web viewiowa test of basic skills- provides ... math school wide quarter 1 ... dra/running records...

Title I Schoolwide Plan for

Clarkdale Elementary School

Written/Revised during theSchool Year: 2014- 2015 for the 2015-2016 School Year

Plan Submitted:June 30, 2015

Revised:September 1, 2015September 15, 2015September 30, 2015

October 5, 2015

Principal’s Signature

1 | P a g eClarkdale Elementary School Revised 9/1/15, 09/15/15, 09/30/15, 10/5/15

Title I Schoolwide Plan

Planning Committee Members for Schoolwide Plans ReviewDate of Meeting:


Table of Contents Page1. Comprehensive Needs Assessment

A. Participation of Individuals…………………………………………5 B. Instruments, Procedures, or Processes………………………………5C. The Needs of Homeless, Neglected, and Migrant Children…………6D. Current Achievement Data…………………………………….…6-16E. Information about All Students……………………………………...16F. Data, Conclusions (Summary of Needs)……………………….17-18G. Measurable Goals/Benchmarks………………………………....19-20H. H.2. School-wide Reform Strategies That Are Scientifically ResearchedA. School-wide Reform Strategies That Provide Opportunities For All

Children…………………………………………………………21-24B. Effective Means of Raising Student Achievement……………..24-26C. Effective Instructional Methods That Increase Learning Time…26-27D. Address the Needs of All Children…………………………………28

3. Instruction by Highly Qualified Professional StaffA. Strategies to Attract Highly Qualified Teachers……………………28B. School Status of Highly Qualified Teachers……………………28-29

4. Professional Development For StaffA. Include Teachers, Principals, Paraprofessionals, and Others………..29B. Aligned Professional Development with the State’s Academic

Content………………………………………………………………29C. Professional Development Activities that Address the Root Causes.29D. Include Teachers in Professional Development Activities Regarding

the Use of Academic Assessments…………………………………..30E. Schools Yearly Professional Development Schedule……………30-39

5. Strategies to Increase Parental InvolvementA. Involved Parents in the Planning of the Comprehensive School-wide

Program……………………………………………………….…39-44B. Parent Involvement Policy and Parent Compact…………………44-46

6. Plans for Assisting Preschool Children in the Transition From Early Childhood Programs and/or Students Entering Middle School or High School………………46

7. Measures to Include Teachers in the Decisions Regarding the Use of Assessment…………………………………………………………………47


8. Coordination and Integration of Federal, State, and Local Services and Programs

A. List of State and Local Educational Agency Programs and Other Federal Programs that will be Included……………………………47

B. Description of How Resources from Title I and Other Sources will be Used………………………………………………………………..48

C. Plan Developed in Coordination with Other Programs……………48

9. Activities to Ensure that Students who Experience Difficulty Mastering Standards shall be Provided with Effective , Timely Assistance

A. Measures to Ensure that Students’ Difficulties are Identified on a Timely Basis…………………………………………………………49

B. Periodic Training for Teachers in the Identification of Difficulties…49C. Teacher-Parent Conferences…………………………………………50

10. Description of how Individual Student Assessment Results will be Provided to Parents……………………………………………………………………51

11. Provisions for the Collection and Disaggregation of data…………………51

12. Provisions to Ensure the Disaggregated Assessment Results are Valid and Reliable…………………………………………………………………… 51

13. Provisions for Public Reporting of Disaggregated Data………………… 52

14. Plan Developed During a One-Year Period………………………………52

15. Plan Developed with the Involvement of the Community to be Served….52

16. Plan Available to the LEA, Parents, and the Public………………………52

17. Plan Translated……………………………………………………………53

18. Plan is Subject to the School Improvement Provisions of Section 1116 …53


1. Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

A. We have developed our Title I School-wide Plan and our School Strategic Plan with the

participation of individuals who will assist in the implementation of the plans. These individuals comprise our BLT (Building Leadership Team). A representative from each grade level, specialists, and other support staff were selected by their team to represent them on the BLT. The data analysis for the needs assessment was completed by BLT members and grade level data teams. Feedback on the data analysis was provided by the BLT.

Participants

Dr. Liss Maynard, Principal Kim Jackson, ParentTangela Hendrix, Assistant Principal Ellen Auchenpaugh, Academic Coach

Temika Arnold, Counselor Rhonda Miller, Math LabSandra Moss, Kindergarten Teacher Sheila Lade, First Grade TeacherLisa Whitfield, Second Grade Teacher Marissa Young, Third Grade Teacher

Mary Ann Addison, Fourth Grade Teacher Mechelle Weddington, Fifth Grade TeacherLeanne Chesser, Special Education Teacher Rhonda Dickerson, ESOL TeacherKevin O’Meara, Math Coach

B. We have used the following instruments, procedures, or processes to obtain this information….

Math Common Assessments- assessments developed by classroom teachers that are aligned to math standards. The assessments focus on core skills for each nine weeks. Students may be pre-assessed using a common formative assessment for a specific math skill. After implementing the identified strategies, teachers again assess students with the same common formative assessment. Results are analyzed for areas of strength and weakness.

Developmental Reading Assessment/Running Records- the Developmental Reading Assessment provides teachers with a method for assessing and documenting primary students' development as readers over time. Its purpose is to identify students’ reading level, defined as a text on which students meet specific criteria in terms of accuracy, fluency, and comprehension. Additional purposes include identifying students’ independent reading strengths and weaknesses, planning for instruction, monitoring reading growth, and, for the grades 3-5, preparing students to meet classroom testing expectations and providing information to teachers, schools, and region regarding reading achievement. The assessments are conducted during one-on-one reading conferences as children read specially-selected assessment texts. A set of leveled texts, which increase in difficulty, are used for the assessment. The DRA evaluates the major aspects of reading that are critical to independence as a reader.


Running Records- a written record of reading behavior on any text. The assessment is taken as a child reads orally from any text.

SLO- District-wide Student Learning Objective assessments, used to establish long-term academic SMART goals and to determine student growth. This assessment is used by teachers of non-tested subjects (like CTAE) as well as teachers in grades not taking the state Milestones test. Results are generated for student performance between two points in time (pre-assessment & post-assessment), are aligned to the course’s standards, and are an indicator of the teacher’s impact on student learning.

Criterion Referenced Competency Test - We reviewed CRCT data to determine the gap between student groups, as well as the number of students in the “Meets” and “Exceeds” category for all subject areas. The assessment was replaced by the Georgia Milestones in the spring of 2015.

GKIDS- allows teachers to assess student performance during instruction, record student performance in an online database, and generate reports for instructional planning, progress reports, report cards, RTI, and/or parent conferences. This assessment is used by Kindergarten teachers.

Iowa Test of Basic Skills- Provides educators with diagnostic data that can drive remediation and better preparation for other, often “high stakes” assessments. It highlights the most important information for parents, teachers, and administrators through quick and convenient snapshot reports. The ITBS measures current national comparison of students' achievement vs. that of students nationwide with 2005 Norms.

The BLT reviewed perceptual data to determine how we were informing our stakeholders and meeting their needs. Running Records Data, Attendance, Discipline, Parent Involvement Survey, and Professional Development Surveys were utilized as well.

C. Although we have a small population of homeless and neglected students, our academic coaches, counselors, and front office staff work closely with our social worker to inform parents of services available to them. Resources for families in need are also located in various areas throughout the building and on our school website. All homeless, neglected, and or migrant students will receive services by any program for which they qualify. We have partnered with Due West United Methodist Church to provide backpack blessings to our families in need. Ewing Road Baptist Church also offers free dinner to Clarkdale families on Wednesday evenings.

D. We have reflected on current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. See data tables below:


Proficient Close Far but can get there Needs More Time0

10

20

30

40

50

60

70

80

90

100

4 6

19

69

44

25

15 16

Math School Wide Quarter 1 Assessment

Pre Post

Perc

enta

ge o

f Stu

dent

s


10

20

30

40

50

60

70

80

90

100

3

20 21

5649

24

13 11


Pre Post

Perc

enta

ge o

f Stu

dent

s



10

20

30

40

50

60

70

80

90

100

12 1520

54

44

29

15 12


Pre Post

Perc

enta

ge o

f Stu

dent

s


10

20

30

40

50

60

70

80

90

100

20 1826

36

58

22

11 9


Pre Post

Perc

enta

ge o

f Stu

dent

s


Math Summary:Kindergarten: 97% of our kindergarten students showed proficiency in the standards by the end of the school year. This has encouraged us to increase the rigor for future kindergarten classes and incorporate more problem solving and beginning fact fluency. This will equip our students with an even stronger foundation to promote future success to be carried into first grade and beyond.

First Grade: 78% of our first graders were proficient in Quarter 4 standards with an additional 18% in the close category. This shows us that our students are developing a strong basic understanding of numeracy and are able to apply this knowledge to beginning concepts. We are continuing to work on applying this knowledge to more complex skills and problem solving. We are also incorporating more problem solving.

Second Grade: Fluency and skill application become an area of concern for our second grade students. Students are not fluent in addition facts and that causes them to struggle with completion of computation with larger numbers. Only 44% of our second grade students were proficient with year- end concepts. This year, we are placing a large emphasis on fluency practice through First in Math. This program will also allow our students to focus on skill development and strengthen problem solving skills.

Third Grade: A large focus of third grade is understanding and application of multiplication. Our third grade teachers are working on a variety of strategies (manipulatives, technology, charts, games, problem solving) to strengthen the understanding and fluency of multiplication. 27% of our third graders were proficient at the end of the school year.

Fourth Grade: Fourth grade continues to build off of the foundational multiplication skills formed in third grade. 53% of our students were proficient at the end of the school year. We are hopeful that with continued emphasis on problem solving and the implementation of First in Math, our students will continue to develop an understanding of math that can be applied beyond basic computation and be applied to real world problems.

Fifth Grade: Fifth grade begins to combine all of the skills from prior grade levels and apply them to fractions and decimals. Students are provided with models and manipulatives to develop a true understanding of the concepts. 49% of our students were proficient in year-end standards. We are hopeful that with continued emphasis on problem solving and the implementation of First in Math, our students will continue to develop an understanding of math that can be applied beyond basic computation and be applied to real world problems.


DRA/Running Records Results- We did not include Quarter 1 DRA results because we used a different measure that did not align to the measures used during Q2, Q3, and Q4.

K 1 2 3 4 50

102030405060708090

15

4439

32 31

54

85

5661

68 69

46

Running Records Q2

below on/above

K 1 2 3 4 50

102030405060708090

100

34

5140 36

23

52

66

4960 64

77

48

Running Records Q3

below on/above


K 1 2 3 4 50

102030405060708090

100

31

4836 37

27 25

69

5264 63

73 75

Running Records Q4

below on/above

Reading Summary:

Kindergarten: Major focus was on the mastery of sight words, and the majority of students were proficient. However, data analysis of Running Record levels showed that students’ knowledge of sight words did not transcend into reading them in context. Therefore, a focus for the 2015-16 school year will be to teach these words in context.

First Grade: The DRA Progress Monitoring Kit uses passages in primary grades with much fewer picture clues, so students did not fare as well. The subsequent strategy is to reinforce that there are multiple assists for students to comprehend text, not just picture clues. Students did not maintain “on grade level” status for Q4 because they had to increase multiple levels to maintain that status. Continued use of the Open Court phonics program should increase foundational skills.

Second Grade: Comprehension strategies became the major focus after data analysis. Read/Cover/Retell strategy use increased, as well as use of IStation.

Third Grade: Many students are above grade level. Those who are not are further encouraged to take advantage of technology resources to practice at home. Fluency and stamina were highlighted as major focus areas upon data analysis, as well as higher level comprehension skills.

Fourth Grade: IStation data was used as a formative assessment to guide instruction in fourth grade. Students made gains, even though they may not have attained grade level status.

Fifth Grade: Motivation to read independently is a struggle for fifth grade students. Auditory as well as reading comprehension issues were evident, so students were encouraged to verbalize reading responses before writing them. The majority of students were on grade level by the end of the year.


Pre Post0%

10%

20%

30%

40%

50%

60%

70%

80%

2014-15 2nd Grade SLOs Results

Reading Math

Mathematics % Meeting/Exceeding Standard on CRCTCobb County

All Students Black White Hispanic Asian American

IndianMulti-racial SWD LEP Econ

Disadv

2011-2012 80.6 77.5 78.1 82.35 72.73 n/a n/a n/a 50 61.7 71.522012-2013 89 73.3 72.1 87 77.9 100 n/a 100 40 64 73.82013-2014 88% 73 73 77 68 100 n/a 91 51 42 64

Strengths: Students in the Multi-Racial and Asian student groups continue to perform well in this area. SWD students grew by 11%Area of Concern: African American, White, Limited English Proficiency, and ED all decreased in performance.Achievement Gaps: We have identified achievement gaps in our student group of “Limited English Proficiency”

Reading % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2011-2012 n/a 85 86 84 85 n/a n/a n/a 57 80 812012-2013 95.4 90.3 90.8 95.8 84.7 100 n/a 100 58 79 872013-2014 97 90 90 89 80 100 n/a 92 71 80 89

Strengths: African American, Asian, LEP, SWD, and ED all showed an increase of 1% or more in student performance.Area of Concern: White students performance declined by 6% and multi-racial students showed a decline in performance by 8%.Achievement Gaps: We have identified gaps in our Hispanic, Students with Disabilities,


and Limited English Proficiency student groups

ELA % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2011-2012 94.6 88.4 n/a2012-2013 94 89 88.1 100 86.4 100 n/a 100 61 80 892013-2014 94 83 84 80 82 100 n/a 82 59 63 75

Strengths: There has been a decline in student performance in this subject area; we will utilize ELA morning work to strengthen student performance, as well as integrate ELA standards into writing.Area of Concern: All student groups decreased 4% or more. There are major concerns for SWD and LEP student groups. Achievement Gaps: We have identified achievement gaps in our Students with Disabilities group - a difference of 24% - and Limited English Proficiency - a difference of 20%.

Science % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2011-2012 82.4 75.12 90 76 68 n/a n/a n/a 43 59.5 69.542012-2013 84.3 74.7 76.8 90.9 70.5 60 n/a 72.1 45 62 71.72013-2014 84 67 69 76 52 50 n/a 69 35 46 66

Strengths: White students outperformed all other students in this subject area by 9%.Area of Concern: All student groups have declined in this subject area.Achievement Gaps: We have identified achievement gaps in our Students with Disabilities, showing a difference of 10% and Limited English Proficiency, showing a difference of 12% s compared to all students.

Social Studies % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2011-2012 81.9 73 75 68 68 n/a n/a n/a 33 61.7 67.552012-2013 85.3 76 76.2 86.9 77.1 60 n/a 90.1 33 70 72.92013-2014 87 73 74 76 66 100 n/a 73 48 53 71

Strengths: Asian students outperformed all other students in this subject areaArea of Concern: Asian students’ performance increased in this subject matter by 40%Achievement Gaps: We have identified achievement gaps in our Students with Disability and Limited English Proficiency


GKIDS 2011-2012English/Language Arts % Meets/ExceedsReading 81.7

Writing 70.7Listening/Speaking/Viewing 90.7ELA TOTAL 81.8



GKIDS 2011-2012Mathematics % Meets/ExceedsNumbers and Operations 83.4

Measurement 92.1Geometry 89.2Data Analysis 43.5MATH TOTAL 86.4


Measurement/Data 89.8Geometry 72.4Operations and Algebraic Thinking 80.2MATH TOTAL 80.7





Measurement 94.4Geometry 91.6Data Analysis 92.3MATH TOTAL 88.4


Writing 80.7Listening/Speaking/Viewing 86.8Language 85.2ELA TOTAL 84.5


Measurement 93.4Geometry 93.9Operations and Algebraic Thinking 85.3Counting and Cardinality 84.7MATH TOTAL 88.0


3rd 5th32

34

36

38

40

42

44

2014-15 ITBS Results

Reading Math

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 and the state student academic achievement standards:


F. The data has helped us reach conclusions regarding achievement.

The major strengths we found in our programs are…most subgroups (African-Americans, White, EL, and SWD) are meeting the subgroup and participation targets in reading. Also African-American students are meeting the subgroup targets in social studies. We’ve noticed our students are performing at a consistent rate in reading as seen in previous standardized assessment data. Other major strengths we found were reading comprehension, reading for meaning, and vocabulary acquisition. In the area of math, our strengths are data analysis and geometry in some grade levels. Life Science appears to be a strength in third, fourth and fifth grade.

The ROOTCAUSE that we discovered for each of the needs are attendance and instructional practices that are aligned to the standard. In order for our students to grow and sustain adequate performance they must attend school. We will also need to utilize specialized instruction to ensure we are meeting the needs of all students. Additional opportunities for students to receive


Other reasons/causes for our deficiencies include:

Varied experiences for incoming Kindergarten students Inconsistent development of math instructional practices (consistent strategies that address

student needs) Inconsistent implementation of differentiation across grade levels Student transiency among our student population A wide range of student abilities The need for closing the gap vertically Lack of parent knowledge of how to support their children at home with the new Georgia

Standards of Excellence, particularly in the area of math. Inconsistent implementation of reading and writing workshop across grade levels

Summary of Needs:

After reviewing the data, we have made the following conclusions regarding achievement.

The major academic needs we discovered and will address are:Reading Summary:

Kindergarten: Major focus was on the mastery of sight words, and the majority of students were proficient. However, data analysis of Running Record levels showed that students’ knowledge of sight words did not transcend into reading them in context. Therefore, a focus for the 2015-16 school year will be to teach these words in context.

First Grade: The DRA Progress Monitoring Kit uses passages in primary grades with much fewer picture clues, so students did not fare as well. The subsequent strategy is to reinforce that there are multiple assists for students to comprehend text, not just picture clues. Students did not maintain “on grade level” status for Q4 because they had to increase multiple levels to maintain that status. Continued use of the Open Court phonics program should increase foundational skills.

Second Grade: Comprehension strategies became the major focus after data analysis. Read/Cover/Retell strategy use increased, as well as use of IStation.

Third Grade: Many students are above grade level. Those who are not are further encouraged to take advantage of technology resources to practice at home. Fluency and stamina were highlighted as major focus areas upon data analysis, as well as higher level comprehension skills.

Fourth Grade: IStation data was used as a formative assessment to guide instruction in fourth grade. Students made gains, even though they may not have attained grade level status.

Fifth Grade: Motivation to read independently is a struggle for fifth grade students. Auditory as well as reading comprehension issues were evident, so students were encouraged to verbalize


reading responses before writing them. The majority of students were on grade level by the end of the year.

Math Summary:Kindergarten: 97% of our kindergarten students showed proficiency in the standards by the end of the school year. This has encouraged us to increase the rigor for future kindergarten classes and incorporate more problem solving and beginning fact fluency. This will equip our students with an even stronger foundation to promote future success to be carried into first grade and beyond.

First Grade: 78% of our first graders were proficient in Quarter 4 standards with an additional 18% in the close category. This shows us that our students are developing a strong basic understanding of numeracy and are able to apply this knowledge to beginning concepts. We are continuing to work on applying this knowledge to more complex skills and problem solving. We are also incorporating more problem solving.

Second Grade: Fluency and skill application become an area of concern for our second grade students. Students are not fluent in addition facts and that causes them to struggle with completion of computation with larger numbers. Only 44% of our second grade students were proficient with year- end concepts. This year, we are placing a large emphasis on fluency practice through First in Math. This program will also allow our students to focus on skill development and strengthen problem solving skills.

Third Grade: A large focus of third grade is understanding and application of multiplication. Our third grade teachers are working on a variety of strategies (manipulatives, technology, charts, games, problem solving) to strengthen the understanding and fluency of multiplication. 27% of our third graders were proficient at the end of the school year.

Fourth Grade: Fourth grade continues to build off of the foundational multiplication skills formed in third grade. 53% of our students were proficient at the end of the school year. We are hopeful that with continued emphasis on problem solving and the implementation of First in Math, our students will continue to develop an understanding of math that can be applied beyond basic computation and be applied to real world problems.

Fifth Grade: Fifth grade begins to combine all of the skills from prior grade levels and apply them to fractions and decimals. Students are provided with models and manipulatives to develop a true understanding of the concepts. 49% of our students were proficient in year-end standards. We are hopeful that with continued emphasis on problem solving and the implementation of First in Math, our students will continue to develop an understanding of math that can be applied beyond basic computation and be applied to real world problems.

G. The measurable goals/benchmarks we have established to address the needs are…

Students will demonstrate proficiency in reading 92% of all students will meet or exceed standards on the Georgia Milestones Assessment in Reading in 2016.


Students will demonstrate proficiency in Math73% of all students will be proficient learners or distinguished learners as measured by standards on Georgia Milestones Assessment in Math in 2016.

Students will demonstrate proficiency in ELA85% of all students will be proficient learners or distinguished learners as measured by standards on the Georgia Milestones Assessment in ELA in 2016.

Students will demonstrate proficiency in Science.70% of all students will be proficient learners or distinguished learners as measured by standards on the Georgia Milestones Assessment in Science in 2016.

Students will demonstrate proficiency in Social Studies.76 % of all students will be proficient learners or distinguished learners as measured by standards on the Georgia Milestones Assessment in Social Studies in 2016..Kindergarten students will demonstrate proficiency in Reading 85% of all students will meet or exceed standards on the Student Learning Objectives

First Grade students will demonstrate proficiency in Reading85% of all students will meet and exceed standards on the Student Learning Objectives

First Grade students will demonstrate proficiency in Math.80% of all students will meet and exceed standards on the Student Learning Objectives

Second Grade students will demonstrate proficiency in Reading85% of all students will meet and exceed standards on the Student Learning Objectives

Second Grade students will demonstrate proficiency in Math80% of all students will meet and exceed standards on Student Learning Objectives

Third Grade students will demonstrate proficiency in Reading 85% of all students will meet and exceed standards on the Student Learning Objectives

Third Grade students will demonstrate proficiency in Math80% of all students will meet and exceed standards on the Student Learning Objectives


2. Schoolwide Reform Strategies that are scientifically research-based.

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

Title I funds will support the following supplemental strategy/initiative so that all children have the opportunity to meet or exceed standards

Academic Goal Addressed Cost

Teachers have received and are continuing to receive training on the Georgia Standards of Excellence in Reading/ELA, Math and Science during full day collaborations paid for with Title funds. Additionally, teams will collaboratively develop standards-based units incorporating performance tasks, rubrics, teacher commentary and common assessments.

Reading, ELA Math, and Science,

$11,520.00

Common Core Libraries, informational text bundles and mentor text kits, purchased with Title I funds, provide teachers with literature at varying levels of text complexity to address weakness in informational literacy. Additional Open Court Phonics kits will be purchased for new teachers in grades K-1.

Reading and ELA Libraries: $4000.00Open Court: $4000.00

Math manipulatives (Thinking Frames, Inflatables, Anglegs, Base 10 blocks, tiles, etc.) and Number Talks are being used to help students in building number sense.

Math $1000.00


Teachers use high interest magazines (Time for Kids, Scholastic News and Science Weekly) in small group and whole group instruction to increase reading comprehension of informational texts.

Social Studies and Science, Reading and Literacy

$4000.00

Two academic coaches will be used to provide support with the implementation of the Georgia Standards of Excellence, as well as research-based instructional methods in all grade levels. The academic coaches will develop and present a variety of curriculum-based trainings and routinely conduct walk-throughs to ensure that the level of rigor and standards-based instruction are maintained. The academic coaches will meet with teachers on an individual basis providing strategies and coaching as needed. Finally, the academic coaches will review and share school-wide data with all teachers on a regular basis so adjustments in instruction can be made as needed.

All content areas $118,819.00 (salaries and benefits)

Our Parent Liaison is available to assist in the building of capacity for parental involvement at Clarkdale. She facilitates family-school communication and provides resources and services to the parents and the community.

Parent Involvement $41,625.00

Before, During, and After school tutoring in the areas of Reading, ELA, and Math

Reading, ELA, and Math $50,000.00


Students work with IStation, and First in Math during computer rotations and in classrooms. These Title I funded student-paced programs are aimed at helping individual students work to improve their skills in academic areas. In addition, these programs can be accessed in classrooms or in before-and-after-school tutoring. Teachers regularly access student progress data.

Reading and Math $8000.00

Teachers use available software and apps on hand-held technologies such as IPad, Kindles, and laptops to promote increased reading, math, and science opportunities for reluctant learners. Additional subscriptions to web-based academic sites will also be used.

Reading, Math and Science $3000.00

A team of six teachers will be trained and will implement Arts Integration strategies into the general curriculum.

All curriculum areas $0

Literacy Interventionists will support students achieving at the lowest 25% academically in grades K-2. Materials for instruction will be purchased with Title I funds.

Reading and Literacy $500.00

Our 4th grade teachers will partner with Sanders Elementary in the collaborative scoring of writing.

Writing and Literacy $0

A Math and Science lab will be utilized, and materials will be purchased for these labs.

Science, Math, Literacy $1000.00

Students in 5th grade will participate in extension in

Science, Math $15,000


Math and Science at Cooper Middle School.

Total $262,464.00Proposed Budget

B. Are based upon effective means of raising student achievement.

Professional Learning Communities/Collaboration- Focused professional development based on high standards of teaching and learning is essential to improving student achievement. PLCs must be focused on what teachers district-wide and in the individual schools need to know and be able to do for their students. Ultimately, professional development should build "professional communities" committed to higher student learning. Continuous learning opportunities that are focused, reflective, and coherent are essential. The following are research-based practices in professional development that support career-long development of teaching and student learning:

Provide on-going learning opportunities for all Improve teaching and learning Target student outcomes and goals of schools and districts Set time aside to allow teachers to implement new techniques

learned and to plan collaboratively Establish study groups (e.g., book topics, professional magazine

articles, etc.) Involve all teachers including Special Education, ESOL,

paraprofessionals, and specialists Provide teachers with an opportunity to visit schools within the

area, creating a vertical alignment

Data Analysis-There is various research that states the importance of data and its positive effects on instruction. In the book Making Sense of Data-Driven Decision Making in Education, evidence from recent RAND research suggests that educators find data useful for informing aspects of their work and that they use data to improve teaching and learning. Furthermore, Dylan William has found that if schools are effectively using assessments to drive instruction and measure student progress, they produce tangible results. When teachers take time to analyze the data from assessments and discuss the results with each other they can get multiple perspectives on possible reasons for the results. “Posing questions helps the team members reflect and draw meaning from the data on their own, which is much more empowering than having everything pointed out to them that perhaps they do not initially see” (William 2009). Analyzing data can foster professional growth. In the end, both teachers and students benefit from this practice. As Richard DuFour states, “The end goal is to use the data to help students understand what they need to do next and to help us understand what we, as educators, need to do next to help students learn more.”


Text Complexity- Selecting appropriate reading material for students is difficult. For decades, teachers have known that quality instruction requires a careful matching of materials to students. The goal is to select materials that are neither too difficult nor too easy for students--a phenomenon sometimes called the Goldilocks Rule. To ensure that students learn to read increasingly complex texts, teachers have to understand what makes a text hard. The introduction of the Common Core State Standards has also placed a spotlight on text complexity. In Text Complexity: Raising Rigor in Reading, Douglas Fisher states that the quantitative and qualitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks are difficult to understand for teachers. It is important for them to examine how close readings of complex texts scaffold students’ understanding and allow them to develop the skills necessary to read like a detective.

High Interest Magazines- We believe that students benefit from a wide variety of nonfiction, including magazines, newspapers, narratives, and informational texts. A variety of nonfiction texts may help students become better writers. Not surprisingly, relationships exist between what students read and what they write (Kamberelis, 1998). Exposing students to a variety of texts offers them a myriad of choices for expressing their own ideas. If they only read textbooks, they miss out on models for many writing styles and formats. A variety of texts, fiction and nonfiction, may help prepare students for tests. Students who report reading a greater variety of texts perform better on the National Assessment of Educational Progress (NAEP), a standardized test (Dreher, 1998/1999). Many standardized tests include a great deal of nonfiction as well as fictional text. Sometimes, time spent on real reading and writing feels like it takes away from test preparation. Reading a variety of materials, including magazines, offers students important exposure to text features such as graphs, charts, and captions that show up on standardized tests with some regularity. Reading a wide range of materials seems to affect students’ interest in reading overall (Duke, Martineau, Frank, & Bennett-Armistead, 2003). This may in turn result in students reading more productively (Caswell & Duke, 1998).

Before, During, and After School Tutoring-Research indicates that regular, high-quality one-on-one tutoring may be the most effective afterschool activity for improving academic achievement. One-on-one and small-group mathematics and reading tutoring from well-trained staff allows afterschool programs to target students' individual strengths, weaknesses, and interests to provide direct, diagnostic instruction and mentoring. This type of tutoring is most effective when tied to the school day, allowing children to directly practice and reinforce what they are learning in the classroom (SEDL, 2012).

Academic Coach- Increasingly schools are employing coaches to assume the responsibilities related to implementation and support of the curriculum. Coaches are master teachers who participate in explicit professional development about coaching to become skillful. Called by many different titles, teacher leaders in this role are primarily school-based professional development specialists who work with individuals and teams


to design and facilitate appropriate learning experiences, provide feedback and support, and assist with implementation of the curriculum. Their work centers on refining and honing teaching, and their indicator of success is directly related to student achievement (Killion, 2009).

Parent Liaison- -Studies show that the more parents are involved in the education of their child, the more academically successful that child will be. The goal of the Title I Parent Involvement program is to give school-based Parent Involvement Facilitators information, materials and resources to enable them to provide for their parents at the school-level. It is the job of the Facilitator to give parents the tools and resources necessary for them to help their child at home. Everyone working together in this way gives the child the best possible support for doing well in school.

GLOSS- math assessment designed to identify independent and instructional levels for students in the area of math. This type of data has been extensively used in reading instruction, and may be beneficial in our overall math program.

C. Use effective instructional methods that increase the quality and amount of learning time.

Our teachers will continue to utilize the following strategies:

Use of the S.E.A.M.L.E.S.S. Instructional Framework to establish a sound learning environment.

Increased instructional time in the area of math During the day tutoring for students in reading and math Before and after school tutoring for students in literacy and math Data analysis and strategic planning from DRA’s and running records to

differentiate reading instruction. Administration of local common assessments in the area of math to

determine if students are mastering skills and concepts taught during each nine week period, and adjust instruction accordingly.

Utilization of both local and county coaches to guide teacher planning of instruction in the reading, writing, and math workshop models

Grade level teams utilization of non-fiction reading material to support application of extended text.

Direct instruction of comprehension strategies through focused mini-lessons and guided reading.

Incorporation of writing across content areas Vocabulary development through direct instruction, content area

integration and word walls Utilization of Balanced Literacy in all classrooms. Implementation of Number Talks in all classrooms.


Direct instruction of problem solving strategies and assessment using the district math rubric.

Implementation of GLOSS to measure understanding of number sense. Utilization of materials such as Open Court for primary grade levels. Utilization of Learning A-Z by primary teachers in planning effective

lessons. Specialized instruction through co-teaching by Special Education and

ESOL teachers. Implementation of guided reading and math to support flexible grouping

during the instructional day. Continuation of our Parent Academy that addresses math strategies,

standard-based report cards, understanding assessments, and more. Use of Math manipulatives to enhance and support number sense. Further incorporation of technology for teaching and assessment. Calibration of assessment measures from reading vertically and

horizontally. Purchase of additional supplies were purchased to support instruction such

chart paper for anchor charts, folders, and markers. Purchase of New Teacher resources to support New Teacher Academy

(professional development) Additional support for science through the creation of a Science Lab,

staffed by a half-time certified teacher

We will conduct walkthroughs, surveys, and observations to measure the impact on learning. We will also renew the subscription to Bookflix this spring. We have found that our teachers use this resource as a means to reinforce reading skills, address learning styles, and present stories in a different format to learners Also, we will purchase Scholastic Readers for 5th grade students to address student reading interest. The text will provide teachers with resources to address text complexity and close reading associated with the Georgia Standards of Excellence.

Technology is utilized throughout the day at Clarkdale. To measure its effectiveness, teachers were asked to complete a technology survey to determine the impact of technology on learning and instruction. According to the survey 58% of teachers’ survey reported that technology is used to show evidence of student-centered learning more than once a week with 18% reporting that technology is used to show evidence of student-centered learning less than twice a month. Therefore, we have utilized Title I funds to enhance the learning experience through the use of technology and increase the use of technology for the purpose of student-centered learning. Most classes integrate technology through the use of the Smartboards, educational applications, Ipads, Kindles, and laptops.

During the 2015-16 school year we will tap into our cadre of retired teachers and tutors to support remediation of students who struggle in reading and math, especially in grades 3-5. Literacy interventionists have been hired for grades K-2.


Our full-time district literacy and math coaches will continue to support teachers with the implementation of Georgia Standards of Excellence, GLOSS, Number Talks, Literacy Block, and data analysis.

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

The needs of all students, particularly those of our Special Education, English Language Learners, and our students who are Economically Disadvantaged will be carefully monitored through RTI, data teams, quarterly assessments, formative checkpoint assessments prior to Georgia Milestones Assessment administration, and report cards. Adjustments to programs such as after school tutoring or in-school tutoring will address these needs. Our School Strategic Plan will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

3. Highly Qualified Professional Staff.

A. Strategies to attract highly qualified teachers to high-needs schools.

Clarkdale continues to attract new teachers through partnerships established through the years. We also use the district’s HR database to seek highly qualified candidates. New teachers are provided support from our academic coach and grade level team leaders. We have also instituted a New Teacher Academy where we provide year-long professional development and support for new staff members. We partner with surrounding colleges and universities to provide field experiences for student teachers. Many of our teachers start as a paraprofessional and move into teaching positions when they are available.

B. School status of highly qualified teachers to high-needs schools

Clarkdale has 66 full and part-time certified faculty members, which includes teachers, administrators, media specialist, and counselors. Ninety-nine percent of classroom teachers at Clarkdale Elementary school are highly qualified. Approximately 63% of the staff has a master’s degree or higher and all staff members are certified in technology. During the 2015-16 school year we have added a number of new staff members due to retirement and transition. We see this as a benefit to our school community as it allows us to tap into new and innovative practices to


support our school community as well as strengthen our school culture. Clarkdale provides a teacher induction program to all new teachers, as well as an assigned teacher mentor.

Certification deficiencies are addressed by informing those who are not highly qualified of their status. We also inform parents (by letter) of the status of teachers who are instructing, but are not highly qualified.

4. Professional development for staff to enable all children in the school

A. We have included teachers, principals, paraprofessionals and others, if appropriate, pupil services personnel, parents, and other staff in our staff development plan that addresses the root causes of our identified needs. For example, all staff members were asked to complete a professional development needs assessment. Staff members identified various topics of interest including mathematics instruction, technology, reading and writing workshop, and differentiation. Due to the number of students in third grade who did not meet standards on the math portion of the CRCT, the focus of staff development will be mathematics. We will continue to offer professional development in literacy and math. Teachers will move from cooperation to collaboration as it relates to executing effective team planning. Our plan includes scheduled coaching/planning days that will allow teams to develop math assessments and lessons that will increase student performance. During designated staff meetings we will continue to provide differentiated professional development based on the needs assessment. Staff members are encouraged to attend county, state, and national professional development opportunities.

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

We have aligned professional development with the State’s academic content and student academic achievement standards at every grade level. All professional development will be aligned to the Georgia Standards of Excellence. Teachers will begin with the end in mind while developing assessments and lessons that meet the needs of all student groups. As staff members attend outside professional development they are encouraged to share information gained from their attendance at presentations. During the 2015-16 school year administration will continue to utilize the TKES framework to conduct walk-throughs to monitor instruction. A total of 45 daily walkthroughs are planned, to be performed by administrative team members and academic coaches. Feedback and any necessary follow-up coaching will occur.

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


Title I funds and School Focused-Professional Development Funds will be utilized to provide substitutes for collaborative planning/training days for Quarters 2-4. We will allocate funds to develop teachers new to Clarkdale Elementary School through our New Teacher Academy. This year we hired sixteen new teachers and we feel it is important to develop and support new teachers for the purpose of retention and student success. A member of administration will work with teachers to build relationships, coach, and support this group. Title I Funds have been allocated to fund a math and literacy coach. The coaches will work with all certified and classified staff. The academic coaches will conduct a Paraprofessional University to train our classified staff in effective strategies and data analysis. Our Special Education Administrator will facilitate monthly trainings for all of our special education teachers. Teachers will be able to observe peers both at Clarkdale and at other schools, and will plan next steps in instruction with the academic coaches. We have a team of six teachers attending training for Arts Integration, and ideas and resources will be shared with the rest of the staff. Optional differentiated staff development will be provided through Title I funds and will be conducted by our academic coaches. The topics for these trainings will be determined by data analysis and based on needs identified by teachers in the professional development survey from the end of the 2014-15 school year. A team of 4 teachers will visit the Ron Clark Academy to gain strategies for instruction and engagement, as well as ways to enhance our academic environment. We will provide training in computer-based assessment, use of e-slates, use of components of Office 365 and other ways to incorporate technology into instruction. This will be done by our Technology Instruction Specialist, assisted by the academic coaches. We have hired Success Works educational consulting to assist us in further analyzing root causes and developing plans and training to boost student achievement at Clarkdale. School-focused professional development courses have been established for both certified and classified personnel, for PLU’s (Professional Learning Units).

D. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program. Training is conducted and assessments are collaboratively scored to assist in determining next instructional steps and the need for any further staff development in a curriculum area. A staff developments needs assessment has also been conducted.

E. Schools yearly professional development schedule

Professional Development Plan/Calendar, 2015-16

Training / RTI / Data Analysis and Strategic Planning with Coaches

July / August


July 24 New Teacher AcademyAugust 5 PD: SLO’s trainingAugust 12 I Respond Remote TrainingAugust 12 Special Ed Training with M. Jones:

Compliance, Closing the Achievement Gap, IEP Process, CoTeaching

August 19 Introduction to FFA SystemAugust 25 New Teacher Academy: Reading Workshop,

RTI, Synergy, DRA Progress Monitoring, IStation

August 26 Data Analysis / Test BuilderAugust 26 Special Ed Training: 7:00 – BOY

Overview/SchedulesAugust 28 Data Analysis: Q1 Pretest Math due

Every Thursday Collaborative Planning

SeptemberSeptember 2 Data Analysis: Q1 Reading SLO’s K-3 only

4/5th: First in Math with O’Meara

September 8 Staff Meeting: Slate Training (20 min. for training)

New Teacher Academy: Math

September 9 Data Analysis: Q1 Math SLO’s K-3 onlySeptember 9 Special Ed Training 7:00 - FTESeptember 15 ESOL Strategy Training: 7:15, during

plannings, 2:05September 16 Tier 2 RTI during plannings

Tues. September 29 CTLS Item Builder Training Part I: planningsWed. September 30 CTLS Item Builder Training Part II: plannings

Every Thursday Collaborative PlanningBy October CBI Training – all special ed teachers and

paras


OctoberOctober 2, 6, 7, 8, 14, 15

(IF Title I funds are available)Q2 Curriculum Development Training by

grade level:K – Oct. 21st – Oct. 62nd – Oct. 74th – Oct. 8

3rd – Oct. 145th – Oct. 15

October 7 Data Analysis: Q1 Running Records 1st – 5th

Possible Touchstones administration training for 4th/5th (if so, data analysis at another time)

Sight Word analysis K

October 13 Para University: Strategies for Struggling Readers and Writers

Staff Meeting: Skype/Lync TrainingOctober 13 New Teacher Academy: ConferencingOctober 14 RTI Tier 2October 14 Special Ed Training 7:00 – CoTeaching

StrategiesOctober 19 Conference WeekOctober 27 New Teacher Academy: AssessmentOctober 28 Data Analysis: Post Q1 Touchstones Reading

and MathOctober 29 Optional Differentiated Staff Development

(see below)Every Thursday Collaborative PlanningEvery Tuesday Peer Observations / Lesson Planning with

CoachesNovember

November 4 PD: Test Builder

November 10 New Teacher Academy: Special Ed – Models and Strategies

November 11 RTI: Tier 2

November 11 Special Ed Training: 7:00 ComplianceNovember 12 Optional Differentiated Staff Development

(see below)November 17 Para University: Q1 Data Analysis

November 18 PD: ESOL trainingEvery Thursday Collaborative Planning


Every Tuesday Peer Observations and Training with CoachesDecember

December 2 PD: Office 365, Part I

December 8 New Teacher Academy: Teach Like a Champion

December 3,8, 9, 10, 14, 16 Q3 Curriculum Development Training– one day per grade level

Dec. 3 – 5th

Dec. 8 – 4th

Dec. 9 – 3rd

Dec. 10 – 2nd

Dec. 14 – 1st

Dec. 16 - KDecember 9 PD: Office 365, Part II

December 9 Special Ed Training 7:00 – Closing the Achievement Gap

December 10 Optional Differentiated Staff Development(see below)

December 15 Para University: Data Analysis: Q2 Math and Reading Touchstones

December 16 Data Analysis: Q2 Math TouchstonesEvery Thursday Collaborative PlanningEvery Tuesday Peer Observations and Training with Coaches

JanuaryJanuary 6 Data Analysis: Q2 Reading: Running

Records and Touchstones

January 12 New Teacher Academy: DI for the Quick EyeJanuary 13 Data Analysis: Q3 Pre Touchstones: Reading

and MathJanuary 13 Special Ed Training 7:00 – IEP ProcessJanuary 19 Para University: ESOL StrategiesJanuary 20 RTI Tier 2January 21 Optional Differentiated Staff Development

(see below)January 26 New Teacher Academy: DI for the Quick EyeJanuary 27 PD: Building Rigor and Engagement through

Project-Based LearningEvery Thursday Collaborative PlanningEvery Tuesday Peer Observations and Training with Coaches


FebruaryFebruary 3 PD: Arts Integration Strategies OR

Writing: Strategies for Success

February 9 New Teacher Academy: Instructional Planning

February 10 RTI: Tier 2February 10 Special Ed Training 7:00 - FTEFebruary 11 Optional Differentiated Staff Development

(see below)February 23 Para University: Math

New Teacher Academy: Instructional Planning

February 24 Data Analysis: Common AssessmentsEvery Thursday Collaborative PlanningEvery Tuesday Peer Observations and Training with Coaches

MarchMarch 2 PD: Close Reading Strategies

March 8, 9, 10, 15, 16, 17 Q4 Curriculum Development Training– one day per grade level

March 8 – 2nd

March 9 – 3rd

March 10 – 4th

March 15 – 5th

March 16 – KMarch 17 – 1st

March 8 New Teacher Academy: AssessmentsMarch 9 RTI: Tier 2March 9 Special Ed Training 7:00 – ESY and EOYMarch 16 Data Analysis: Q3 Touchstones Math

March 22 New Teacher Academy: AssessmentsMarch 23 Data Analysis: Q3 Reading Touchstones

and R RecordsMarch 25 Team Data Analysis: Q4 Pre dueMarch 29 Para University: Language (SLP)March 30 PD: Math Strategies to Increase Rigor and

Engagement


Every Thursday Collaborative PlanningEvery Tuesday Peer Observations and Training with

Coaches (ends

AprilApril 12 Para University: Behavior

New Teacher Academy: Next Steps

April 13 Special Ed Training 7:00 - TBDApril 20 RTI: Tier 2April 26 New Teacher Academy: Next StepsApril 27 PD: Arts Integration Strategies

Every Thursday Collaborative Planning

MayMay 10 New Teacher Academy: Reflection and Goal-

Setting

May 11 Data Analysis: Running Records

May 18 Data Analysis: SLO’s Post: K-2, SpecialistsMay 26 Data Analysis: Q4 Touchstones Post: Reading

and Math 1st – 5th

Wednesday Professional Development

Every Wednesday, during planning times, for homeroom teachers, specialists, support personnel

Variety of topics – with focus on rigor, differentiation, data analysis, technology, integration

Thursday Professional Learning Communities

Every Thursday, for homeroom teachers, specialists, support personnel

“Thinking Thursdays” Differentiated Staff Development (optional – teacher choice)

(pay staff who attend up to 2 hours hourly rate)35 | P a g e

Clarkdale Elementary School Revised 9/1/15, 09/15/15, 09/30/15, 10/5/15

Possible Topics: (and others based on teacher request and data analysis)

ELA Math

Teacher Commentary to Guide Instruction

SMART Record

Teaching Grammar in Context of Writing

Differentiated Problem Solving

Close Reading: Using Different Lenses 3-Act Tasks

Writing in the Content Areas: (inquiry stations, POE in Science, Science

probes, journals

Performance Tasks

Interactive Reading Journals Interactive Math Journals

Bumping Up the Workshop Model Guided Math: Stage 2

, Fluency: Memorization Strategies

Using Paired and Mentor Texts in Reading and Writing

Differentiated Math Stations

Strategies for Extension in Reading Hands-On Math

Strategies for Struggling Readers Problem/Project-Based Learning

Assessing Writing Vocabulary Strategies and Literacy in Math

Strategy Groups Model Drawing

Using Extended Texts Math Apps

Problem/Project-Based Learning Scoring Problem Solvers Using a Rubric

Ed Camp Ed Camp

In addition, Technology topics: Apps (K-3) and Programs (4-5) to support student projects


Lync Panopto One Note

Visit to Ron Clark Academy4 classroom teachers - date TBD

Success Works Educational Consulting: John McCrary6 sessions with Instructional Teams, focusing on:

relationships, attributes, knowledge, skill sets, behaviors for success assessing the quality of individual, content, classroom and school-wide

alignment of teaching and learning, instruction and performance using multiple indicators

modeling the Six Roles and Responsibilities of Instructional Coaches implementing effective data driven instruction implementing a collaborative school-wide professional learning

community Literacy Support Tools and Frameworks

S.E.A.M.L.E.S.S. Walks: Observation/Feedback/Coaching

In addition to TKES observation walks, additional brief classroom visits with feedback and any related coachingPrincipal, Assistant Principal, Special Ed Administrator, 2 Coaches = 45 walks per day in classrooms

Quarterly Training for Grade Level Teams and Support Personnel (EIP, ESOL, SpEd, Interventionists)

Facilitated by Academic Coaches

ELA Math

Quarterly Standards Focus: reading and writing – unpack standards, explore vertical progression

Plan whole group mini-lessons for reading

Calendar: units and assessments Unpack standards Develop/find problem solvers to be

incorporated into lessons daily Develop grade level problem solving


Explore mentor texts for reading and writing, and extended text

Plan Quick Writes – monthly, for writing – timed/increase each time to develop stamina- related to genre focus

Writing Rubric – explore Dates: R Records, Writing published Integration ideas: Sci and SS Q1: Develop main graphic organizer for

each type of writing – will help with Milestones

Develop or find Constructed/Extended response prompts – 1st school day of each month

rubric Score collaboratively to develop

consistency Choose problem solving graphic

organizer that is grade level appropriate

Develop/revise quarterly assessments

Revisit 3 Act Tasks Create games and small group

activities Invite ETA Rep to share ideas for how

to maximize our manipulative kits that were purchased in 2013-14 school year

Hands on Standards books that have been purchased with EIP money

Make and take of lessons and games

Arts Integration Training6 Teachers – Morris, Munoz, Baumgartner, Chambless, Dyer, Wilkerson

ESOL EndorsementClasses to be offered at Clarkdale. Participants and dates/times TBD.

New Teacher AcademyTwice monthly; variety of topics to support SSP goals and Title I Plan

Paraprofessional University7 monthly meetings, with training on various topics to support student achievement

goals1.5 hours each – sub provided

2015-2016 Professional Development For:

Clarkdale Elementary School


Month PL TopicCore Academic Area Addressed Location

Estimated Cost

Funds planned

utilizationMonthly SEAMLESS PD /

Training with academic coaches / data analysis / RTI

All content areas Clarkdale Model Classroom

$0

Title IWeekly, October - April

Local and Area I Peer Observations & Collaboration

All content areas TBD $1520.00 Title I

October, January, and March

Quarterly Grade Level PD / Teacher Rounds

All content areas Clarkdale 11,520.00(some funds will come from SFPD $)

Title I and SFSD

Bi-Weekly New Teacher PD All content areas Clarkdale $2,000.00 Title I

TBD Ron Clark Academy All content areas Content building/Best Practices/Student Engagement/Rigor

Ron Clark Academy

$1820.00 Title I

Monthly Data/Assessment Consultant

All content areas Clarkdale $5,000.00 Title I

TBD Building Parent Capacity

Literacy and Math $2000.00 Title I

Monthly Paraprofessional Training

All content areas Clarkdale $1400.00 Title I and SFSD

Monthly Differentiated Staff Development

All content areas Clarkdale $10,000 Title I

* Travel Forms and Performance Contracts must be Completed Six Weeks in Advance!

5. Strategies to increase parental involvement

A. We have involved parents in the planning, revision, and improvement of the comprehensive school-wide plan by maintaining a strong parent/school partnership that is an essential building block for an effective education. Clarkdale Elementary School encourages, supports, and values the involvement of parents, families, and the community in the educational experience of “our” children. We recognize each parent as their child’s first teacher and acknowledge the powerful influence of parents on their child’s life. Clarkdale’s staff has worked hard to develop a family-friendly school and programs that welcome and serve parents and families in positive and supportive environments. This year we plan to host a Family Literacy Night. Parents will receive strategies that support building literacy in the home. Each parent will receive a book to read to their child.


B. We have developed a Parent Involvement Policy and Parent Involvement Activities Plan to better meet the needs of our parents and families.

Clarkdale Elementary School 2015-2016: PARENT INVOLVEMENT ACTIVITIES

PLANOur parents are involved in the decisions regarding how the 1% reserved fund will be used for parental involvement. The input was gathered from the 2014-2015 Parent Survey and evaluations from the 2014-2015 Parent Involvement Activities.

Revised June 18, 2015WORKSHOP DESCRIPTION

OF WORKSHOP

Building CapacityStandard Addressed

DATE TIME CHILD CARE

COST

OPEN HOUSE/SNEAK-A-PEEK Parents and students will meet their homeroom teacher and receive a “Parent Playbook” which has information about the curriculum, standards and resources. Dr. Maynard will give a “State of the School” address which will inform parents of our status and direction we will go academically.

Standards: 1,4,5,6 July 31, 2015

6:00 pm- 9:00 pm

No Materials for Parent Playbooks-$100.00

STRATEGIES FOR A SUCCESSFUL SCHOOL YEAR

Parents will receive Strategies for a Successful School Year, learn

Standards:2,6 Aug. 3, 2015

7:50 am- 9:00 am

No Drinks/Light refreshments- $50.00


about volunteer opportunities and get questions answered about school procedures, policies, or academics

PASTRIES/POPCORN FOR PARENTS-VOLUNTEER

ORIENTATION/MOMENTS WITH MAYNARD

Parents will learn about volunteer opportunities, a new reward program, and how academics are impacted by parents who volunteer. They will also have an opportunity to meet with Dr. Maynard in an open forum.

Standards: 2,5,6 Aug. 28, 2015

7:50 am – 9:00 am&

6:00 pm -7:00 pm

No Drinks/Light refreshments- $50.00

CURRICULUM NIGHT/SYNERGY GRADE

BOOK

Parents will receive an overview of the curriculum, explore the technology students utilize and receive strategies on how to help their students at home. Parents of 4th/5th grade students will receive Synergy Grade Book information.

Standards:1,2,5,6 Sept. 8, 2015

7:00 pm- 8:00 pm

No None

ESOL PROGRAM- PARENT INFORMATION MEETING

Parents will receive information an overview of the ESOL program, eligibility requirements and the importance of parental involvement.


5:30 pm – 6:30 pm

No None

GIFTED PROGRAM- PARENT INFORMATION MEETING

Parents will receive information about the process and


5:45 pm – 6:15 pm

No None


eligibility requirements for the Gifted program and the importance of parental involvement.

FAMILY S.T.E.M. NIGHT Families will engage in fun and educational S.T.E.M. activities.

Standards: 2,5,6 Mar. 10, 2016

6:00 pm – 7:30 pm

No Materials for S.T.E.M. activities- $100.00

Drinks/Light refreshments- $50.00

BUILDING PARENT CAPACITY TRAINING

The workshop will provide the staff with strategies on how to work with parents as equal partners, implement and coordinate parent programs and build ties between parents and school. Parents will be invited to participate in the workshop.

Standards:3 Sept. 29, 2015

2:45- 3:45 pm

No None

BRING YOUR PARENTS TO SCHOOL DAY

Parents will have an opportunity to be “students” for the day. They will participate in the same learning experience as their student.

Standard 2, 5 Sept 9,

2015Nov 11,

2015Jan 13,

2016

7:50 am - 2:15 pm

No None

ANNUAL TITLE I PARENT INFORMATION MEETING

Parents are given information about the school’s designation as Title 1, its requirements, National Educational goals and their right to be involved.

Standards:1,2,4,5,6 Oct. 27, 2015

5:30 pm – 6:30 pm

Yes Childcare- 2 Paras $50.00


PARENT-TEACHER CONFERENCE

Parents will meet individually with teachers to discuss

Standards:1, 2, 5, 6 Oct. 19 – 23, 2015

12:45 pm – 5:00

No None


their student’s progress. Parents will receive strategies on how to continue / improve the student’s progress at home. The School-Parent Compact will be signed by parent, teacher and student.

pm

PASTRIES/POPCORN FOR PARENTS- GEORGIA

MILESTONES OVERVIEW/SCORES/MOMENTS

WITH MAYNARD

Parents will receive information about the Georgia Milestones Assessment, strategies to help students prepare and results from the previous year. They will also have an opportunity to meet with Dr. Maynard in an open forum.

Standards:1,2,5,6 November/ December

2015

7:50 am – 9:00 am&

5:30 pm – 7:00 pm

Yes Drinks/ Light refreshments- $50.00

INTERNATIONAL NIGHT Families will take a journey to the 7 continents while participating in math and reading activities.

Standards:2,5,6 Feb. 25, 2016

6:30 pm-8:00 pm

No Materials for math and reading activities- $150.00


READ ACROSS AMERICA DAY Parents will join students in literacy activities for the entire school day.

Standards:2,5 Mar. 2, 2016

7:50 am – 2:15 pm

No Materials for literacy activities- $150.00

Drinks/ Light refreshments-$50.00

MARCH MATH MADNESS Parents will join students in math activities for the entire school day.

Standards: 2,5 Mar. 24, 2016

7:50 am – 2:15 pm

No Materials for math activities- $150.00

Drinks/ Light refreshments- $50.00


PASTRIES/POPCORN FOR PARENTS- SUCCESS ON THE

TEST!/ MOMENTS WITH MAYNARD

Parents will receive strategies on how to help students before, during and after the Georgia Milestones Assessment. They will also have an opportunity to meet with Dr. Maynard in an open forum.

Standards:1,2,5,6 April 11, 2016

7:50 am – 9:00 am &

6:00 pm – 7:00 pm

No Drinks/ Light refreshments- $50.00

ANNUAL TITLE I PARENT INPUT MEETING (SWP,

SCHOOL PARENT POLICY AND SCHOOL-PARENT COMPACT)

Parents will help develop and/or revise the Title I School Wide Plan, Parent Involvement Policy and School Parent Compact.

Standards:1,5,6 April 28, 2016

5:30 pm – 8:00 pm

Yes Childcare- 2 Paras $50.00

Drinks/ Light refreshments- $100.00

Parent Compact: Under Revision – will be included when complete

Parent Involvement Policy2015-2016

Clarkdale Elementary is a School-wide Title I Program.

Clarkdale Elementary has jointly developed this policy and compact with our parents to describe how we will support the important role of parents in the education of their children. In cases where the students reside in a Neglected and Delinquent residential facility, a representative from that Facility can serve as a proxy for the parent (s). At Clarkdale Elementary, we build capacity for parent/community involvement by implementing the six types of involvement: Parenting, Communications, Parent Volunteering, Learning at Home, Decision-making and Governance, and Collaboration and Exchanges in the Community. This policy will be distributed at Open House.

Based on the requirements of Title I Elementary and Secondary Education Act of 1965 (ESEA), Section 1118 and the needs identified by our parents and school staff surveys, we will provide reasonable support for parental involvement activities as parent may request. The following strategies were outlined:

I. An annual Title I information session and other flexible scheduled meetings will be held throughout the school year. These meetings will cover the following information:

a. Title I Programsb. College and Career Ready Performance Indexc. Parent’s right to know about Teacher and Paraprofessional qualifications


d. Parent Information Workshops & Parent volunteeringe. School policies and proceduresf. School curriculumg. Student assessmentsh. Local and State assessmentsi. Georgia Standards of Excellence (K-12)j. Transitioning from Pre-K to Kindergarten, Clarkdale Elementary to Cooper and

Garret Middle Schools. The middle school students will attend South Cobb High School.

II. Parents will receive information from our school in their child’s home language in a timely manner. Clarkdale Elementary uses the following communication methods to provide parent with timely information:

a. Teachers send home weekly classroom newsletters to inform parents of classroom events, assignments and upcoming events.

b. Parents will receive the “Clarkdale Title 1 Newsletter” publication quarterly.c. We will have a minimum of two parents on our Georgia School Council

Committee.d. Parents were surveyed at the end of the year to determine their satisfaction. We

solicit information about the effectiveness of the current programs. The gained information is then used in the new School Strategic Plan.

e. The principal communicates monthly with parents via Blackboard Connect Outdial System. The message alerts parents about pertinent dates and events. This communication is sent to parents in both English and Spanish.

f. Clarkdale Elementary maintains a school website with vital information for families.

g. All teachers communicate with parents using the web page.h. The Parent Facilitator sends communication through an e-mail distribution list.

III. We encourage all families to be education partners in their children’s school success by:a. Inviting parents to attend all meetings by giving them the Clarkdale Elementary

Parent Involvement Activities Plan.b. Inviting parents to serve on committees such as the School Council, School

Improvement Plan Committee, Parent Policy/Compact Action Planning Committee, and the PTA.

c. Providing meetings held during the school day and outside school hours. These dates and times are listed in the Clarkdale Elementary Parent Involvement Activities Plan.

d. Visit our Parent Resource Center located at Clarkdale Elementary, Room H100, Monday through Friday, 8:00 a.m. to 1:30 p.m. where materials are provided for check out. Various topics might include child development, academic strategies, self-help strategies, bullying, divorce, and stress.

e. Parents will be invited to attend the rising 6th grade transition meeting to receive information to assist with the transition to middle school. Parents will be invited to attend the new Kindergarten orientation in May to receive information about proper registration requirements, and resources and tools to assist with successful transition to elementary school.


f. Collaborate with community leaders and business groups to increase participation and awareness of the school parental involvement plan and activities. Offer parent classes to help further enhance their various education backgrounds. Listen and respond to parents’ requests for additional support for parental involvement activities.

IV. Parents will be provided information on school performance and student’s individual assessments:

a. Information on school performance is sent home every Monday in student’s folder, telephone calls, websites, conferences, and the use of the county’s outdial. Additional copies are available in the Parent Resource room.

b. The results of SLO, CogAT, ITBS, Georgia Milestones Assessment and any other assessments are sent home in student’s take home folders and during conferences. Our school performance in reference to standardized test scores is made available for our parents on our school website in our School Strategic Plan.

c. Parent-Teacher Conferences will be held to further assist parents the opportunity to give input on how to work with their children.

V. Parents and community members will be given timely responses to their concerns and suggestions.

a. All concerns and suggestions submitted in writing or verbally are responded to in a timely manner. Concerns and suggestions regarding the School-wide Plan will be submitted to the Title I Office. Information from parent surveys has resulted in the development of the Clarkdale Elementary Parent Activities Plan.

VI. School Parent Compact (in revision – will be included)a. The parent compact was developed jointly with our parents, staff, and students.

All families, school staff, and students are asked to participate by signing the compact to show their support. The compact will be distributed during Conference Week.

VII. School and Community Partnership a. Our school builds ties between home and school by educating teachers, pupil

services personnel, administration, and other staff by gathering input from parents on how to reach out to, communicate with, and work with parents as equal educational partners.

b. Our school partnerships with the local community. Some of our partners are Ewing Road Baptist Church, Walmart, Liberty Mutual Insurance, Sammons Income Tax Inc., and Chick-fil-A. Our partners support our school by mentoring, donations, and volunteering.

If you have any additional comments, questions, or concerns about this policy, you may contact Liss Maynard, Principal of Clarkdale Elementary at 770-819-2422 or [email protected]


6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs and/or students entering middle school or high school

We also held “Splashing into Kindergarten”, a two week experience that immersed our students in real-world experiences while introducing them to Kindergarten curriculum and expectations. These students will enter the school year with a better “arsenal” of background knowledge and vocabulary as it relates directly to the Kindergarten curriculum. We will schedule a similar one for the 2015-16 school-year. This program will improve the students’ transition into kindergarten, and assist parents with understanding the kindergarten program. We will continue to host/ promote our feeder middle schools information sessions to help students in fifth grade transition from elementary to middle school.

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

Clarkdale has created a comprehensive plan to include teachers in the decision making process, by using assessment data to improve student achievement. This plan is based on the School Strategic Plan, Balanced School Assessment Plan, and the Five Step Data Team Process. The School Strategic Plan is developed by the Building Leadership Team. An analysis of school-wide data allows the team and teachers to develop measurable goals and strategies that will impact student achievement. In conjunction with the development of the SSP, the Balanced Assessment Plan is revised to include formative and summative assessment strategies that are implemented school-wide. It also allows for the utilization of data that identifies specific instructional and scaffolding needs of individuals and student groups. Teachers are cognizant of student performance by the analysis of classroom data extracted from OnTrack, grade level common assessments, and other assessment measures. Data is disaggregated using the five step process. A review of data vertically and horizontally is used to determine strengths and obstacles across grade levels.

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

A. Clarkdale is a Title I school which allows for additional funds for student and staff programs to help meet the needs of our at-risk student groups. After reviewing the CCRPI, Georgia Milestones Assessment Scores, SLO, ITBS, CogAT, SRI, SMI and other assessments, we will provide staff development that will focus on rigor, reading strategies, math strategies, and technology. Title I funds support academic coaches. We will utilize different EIP models in classrooms to best meet the needs of our students including augmented and small group instruction. Teachers will collaborate with specialists to design integrated instruction. We also utilize:


Early Intervention Program DFACS CCSD Social worker 20 Additional Day funds

Our academic coaches provide a variety of services include staff development, modeling instruction, assisting with Tier II of the Response to Intervention process, assisting with the creation and management of the School Focused Staff Development Plan, additional tutoring programs for at-risk students, and new teacher induction.

B. List of State and local educational agency programs and other federal programs that will be included

Funding Source Funding Use FTE Funds Instructional staff (teachers,

paraprofessionals), consumable supplies, technology, expendable equipment, professional learning

SPLOST Funds Technology, expendable equipmentTitle I, Part A Class size reduction, Instructional staff

(teachers, paraprofessionals) consumable supplies, technology, expendable equipment, hire tutors, professional learning, academic coaches

Local SFPD funds, Sample Title II, Part A Professional Learning

C. Description of how resources from Title I and other sources will be used.

Our school has an annual Career Day in which many members of the local community, in all walks of life, come and teach our students about their career and the knowledge and skills needed for that career. We have been in partnership with the Captain Planet organization in setting up our school garden, which is used for instruction in math, science, reading and social studies. We are offering after-school clubs based on student interest. They include: Art Club, Dance Team, Soccer, Photography Club, and S.T.E.M club. All the clubs and activities support preparation for college and career readiness.


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

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

We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Those activities include:

Tutoring (during the school day, before school, after school, Saturdays) Opening and staffing the computer lab daily at 6:15 AM for students to come and use

educational software such as IStation and First in Math Interventionists in grades K-2 to work with the lowest performing 25% of students in

reading and writing Implementation of the Response to Intervention process Early Intervention Program K-5 Counselor Assistance for academic, behavioral and attendance difficulties

A. Measures to ensure that student’ difficulties are identified on a timely basis.Classroom teachers conduct collaborative data team meetings on a consistent basis. The data team process allows teachers to collect data for every child based on common, grade-level developed assessments. This data allows teachers to identify areas of strength and areas in need of improvement for individual students, whole classes and grade levels. This data is then used to reflect on teaching practices and guide future instruction. As an integral part of the data team process our academic coaches participate in part of the RTI process. The RTI (Response to Intervention) model is used to address the needs of students experiencing behavioral and academic challenges. Once a student is identified as needing additional assistance, teachers meet with counselor, academic coach, team members, and administrators to develop targeted intervention strategies. In addition to classroom intervention strategies, students are often involved with before school, during the day tutoring, and extended day tutoring, counselor assistance, referrals to community resources and the Early Intervention Program in the area of reading and/or math.

B. Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

We provide periodic training for teachers in the identification of students who may be struggling. We have recently revamped our local school RTI process to provide teachers with specific strategies on how to lend additional support for students who are struggling academically and


behaviorally. Further training on data analysis and planning will be conducted and reviewed as we continue to implement the data team process.

There are many opportunities as well for parents to be involved in the process of identifying and supporting struggling learners. All parents of learners receive progress reports every 4 ½ weeks of school notifying them of the difficulties their child is having as well as strategies to support their child with their learning at home. Parents are also informed of the Tier 2 process and invited to attend Tier 3 meetings.

As mentioned previously staff members will meet to identify student difficulties weekly, monthly and quarterly. Staff members will develop and utilize assessments that will predict student performance and guide instruction.

Data team meetings will occur to assess math pre-assessments, common formative assessments, and diagnostic reading assessments such as DRA and Running Records, and post assessments. Pre-Assessments will be administered at the beginning of the nine week period.

All staff members receive training from both district and school based personnel regarding how to scaffold and extend learning in both reading and math. These opportunities provide teachers with tools and strategies to address critical areas. Teacher teams meet every Wednesday and Thursdays to develop lessons and assessments that are aligned to the Georgia Standards of Excellence. During the 2015-2016 school year teachers will utilize this time to develop common formative assessments and collaboratively score student work.

The BLT identified math and reading as the focus for the 2015-16 school year based on local assessments, SLOs, and ITBS results. Because of the focus on math we will continue to enlist the help of county math coaches. As in years past we will utilize Number Talks to enhance instruction. Additionally, we will implement GLOSS and IKAN assessments to hone in on number sense skills to support increased student performance in this area. In the area of reading, we will continue to enhance our use of the Balanced Literacy Framework to improve reading instruction. Staff will be provided professional development in writing across the curriculum, use of graphic organizers, and text complexity.

C. Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, additional assistance available to the student at the school or in the community.

Clarkdale teachers conference with parents and provide detailed information about student performance. This is done during the October conference and periodically throughout the year. During the fall conferences we provide parents of students in intermediate grade level with information about out tutoring program. This school year we are looking to implement the student-parent conference format for fourth and fifth grade students. We want to build student


self-efficacy and develop transitional plans early. We have a partnership with Cooper Middle School that allows selected 5th grade students to attend an extension math class. Our fifth grade students and teachers travel to Cooper weekly to immerse students in a vertical alignment of 5th/6th grade science. Teachers will identify strengths, areas of concern, and strategies to provide to parents during all conferences. Parents know they can schedule a conference with teachers anytime during the year.

We will also utilize Parent Academy workshops to inform parents about strategies and tools available to them that will assist with increasing student performance. Math and reading will be the primary focus for parent workshops. We will also host a number of workshops to help parents. They will include informative sessions on testing, reading, Math at Home, and parenting skills. We have also provided every family with a Parent Playbook, which includes ideas for how to assist their children at home.

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

This school year we are looking to implement the student-parent conference format for fourth and fifth grade students. We want to build student self-efficacy and develop transitional plans early. During the conference we will share student performance on previous and current year assessments to show trend data on individual students. We will continue to send home report cards and progress report every 4 ½ to 9 week period. We also share student performance during RTI meetings, through weekly agendas, and phone calls.

We provide each parent with test results and interpretive guides as soon as results are received.

We are also planning an Assessment Night in which each child’s parents will receive all of his/her test scores and other pertinent information, and will be trained in how to interpret them.

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

Data is collected and disaggregated by the Georgia Department of Education.


At the local level, PLC’s participate in the collaborative data team process. Teachers review formative and summative assessment data on a continuous basis. Clarkdale utilizes the five-step data team process. Teachers meet bi-weekly to analyze student progress on standards.

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

The Georgia Department of Education has verified the validity and reliability of the disaggregated data.

Locally we employ information from numerous assessments to drive instruction to meet the needs of all students. These assessments include the ITBS, CRCT, ACCESS for EL, CogAT, GKIDS, Running Records, DRA, and the Georgia Milestone Assessment. Teachers identify student strengths and weaknesses to develop small/whole group instruction. The process used is considered reliable and valid because of the researched based process (Doug Reeves, Leadership and Learning Five Step Process).

13. Provisions for public reporting of disaggregated data.

“The GaDOE and CCSD publish disaggregated data for each school on their respective websites. In addition to this, our school provides an informational brochure to parents. Information is listed on our website, and in the school’s newsletter.”

Disaggregated data (CCRPI) is shared and made available to the public using the following methods:

o School Council Meetingso Parent Resource Roomo Title I Plano PTA Meetingo School Strategic Plan

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

“The plan was developed during a one-year period in the 2015-2016 school year for the 2015-2016 school year and has been revised as needed.”


The School-wide title I plan and the SSP are available on our school’s website.

15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, parents and students (if secondary).“The Title I, Schoolwide Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, parents and students .” The SWP Parent Input meeting was held March 9, 2015.

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

A copy of the Schoolwide plan is on file in the Title I Department of the Cobb County School System. Copies of the plan are also in the school administrative office, the media center, and the parental involvement center. Parents and the public are notified of the availability of the plan on the school website and availability was advertised on the school marque in October.

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

The plan is available for translation upon request. If use of the IWC is needed we will have an interpreter to interpret information.

18. Plan is subject to the school improvement provisions of Section 1116.

“This school-wide plan is subject to the school improvement provisions of Section 1116.”


web viewiowa test of basic skills- provides ... math school wide quarter 1 ... dra/running records...

Documents