ithica elementary school title i schoolwide...

2019-2020

Ithica Elementary School

Title I Schoolwide Plan

Revision Date: July 10, 2019

Approval Date: July 26, 2019

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Ithica Elementary School

Schoolwide Plan

COMPREHENSIVE NEEDS ASSESSMENT

I. The Comprehensive Needs Assessment—Sec. 114(b)(6) is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency;

A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive school improvement program plan. Those persons involved were Colleen Jones, Cecelia Brown, Corinne Hindman, Nikki Bradley, Alicia Montgomery, Melanie Stapler, Alison Williamson, Stephanie Langford, Jenny Wilkie, Teri Donaldson, Ashley Hinson, Lura Scruggs, Aleja Turner, CJ Starnes, and Vicki Parker. The School Leadership Team (SLT) met during the month of June to develop Ithica’s school improvement plan. An external consultant was used to facilitate the development of the 2019-2020 school improvement plan. Team members analyzed student achievement, perception, and attendance data to create objectives and initiatives for the 2019-2020 school improvement plan. Throughout the year each member of the SLT helps analyze data, seeks input from the members they represent, participates in shared decision making, provides feedback and clarification to their team members, and holds represented stakeholders accountable for the implementation of the school improvement plan.

· School Leadership Team Responsibilities

o Facilitate the development of school improvement plan

o Monitor, assess, and amend school improvement plan

o Communicate school improve plan to team

o Implement and execute school improvement plan

· School Leadership Meeting Date--for the 2019-2020 year are scheduled as

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follows: 8/8/19, 9/5/19, 10/3/19, 11/7/19, 12/5/19, 1/9/20, 2/6/20, 3/5/20, 4/2/20, 5/7/20. Other meetings will be on an as need basis

B. The needs assessment session included detailed analysis of student performance on GA Milestones state required tests for all subgroups, CCRPI data from last year, sub group data, STAR reading and math assessments, attendance data, discipline data, and perception data. Data reviewed may be found in the appendices. During brainstorming sessions root causes were identified, strategies were researched, and action steps were developed.

C. At the current time there are no migrant children enrolled in Ithica Elementary School. If a migrant child should enroll, the district will contact the Director of Federal Programs who will contact the migrant consortium to assist the school in providing services to migrant students. Migrant students will be provided all services for which they qualify.

D. We have reflected over current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, our analysis of the Georgia Milestones Assessment System for grades 3-5 in ELA indicates that literacy are areas of improvement. Our students need improvement in reading, and writing in grades k-5. Although there has been improvement in 10 out of 12 tested subject areas, 3rd grade reading achievement declined, indicating a need to strengthen literacy efforts in Kindergarten through fifth grade. Additionally, students in 3-5 grade had a decline in writing, improving only in 3 out of 9 areas of the writing Georgia Milestones. Additionally, while IES has met all the academic goals set in the area of math, continued progress and improvement in the area of math will continue to be a focus in the 19-20 school year.

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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 (GSE) and the State student academic achievement standards including

Ø Students from major racial and ethnic groups met some of the state targets. Students in the multi racial subgroup continue to outperform all other racial subgroups. Students in black, special education, and hispanic subgroup continues to be an area of focus for continued improvement.

Ø Students with disabilities scored significantly lower than their peers on the Georgia Milestones Assessment System EOG.

Ø Domain data for 3rd grade indicates that Reading and Vocabulary and Operations, Extended writing, and narrative writing need improvement. These are the domains that 3rd grade scored the highest number of Beginning and Developing Learners.

Ø Domain data for 4th grade indicates that Extended Writing and Reading Vocabulary, need improvement. These are the domains that 4th grade scored the highest number of Beginning and Developing Learners.

Ø Domain data for 5th grade indicates that Reading and Vocabulary, narrative writing,, Government and Civics, and Economics need improvement. These are the domains that 5th grade scored the highest number of Beginning and developing Learners.

Ø The overall performance of IES was positive, but improvements can be made in all subject areas including Math, Science, and Social Studies.

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F. The data has helped us reach conclusions regarding achievement or other related data.

Ø The major strengths we found in our program were many. We continue to rank among the top schools in Carroll County in student achievement. Our student achievement scores are above the state average in 12 out of 12 content areas. Our students’ strengths include conventions when writing, reading fluency, and overall understanding of Science and Math.

Ø The major needs we discovered for all subgroups were in the areas of Language Arts, Math, Writing, and Social Studies. Our students struggled in ELA with the Writing and Language domain. Our students struggled with Narrative Writing and writing extended responses. In Social Studies our students need focused instruction in the domain areas of Economics and Government/Civics.

Ø The needs we will address are in the area of Literacy (Reading and Writing), Math, Social Studies and subgroup performance.

Ø The ROOT CAUSE/s that we discovered for each of the needs included a lack of foundational reading skills, diminished opportunities for higher order thinking, and increased complexity while writing. We also discovered a need for increased reading comprehension skills. We feel a lack of reading comprehension also translates to the overall success of our students in performance in other academic areas including Math, Science, and Social Studies.

G. The measurable goals/benchmarks we have established to address the needs our students have align with the District’s Strategic Plan Performance Objectives. Our goals align with our district’s expectation for performance. Our goal is to meet and exceed the state average for the number of students scoring proficient and distinguished on the Georgia Milestones Assessment in all content areas. We are also striving to meet or exceed the state average for the percentage of students scoring in the distinguished range on the Georgia Milestones Assessment in all content areas. We want to improve performance in each area every year.

Comprehensive Needs Assessment Planning Committee

(Can use the Summer School Improvement Planning Meeting with Georgia Evans)

Colleen Jones Principal

Cecelia Brown Assistant Principal

Corinne Hindman Counselor

Lura Scruggs Teacher

Teri Donaldson Teacher/Parent

Vicki Parker Teacher

Alicia Montgomery Teacher/Parent

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Nikki Bradley Teacher/Parent

Stephanie Langford Teacher

Heather Kinard Media Specialist

Alison Williamson Teacher/Parent

Emily Springer Teacher

Jenny Wilkie Teacher

Ashley Hinson Parent

Aleja Turner Teacher/Parent

CJ Starnes Teacher

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Academic Achievement Data Collection

Add Documentation for the Data Tools in Appendix 3

Instrument Used Content Area Process/Procedure

EX: Star Reading ELA How it was used to determine at

risk students

Star Reading

Appendix 1

ELA Data was analyzed to determine the

students who were reading below

grade level throughout the year.

Star Math

Appendix 2

Math Data was analyzed to determine the

students who were below grade

level through the year.

Georgia Milestones

Assessment

Appendix 3

ELA, Math, Science, Social

Studies

Data was used to analyze overall

performance for all students,

subgroups, and specific domain data

for each content area.

School Data Profile

Sheet

Appendix 4

ELA, Math, Science, Social

Studies

Data was used to analyze overall

performance for all students,

subgroups, and specific domain data

for each content area.

*Please add all data supporting the instruments, processes, and procedures used to determine at-risk students in the Data Collection Section of the Appendix.

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SCHOOLWIDE REFORM STRATEGIES

II. Schoolwide Reform Strategies Sec. 1114(b)(7)(A)(i-iii) that the school will be implementing to address school needs, including a description of how such strategies will

A. Provide opportunities for all children, including each of the subgroups of students (economically disadvantaged students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards;

B. Use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded

Please see the Appendix for CCRPI Report and CCSS Data Profile Sheet

The school identified scientifically based strategies that have been effective in addressing our areas of weakness in ELA/Literacy, Math, Writing, social studies, and the academic performance of students with disabilities, black, economically disadvantaged, and white .

A. Ithica Elementary is providing opportunities for all children including subgroups of students through: · Class size reduction- Smaller class size allows teachers to better meet the needs of students who are at risk in math. This initiative will provide a classroom where small group and remediation can be provided for at risk students in the 5th grade in Math · Extended day tutoring- Creates additional learning time focusing on specific areas of need for at risk students in math. · Tutoring during the school day- provides immediate intervention based on student need from our title paid paraprofessional. · Academic computer lab facilitator will provide remediation to economically disadvantaged and black students before and after school in reading. · Collaborative and collegial planning- Allows teachers to analyze data and make instructional decisions to help students who are at risk. · Professional development on best teaching practices and technology integration- Focused and strategic professional development on best teaching practices and technology integration. · Guided Reading-Teachers instruct students in small groups on their reading level to maximize learning. · Instructing students using Lexile level data at their instructional and independent level. · Phonics instruction- Provides building blocks for students to learn how to sound out words and read

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· Math manipulatives –The use of manipulatives allows struggling students to visualize concepts. · Extended Learning Time- Students practice specific skills that are areas of weakness

. Literacy Lab-Kindergarten through second grade students will attend Literacy Lab once a week to participate in language development, remediation, and extension for early readers.

· Integration of technology across the curriculum- Provides a different modality for students to access information, produce information, learn information, and research information. · Computer software/interactive websites-(Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, Legends of Learning, and MyOn) Provides practice and short lessons on curriculum topics. Many offer individualized learning paths. · Journals/writing across the curriculum- Students will reflect daily on the learning in all subject areas. This allows students an opportunity to practice writing in all subject areas. · ELA and Math Spiral Review- Material is revisited repeatedly over a period of time. · Targeted Skills Reading, Math, and Writing materials- scaffolds instruction and student practice to help students master Reading, Math, and Writing standards. · Writing feedback and writing instruction professional development. Feedback and professional development will help our students improve writing skills and will help our teachers improve writing instruction. . MyOn Reading-Standards based Lexile aligned reading text and comprehension test . Family Engagement Coordinator-will help execute and implement the engagement strategies outlined in Family Engagement Plan. . Use of Eureka Math materials to allow students to engage in rigorous math instruction with supplements that can also transition home with the students.

At IES we will increase the amount and quality of learning time by providing extended day tutoring, implementing extended learning time segments of instruction, implementing teaching strategies introduced/reviewed during professional development sessions designed to support

teacher growth thus impacting the quality of instruction. We are also monitoring teacher attendance, student attendance, instructional time, and bell to bell instruction.

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Math

Subgroup by grade level

Methods and Instructional Strategies to Strengthen Academic Program (Specify grade level if interventions is not applicable to all grade levels)

Resource (Local, Title I, Title III, Title IV, IDEA, Other)

Economically Disadvantaged

3rd Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and Legends of Learning, Eureka Math books, Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.

Local, Title I, Other, Title I, Title I

4th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and Legends of Learning, Eureka Math books, Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


5th Class Size Reduction (5th Grade Only), Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, Legends of Learning, Eureka Math books,and Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


White

3rd Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL,


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Flocabulary, Starfall, Ed Galaxy, and Legends of Learning,Eureka Math books, Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.

4th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and Legends of Learning,Eureka Math books, Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


5th Class Size Reduction (5th Grade Only),Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Legends of Learning,Eureka Math books, and Ed Galaxy).Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


Black

3rd Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, Legends of Learning, Eureka Math books,and Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


4th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, Legends of Learning,Eureka Math books, and Academic computer lab facilitator will provide remediation to economically disadvantaged students before


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and after school.

5th Class Size Reduction (5th Grade Only), extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, Legends of Learning,Eureka Math books, and Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


Hispanic

3rd Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and Legends of Learning, Eureka Math books,Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


4th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and Legends of Learning, Eureka Math books,Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


5th Class Size Reduction (5th Grade Only), Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall,Legends of Learning, Eureka Math books,and Ed Galaxy).Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


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American Indian/Alaskan

3rd Not Applicable-too few students

4th

5th

Asian/Pacific Islander


4th

5th

Multi-Racial

3rd Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and Legends of Learning, Eureka Math books,Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


4th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and Legends of Learning, Eureka Math books,Eureka Math books,Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


5th Class Size Reduction (5th Grade Only), Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Legends of Learning, Eureka Math books, and Ed Galaxy).Academic computer lab facilitator will provide remediation to economically disadvantaged students before and after school.


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English Learners

3rd or 6th Not Applicable-too few students

4th or 7th

5th or 8th

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ELA





3rd Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and MyOn, Academic computer lab facilitator will provide remediation to economically disadvantaged and black students before and after school.


4th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and MyOn, Academic computer lab facilitator will provide remediation to economically disadvantaged and black students before and after school.




White



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Black







17

Hispanic







18



4th

5th



4th

5th

Multi-Racial





5th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include:


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(Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and MyOn, Academic computer lab facilitator will provide remediation to economically disadvantaged and black students before and after school.

English Learners


4th

5th

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Science





5th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Legends of Learning, and Ed Galaxy).


White



Black



Hispanic




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5th Not Applicable-Too few students



Multi-Racial



English Learners


22

Social Studies






5th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall,and Ed Galaxy).


White

5th Extended Day tutoring, tutoring during the day provided by title paid paraprofessional, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, and Ed Galaxy).


Black



Hispanic





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Multi-Racial



English Learners

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C. Address the needs of all children in the school, but particularly the needs of those at

risk of not meeting the challenging State academic standards, through activities which

may include—

1. Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;

Our counseling program consists of direct services to students which provides developmental

curriculum content. The counseling program also assist students in developing educational,

career, and personal plans. Our school counselor also provides responsive services to

address immediate concerns of students. Additionally, all students in grades 3-5 are provided

support services through the districts advisement program, lead by our staff. The advisement

program offers monthly courses for students ranging from post graduation opportunities,

bullying, cyber security, and peer relationships.

2. Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

Students in 1st through 5th

grade level will participate in a CAREER CLUSTER DAY. On

this day, all classes within the grade level will rotate through a series of Career Cluster

stations. These will include an overview of the particular clusters specified for each grade

level, followed by a hands-on center activity for each of the clusters. (Each center will be set

up in one of the grade-level classrooms and supervised by the grade-level teacher.)

Re-delivery to students who are absent during their grade’s CAREER CLUSTER DAY will

be done by the counselor before the end of the school year.

Note: 5th

Grade students are also required to complete a career assessment profile through

the Georgia Department of Education. This will be completed in collaboration with the

classroom teachers, the counselor, and technology lab teacher as outlined below.

A school-wide Career Day will be held in April of each year. Presenters from a variety of

careers will be invited to Ithica to teach students (Pre-K through 5th

) about their careers.

Fifth graders will also present their portfolio projects to fellow-students during this day.

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3. Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);

The MTSS (multi-tiered system of supports or RTI), is implemented at IES. Student

participate in in universal screeners 3 times a year and this data is used to place students in

4 tiers of support. If a student is in Tier 2 interventions they are given one on one

interventions from teachers 2 days a week for a minimum of 10 minutes and are progress

monitored every other week to track for intervention effectiveness. If a student is in Tier 3,

they are given one on one interventions from teachers 3 days a week for a minimum of 15

minutes and are progress monitored every week to track effectiveness. If a student is not

responding to the interventions in place, the school has developed a MTSS team that

reviews the students data and recommends a new intervention, changes in Tiers, or

potentially testing for a disability. The schools Early Intervention Program (EIP) works

alongside the MTSS process and provides a more intense 45 minutes intervention for tier 3

at risk students in reading every day in K-2. In 3-5 students receive a 90 minute block of

intensive reading intervention for at risk students daily.

Additionally, Common assessments, formative assessments, progress monitoring, and

summative assessments will help determine if needs have been met. Monthly collaborative

meetings where teachers and administration review data from unit assessments, universal

screeners, subgroup performance, formative assessments, and state mandated tests.

Attention will be given to the performance of targeted populations. Data will help form

flexible groups and indicate who needs additional support/extended day tutoring. Data from

assessments will be used to analyze student performance and develop instructional

interventions.

4. Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects;

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. To support and assist all staff members, professional learning at IES is job

embedded and sustainable. The results of an annual professional development survey,

coupled with the results of the analysis of student performance data, are used to determine

the type and intensity of professional development activities to be offered. District-wide

initiatives also determine professional development activities. Staff development is

provided by the school, school district, and outside agencies. All professional learning is

linked to our school improvement plan. Staff Development opportunities provided and/or

attended this year include:

· Teacher Keys Effectiveness System Orientation

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· Eureka Math Training

· Best Practice in Writing Instruction

· Grade Level Content Collegial Planning

· Co-teaching strategies

· MTSS Training

· Integration of Instructional Technology into the Classroom

· Instructional Best Practice

· Writing Feedback

· Instructional Software Training

· STEM training

. Student Engagement~ELEOT tool.

We have devoted sufficient resources to carry out effectively the professional

development activities that address the root causes of academic problems. Funds for

professional development will come from Title I, Title II, as well as other funding

sources. District instructional coaches and support personnel will also provide

professional learning in specific district initiatives and areas of need. Teachers will

participate in professional learning during the school day and outside school hours.

Professional learning will require the use of substitute teachers. Professional books

may be purchased to support professional learning.

We will provide instruction by highly qualified teachers who meet the standards

established by the state of Georgia. Effective teachers are attracted to Ithica

Elementary School because of our strong commitment to creating a positive school

culture and climate. A Teacher Induction Program (TIP) for teachers new to teaching

and to the district is provided to support new employees. IES also provides a

mentoring program for new teachers. Each new teacher is assigned a mentor and

attends monthly meetings. We have a strong partnership with the University of West

Georgia and their student teaching program.

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5. Strategies for assisting preschool children in the transition from early childhood education (elementary schools only). Middle Schools will indicate an N/A.

Following are our plans for assisting preschool children in the transition from early

childhood programs. The County Office advertises the availability of prekindergarten

placements based on a lottery drawing. Pre-K students who participate in the school-based

program at Ithica visit the next grade to receive an informal orientation. Invitations are

issued and publicized to Sunbrook Academy and other childcare programs, such as Head

Start, to visit the school prior to enrollment. Field trips are arranged for these facilities to

bring their Pre-K students for a tour. Parents may drop-in for visits at anytime to receive a

tour of the facilities, a school newsletter, the Balanced Scorecard, and a school brochure.

Registered students entering Pre-K are invited to attend an orientation day where teachers

provide appropriate information to parents and complete sample grade level activities with

the students.

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SCHOOLWIDE PLAN DEVELOPMENT

III. The Title I Schoolwide Plan Sec. 1114(b)(1-5) is developed during a 1-year period, unless— the school is operating a schoolwide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section;

The schoolwide plan was developed during a one year period. A stakeholder input

meeting was held on April 18, 2019 at 8:30 am and 3:30 pm to gather input from

stakeholders on the development of the plan. This schoolwide plan was updated upon

completion of the 2018-2019 school year for implementation during the 2019-2020

school year.

A. The Title I Schoolwide Plan is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school;

A. We have developed our schoolwide plan with the participation of individuals who

will carry out the comprehensive school improvement program plan. Those persons

involved were Colleen Jones, Cecelia Brown, Corinne Hindman, Nikki Bradley, Alicia

Montgomery, Stephanie Langford, Alison Williamson, Teri Donaldson, Ashley Hinson,

Lura Scruggs, Vicki Parker, Jenny Wilkie, Aleja Turner, CJ Starnes, and Kelley

Bradley. The School Leadership Team (SLT) met during the month of June to develop

Ithica’s school improvement plan. An external consultant was used to facilitate the

development of the 2019-2020 school improvement plan. Team members analyzed

student achievement, perception, and attendance data to create objectives and initiatives

for the 2019-2020 school improvement plan. Throughout the year each member of the

SLT helps analyze data, seeks input from the members they represent, participates in

shared decision making, provides feedback and clarification to their team members, and

holds represented stakeholders accountable for the implementation of the school

improvement plan.

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· School Leadership Team Responsibilities

o Facilitate the development of school improvement plan

o Monitor, assess, and amend school improvement plan

o Communicate school improve plan to team

o Implement and execute school improvement plan

B. The Title I Schoolwide Plan remains in effect for the duration of the school’s participation under this part, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards;

The school wide title one plan is review 9 times throughout the year at the schools monthly

leadership meetings.

School Leadership Meeting Date--for the 2019-2020 year are scheduled as follows: 8/8/19, 9/5/19, 10/3/19, 11/7/19, 12/5/19, 1/9/20, 2/6/20, 3/5/20, 4/2/20, 5/7/20. Other meetings will be on an as need basis

During this time the leadership does a monthly data review to determine if changes to the plan or budget amendments are needed based off of ongoing assessment and student needs.

C. The Title I Schoolwide Plan is available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

The schoolwide plan is available for parents on the school website, at the Carroll County Board

of Education, in the parent resource center, front office, and at every PTSO meeting. At the

current time Ithica does not have a significant percentage of parents whose primary language is a

language other than English. If in the future a significant percentage of parents speak a primary

language that is not English, this schoolwide plan will be translated into that language.

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ESSA REQUIREMENTS TO INCLUDE IN YOUR SCHOOLWIDE PLAN

IV. Define how your interventions are evidence-based; or other effective strategies to improve student achievement. Sec. 1111(d)(B)

Statistically significant effect on improving student outcomes or other relevant outcomes based on:

Check one Resource (Attach)

Evidence-Based Intervention

List Subject: Math, Reading, or Other

Subjects

Strong Evidence

Moderate Evidence

Promising Evidence

Rationale Evidence

Reducing Class Size All Content Areas x What Works Clearinghouse Appendix 5

Tutoring/Extended Learning Time provided by title paid paraprofessional

All Content Areas x What Works Clearinghouse Appendix 6

Renaissance Learning (reading and math)

Reading and Math X Core Progress for Reading Appendix 7 Core Progress for Math Appendix 8

Brainpop All Content Areas X Improving student science and english skills Appendix 9

IXL Reading and Math X Direct Data Study Appendix 10

Flocabulary All Content areas X Word Up project Appendix 11

Starfall Reading x Making a Meaningful Difference Appendix 12

Education Galaxy All Content Areas X Improving Student Achievement with Education Galaxy Appendix 13

Legends of Learning Math and Science X Vanderbilt Study: Games Deliver Engagement and Academic Performance Appendix 14

I pads and Chrome books for student one to one technology and blended learning

All Content Areas X What Works Clearinghouse Appendix 15

MyOn Reading ELA X Double Jeopardy Appendix 16

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Eureka Work Books Math X Ed Reports Appendix 17

A. Describe how the school will use and implement effective parent and family engagement strategies under Section 1116, Sec. 1112(b)(7), and Sec. 1112(e)(3)(C) for parents of English Learners.

Ithica Elementary School will use applicable funds to help hire translators for parent meetings, MTSS meeting, and parent teacher conferences when requested by our English learner families. Additionally, IES will use a translator to have parent engagement opportunities published in both english and spanish.

B. If a middle or high school, describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including, if applicable—

1. Through coordination with institutions of higher education, employers, and other local partners;

Students transitioning to middle school tour Bay Springs Middle School facilities during a designated day prior to the end of their fifth grade school year. Students are given the opportunity to meet teachers, principals, counselors and coaches. They are informed of the academic, athletic, and club options that will be available to them. A Parents’ Night is scheduled at Bay Springs Middle School to formally orient parents and students to middle school expectations and practices. Ithica’s counselor provides guidance lessons to fifth graders pertaining to middle school transitions. The departmentalization approach used in the fourth and fifth grades at Ithica is designed to prepare students for increasing levels of responsibilities leading up to middle school. Organizational and study skills are a major emphasis in these grades.

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2. Through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills. Sec. 1112(b)(10)

At Ithica Elementary School students are offered QUEST courses for acceleration into middle school content areas. Students who qualify for gifted services are provided 6 segments of accelerated courses a week in kindergarten through fifth grade.

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V. Title I Budget Crosswalk with Title I Schoolwide Plan

Title I Budget Crosswalk

List all expenditures included in Title I Budget and specify the page number of where it is located in this

Title I Schoolwide Plan. Note the level of evidence as outlined in your budget and Section IV of this

plan.

Expenditure Page in Title I Schoolwide Plan Level of Evidence

Class Size Reduction—Specify the Intervention the extra teacher provides

8, 10, 11, 12, 13, 30 Moderate

Paraprofessional 8, 10, 11, 12, 13, 15, 16, ,17,18,20,21,22,23,30

Moderate

Academic computer Lab Facilitator—Content Area

8, 10, 11, 12, 13, 15, 16, ,17,18,30 Strong

Renaissance Learning—STAR 9, 10, 11, 12, 13, 15, 16, ,17,18,30 Promising

BrianPop 9, 10, 11, 12, 13, 15, 16, ,17,18,20,21,22,23,30

Moderate

IXL 9, 10, 11, 12, 13, 15, 16, ,17,18,30 Moderate

Flocabulary 9, 10, 11, 12, 13, 15, 16, ,17,18,20,21,22,23,30

Moderate

Starfall 9, 10, 15,16, 17, 18, 30 Moderate

Education Galaxy 9, 10, 11, 12, 13, 15, 16, ,17,18,20,21,22,23,30

Promising

My On/Powered Renaissance Learning

9,10,15,16,17,18,30 Promising

Technology 8, 9, 12,13, 14, 18, 20, 21, 22, 23 N/A

Family Engagement Coordinator 9 N/A

Legends of Learning 9,10,11,12,13,20,21,30 Moderate

Eureka Work books 9,10,11,12,13,30 Moderate

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Title I Carryover Budget Crosswalk

(List all expenditures included in Title I Carryover Budget and specify the page number of where it is

located in this Title I Schoolwide Plan. Note the level of evidence as outlined in your budget and

Section IV of this plan). This will be added after you receive carryover funds.

Expenditure Page in Title I Schoolwide Plan Level of Evidence

**You will need to resubmit your Title I Schoolwide Plan if you add additional items in your Carryover Budget

that are not included in the Title I Budget.

□ This plan was reviewed and updated for the current school year. The content of the

plan will be used to budget Title I funds. A review of the plan will be conducted as

student achievement data is reviewed throughout the year.

_____________________________ ______________________________

Principal Date

______________________________ ______________________________

Title I Specialist Date of Approval

______________________________ ______________________________

Director of Federal Programs Date

______________________________ ______________________________

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Superintendent Date

Appendix Appendix 1- Star Reading Scores

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Appendix 2- Star Math Scores

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Appendix 3- Georgia Milestones Assessment Data

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Appendix 4 School Profile Data Sheet

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Appendix 5 (Reduced Class Size Research from What Works Clearinghouse) https://eric.ed.gov/?id=ED398644.

Appendix 6 (Tutoring/Extended day research from What Works Clearinghouse)

https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf

Appendix 7 (Research for effectiveness of Renaissance Reading) http://doc.renlearn.com/KMNet/R0053985FA6D567F.pdf Appendix 8 (Research for effectiveness of Renaissance Math)

https://eric.ed.gov/?id=ED398644

https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf

http://doc.renlearn.com/KMNet/R0053985FA6D567F.pdf

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http://doc.renlearn.com/KMNet/R00552482161352C.pdf Appendix 9(Research for effectiveness of Brainpop) https://ph3kb4dyoeq41h5262h06b6n-wpengine.netdna-ssl.com/wp-content/uploads/2017/12/A-Study-of-the-Effectiveness-of-BrainPOP-2008.pdf Appendix 10(Research for the effectiveness of IXL) https://www.ixl.com/research/Impact-of-IXL-in-Beaverton.pdf Appendix 11 ( Research for effectiveness of Flocabulary) https://flocabulary.s3.amazonaws.com/pdfs/flat/the-word-up-project-research-base.pdf Appendix 12 (Research on effectiveness of Starfall) http://more.starfall.com/downloads/K-StarfallEvaluationReport.php Appendix 13 (Research on the effectiveness of Education Galaxy) http://educationgalaxy.com/wp-content/uploads/2017/10/STAAR-2017-Comparison-Texas.pdf Appendix 14 (Research on the effectiveness of Legends of Learning) file:///C:/Users/ccsuser/Downloads/Vanderbilt%20Study.pdf Appendix 15 (Research on technology based student learning and student achievement) https://ies.ed.gov/ncee/edlabs/regions/midatlantic/app/Docs/Events/171/Blended_learning_in_practice_webinar_transcript.pdf Appendix 16 (Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School

Graduation) https://www.aecf.org/resources/double-jeopardy/

Appendix 17 ( Ed Reports: First Ever Free Consumer Reports-Style Review of Instructional Materials Released) https://edreports.org/resources/article/first-ever-free-consumer-reports-style-review-of-instructional-materials-released

http://doc.renlearn.com/KMNet/R00552482161352C.pdf

https://ph3kb4dyoeq41h5262h06b6n-wpengine.netdna-ssl.com/wp-content/uploads/2017/12/A-Study-of-the-Effectiveness-of-BrainPOP-2008.pdf

https://ph3kb4dyoeq41h5262h06b6n-wpengine.netdna-ssl.com/wp-content/uploads/2017/12/A-Study-of-the-Effectiveness-of-BrainPOP-2008.pdf

https://www.ixl.com/research/Impact-of-IXL-in-Beaverton.pdf

https://flocabulary.s3.amazonaws.com/pdfs/flat/the-word-up-project-research-base.pdf

http://more.starfall.com/downloads/K-StarfallEvaluationReport.php

http://educationgalaxy.com/wp-content/uploads/2017/10/STAAR-2017-Comparison-Texas.pdf

https://drive.google.com/file/d/1MoLJFYla8_3VjwG9rlz8-vvBc-_BJwK7/view?__s=w4cztbnpp9jxxqgxo3gf

https://ies.ed.gov/ncee/edlabs/regions/midatlantic/app/Docs/Events/171/Blended_learning_in_practice_webinar_transcript.pdf

https://ies.ed.gov/ncee/edlabs/regions/midatlantic/app/Docs/Events/171/Blended_learning_in_practice_webinar_transcript.pdf

https://www.aecf.org/resources/double-jeopardy/

https://edreports.org/resources/article/first-ever-free-consumer-reports-style-review-of-instructional-materials-released

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