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Georgia Department of EducationTitle I Schoolwide/School Improvement Plan

School Name: River Eves Elementary School

School Mailing Address: 9000 Eves Road Roswell, GA 30076

LEA Name:

LEA Title One Director/Coordinator Name: Tawana Miller

LEA Title One Director/Coordinator Signature: Date:

LEA Title One Director/Coordinator Mailing Address: 689 North Avenue, Hapeville, Ga. 30354

Email Address: [email protected]

Telephone: 404-669-8217

Fax: 404-669-8218

Dr. John D. Barge, State School SuperintendentMay 2012 ● of 23


SWP Template Instructions

Notes: All components of a Title I Schoolwide Program Plan and a School Improvement Plan

must be addressed. When using SWP and SIP checklists all components/elements marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The asterisk (*) denotes required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in this document.



Title I Schoolwide/School Improvement Plan

Planning Committee Members:

NAME POSITION/ROLENeil Pinnock Principal

Matthew Donahoe Assistant PrincipalGinny Long CSTLinda Patton Counselor

Jermaine McCollum Title I Parent LiaisonMaria Perera Bi-lingual Community Liaison

Felicia MacFarland ESOL TeacherKendall Burnett Special Education TeacherHeather Johnson 5th Grade TeacherCindy Dearborn 4th Grade TeacherCarolyn Howard 3rd Grade TeacherJodi Schechter 2nd Grade Teacher

Amanda Newton 1st Grade TeacherElizabeth Chandler Kindergarten Teacher

Madeline Vogel Bookkeeper & Principal’s Professional Asst.Leslie Rogers 5th Grade TeacherVicky Martin ParentAngela Erlich Parent



SWP Components

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

Response: River Eves arrived on the educational scene in Fulton County as Atlanta was hosting the Olympics in the summer of 1996. In school year 2010-2011, the staff and parents took several months to rewrite the school mission, vision, and motto.

The mission of River Eves Elementary School is to create and maintain a nurturing environment to ensure that every student reaches a high level of academic achievement as determined by state and national standards. We, the teachers, parents, business partners, and community, commit to a comprehensive system of support to assure this outcome.

Our vision at River Eves Elementary is to inspire students to become life-long learners and productive, independent, and responsible citizens while maintaining high academic standards.

Our motto at River Eves Elementary School is Believe! Engage! Excel!

1. We provide an inviting classroom environment for students - an environment with clear,consistent expectations, and specific academic goals.

2. We model the life-long learning and commitment to high-quality work that we hope todevelop in our students.

3. We collaborate with one another and our students so that we can achieve our collective goals more effectively.

4. We involve parents in the education of their children by keeping then informed of studentprogress and offering suggestions for assisting in their children’s success.

5. We promote a positive school climate by modeling the qualities and characteristics that we hope to instill in our students.

6. We demonstrate our commitment to ongoing professional development and continuousimprovement.

A. We have developed our school wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement program plan. Those persons involved were representatives from each grade level, special programs which need the greatest academic support and parents. The ways they were involved were participating in a meeting to look at our current performance, which included performance by specific groups of students. We looked at current strategies and provided input and feedback on the effectiveness of each strategy. Teacher representatives shared information with all teachers for additional input and feedback. We compiled the results to determine instructional strategies and initiatives. The committee reviewed the budget and made recommendations on how to best use the money for student achievement.


Windows User, 09/10/14,

Provide background about the school.



B. First we conducted an instructional needs assessment looking at the data from the ITBS, CRCT, Georgia Writing Assessments for grades 3 and 5, ACCESS for LEP (English Language Learners), G-KIDS, and Grade K Fluency Records. We brainstormed to further analyze student source data and help determine a specific course of action to determine and address academic needs for the upcoming school year. We will review these data sources periodically throughout the implementation of our plan to monitor the plan’s effectiveness. Parents on the Committee provided feedback on the parent workshops. The Parent Liaison shared the results of his parent survey from the previous year.

C. Below are the procedures we would follow should migrant students be in attendance at our school:Student enrollment sheets are distributed and the Occupational Survey section of the form is checked by the data clerk. All new students receive an Occupational Survey form, as well as the registration form. This will be checked and verified by the data clerk. We will work closely with our counselor, school social worker, and our central office liaison to ensure that the student’s needs are met for any students identified. Providing intervention programs and additional assistance for any migrant student who might be identified and is experiencing academic deficiencies. Students will be considered for additional services based on formative data and placement and classroom assessments. Students who may be homeless will be referred to the Fulton County Schools Homeless Liaison for possible services.

D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, math performance in grade 5 needs improvements in teaching and learning. Numbers and Operation was a weak skill set for improvements. Teaching and learning in Social Studies and Science need to improve in grade 5. In Social Studies, grade 5 needs to improve in the area of Government and Civics. In Science, grade 5 needs to improve in the area of Earth Science.Areas for Improvement

Grade Reading Language Art Math Science Soc. Studies5th NA NA Numbers and

Operation 75%

Earth Science65%

Government and Civics

63%

2012 and 2013 College and Career Ready Performance Index (CCRPI)YEAR 2013

YEAR 2012

GAIN/LOSS(+/- %)

ELEMENTARY SCHOOL INDICATORS

BENCHMARK FOR

INDICATOR (%)

PERFORMANCE INDICATOR (%)

PERFORMANCE INDICATOR (%)



Please insert charts.



% Students scoring at meets or exceeds in ELA

100% 95.3 96.8 -1.5

% Students scoring at meets or exceeds in reading

100% 96.4 98.3 -1.9

% Students scoring at meets or exceeds in mathematics

100% 90.3 89.9 .4

% Students scoring at meets or exceeds in science

100% 90.1 89.0 1.1

% Students scoring at meets or exceeds in social studies

100% 84.8 87.5 -2.7

% of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs

100% 70.6 53.6 17

% of Students with Disabilities served in general education environments greater than 80% of the school day

90.6% 48.4 35.5 12.9

% Students scoring at meets or exceeds on the Grade Five Writing Assessment

100% 94.4 88.6 5.8

% Students in Grade 3 achieving a Lexile measure equal to or greater than 650

100% 75.7 73.1 2.6

% Students in Grade 5 achieving a Lexile measure equal to or greater than 850

100% 84.9 76.2 8.7

% Students in Grades 1-5 completing the identified number of grade specific career awareness aligned to Georgia’s 17 Career Clusters

100% 100 NA NA

Student Attendance Rate 99.4% 96.30 96.90

Category Performance

Regarding Georgia’s 2013 CCRPI, the school’s CCRPI score of 83.1 is above the state’s CCRPI score of 77.8 for all elementary schools in the state of Georgia.

2013-2014 CRCT Results – CRCT Assessment Data: Percent of Students Meeting or Exceeding Expectations:

Grade Reading Language Art Math Science Soc. Studies3rd 99 96 91 94 934th 98 94 94 92 895th 96 97 93 88 82

2012-2013 CRCT Results – CRCT Assessment Data: Percent of Students Meeting or Exceeding Expectations:

Grade Reading Language Art Math Science Soc. Studies3rd 93 94 84 89 904th 96 93 87 86 805th 96 98 94 89 85




5th Grade Writing Assessment :

Year Meets and Exceeds2012-2013 942013-2014 88

ITBS Assessment Data:

Year Grade Total reading Total Math Total Language Total Soc. St Total Science2012-2013 3rd 75 79 80 77 772013-2014 3rd 79 81 81 83 812012-2013 5th 72 75 77 75 772013-2014 5th 71 73 75 77 76

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards including

Economically disadvantaged students Students from Major racial and ethnic groups Students with disabilities Students with limited English proficiency

All Students:The All Students category showed an increase in the number of students to meet/exceeds expectations in all subjects compared to 2013 results. In 3rd grade, the percentage of students who exceeded expectations in math decreased when compared to 2013 results. In 5 th grade, the percentage of students who meet/exceeds expectations in English language art, math, science, and social studies decreased when compared to 2013 results.

African-American Students:Our African-American students showed gains on the CRCT in reading, math, language arts, social studies and science. In 2014, 85% met or exceeded expectations in math as compared to 87% in 2013. In reading, 93% of this sub-group met or exceeded expectations as compared to 91% in 2013.

Hispanic Students:Hispanic students also showed gains in their performance in math and reading. 84% met or exceeded expectations in math in 2013, while 90% scored at this level in 2014. In reading, it was 92% in 2013, while 99% scored at this level in 2014.




Students With Disabilities:Our SWD sub-group showed a drop in the percentage of students who met or exceeded expectations in math when compared to 2013 (65% as compared to 62% in 2014). In reading 85% of this sub-group met or exceeded expectations in 2014 while 84% met this goal in 2013.

ELL Students:Our ELL students also showed an increase in reading scores with 82% meeting or exceeding expectations in 2013 and 92% scoring at this level in 2014. In math 82% met or exceeded expectations in 2013 while 92% scored at this level in 2014.

ED Students:In 2013, 93% of our Economically Disadvantaged students met or exceeded expectations in reading and 97% scored at this level in 2014. In math 86% scored at levels 2 and 3 in 2013 while 88% scored at this level in 2014. Thus this sub-group also showed an increase in their performance.

F. The data has helped us reach conclusions regarding achievement or other related data.The major strengths we found in our program were:

The schools’ CCRPI score of 83.1 is 5.3 points higher that the state’s CCRPI score of 77.8 for elementary schools.

Our sub groups on the whole showed progress from 2013 -2014 in reading, math, language arts, social studies, and science.

Our team taught EIP model resulted in 87.5% students earning meets or exceed on the CRCT reading and math.

The percentage of students in grades 3 - 5 who exceeded expectations in reading and math was at least 50%.

The major needs we discovered were: Math, science, and social studies

- A higher percentage of students in math, science, and social studies who did not meet expectations on the CRCT.

Math, science, social studies, and language arts- 5th Grade students showed a decrease in their scores in math, science,

social studies, and language arts. This could be because of the large SWD sub groups and their difficulty with vocabulary in these subjects.

Science and social studies- Students in Grades 3 and 5 showed weakness in the social studies

domains, geography and government/civics. - Students in Grade 4 showed weakness in the social studies domain,

geography.- Students in Grade 3 - 5 showed weakness in earth science.



What are your needs ?



The needs we will address are:Increase the use of high order thinking questions and statements.Differentiation in math, science, and social studies.Increase emphasis on social studies, and science terminology.

The specific academic needs of those students that are to be addressed in the schoolwide program plan will be reading for information in grade 3, information and media literacy in grade 5, measurement and data analysis in grades 3, 4, & 5, numbers and operations in grade 5, earth science in grades 3 and 5, geography, government/civics in grades 3, 4, and 5 and history in grade 5.

The ROOTCAUSE/s that we discovered for each of the needs were Economically Disadvantaged students –Many students require more scaffolding and other support for successful learning.

Students with Disabilities - The root cause that we discovered for our studentswith disabilities was a lack in prerequisite skills necessary for grade levelinstruction. For example, our K-2 students have weak addition and subtractionfacts, which are necessary for multiplication and division. Our grade 3-5students have weak multiplication and subtraction facts, a prerequisite toperform well with fractions, decimals, and percents.

G. The measurable goals/benchmarks we have established to address the needs were:

Students will excel academically for the 2014 – 2015 school year as noted below. The number of students in Grades 3 – 5 will meet and exceed

expectations on the Georgia Milestones math, science, and social studies test from 84.8% to 90% as reflected on the CCRPI score.

*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards.

Response: We will use more research-based and effective strategies such as:Hire two teachers to provide additional reading, math, and science instruction. One teacher will incorporate social studies content in the additional reading instruction.Teachers will provide more step-by-step, explicit, and systemic instruction in math, which include 15-20 minute mini lesson, differentiated instruction to address student learning needs with ongoing assessment of student learning, and end-of-lesson assessments.



Include Title I teachers and parent liaison as strategy (justification)



We will incorporate the daily use of student journals in math, science, and social studies. Students will record sample problems, drawings, steps, and write explanations in journals. Students will begin to verbalize steps to math work to increase understanding of content.Teachers will increase the use of visuals for math, social studies, and science.Teachers will use open-ended and higher learning questions with students.

Other Instructional Programs/Strategies to be implemented: Early Intervention – a program to serve students who are at risk of not reaching or

maintaining academic grade level in reading and math. The program provides additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time.

Instruction through technology software Small Group Instruction ESOL – a program to immerse and accelerate the learning of English for students with

another primary language Informal Student Collaboration/Assistance – an initial meeting of teachers to discuss and

devise a plan to address student areas of weakness Data Talks – weekly teacher meetings to analyze classroom assessment and assignment

data. Teacher Collaboration/Planning – teachers on a specific grade level meet at a common

time to plan for instruction Exceptional Education – program of instruction to meet the capabilities of students with

disabilities Instruction utilizing Promethean Interactive Boards - hardware that looks much like a

standard whiteboard but it connects to a computer and a projector in the classroom to capture and maintain student interest during instruction

Response to Intervention - a method of academic intervention designed to provide early, effective assistance to children who are having difficulty learning and students who master on level instruction.

Use of Math & science manipulatives - visible models that help students solve problems and develop concepts. The students can manipulate the items to increase their understanding and come to accurate conclusions

Writer’s Workshop - a method of teaching writing using a workshop method. Students are given opportunities to write in a variety of genres and helps foster a love of writing. The Writing Workshop allows teachers to meet the needs of their students by differentiating their instruction and gearing instruction based on information gathered throughout the workshop.

Guided Reading - small-group instruction for students who read the same text. The group is homogeneous: the students read at about the same level, demonstrate similar reading behaviors, and share similar instructional needs. The small groups are temporary; they change as we assess students’ growth and needs. Teachers will use leveled readers. books that match student reading levels, to help build fluency and comprehension.




Increase Vocabulary Development Use “content” strategies “keywords” in guided reading and guided writing Use of word walls Requiring sight words every nine weeks Integrate Science with Math and Literacy with Social Studies

2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

A. Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are to provide more step-by-step, explicit, and systemic instruction in math, incorporate the daily use of student journals in math, science, and social studies for students to record sample problems, drawings, steps, and write explanations in journals. Students will verbalize steps to math work to increase understanding of content. Teachers will increase the use of visuals for math, social studies, and science.

Inclusion classes in all subjects will exist for Students with Disabilities.

2(b). Are based upon effective means of raising student achievement.Response: Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies. Special Education Inclusion – Students with disabilities in inclusive classrooms show academic gains in a number of areas, including improved performance on standardized tests, mastery of IEP goals, grades, on-task behavior and motivation to learn (National Center for Education Restructuring and Inclusion, 1995).

Response To InterventionAs reported in a paper by the National Joint Committee on Learning Disabilities (2005), the focus of Response to Intervention (RtI) is on the accountability of the teaching and learning process in general education. A key component of RtI is early intervention at the first sign of academic and/or behavioral difficulties with the end result being the improvement in achievement of all students, including any students who may have a specific learning disability (SLD).

Data TalksDr. Larry Lezotte's Effective Schools research (2010), into the values of effective schools found that students who were regularly tested on their academic progress were more successful than those who weren’t. Frequent teacher-written evaluations give teachers the information they needed to make changes if some or all students weren’t mastering class material.



Include research about some of the above strategies.

http://www.wrightslaw.com/info/lre.faqs.inclusion.htm

http://www.gc.cuny.edu/other_programs/research_centers_pages/NCERI.htm

http://www.wrightslaw.com/info/iep.index.htm

http://www.wrightslaw.com/info/test.index.htm


Vocabulary DevelopmentMarzano (2013), recognizes the impact that quality vocabulary instruction can make on reading ability, mental process, and academic achievement.

Waldron, Cole, and Majd (2001) investigated the effects of inclusive programs for students with disabilities and their typical peers. The two-year study found that 41.7% of students with disabilities made progress in the general education setting compared to 34% in traditional special education settings.

Evidence-based practices for teaching students with difficulties in mathematics. is based on two recently conducted meta-analyses (Baker, Gersten, and Lee 2002; Gersten et al. 2006) as well as complementary work by Kroesbergen and van Luitt (2003). Together, the reviews encompass more than fifty studies. As a composite, the studies reviewed present a picture of specific aspects of instruction that are consistently effective in teaching students who experience difficulties with mathematics. 1. Visual and graphic descriptions of problems 0.50 (moderate) 2. Systematic and explicit instruction 1.19 (large) 0.58 (moderate to large) 3. Student think-alouds 0.98 (large)

2(c). Use effective instructional methods that increase the quality and amount of learning time.

B. Response: : We will increase the amount and quality of learning time by . . . (Before/After school, summer school, Saturday school, block scheduling)

Remediation – Students take assessments in Reading, Math, Social Studies, and Science. The assessments will target the standards that were taught per the Scope and Sequence. Students who do not demonstrate understanding will receive remediation. Remediation will include small group instruction for approximately 10-15 minutes. After remediation, the students will retest to make sure they are making gains in their area(s) of weakness. Students who demonstrate mastery will participate in enrichment lessons.

Extended Day – Students who scored Level I on the CRCT receive 4 hours of additional instruction in reading and math after school, 2 hours on Mondays and 2 hours on Thursdays. The staff for Extended Day will consist of certified teachers.

Lunch and Learn – Teachers will provide 30 minutes of instructional support to students during lunch

Before School – A group of non-homeroom teachers will have 30 minutes of instructional tasks to provide independent practice and teacher assistance for students in grades 3-5 who need additional support and reinforcement.



2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

Common Assessments for grades 1 - 5 – Students take assessments in Reading, Math, Social Studies, and Science. The assessments will target the standards that were taught per the Scope and Sequence. Students who do not demonstrate understanding will receive remediation from select teachers. Remediation will include small group instruction for approximately 10-15 minutes. After remediation, the students will retest to make sure they are making gains in their area(s) of weakness. Students who demonstrate mastery will receive an enrichment lesson.

Data Talks – Data Meetings will occur weekly to identify students not meeting and meeting standards and discuss how to change and drive instruction

Response to Intervention Time – This time will provide additional small group time to work with targeted populations.

Response:

2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.

Response: No field trips

*3. Instruction by highly qualified professional staff.Response: 100% of our teachers meet the Highly Qualified (HQ) provisions of NCLB.In an effort to attract highly qualified teachers, River Eves Elementary School:

The administration will network to find the most qualified candidates Provides interviews and tours of River Eves Elementary School as requested by

perspective teachers. Provides an on-going Teacher Support or Induction program for all new teachers Mentors are assigned to all new teachers and staff members new to River Eves. Encourages seasoned teachers to gain the Teacher Support Specialist

endorsement in order to learn how to best support new teachers, and pairs those teachers according to need each school year Provides support throughout the year with an open line of communication by

providing ongoing classroom support throughout the school year via professional



*3. Instruction by highly qualified professional staff.development sessions during Instructional Leadership Team Meetings, CST Talks, Grade Level Meetings and Faculty Meeting training and by working collaboratively with teachers to ensure success in the classroom in order to build a positive climate throughout the building in order to retain teachers.



*3(a). Strategies to attract highly qualified teachers to high-needs schools.A. Response: We will provide instruction by highly qualified teachers who meet the

standards established by the state of Georgia. (Use HiQ Report and school staff roster. Indicate how certification deficiencies are being addressed.)

*4. Professional development for staff to enable all children in the schoolResponse:

A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example, our Teacher evaluation system results reveal need for more professional development in effective instructional strategies, differentiation instruction, and rigor in the classrooms

B. We have aligned professional development with the State’s academic content and student academic achievement standards . . .

Educational Consultant, Ann Ferrell will work with teachers to create more effective common formative assessments and a system to respond to student needs in a timely manner.

All teachers will participate in yearlong professional development to improve rigor and engagement for all students.

Regular ed and special ed inclusion teachers will receive professional development to improve the effectiveness of a team taught classroom.

C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, time and money for substitute teachers while teachers have professional duty days to receive professional development at school. Money is dedicated for off-site professional development in the areas of math instruction. Learning Community Support Specialists and Curriculum Support Teacher will assist teachers by providing professional development targeted at our instructional needs, model lessons for teachers, observe and provide feedback to teachers.

D. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways. Teachers have used common assessments for 4 years in order to evaluate instruction, remediate and enrich students. Students take assessments in Reading, Math, Social Studies, and Science. The assessments will target the standards that were taught per the Scope and Sequence. Students who do not demonstrate understanding will receive remediation from select teachers. Remediation will include small group instruction for approximately 10-15 minutes. After remediation, the students will retest to make sure



Please respond to prompt.


*4. Professional development for staff to enable all children in the schoolthey are making gains in their area(s) of weakness. Students who demonstrate mastery will receive an enrichment lesson.

Data Meetings will occur on Wednesdays to identify students not meeting and meeting standards and discuss how to change and drive instructionMonth Professional DevelopmentAugust Student Longitudinal Data System &

InclusionSeptember Constructed Response & Social

Studies and Writing October Common Formative AssessmentsNovember Rigor and EngagementDecember Rigor and EngagementJanuary Rigor and EngagementFebruary Science and MathMarch Science and MathApril Science and MathMay Science and Math

*5. Strategies to increase parental involvement.Response:

A. We have involved parents in the planning, review, and improvement of the comprehensive school wide program plan by . . .

Parent Liaison will train teachers on effective strategies to increase parent involvement in the classroom and school to have a positive impact on student achievement.

We include parents on the Title I Planning Committee. The plan is shared with parents during annual Title I Meeting.

We will utilize parent surveys two times per year to solicit parent feedback on the school’s progress.

We have developed a parental involvement policy that: Includes strategies to increase parental involvement such as STEM and

Young Authors’ Day, parent workshops, and 3rd – 5th grade State Assessment Parent Sessions

The school will provide individual student academic assessment results, including an interpretation of those results. The Curriculum Support Teacher will conduct Test Talks with the parents twice during the school year. These sessions will be offered in English and Spanish.

Our parent liaison Bi-Lingual Parent Liaison (not funded through Title I) ensures that the school wide program plan is available to the parents and the public. This information is also shared in Local School Council meetings, PTA meetings, Title I Parent Committee meetings, and monthly parent



How will the staff be trained


If you have a PD schedule, you can include it here.


workshops. Our bi-lingual parent liaison and parent liaison assists parents with strategies

to improve student achievement at home

B. We have developed a parent involvement policy included in our appendices that includes strategies to increase parental involvement (such as family literacy services) describes how the school will provide individual student academic assessment results,

including an interpretation of those results makes the comprehensive school wide program plan available to the LEA, parents,

and the public (internet, newspaper, newsletters) compacts required – include with policy Parent Involvement checklist included

GOAL(S)*list at least 2 goals

ACTION/ACTIVITY DATE(S) GRADE LEVEL(S)

RESOURCES NEEDED

PERSON RESPONSIBLE

To increase attendance of parents at Title I -related events

Title I MeetingParent Workshops

9/30/3014Quarterly

K-5 Communication sent home, on website, automatic parent notification system

Parent Liaison

To increase parent use of Parent Resource Center

Parent Resource Room

Ongoing K-5 Communication sent home, on website, in RTI Meetings

Parent Liaison

Desired Results for the goal(s):To inform parents of the Title I Program and the available resources to assist families at home.. How will the goal(s) be measured?Attendance using sign-in sheetsLog in Parent Resource Room

*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.

Response: A. Following are our plans for assisting preschool children in the transition from early

childhood programs. Also included are transition plans for students entering middle school or high school and entering form private schools plus students entering our school throughout the school year . .

Our plans for assisting preschool students to kindergarten and elementary students to middle school are:

Rising Kindergarten parents are invited to a “Sneak Peak” in November to



listen to a presentation and tour the school Parents and students are invited for a “round up” each May. They are

invited to see kindergarten classrooms and meet staff members. Fifth grade students are provided an opportunity to visit Holcomb Bridge

Middle School each May. A field trip is taken during school hours so that every 5th grader at River Eves can visit and become familiar with the middle school in our cluster. The middle school counselor speaks to our students about schedules, classes offered, etc. The middle school counselor works with our counselor to provide the students with any additional information that they might need about the school.

B. School visits/tours are conducted on a weekly basis for students and families that might be interested in our school. This includes students from private schools and other public schools moving into our attendance zone.

*7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.

Response: The ways that we include teachers in decisions regarding use of academic assessment are . . . The way that we review the progress made by River Eves students, on an ongoing basis and the process for revising the program as needed to provide additional assistance to enable the students to meet the State content standards are listed below. Efforts are made to include parents and staff in all decision making that has an impact on student achievement. Teachers have the opportunity for input in the following ways: 1. Grade level weekly meetings with minutes outlining instructional discussions Data analysis

and curriculum pacing meetings two times per month2. Benchmark assessments3. Grade-level common assessments in math, reading, ELA, social studies, and science4. Classroom walk-throughs with feedback5. Teacher conferences6. Pre and posttest assessments

*8. Coordination and integration of Federal, State, and local services and programs.Response:

A. This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan.

Fund Amount Description of Services Show how the funds are coordinated for the improvement of the entire school

Title I

$160,716 2.0 Classroom teachers ($89,945 including .03% salary payment)



2.0 Extended Learning Teachers for

Students at risk of not meeting standards (If we receive, additional funds)

Instructional materials for teacher PD ($165)

Parent Liaison (20,692)Title

II$

Title III

$ 3.0 ESOL teachers and .5 ESOL paraprofessional to serve ESOL students. Specific strategies for instructional areas of weakness of ESOL students.

8(a). List of State and local educational agency programs and other federal programs that will be included.

Response: None

8(b). Description of how resources from Title I and other sources will be used.Response: see table in item #8

8(c). Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

Response: With renewed focus on preparing our students to meet the expectations of a global workforce, career and technical curricula integrates and correlates technical skills to academic standards. Perkins accountability indicators



are tied directly to student performance on the Georgia High School Graduation Test - reading and mathematics - as well as graduation rate. Elementary Schools do not receive these funds.

*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: Response:

A. We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Those activities are Response to Intervention, enrichment and reteaching opportunities before and after school.

9(a). Measures to ensure that student weaknesses are identified on a timely basis.Response: All students will have the opportunity to meet or exceed proficiency and have academic needs met in a timely basis through research-based instruction (Marzano 2000), bi-weekly common assessments in reading/ELA, math, social studies, and science, and weekly grade level collaboration/data talks to address student performance and effective instruction.-STAR Assessments-Benchmark Assessment System -Common Assessment-GKIDS

9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses.

Response: All teachers are involved in staff development opportunities at the system level as well as the school level. The administrative and leadership teams review the past student achievement, teacher evaluation performance, and CCRPI score to identify areas for professional development. Teacher interest is also considered when planning professional development.

9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or n the community.

Response: Parents can contact the teacher to request a conference at any time during the school year. Teachers will contact parents as concerns arise. Teachers use small groups, re-teaching standards, before, lunch and after school times to provide additional instruction. Parents can visit the Parent Resource Center for resources to support student learning at home.

10. Description of how individual student assessment results and interpretation will be provided to parents.

Response: We receive two copies of student test results. We give one copy to parents through the mail, in student packets, or during parent/teacher conferences. The interpretation of the test results is also provided to parents during conferences and upon request.



How often does your school assess?


Common, end-of-unit, benchmark and state assessment results and interpretation will occur through: Website

Newsletter PTA Meetings

LSC Meetings Annual Title I Meeting Student Support Meetings Parent Conferences Annual Performance Report School Improvement/Title I Plan Social Media

11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

Response: Our data was disaggregated by subgroup, grade level, and content areas for analysis. The student’s past and present year teachers collaborate to analyze student data and make informed decisions. Data results are included in the School Improvement Plans

12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

Response:

The data we collect is on the GaDOE website or data sent to us by our Assessment Coordinator. These student test results administered by the state are valid and reliable. The data we receive from both sources has already been disaggregated by subgroup by the GaDOE.

At the local school level the assessments we use show student data on a standardized graph.

The data we collect is from the CRCT (Grades 3-5), Instructional Assessments (Grades 1-2), GKIDS (Kindergarten), and Benchmark Assessment System growth from the start to the end of the school year. These student test results administered by the state are valid and reliable. The data we receive from both sources has already been disaggregated by subgroup by the Georgia DOE.

13. Provisions for public reporting of disaggregated data.Response: Our school improvement plan, including data, will be posted on the school website

Data is shared with the Leadership team and parents. It is reviewed regularly with the Local School Council which is comprised of parents, community members,



administrators, and teachersWe publish our results on our school website and in school newsletters.The data is discussed with parents during PTA Meetings and annual Title I Meeting

14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program.

Response: This plan was developed during the FY 2013-2014 school year. Meeting was held with parents on August 18.

15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary).

Response: We have developed, and will revise yearly, our school improvement plan with the participation of individuals (staff, community members and parents) who will participate in carrying out our comprehensive school improvement plan. The process we used to select our team is to include representatives from every grade level, special programs which need the greatest academic support, PTA, LSC, and parents.

16. Plan available to the LEA, parents, and the public.Response:

Once the draft of our plan is completed, it will be shared with our staff by the Leadership Team.

We will use their feedback to make final revisions to the plan. After complete, our plan will be made available to all of our stakeholders.

Our school compact and parent involvement plans will be sent home after revisions and our Parent Liaison’s first school district meeting. We will also post the goals of the plan on the school website and distribute copies at our PTA and school council meetings and to any interested stakeholders. Additional copies of the goals of the plan will be available in the front office for distribution to newly enrolled students, or upon request.

17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language.

Response: A copy of our school improvement and parent involvement plans, as well as our School-Parent Compact, will be translated into Spanish (if applicable) after it is written and reviewed with the assistance of parents and community members. Copies of these plans are distributed as needed. Copies of these documents are also housed in the office area and the Parent Resource Room/Area. We will include Spanish versions of this plans/compact in the



Appendix section of our notebook if applicable.

18. Plan is subject to the school improvement provisions of Section 1116.Response: All priority, focus and alert schools (if applicable) will complete and participate in all requirements according to state and federal guidelines. We will offer flexible learning programs (FLP) if applicable if we should enter the FLP requirement that requires specific interventions we will work with the State DOE and our District to complete all requirements for improvement.

River Eves in not a Priority, Focus, or Alert school.


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