Executive Summary. Riverside Primary School

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1 Cobb County School District Dr. Doris Billups-McClure, Principal 461 S Gordon Rd SW Mableton, GA Document Generated On October 20, 2014

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements and Areas of Improvement 4 Additional Information 6

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? opened in the school year. Located in South Cobb County near Six Flags Amusement, Riverside Primary serves Grades K-1. The student enrollment has increased from 525 in to 730 students at the end of the school year. The projected student enrollment for the school year is 711. Our current demographics include 53% Black, 44% Hispanic, 1.4% percent Multiracial, and 1.7% White. In , 95.8% of the students are identified as economic disadvantaged, 2.4% of students participate in the Early Intervention Program, 38.7% are identified as English Language Learners, 2.8% are identified as Gifted, and 8.2% of students are identified as Students with Disabilities. In spite of a transiency rate of 42%, our students enjoy coming to school as indicted by our 95% average daily attendance rate. The regular teaching units have increased at Riverside from 25 in the school year to 33 for the school year. Special Education and ESOL teachers have been constant with a slight decrease in ESOL allotment. Total certified and classified staff for Riverside in the school year is 91. We are delighted to report that 100% of our staff is highly qualified. With the increasing number of English Language Learners, there is a need to increase the number of reacher allotments to better meet the needs of the student group. The principal continues to encourage staff members to participate in course work to obtain ESOL Endorsement as path to meet the needs of students using a push in model that wil allow students to receive content instruction from the classroom teacher with support from the ESOl teacher. Initiatives to increase parent involvement continue to be one of the focuses of the School Strategic Plan. With Title I funds, our school employs a full-time parent facilitator. The major function of this personnel is to help bridge the gap between home, community, and school. As a result, we continue to see an increase in the number of parents participating in local school workshops and supporting their child's academics. We also involve parents in reviewing previous school data and using the current results to plan school improvement initiatives. The School Council and the PTA are active participants in the planning process to improve our school. We also engaged various non-profit organizations in volunteering at the local school. Some of the ways parents/community members are involved include: - Surveying their needs to improve the local school - Gathering feedback from parents through the School Council and PTA - Involving parents in developing the Title I Parental Involvement Policy - Sharing school improvement data at PTA/School Council - Establishing parent workshops and planning agenda - Implementing individual strategies recommended for Tier 2 and 3 students - Volunteering for campus beautification projects Page 2

5 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. Our Vision- Excellence Everyday for Every Child Our Mission- To prepare students to transition into the global market place CORE BELIEFS - Provide a safe and nurturing environment for all stakeholders - Implement a differentiated, rigorous, and data driven curriculum - Engage all stakeholders in the educational process - Ensure that staff engages in on going professional The organizational structure allows members to elicit feedback and support of school goals from other members of the staff and the community to create a positive media for communicating school goals. In addition to the leadership team, team leaders meet regularly with their members, grade level team, and across grade level to review and reflect on school data using the data team process. Opportunities for feedback on best practices to support student achievement are afforded to every member. Academic coaches and administration are active participants in analyzing data and making instructional decisions to support student achievement. Our daily instructional program is clearly aligned to our vision, mission, and core beliefs. Regardless of socio- economic status, ethnicity, or gender, our goal is to ensure every student attending Riverside Primary meets and or exceeds the academic goals set by the State of Georgia and the Cobb County School District. In order to accomplish this goal, the instructional staff, constantly monitor student achievement using a variety of formative and summative data. In addition, staff shares the results of student achievement data with colleagues through data meetings and by meeting with parents during conferences. These processes allow staff to interpret results and identify strategies to promote student achievement. Parents are and continue to be an integral partner in the learning process of their children. Parents serve on the PTA and School Council as a link to improve student learning. The School Council stays abreast of student achievement and help to set the agenda to determine discussion items for the community, Community members from Austell Task Force, state representative, faith base organizations attend our meetings to ensure they have an active voice in the SSP and other school related iniatives.. Page 3

6 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Some of the recognition the school has received are below: Distinguished Title I School Distinguished Title I School st Century Learning Communities Grant -$1,000, Distinguished Title I School Georgia State-Governor's Office of Student Achievement-Bronze Award-Greatest Gains Students Meeting and Exceeding Standards According to CCRPI data from Georgia State, Riverside Primary received a score of 95% in the 2013 school and 88.7% The results of student data drive all of our efforts at. Our students do not participate in the state Criteria Referenced Competency Testing Program. Students in kindergarten are assessed using the GKIDS. In addition to the GKIDS, our staff uses measures to monitor student progress on a more frequent basis and to report progress of the goals set in the School Strategic Plan. The measures include the DRA2, Running Records, Lucy Calkins Writing Units of Study, and a locally developed Math assessment. The average percentage of students meeting standards in the area of ELA for the past three years is 81% and the average percentage of students meeting standards in math for three years is 87.2%. At the end of Quarter 4, 68% of Kindergarten students were proficient with high frequency word recognition. This may have contributed to the 61% of kindergarten students that were proficient in reading at the end of Quarter 4. In order to be proficient, students needed to read at a Level 6 or above. This is an increase of 2 levels as it relates to the previous year. The jump from Level 4 to Level 6 is significant as students need to have a strong base of sight word knowledge. Therefore, high frequency word recognition plays a critical part in the advancement from one reading level to another in the early emergent reading levels. At the end of Quarter 4 in the school year, 57% of first grade students were proficient in the area of reading as scored by the DRA2 Assessment. Our SSP goal indicated that 70% of students would be proficient at Level 16 or above by the end of the school year. We did not meet our goal. One weakness that was observed was that first grade students displayed difficulty with comprehending both fiction and non-fiction texts. As it relates to the DRA2 Reading assessment, students were required to be independent readers with fluency and comprehension on both fiction and non- fiction Level 16. At the end of Quarter 4 in the school year, 81% of kindergarten students were proficient in the area of writing as it relates to the Lucy Calkins' Writing Rubric. This was the first year that we implemented Lucy Calkins Units of Study. In previous years, the Cobb County Writing Rubric was used to measure growth in the area of writing. Teachers utilized the On Demand Pre and Post assessment to measure progress and growth in the area of writing. The On Demand Pre and Post assessments were given in the areas of Narrative, Information, and Opinion writing. At the end of Quarter 4 in the school year, 72% of First Grade students were proficient in the area of writing as scored by the Lucy Calkins Writing Rubric. This was the first year that we implemented the Lucy Calkins Units of Study. Teachers utilized the On Demand Pre and Post assessment to measure progress and growth in the area of writing. The On Demand Pre and Post assessments were given in the Page 4

7 areas of Narrative, Information, and Opinion writing. The use of the On Demand Assessments was a strength because it served as a consistent measurement tool across grade levels. The pre On Demand was an effective formative assessment that teachers used to drive their writing instruction. In the year, writing was not included in the School Strategic Plan. The CCSD math problem solving rubric was also used to measure student progress in the area of math for the school year. Kindergarten and first grade students were given a problem solving performance task created by an assessment team in which they had to meet standards in four areas of a problem solving rubric designed by the CCSD. The four areas included: representation, strategies, and reasoning, computation, and communication. The County Math Benchmark was used to measure the progress of first grade students in the area of math. The school year was the first year students were assessed with the instrument. Student progress was reported at the end of each marking quarter. The math benchmark scores are reported in the following categories: Multiple Choice, Constructed Response, and Performance Task. Next Steps We will maintain the goals that were established in the School Strategic Plan in the school year and refine our instructional practices to ensure that we implement strategies that will meet the needs of our students. We will work more aggressively to ensure that teachers understand how to use the data team process to inform teaching and learning. The administrative team will use the data from learning walks to confer with teachers and teams to improve instructional practices. The school will continue to engage teachers, students, parents and community members in our program to ensure that our students make a successful transition into the global market place. Page 5

8 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. All staff members participate in local school professional activities that are aligned to the common core curriculum. Our professional learning activities will continue to help staff make use of guided math strategies to increase math achievement, implement differentiated learning strategies based on needs and interest of students, improve their understanding of the balanced math framework, use of math journals, and create performance tasks that will allow students to demonstrate their understanding of content standards in a variety of ways. We will continue to collaborate with parents to help them become more familiar with the common core curriculum by offering workshops that are alinged to the School Strategic Plan. We will continue to provide local school curriculum brochures in English and Spanish and send home monthly instructional calendars to keep parents informed of standards covered at the start of the every quarter. We will continue to meet with parents to discuss individual student academic plans, and offer parents ways to imact student learning from home. We will continue offer a balanced instructional program for our students that promote a differentiated instructional program, address critical and creative thinking skills, and offer various ways to measure student performance. As in previous years, we will provide extended day programs for students who need extra time outside of the regular school day to ensure success for all of our students. Page 6

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