, the lowest two
scores were ideas and conventions. This indicates a need to continue our
focus on these two writing traits.We did have positive growth with our Io=
wa
scores and local school data which indicates that we are making some prog=
ress
in the area of ideas and conventions. |
|
| <=
/td>
| |
| <=
/td>
| |
| <=
/td>
| |
| <=
/td>
| |
| <=
/td>
|
| <=
/td>
| Student Performance Goal
1. All students will meet or exceed standards in writing by 2014
(specifically the area of conventions and ideas). Garrison Mill will make
positive growth toward this goal. <=
/span> |
|
| <=
/td>
| |
| <=
/td>
| |
| <=
/td>
| |
|
| |
| <=
/td>
|
|
END-OF-YEAR REVIEW |
|
|
|
|
|
|
To be complete=
d at End
of Year |
|
|
|
|
|
 <=
![endif]> |
|
|
|
|
|
|
|
|
I. Goal Attainment: |
Met |
|
Partially Met |
Did not meet
| |
|
|
|
|
|
|
|
|
|
II. Evidence of change |
|
|
|
|
|
|
|
|
|
What evidence supports progr=
ess
towards attainment of your goal? Although the 5th grade writing assessment
scores dropped from 97% (Meets + Exceeds) to 90% (Meets + Exceeds), the overall exceeds in writing w=
ent up
from 12% to 19% in 09-10. ELA CRCT pass rate remained at 98% with a .31% =
gain
in exceeds scores. Our local writing data indicates that all students met=
or
exceeded standards on the rubric in all grades except 3rd (ideas and
conventions) and 4th (ideas only). Iowa Test of Basic Skills scores were =
well
above the predicted NPR in all ELA areas for 3rd grade and were in the 80=
th
percentile and above in 5th. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
III. Reflections / Next Steps |
|
|
|
|
|
|
|
|
|
Based on what you have learn=
ed,
list adjustments to your plan for next year: On the 3rd grade writing assessm=
ent,
Conventions remained the lowest score overall although Ideas was the
strongest score. On the 5th grade writing assessment, the lowest two scor=
es
were Ideas and Conventions. This indicates a need to continue our focus on
these two writing traits. We will continue to use Writers Workshop as def=
ined
by the Good Habits Great Readers series three times per week in each
classroom and to gather local data in writing in the areas of ideas and conven=
tions.
We will use collaborative scoring to make sure we are consistent as a sch=
ool.
We will change our data collection process to use the more stringent state
rubric to score our writing. Most grade levels plan to use the narrative
genre to gather data. We will also collaborate more frequently in 10-11 f=
or
best instructional practices in writing, use Mountain Language and/or DOL=
for
grammar support in addition to our county Language Arts series and contin=
ue
with writing across the curriculum on a daily basis as documented in teac=
her
lesson plans. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| <=
/td>
|
|
Action, Strategies,
Interventions by Adults |
School Key/Strand |
Resources |
Training |
Monitoring Plan |
Evidence of
Mid Year Change
(2010-2011) |
|
Person
Responsible |
Timeline |
Financial Resources
(Cost and Funding Source) |
|
Use of the Writing Workshop at least 3x per week as defined =
by
our Language Arts adoption- Good Habits, Great Readers with focus on the
writing traits of Ideas and Conventions |
I-1.1, I-1.3, I-2.3,
I-3.3, A-1.2, A-2.4, |
K-5 Writing Teachers |
Aug. |
May |
SFPD funding to provide release time for
collaboration |
Collaborative meetings to score writing,
explore series and create dynamic writing lessons |
School writing data collected August, Fall,
Winter and Spring (Ideas and Conventions) State writing rubric will be us=
ed
in 10-11; Lesson plan checks throughout the year |
|
|
Teachers will have students write daily across curriculum
content areas |
I-2.1, A-2.2, A-2.3,
I-2, A-2.4 |
K-5 Teachers |
Aug. |
May |
SFPD funding to provide release time for
collaboration |
Collaborative Team Meetings to plan instruc=
tion |
School writing data collected August, Fall,
Winter and Spring (Ideas and Conventions); Lesson plan checks throughout =
the
year |
|
|
|
|
|
|
|
|
ACTION PLAN FOR STUDENT PERFORMANCE GOAL #=
1 |
|
|
| <=
/td>
|
| <=
/td>
| Priority for Student Performance:=
Our math CRCT scores increased t=
his
year to 97.4% (meets + exceeds) and we were very positive about this grow=
th.
However, the AYP benchmark continues to rise and will require our Students
with Disabilities to meet/exceed in math at 75.7% next year. Our students
with disabilities math score was at 82% this year which is only a small
percentage greater than the 2011 requirement. We want to continue to focu=
s on
positive growth in mathematics for all students with a continued emphasis=
on
maintaining adequate yearly progress for=
students with disabilities. |
|
| <=
/td>
| |
| <=
/td>
| |
| <=
/td>
| |
| <=
/td>
| |
| <=
/td>
|
| <=
/td>
| Student Performance Goal
All students will meet or exceed standards in mathematics by 2014. Garr=
ison
Mill will make positive growth toward this goal. |
|
| <=
/td>
| |
| <=
/td>
| |
| <=
/td>
| |
|
| |
| <=
/td>
|
|
END-OF-YEAR REVIEW |
|
|
|
|
|
|
To be complete=
d at End
of Year |
|
|
|
|
|
<=
![endif]> |
|
|
|
|
|
|
|
|
I. Goal Attainment: |
Met |
|
Partially Met |
Did not meet
| |
|
|
|
|
|
|
|
|
|
II. Evidence of change |
|
|
|
|
|
|
|
|
|
What evidence supports progr=
ess
towards attainment of your goal? Our CRCT meets + Exceeds scores went from
96% in 08-09 to 97.4% for 09-10. The overall exceeds rate went up by .04%=
on
the Math CRCT. For local sc=
hool
problem solving data all grade level s met or exceeded yearly goals except
for grades 4th and 5th who missed their goal by 0.3% or less. Our IOWA sc=
ores
in problem solving were in the 80% in 5th grade and 82% in third. In third
grade this was +14% points above the predicted NPR. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
III. Reflections / Next Steps |
|
|
|
|
|
|
|
|
|
Based on what you have learn=
ed,
list adjustments to your plan for next year: We will continue to implement
problem solving instruction through our exemplar program for one hour per
week. Teachers will also continue to use the problem solving checklist wh=
ich
was created for each grade level. We will continue to collect local data =
and
score problem solving through the use of the Cobb County problem solving
rubric. Teachers will collaborate for best practices in Math instruction =
and
to categorize exemplars according to Math standards. We will also impleme=
nt
our first year long subscription for&nbs=
p;
"First in Math." "First in Math" is a web based
program that provides problem solving and computation practice for studen=
ts.
We will encourage home use through assigned homework time and instruct
parents in how to use this program during Open House. Computation practice
will also be required through the use of timed tests in grades 1-5. To in=
sure
the continued success of our special needs population, our administrative
team will meet monthly with special education teachers in grades 3-5 to
monitor student progress in math. <=
/span> |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| <=
/td>
|
|
Action, Strategies,
Interventions by Adults |
School Key/Strand |
Resources |
Training |
Monitoring Plan |
Evidence of
Mid Year Change
(2010-2011) |
|
Person
Responsible |
Timeline |
Financial Resources
(Cost and Funding Source) |
|
Problem Solving (Exemplars or textbook problems) will be
utilized for one hour per week. |
I-2, I-3.1 |
K-5 Math Teachers |
Aug. |
May |
SFPD funding to provide release time for
collaboration |
Collaborative Meetings to score a=
nd
examine problem solving strategies. Exemplars will be organized according=
to
Georgia Performance Standar=
ds.
Special Education teachers will receive additional instruction for math
problem solving by being trained in the use of Think Math, Touch Math and
hands on standards training =
|
School problem solving data collected Augus=
t,
Fall, Winter and Spring- Cobb County Problem Solving Rubric will be used =
to
score; Lesson plan checks throughout the year |
|
|
Teachers will continue to utilize a common problem solving
language per grade level w/ corresponding flip chart. This language will =
be
used during problem solving instruction. |
C-1.2, C-2.1, C-2.2 |
Curriculum, Instruction and Assessment Design
Team/All K-5 Math teachers will implement problem solving instruction |
Aug. |
May |
SFPD funding to provide release time for
collaboration |
Collaborative Design Team Meeting to discuss
common language and problem solving strategies;Technology training on
irespond to create common assessments |
Observation of use of problem solving
instruction during classroom visits and lesson plan checks |
|
|
Administration will meet monthly with special education teac=
hers
in grades 3, 4 and 5 to monitor student progress in math |
C-3.1,I-1.3, A-2.3 |
Administration and Special Education teacher=
s |
Sept. |
May |
N/A |
N/A |
Documentation of student math data from pro=
blem
solving scores, math grades and computation tests. Admin will document
minutes from the meetings. <=
/td>
| |
|
Teachers will implement the web based First in Math program =
in
grades 1-5 to increase proficiency with math problem solving and computat=
ion.
Parents will be trained during Open House meetings in August and encourag=
ed
to use with their child at home as part of assigned homework. Timed tests
will also be implemented in 1st-5th to increase computation through
practice. |
C-3.1,I-1.3, A-2.3 |
K-5 Math Teachers |
Aug.. |
May |
First in Math Subscription provided by GME
Foundation. Subscription for 1st-5th grade was $4025.00 |
Parent training during Open House. Student
training during first weeks of school in computer lab. |
Documentation of student use and math data from First in Math rec=
ords.
Timed test data recorded on student data sheets in Fall and Spring. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
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|
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 =
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/td>
| School Performance
Action Plan |
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Garrison
Mill Elementary School |
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Cobb County School District |
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/td>
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2010-11 ~ 2014-15 Strategic Plan Targets |
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Objective: Provide all employees with
high-quality professional learning opportunities to promote individual
development
&n=
bsp; =
;
and improved student performance |
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| <=
/td>
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| <=
/td>
| Indicators |
Baseline |
Results |
Targets |
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| <=
/td>
| 2006-20=
07 |
2007-2008 |
2008-2009 |
2009-2010
Target |
2009-2010
Actual |
Difference |
2010-2011 |
2011-2012 |
2012-2013 |
2013-2014 |
2014-15 |
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Increase the number of professional learning opportunities
aligned to improved student performance |
<=
/td>
| 92.9 |
97.8 |
98 |
100 |
2 |
98.4 |
98.8 |
99.4 |
100 |
100 |
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| =
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| <=
/td>
| Objective: Schools will provide numer=
ous
opportunities for families to become engaged in their child’s acade=
mic
progress
&nbs=
p; &=
nbsp;
and school experiences. |
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| <=
/td>
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| <=
/td>
| Indicators |
Baseline |
Results |
Targets |
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| <=
/td>
| 2006-20=
07 |
2007-2008 |
2008-2009 |
2009-2010
Target |
2009-2010
Actual |
Difference |
2010-2011 |
2011-2012 |
2012-2013 |
2013-2014 |
2014-15 |
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| <=
/td>
| Improved participation in opportunities (PTA, school councils, committees, SIP =
team)
for family involvement |
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95.19 |
93.46 |
96 |
93.86 |
-2.1 |
97 |
98 |
99 |
100 |
100 |
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| <=
/td>
| Percentage of families and school staff joining PTA/PTSA |
100% |
100 |
100 |
100 |
100 |
0 |
100 |
100 |
100 |
100 |
100 |
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| <=
/td>
| Increase family participation at workshops (“Math
nights”, “Art Festivals”) designed to improve student
learning |
|
97.1 |
93.6 |
95 |
98.3 |
3.3 |
97 |
98 |
99 |
100 |
100 |
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| <=
/td>
| Improve family volunteerism |
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91.4 |
87.7 |
90 |
89.5 |
-0.5 |
93 |
96 |
98 |
100 |
100 |
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| =
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| <=
/td>
| Objective: Schools c=
reate a
warm and welcoming environment for families. |
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| =
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| =
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| <=
/td>
| Indicators |
Baseline |
Results |
Targets |
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| <=
/td>
| 2006-20=
07 |
2007-2008 |
2008-2009 |
2009-2010
Target |
2009-2010
Actual |
Difference |
2010-2011 |
2011-2012 |
2012-2013 |
2013-2014 |
2014-15 |
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| <=
/td>
| Develop and implement a system to assess and improve family =
and
community experiences when visiting schools. |
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94.8 |
94.9 |
96 |
96 |
0 |
97 |
98 |
99 |
100 |
100 |
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| Assessing and improving school . websites and newsletters e=
nsuring
they provide clear information. |
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97.7 |
96.2 |
96.5 |
96 |
-0.5 |
97 |
98 |
99 |
100 |
100 |
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/td>
| Annual survey indicates a high percentage satisfaction with
school climate (goal 100%). |
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93.4 |
92.4 |
94 |
95.37 |
1.4 |
96 |
98 |
99 |
100 |
100 |
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/td>
| Objectiv=
e: The
district and local schools have the tools and training to communicate
effectively with their audiences, and do so frequently. |
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| <=
/td>
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| <=
/td>
| Indicators |
Baseline |
Results |
Targets |
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| 2006-20=
07 |
2007-2008 |
2008-2009 |
2009-2010
Target |
2009-2010
Actual |
Difference |
2010-2011 |
2011-2012 |
2012-2013 |
2013-2014 |
2014-15 |
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| Feedback from parents on annual School Climate Survey indica=
tes a high percentage of school-to-home communication. (goal =
100%) |
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98.7 |
97.5 |
98 |
98% |
0 |
98.5 |
99 |
99.5 |
100 |
100 |
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Objective:
Continue to evaluate and improve focus on public safety. |
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Indicators |
Baseline |
Results |
Targets |
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2006-20=
07 |
2007-2008 |
2008-2009 |
2009-2010
Target |
2009-2010
Actual |
Difference |
2010-2011 |
2011-2012 |
2012-2013 |
2013-2014 |
2014-15 |
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Increase student awareness of safe behavior practices by
reducing student offenses in the following areas: |
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<=
/td>
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&nbs=
p;
Fighting/Bullying |
0 |
1 |
1 |
0 |
3 |
-3 |
0 |
0 |
0 |
0 |
0 |
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&nbs=
p;
Drugs |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
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&nbs=
p;
Weapons |
0 |
1 |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
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&nbs=
p;
Gang-related incidents |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
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/td>
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/td>
| ACTION PLAN FOR SCHOOL PERFORMANCE |
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| <=
/td>
| Priority for School
Performance: In May of 2010, our Building Leadership Team met to discuss =
our
yearly progress on our School Performance goal of Collaboration. The Cobb
County School District School Improvement Survey statement: Teachers plan
together, design, monitor and revise instruction came up 10.4 percentage
points from 89.4% agreement in 2009(Consistently and Often) to 100%
(Consistently and Often) in 2010. We are pleased with this progress but w=
ould
still like to see the score to be at 100% Consistently- resulting in a ga=
in
from the current Consistently rank of 71.2%. |
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/td>
| School Performance Goal:
Teachers will collaborate to positively impact student achievement. |
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/td>
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| <=
/td>
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/td>
| END OF YEAR REVIEW |
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To be complete=
d at End
of Year |
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I. Goal
Attainment: |
Met |
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Partially Met |
Did not meet
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II. Evidence of change |
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What evidence supports prog=
ress
towards attainment of your goal?
The score from the C=
obb
County School District 2009 School Improvement Survey statement: Teachers=
plan
together to design, monitor and revise instruction was ranked at 89.6
choosing Consistently and Often.
In 2010 this statement was ranked at 100% with a score of 71.2%
scoring this item at Consistently and 28.8% scoring this at Often. This s=
hows
an overall growth of 10.4% points on the District School Improvement Surv=
ey.
Additionally our results from the School Improvement Survey show positive
growth from 94% to 95.37% for satisfaction with school climate. |
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III. Reflections / Next Steps |
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Based on what you have lear=
ned,
list adjustments to your plan for next year: In examination of the 2010
District School Improvement Survey, we noted that we still have 28.8% of
teachers scoring the item Teachers plan together to
design, monitor and revise instruction as
"Often." We would like to move this score to 100% scored as
"Consistently." In order to increase this collaboration score, =
we
will increase our expectation of instructional team planning to a minimum=
of
twice per month (or 2 hours total instructional collaboration per month p=
er
team). |
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/td>
|
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Action, Strategies,
Interventions by Adults |
S=
chool Key
/ Strand |
Resources |
Training |
Monitoring Plan |
Evidence of
Mid Year Change
(2010-2011) |
|
|
Person
Repsonsible |
Timeline |
Financial Resources
(Cost and Funding Source) |
|
|
Teachers will collaborate at least twice per month (4 week
period) in the area of Curriculum, Instruction and Assessment |
I-1.2,
A-1.3,
C-2.1, C-2.2 |
All teachers |
Aug |
May |
SFPD funding to provide release time for
collaboration in Sept, Dec. March and May |
Overview
of collaboration expectations and schedule with Building Leadership Team =
and
Curriculum, Instruction and Assessment Team; Definition of Instructional
planning will be clarified with each team (Specialist team may include
professional reading and collaboration with specialists in other schools =
in
lieu of as much grade level planning) |
Annual
School Survey data indicating high satisfaction with School Climate (staff
only); Annual School Survey data indicating an increase in the number of
professional learning opportunities to increase student performance (staff
only); Collaboration Team Minutes completed on team minute form and colle=
cted
after each meeting; Admin attendance at Collaboration Meetings |
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