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Locust Grove Elementary SchoolHenry County Schools

School-wide PlanBeginning 2011-2012 School Year

UPDATED: August 30, 2011

Locust Grove Elementary School95 L G Griffin Rd.

Locust Grove, GA 30258770.957.5416

Planning Committee Members

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Ms. Julie Haynes, Parent, School Council Member

Ms. Miriam Tunstall, Parent, PTO Representative, School Council MemberMs. Gail McNabb, Grandparent, Parent Council MemberMr. Tim Puzder, Parent, School Council MemberMs. Elaine Brittenum, Grandparent, Parent Council MemberMary Joyce Johnson, Grandparent, School Council MemberNick Cooley, Business Rep, School CouncilMs. Beth Floyd, Kindergarten TeacherMs. Amy Nation, First Grade TeacherMs. Laura Davis, Second Grade TeacherMs. Cheryl Kelly, Third Grade TeacherMs. Lee Ann Pope, Fourth Grade TeacherMs. Jennifer Reda, Fourth Grade TeacherMs. Christy Garner, Parent/Fifth Grade TeacherMs. Rachel Barr, SPED TeacherMs. Katie McLendon, SPED TeacherMs. Fawn Crate, ParaprofessionalMs. Mollie Hall, Parent /Math Instructional Lead TeacherMs. Kim Lunn, Parent Involvement ParaprofessionalMs. Leslie Flath, CounselorMr. Walter Shields, Assistant PrincipalMs. Christi L. Peterman, Principal

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Table of Contents

Locust Grove Elementary Mission and Vision Statements........................................4Locust Grove Elementary at a Glance.......................................................................5School Profile.............................................................................................................6Comprehensive Needs Assessment..........................................................................7School wide Reform Strategies...................................................................................Instruction by Highly Qualified Teachers.................................................................11Professional Development.......................................................................................12Parental Involvement...............................................................................................12Plan for Assisting in Transition................................................................................13Include Teachers in Decisions Regarding the Use of Assessments........................13Coordinate and Integrate Federal, State and Local Services and Programs...........14Effective and Timely Assistance..............................................................................15Interpretation of Data ..............................................................................................17Collection and Dissegration of Data........................................................................17Statistically Sound Results......................................................................................18Public Reporting of Data..........................................................................................18Development of School-wide Plan...........................................................................18Involvement of Planning Community.......................................................................18Availability of School-wide Plan...............................................................................18Translation of Plan...................................................................................................19School Improvement Provisions..............................................................................19References..............................................................................................................19Appendices..............................................................................................................20

Appendix A – Technical Assistant Provider Qualifications...................................21Appendix B - 8 Year AYP Report........................................................................22Appendix C - Parent Involvement Survey...........................................................23Appendix D - 5th Grade Writing Scores................................................................25Appendix E – Leadership Team Meeting Agenda................................................26Appendix F – Wildcat Academy Progress Monitoring .........................................28Appendix G – Professional Learning Community Meeting Sheets.......................29Appendix H – Reading Benchmark Progress Monitoring.....................................31Appendix I – Plan on a Page................................................................................32Appendix J – Parental Involvement Policy...........................................................33Appendix K – CRCT Night...................................................................................37Appendix L – Title I Information Night..................................................................38Appendix M – Conference Form..........................................................................40Appendix N – Newsletter......................................................................................41Appendix O –Pre - K Visits and Kindergarten Roundup.......................................43

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Locust Grove Elementary Mission and Vision Statements

Mission

“Every Child, Every Day, No Excuses!”

Vision Giving opportunities to succeed

Respecting self, community, and school

Ownership of learning

Vision-all students graduate from high school and college

Exceeding state standards

Real life learning

Both the mission and vision statements align with Henry County’s mission and vision statements.

Henry County Schools Mission StatementCommitted to Ensuring Success for Each Student

Henry County Schools Vision Statement

from GOOD ...

Ensuring Each Student Meets or Exceeds Grade‐Level Performance Standards

to GREAT ...

Ensuring Each Student Graduates High School Prepared for Further Learning

Our Believes

Henry County Schools is committed to the belief that all students will learn at high levels. We value our stakeholders ‐ students, employees, and parent and community partners ‐ and believe that student success occurs when all stakeholders consistently support high expectations for student, school, and district performance.

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Locust Grove Elementary at a Glance

Locust Grove Elementary, which opened in 1954, serves 434 students in Pre-K (Special

Education), kindergarten through fifth grade regular education, and Emotional Behavior classes.

Locust Grove Elementary is located in the southern part of Henry County.

The school has made AYP for seven consecutive years (Sys 03-09) and has been a Title

1 Distinguished school for five years. While we did not make AYP for the SY 10-11, we did

make AYP for the SY 11-12.

Of the 434 students at LGE, 75 of the students are special education students. There are

26 regular education teachers, two Pre-K teachers, three interrelated special education

teachers, one full time and one half time speech therapist, two EBD teachers, one media center

specialist, one full time PE teacher, and 2 shared position Art and Music teachers on staff. LGE

also has one Math Instructional Lead Teacher, one Literacy Instructional Lead Teacher, and a

Parent Liaison.

Locust Grove Elementary has 4 kindergarten paraprofessionals, one shared position

media center paraprofessional, and six special education paraprofessionals. We have a full time

counselor and a half-time Student Support Specialist. Additionally, the school has both a

principal and an assistant principal.

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School ProfileLocust Grove Elementary School

SY 2011-2012 Updated 8//3011

Number of students in 2011-12: 434Economically Disadvantaged: 64.03%Students with Disabilities: 17.2%English Language Learners: 1.6%Did this school make AYP? YesImprovement Status: Made AYP

Number of students in 2010-11: 445Economically Disadvantaged: 61%Students with Disabilities: 17%English Language Learners: 3%Did this school make AYP? NoImprovement Status: Did Not Make AYP (First year)

Number of students in 2010: 691Economically Disadvantaged: 61%Students with Disabilities: 17%English Language Learners: 3%Did this school make AYP? YesImprovement Status: Distinguished



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1. Conduct a Comprehensive Needs AssessmentWe have developed our school wide plan with the participation of individuals who will carry out the comprehensive school wide program plan. The people who were involved were teachers, parents, administrators, and our Parent Involvement Paraprofessional. They were involved in some of the following ways:

Data Interpretation Dissemination of information at grade level meetings Dissemination of information to parents and community Input gathered from grade levels Planning professional learning for faculty and staff Creation, implementation, and review of Continuous Improvement Plans for School and Grade Levels Meeting with Title 1 parents School Council meeting

We have used the following instruments, procedures, or processes to obtain this information: CRCT Subgroup Scores CRCT AYP data for the past eight years to look for trends (See APPENDIX B - 8 Year AYP Report Fountas and Pinnell Running Records to establish reading levels GKIDS (Georgia Kindergarten Inventory of Developing Skills) Title 1 Parent Survey (to determine what parents need and want) (See APPENDIX C - Parent

Involvement Survey Parent Interview committee (to determine what parents need and want) GRASP (Georgia RESA Assessment of Student Progress) Class Keys Fifth Grade Writing Scores Spring 2011 (to identify areas of strength and weakness in writing) (See

APPENDIX D – 5th Grade Writing Scores) Leadership Team Sessions (to desegregate data and to plan support for struggling groups of students)

(See APPENDIX E – Leadership Team Meeting Agenda) Enrollment information Weekly Math Wildcat Academy CFA’s Quarterly Math Wildcat Academy CSA’s

We have taken into account the needs of migrant children (if we have any to enroll in our school) as follows:

We do not have a migrant population at our school. However, if we did, the counselor, social worker, and the PIP would work closely with the families. They would decide socially, academically, and emotionally how we could best offer support to the student and their family. We know that the families would possibly need support with language. Upon arrival to our school, it would be incumbent upon us to reach out to the family and prepare for the migrant student’s place in our school.

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 and the State Student Academic Achievement Standards including:

All teachers have studied AYP Data and CRCT Data and have identified: Students from major racial and ethnic groups (Black) Students with disabilities (SWD) Economically disadvantaged students (EDS)

(Refer to APPENDIX B - 8 year AYP report)

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We have evaluated current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example:

We have prepared a report which reflects our CRCT results for the AYP subgroups for the past several years. Our team looked for trends in Math and Reading for all groups. While there has been a noticeable gap in achievement between the Black and White subgroups in Math since 2004, this year’s data showed that we are closing that gap! The gap last year was 8.5% and the gap this year is 4.4%. (Black 74.4/White 78.8) Also this year, we noticed that our ED group was only 1.5% lower than All students in Math. There is still a sizable gap between the All students and SWD students in Math. The gap is 24.1% difference. (All 77.9/SWD 53.8) In Reading, we were pleased to see that the gap between All students and ED students was only 2.1%. (All 87.5/ED 85.4)The gap between Black students and White students is only 2.7% (Black 85.3/White 88)

All teachers have been trained on the interpretation and use of data reports to plan for instruction. Not only are they trained on the interpretation and use of data reports , they also look deeper into the CTCT Class Profile reports to find specific areas of strength and weakness. (APPENDIX C - 7 YEAR REPORT)

We also looked at the 2011 FIFTH GRADE STATE WRITING TESTS to determine what problems our fifth graders had so that we can begin to address them at other grade levels for the upcoming school year. Our SWD population is still noticeably behind and this is an area where we need improvement. We continue to need improvement in the area of conventions. (APPENDIX FOR FIFTH GRADE WRITING TEST)

Validity and reliability of assessment data are ensured via a number of procedures:1. State and local assessments are routinely reviewed for psychometric quality – including but not limited to analyses of validity and reliability.2. Assessment and achievement data are collected according to the rules set forth by the Georgia Department of Education, where applicable.3. Assessment and achievement data are disaggregated in a manner consistent with test purposes. That is, guidelines accompany the interpretation and use of test data so that valid and reliable inferences can be made based on the information reported.

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

1. Fifth grade’s percentage of M/E was above 80% in M and above 90% in R and ELA.2. Fourth grade’s percentage of M/E was above 80% in R and ELA.3. Third grade’s percentage of M/E was above 80% in M, and ELA and over 90% in R.4. In 4th grade science, M students’ mean score was only 2 points higher than the F students’ score.5. Also, in 4th grade social studies, there was only 1 point difference between M and F.6. All subgroups improved in math on CRCT.7. All subgroups, with the exception of SWD improved in reading on CRCT.8. 2010 3rd grade CRCT 55% correct, 2011 71% correct in Math Numbers and Operations.9. 2010 4th grade CRCT 57% correct, 2011 64% correct in Math Numbers and Operations.10. 2010 5th grade CRCT 62% correct, 2011 80% correct in Geometry.11. K students scored 92.5% M/E on 2011 GKIDS.12. 1st and 2nd grade levels had 90% of their students on grade level based on pretest/posttest results.13. Fifth grade writing scores for SWD increased from 33% M/E to 44% (goal was 38%).14. Wildcat Academy (Instructional Focus) has definitely made a difference in our scores this year.

The major needs we discovered, which are reflected in our CIP were:1. SWD did not meet the AMO expectation on CRCT Reading/ELA(AMO 80%, SWD 74.4)2. Black students did not meet the AMO expectation on CRCT Math (AMO 75.7%, Black 74.4%)3. SWD did not meet the AMO expectation on CRCT Math (AMO 75.7%, SWD 53.8). However, SWD

was not a subgroup for SY 10-11.4. Our teachers recognized the need for consistency throughout our classroom with a focus on SB

instruction.5. SWD had the highest % of absences in SY 10-11 (15.6%)6. 2011 5th grade CRCT Science mean score for Black students 806, White 8187. 4th grade had only 68% of student M/E in math on 2011 CRCT.8. 2011 4th grade CRCT Reading mean score for Black students 822, White 8359. 2011 3rd grade CRCT Science mean score for Female students 819, Male 834

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10. We need to learn to teach Black students in the way that they learn best.The specific academic needs of those students that will be addressed in the school-wide program plan and are reflected in the CIP will be:

By following the Class Keys Elements, we will address and support the following weak areas in Math: Numbers and Operations Number Sense

By following the Class Keys Elements, we will address and support the following weak areas in Reading and ELA: Comprehension (Inferences, Main Idea, Context Clues)

We will address these specific needs through year long daily “Wildcat Academy ”, Reduced Class Size EIP, SIEP tutoring 3 days per week, conferencing with students, studying student work, Breakfast Club tutoring for SWD, Title 1 tutoring, workshops to show parents how to work with their children.

The root cause/s that we discovered for each of these needs were: Struggling students:

1. learn differently and need more hands on math and more discussion of math concepts and procedures

2. lack of exposure to math and reading “discussions” in the home as well as in real life3. have not been exposed to “rocking chair” reading as infants and toddlers, therefore, they have

missed a great chunk of reading exposure4. lack of attendance to pre schools5. lack emotional support to achieve academically6. Students need to demonstrate personal efficacy and responsibility

Our school is transitioning to standards based instruction and real life performance tasks. Teachers have not been consistent in the use of the Instructional Framework, Higher Order Thinking

Questions, Balanced Assessment, Differentiated Instruction, and Engagement Strategies. Teachers need to conference with students to identify strengths and weaknesses. Teachers felt that having large classes in 09-10 made their work less effective. With EIP reduced class

sizes and smaller 5th grade class sizes for 10-11, teachers felt that students showed significant progress. The measurable goals to address our needs have been written below (These are in our Continuous

Improvement Plan.) and are in keeping with Georgia Department of Education directions that we establish specific, annual, measurable objectives for continuous and substantial progress by each group of students enrolled in the school that will ensure that all groups of students will meet the state’s proficient level of achievement on the state academic assessment no later than 2014. These objectives per group are:

1. 3-5: ED students will increase from 76.4% ME to 78.76% ME on spring 2012 CRCT (used 10% decrease in DNM students)

2. 3-5 ALL students will increase from 77.9% ME to 80.24% ME on spring 2012 CRCT (used 3% increase in ME)

3. 3-5 White students will increase from 78.8% ME to 81.16% (AMO) ME on spring 2012 CRCT(used 3% increase in ME)

4. 3-5 Black student will increase from 74.4% ME to 76.96% ME on spring 2012 CRCT(used 10% decrease in DNM students)

5. K students will increase from 92.4% M/E on GKIDS to 95% M/E on spring 2012 GKIDS6. 1st students will increase from 1.4% ME on August pretest to 78% ME on May posttest7. 2nd students will increase from 2% ME on August pretest to 80%ME on May posttest8. 3-5 SWD will increase from 53.8% ME to 58.42 ME on spring 2012 CRCT (SAFE Harbor) (used 10%

decrease in DNM students)9. 3-5 SWD will increase ME from 74.4% to 76.96% ME on spring 2012 CRCT (SAFE Harbor)(used 10%

decrease in DNM students)10. Fifty percent of teachers will be proficient on SB 1.5 (technology) by May 2012.

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2. Develop School wide Reform StrategiesThe 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:

Providing professional learning based on the Class Keys School-wide Technology Goal, Grade level Goals, and individual goals.

“Wildcat Academy” intense focused instruction each day from 1:30 to 2:20 with formative assessments given weekly to determine grouping for the following week. (See APPENDIX F – Wildcat Academy Progress Monitoring)

Literacy and Math Instructional Lead Teachers provide one-on-one PL with teachers so that teachers can more effectively address the needs of these students.

Give more Formative Assessments throughout each lesson. SIEP tutoring 3 days per week (4 days per week beginning during the 3rd quarter) Reduced Class Sizes of EIP students Breakfast Club Tutoring for SWD Professional Learning Community Meetings (See Appendix G – Professional Learning Community

Planning Meetings) Young Men of Distinction Program and OWLS (Outstanding Women Leading our School) to target

students who need support socially, as well as academically. Super Dads Involvement Programs – To Involve more males in our school culture Cultural Proficiency Team to highlight a different culture each month. Revisiting and monitoring of CIP by grade level and Leadership Team (Refer to APPENDIX E –

Leadership Meeting Agenda) Small group instruction (Strategy Groups) based on ongoing assessment results Co-Teaching for all grade levels to address the needs of SPED students, as well as all students Reading benchmarks given to students Fall, Winter, and Spring (For those below grade level) (See

APPENDIX H – Reading Benchmark Progress Monitoring) GRASP data interpretation and using probes to progress monitor those below grade level.

We will determine the effectiveness of our strategies by conferencing with students, checking running records scores, checking formative assessments to be given weekly for Wildcat Academy, revisiting current data, monitoring of students in RTI, use of rubrics, results of common formative and summative assessment to address needs all students.

Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies:

(Zemelman, Daniels, and Hyde, 2005) More experiential, inductive, hands-on learning More active learning with all of the attendant noise and movement of students doing, talking, and

collaborating More diverse roles for teachers Emphasis on Higher Order Thinking More responsibility transferred to students for their work (goal setting, record keeping, evaluating) Less use of pull out programs for all struggling students More reliance on descriptive evaluations of student growth, including observations/anecdotal records,

conference notes, and performance assessment rubrics Revisiting and monitoring of CIP by BST and Grade Levels(Tatum, 1997) The focus on diversity is supported by a growing body of research demonstrating the educational

benefits of learning in a diverse community.(Sousa, 1995) Students who perform a task retain 75%, and students who either teach others or use the information

immediately retain 95% of what they learned.(Villa, Thousand, and Nevin, 2008) Differentiated instruction can be employed through co-teaching in classrooms with a wide variety of

individual student differences and in multicultural and urban schools.(Blackburn, 2008)

True rigor does more with less, preferring depth over breadth. Rigor is not just for advanced students. Instead it is for every student we teach. That includes special needs students, students at risk of failure, and for students whose native language is not English.

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We will increase the amount and quality of learning time by: Block scheduling (amount and quality) Collaborative Planning (grade levels) (quality) Wildcat Academy Planning for all grades (quality) Wildcat Academy built into daily schedule (SY 11-12) (amount and quality) Reduced Class Sizes (EIP) (amount and quality) Continuing PL for teachers and students on how to use Document Readers, ActiveSlates, and Flip

Videos for instruction (SY 11-12) (amount and quality) Super Dads Mentoring/Tutoring Program (amount and quality) Small group instruction (Strategy Groups) based on assessment results (amount and quality) Increasing the amount of rigor in our lessons and activities (amount and quality) Young Men of Distinction Clubs and OWLS (Outstanding Women Leading our School) (quality) Breakfast Tutoring Club for SWD (amount and quality) Title I tutoring (new SY 11-12) (amount and quality)

3. Attract and provide instruction by highly qualified teachers Henry County holds job fairs and advertises for openings to attract highly qualified teachers. When our

school has openings, we interview HQ teachers for these positions. The candidates meet with an interview committee to discuss the needs of our students and community. We are very candid about the needs of our community and ask questions of the candidate to help us determine whether or not they will meet the needs of our students and families. Our goal is to provide our school community with highly qualified teachers who are well-rounded and are committed to providing rigorous and relevant instruction.

All teachers and paraprofessionals at LGE are highly qualified. We will provide instruction by highly qualified teachers who meet the standards established by the state

of Georgia. All teachers at LGE are highly qualified teachers. We have included a teacher mentoring program

1. Each year at our school, new teachers and paraprofessionals are assigned a “friend” who is a fellow teacher. This “friend” works with them professionally as well as personally to ensure that they have a good transition to our school.

2. Each year, new teachers to our county are required to attend the Teacher Induction Program where they participate in professional learning about our county and its expectations.

3. Each year at our school, we host a new employee luncheon. During this time, we go over our school handbook and expectations.

4. Everyone at LGE is part of a grade-level goal group designed for professional growth and support.

5. Through professional learning, we ensure that our teachers are constantly learning more about delivering standards based instruction, as well as caring for the many needs of children who are part of a Title 1 school community.

4. Provide high-quality and ongoing professional developmentWe 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.We have aligned professional development with the state’s academic content and student academic achievement standards: For example:

Summer reading: Beyond the Blackboard by Stacey Bess Monthly PL learning by SSS, Literacy and/or Math Instructional Lead Teachers to address standards

based instructional strategies and the RTI process. Learning is job embedded. Implementation of Positive Discipline in our school to increase focus on learning Instruction (PL) in Best Practices based on Class Keys Elements Parent Workshops 6+1 Trait Writing Training Technology Training Lab Visits (as needed) in classroom to observe Best Practices being taught

We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example:

Title SY 11-12 funds Title carry over budget

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Money from Box Tops for Kids, Tanger Outlets, and Ingles Time for parent workshops Time for PL for teachers (1 Wednesday to Plan/Research, 1 Wednesday to Discuss Outcomes) Math Instructional Lead Teacher Literacy Instructional Lead Teacher Parent Involvement Paraprofessional County Office Math and LA Coordinators Presenters for parents, faculty and staff

5. Develop strategies to increase parental involvement

We have provided written notice to parents of each of our enrolled students that we have been identified as being in school improvement, in a format and, to the extent practicable, in a language that the parents can understand. (Not Applicable to our school as we have met AYP for 10-11.)

School Council Title 1 Parent Advisory Group CIP posted on website CIP “Plan on a Page” posted in the building (See APPENDIX I – Plan on a Page) Parent Surveys (Refer to Appendix C – Parent Survey) Parent Committee Interviews

We have developed a parental involvement policy that: (APPENDIX J – Parental Involvement Policy) Includes strategies to increase parental involvement

1. Parent Resource Room2. Parent Involvement Paraprofessional3. CRCT Parent Night (See APPENDIX K – CRCT Night)4. School Volunteer Program5. Parent Workshops6. School Dances7. Math and Reading Nights8. Community Day Open House9. Mentoring Program10. Title I Information Night (See APPENDIX L – Title I Information Night)11. Parent Involvement Paraprofessional Meet and Greet Parents of new students who enroll in our

school.12. Porch Visits for students/families

Describes how the school will provide individual student academic assessment results, including an interpretation of those results:

1. PAWS (Positively Assessing Weaknesses and Strengths) – student led parent conferences twice per year to discuss CRCT and other data (See APPENDIX M – Conference Form)

2. CRCT Parent Night (Refer to APPENDIX K – CRCT Night)3. Community Day to share and explain data4. A letter explaining CRCT results is sent home.

Makes comprehensive school wide program plan available to the LEA, parents, and the public.1. School Website2. SY 11-12 Community Day3. SY 11-12 Open House4. SY 11-12 School Council Meeting

6. SY 11-12 PTO meetings 7. Newsletter (APPENDIX N – Newsletter)

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1. 6. Devise a plan for assisting preschool children in the transition from early childhood programs (such as Head Start, Even Start, Early Reading First, or a preschool program under IDA to the local elementary school program). (Appendix O – Pre-K Visits) Devise a plan for assisting fifth grade students in the transition from elementary to middle school.

Kindergarten Round Up for upcoming Kindergarten students Pre-school Parent “review” in the spring of each year Pre-schools visit our kindergarten classes each year Our Parent Involvement Paraprofessional (PIP) will visit the pre-schools to discuss with teachers,

parents, and students what the expectations of Kindergarten are for the upcoming year. Our Pre-K students regularly visit with and interact with our K classes throughout the day. Middle School Counselors for our “feeder” schools come to speak with our students. Our school counselors go into the classrooms to speak with the fifth graders about middle school. Our fifth graders visit the middle school.

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

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:

The Leadership Team interprets and discusses the data. Then they redeliver to the grade levels in Collaborative planning sessions. School wide, as well as grade level, data is studied. As a whole school, we take this information and make decisions about instruction for the whole school, as well as for individual students. All data that is studied is used to plan for instruction.

We have reviewed CRCT AYP data for the past eight years to look for trends. We look at the AYP history each year.

Teachers are consistently trained in administering and interpreting Running Records to establish reading levels and create strategy groups.

GKIDS (Georgia Kindergarten Inventory of Developing Skills) Teachers use these results to move students into classrooms and strategy groups that meet the needs of the students.

Creating and Implementing Strategies for Standards Based Classrooms (Class Keys) Rubrics for Class Keys (teachers use this to see where their grade levels were with standards) Fifth Grade Writing Scores (to identify areas of strength and weakness in writing) –study and use of

results Better Seeking Team Sessions (to desegregate data and to plan support for struggling groups of

students) SALI Sheets for each student Common Formative Assessment (given weeks 1-8 of quarter) and Common Summative Assessments

(given week 9 of quarter). We are completing “student subgroup sheets” to identify high impact students who belong to multiple

subgroups. Mock writing tests are administered school-wide and the results are examined for school-wide

weaknesses and strengths as well as for individual weaknesses and strengths. Each teacher will establish data posters in the classroom (Refer to APPENDIX H – Reading

Benchmark Progress Monitoring) GRASP TestingDuring Collaborative Grade Level and PL Community meetings, the teachers are trained on: the interpretation and use of CRCT data, GRASP data, Running Records data, pre/post test in

Kindergarten, first, second and third grades, formative and summative data for school-wide and individual student use.

how to conduct student led conferences and have students discuss their personal data (PAWS conferences –Positively Assessing Weaknesses and Strengths) with parents.

School-wide Technology, Grade Level, and Individual Goals for Class Keys The Leadership Team meets once each month to study current data, review/update CIP, and make

recommendations. They redeliver to the grade levels. Collaboratively, teachers discuss school data and individual student data

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8. Coordinate and integrate Federal, State and local services and programs.Coordination and Integration of Federal, State, and Local Services and Programs

In accordance with No Child Left Behind (NCLB – Section 1112(a)(1), Local educational agencies (LEAs) receiving Title I funds are required to coordinate and integrate Title I services with other educational services (Federal, State, local) provided at the school or LEA level in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program. The law further requires all (LEAs) to have an approved plan in place in order to receive aid under Title I. Section 1112(a)(1) requires that the plan for Title I be coordinated with the other programs under the No Child Left Behind (NCLB) Act as well as other federal programs. In addition, Section 1112(b) (1) (E) requires the plan to describe how Title I services will be integrated and coordinated with programs for preschool children and programs for other special populations in order to enhance resources and increase student academic achievement. The law also contains specific requirements for coordination between Title I and Head Start or other programs for early childhood to increase program effectiveness.

a. Henry County Schools has employed a federal programs coordinator whose role is to make a concerted effort to ensure that coordination takes place with all federal programs, and that the district is in compliance with the law. Coordinated planning is accomplished by ensuring that staff members in the LEA responsible for implementing all these formula programs are involved in planning for how Title I money will be used and how other programs may be used to enhance Title I services. Title I includes requirements regarding qualifications for teachers and paraprofessionals and requires LEAs with staff members who are not highly qualified to set aside at least 5 percent of their annual allocation to ensure all teachers become highly qualified according to the definition in the law (Title IX, section 9101(23). The Human Resources department ensures that all staff working in Title I schools are highly qualified.

On-going support from the Georgia Department of Education and Griffin RESA is useful in support of effectiveness and is enhanced by the collaboration of professional learning, technology, curriculum, media, special education, and ELL, migratory and homeless children under the following programs.1. The Individuals with Disabilities Education Act—(IDEA)-P.L.118-446.2. The Carl D. Perkins Vocational and Technical Education Act of 1998- P.L. 105-3323. The McKinney-Vento Homeless Assistance Act—Title VII B (43 USC 11431)4. The Adult Basic Education/General Education Diploma/High School Equivalency5. Diploma (ABE/GED/HSED) Adult Education programs6. IDEA preschool.7. Title I, Part C—programs for migratory children8. Title I Part D—programs for neglected and delinquent children9. Title II Part D—programs to enhance education through technology10. Title III Part A—language instruction for limited English proficient or immigrantstudents11. Title IV Part A—safe and drug free schools and communities12. Title V Part A—promoting informed parental choice and innovative programs13. Title II Part B—Mathematics and Science Partnerships14. Title II Part A—programs to improve teacher and principal quality and the number of highly qualified teachers in the classrooms, is a major source of collaboration between federal programs. Title I includes requirements regarding qualifications for teachers and paraprofessionals and requires LEAs with staff members who are not highly qualified to set aside at least 5 percent of their annual allocation to ensure all teachers become highly qualified according to the definition in the law (Title IX, section 9101(23). As sanctioned by the law Henry County Schools reserves Title I money to support additional professional development programming, and the schools eligible to receive Title I money use their allocation for that purpose. Title II funds may also be used to provide professional development for teachers, principals, and other staff. The law requires LEAs to describe in their program plans how they will coordinate programs funded with Title I with programs under II A. This coordination requirement can be met by ensuring that staff members responsible for planning and implementing programming under both Title I and Title II A collaborate on the development of the LEA overall ESEA plan. The LEA may also use funds from both Title I and Title II A to support professional development activities. Relevant sections of NCLB are:1. Title I, Part A, Section 1119 (a)(1)—teacher qualifications and measurable objectives— which requires LEAs receiving Title I money to ensure that all teachers hired after the date of enactment of the law and teaching in Title I programs are highly qualified— http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec11192. Title I, Part A, Section 1119 I—new paraprofessionals—which requires LEAsreceiving Title I money to ensure that all paraprofessionals hired after the date ofenactment of the law and working in Title I programs have specified qualifications3. Title II Part A, subpart 2, Section 2123—local use of funds—which describes the many activities that can be

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http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1119

funded with Title II A aid—

b. Resources from Title I are used to provide teachers, math and literacy instructional lead teachers, , parent involvement coordinators, and family resource coordinators for each of the Title I schools. Supplies, materials, and equipment are also used to enhance student readiness and academic achievement. Each Title I school also has a parent resource center.

c. The Title I plan is developed under the auspices of the Consolidated Application. Under this process, all federal, state, and local entities come together to discuss coordination among the programs. Each year, the Consolidated Application is updated. These entities continue to coordinate throughout the school year.

Our county’s Federal Programs’ Director, Dr. Sandra Moore, attends all required state training sessions and works closely with Locust Grove Elementary’s principal, Christi Peterman to provide guidance in all areas of program administration. Dr. Moore meets regularly with the Title 1 principals to discuss budget, allocations, and expenditures for each school. Dr. Moore and Dr. Scott met with all Title principals to go over the development of the School wide plan to be developed in under a year.

9. Provide activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely additional assistance.

We are providing activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely additional assistance. Those activities are:

We will make timely Identification of students new to our school having academic needs in the following ways: For SY 11-12, there will be a team made up of our office clerk and our Parent Involvement Paraprofessional. When a student enrolls, one of them will check records, call the previous school, check CRCT and other available data, and/or complete a running record if needed. They will then let the teacher know that child’s status, including notification to the SPED or SSS Chair.Presently, our office clerk checks records and turns information over to the assigned teacher. Our Better Seeking Team believes that we can be more effective with the plan above for SY 10-11.

We will make timely Identification of students already enrolled in our school who have academic needs in the following ways: The teacher to whom the student is assigned will check records, speak to the previous teacher, check CRCT and other available data, and/or complete a running record if needed. If applicable, SST and/or SPED records will be checked also. Anytime that a student is demonstrating difficulty, the issue is shared during Collaborative planning with other grade level teachers as well as with the appropriate teachers. Interventions will be put into place to support the child in Tier 2. Based upon the results of Tier 1, a child may be referred to SST and continue to the next tiers of SST.

The students above can be served in one or more of the following ways: SIEP Intense Instruction group Reduced Class Size EIP Acceleration Program – Wildcat Academy Breakfast Club for SPED Mentoring Differentiated Instruction in the classroom Referral to SST SPED

Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties is provided in the following ways:

During Collaborative meetings and/or monthly PL meetings the following trainings take place periodically throughout the year: Teachers use data posters and High-Impact Sheets for identification difficulties in groups and

subgroups. Teachers are trained in how to conduct student led conferences and have students discuss their

personal data (PAWS conferences –Positively Assessing Weaknesses and Strengths) with parents. Mock writing tests are administered school-wide and the results are examined for school-wide

weaknesses and strengths as well as for individual weaknesses and strengths. Our Literacy Instructional Lead Teacher supports teachers in seeking ways to assist struggling students.

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Teachers are consistently trained in administering and interpreting Running Records to establish reading levels and create strategy groups. Our Literacy Instructional Lead Teacher supports teachers in seeking ways to assist struggling students.

GKIDS (Georgia Kindergarten Inventory of Developing Skills) Teachers use these results to move students into classrooms and strategy groups that meet the needs of the students.

GRASP – Georgia RESA Assessment for Student Progress Rubrics for Class Keys (teachers use this to see where their grade levels were with standards based

instruction and how this affects individual studentsThe Leadership Team meets once each month to study current data, review/update CIP, and make recommendations. They redeliver to the grade levels. Collaboratively, teachers discuss school data and individual student data.

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 in the community are conducted in the following ways: PAWS (Positively Assessing Weaknesses and Strengths) – student led parent conferences twice per

year to discuss CRCT and other data (Refer to APPENDIX M – Conference Form). During these conferences, the student’s parents and teacher(s) go over the current data and the child’s strengths and weaknesses.

CRCT Parent Night Title I Information Night to share and explain data Community Day SST Meetings

Parents, teachers, and students examine test data, classroom work, formative and summative results, as well as anecdotal records. In areas where students are exceeding, parents are offered suggestions on how to accelerate the student’s learning. In the areas where a child is not meeting, parents are offered suggestions on how they can support the child. They are also informed about the extra support through the school and community some of which are:

SIEPIntense Instruction group during Wildcat AcademyTitle 1 TutoringReduced Class Size EIPAcceleration Program during Wildcat AcademyBreakfast Club for SWDMentoringDifferentiated Instruction in the classroomPossible Referral to SSTLocal library staff presents summer reading program opportunities

10. Description of how individual student assessment results and interpretation will be provided to parents. PAWS (Positively Assessing Weaknesses and Strengths) – student led parent conferences twice per

year to discuss CRCT and other data (Refer to APPENDIX M – Conference Form). During these conferences, the student’s parents and teacher(s) go over the current data and the child’s strengths and weaknesses. These conferences can be arranged from 3:00 PM to 7:00 PM.

SST Meetings are held throughout the year to which parents are invited. All of the student’s teachers are included in these meetings. Strengths and weaknesses are discussed and appropriate plans are designed to ensure progress.

Regular parent conferences throughout the year. Emails, phone calls, and agenda notes will be used to share student assessment results. CRCT letters go home with results. We provide our school number and email for questions..

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11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students shall be provided in the following way: The Leadership Team interprets and discusses the data. Then they redeliver to the grade levels in

Collaborative planning sessions. School wide, as well as grade level, data is studied. As a whole school, we take this information and make decisions about instruction for the whole school, as well as for individual students.

All data that is studied is used to plan for instruction. We consistently review CRCT AYP historical data to look for trends. We look at the AYP history each

year. Teachers are consistently trained in administering and interpreting Running Records to establish reading

levels and create strategy groups. GRASP data is used to determine students performing below grade level. GKIDS (Georgia Kindergarten Inventory of Developing Skills) Teachers use these results to move

students into classrooms and strategy groups that meet the needs of the students. Class Keys Fifth Grade Writing Scores (to identify areas of strength and weakness in writing) –study and use of

results Leadership Team Sessions (to desegregate data and to plan support for struggling groups of students) Mock writing tests are administered school-wide and the results are examined for school-wide

weaknesses and strengths as well as for individual weaknesses and strengths.12. Provisions for seeking statistically sound results for each category for which assessment results are desegregated: The Leadership Team initially reviews the school wide and grade level data from assessments such as CRCT, GRASP, and the 5th grade writing test. They examine the data and come to a mutual agreement of the interpretation of the data. After this is done, the Leadership Team meets with grade levels in collaborative planning. The grade level interprets their data. The initial interpretation of the Leadership is compared with the grade level interpretation.The administration (administrators, Literacy Instructional Lead Teacher, or Math Instructional Lead Teacher) is represented at the collaborative planning meetings when the grade levels interpret the data.

13. Provisions for public reporting of disaggregated data shall be made in the following ways: CRCT Parent Night Title 1 Information Night to share and explain data (See Appendix L – Title 1 Information Night) Community Day School Council AYP status is posted on school website at the beginning of each school year. Data shall be posted in the Parent Involvement Resource Room, the office, and in the lobby of the

school. Data is shared at the first PTO meeting. Data shall be shared at any Title 1 parent meetings that the Parent Involvement Paraprofessional hosts.

14. The school-wide plan is 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 school-wide program. Our county’s Federal Programs’ Director, Dr. Sandra Moore, attends all required state training sessions and works closely with Locust Grove Elementary’s principal, Christi Peterman to provide guidance in all areas of program administration. Dr. Moore meets regularly with the Title 1 principals to discuss budget, allocations, and expenditures for each school. Dr. Moore and Dr. Scott met with all Title principals to go over the development of the School wide plan to be developed in under a year. The Henry County BOE supported the plan to fast track the application.

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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).In 2010, the planning committee met to discuss the plan to go school-wide. Everyone was in agreement with this choice. We have had difficulty all year with trying to balance serving Title and non Title families. It is hard to accommodate the needs of all families when we are limited to serving only a few because we are Title 1 Target Assisted. In our community, we have many families who are in need financially, socially, and academically. Hopefully by going school-wide, we can help address those needs. Dr. Moore led our Title schools in preparing the application for becoming school-wide Title. Henry County has elected to fast-track the school-wide plan. The faculty and the staff began to gather information to complete the plan. Several Title parents, the school council, the Leadership Team, and several teachers met over the course of two weeks to work on various aspects of the plan. Most of the information used in the plan is already in place. The committee members had the task of helping in the selection of what was to be included in the plan.

16. School-wide plan is made available to the LEA, parents, and the public.Dr. Sandra Moore shall present the plan to the LEA for approval. The plan shall be presented to the faculty and staff in June of SY 09-10 during a faculty meeting. Parents and the public will be notified in the following ways:

Highlights of Plan will be posted on school website 11-12 Highlights of Plan will be part of Quarterly newsletter # 1 SY 11-12 (Refer to APPENDIX N –

Newsletter) Highlights of Plan will be shared at the Title I Night August SY 11-12 (Refer to APPENDIX L –

Title I Information Night ) Community Day September SY 11 Highlights of Plan will be posted in the Parent Involvement Resource Room, as well as in the lobby

of the school Highlights of Plan will be shared at August SY 11-12 School Council Meeting Highlights of Plan will be shared at the a beginning of the SY 11-12 PTO meeting

17. The plan will be 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.We will translate the plan as needed for our population. Our Parent Involvement Paraprofessional will oversee this assignment and will work with the ELL teacher to determine the needs in this area.18. The plan is subject to the school improvement provisions of Section 1116.Locust Grove met AYP for the 2010-2011 school year and is not in school improvement. If Locust Grove Elementary does not meet AYP based on CRCT results for school year 2011-2012, provisions to comply with Title I Section 1116, that are in place by the State of Georgia and Henry County Schools, will be followed.

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References

Blackburn, B. (2008). Rigor is Not a Four Letter Word, Larchmont, NY: Eye on Education.

Fay, J., and Funk, D. (1995).Teaching With Love and Logic: Taking Control of the Classroom., Golden, CO: The Love and Logic Press.

Nevin, A.,Thousand, J., and Villa, R. (2008). A Guide to Co-Teaching: PracticalTips for Facilitating Student Learning. 2nd ed., p.17. Thousand Oaks, CA: Corwin Press.

Payne, R. (1996) A Framework of Understanding Poverty, 4th Edition. Highlands, TX: aha! Process Inc.

Sousa, D. (1995). How The Brain Learns, 31-66., Reston, VA: The National Association of Secondary Principals.

Tatum, B. (1997). Why Are All of the Black Kids Sitting Together in the Cafeteria? .New York, NY: Basic Books.

Zeleman, S., Daniels, H., and Hyde, A. (2005). Best Practices: Today’s Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann.

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APPENDICES

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Appendix A – Technical Assistant Provider Qualifications

Dr. Charles W. Scott

ACADEMIC BACKGROUND:

Dr. Scott earned a B.S in Elem. Educ., a M.Ed. in Guidance and Counseling, an Ed. S. in School Administration, and a Doctorate in Supervision and Administration.

WORK EXPERIENCE:

Dr. Scott taught at both the elementary and middle school level, and was a Guidance Counselor at a large urban High School.

He served as an Assistant Principal at a combination Middle/High School with an enrollment of 2,700 students and served as Principal at four different elementary schools.

Dr. Scott was the Title I Director for the Cobb County School District, a large urban school district in Marietta, Georgia, for 16 years. He semi-retired following 30 years of service with the Cobb County School System.

He worked for nine years as a Program Associate with the Southwest Regional Laboratory, funded by the U. S. Department of Education, and provided services primarily to Alabama, Arkansas, Georgia, Louisiana and Mississippi. However, his keynote addresses included conferences throughout the United States. He was employed for three years as a Title I Program Specialist for the Georgia Department of Education and provided technical assistance and monitoring, related to Title I, for the 25 school systems in Northwest Georgia. Part of his responsibilities entailed planning and reviewing school-wide plans.

Dr. Scott is now retired but provides assistance to a limited number of school systems in planning their school-wide programs.

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Appendix B – 8 Year AYP Report(Groups with less than 10 students are not reported.)

CRCT MATH All Black Hispanic White Multi SWD EconomicallyDisadvantaged

Meets/Exceeds- 2011 77.9% 74.4% 93.3% 78.8% (Not reported) 53.8% 76.4%Meets/Exceeds- 2010 70.5% 64.9% 76.2% 73.4% 70.0% 46.9% 67.3%

Meets/Exceeds- 09 71.2% 66.3% 70.0% 73.8% 69.6% 55.0% 66.4%

Meets/Exceeds- 08 74.2% 65.3% 70.0% 78.9% 73.7% 64.3% 68.1%

Meets/Exceeds- 07 88.6% 87.1% 92.9% 89.5% 93.8% 63.6% 85.6%

Meets/Exceeds- 06 84.9% 77.3% 76.9% 89.8% 81.8% 56.1% 79.6%Meets/Exceeds- 05 78.1% 63.5% 86.7% 83.7% (Not reported) 48.9% 67.7%Meets/Exceeds- 04 84.8% 79.7% (Not

reported)86.6% (Not reported) 69.2% 82.4%

CRCT LA/READ All Black Hispanic White Multi SWD Econ.Dis.

Meets/Exceeds - 2011 87.5% 85.3% 93.3% 88.0% (Not reported) 74.4% 85.4%Meets/Exceeds-2010 85.1% 80.4% 78.6% 87.3% 97.5% 73.5% 80.6% Meets/Exceeds- 09 88.4% 87.4% 75.05% 90.8% 78.3% 75% 82.9%Meets/Exceeds- 08 88.6% 84.7% 85.0% 90.4% 97.4% 72.6% 85.0%Meets/Exceeds- 07 86.0% 83.5% 78.6% 87.8% 93.8% 62.5% 81.9%Meets/Exceeds- 06 76.7% 63.9% 69.2% 83.5% 86.4% 52.6% 70.1%Meets/Exceeds- 05 83.8% 74.3% 93.3% 87.3% (Not reported) 62.2% 76.8%

Meets/Exceeds- 04 81.3% 75.0% (Not reported)

83.5% (Not reported) 59.0% 77.7%

ATTENDANCE All Black Hispanic White Multi SWD Econ.Dis.

Absent on 15 days - 11

8.2% 3.1% 5.9% 12.8% (Not reported) 15.6% 10.3%

Absent over 15 days-10

8.3% .8% 12% 12.6% 12% 9.5% 8.3%

Absent over 15 days-09

6.2% 2.2% 5.3% 9.3% 7.4% 8.2% 8.8%

Absent over 15 days- 08

7.5% 5.6% 6.7% 9.1% 4.5% 15.7% 9.3%


6.3% 4.3% 0% 7.9% 5.6% 12.7% 7.8%


6.9% 2.9% 15.4% 8.6% 5.9% 17.7% 8.1%


7.7% 3.2% 0% 10.9% (Not reported) 15.7% 7.8%


12.1% 6.8% 9.1% 14.2% (Not reported) 17.8% 14.9%


9.6% 6.25 (Not reported)

11% (Not Reported) 12.8% 14.6%

CRCT MATH Exceeds All Black Hispanic White Multi SWD EconomicallyDisadvantaged

Exceeds - 11 29.3% 26.9% 40.0% 28.8% (Not reported) 12.8% 20.5%Exceeds - 10 17.2% 10.3% 9.5% 20.3% 25.0% 8.2% 10.7%Exceeds- 09 16.2% 10.5% 10.0% 19.6% 21.7% 7.5% 15.4%Exceeds- 08 15.1% 8.4% 10.0% 18.7% 10.5% 16.7% 12.5%

Exceeds- 07 16.1% 9.4% 14.3% 21.0% 0.0 6.8% 10.6%

CRCT LA/READ Exceeds

All Black Hispanic White Multi SWD Econ.Dis.

Exceeds - 11 23.8% 20.5% 16.7% 27.4% 7.7% 16.9% Exceeds – 10 17.6% 11.3% 14.3% 22.5% 17.5% 8.2% 11.7%Exceeds- 09 18.7% 14.2% 10.0% 21.7% 21.7% 2.5% 14.7%Exceeds- 08 19.6% 16.8% 0.0 21.1% 26.3% 9.5% 14.7%Exceeds- 07 17.4% 14.7% 0.0 19.6% 21.9% 2.3% 10.9%

5th Grade Writing-Meets and Exceeds2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2011

8 Exceed!49.6% 36.2% 54.2% 41.8% 44.2% 39.6% 80.0% 81.3% 77% 75% 76%Appendix C – Parent Involvement Survey

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Appendix D - 5th Grade Writing Scores

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Appendix E – Leadership Meeting AgendaLeadership Team Agenda for June 29, 2011

9:00 – 4:00(We will possibly get all of our work done on Wednesday, but if not, we will have to

meet on Thursday to finish our work. I look forward to everyone’s breakfast “contributions” for Wednesday

morning! LGE will provide OJ and coffee. The school will buy lunch.

Listed below are the items that we need to address. They are in the form of questions. Please “ponder” these and come prepared to give your ideas.

Hopefully everyone has either read Beyond the Blackboard or seen the movie.

1. How can we ensure that Wildcat Academy is as effective as it can possibly be for SY 11-12?

2. What is the best way to cover lunch duty as well as other duties?3. What might be the advantage/disadvantage to having all employees start

their work day at 7:15?4. What should the expectations be for including technology in instruction for

ALL teachers?5. How can we best use the data that we have after examining it? (Please bring

grade level EOY data with you.)6. What might be the best way to ensure that Sunshine, Awards, etc....are

addressed according to LGE expectations? What about assigning a “cabinet member” from Leadership to be the “go to” person for these areas?

7. How can we make sure that all F and S members are following school-wide expectations at all times? (For example; all children are Wildcat Ready in the hall, students who want to use the phone must have a pass etc...)

8. What would be the process for making sure that each teacher goes through each child’s permanent folder BEFORE SCHOOL STARTS or as soon as a folder from a new student arrives? What is the possible outcome of NOT doing this?

9. How can we guarantee that every child in our school is provided with a quality academic, social, and emotional experience each day by the educators in this building?

10. Would you prefer that the pre-planning sessions be held all on one day? (Monday, July 25) Or do you think it would be more effective to spread them out (1 per day) over M, W, Th, F?Beyond the Blackboard sessions will be: (loosely named)CHALK TALK Data Review (Shields)CLASS KEYS (School, Grade Level, Personal Goals, PL) (Peterman)COLLABORATION (Norms, what it does and does not look like etc..) (Hall)QUALITY ASSURANCE (I need a volunteer(s). I will provide information for you to share.)

11. What ideas or concepts should be included in a meeting for classified folks? Kim, Jessica, Fawn will lead this meeting?

12. What is your professional opinion on using or not using CAFÉ boards?

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(Just thoughtful, insightful questions for discussion)13. What do you want students and parents to say about our teachers

and school?14. What would students and parents say about our teachers and school?15. What specific value do you add to your school and student success?16. If visitors walked into your school today for the first time, would they

say it exudes a positive culture one that conveys high expectations for learning and behavior, where adults believe they can make a difference for students?

17. What would our school look like if we treated student failure with the same gravity as high-reliability organizations treat an airplane that’s off course or a warning light going off in a nuclear power plant? We will look at AYP data to see what groups of students and what individual students are “off course and headed for disaster” unless we change the course and take steps to stop the “crash.”

18. What’s one small change we can make now to move our school even closer to becoming a high performance school culture?

Other Items that don’t require questions:1. Look at schedule (This has been done, so we don’t have to spend time on this!

)2. Look at calendar for the year3. Textbook inventory (This was to be done in May, but no one sent us the

information. Rindy could not enter information with what she got from grade chairs, but that is not anyone’s fault!)

4. We will look at CIP process5. Common Core update(added to agenda)6. IKAN/GLOSS7. ABC LGE8. Collaboration Norms

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Appendix F – Wildcat Academy Progress Monitoring

Wildcat AcademyStudent Progress Monitoring

Name Grade ______ nine weeksMy goal is

Num

ber o

f Que

stio

ns

Mis

sed

3 - 5 Red

2 Yellow

0 -1 Green

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8GPS

Week 9

Strengths: Weaknesses: Student Input:

Notes:

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Appendix G – Professional Learning Community Meeting Sheets

Professional Learning Community Meeting (Planning) 2011-12

Date (circle one) 8/24 10/19 1/18 3/21 GREEEN PAPER 8/23/11Group/Grade Level K 1/Art 2 3 4/IC 5

School Wide PGP Technology Element Number SBI 1.5What is the focus of our meeting today? What will we be discussing or planning? Did we discuss student work today?

What was the outcome of our meeting today? How have we planned for classroom instruction?

Group/Grade Level PGPWhat is the focus of our meeting today? What will we be discussing or planning? Did we discuss student work today?

What was the outcome of our meeting today? How have we planned for classroom instruction?

Signatures of all members present:

My signature below verifies that all of the members who signed their names were present and did participate in this discussion. Signature of “Goalkeeper”

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Professional Learning Community Checkpoint and Results Meetings SY 11-12

Date (Circle one) 9/22 11/16 2/15 5/2 YELLOW PAPER 8/24/11Group/Grade Level (Circle one) K 1/Art 2 3 4/Hall 5 SWD

What do my students need to know and be able to do? How will I know when they haven’t learned it? What will I do when they haven’t learned it? What will I do when they already know it?

Discussion of School Wide PGP (Technology) Element SBI 1.5What is our end of year goal? Did we discuss Student Work?

What evidence can we provide that we are progressing towards proficient on this element? (please attach)

Discussion of GL/Group PGP Element Number ______What is our end of year goal? Did we discuss Student Work?


Discussion of GL/Group/Art, PE Class Keys Student Achievement PlanWhat is our end of year goal? Did we discuss Student Work?


Signatures of all members present:

My signature below verifies that all of the members who signed their names were present and did participate in this discussion. Signature of “Goalkeeper” - _____________________________________________________

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Appendix H – Reading Benchmark Progress Monitoring

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Appendix I – Plan on a Page

Locust Grove Elementary, Home of the Wildcats!Our “Plan on a Page”

LGE MISSION 2011-2012“Every Child, Every Day, No Excuses!”

LGE VISION 2011-2012Giving opportunities to succeedRespecting self, community and othersOwnership of learningVision- all students graduate from high school and collegeExceeding state standardsReal life learning

LGE GOALS 2011-2012LGE’s goal is to aggressively pursue closing the achievement gap, especially in the area of math for all students an in reading for Students with Disabilities3-5: ED students will increase from 76.4% ME to 78.76% ME on spring 2012 CRCT3-5 ALL students will increase from 77.9% ME to 80.24% ME on spring 2012 CRCT3-5 White students will increase from 78.8% ME to 81.16% ME on spring 2012 CRCT3-5 Black students will increase from 74.4% ME to 76.96% ME on spring 2012 CRCTK students will increase from 92.4% M/E on GKIDS to 95% M/E on spring 2012 GKIDS1 st students will increase from 1.4% ME on August pretest to 78% ME on May posttest2 nd students will increase from 2% ME on August pretes to 80% ME on May prestest3-5 SWD will increase from 53.8% ME to 58.42 ME on spring 2012 CRCT3-5 SWD will increase ME from 74.4% to 76.96% ME on spring 2012 CRCT

LGE GUIDING PHILOSOPHY 2011-2012PLACING OUR STUDENTS ON THE ROAD TO COLLEGE BY

PROVIDING RIGOR, RELEVANCE, AND RELATIONSHIPS AT LGE!Created 8/2011

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Appendix J – Parental Involvement PolicyUpdated August 29, 2011

To ensure success for our school, we understand that we must become partners with our parents and families. It is vital that our parents become an active part of our school and we recognize parents as being not only caretakers, but teachers as well. Their support is critical in our endeavors to achieve success for all students. We are home of the Wildcats and together with parents we will R.O.A.R. into excellence. The following programs are designed to involve Locust Grove parents in our efforts.

At Locust Grove Elementary we begin planning our programs to involve parents, before school begins.

Staff Orientation : (July) The 2010/2011 Parental Involvement plans will be shared with the entire staff to include a brief orientation addressing the importance of parental involvement and strategies on how to communicate effectively and efficiently with our parents in order to strengthen our partnership.

As the school year begins, we continue our efforts to involve parents by providing necessary information to help their child succeed in all areas as stated in our Continuous Improvement Plan.

Title I Orientation: (August) With all staff in attendance, a detailed presentation is made by the Principal and Parent Liaison on Title I funding, parental involvement budget and policy, as well as the parent/school compact. Information will also be provided regarding demographics, school and student data to include assessments and the Elementary and Secondary Education Act. The president of our PTO will be present to introduce officers before a presentation on the importance of parental involvement and information on upcoming events.

Community/Curriculum Day: (September) This is a two hour event that begins with a State of the School Address by Ms. Peterman. From there parents will be invited to the classrooms to meet with teachers within the grade levels who will explain the standards based curriculum, academic assessments used, expectation of students, and importance of parental involvement. This event will also introduce our families to representatives from our community at large including churches, local businesses, city hall and community service personnel.

Continuing our efforts to involve and educate our parents, we will provide opportunities for parents to meet in the evening after work hours, during lunch hours for those who work evenings, and in the community for those with no transportation. With the following, we hope to reach our entire population of hard working parents.

“Wildcat Star Student of the Month / Parent Mini-Workshops” (Sept-April): Students who best represent the monthly character trait will be selected by the teacher. Parents are invited to enjoy the awards celebration with their child as well as a mini-workshop on

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“Parent Lunch and Learn : (September-May) Throughout the year parents will get the opportunity to receive information and learn strategies on how to help their child succeed in a variety of areas. Parents will also have opportunities to take part in Adult Learner workshops on such topics as Finances, Love & Logic and Bullying.

Wildcat Workshop – Special Education Workshop – (September/October) Michelle Law, Henry County Schools Parent Mentor will present a workshop for our Special Education population.

Wildcat Workshop – Homework HELP And More! (October): This night will be facilitated by our Counselor and Parent Liaison. Parents will receive information and learn helpful tips on how to make homework less stressful as well as how to get the most out of PAWS parents/teacher conferences. Parent surveys are given as a measure to gain insight on how helpful the information was.

“BOO”tiful Writing Showcase (October): During the Month of October, examples of student work will be showcase around the school. Parents are invited to visit and see their children’s works.

Fall Festival: (October) An opportunity for parents, students, staff and the community to commune in an informal environment. Activities and food are provided for everyone for a small fee. This is a PTO Fundraiser.

Olweus / Internet Safety Night (November): This night will provide parents will information on our Olweus Anti-Bully program as well as how to keep their children safe while surfing the net. Parent surveys are then given as a measure to gain insight on how helpful the information was.

Wildcat Family Math Night (January): A fun filled evening of math games on every grade level. Parents and students will get the opportunity to visit classrooms and play games facilitated by teachers, with each other. Information will also be presented by the Lead Instructional Teacher and packets will be given for each family to continue the fun of learning at home.

Wildcat Workshop – Starting the New Year Financially Strong ! (January) LGE Will welcome a special presenter from Atlanta who will discuss ways parents can increase their financial strength and get out of debt!

Widcat Workshop – CRCT - How Families Can Help at Home! (February) This is always a big event. Parents will learn all about the CRCT test, tips on how to help their child at home, testing strategies and more! This workshop is facilitated by the Parent Liaison, Math & Literacy Coaches.

Read Across America Family Night (March ): Celebrate Reading and Dr. Seuss’ birthday. Students will participate in a variety of grade level reading related activities facilitated by Parent Liaison, Teachers and Staff.

In addition to parent nights, there are other programs offered throughout the year to further enhance the partnership between school and parents.

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Men of Locust Grove Da y: (October) All men who play a role in an L.G.E. students life are invited to go into the classroom to observe and assist the teacher in classroom activities. Some men assist with a lesson or work with a small group of students. This serves as the kick-off for our Wildcat SuperDad Program.

Women of Locust Grove Day: (November) All women who play a role in an L.G.E. students life are invited to go into the classroom to observe and assist the teacher in classroom activities. Some women assist with a lesson or work with a small group of students.

Parent Partnership Team/School Council : (August-May) A committee which plans and research ways to improve the parental involvement within the school.

Wildcat Mentors : (August –May) Parents and the community members are paired up with at-risk students to provide one-on-one tutoring and friendship. LGE Counselor heads up this program.

Room Parents : (August –May) Regularly assist in the classroom, maintain communication with other parents regarding needs of the classroom.

Relay Day (October): Parents, Students, and Community show their support for our Relay for Life team and staff members affected by cancer. Everyone joins in for a morning walk around Locust Grove Elementary. All proceeds go to the American Cancer Society.

S.I.E.P .: (February-April) Emphasis is placed in the areas of math and reading for students not making adequate progress during the regular school day.

Saturday School : (March-April) Students are given an opportunity for tutorial on Saturdays. Areas of emphasis are on math and reading also for students not making adequate progress during the regular school day.

Math Skills Day : (Sept.-May) School-wide day of learning for math. Teachers will rotate from class to class on their grade level and teach, thematic hands on lessons to students.

Annual Hands on Henry -(April) Parents and students volunteer to complete special projects at the school, including beautification.

Taste of Locust Grove : (April) An opportunity for parents, students, staff and the community to interact in an informal environment. This event highlights the many diverse cultures at our school. Activities and food are provided for everyone.

Kindergarten Information Night (April) Upcoming Kindergarten parents and students are invited to our school to learn about the expectations and requirements for Kindergarten. Kindergarten teachers are on hand to provide entrance testing as well as answer questions. A tour of the school concludes this event.

Kindergarten Preview Days: (May) Local daycares and parents are given the opportunity to enter the school. Upon exiting, parents and students will know what to expect when they arrive for the first day of Kindergarten.

Locust Grove understands that despite hosting informational sessions and workshops during lunch, in the evenings, and in the community there are still some parents who want to offer support but

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cannot make it to these scheduled meetings. As an effort to reach all parents we send correspondence with important information regarding our programs.

Website : There is a link on our website for our parents to utilize, that will help them with math. They will be able to see examples on math concepts as well as information on what their child is currently learning and will be learning on their grade level.

School Wide Newsletter : A newsletter is sent home monthly with vital information regarding upcoming events.

Helping Children Learn Newsletter : Monthly newsletter that provides parents with strategies, tips and ideas to help their child at home. Along with this is a monthly Family Engagement calendar that lists daily activities families can do at home to increase involvement in their child’s education.

Campus Messenger and Parent E-mail Distribution List: Workshops and volunteering opportunities will be sent to all parents to remain in constant communication with the school.

Committee Members:

Christi Peterman – Principal Walter Shields – Asst. PrincipalLeslie Flath – Counselor Kimberly Lunn – Parent LiaisonTim Puzder – Parent / Parent Council Gail McNabb – Grandparent/Parent CouncilMary Joyce Johnson – Grandparent / Parent Council Miriam Tunstall – Parent / Parent CouncilCheryl Kelly – 3rd Grade Teacher Elaine Brittenum – Parent CouncilFawn Crate – Special Needs Pre-K Paraprofessional Mollie Hall – Lead Instructional Teacher

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APPENDIX K - CRCT Night

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Appendix L – Title I Information Night

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Appendix M – Conference Forms

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(PAWS Letter for 4th)Dear Parent/Guardian of ,

We want you to know exactly how your child is doing in school. On Tuesday, October 13 I am scheduling Parent/Guardian/Student conferences with each student’s family. These conferences are called PAWS (Positively Assessing Weaknesses and Strengths).

In this brief conference, your child and I will discuss with you EXACTLY what your child excels in and EXACTLY what he or she needs to improve in. We will look at the Spring CRCT and MAP test results as well as some assessments that we recently completed. This will be a very informative meeting and I am looking forward to it! My goal is to get 100% of my families in on this day! Please note that these conferences will be LED by the STUDENT!

Listed below are the times that we will be holding conferences. Please select 2 times that will work for you and return this to me. I will send you a confirmation with the time of your conference. If I do not hear from you within 2 days of this letter, I will call to follow up.

Circle the TWO that you would like to choose from:7:30-7:50 11:30-11:50 3:30-3:507:50-8:10 11:50-12:10 3:50-4:108:10-8:30 12:10-12:30 4:10-4:308:30-8:50 12:30-12:50 4:30-4:508:50-9:10 12:50-1:10 4:50-5:109:10-9:30 1:10-1:30 5:10-5:309:30-9:50 1:30-1:50 5:30-5:509:50-10:10 1:50-2:10 5:50-6:1010:10-10:30 2:10-2:30 6:10-6:3010:30-10:50 2:30-2:50 6:30-6:5010:50-11:10 2:50-3:10 6:50-7:1011:10-11:30 3:10-3:30Listed below is the location of my meetings. They will be held in this location from 7:00 AM until 2:30. Beginning at 2:30, we will meet in my room.Meeting location______________________

With Warmest Regards,

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Appendix N – Newsletter

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Appendix O – Pre-K Visits and Kindergarten Round-Up

Pre-K VisitsAugust/September

Meet with Pre-K teachers in local area and discuss what Kindergarteners at Locust Grove Elementary should know when they come to class.o Kindergarten Teachers will provide detailed

information regarding Testing Areas, Skills, Behavior etc.

Discuss ways that we can partner with the Pre-school Staff and Families to help our rising Kindergarten students be even more prepared for Kindergarten and set them on a path for success.o Together we will work up an overview of

Kindergarten skills for the Pre-k Parents, as well as suggestions of fun games to play at home which add to development.

April/May Henry County Schools Kindergarten Round-up is

usually the first week of May. Pre-schools are invited to come to LGE and tour our

school and visit our Kindergarten classrooms. Pre-k students are welcome to stay and eat lunch the in the cafeteria.

Parent Liaison will be available to take registering parents/students around school and answer questions/concerns.

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