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Title I Schoolwide/School Improvement Plan Revision

2014-2015

MCKIBBEN LANE ELEMENTARY SCHOOL

Georglyn Stephens, Principal

Date of Revision ___________June 2 & 3 , 2014__________________________________ (Month/Date/Year)

*Annual Revision Sign-In: NAME ROLE/POSITION SIGNATURE

Georglyn Stephens PrincipalKeisha Wallace Performance

Learning Coach

Jennifer Arnold EIP TeacherKathy Rogers-Martin TeacherValerie Driskell TeacherBecky Kersey TeacherLea Griffis TeacherChristy Patterson TeacherRoselle Holcombe TeacherMilton Ivery ParentThawng Lian Thang Parent

*All parents must be provided the opportunity to participate in revising the School Improvement Plan, School-Parent Compact, and School Parental Involvement Policy. An invite, agenda, and sign-in sheet will be needed as documentation.

Georgia Department of EducationTitle I Schoolwide/School Improvement Plan

School Name: McKibben Lane Elementary

School Mailing Address: 990 Newport Road Macon, GA 31210

LEA Name: Bibb County

LEA Title One Director/Coordinator Name: Lori Rodgers

LEA Title One Director/Coordinator Signature: Date:

LEA Title One Director/Coordinator Mailing Address: 484 Mulberry St. Macon, GA 31201 Email Address: [email protected]

Telephone: 478-765-8582

Fax: 478-765-8651

Dr. John D. Barge, State School SuperintendentMay 2012 ● of 28


SWP/SIP Template Instructions

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

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

Please add your planning committee members on the next page.

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

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



Title I Schoolwide/School Improvement Plan

Planning Committee Members:

NAME POSITION/ROLE

Georglyn Stephens PrincipalKeisha Wallace Performance Learning CoachJennifer Arnold EIP TeacherKathy Rogers-Martin TeacherValerie Driskell TeacherBecky Kersey TeacherLea Griffis TeacherNicole Harrell TeacherChristy Patterson TeacherRoselle Holcombe Counselor



SIP Components

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

Response:

A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were grade level chairpersons, the principal, counselor, performance learning coach, and parents. Those persons involved are listed above as the planning committee members. The ways they were involved were disaggregating multi-year data, identifying trends in data, participating in the 5 Whys, participation in the fishbone diagram, brainstorming, aligning areas in need of improvement or monitoring with research-based instructions strategies to ensure that our students are making adequate progress, and identifying how we will progress monitor our work to ensure instructional effectiveness and fidelity. Areas identified as priority areas for our Needs Assessments were math, science and social studies.

B. We have used the following instruments, procedures, or processes to obtain this information . . . (Be sure to use brainstorming as a strategy for Needs Assessment.)

Lane Elementary School staff conducted a Needs Assessment in May 2014 to determine the strengths and weaknesses in the areas of achievement for the student population. CRCT data from the 2013-2014 CCRPI Report was used as a source to determine student achievement. Each grade level completed a Needs Assessment and the data was gathered and compiled to identify areas or strength and areas of weaknesses. Teachers identify programs and activities, which have been successful as well as programs and activities that were not successful. Teachers made suggestions as to initiatives and professional learning needed to improve the content knowledge of the teachers as well as the academic success of our students. The principal met with grade level chairpersons during the month of June to discuss the Title I School Improvement Plan. The team met to look at test data and determine the root causes of areas of weakness. The team looked at the lists which each grade level provided after conducting brainstorming sessions. The lists were compiled and discussed during our professional learning/collaborative-planning meeting. We used the five whys and the fishbone diagram to identify the root causes for our scores. We identified root causes and looked to “Visible Learning” and other sources of research for practices that would yield the best results for student achievement.

C. We have taken into account the needs of migrant children.

Learners and Migrant students have been taken into account in this plan. Services will be provided in accordance with federal and state guidance and district policies. We students enroll at the Welcome Center; it is a part of the enrollment process for the parents to complete a Migrant Education Program Form and a Home Language Survey. These forms are used to




assist the schools with the identification of those students in need of migrant services. If a child is deemed as eligible for migrant services, they are coded in the information system. The counselor coordinates monitors and serves as a liaison between home and school.

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. After analyzing CRCT data, we realized that preliminary data revealed that our scores remained the same in Reading and Science, increased in math and decreased in English/Language Arts and Social Studies. After careful review, we decided to focus on three content areas; Math, Science, and Social Studies. Our scores are below the 90% in all three content areas.

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards including Economically disadvantaged students in all subject areas Black students in math and reading Students with disabilities in math and reading All students in science and social studies

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

Strengths:According to GKIDS (Georgia Kindergarten Inventory of Developing Skills), kindergarten student demonstrate strength in oral language, counting, and geometry.

Areas to Improve:According to GKIDS, kindergarten phonics was an area of weakness with 65% meeting or exceeding the standard. To increase the number of students meeting or exceeding the standards, students will participate in reading stations, direct phonics instruction, and computer based learning programs.

According to GKIDS, kindergarten math was an area of weakness with 69% of students meeting or exceeding the standard of decomposing numbers in pairs less than or equal to 10. To increase the number of students meeting or exceeding the standards, students will participate in hands on math lessons, learning groups, and computer based learning programs.

1 st Grade Strengths:Based on the Spring 2014 AIMSweb assessment, 1st grade math computation is an area of strength with 81% of first graders are meeting or exceeding the standard. To continue to increase the number of students meeting or exceeding the standards, students will participated




in hands on math lessons, computer based learning programs, and direct instruction on math facts. Areas of Improvement:Based on the Spring 2014 AIMSweb assessment, 1st grade reading fluency is an area of weakness with 70% of students meeting or exceeding the standard. To increase the number of students meeting and exceeding the standards, students will participate in guided reading groups, direct phonics instruction, and computer based learning program.

2 nd Grade Strengths:Based on the Spring 2014 on the AIMSweb assessment, 2nd grade math concepts and application was an area of strength with 54% of students meeting or exceeding the standard which was an increase from 34.3% on the Fall MCAP assessment. To increase the number of students meeting or exceeding the standard, students will participate in differentiated instruction, hands-on activities, Math Exemplars, and use computer based learning programs.

Areas to improve:Based on the Spring 2014 on the AIMSweb assessment, 2nd grade reading fluency is an area of weakness with a 3% decrease from 51% meeting the standard of 62 words per minute in the Fall of 2013 to 48% meeting the standard of 106 words per minute in the Spring of 201. To increase the number of students meeting or exceeding the standard, students will participate in guided reading groups, direct phonics instruction; computer based learning programs, and Progress Monitoring using RCBM scores.

3 rd Grade Strengths:3rd Grade reading was an area of strength with 96% of students meeting or exceeding standards. To maintain reading as strength, students will participate in guiding reading, computer-based reading programs, peer tutoring, and promote reading across the curriculum.3rd Grade science is also an area of strength with an 8% increase in the 2013-2014 school year scores to 77% of students meeting or exceeding the standards. To continue this increase in science scores, students will participate in weekly science labs; supplement the curriculum using Concise Curriculum, and the use of nonfiction text and content vocabulary. Science based field trips and technology such as Brain Pop videos and United Streaming videos would also reinforce the science curriculum.

3rd grade math was an area of strength with a 1% increase in the 2013-2014 school year scores to 84%. To increase the number of students meeting and exceeding in math, students will participate in hands on math lessons, leveled math stations, learning based computer programs, and Math Exemplars.

3rd grade social studies was an area of strength with a 2% increase in the 2013-2014 school year scores to 86%. To continue the increase in the number of students meeting and exceeding in social studies, students will participate in differentiated lessons using primary sources (songs, pictures, letters, newspapers), supplement the curriculum using Concise curriculum




and Social Studies Weekly, use maps and map skills to increase geography skills, and the use of nonfiction text and content vocabulary.

Areas to Improve:3rd grade ELA is also an area of weakness with a 9% decrease in the 2013-2014 school year scores to 84%. To increase the students meeting and exceeding standards, instruction will continue to be integrated with the writing instruction as well as providing explicit ELA instruction. The ELA instruction will also be reinforced using the Concise Curriculum in Science and Social Studies.

4 th Grade Strengths:4th grade reading is an area of strength with 95% of the students meeting or exceeding the standard. To continue to increase the number of students that meet or exceed the standards in reading, reading instruction will continue to be provided using the guiding reading model of instruction, the use of computer based learning programs, and incorporating additional nonfiction text and content vocabulary.

4th grade math was an area of strength with a 16% increase in the 2013-2014 school years scores with 86% of the students meeting or exceeding the standards. To continue to increase the number of students meeting and exceeding standards, students will complete Math Exemplar and CCGPS frameworks tasks, use math notebooks and manipulatives, cooperative learning groups, and learning based computer programs.

4th grade social studies was an area of strength with a 6 % increase in the 2013-2014 school year scores to 77% meeting or exceeding. To continue the increase in the number of students meeting and exceeding in social studies, students will participate in differentiated lessons using primary sources (songs, pictures, letters, newspapers), supplement the curriculum using Concise curriculum and Social Studies Weekly, use maps and map skills to increase geography skills, and the use of nonfiction text and content vocabulary.

4th grade ELA was an area of strength with the 90% of students meeting or exceeding the standard .To continue to increase the students meeting or exceeding the standard, instruction will continue to be integrated with the writing instruction as well as providing explicit ELA instruction. The ELA instruction will also be reinforced using the Concise Curriculum in Science and Social Studies.

Areas to Improve:4th grade science scores increased 1% in the 2013-2014 school year scores to 75% of the students meeting or exceeding the standard. To increase the number of students meeting or exceeding the standards, students will participate in at least one science lab a week, utilize science journals, supplement the curriculum using Concise Curriculum and Science Weekly Studies, and the use of nonfiction text and content vocabulary.




5 th Grade Strengths:5th grade Reading was an area of strength with 95% of the students meeting or exceeding the standards in reading. To maintain reading as an area of strength in 5th grade, students will participate in guided reading, whole group lessons using instructional PowerPoints, use reading journals, Concise Curriculum, and provide opportunities to use reading strategies with nonfiction text and Close Readings.

5th grade ELA was an area of strength with the 92% of students meeting or exceeding the standard during the 2013-2014 school year. To continue to increase the students meeting or exceeding the standard, instruction will continue to be integrated with the writing instruction as well as providing explicit ELA instruction. The ELA instruction will also be reinforced using the Concise Curriculum in Science and Social Studies.

Areas to Improve:5th grade math was an area of weakness with a 13% decrease in the 2012-2013 school year scores with 83% of the students meeting or exceeding the standards. To increase the number of students meeting and exceeding standards, students will complete Math Exemplar and CCGPS frameworks task, use the GO Math workbooks and PARCC assessments workbooks, use math notebooks and manipulatives, cooperative learning groups, and learning based computer programs such as GoMath, Journeys, multiplication.com, and First in Math.

5th grade science was an area of weakness with a 8% decrease in the 2013-2014 school year scores to 67% meeting or exceeding. To increase the number of students meeting and exceeding standards, students will participate in at least one science lab a week, utilize science journals, supplement the curriculum using Concise Curriculum and Science Weekly Studies, and the use of nonfiction text and content vocabulary.

5th grade social studies was an area of weakness with a 19% decrease in the 2013-2014 school year scores to 67% meeting or exceeding. To increase in social studies scores to 72%, students will participate in differentiated lessons using primary sources (songs, pictures, letters, newspapers), supplement the curriculum using Concise curriculum and Social Studies Weekly, use maps and map skills to increase geography skills and the use of nonfiction text and content vocabulary.

Reading 3rd 4th 5th11-12 94 92 9812-13 94 94 95 13-14 96 95 95




Math 3rd 4th 5th11-12 88 74 9012-13 83 70 95 13-14 84 86 83

ELA 3rd 4th 5th11-12 92 92 9612-13 93 88 91 13-14 84 90 92

Science 3rd 4th 5th11-12 79 84 8012-13 69 74 7513-14 77 75 67

Social Studies 3rd 4th 5th11-12 90 81 6612-13 84 71 8613-14 86 77 67

Based on the analysis of student achievement data and a profile of root causes, the following needs are identified:

Increase the number of students meeting and exceeding standards in Science. Increase the number of students meeting and exceeding standards in Social Studies. Increase the number of students meeting and exceeding standards in Math.

The root causes that we discovered for each of the needs were :

I. Lack of resources and materials materials to increase science labs supplemental materials (Concise curriculum, Social Studies and Science Weekly,

Classworks)

II. Planning collaborative planning cross-grade level planning differentiated instruction lesson




Formative Instructional Practices Student engagement

III. Professional Learning Aims training Social Studies training Go Math

IV. Student Concerns Parental Involvement Discipline Attendance Student Engagement Transient Communities

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

Smart Goals To increase the percentage of students meeting and exceeding standards in Reading on

the CRCT test from 94% to 97%. To increase the percentage of students meeting and exceeding standards in Math on the

CRCT test from 85% to 90%. To increase the percentage of students meeting and exceeding standards in English-

Language Arts on the CRCT test from 89% to 94%. To increase the percentage of students meeting and exceeding standards in Science on

the CRCT test from 73% to 78%. To increase the percentage of students meeting and exceeding standards in Social

Studies on the CRCT test from 77% to 82%.

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

Response: Schoolwide reform strategies that are scientifically researched based and directly tied to the comprehensive needs assessment are computer-based instruction, direct instruction, vocabulary across the curriculum, extended learning time, differentiated instruction, guided reading, hands-on science lab, exemplars, guided math, and social studies using secondary and primary resources. RTI Tier I standards based classroom learning including RTI Tier 2- research-based interventions are provided based on individual student needs and resources



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

available with progress monitoring to measure students response.

Students who meet expectations are challenged daily to move toward exceeding the mastery of standards. Students receive instruction based on their instructional level. Students who master a standard participate in enrichment lessons. Teachers meet weekly during their planning time to analyze formative assessments and then determine which students will receive the enrichment lessons. First in Math, Star Math, Star Reader, AR, OAS, and a K-2 Phonics program, and will be purchased to help push these students who have met expectations to achieve even higher goals. Extra-curricular clubs, such as Math24, Math Team, Quiz Bowl, Media Assistants, Student Council, Beta Club, Future Teachers, Safety Patrol, Flag Helpers, Fire Marshals, News Team, and Study Buddies are offered to these students as rewards and incentives for going above and beyond expectations.

There are many other opportunities for advanced learning experiences for gifted. Teachers, counselors, parents and administrators recommend students to the program. Specific criteria must be met in order to qualify for the program. Once qualified, students attend the REACH program one day a week with a teacher who is certified to teach gifted students. The teacher leads the students through many high interests; inquiry- based instructional activities that help deepen the learner’s knowledge. Differentiation of instruction occurs in the regular classroom as well to challenge these gifted students.

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

A. Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standards are as follows.Administration and teacher leaders meet to analyze data that will improve RTI Tier I instruction to reach school goals. 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 achievement standard are as follows.

We are serving all students at RTI Tier I with standards-based instruction. All students are being progress monitored at Tier I which may include DRAs, strategic progress monitoring, Aimsweb probes, teacher-made tests, and district benchmarks.

When students are served in Tiers 2-4, ongoing progress monitoring occurs to ensure that growth is being made in the predetermined deficient area. Several educators, along with parents, participate in meetings to analyze progress monitoring and to determine if

changes need to be made to the child’s instructional plan. AIMS web (universal



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

screener) is given to each student in grades 1-5 to determine where the student is academically for the upcoming year. This screener is used to determine which students may need EIP or other assistance to ensure their success.

Students with disabilities utilize Number Worlds and SRA Reading. English Language Learners use Reading Eggs, and AIMSweb to progress monitor.

2(b). Are based upon effective means of raising student achievement.B. Response: Following (or in our appendices) are examples of the SCIENTIFICALLY

BASED RESEARCH supporting our effective methods and instructional practices or strategies. . (Cite Research to support selected strategies.)

Successmaker Software for reading and mathematics – this software is used as an intervention and is endorsed by the National Reading Panel, NCTM, National Institute for Literacy, International Reading Association, and Developmental Research.

The research also indicated that feedback combined with instruction yield positive results. Exemplars training and writing training will provide teachers with strategies to provide effective feedback to students. The power of providing feedback to students learning mathematics was highlighted by Baker, Gersten, and Lee (2002).

Research has shown that extended learning time is an effective strategy to bridge the academic gap. Research confirms that some students take three to six times longer to learn than the average student. Extended learning time for students can bridge the gap to successful academic learning and provide students with the time they require to master subject content. Students in grades 3-5 are given an opportunity to attend Saturday School during the months of February – April (2 hours).

Norby (2004) states that primary sources help students think critically and analytically and allows students to interpret events and question various perspectives of history.

Foley and McPhee(2008) states that engaging students in science inquiry and hands on learning will provide powerful learning experience where students not only learn about science content but also gain reasoning and research skills.

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

C. Response: Collaborative planning uses data to target appropriate and effective instructional practices. We use effective instructional methods such as guided math, guided reading, differentiated instruction, small group instruction, hands-on science labs, exemplars and integration of content areas across the curriculum. Effective methods that increase the amount of learning time are before school and after school



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

computer based learning, voluntary tutoring offered before, during and afterschool, Saturday School from February – April to allow 3rd-5th grade students opportunities to receive a targeted comprehensive review for proficiency in reading and math. An onsite fee-based afterschool program is offered for all students.

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

Teachers at Lane Elementary use the Response to Intervention (RTI) Pyramid chart as a reference when determining student needs. The RTI Pyramid consists of four tiers. In most cases, students begin the school year on Tier I which consists of standards based classroom teaching and learning. During this time, universal screeners are given to help determine

strengths and weakness of students. If there are any significant deficits identified, students are referred to Tier 2. During this time, academic and/or behavior goals are set and research based interventions are provided. After several weeks of collecting data, the RTI team determines if the students should be referred to Tier 3 also known as Student Support Team (SST) where more intense instruction is provided for several weeks to help promote progress or to reach his/her goal. The SST may include necessary support staff such as school psychologists, academic and/or behavior specialists, and therapists. If students do not meet their goal or do not show adequate progress, students are referred for an evaluation to determine if he/she is eligible for services provided by Program for Exceptional Children which is Tier 4 of the RTI Pyramid.

To meet the needs of our exceptional students, we have co-teach classrooms on each grade level, PEC paraprofessionals, Occupational and Physical therapists, and Speech pathologist and an Access classroom. English Language Learners receive services from an English Language Learner teacher.

When students have a disability that interferes with their equal access to instruction, they are placed on a 504 plan. Accommodations for 504 students as defined by the Rehabilitative Act 1973, are determined in a cooperative meeting among teachers, parents and the 504 coordinator. Accommodations include extended time, small group, frequent breaks for testing, emergency procedures and responses for chronic health problems, appropriate responses to mental health issues and accommodations made to classroom instruction, setting, presentation, and scheduling. Plans can be modified whenever the accommodations are not serving the needs of the child. IEP meetings are held annually to update and as needed for PEC students.

*2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to



achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.

Response: Title I funds will not be used to fund field trip needs. Grade levels will hold fundraisers to fund field trips and expose students to other opportunities and experiences. Lane will take advantage of field trips offered through the county.

*3. Instruction by highly qualified professional staff.Response: All teachers hold valid certificates in their areas of certification and all paraprofessionals hold valid paraprofessional certificate. We are 100% in compliance with the highly qualified staffing requirements.



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

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

Response: Summary of Staff Qualifications

Degrees Number of TeachersBachelor of Science 18Master 19Specialist 9

Lane Elementary School attracts teachers through participation in the annual District-Wide Teacher Recruitment Fair. New teachers at Lane participate in new teacher orientation, which provides new employees with extra support. These activities are provided prior to the beginning of the school year. Each new teacher is also assigned a Teacher Support Specialist to serve as his or her mentor at the school level. The administrative staff at Lane has strategies in place to promote a positive culture. Staff members are acknowledged with tokens of appreciation throughout the year as well as during Teacher Appreciation Week. Each nine weeks, a teacher, staff member, and grade level will be recognized for exemplary contributions to the school. In addition, the administration hosts annual staff parties to promote collegiality. Faculty Members are encouraged to recognize and commend other staff members and students for exemplifying outstanding character qualities as well as displaying acts of kindness to others. These “shout-outs” are read each morning on the Morning News Show. School climate is validated through the low turnover rate of our staff.

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

A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs.

Root CausesI. Lack of resources and materials

materials to increase science labs supplemental materials (Concise Curriculum, Social Studies and Science Weekly,

Classworks, Ready Common Core Reading)

II. Planning collaborative planning cross-grade level planning differentiated instruction lesson Formative Instructional Practices Student engagement



*4. Professional development for staff to enable all children in the schoolIII. Professional Learning

Aims training Social Studies training Go Math

IV. Student Concerns Parental Involvement Discipline Attendance Student Engagement Transient Communities

Professional Learning opportunities offered by the Welcome Center are also shared with parents.

B. We have aligned professional development with the State’s academic content and student academic achievement standards as evidenced by our planning professional development around the district’s strategic objectives, which support the Strategic Plan which has been outlined for the county. The strategic plan is aligned to the state’s standards. Professional development will be provided for Standards based classroom, Differentiated Instruction, Reading Initiative, New Reading Series, Program for Exceptional Children specially- designed instruction/co-teaching , Rock Eagle Math Conference, Writing, New State Mandated Assessment , AIMS (Science)training, Classroom Management, PBIS, Social Studies integration, and Formative Instructional Practices.

C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. We have identified professional development needs for the school. We have identified possible resources to fund the needed professional development needs of the schools. Some professional development will be funded by Title I. Some professional development will be done onsite by department coordinators, teacher-leaders, coaches, counselors, our onsite professional learning coordinator and administrators.

D. We have included teachers in professional development activities regarding the use of

academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways .Teachers have received professional learning regarding formative instructional practices. Professional learning opportunities based on proven scientific research will also be provided throughout the year to increase the level of proficiency in the areas of math, writing, science, social studies and assessments. These areas were determined as areas of need through data analysis and teacher input. Teachers will participate in professional learning conducted by district coaches, consultants and department chairs.



*4. Professional development for staff to enable all children in the schoolLane’s teachers will take advantage of opportunities to learn differentiated strategies through on-site training from the performance learning coach, administrators and our onsite professional learning coordinator. In addition, the following opportunities will be provided during the 2014-2015 school year:

Standards Based Planning Sessions Formative Instructional Practices (FIP) Research-Based Instructional Strategies Positive Behavior Interventions and Supports Response to Intervention AIMS Training for Science Instruction (1) third, fourth, and fifth grade teacher Go Math Training Professional Training in Writing Across the Curriculum Professional Development in Social Studies Integration Professional Development for the new reading series Georgia Council of Teachers of Mathematics (GCTM) conference at Rock

Eagle

*5. Strategies to increase parental involvement.Response:

A. Parents were also involved in creating the Parent Involvement Policy and the Parent Compact. We have invited parents to review, edit and offer suggestions to the Title I School Improvement Plan. We have met with parents and reviewed the contents of the plan. We have established a Parent Compact, which explains how Lane Elementary supports the important role of parents in the education of their children. This compact is reviewed annually to focus on the changing needs of parents and students. Our compact explains parents’ rights and responsibilities and what the school staff will do to support parental involvement, including how they will communicate with parents. It also details how the school and parents can work together to help students achieve. Parent surveys are used throughout the school year to determine the effectiveness of various school programs implemented for student achievement and parental involvement. Results are analyzed by our Parent Involvement Coordinator to improve and help plan Title 1 parent training programs for the upcoming school year. In an effort to meet the needs of our parents, we will use our Title I funds to hire a Family Engagement Facilitator. If this is not possible, our counselor will serve as the Parent Involvement Coordinator. Our FEF or counselor will serve as the bridge between parents, teachers, and students. Our FEF or counselor will plan activities and workshops to meet the needs of parents as identified in the parent survey.

B. We have developed a parent involvement policy included in our appendices that the school provides additional opportunities for parental involvement including, but not limited to the following: parent- teacher conferences, orientation nights, Title I meetings, Picnics, school council meetings and PTA meetings. The Family



Engagement Facilitator will plan activities to inform, instruct and involve parents in the social, physical, and emotional well being of our students. The comprehensive schoolwide program plan is available to the LEA, parents, and the public via the internet, Media Center, and the front office.

Parent Involvement checklist includes: Back to School Bash PTA/Open House and Title I Parent Meetings Parent Orientation Nights & Updates (once every nine weeks) Parent Dinner Night (share student progress & expectations) Family Literacy Night/National Read All Day Relay for Life Workshops

Building Your Child’s Self-EsteemKeeping Your Child Motivated Over the SummerImproving Math and Homework SkillsPreparing for the CRCT

Fall Festival Fall Dance National Parent Involvement Day Math / Science Night Fall and Spring Scholastic Book Fairs Secret Santa Shop Volunteer Readers Student of the Month Breakfast Father/Daughter Dance Mother’s Knight Out Dance or Muffins for Mom Grandparents’ Day Career Day Sock Hop Fifth Grade Activities Grade Level Parent Meetings School Council Class Parties Talent Show Field Day

Throughout the year, teachers are required to meet with parents for Parent/Teacher conferences. Teachers are also required to discuss test results and student academic performance with parents. Parents receive sign and return papers each Wednesday from their child’s teacher. Each Wednesday, parents are notified of the progress of their child. Parents are invited to work with the staff on the School Improvement Plan. The Plan is made available on the school website as well as in the Media Center and school office. There is a designated area in the Media Center for Parent Resources. The School Improvement Plan is also available in the resource area. Parents are notified about the availability of the plan through the school newsletter and during the Title I Parent Meeting. The Improvement Plan along with



school data is shared with the School Council of Lane Elementary.



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

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

childhood programs. Also included are transition plans for students entering middle school or high school and entering form private schools plus students entering our school throughout the school year. The transition from pre-school to elementary school may be challenging for rising kindergarten grade students. In an effort to promote a smooth transition from pre-

school to kindergarten, the following activities are implemented:

Lane Elementary School invites neighboring daycares to bring their upcoming kindergarten students to the school. They tour the building and visit kindergarten classrooms.

Lane Elementary teachers, counselor, and administration meet with kindergarten parents to discuss upcoming expectations, curriculum, routines, etc.

Our Academic Coach will provide orientation for students who are new to Lane. Our fifth grade students participate in “Smooth Move” in which they visit Howard

Middle School for a tour and presentation.

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

Response: Teachers are included in decisions regarding the use of assessments. The coach meets with teachers throughout the year during their collaborative planning time to discuss students who are being referred for additional assistance through the RTI process. The ways that we include teachers in decisions regarding use of academic assessment are through a process of testing, diagnosis, prescription and assessments. Teachers identify students who are in need of assistance and the appropriate strategies for intervention. Through the RTI process, students are identified, provided interventions and strategies for improvement and monitored for progress. The EIP teacher meets with teachers to discuss Aimsweb data and DRA data to identify students who may qualify for the Early Intervention Program.

During preplanning and throughout the year, teachers closely analyze data from the previous year’s CRCT, AIMSweb, and Benchmarks to determine overall weaknesses and strengths. That data, along with ongoing formative and summative assessments, is used to continually ensure that progress is occurring. AIMSweb, a Universal Screener, along with math and reading pre-tests are given at the beginning of the year to determine where students are academically, what interventions are needed and which services each student will require.

Strategies and processes used to assist students with academic difficulties are monitored



through weekly teacher meetings, weekly grade level meetings, progress monitoring, informal and formal teacher observations, focus walks, parent contact logs and parent conferences.

The following will be used to evaluate ongoing student achievement: Faculty collaboration meetings to assess students’ data Assessment results (formative and summative) - Georgia Online Assessment,

GKIDs, GMAT, AIMSweb, Benchmarks, DRA2, Star Reader, Star Math, and Classworks

SLOs – Student Learning Objectives RTI -Response to Intervention (Progress monitoring) Accelerated Reader Progress Monitoring Weekly grades/assessments Progress reports Report card grades IEP Monitoring Behavior Intervention Plan Pre- and Post-tests GLOs – Growth Learning Objectives NNAT2 Test Results for 2nd and 4th grade to determine eligibility for REACH Georgia Milestone Assessment

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

A. This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan.Funding resources are coordinated and integrated to provide students with an optimal learning environment. Materials, resources, additional personnel, professional learning, and parental involvement are provided to enhance and supplement the state required curriculum. Title I resources will be utilized to support extended learning on Saturdays

to provide a comprehensive review and target for proficiency in the areas of Reading and Math. An instructional paraprofessional will be utilized to provide interventions to students in third, fourth and fifth grades in the areas of reading and math. A certified tutor will serve as support personnel for students needed remediation in reading and

math in grades K-5. The Academic Coach will provide professional learning and support for teachers in the areas of best practices, standards based instruction, formative instructional practices, Classworks, AIMSweb, RTI, and data analysis.

The following programs are utilized at Lane Elementary School:



Classworks After School with Certified Teachers Professional Learning Free and Reduced Breakfast and Lunch Healthy Fruit and Vegetable Grant Special Education Program Early Intervention Program School Social Worker Saturday School Performance Learning Coach ELL - English Language Learners Counseling

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

Response: The following programs are utilized at Lane Elementary School:

Classworks After School with Certified Teachers Professional Learning Fruit and Vegetable Program Free and Reduced Breakfast and Lunch Program for Exceptional Children Early Intervention Program School Social Worker Saturday School Academic Coach English Language Learners Self- contained Behavior Disorder classroom /SDIP

8(b). Description of how resources from Title I and other sources will be used.Response: Title I resources will be used to provide planning time and professional learning for teachers to analyze data, plan collaboratively and enhance instruction. Title I resources will also be used to supplement the resources utilized to integrate math, social studies and science into the reading curriculum (Concise Curriculum, Social Studies and Science Weekly). Title I funds will be utilized to fund professional learning for our priority areas of Science, Social Studies and Math. A certified tutor will be employed to support students and provide interventions in reading and math. An instructional paraprofessional will be employed and supervised by a certified teacher to support students and provide interventions in reading and math for students



in third, fourth and fifth grades. An academic coach will be employed to assist with grade level collaborative planning, data collection, professional learning, as well as student and teacher support. Students will use Classworks, Star Math, Star Reader, GoMath, and Journeys as web-based interventions which will provide reading and math practice and assessments that will allow teachers to monitor students’ progress. Accelerated Reader will be utilized to measure students’ reading comprehension. If funds are available, a Family Engagement Facilitator will be employed to support activities planned to inform, instruct, and engage parents in activities designed to increase parental involvement. The FEF will serve as the liaison between parents and the school.

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

Response: This plan was developed in coordination with other programs.



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

A. Students that are experiencing difficulty will be noted and plans will be developed in collaboration with the grade level team to target appropriate interventions for Tier 2 referrals. The appropriate content teachers, grade level chair, and grade level team will develop appropriate assessments aligned to the course to determine student mastery of skills. This will also provide teachers with data for the purpose of monitoring and assessing their students. Assessments will be utilized to determine readiness and mastery of each standard.

Teachers at Lane Elementary use the Response to Intervention (RTI) Pyramid chart as a reference when determining student needs. If there are any significant deficits identified, students are referred to Tier 2. During this time, academic and/or behavior goals are set and research based interventions are provided. After several weeks of collecting data, the RTI team determines if the students should be referred to Tier 3

also known as Student Support Team (SST) where more intense instruction is provided for several weeks to help promote progress or reach his/her goal. If students do not meet

their goal or do not show adequate progress, students are referred for an evaluation to determine if he/she is eligible for services provided by Program for Exceptional Children which is Tier 4 of the RTI Pyramid.

9(a). Measures to ensure that student weaknesses are identified on a timely basis.Response: Teachers measure student progress through formal and informal assessments in their classrooms on an ongoing basis. The following will be used to evaluate ongoing student achievement:

Faculty collaboration meetings to assess students’ data Assessment results (formative and summative) - Georgia Online Assessment,

GKIDs, Writing Test, AIMSweb, Benchmarks, DRA2, Star Math, Star Reader, Classworks, EOG, Georgia Milestone Assessment

RTI Accelerated Reader Weekly grades/assessments Progress reports Report card grades IEP Monitoring Behavior Intervention Plan Pre- and Post-tests GLOs – Growth Learning Objectives SLOs - Student Learning Objectives NNAT2 Test Results for 2nd and 4th grade to determine eligibility for REACH



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

Response: Collaborative planning sessions will be scheduled with teachers on their grade level to disaggregate data and discuss areas of strength and weakness to drive instruction. Teachers will receive training during those planning days and at faculty meetings to use formative instructional practices, AIMSweb,, GLOs, SLOs, EOG Georgia Milestone Assessment, SLDS, mini-assessments, pretests and posttests, and weekly assessment data.

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

Response: Parent-teacher conferences will be held at least twice a year and as needed to discuss the strengths and weaknesses of the student, what the parents can do to help at home, and additional services that may be provided to the students. Those additional services may include, but are not limited to the following:

Afterschool Program Classworks Saturday School Voluntary tutoring by teachers Stone Academy

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

Response: The State Assessments are NNAT2, EOG, and Georgia Milestone Assessment. Students in Kindergarten are given the Georgia Kindergarten Assessment. Students in grades 1-2 are given the Aimsweb Universal Screener.

Parents are notified of their student’s test scores in various ways. Each student’s parent meets with the homeroom teacher at the beginning of the year to discuss the previous year’s test results. Strengths, weaknesses and goals are identified. CRCT results and writing test results are given to students at the end of the school year . School-wide test results are located on the Georgia Department of Education Report Card website. The results of assessments are shared and interpreted to parents during parent meetings, conferences, community presentations, school council meetings, Title I meetings and per parent request. Lane Elementary School is not a Needs Improvement School. According to the CCRPI, Lane’s score is 70.9.

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

Response: The test data is collected according to state guidelines by the system Director of Testing and Instructional Technology. The GA State Department of Education disaggregates the data and provides documentation to the system and the school. This data is in turn



provided to the media through the system central office. At the school level, the principal, counselor, instructional coaches, and teachers disaggregate national, state, system, and school data to develop student profiles that guide instruction and learning.

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

Response: The state mandated assessments meet reliability and validity requirements and are thereby statistically sound and research-based. Efforts are made to identify at least three data sources to compare data for validity and reliability.

13. Provisions for public reporting of disaggregated data.Response: Disaggregated data is reported to the public via the district office, PTA meetings, School Council, and the state publication of Lane Elementary School Report Card located on the Georgia Department of Education website.

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

Response: The school improvement plan is a living document. It is updated and adjusted as needed throughout the year. The plan is updated revised and monitored to ensure that the students are receiving the assistance and resources identified in the plan. Lane Elementary School is a School-wide Title 1 program. The Lane Elementary School-wide Title I Plan will be reviewed, analyzed, updated and submitted for approval in the spring of 2014.



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

Response: Lane’s School-wide Plan was developed with input from the Better Seeking team, faculty and staff and parents.

16. Plan available to the LEA, parents, and the public.Response: The school-wide plan for Lane Elementary School will be located in the district’s Title I Department, the Principal’s office, the school’s webpage, and the Title I Parent Resource Area of the Media Center. Community and stakeholders may review the plan per their request. The plan will be presented at a parent meeting as well as at a School Council meeting.

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

Response: Translation of the school-wide plan to parents who are non-English speaking will be provided upon request. Translators secured by the District will provide a translation. Parents also have the option of using an online translation program.

18. Plan is subject to the school improvement provisions of Section 1116.Response: Lane will participate in any necessary school improvement provisions if necessary.


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