Web view... we show improvement of 11.5% in 3rd grade and 28.9% in 4th grade, and a slight decline...

Title I Schoolwide Plan for

Clarkdale Elementary School

Written/Revised during theSchool Year: 2015- 2016 for the 2016-2017 School Year

Plan Submitted:June 30, 2016

Revised 8/29/16

Principal’s Signature

Title I Schoolwide Plan

Planning Committee Members for Schoolwide Plans ReviewDate of Meeting: June 22, 2016Name of School: Clarkdale Elementary School

NAME POSITION/ROLE/PARENT SIGNATURE

Dr. Liss Maynard Principal

Michelle Curry Assistant Principal

LaTeefha Moton Parent

Penny Barnes Academic Coach

Cheryl Chesterfield Academic Coach

Ellen Auchenpaugh Academic Coach

Kevin O’Meara SLI

Tricia DeCarlo Fifth Grade Teacher

Krystal Evans Special Education Teacher

Shoran Warren Special Education Teacher

Paulette Ball Special Education Teacher

Heidi Hill Paraprofessional

Susan Green Paraprofessional

Karen Lloyd Paraprofessional

Xandria Johnson Parent Facilitator

Jasmine Coker First Grade Teacher

Saysha Jackson First Grade Teacher

Shantae Britton Special Education Teacher

Sontikka Mitchell 2nd Grade Teacher

Erica Brown 2nd Grade Teacher

Ieshia Wilkerson 2nd Grade Teacher

Magen Jones Special Ed Administrator

MaryAnn Addison Fourth Grade Teacher Table of Contents Pages

1. Comprehensive Needs AssessmentA. Participation of Individuals……………………………………………B. Instruments, Procedures, or Processes…………………………………C. The Needs of Homeless, Neglected, and Migrant Children……………D. Current Achievement Data……………………………………………..E. Information about All Students………………………………………...F. Data, Conclusions (Summary of Needs)………………………………G. Measurable Goals/Benchmarks………………………………………...H. H.

5 - 30

2. Schoolwide Reform Strategies That Are Scientifically ResearchedA. Schoolwide Reform Strategies That Provide Opportunities For All

Children………………………………………………………………..B. Effective Means of Raising Student Achievement…………………….C. Effective Instructional Methods That Increase Learning Time………...D. Address the Needs of All Children……………………………………..

31 - 39

3. Instruction by Highly Qualified Professional Staff 40

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

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

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

40-43

5. Strategies to attract high-quality highly qualified teachers to high-need schools 43

6. Strategies to Increase Parental InvolvementA. Involved Parents in the Planning of the Comprehensive Schoolwide

Program………………………………………………………………...B. Parent Involvement Policy and Parent Compact………………………

44-49

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

49

8. Measures to Include Teachers in the Decisions Regarding the Use of Assessment…………………………………………………………………….. 50

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……………………………………………………………

B. Periodic Training for Teachers in the Identification of Difficulties……C. Teacher-Parent Conferences…………………………………………… 50 - 52

10. 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………………………………

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

C. Plan Developed in Coordination with Other Programs……………….. 53-5411. Description of how Individual Student Assessment Results will be provided

to parents………………………………………………………………………. 5412. Provisions for the Collection and Disaggregation of data……………………. 54

13. Provisions to Ensure the Disaggregated Assessment Results are Valid and Reliable………………………………………………………………………… 54

14. Provisions for Public Reporting of Disaggregated Data……………………… 55

15. Plan Developed During a One-Year Period…………………………………... 55

16. Plan Developed with the Involvement of the Community to be Served……… 55

17. Plan Available to the LEA, Parents, and the Public…………………………... 5518. Plan Translated………………………………………………………………... 56

19. Plan is Subject to the School Improvement Provisions of Section 1116 ……... 56

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 schoolwide plan with the participation of individuals who will

carry out the comprehensive schoolwide/school improvement program plan.

Preliminary data analysis and planning were done by our Building Leadership Team (BLT), which includes a representative from each grade level, specialists, support staff, classified employees and all members of the Administrative Team, including academic coaches. The Administrative Team collected and presented further data, which was then analyzed for the needs assessment and progress toward our goals by a representative group of staff members including regular and special education teachers, coaches, and paraprofessionals.

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

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

Developmental Reading Assessment (DRA) / Running Records – the Developmental Reading Assessment (DRA and DRA Progress Monitoring Kit) provides teachers with a method for assessment, documentation and instruction over time for students in grades K-5. Its purpose is to identify students’ reading level, defined as a text on which students meet specific criteria for accuracy, fluency and comprehension, as well as to identify strengths and weaknesses for small group and individualized instruction and tutoring. The assessments are conducted during a one-to-one reading conference in which a child reads specifically-selected assessment text and answer questions related to comprehension and decoding/word analysis. A set of leveled texts, whch 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 – written records of reading behaviors on any text. The assessment is taken as a child’s reads orally from a text. Running records are conducted at any time along a student’s reading development, and provide valuable information for the teacher to guide the child’s instruction.

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.

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.

Touchstones- district-created assessments of the standards taught during the nine- week period in reading and math for grades 1-5. These assessments were administered at the end of each nine-week period and results were used to plan for remediation and/or enrichment. Teams of grade level teachers also created pre-assessments for the Math Touchstones, to help guide and individualize instruction.

Georgia Milestones End-of-Grade (EOG) Assessments -were given for the first time in the 2014–2015 school year. EOG assessments are given in grades 3-8 in four subjects: English/Language Arts, Math, Science, and Social Studies. Student performance on the EOG Assessments is divided into one of four achievement levels: (1) Beginning Learner, (2) Developing Learner, (3) Proficient Learner, or (4) Distinguished Learner. The EOG provides a valid measure of student achievement of the state content standards across the full achievement continuum. It provides a clear signal of the student’s preparedness for the next educational level. The Georgia Milestones Assessment allows for detection of the progress made by each student over the course of the academic year.

SRI-Scholastic Reading Inventory College & Career (SRI) - a research-based, adaptive assessment that measures reading skills and longitudinal progress from Kindergarten through college readiness. For the 2015-16 school year, this assessment was administered in Quarter 1 and at the end of Quarter 4. In primary grade reading levels, students took the Foundation Assessment, which measures specific pre-reading skills. The Reading Inventory, taken by students who have mastered foundational skills, provides the Lexile level for each student, which is used to gauge reading progress and assists with book selection by both the teacher and the parent.

SMI-Scholastic Math Inventory or SMI - a research-based, adaptive assessment that measures student readiness for instruction on mathematical concepts and skills. It can also be used to measure longitudinal progress from Kindergarten through Algebra II. For the 2015-16 school year, this assessment was administered in Quarter 1 and at the end of Quarter 4.

The BLT reviewed perceptual data to determine how we were informing our stakeholders and meeting their needs, and brainstormed strategies to address weak

areas in our school. Running Records Data, Attendance, Discipline, Parent Involvement Survey, and Professional Development Surveys were analyzed by the administrative team and a representative sample of the certified and classified staff as well.

C. We have taken into account the needs of homeless, neglected and migrant children. 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. 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. All homeless, neglected and/or migrant students will receive services by any program for which they qualify.

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

CCRPI Scores for Clarkdale from 2013 to 2015School Achievement Progress Achievement Gap CCRPI

Year Points Percent Points Percent Points Percent Score

2013 43.9 73.2% 15.0 60.0% 11.0 73.3% 74.22014 40.8 68.0% 14.8 59.2% 0.0 0.0% 57.32015 25.6 51.2% 36.6 91.5% 5.8 58.0% 71.3

Three-year achievement gap average (all years scaled to maximum of 15 points): 6.6

For school year 2014-2015, our CCRPI decreased by 16.9 points which placed us in the bottom five percent of schools in the state. As a result, we were designated as a Focus School in 2015-2016. We worked diligently to improve in many areas, such as academic achievement overall, closing the achievement gap, attendance, parent engagement, and student discipline as reflected by our 2015-2016 CCRPI score of 71.3, a 14-point gain. While we did not maximize our achievement points, we made great growth with our progress points. A 5.8 gap increase yields a three year average of 6.6 as compared to four at the end of SY 15. We will continue to address specific goals aligned to the Georgia Standards of School Excellence to increase the overall success of our students.

Percentage Proficient (Levels 3, 4) on the Mathematics EOG by Student Group (All Grade Levels Combined)

Clarkdale CobbStudent Group 2015 2016 2015 2016All Students 27.6% 40.3% 44.1% 46.5%Asian 75.7% 79.5%Black 25.4% 39.1% 28.1% 30.4%Hispanic 26.0% 39.2% 26.5% 29.5%Multiracial 47.2% 51.3%White 45.5% 50.0% 62.0% 64.8%Economically Disadvantaged 25.0% 35.7% 24.7% 26.6%English Language Learners 9.8% 14.6% 12.4% 18.9%Students with Disabilities 4.9% 10.0% 17.3% 18.6%

To protect the privacy of individual students, summary data are printed only when the total number of students in a group is at least 10.

We have increased our math scores for all subgroups from 2014-15 to 2015-16. We have also made strides in “closing the gap” of Clarkdale students. We will continue to develop and utilize strategies to improve our scores in Mathematics for all subgroups. The greatest increases were seen in the following subgroups: Black (13.7), Hispanic (13.2) and Economically Disadvantaged (10.7). Though we do show growth in our White (4.5), SWD (5.1) and LEP (4.8) subgroups, we will continue to develop and implement strategies for these groups, as well as the others.

Percentage at each Achievement Level on the Mathematics EOG (All Grade Levels Combined)

Clarkdale CobbAchievement Level 2015 2016 2015 2016Level 1: Beginning Learners 25.3% 21.7% 19.3% 18.1%Level 2: Developing Learners 47.1% 38.0% 36.7% 35.4%Level 3: Proficient Learners 23.3% 31.9% 33.2% 33.9%Level 4: Distinguished Learners 4.3% 8.4% 10.8% 12.6%

In Mathematics, the percentage of our students scoring at the Proficient/Distinguished level is 40.3%, as compared to the CCSD results of 46.5% (a difference of -6.2%) This percentage represents an increase from our FY 14 score of 12.7% (2014 score was 27.6% at the Proficient/Distinguished Level). Comparing our percentages of each group from 2014-15, we do show improvement in every performance level (Beginning – improvement of 3.6%; Developing – 9.1%; Proficient – 8.6%; Distinguished 4.1%). Our Proficient/Distinguished percentage went from 27.6% in 14-15 to 40.3% in 15-16, a gain of 12.7%).

Mathematics Percentage Proficient (Levels 3, 4) and Domain Averages on the Mathematics EOG by Grade Level

Clarkdale CobbGrade Domain 2015 2016 2015 20163 Percentage Proficient 28.0% 39.5% 41.6% 46.7%3 Geometry 1.5 1.5 1.7 1.63 Measurement and Data 1.4 1.7 1.7 1.83 Numbers and Operations 1.4 1.7 1.7 1.83 Operations and Algebraic Thinking 1.6 1.6 1.7 1.74 Percentage Proficient 22.0% 50.9% 46.9% 47.5%4 Geometry 1.5 1.7 1.7 1.74 Measurement and Data 1.3 1.7 1.8 1.84 Numbers and Operations in Base 10 1.5 1.8 1.8 1.74 Numbers and Operations with Fractions 1.4 1.6 1.7 1.84 Operations and Algebraic Thinking 1.3 1.7 1.7 1.85 Percentage Proficient 31.5% 30.2% 43.7% 45.2%5 Geometry 1.5 1.5 1.6 1.65 Measurement and Data 1.5 1.5 1.7 1.85 Numbers and Operations in Base 10 1.5 1.5 1.7 1.85 Numbers and Operations with Fractions 1.5 1.6 1.7 1.85 Operations and Algebraic Thinking 1.5 1.5 1.6 1.7

Range for all domains is 1 to 3. Remediate learning = 1; Monitor learning = 2; Accelerate learning = 3.

In comparing our % of students scoring at the Proficient level from 2014-15 to 2015-16, we show improvement of 11.5% in 3rd grade and 28.9% in 4th grade, and a slight decline of 1.3% in 5th grade. We are particularly pleased that our percent of 4th graders scoring at Levels 3-4 exceeds the System average by 3.4%. All of our domain scores, however, fall in the “remediate learning” category. In 3rd grade, scores are fairly consistent across all domains, with no particular strength or weakness areas. In 4th grade, Numbers and Operations in Base 10 are a relative strength, while Geometry is a relative weakness. In 5th grade, the scores are fairly consistent across all domains.

Percentage Scoring in Each Level on the Scholastic Math Inventory for 2016Number Clarkdale

Grade Test of Students Below Basic Basic Proficient AdvancedK Test 1 92 48.9% 44.6% 6.5% 0.0%K Test 2 98 10.2% 25.5% 35.7% 28.6%1 Test 1 119 17.6% 45.4% 28.6% 8.4%1 Test 2 123 11.4% 13.0% 48.0% 27.6%2 Test 1 117 31.6% 49.6% 18.8% 0.0%2 Test 2 117 6.0% 23.1% 50.4% 20.5%3 Test 1 121 46.3% 43.8% 9.9% 0.0%3 Test 2 128 30.5% 29.7% 32.0% 7.8%4 Test 1 114 51.8% 43.0% 5.3% 0.0%4 Test 2 111 26.1% 26.1% 42.3% 5.4%5 Test 1 110 48.2% 33.6% 18.2% 0.0%5 Test 2 108 43.5% 16.7% 33.3% 6.5%

If students only took one test, then the test was recorded as Test 1 if taken in 2015 and as Test 2 if taken in 2016.

Clarkdale students in all grade levels and at all proficiency levels showed growth from the 1st to the 2nd test. In the primary grades, the 2nd test showed a greater number of students achieving at the Proficient/Advanced levels than in the intermediate grades, with average of 70.3% in primary and 42.4% in intermediate, a difference of 27.9%. In grades K-4, there was a greater decline in the number of students in the Below Basic category (therefore showing improvement), with an average decline of 22.4%, than in 5th grade, with a decline of 4.7%. The data also shows that only in second grade do we have students who began the year at the Advanced level (8.4%).

Percentage Proficient (Levels 3, 4) on the English Language Arts EOG by Student Group (All Grade Levels Combined)



The percentage of students achieving Proficient/Distinguished level on Milestones has declined overall by 1.4%, and in the following subgroups: Black (1.1%), White (2.7%) and Economically Disadvantaged (2.6%). There was slight improvement in the Hispanic (1.9%), SWD (.1%) and ELL (3.3%) subgroups. Our % declined slightly (1.4%), as did the District (1.2%).

Percentage at each Achievement Level on the English Language Arts EOG (All Grade Levels Combined)

Clarkdale CobbAchievement Level 2015 2016 2015 2016Level 1: Beginning Learners 31.3% 35.5% 21.5% 21.6%Level 2: Developing Learners 39.9% 37.2% 29.7% 30.9%Level 3: Proficient Learners 21.8% 23.0% 34.4% 36.0%Level 4: Distinguished Learners 6.9% 4.4% 14.4% 11.5%

Clarkdale showed inconsistent progress in moving students from one level to another when comparing the FY 14 and FY 15 scores. Beginning Learners showed an increase of 4.2%, Developing Learners showed a decrease of 2.9%, Proficient Learners showed an increase of 1.2% and Distinguished learned showed a decrease of 2.5%. (In FY 14, we had 28.7% at Proficient/Distinguished, and in FY 15 it had declined to 27.4%, a decline of 1.3%. CCSD showed a similar decline (1.3%).

English Language Arts Percentage Proficient (Levels 3, 4), Percentage Reading on Grade Level, Lexile Average, and Domain Averages from the English Language Arts EOG by Grade Level

Clarkdale CobbGrade Domain 2015 2016 2015 20163 Percentage Proficient 28.0% 20.9% 46.3% 44.0%3 Percentage Reading on Grade Level 72.9% 71.3% 76.1% 78.8%3 Lexile 631.6 606.4 687.5 696.23 Extended Writing Task: Ideas 1.8 1.4 2.0 1.83 Extended Writing Task: Usage 1.6 1.3 1.8 1.73 Narrative Writing Response Score 1.7 1.3 1.8 1.84 Percentage Proficient 26.0% 27.3% 48.4% 45.7%4 Percentage Reading on Grade Level 46.0% 54.5% 67.9% 67.1%4 Lexile 715.8 776.9 828.3 838.84 Extended Writing Task: Ideas 1.7 1.8 2.2 1.94 Extended Writing Task: Usage 1.5 1.9 1.8 1.94 Narrative Writing Response Score 1.7 1.9 1.8 2.15 Percentage Proficient 31.5% 35.2% 51.4% 53.0%5 Percentage Reading on Grade Level 61.5% 61.0% 74.6% 76.4%5 Lexile 909.3 913.3 977.7 981.75 Extended Writing Task: Ideas 2.4 2.4 2.6 2.55 Extended Writing Task: Usage 1.9 2.1 2.1 2.35 Narrative Writing Response Score 1.7 2.1 2.2 2.4

Range for Extended Writing Task: Ideas is 0 to 4; Range for Extended Writing Task: Usage is 0 to 3; Range for Narrative Writing Response Score is 0 to 4.

Our 3rd – 5th grade our Percentage Proficient scores for ELA Milestones declined in 3rd grade by 7.1% and only improved slightly in 4th (1.3%) and 5th grades (3.7%) from the previous year. Reading and Writing are weak areas in all three grade levels. In Writing, 3rd grade scores are a weak area across the board. In 4th grade, Ideas is our weakest area. Fifth grade scores are higher, but still need improvement.

Percentage Scoring in Each Level on the Scholastic Reading Inventory for 2016Number Clarkdale

Grade Test of Students Below Basic Basic Proficient AdvancedK Test 2 10 0.0% 0.0% 100.0% 0.0%1 Test 1 31 0.0% 83.9% 12.9% 3.2%1 Test 2 57 0.0% 68.4% 26.3% 5.3%2 Test 1 86 46.5% 29.1% 20.9% 3.5%2 Test 2 114 29.8% 26.3% 34.2% 9.6%3 Test 1 123 48.8% 26.8% 22.8% 1.6%3 Test 2 131 27.5% 28.2% 40.5% 3.8%4 Test 1 117 44.4% 24.8% 25.6% 5.1%4 Test 2 114 35.1% 27.2% 26.3% 11.4%5 Test 1 117 36.8% 36.8% 17.1% 9.4%5 Test 2 112 29.5% 36.6% 20.5% 13.4%

If students only took one test, then the test was recorded as Test 1 if taken in 2015 and as Test 2 if taken in 2016.

These scores are for The Reading Inventory only. Some students in K-2 were administered the FoundationalTest if their reading level indicated that they were not ready for comprehension.

The 10 Kindergarten students who were ready for The Reading Inventory clearly scoredwell (100% Proficient), though we’d like to see more students take this assessment. In First Grade, 15.5% of the students moved from Basic to Proficient, but not as many (7.6%) moved to Advanced. In Second Grade, there was a higher percentage of students who began the school year in the Below Basic category (46.5%), but did make progress (16.7% moved to Basic). A higher percentage of Fourth and Fifth graders scored in the Advanced category (average of 12.4%) than in any other grade levels (average of 4.7%), but there was not as much progress through the other levels.

Percentage Proficient (Levels 3, 4) on the Science EOG by Student Group(All Grade Levels Combined)



As with the District scores (.1%), our Science scores only improved slightly (2.4%) from 2015-2016, across all subgroups, except for Economically Disadvantaged, who scored slightly lower (by .4%) in 2016. Scores in the White (40.05) and Hispanic (22.7%) subgroups were a relative strength, and Black (18.4%), SWD (7.5%), ELL (4.2%) and Econ Disadv (18.6%) were weaknesses.

Percentage at each Achievement Level on the Science EOG (All Grade Levels Combined)

Clarkdale CobbAchievement Level 2015 2016 2015 2016

Level 1: Beginning Learners 37.1% 37.1% 24.6% 25.4%

Level 2: Developing Learners 43.7% 41.2% 36.9% 35.9%

Level 3: Proficient Learners 17.2% 19.1% 29.1% 29.6%

Level 4: Distinguished Learners 2.0% 2.6% 9.4% 9.1%

Only 21.7% of our students were Proficient/Distinguished in Science, as compared to 38.7% for the District, a difference of 17%. More than a third of our students (37.1%) scored in the Beginning category.

Science Percentage Proficient (Levels 3, 4) and Domain Averages on the Science EOG by Grade Level

Clarkdale CobbGrade Domain 2015 2016 2015 20163 Percentage Proficient 19.5% 23.3% 37.6% 38.2%3 Earth Science 1.3 1.3 1.6 1.53 Life Science 1.2 1.4 1.6 1.73 Physical Science 1.3 1.4 1.6 1.64 Percentage Proficient 20.0% 17.3% 37.2% 36.7%4 Earth Science 1.2 1.2 1.5 1.64 Life Science 1.5 1.3 1.7 1.64 Physical Science 1.2 1.3 1.5 1.65 Percentage Proficient 18.5% 24.5% 40.7% 41.1%5 Earth Science 1.3 1.3 1.6 1.65 Life Science 1.3 1.3 1.6 1.75 Physical Science 1.4 1.3 1.7 1.6


Our students, especially in Fourth and Fifth Grades, scored far below the District (by 19.4% in Fourth Grade and 16.6% in Fifth Grade. Earth Science was the weakest area in Third (1.3) and Fourth grades (1.2), but basically all of the areas are weak across the board.

Percentage Proficient (Levels 3, 4) on the Social Studies EOG by Student Group(All Grade Levels Combined)



Our Social Studies scores, though improved from 2015 to 2016 by 2.3%, are far below the District scores (by 15.6%) The highest scores are in the White subgroup (30.0%), and all other subgroups are weak.

Percentage at each Achievement Level on the Social Studies EOG (All Grade Levels Combined)Clarkdale Cobb

Achievement Level 2015 2016 2015 2016Level 1: Beginning Learners 38.8% 38.4% 23.9% 23.9%Level 2: Developing Learners 46.3% 44.5% 43.2% 43.4%Level 3: Proficient Learners 12.1% 15.4% 23.6% 22.8%Level 4: Distinguished Learners 2.9% 1.7% 9.3% 9.9%

Even though we did have a higher percentage of students in the Proficient range in 2016 (by 3.3%), generally our Social Studies scores have declined (.4% for Beginning Learners, 1.8% for Developing Learners, 1.2% for Distinguished).

Social Studies Percentage Proficient (Levels 3, 4) and Domain Averages on the Social Studies EOG by Grade Level

Clarkdale CobbGrade Domain 2015 2016 2015 20163 Percentage Proficient 8.5% 14.0% 29.5% 30.1%3 Economics 1.4 1.4 1.6 1.63 Geography 1.2 1.2 1.5 1.53 Government and Civics 1.1 1.2 1.3 1.43 History 1.3 1.3 1.6 1.54 Percentage Proficient 21.0% 21.8% 37.3% 36.7%4 Economics 1.2 1.4 1.5 1.64 Geography 1.3 1.2 1.6 1.54 Government and Civics 1.4 1.5 1.5 1.64 History 1.3 1.3 1.6 1.65 Percentage Proficient 16.2% 16.2% 32.0% 31.6%5 Economics 1.2 1.2 1.5 1.55 Geography 1.3 1.3 1.5 1.55 Government and Civics 1.3 1.3 1.6 1.65 History 1.2 1.3 1.5 1.5


In all grade levels, but particularly in Third and Fifth grades, our scores were far below the District (average of 15.5% below the District).In Third Grade, Economics was a relative strength and Geography and Government were weaknesses.

In Fourth Grade, Government was a relative strength and Geography was weakest.In Fifth Grade, the scores were consistent among all subject areas.Even though our scores across all subject areas in all grade levels either remained the same or improved slightly from 2015 to 2016, we are not showing significant improvement.

Percentage Meeting and Exceeding Standards on GKIDS Assessments in English Language ArtsClarkdale Cobb

Strand 2014 2015 2016 2014 2015 2016Reading 79.6% 84.8% 85.5% 80.2% 80.8% 81.0%Writing 65.1% 80.7% 80.6% 76.4% 76.1% 76.1%Speaking and Listening 75.3% 86.8% 88.3% 84.1% 84.4% 84.2%Language 75.5% 85.2% 83.2% 77.0% 77.2% 77.5%English Language Arts Total 76.1% 84.5% 84.4% 79.0% 79.2% 79.5%

These scores exceed the District in the all areas (by an average of 4.7%).Listening/Speaking/Viewing is a relative strength, and Writing is a relative

weakness.

Percentage Meeting and Exceeding Standards on GKIDS Assessments in MathClarkdale Cobb

Strand 2014 2015 2016 2014 2015 2016Counting and Cardinality 92.3% 84.7% 91.8% 88.6% 88.5% 88.9%Operations and Algebraic Thinking 80.7% 85.3% 77.5% 81.1% 82.8% 82.7%Numbers and Operations in Base 10 56.2% 79.3% 82.5% 73.8% 74.1% 72.6%Measurement and Data 94.4% 93.4% 87.6% 87.9% 88.9% 88.1%Geometry 91.6% 93.9% 82.7% 87.5% 87.6% 86.9%Math Total 88.4% 87.9% 86.1% 86.1% 86.3% 86.5%

Geometry is a relative weakness, and Measurement/Data are relative strengths.In comparing 2015 to 2016, increases were in the areas of Counting and Cardinality (by 7.1%) and Numbers and Operations (by 3.2%). All other areas decreased slightly (average decrease of 8.3%). Our scores exceeded the District in the areas of Counting and Cardinality by 2.9% and Numbers and Operations by 9.9%. Our Math total was .4% lower than the District, and declined by 1.8% from 2015 to 2016.

Table 6. Percentage of Students on Iowa Tests in Bottom Quartile Nationally (Smaller Numbers Better)Clarkdale Cobb

Grade Section 2014 2015 2016 2014 2015 20163 Math 45.9% 36.2% 36.8% 24.1% 28.8% 27.5%3 Math Computation 22.9% 20.2% 19.3% 12.4% 19.4% 12.6%3 Math Total with Computation 43.4% 25.0% 34.2% 20.9% 25.6% 23.3%5 Math 48.1% 37.0% 40.6% 16.7% 21.1% 19.7%5 Math Computation 45.7% 35.3% 39.6% 24.7% 27.7% 31.3%5 Math Total with Computation 45.0% 37.8% 42.6% 18.1% 21.2% 22.1%

In general, our third and fifth grade math scores on the ITBS have improved since 2015 (Math total improved by 9.2% in third grade and 4.8% in fifth), but are not back to the achievement level in 2014. Based on these results, we increased our focus this school year on math computation.

Percentage of Students on Iowa Tests in Bottom Quartile Nationally (Smaller Numbers Better)

Clarkdale CobbGrade Section 2014 2015 2016 2014 2015 2016

3 Reading 43.5% 33.0% 35.1% 24.8% 23.5% 24.6%3 Vocabulary 45.2% 37.7% 46.5% 27.3% 29.2% 29.0%3 Reading Total 48.8% 36.8% 42.1% 26.2% 27.2% 27.3%3 Spelling 31.0% 22.6% 28.3% 19.0% 18.6% 19.6%3 Capitalization 51.2% 38.7% 34.8% 26.9% 25.4% 28.6%3 Punctuation 45.1% 40.6% 35.4% 28.2% 28.7% 32.3%3 Written Expression 50.6% 30.5% 42.9% 25.6% 25.4% 28.3%3 Conventions of Writing 41.5% 40.6% 31.2% 25.1% 28.0% 27.3%3 Language Total 46.3% 41.0% 31.5% 25.4% 28.1% 27.1%3 English Language Arts Total 46.3% 34.3% 37.8% 24.6% 25.6% 26.1%

5 Reading 45.1% 29.7% 40.0% 19.6% 19.6% 20.6%5 Vocabulary 34.6% 28.8% 36.0% 17.5% 17.0% 17.3%5 Reading Total 37.0% 30.5% 38.0% 16.8% 17.7% 17.3%5 Spelling 38.3% 36.4% 34.0% 18.9% 19.6% 20.7%5 Capitalization 45.7% 39.8% 39.4% 20.1% 19.8% 22.7%5 Punctuation 43.2% 33.1% 42.4% 17.7% 17.8% 19.7%5 Written Expression 33.3% 23.7% 29.0% 13.1% 16.3% 15.4%5 Conventions of Writing 37.0% 35.6% 40.4% 17.6% 17.9% 19.3%5 Language Total 40.7% 29.7% 38.4% 16.7% 17.7% 18.4%5 English Language Arts Total 37.0% 28.0% 36.4% 16.1% 16.8% 18.0%

Our Reading and ELA scores are showing a greater percentage of students in the bottom quartile nationally. We showed slight improvement in 3rd grade in capitalization (by 3.9%), punctuation (by 5.2%) and conventions of writing (by 9.4%). In 5th grade, the only real improvement over 2015 was in Spelling (by 2.4%).

Percentage of Students on Iowa Tests in Bottom Quartile Nationally (Smaller Numbers Better)Clarkdale Cobb

Grade Section 2014 2015 2016 2014 2015 20163 Science 23.5% 22.1% 23.9% 11.1% 15.6% 12.2%5 Science 36.6% 25.8% 38.6% 16.9% 17.4% 18.4%

We showed a decrease of 1.8% in Third Grade Science and 12.8% in Fifth Grade Science.

Percentage of Students on Iowa Tests in Bottom Quartile Nationally (Smaller Numbers Better)

Clarkdale CobbGrade Section 2014 2015 2016 2014 2015 2016

3 Social Studies 40.0% 39.4% 36.3% 22.9% 26.6% 25.7%5 Social Studies 45.7% 25.4% 38.0% 17.1% 17.5% 18.5%

We showed an improvement in Third Grade Social Studies of 3.1%, and a decline in Fifth Grade Social Studies by 12.6%

Milestones Comparison* % of students on level 1 on Milestones

Math 14-15 15-163rd 23% 22%4th 28% 12%5th 26% 32%

ELA 14-15 15-163rd 31% 39%4th 37% 34%5th 28% 33%

Science 14-15 15-163rd 33% 29%4th 39% 39%5th 39% 45%

Social Studies 14-15 15-163rd 32% 39%4th 50% 35%5th 42% 36%

In Math, our weakest group were our Fifth graders (32% on Level 1) and our strongest group are our rising Fifth graders (12% Level 1). At least a third of our students are at Level 1 in ELA (39% in 3rd, 34% in 4th and 33% in 5th) and that is true for Science and Social Studies as well. Fourth grade Math (growth of 16%) and Social Studies (growth of 15%) were our strongest growth areas from 2015 to 2016, and Third grade ELA (decline of 8%) and Social Studies (7%) decline) showed the greatest decline.

First in MathFluency Assessment Pre PostNeeds Help 32% 5%Emerging 12% 3%Proficient 32% 26%Fluent 23% 65%

Students spent an estimated 4,740 hours solving math problems this year; 1,706,331 problems solved. According to this assessment, 91% of our students were Proficient or Fluentin Math Fluency.

Math Data

All grade levels made gains pre-to-post on Math Touchstones in every quarter.In every quarter, Clarkdale’s Touchstones scores were at or above the District in almost every grade level.

Reading Summary 2015-16

TouchstonesGrade Q1 Score Q2 Score Q3 Score Q4 Score

Read / ELA1 57 60 63 59 / 592 58 44 54 65 / 563 59 65 49 55 / 564 59 51 54 70 / 745 55 64 71 54 / 62

These scores are not easily compared because they assess different standards for reading each quarter. There are some discrepancies in the Q4 scores, as the District was trying to allow more support teachers to see the scores and there were some issues with this. Fifth grade did very well on the Q3 Touchstones, with an average score of 71%. First grade averaged 59.8%, Second grade 55.2%, Third grade 57%, Fourth grade 58.5% and Fifth grade 61%.

Running RecordsBelow On Above

%Grade Q1 Q2 Q3 Q4

K 47 24 29 52 25 23 56 21 231 46 24 30 37 24 39 40 28 32 50 25 252 38 31 31 38 22 40 32 26 42 29 29 423 33 31 36 33 15 52 35 14 51 25 26 494 30 22 48 29 28 43 17 25 58 29 10 615 42 25 33 40 16 44 38 18 44 40 11 49

Summary: % Reading On/Above Grade LevelGrade Q1 Q2 Q3 Q4

K 53 48 441 54 63 60 502 62 62 68 713 67 67 65 754 70 71 83 715 58 60 62 60

Scores on Running Records can vary as the requirements for below/on/above change each quarter. For example, first grade must move multiple levels to remain on grade level, and sometimes students make progress but don’t quite achieve the movement needed to remain on grade level. These scores overall are higher than the Milestones scores indicate, possibly because these are based on oral assessing, not written.

SLO ReadingGrade Pre Post

K 42 791 37 622 41 703 42 58

All grade levels showed grow pre-to-post (K gain of 37, 1st gained 55, 2nd 29), with 3rd grade showing the least gain (16).

SRIGrade %

Below Basic

%Basic

%Proficient

%Advanced

PreLexile

PostLexile

Year End Proficiency Range

(1) 0 71 23 6 BR 80 190-530(2) 32 26 32 10 220 389 420-5603 32 27 38 4 299 458 520-8204 36 27 25 11 555 625 740-9405 28 35 23 14 633 726 830-1010

Schoolwide 28 35 29 9

In 1st and 2nd grade, the only students who take this assessment are those who are beyond the Foundational stage in reading. All grade levels made gains in Lexile scores pre-to-post, but none of the grade level averages are within the year-end proficiency range. Approximate a third of our students in grades 3-5 are at the Below Basic level, which corresponds to our Level 1 scores on the Milestones.

I Station Data

ISIP Overall Reading Scores Ability Index August MayKindergarten 166 1861st 192 2052nd 216 2273rd 226 2344th 1770 18275th 1782 1896

Lexile August May1st BR400 BR1402nd 85 2753rd 215 3104th 520 6255th 590 750

Students in all grade levels made progress on the ISIP assessments, and their Lexile levelsincreased. In 4th and 5th grades especially, the Lexile scores are very similar to those achieved on the SRI. Again, however, these Lexile scores are not at the year-end Proficiency Range. Our teachers are still working on ways to allow the students more access time to IStation.

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 standard including:

Economically disadvantaged students met Participation Rate and Subgroup Performance targets in ELA and Math, but did not meet State Performance Targets. They did not meet State or Subgroup Performance Targets in Science and Social Studies.

Students from Major racial and ethnic groups met Participation Rate, but not all targets in all academic areas, especially Social Studies. Also, Hispanic students did not meet targets in ELA.

Students with disabilities did not meet State or Subgroup targets in any area. Students with limited English proficiency met Subgroup targets in ELA and

Math, but did not meet targets in Science and Social Studies.

Some of the data listed above are results from the Georgia Student Health Survey, Georgia School Personnel Survey and Georgia Parent Survey. Our student attendance data has improved from the previous year, but it continues to be a focus and we have developed and refined strategies to address the need. In analyzing the Student Response on the Georgia Student Health Survey, we are focusing on students feeling safe at school, including having someone to be able to talk to and express concerns.

F. The data has helped us reach conclusions regarding achievement or other related data. The major strengths we found in our programs are…

Core Content Area Major Academic StrengthsReading Growth in individual students’ reading levels

Answering selected response questions on assessments such as Touchstones and SLO

ELA Growth in subgroupsWriting Ideas

4th and 5th grade writing overall a relative strength; 3rd grade weakerMath Growth in all subgroups

4th grade Math overallMath Fluency

Science Growth in subgroupsSocial Studies Growth in subgroups

The major academic needs with root causes we discovered and will address are…

Core Content Area

Major Academic Needs Root Cause Priority of Need (1-6)

Reading Overall Reading

Answering constructed and extended response items to demonstrate comprehension

Vocabulary

Lack of enough exposure to on-grade level texts in various genres and text complexityLack of exposure in general to increase vocabulary in listening/speaking/reading/writingLack of time spent doing independent reading, motivation to readLack of reading staminaLack of adequate IStation use

ELA / Writing Overall Writing, especially 3rd Language Usage and Conventions

Lack of sufficient vocabulary to improve writingLack of exposure to mentor texts and proficient examplesLack of a specific, sequential writing curriculum/framework and professional developmentTeacher confidence in their teaching of writing

Math Overall MathGeometryWriting about Math

Writing skills – being able to put thought processes down on paperNumbers and Operations has been a major focus – geometry had been a secondary focus

Science Overall Science Lack of application of knowledge gained in instruction to answering selected response questions about the subject matterLack of reading ability/comprehension in reading and answering science-related questionsVocabulary

Social Studies Overall Social Studies Lack of application of knowledge gained in instruction to answering selected response questions about the subject matter

Lack of reading ability/comprehension in reading and answering social studies-related questionsVocabulary

The ROOTCAUSE that we discovered for each of the needs are: Reading/Writing: Weaknesses in reading and writing could be due to

language and vocabulary development, lack of sufficient exposure to books and experiences, lack of command of the English language, as well as less time for literacy instruction as we increased math instructional time. Teachers also need more training and coaching in the teaching and evaluation of writing, and confidence in this area of instruction. Students lack motivation for reading as they encounter more and more engaging tasks to do, such as tv, games, etc. – we need to motivate them to read, both for information as well as for pleasure.We are also working on ways to be able to increase usage time for IStation, especially for our Tier 3 students.

Math: We have made progress in math, but still need more time with the strategies we have in place. Reading and writing deficiencies impact math achievement as well, such as when required to process a problem and explain their answer and thinking in writing.

Science and Social Studies: We have incorporated more integration of Science and Social Studies, and have added a Science lab, in addition to our math lab. Again, the ability to read and comprehend questions asked about the content, and then to use higher-order thinking skills to determine a best answer is hindering progress. We will integrate the math and science lab together to build more interdisciplinary connections and allow all students access to both labs, and we will incorporate more writing and question analysis in our content area instruction, after the engaging and hands-on lessons. We will strive for more rigor and relevance to our content area lessons.

Summary of Needs:

As we analyzed our data, we found that strengths and weaknesses existed in different academic areas for different grade levels. The data suggests that we have made improvements with our subgroups. Despite the gains that students have made, our performance still falls short of the state, District and school goals and targets. Our areas of greatest need at this point are Math, Reading/ELA, Science and Social Studies.

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

Goal #1: Increase the percent of students in Proficient/Distinguished on the Math EOG by 3%.Goal #2: Increase the percent of students in Proficient/Distinguished on the ELA EOG by 3%.

Goal #3: Increase the percent of students in Proficient/Distinguished on the 5th grade Science EOG by 3%.Goal #4: Increase the percent of students in Proficient/Distinguished on the 5th grade Social Studies EOG by 3%.Goal #5: Increase parent engagement through home/school communication.Goal #6: Decrease the number of students absent 6 or more days by 3%.Goal #7: Increase the number of students who feel that our school is safe and clean, as measured by the Student Health Survey, by 3%.

2. Schoolwide Reform Strategies that are scientifically researched 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.

The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are:

PERSONNELTitle I funds will support the following supplemental personnel to

Explain how the personnel will be utilized.

Academic Goal Addressed

EstimatedCost

Data used to evaluate effectiveness

Timeline for evaluation

increase student achievement1.49 Academic Coaches

Coaches are a resource for staff, students and parents. They provide support with instruction of the Georgia Standards of Excellence, as well as research-based instructional methods at all grade levels, both for certified and classified staff, through walkthroughs and feedback, facilitation of peer observations, modeling and coaching. The coaches may also work with students in areas of identified need. They provide a variety of curriculum-and-instruction-based professional developmentCoaches also compile and present data and facilitate data teams and data-driven instruction, and assist the Parent Facilitator in parent engagement activities.

#1, 2, 3, 4, 5

$124,000 Teacher surveys

Coaches’ evaluation instrument

AcademicAchievementon Touchstones, SLOs, Milestones, SRI, IStation, DRA

Midyear and end of year

1 Parent Liaison The Title I Parent Liaison is a link between the parents and families and the school. She facilitates parent engagement activities, such as Library Night and Monday Morning Math, as well as stakeholder communication. She provides materials, resources and services for families in our community. Assisting in the parent-school partnership is critical to academic success.

#1,2,3,4,5,6

$41,000 Parent Survey

Parent Attendance at events

Administrationevaluation


Tutoring During-the-day tutors in all grade levels, to assist with instruction, differentiation and meeting individual and small group student needs, in the area of reading and math (including Read 180 and System 44)Before-school tutoring for assistance with both homework and usage of curriculum-based

#1,2,3,4 $100,000 SRISMIDRATouchstones


computer programs such as IStation and Ten Marks

INSTRUCTIONALTitle I funds will support the following supplemental instructional strategy/initiative to increase student achievement

Explain how the instructional strategy/initiative will be implemented.


Estimated Cost



Technology Additional computer equipment, software and/or supplies will be purchased to maximize student use of curriculum-based programs and websites

#1,2,3,4,5 $50,000 Usage of IStation and Ten Marks


IStation An individualized reading assessment and instruction program for all students in grades K-5 which is highly interactive and motivating for our students. Monthly assessments drive the instruction for each student. It may be used both at home and at school. This should increase reading achievement, which impacts all other academic areas.

#1,2,3,4,5 $8000 Usage reports

IStation Assessments

SRI

Quarterly usage reports


Storyworks Storyworks will be used in whole-and-small group instruction in grades 3-5 in reading, under the training and supervision of one of our Academic Coaches. It is correlated to the Georgia Standards of Excellence, and will assist with reading and response writing in all genres, as well as integration of content areas.120 copies for 3rd grade (Storyworks, Jr.), 230 copies for 4th and 5th (Storyworks). There is also an online component which may be accessed from home. Teacher materials are included.

#2, 3, 4 $2700

For 120 3rd

230 4/5

Includes online resources

Touchstones

SRI

Milestones

SLO for 3rd


Ten Marks Based on 2016 EOG results, students in grades 2-5 will use Ten Marks to help increase student

#1 $5000 Ten Marks reportsEOG results

Quarterly and/or end of year

achievement in all GSE areas, through daily focused computerized practice that is differentiated based on student performance

MI

Social Studies Weekly magazine

With our Social Studies scores declining, these materials would provide a further means for integration, close reading, authentic text reading in the social studies content area. Writing will also be incorporated as a response to what is read. The goal is to increase Social Studies achievement.

#2, 4 About $6 each, plus s/h

2nd grade?

$1000?

Lesson Plan checks

Ongoing

ISPIRE To address goal #2, ISpire will be used with struggling readers in 2nd and 3rd grades (in the bottom quartile).

#2 $5000 RI, ISpire reports, DRA levels

Quarterly

Performance Contracts (Must be submitted 6 weeks prior to delivery of services)

Title I funds will support the following professional development performance contract to increase student achievement

Explain why the performance contract is needed.


Estimated Cost



Curriculum Integration

We have a group of teachers in year 2 of implementation, as well as a beginning group. Both need professional development support to fully implement and sustain Curriculum Integration, which will enhance instruction in all subject areas.

#1,2,3,4, 6 Cost? Walkthroughs

Lesson Plan checks

Ongoing

Early Literacy Development: Preparing Young Children for Success in Schoolwww.georgiaeta.com

Early Literacy is the first class in the Complete Reading Series. The Early Literacy class is crucial for understanding the development of pre-reading skills such as: oral language, vocabulary, phonological awareness, and print awareness. Educators will learn what skills to teach and how to teach the skills. Come join us and start the CRS journey. Participants will be empowered with the skills needed to teach reading, writing and spelling.This course is approved by the Georgia

#2 $6000

($3840 for training, remainder for subs and materials)

DRA LevelsRI

Quarterly

https://georgiaeta.com/complete-reading-series

Department of Education for one (1) CEU.

COSTProfessional Development See professional development chart in section 4E for details. $ 42,620Parental Involvement See parental involvement chart in section 5B for details. $ 2375

TotalProposed 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 children, 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.

Magazine Subscriptions (Social Studies Weekly, Storyworks) : Students are more engaged with reading when the material is high-interest and relevant to their lives and current events. The magazine format is also engaging for students. These subscriptions will allow us to expose our students to non-fiction materials, which are a higher priority with our common core curriculum. The magazines will be incorporated into whole and small-group reading instruction, as well as vocabulary development and word work.

IStation – The Morgridge International Reading Center (MIRC) at the University of Central Florida (UCF), provides an analysis of students’ usage of the Istation reading program by locale, Title I status, grade, and academic level during the 2014-2015 school year. Findings show students who used Istation Home exhibited greater growth than students who exclusively

used Istation at school; students in 4th and 5th grade in academic level 3 who needed the most academic intervention and demonstrated the greatest need of intervention exhibited a greater amount of growth than those students in academic level 2; on average, pre-K through 3rd grade students experienced growth in reading; of the participating schools, 79 percent were classified as Title I schools, which traditionally serve underserved students.Summary of Findings: Elementary school students that used the Home Component of Istation demonstrated greater reading growth than students that did not use the Home Component. Elementary students by every research category: grade level, academic level, geographical location, and Title 1 status exhibited reading growth. Students in academic level 3 (those at the highest academic risk and in need of intense intervention) totaled 58% of the participants in the Istation research study. Students in 4th and 5th grade in academic level 3 who needed the most academic intervention demonstrated a greater amount of growth than those students in academic level 2. Students in PreK-3rd grade at all academic levels experienced growth in reading. There were a large number of students that were enrolled in the project. The percentage of active elementary school students was 71%, which according to Istation was 5% higher than another large state implementation rate. 79 % of the participating schools were classified as Title 1. Title 1 schools traditionally serve underserved students. The geographical regions of the students participating in the Istation program included (a) 28% from urban environments, (b) 60% from suburban locations, and (c) 13% from rural locations.

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

We will increase the amount and quality of learning time by

Increasing the efficiency of lesson delivery-use of the SEAMLESS instructional framework to establish a sound learning environment-use of motivational websites and reading materials (Storyworks, Flocabulary, IStation) to increase engagement and therefore achievement, especially in reading, writing and math-direct instruction of grade level standards during mini-lessons, and more differentiated instruction during guided reading and math-continued and increase writing across the curriculum, including test response practice, reading response items, math explanations-vocabulary development through relevant experiences, Arts Integration, PBL, content area integration, word walls-utilization of Balanced Literacy framework

-utilization of Number Talks-direct instruction using a problem solving framework such as KWL in math-utilization of Reading A-Z as a supplement in primary classrooms, and also for increased parent engagement in reading achievement-continued and refined collaboration among classroom teachers, specialists, and support personnel-continued implementation of Guided Math, Guided Reading, and Writers’ Workshop, with support through observation and coaching-further incorporation of technology for instruction, assessment and engagement-continued support for a combined Math/Science lab-support in the implementation of new K-2 curriculum materials in reading/ELA-increased number of coaches for maximizing instruction-increase rigor, relevance and motivation, through arts integration, problem-based learning and revisiting our previously written Highly Effective Teaching units (content areas)-conduct walkthroughs specifically for science and social studies, not only ELA and math-continue to train paraprofessionals through our Para University-continue to include support staff in collaborative planning and add paraprofessionals to the trainings for at least part of the day

Increasing the efficiency of classroom time-continue our increased instructional time in the area of math-set minimum time expectations in the areas of reading and writing-further integrate content areas, while maintaining quality of standards instruction-coaching in refinement of reading, writing and math workshops-continued maximization of school day (7:50 – 2:15)-continue decreased classroom interruptions during instructional time-increase the rigor of DRA by incorporating a written component in grades 3-5, which also decreases assessment time for teacher and therefore maximizes instructional time

Extending learning opportunities before/after school-tutoring during the school day for grades K-5-before school tutoring and homework help beginning at 6:15 AM for students in K-5-expanding learning opportunities and experiences through our After School Program-after school tutoring -continuing our partnership with Cooper Middle School for math and science enrichment for 5th grade-set as a priority the idea of parent engagement through checking homework, behavior notes, daily agendas, and track progress in that implementation

Lesson collaboration and planning-data analysis and strategic planning in the areas of reading and math-administration of local common assessments in Math, and subsequent data analysis and strategic planning-revise administration of Touchstones assessments to make them more formative in nature-incorporation of more reading, writing and selected response practice with science and social studies lessons

-continue quarterly grade level training and planning days, but also incorporate monthly extended special for deep rigorous lesson development-additional coaches for help with collaboration and planning/lesson development

D. 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 data teams, quarterly assessments, formative checkpoint assessments prior to Milestone administration, and report cards. Adjustments to programs such as after school tutoring or in school tutoring will address these needs. Our School’s 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. School status of highly qualified teachers to high-needs schools

100% of our staff are highly qualified. We achieve this by attracting 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 coaches, grade level team leaders, designated mentors, and administrative staff. 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. Certification deficiencies are addressed by informing those staff members of their status. We also inform parents by letter of the status of teachers who may be instructing their child but who are not highly qualified.

3. 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. Paraprofessionals completed an evaluation and needs assessment after each session of our Para University. Staff members identified various topics of interest including mathematics instruction, technology, refinement of reading and writing workshop, use of rubrics in problem-based learning and other areas, and differentiation. After data analysis, we have determined that we need to expand our staff development focus into all academic areas – math, reading/ELA/writing, science and social studies. 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 assessments and lessons that will increase student performance. Staff members are encouraged to attend county, state, and national professional development opportunities. Staff members are encouraged and supported as they pursue higher level degrees. Parents receive staff development through curriculum nights, workshops, PTA meetings and volunteer opportunities. Staff and parents are invited to participate in our local School Council as well.

B. All of our school’s Title I funded professional development activities have been aligned with our needs assessment. Each professional development activity has been reviewed to ensure the training is related to Georgia’s academic content with the goal of raising student achievement in content areas identified within our needs assessment.

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 approximately 14 new teachers and we feel it is important to develop and support them for the purpose of retention and student success. A member of administration, coach and one of our graduates from our Teacher Leader Academy will work with new teachers to build relationships, coach, and support this group. Title I Funds have been allocated to fund an additional literacy coach (in addition to our math coach and our .49 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 ten 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, as well as TIS personnel. The topics for these trainings will be determined by data analysis and based on needs identified by teachers in the professional development survey conducted at the beginning of the 2016-17 school year. We will continue to provide any additional 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. School-focused professional development courses have been established for both certified and classified personnel, for PLU’s (Professional Learning Units). This year, we plan to differentiate staff development by implementing “houses” (professional learning communities) who have similar needs/interests, so that they may train and support each other in building their teaching strengths. If needed, materials needed by the particular “houses” will be purchased. We will continue to make use of webinars, Blackboard, and any other available resources for professional development. District level coaches will assist and collaborate with our local academic coaches. Funds will be used for substitute pay so that teachers and paras may attend professional development activities. To address Goal # 5-7 regarding a safe school, selected staff member(s) will attend the National Youth At-Risk Conference. This conference addresses not only discipline, but attendance, parent engagement and provides strategies for improvement. In an effort to increase overall math performance (goal #1), selected staff member(s) will attend the GCTM Conference. The purpose of this conference is to promote high-quality math education and provide instructional strategies that maximize student achievement. To address all goals, the principal and/or selected staff will attend the National Title I Conference in February 2017. This conference will allow participants to hear presentations from today’s most inspiring leaders in education and receive important updates from the U.S. Department of Education to help students succeed.

D. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways. Refresher courses and coaching will be provided as needed on topics such as developing sound common assessments, understanding assessments reports from the various assessments we administer, analyzing data and using it to refine and differentiate instruction. We plan to implement a data notebook for each teacher, with a data sheet for each child. Professional development will be held during Quarter 1 to assist teachers in discussing student data with parents. An assessment calendar has been created and will be distributed to teachers and support personnel.

E. PROFESSIONAL LEARNING TEMPLATE

2016-2017 Professional LearningSchool:

Month /Day / Yr

Professional Learning Topic

A. Academic Area Addressed – Must be linked to a goal

B. Brief description of the Professional Learning and how it will increase student achievement.

Location Estimated Cost Funding Source

Ongoing Funds will be used to allow teachers to attend:Quarterly grade level trainings and curriculum/lesson writing, as well as development of standards-based units incorporating performance tasks and rubricsMonthly differentiated staff development trainings in areas of identified need, such as creation and use of rubrics, implementation of Arts Integration and PBL strategiesPeer and mentor observationsWeekly trainings in areas of identified interest and needConference attendance for identified areas of need

#1,2,3,4, 5, 6 Clarkdale Teacher Evaluations of specific trainings

Walkthroughs and lesson plan evaluations

After each PD activity,

ongoing lesson plan evals and classroom visits

REQUIRED Jan. 17,

2017

Staff Professional Development #2

Building the Contributions and Capacity of Parents

Building Capacity Standard: 3To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and local educational agency that receives Title I funds shall educate teachers, pupil services personnel, principals, and other staff with the assistance of parents in the value and utility of contribution of parents, and in how to reach out to, communicate with, and work with parents as

Clarkdale $0 Title I

equal partners, implement and coordinate parent programs, and build ties between parents and the school. This activity will address goals #1-4.

Monthly SEAMLESS Instructional Framework PD/Training with Academic Coaches / Data Analysis

All content areas, with training to be conducted in areas of need, as identified by data analysis, teacher surveys. Areas will include, but not be limited to: rigor and relevance, effective use of rubrics, writing workshop and writing strategies, evaluating writing, goal-setting and data monitoring with students.

Clarkdale PD Room

$0 Title I

Weekly, as needed

Local and Area Peer Observations and Collaboration

All content areas, with reflection sheet/goal-setting as follow-up with academic coach

TBD $1500Substitutes

Title I

October, January,March

Quarterly Grade Level PD All content areas. Will include paras and support personnel, and will focus on curriculum mapping, standard unpacking, lesson planning, resource gathering, strategy training, data analysis

Clarkdale PD Room

$15,120Substitutes

Title I

Bi-Weekly New Teacher Academy All content areas. Differentiation, engagement, classroom management, instructional strategies, collaboration and support, teacher rounds

Clarkdale PD Room

$2000 Title I

Monthly,Oct. - March

Para University Topics to include: conferencing, running records, strategies to build number sense, behavior management, and other areas of identified need

Clarkdale PD Room

$2000Substitutes and materials

Title I

Monthly Building Parent Capacity To include quarterly training in math and literacy to teach parents strategies for increased parent engagement

Clarkdale $2000Materials

Title I

Monthly, Optional Differentiated Staff All content areas. 2-hour Clarkdale $15,000 Title I

Sept. - March

Development after-school trainings, based on areas of identified need, with follow-up lesson planning for full implementation with coaches. Teachers will be paid their hourly rate for up to 2 hours. This also includes any additional training and/or materials for members of a particular staff development “house” (professional learning community)

Feb. 2017 National Title I Conference To address all goals, the principal and/or selected staff will attend the National Title I Conference in February 2017. This conference will allow participants to hear presentations from today’s most inspiring leaders in education and receive important updates from the U.S. Department of Education to help students succeed.

Long Beach, CA

$3000 Title I

Oct. 2016 GCTM Conference In an effort to increase overall math performance (goal #1), selected staff member(s) will attend the GCTM Conference. The purpose of this conference is to promote high-quality math education and provide instructional strategies that maximize student achievement.

Rock Eagle, GA

$1000 Title I

Oct. 2016 National Youth At-Risk To address Goal # 5-7 regarding a safe school, selected staff member(s) will attend the National Youth At-Risk Conference. This conference addresses not only discipline, but attendance, parent engagement and provides strategies for improvement.

San Antonio, TX

$3000 Title I

TOTAL COST (list this cost in section 2.A as well) $42,620

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

We attract highly qualified teachers to our school by various partnerships with universities and the community. We also use the district’s HR database to seek highly qualified candidates. New teachers are provided support from our academic coaches, grade level team leaders, designated mentors, and administrative staff. 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. We attend job fairs to seek out highly qualified potential staff members. We celebrate successes via our Clarkdale Champion newsletter, our Champion Staff Member of the Month, and monthly school climate activities outside of the school day. We involve multiple staff members in the hiring process, so that the candidates might get a feel for our staff and its high level of collaboration.

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 Library Night, among other activities. 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 included in our appendices that Includes strategies to increase parental involvement. Describes how the school will provide individual student academic

assessment results, including an interpretation of those results Makes the comprehensive schoolwide program plan available to the LEA,

parents, and the public (internet, newspaper, newsletters) Makes the Parent involvement Policy plan available to the LEA, parents, and

the public (internet, upon registration, at parental involvement meetings, hard copies in parent center and at front desk of school office.

Clarkdale Elementary School 2016-2017: 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 2015-2016 Parent Survey and evaluations from the 2015-2016 Parent Involvement Activities.

Revised June 21, 2016

WORKSHOPDESCRIPTION

OF WORKSHOPBuilding Capacity

Standard 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

Standards: 1,4,5,6 July 29, 2016

6:00 pm- 9:00 pm

No Materials for Parent Playbooks-$200.00

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.

FOCUS SCHOOL STATUS AND FLEXIBLE

LEARNING PROGRAMS INPUT MEETING

Parents will learn about Clarkdale’s Focus School status, available resources, and progress since the designation. Parents will be given an opportunity to provide input on how to revise the school’s Flexible Learning Plan.

Standards: 1,2,5,6 Aug 10, 2016

7:50 am- 9:00 am

No 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 September 6, 2016 &

January 17, 2017

2:45- 3:45 pm

No Drinks/Light refreshments $100.00 (each event)

FAMILY INFORMATION MEETING

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

Standards:1,2,5,6 September 8, 2016

8:30 am – 9:30 am

No Drinks/ Light refreshments -$50

OPEN INPUT MEETING (SWP, SCHOOL PARENT POLICY AND SCHOOL-

PARENT COMPACT)

Parents will provide input, develop and/or revise the Title I School Wide Plan, Parent Involvement Policy

Standards:1 October 3 – 7, 2016

9:00 am – 1:00 pm

No None

and School Parent Compact for the 2017-2018 school year.

FAMILY INFORMATION MEETING

Families will receive information about the process and eligibility requirements for the Gifted program and the importance of parental involvement.

Standards:1,2,5,6 October 2016

5:45 pm – 6:15 pm

No None

LIBRARY NIGHTS Parents and students will have the opportunity to use the library one evening a month for 2 hours. Families will be assisted with book selection, utilize resources to work on school projects, and computers will be available for internet access.

Standards: 2,5,6 Monthly – October 2016 –

March 2017 (every 3rd

Wednesday)

Yes Personnel- $1000

SYNERGY AND GRADING SYSTEM CHANGES (4TH

GRADE)

Parents and students will learn about the changes in the grading system (numbers to letters) and how to view grades in Synergy. This session will also be open to 5th grade students and parents.

Standards: 1,2,5,6 September 12, 2016

8:30 am – 9:30 am

Yes Drinks/Light refreshments- $50.00

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 October 10, 2016

8:00 am – 10:00 am

Yes Childcare- 2 Paras $50.00

Drinks/Light refreshments- $75.00

PARENT-TEACHER CONFERENCE

Parents will meet individually with teachers to discuss their student’s progress. Parents will receive strategies on how to

Standards:1, 2, 5, 6 October 2016

12:45 pm – 5:00 pm

No None

continue / improve the student’s progress at home. The School-Parent Compact will be signed by parent, teacher and student.

FAMILY LEARNING NIGHTS

(i.e. International Night, Math in the Community)

Parents and students will attend events that include many areas of curriculum and provide parents with ideas for activities they could do with their children at home. The games and activities are based on the Georgia Standards of Excellence for each grade level.

Standards: 2,5,6 Quarterly 6:00 pm – 8:00 pm

Yes Materials- $500.00

TESTING STRATEGIES AND STRESS

MANAGEMENT (EOG ASSESSMENTS)

The counselors will provide parents with strategies on how to help their students before, during, and after the Georgia Milestones Assessment. The school based mental health therapist will share strategies on stress management and testing.

Standards: March 22, 2017

9:00 am – 10:00

am

Yes 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 Spring 2017 5:30 pm – 8:00 pm

Yes Childcare- 2 Paras $50.00

Drinks/ Light refreshments- $100.00

Parent Compact: Please see the attached documents.

7. 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

Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school or high school and entering from private schools plus students entering our school throughout the school year:

Our Pre-K students are located in close proximity to our Kindergarten classes, and those who will move up are acclimated to their new classes in the spring. We hold an annual “Splashing into Kindergarten”, a two-week experience that immerses 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. 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 as well as our visits to the middle schools, to help students in fifth grade transition from elementary to middle school.

8. 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. The bottom 25% of achievers are identified at the end of the

previous school year, so that teachers, tutors and support personnel may begin to identify and meet their needs early in the next school year. Quarterly assessments are analyzed and remediation plans are developed by grade level teams. Teachers use reports from commercial academic programs such as IStation and SRI / SMI to track student progress, make differentiated plans for small groups, and collect and analyze data for RTI.

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

A. 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, as well as District assessments such as Touchstones, SRI/SMI, and SLO. 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, for whole classes, small groups and individual students. Those who are achieving in the bottom 25% in reading and/or math are identified based on DRA/Touchstone/SLO data for primary, and Milestones data for intermediate, and are targeted for tutoring and special assistance. Teachers and coaches monitor the progress of these students on at least a quarterly basis. We will also be implementing student goal-setting and data sheets/notebooks, which will assist us even further in tracking and monitoring the progress of all of our students. 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, and extended-day tutoring. Counselor assistance, referrals to community resources and the Early Intervention Program in the area of reading and/or math, as well as services for our LEP students, are available.

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 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 in Math.

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 Tuesday and Wednesday to develop lessons and assessments that are aligned to the Georgia Standards of Excellence. During the 2016-17 school year teachers will utilize this time to develop common formative assessments and collaboratively score student work.

The BLT identified reading/writing, math, and science/social studies as the focus for the 2016-17 school year based on local assessments, SRI/SMI, SLOs, Milestones and ITBS results. Because of the focus on multiple academic areas, we will continue to enlist the help of both our local and our district coaches.

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 need with information about our various tutoring programs. 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 also plan to make better use of agendas in intermediate and behavior/progress sheets in primary, as a means for parent engagement in the day-to-day progress and activities of their children. The child’s data sheet will also be shared at conferences.

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. 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 (see chart below)

B. Description of how resources from Title I and other sources will be used (see chart below)

Funding Source Funding UseFTE Funds Instructional staff (teachers, parapros),

consumable supplies, technology, expendable equipment, professional learning

20-Day Funds TutoringSchool Improvement Grant Instructional staff (parapros)EIP Funds Instructional supplies, software, consumablesSFPD Funds Professional Learning

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

We shall 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) Opening and staffing the computer lab daily at 6:15 AM for students to come and use

educational software such as IStation and Ten Marks, as well as to receive homework assistance.

Implementation of the Response to Intervention process Early Intervention Program K-5 Counselor Assistance for academic, behavioral and attendance difficulties Summer School for those who are being considered for retention or who are experiencing

academic difficulty Staffing the Media Center during the summer for increased independent reading Establishment of a Read 180/System 44 lab for intermediate students

11. 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 have this information on a data sheet for each student. Students will also set goals and report to parents how they’ve progressed toward those goals.

We will continue to send home report cards and progress report every 4 ½ to 9 week period. The final report card is mailed at the end of the year. 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.

12. 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.

13. 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.

14. 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

15. 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.Keep up with each year.

The plan was developed during a one-year period in the 2015-2016 school year for the 2016-2017 school year and has been revised as needed.

16. 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, pupil service personnel, and parents.

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

The Title I, Schoolwide Plan is available to the LEA, parents, and the public by notifying parents that 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 marquee in October.

.

18. 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. Interpreters are also available at PTA meetings, Title I meetings, and other school functions, and could assist parents in understanding the Title 1 Plan.

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

This schoolwide plan is subject to the school improvement provisions of Section 1116.

Web view... we show improvement of 11.5% in 3rd grade and 28.9% in 4th grade, and a slight decline...

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Transcript of Web view... we show improvement of 11.5% in 3rd grade and 28.9% in 4th grade, and a slight decline...