SCHOOLWIDE PROGRAM CHECKLISTFOR USE BY LEA COORDINATOR and DOE TITLE I AREA SPECIALISTS

SCHOOL Moreland Elementary SchoolLEA Coweta County SchoolsPrincipal Melanie PerryAll components of a Schoolwide program plan must be addressed. Those areas marked “Not Met” need additional development.

* Denotes required components as set forth in the Law. Letters in parentheses are the required components.

METNOT MET

Corresponding Page number

(X ) ( ) 27-32*1. A comprehensive needs assessment of the entire school which addresses all

academic areas and other factors that may affect achievement. (A)

( X ) ( ) 33-35 *2. Schoolwide reform strategies that are scientifically researched based and: (B)

( X ) ( ) 65-66 (a) Provide opportunities for all children in the school to meet or exceed

Georgia’s proficient and advanced levels of student performance

( X ) ( ) 33-35; 6-26 (b) Are based upon effective means of raising student achievement

( X ) ( ) 6-26 (c) Use effective instructional methods that increase the quality and amount of

learning time

( X ) ( ) 65-66;6-26

(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 Educate America Act.

( X ) ( ) 36 *3. Instruction by highly qualified professional staff. (C)

(X) ( ) 37 *(a) Strategies to attract high quality, highly qualified teachers to high-needs

schools. (E)

(X ) ( ) 38*4. Professional development for staff to enable all children in the school to meet

performance standards. (D)

( X ) ( ) 39 *5. Strategies to increase parental involvement. (F)

( X ) ( )61-62 *6. Plans for assisting preschool children in the transition from early childhood

programs to local elementary school programs. (G)

( X ) ( ) 63-64*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. (H)

( X ) ( ) 67-68*8. Coordination and integration of Federal, State, and local services and programs

(J)

(X ) ( ) 67-68(a) List of State and local educational agency programs and other Federal

programs that will be included

( X) ( ) 57-58 (b) Description of how resources from Title I and other sources will be used

( X ) ( )

(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.

( X ) ( )65-66

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

METNOT MET

Corresponding Page number

include: (I)

(X ) ( ) 65-66 (a) Measures to ensure that students’ difficulties are identified on a timely basis

( X ) ( ) 65-66 (b) Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

( X ) ( ) 48(c) Teacher-parent conferences that detail what the school will do to help

the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community

( X ) ( ) 4810. Description of how individual student assessment results and interpretation

will be provided to parents.

( X ) ( ) 4811. Provisions for the collection and disaggregation of data on the achievement

and assessment results of students.

( X ) ( ) 4812. Provisions for seeking statistically sound results for each category for which

assessment results are disaggregated.

( X ) ( ) 48 13. Provisions for public reporting of disaggregated data

( X ) ( ) 4814. 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.

( X ) ( ) 5;72-86

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).

( X ) ( ) 48 16. Plan available to the LEA, parents, and the public.

( X ) ( ) 4817. 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.

( X ) ( ) 48 18. Plan is subject to the school improvement provisions of section 1116.

Comments:

_______________________________________ _____________Principal's Signature Date

Title I Coordinator's Signature Date

_______________________________________ _____________CCSS Monitor's Signature Date

Revised August 11, 2008

Table of ContentsGADOE School-wide Program Checklist …………………………………………………………………………… 2-3

School-Wide Title I Plan, Planning Teams/Committees…………………………………………………….. 5Title I Planning Meeting – Plan & Parent Involvement Review-Appendix B ..…………….. 72-86

School Improvement Plan………………..……………………………………………………………………………………6-26 Spring 2014 CRCT Results Summary 6-7

Comprehensive Needs Assessment (SW-A)………………………………………………………………………….27-32

School-Wide Reform Strategies (SW-B)……………………………………………………………………………….33-35

Highly Qualified Teachers (SW-C)………………………………………………………………………………………..36

Strategies to Attract High Quality, Highly Qualified Teachers in High Needs Schools (SW- E) …………………………………………………………………………………………37

Professional Development (SW-D)………………………………………………………………………………………38

Strategies to Enhance Parent/Family Involvement (SW-F)………………………………………………39

Moreland Elementary Parent Involvement Policy …………………………………………………………39-60

Parent Notification of Student Progress………………………………………………………………………………48

Spring 2014 Annual Title I Survey Results……………………………………………………………………………..49-52

GaDOE School-Parent Compact Checklist………………………………………………………………………….53-54

Examples of K-5th Grade Student, Parent, Teacher Compacts……………………………..87-92

Coweta County Title I 2014-15 District Parent Involvement Policy……………………………………55-58

Preschool, Grade Level and Middle School Transitions (SW-G)………………………………………. 61-62

Teacher Involvement in Academic Assessment Decisions (SW-H)………………………………….. 63-64

Assistance for Students Who Experience Difficulty Meeting Standards (SW –I)…………… 65-66

Coordination of Federal, State and Local Programs (SW-J)………………………………………… 67-68

2014-15 Title I Budget Spreadsheet…………………………………………………………………………………… 57-58

AppendixA. GAPSS Summary – September

2011…………………………………………………………….……… 71B. Title I Annual Meeting & Planning

Meetings………………………………………………………. 72-86C. Parent Advisory Board

Members………………………………………………………………………... 87D. Student/Parent/Teacher

Compact……………………………………………………………………….. 88-93E. Moreland Elementary Grade Chair

Responsibilities…………………………………………….. 94-95F. Notification of School Status for 2014-

15………………………………………………………………. 96-97

School-Wide Title I PlanPlanning Teams/Committees

Planning Team: Melanie Perry, Principal Deidrienne Gross, Assistant Principal

Cindy Bowen, Counselor Sunny Veal, Parent Involvement Coordinator

Jo Nase, Media Center

School Building Leadership Team: Mary Amoson, Kindergarten

Jennifer Pitts, First Grade Cathy Duncan, Second Grade Cheri Barnett, Third Grade Jennifer Willingham, Fourth Grade Dawn Morgan, Fifth Grade Heather Lovins, Special Ed. In-School Coordinator Pam Smith, Early Intervention Program

PTO /Parent Representatives: School Council:

Shauna Funderburk, Co-President Ashley Pirkle, PTO Ashley Pirkle , Parent Tracy Malcolm, Parent Business Partner Paige Cody, Parent Len Putnam, ParentJimmy Ray Carlisle, Parent Brandon McDowell, Parent/ Business Denise Shepherd, ParentJoe Deroko, Parent

Consultant: Sherry Warren, Coweta County Title I Program Coordinator Lisa Copeland, Title I School Improvement Specialist

Original Technical Assistance Provider for Targeted AssistanceGeorgia Evans, Ed.D

West Georgia RESA, Assistant RESA Director(Upon submission in April 2008)

I. A. a. Develop, monitor, and communicate school improvement planDescriptionEngage stakeholders in school improvement process through the following steps.

Involve all Staff (open SBLT) for: Input, development, review and update of 2014-15 School Improvement Plan.  Considering

2013-14 CCRPI report, CRCT Scores, Title I Surveys and Coweta County Strategic Plan to identify new areas of concern, set future goals, and outline upcoming Professional Development.

Involve all Staff, Parents & School Council for: Creating & implementing the Title I Plan along with input on how the Title I Budget will be spent

Share School Improvement Plan with the following stakeholder groups: School Council PTO Title I Advisory Committee Business Partners Moreland City Council Open House / Parent Involvement Workshops

_________________________________________________________________

I. B. Enrich system's stakeholder groups in dialogue about achievement of learning, thinking, and life skillsDescriptionUtilize the following processes to engage stakeholder groups in dialogue about achievement of learning, thinking, and life skills:

Reciting the school motto daily during morning announcements.  "Working together to be our best, growing and learning is our quest."

Quarterly School Newsletters Classroom Newsletters School Webpage PTO Meetings Vertical Teams--STEM, School Structures, Writing, Media/Technology Parent/Teacher/Student Conferences Team Tuesday--Tier II, EIP, SST, IEP meetings College & Career Readiness unit works to ensure college & workplace readiness for all students

by providing professional learning & technical assistance to stakeholders (teachers, administrators, counselors, students & community)

__________________________________________________________________I. C. a. Analyze and develop avenues to meet the needs of students (i.e. emotional. social, academic, behavioral)DescriptionSocial/Emotional

7 Healthy Habits of Children-character education organized & delivered by Counselor. The counselor works with individual and small group students to promote positive relationships and appropriate emotional responses.

Parent Workshops- Dealing with Divorce, ADHD, How to Listen So Your Kids Talk, Love Languages.

Back Pack Buddies-local organization providing food/snacks to economically disadvantaged students.

Good News Club--led by East Newnan Baptist Church. Campus Clean Up Day--each grade level will participate one Saturday a year to clean the

playground & school campus. Rights and Responsibilities-- Involved students in accepting their “Rights and Responsibilities” in

self discipline and in building student efficacy, to inspire them to step up and accept responsibility for their own learning. 

Drama Club, Chorus, Art Club Wildcat Assistants--4th & 5th grade students assisting staff with morning duties (raise flag, help

nurse, cafe staff, etc).Academic

Common Planning for Grade Levels & Team Meetings--Provide collaborative instructional planning, implement BYOT & STEM activities, conference with parents, review assessment data and monitor student progress.

Collaborative Planning Grade Levels/Support Staff Day (November or February)--Parent conference, SLDS, SST Conferences, Observations, TKES data, Updating webpages, & plan with Support Staff (cover homeroom teachers with Parapros or subs funded by Title I--2 grade levels a day).

Title I Parent Conference Night--Title I Parent Involvement Funds providing a stipend for teachers to conference with parents from 6-8pm.

Team Tuesday--Using authentic diagnostic assessments to develop flexible grouping for instructional delivery, Tier I -IV supports, collect data, and extended supports as necessary.

Robotics Team, BETA, Academic Bowl, Environmental Club, and 4H Before & After School Tutoring

Morning Organization Stations--7:20-7:40am Students can use one of the 3 organization stations to tidy up their book bags or get help from a peer or teacher with homework.

Flex Grouping Day--On Reach Days, classroom teachers & support staff will flex group and provide remediation support and preview opportunities for non Reach/Advance Placement Students.

Behavior

PAWS--PBIS model with Tiered Office referrals (Green=positive; Yellow=warning; Red=high); Green Gotchas to reward positive behavior and end of the 9 weeks celebration to honor all As in Conduct and As and Bs in Academics.  Green Gotcha Menu provided to cash in gotchas. Business Partners and PTO will help fund cost of the celebration & rewards.

DARE for 5th Grade--Teaching students responsibility with the use of computers, encountering drugs, alcohol, bullying and strangers.

__________________________________________________________________

II. A. a. Utilize and build capacity for shared decision making within the school

DescriptionShared decision making processes are facilitated by--

School Building Leadership Team is open to any staff or parent who wants to be a member. The 1st Wednesday of every month is set aside to review SIP, Board Policy, Moreland's Best Practices (Staff presented) or Professional Development.  SBLT also meets during 1 Post Planning Day and 1 day in the middle of June to review test scores and work on upcoming SIP.

School Council Meetings are scheduled the last Friday of September, November, January, & March at 12:00 in the Office Conference Room.  Members include but not limited to 2 teachers & 2 parents elected from their groups as well as 2 business partners nominated by the principal and assistant principal.

PTO Title I PAW (Parents Are Wonderful) Advisory Committee Student, Parent, Teacher Focus Groups Surveys completed by Parents, Teachers, Students, Administrators Grade Chair Meetings-4th Wednesday of every month

______________________________________________________________

II. B. a. Engage stakeholder groups in dialogue about the system's mission and vision

Description Community Business Partners Moreland City Council School Council Business Partner Appreciation Meeting (September/October) PTO Meetings Title I Parent Workshops Newsletters SBLT Grade Chair Meetings Vertical Teams (STEM, School Structures, Writing, Media/Technology) Parent Conferences Professional Development

____________________________________________________________________________________________________________

II. C. a. Identify and develop potential leaders at all levels in the school (i.e. leadership, teacher, classified staff, and student)

DescriptionLeadership development takes place at all levels

Students

4H Participation Wildcat Assistant 7 Healthy Habits Green Gotcha Reward for Positive Work Ethic BETA Club DARE

Classified Staff

SBLT School Safety Team Extra Curricular Club Sponsors Supervision Professional Learning

Certified Staff

Best Practices presenters on the 1st Wednesday of each month.  Each certified staff will select 3 of the 10 standards that they feel are their strengths and present to the staff. (TKES)

Safety Team Grade Chair Vertical Team Leaders Collaborative Teams (Teacher/Administrator) to administrative meeting such as Professional

Development, RTI, Title I, Testing, Scheduling) SBLT Professional Development

Administration

Ropes Course with Dr. Steve Barker GCEL Title I Annual Meeting Principal Meetings Administrative Workshops

_________________________________________________________________________________________________________

III. A. a. Utilize differentiation strategies to meet the needs of learnersDescription CAFE and Daily 5 CCSS Literacy Site

IXL Math Brain Pop Accelerated Reader--set personalized goals Intervention Central website Flex Grouping Day--for all grade levels. Develop flexible grouping for instructional delivery.  Tier

1-4 supported with remediation and previewing. CoLab Teams ESOL pull out model Before and After School Tutoring Ipads and Fluency/Comprehension apps Reading Eggs A to Z Curriculum Website

_________________________________________________________________

III. A. b. Utilize a balanced assessment system to monitor student progress

Description SLO STAR Assessments & Accelerated Reader Growth Reports Mountain Math/Language or Daily Language  Reading and Math Fluency Assessments SLDS GRASP Pre and Post Assessments CRCT/Writing/GKIDS/CoGAT/GAA

________________________________________________________III. A. c. Communicate learning expectations through student goal settingDescription

Accelerated Reader Goal Setting Tracking Students in Tier II-IV SLO SLDS Growth Model

__________________________________________________________________________________

III. A. d. Express student literacy, knowledge of content, and process through writing

DescriptionTeam with Eastside Elementary and explore a School wide Writing Structure (Writing-Vertical

Team).  Suggested resource to use is Evan Moor "Daily Writing".

____________________________________________________________________________________

III. B. a. Utilize BYOT (Bring Your Own Technology) to produce problem solving solutions

DescriptionBYOT opportunities for all classrooms.

STEM Robotics Team Science Fair/Olympaid Media Center Lessons Reach Project based learning

Redelivery of Dagget--Digital Footprinting-

__________________________________________________________________________________III. B. b. Increase various, personalized opportunities for learning (i.e. Edgenuity, Georgia Virtual

Classes, etc.)

Description

Flipping the Classroom (RESA)_________________________________________________________________________________III. B. c. Increase opportunities to engage in higher order thinking skills and processes (i.e. STEM)

Description Wolframalpha Edmodo Infinite Campus SLDS Accelerated Reader IXL Math Robotic Team Student generated Classroom Newsletter/Blog/Website publication Title I funded Computer Lab Paraprofessional--Computer lab will be a special

_______________________________________________________________________________________________________

III. C. a. Provide advanced opportunities for elementary students

Description STEM Environmental Club

Gifted Advanced Placement Robotics Team

______________________________________________________________________________________________________

III. C. b. Increase career cluster opportunities

Description Career Days for Students by the use of Guest Speakers, Community Leaders, Parent

Volunteers. Counselor will provide learning opportunity for all students on career clusters. 5th Grade writing their Career Papers for Counselor Georgia 411 Collaboration with local college campus, high school, and middle school counselors for student

visits. Grade Level College & Career Readiness Field Trips to local industries

________________________________________________________________________________________________________

III. C. c. Develop avenues for nationally competitive students to participate

Description Robotics BETA Club Spelling B 4H Science Olympiad Science Fair

_______________________________________________________________________________________________________

III. D. a. Implement and monitor strategies to improve achievement of the following groups: economically disadvantaged, English language learners, gifted/advanced, students with disabilities

Description Team Tuesday--Monitor the progress of Tier II-IV students both academically and behaviorally  Gifted Advanced Placement Flex Grouping Day Before and After School Tutoring Increase CoTeaching settings Reduce class size by adding more certified staff & classified staff through Title I Funds  Adding a Computer Lab Paraprofessional to operate the computer lab. Adding more classroom technology but having classroom sets of tablets/netbooks Title I parent workshops-- led by Sunny Veal, Parent Involvement Coordinator, covering topics

such Café, Phonics, Math, Writing, CRCT, Behavior, BYOT, Dealing with Divorce, ADHD, How to Listen So Your Kids Talk, Love Languages, Online Textbooks, Edmodo (tech night), Infinite Campus etc to continue to strengthen our home/school relationships with stakeholders.

PAWS behavior plan

Moving students from mastering facts to applying knowledge to real world situations Integrating writing in all academic areas.

____________________________________________________________________________________________________________

III. E. a. Provide multiple opportunities for students to engage in artistic expression

Description Drama Club Chorus Art Club Environmental Club Holiday Showcase Fine Arts Night Music, Art, Computer Lab, PE provided weekly to students Kindergarten Play

_____________________________________________________________________________________________________________

III. E. b. Offer multiple opportunities for community participation in various visual and performing arts of students and artists

Description Performing Art Center field trip for each grade level Grantville Library visiting the school Voluntary Family Field trips on Saturday to places like the Little White House Grade level performances / plays

_____________________________________________________________________________________________________________

IV. A. a. Review and revise school emergency plan

DescriptionSchool Emergency plan is revised and reviewed each summer, shared with all faculty members, and

available for all stakeholders.  Safety Team is trained during PrePlanning.

Safety Clipboards are on the back of every door.  They contain fire, tornado, code yellow, code red, and code blue--step procedures.

All Doors are always locked Fire Drills are performed monthly Tornado drills - 1 each semester Code Yellow/Red/Blue- 2 times a semester Table Top situations are conducted 2 times a semester. Playground equipment is checked 2 times a semester. Fabric is treated with fire retardant spray once a year Fire Extinguishers are checked 2 times a semester. Exterior Doors are locked-except front entrance and courtyard

After each drill, the safety team discusses areas of concern.

New Radios and upcoming Cameras will be great additions to our security

_____________________________________________________________________________________________________________

IV. A. b. Implement and evaluate school safety drills

Description Safety Clipboards are on the back of every door.  They contain fire, tornado, code yellow, code

red, and code blue--step procedures. All Doors are always locked Fire Drills are performed monthly Tornado drills - 1 each semester Code Yellow/Red/Blue- 2 times a semester Table Top situations are conducted 2 times a semester. Playground equipment is checked 2 times a semester. Fabric is treated with fire retardant spray once a year Fire Extinguishers are checked 2 times a semester. Exterior Doors are locked-except front entrance and courtyard

After each drill, the safety team discusses areas of concern.

New Radios and upcoming Cameras will be great additions to our security

____________________________________________________________________________________________________

IV. A. c. Monitor workplace accidents and provide training for safe practices and environment

Description All Staff is trained on Safety procedures All Safety Clipboards are updated each summer. Nurse Carol makes sure all faculty know about any student Medical Alerts Weekly safety alerts provided by Dr. Moore Nurse Carol provides Universal Precautions as well as Epi pen, Asthma, Seizure training CPR training

__________________________________________________________________________________________________________

IV. B. a. Build partnership between alternative programs and school to provide and promote at the base school

Description Assistant Principal, Dei Gross, will act as the liason between Alternative School (Boren, Lovett,

Rogers) and teachers at Moreland.   Student's progress will be monitored using Infinite Campus and SLDS. Mr. Rogers visiting the school and specific students Repeated offenders will be discussed in Team Tuesday and with ISC to develop Behavior

Intervention Plans PAWS-PBIS model will be used to reduce number behavior incidents STOP TA will also be used as a resource to redirect negative behavior.

_______________________________________________________________________________________________________

IV. B. b. Monitor and analyze data on repeat offenders to provide appropriate support for student success

Description Grade Level Behavior Log-located on Mushu to chart classroom behavior interventions placed

and the results Infinite Campus-grades & behavior PAWS-PBIS model STOP TA Tiered Office Referrals (Green=Positive; Yellow=Warning; Red=Alert) Team Tuesday and ISC involved in developing a Behavior Intervention Plan

____________________________________________________________________________________________________

IV. C. a. Review school account to ensure compliance with system policies

DescriptionPrincipal and bookkeeper will review all school accounts monthly.

Bookkeeper will follow protocol for closing all accounts and balancing statements monthly.________________________________________________________________________________

__________________________

IV. D. a. Improve attendance of classified and certified staff

DescriptionPerfect Monthly Attendance (classified & certified) entered in a drawing for a catered lunch.

Employee using Personal or Sick Leave during the month will not be eligible for drawing. Professional leave used will not eliminate employee from drawing.

 _____________________________________________________________V. A. a. Provide school-wide, consistent professional development opportunities based on various data sources

Description

All staff will participate in professional learning opportunities focusing on:

School based professional learning

STEM Writing Goals and Initiatives --partnering with Eastside Elementary PAWS-PBIS strategies "Setting Limits in the Classroom"-Classroom Management with a positive approach via book

study SLO; CRCT; GAA; CoGAT; GMAS; ACCESS; SLDS Media Conferences Title I GCEL Conference Vertical Team Meeting Medical Precautions Safety Procedures

County/State BasedFaculty Meetings will be cover many professional development opportunities to learn more about:CCSS Strategic Plan 2014-19Standard 1 Purpose & DirectionStandard 2 Goverance & LeadershipStandard 3 Teaching & Assessing for LearningStandard 4 Resources & Support SystemsStandard 5 Using Results for Continuous Improvement

Continuous Review of Board Policy

TKES/LKES Standards

Each Staff member will develop a personalized learning plan that identifies areas of strength and areas for growth. Administrations will use that information to provide opportunities for strengths to be showcased before the staff and areas of growth to be further developed. Opportunities will include flipped faculty meetings; book studies; teacher redelivery; individual studies; video modules; Twitter; Peer Observations; RESA training and Edmodo sessions.____________________________________________________________________________________V. A. b. Monitor the impact of professional development activities on instructional practices

Description

TKES/LKES Observations Process

Classroom Walkthroughs Lesson Plans Student Achievement and Growth Data Surveys Self Reflections/Assessments Communication through Students, Parents, Staff Completetion of RTI Data Collection Understanding and abiding by IEP outlines Making deadline on timely issues (Progress Reports, Report Cards, Testing, Special Education

issues)

V. A. c. Increase the use of personalized reflective professional learning networks

Description TKES self assessment End of the semester self and team reflection Completion of Pink Slip activity (see attachment)

_______________________________________________________________V. B. Utilize College and Career-ready Performance Index to enhance school programs

Description

Overall student achievement will be increased through:

Common collaborative grade level planning with a focus on using ongoing formative assessment data to plan for highly engaging differentiated instruction to meet high level goals for all students.

Title I Team Building Day for Grade Level Teams (November or February)--teams will be required to create an agenda 2 weeks prior to the day decided on. Agenda must be approved by Administration. Team must collaborate with Support Staff (ESOL, Gifted, SWD, Media Specialist) and review SLDS. Then they can do and any or all of the following--team planning, observations (on campus or away), conference with parents, upload TKES documents, etc.

Flex Grouping Day (Gifted Pull Out Day)--Focused remediation and enrichment in Reading-98.1% Met/Exc through Social Studies topics(area of focus 87.9% Met/Exc), Mathematics (95.8%Met/Exc), and Science (area of focus 87%Met/Exc).

Cross curricular instruction with a focus on critical thinking and problem solving application of knowledge. (Reading using Social Studies topics; Writing across curricular instruction; STEM).

Technology integration in the hands of students to promote individualized higher order problem based learning. (Robotics, STEM, BYOT, Responders, Ipad Stations, Skype, Blogs, Class Newsletter created by students).

Differentiation for all learners to master high level rigorous goals. Balanced assessments that provide diagnostic, formative, and summative data for use in

instructional planning and goal setting. Developing Vertical Team that teachers lead our school in Media; School Structures; STEM and

Writing. School wide Writing program-collaborating with Eastside Elementary

Additional Strategies that will be continued and improved upon:

CAFÉ model students will learn many different reading strategies that will build stamina, fluency, comprehension, vocabulary, accuracy to read grade level nonfiction text.

Lexile.com--Increase Student Lexile Levels Fluency/Comprehension Apps/GRASP AR/STAR Reader Programs Edmodo-Café & Grade Specific Groups CCSS Literacy Website Reading Eggs A to Z Curriculum Website Student progress will be monitored through SLO to determine Student Growth Percentiles

BYOT implemented in 10 classrooms (3rd & 5th grade and Gifted) to enhance use of technology.

Smart Boards & Projectors Every classroom, including large audience areas such as café & gym, will be equipped with smart boards, projectors & sounds systems

Responders Student ipads/iphones,etc BYOT Guidelines on CCSS Intranet Mimio Boards Projectors Sound Systems Display of student work that showcase technology applications

Parent permission

Coweta Tech Summit --Donald White Teachers training students, parents & other staff.

RTI--Identification of students and differentiating instruction.

Team Tuesday--Using authentic diagnostic assessments to develop flexible grouping for instructional delivery, Tier I -IV supports, and extended supports as necessary.

Before & After School Tutoring—provided by various staff.

Using SLDS, GRASP, CRCT, & STAR Reader Data and Excel spreadsheets to identify deficit areas students are experiencing.

CCSS Intranet for research based strategies Intervention Central website EIP mini labs, afterschool lab using iXl,

Edmodo, Student Responders, GRASP, BrainPop to differentiate support applications based on individual student need.

Balanced Assessments Tracking students on Tiers II-IV chart. Collecting data point for RTI strategies. Benchmark (SLO) SLDS data/STAR/GRASP IXL Student Responders Report Card Grades CRCT Scores

Math--Move students from hands on understanding of math processes (versa-tiles, skill and drill, IXL, Math Sharks) to the application of more abstract aptitudes required in problem solving activities. Promethean and interactive software expands the range of authentic opportunity for students to engage in application operations.

Utilize the DOE CCGPS math vocabulary glossary & process descriptors used in word problems. IXL/OAS Variety of Apps Before & After school tutoring Responder, Rekenrek, & 10 frames. Collaboration with specials & support staff to incorporate math skills in their curriculum and

demonstrate in a variety of academic domains

Increased understanding and application of common vocabulary including numbers and operation processes across grade levels will result in a higher performance based summative assessment scores.

Increase in student Math CRCT performance. Increase in percentage of student who meet and who exceed standard expectations.

Fluency Drills

Class Size Reduction--Reduce Student / Teacher Ratio in classrooms. We will maintain 4 sections of K-2 by paying the salary & benefits of 1 classroom teacher.

Increase student exposure to Non-Fiction Text resources to raise student Lexile Levels, by providing the media center with a range of leveled Non-Fiction titles

Use of Brain Pop and Promethean software to enhance application opportunities for student experiences.

Improving our nonfiction informational reading collection in the media center. AR/STAR Reader programs

Check out reports generated by Destiny to monitor used on nonfiction books & current events materials.

Generating reports from Renaissance Learning that determine student interest in nonfiction topics.

Display of Student Work and Publications that showcase technology application.

Utilize the 6 Traits of Writing process to build proficient writers. Information/Organization--Guides topic focus and text construction. Voice/Audience-Supports writer’s voice and awareness of audience. Content/Idea--Promotes richness and interest of content. Word Choice/Clarity--Develops clarity and appropriateness of language. Sentence Fluency--Supports text fluency and flow. Grammar/Mechanics--Integrates the conventions of writing.

Student use of technology will create a more professional end product while building competency in the use of a variety of digital media, cameras, video and video streaming, blogs, scrapbooking, etc.

CCSS Literacy Website GA DOE Writing Assessment Resource Website

Writing Appraisal Group will create a rubric with writing expectations for each grade levels.

Students will create and collect a writing portfolio, which will include self evaluation, peer evaluation and teacher commentary.

Writing Appraisal will develop School wide Collaborative Writing Themes. Students will participate in a variety of local/state/national writing

competitions. Utilize GaDOE Writing Assessment online resources (examples, rubrics,

prompts) to guide & provide a model for writing instruction & assessment. RESA-Ann Marie working with grade levels during specials and faculty

meeting. January/February 2014. $20 per teacher.

_________________________________________________________________________________V. B. a. Develop and monitor strategies to increase overall student achievement

DescriptionOverall student achievement will be increased through:

Common collaborative grade level planning with a focus on using ongoing formative assessment data to plan for highly engaging differentiated instruction to meet high level goals for all students.

Title I Team Building Day for Grade Level Teams (November or February)--teams will be required to create an agenda 2 weeks prior to the day decided on. Agenda must be approved by Administration. Team must collaborate with Support Staff (ESOL, Gifted, SWD, Media Specialist) and review SLDS. Then they can do and any or all of the following--team planning, observations (on campus or away), conference with parents, upload TKES documents, etc.

Flex Grouping Day (Gifted Pull Out Day)--Focused remediation and enrichment in Reading-98.1% Met/Exc through Social Studies topics(area of focus 87.9% Met/Exc), Mathematics (95.8%Met/Exc), and Science (area of focus 87%Met/Exc).

Cross curricular instruction with a focus on critical thinking and problem solving application of knowledge. (Reading using Social Studies topics; Writing across curricular instruction; STEM).

Technology integration in the hands of students to promote individualized higher order problem based learning. (Robotics, STEM, BYOT, Responders, Ipad Stations, Skype, Blogs, Class Newsletter created by

students).

Differentiation for all learners to master high level rigorous goals.

Balanced assessments that provide diagnostic, formative, and summative data for use in instructional planning and goal setting.

Developing Vertical Team that teachers lead our school in Media; School Structures; STEM and Writing.

School wide Writing program-collaborating with Eastside Elementary

Additional Strategies that will be continued and improved upon:

CAFÉ model students will learn many different reading strategies that will build stamina, fluency, comprehension, vocabulary, accuracy to read grade level nonfiction text.-Lexile.com--Increase Student Lexile Levels -Fluency/Comprehension Apps/GRASP-AR/STAR Reader Programs -Edmodo-Café & Grade Specific Groups -CCSS Literacy Website -Reading Eggs -A to Z Curriculum Website -Student progress will be monitored through SLO to determine Student Growth %

BYOT--Implemented in 10 classrooms (3rd & 5th grade and Gifted) to enhance use of technology.

Smart Boards & Projectors --Every classroom, including large audience areas such as café & gym, will be equipped with smart boards, projectors & sounds systems.-Responders-Student ipads/iphones,etc -BYOT Guidelines on CCSS Intranet -Mimio Boards -Projectors -Sound Systems -Display of student work that showcase technology applications -Parent permission -Coweta Tech Summit --Donald White -Teachers training students, parents & other staff.

-

RTI--Identification of students and differentiating instruction.

Team Tuesday--Using authentic diagnostic assessments to develop flexible grouping for instructional delivery, Tier I -IV supports, and extended supports as necessary.

Before & After School Tutoring—provided by various staff.

Using SLDS, GRASP, CRCT, & STAR Reader Data and Excel spreadsheets to identify deficit

Balanced Assessments Tracking students on Tiers II-IV chart. Collecting data point for RTI strategies. Benchmark (SLO)

areas students are experiencing. CCSS Intranet for research based strategies Intervention Central website EIP mini labs, afterschool lab using iXl,

Edmodo, Student Responders, GRASP, BrainPop to differentiate support applications based on individual student need.

SLDS data/STAR/GRASP IXL Student Responders Report Card Grades CRCT Scores

Math--Move students from hands on understanding of math processes (versa-tiles, skill and drill, IXL, Math Sharks) to the application of more abstract aptitudes required in problem solving activities. Promethean and interactive software expands the range of authentic opportunity for students to engage in application operations.

Utilize the DOE CCGPS math vocabulary glossary & process descriptors used in word problems. IXL/OAS Variety of Apps Before & After school tutoring Responder, Rekenrek, & 10 frames. Collaboration with specials & support staff to incorporate math skills in their curriculum and

demonstrate in a variety of academic domains Increased understanding and application of common vocabulary including numbers and operation

processes across grade levels will result in a higher performance based summative assessment scores.

Increase in student Math CRCT performance. Increase in percentage of student who meet and who exceed standard expectations.

Fluency Drills Class Size Reduction-- Reduce Student / Teacher Ratio in classrooms. We will maintain 4

sections of K-2 by paying the salary & benefits of 1 classroom teacher. Increase student exposure to Non-Fiction Text resources to raise student Lexile Levels, by

providing the media center with a range of leveled Non-Fiction titles Use of Brain Pop and Promethean software to enhance application opportunities for

student experiences. Improving our nonfiction informational reading collection in the media center.

AR/STAR Reader programs

Check out reports generated by Destiny to monitor used on nonfiction books & current events materials.

Generating reports from Renaissance Learning that determine student interest in nonfiction topics.

Display of Student Work and Publications that showcase technology application.

Utilize the 6 Traits of Writing process to build proficient writers. Information/Organization--Guides topic focus and text construction. Voice/Audience-Supports writer’s voice and awareness of audience. Content/Idea--Promotes richness and interest of content. Word Choice/Clarity--Develops clarity and appropriateness of language. Sentence Fluency--Supports text fluency and flow. Grammar/Mechanics--Integrates the conventions of writing.

Student use of technology will create a more professional end product while building competency in the use of a variety of digital media, cameras, video and video streaming, blogs, scrapbooking, etc.

CCSS Literacy Website

GA DOE Writing Assessment Resource Website

Writing Appraisal Group will create a rubric with writing expectations for each grade levels.

Students will create and collect a writing portfolio, which will include self evaluation, peer evaluation and teacher commentary.

Writing Appraisal will develop School wide Collaborative Writing Themes.

Students will participate in a variety of local/state/national writing competitions.

Utilize GaDOE Writing Assessment online resources (examples, rubrics, prompts) to guide & provide a model for writing instruction & assessment.

RESA-Ann Marie working with grade levels during specials and faculty meeting. January/February 2014. $20 per teacher.

________________________________________________________________________________V. B. b. Increase readiness levels for successful transitions for students at all levels

DescriptionMaking Bridges with students moving from Pre-School to PreK; PreK to Kindergarten; and 5 th Grade to Middle School

Face Time, Skype, Video Observations 5th Grade Classrooms Face Timing 6th Grade Classrooms.

Staff increasing their knowledge to understanding of expectations from to PreK, Kindergarten & Middle School.

Participation of Parents & Students at various programs (6th grade Orientation night, NHS band visits, Middle School Administrators visiting campus, Bowen teaching 5th graders how to work a combination lock) and sporting events at the Middle School/High School.

Daycare Centers, PreK & Kindergarten teachers observing & collaborating. 5th Grade teachers collaborating & observing 6th Grade teachers.

______________________________________________________________________________V. B. c. Increase graduation rate

Description

Graduation rate for all students will be increased through:

Involved students in accepting their “Rights and Responsibilities” in self discipline and in building student efficacy, to inspire them to step up and accept responsibility for their own learning.

Academic & Social Rights and Responsibilities PowerPoint help students transfer self efficacy to acceptance of work ethic.

AR Goal setting/STAR Reader Charting Student Performance Check list Student Portfolios and familiarity with Infinite Campus Parent Portal offerings. Title I Student, Parent, School Compact Equip students with skills needed to increase student goal setting, evaluation and student led

conferences.

Teacher Keys Effectiveness System (TKES) consists of multiple components, including the Teacher Assessment on Performance Standards (TAPS), Surveys of Instructional Practice, and measures of Student Growth and Academic Achievement. The overarching goal of TKES is to support continuous growth and development of each teacher.

Webinars Electronic Platform GaDOE website Teacher Keys Effectiveness System Portfolio Formative & Summative Observations Walk Through

STEM-providing more opportunities for students to explore and participate in Science, Technology, Engineering & Math activities.

Students K-5 will participate in numerous classroom and lab activities that utilize tech

resources. Tier I and II interventions expand through the use of IXL, EIP afterschool lab, math

sharks and manipulative to build math proficiency. Promethean Boards Various Apps Equip Art Room into an afternoon STEM lab. STEM Lab Responders Robotics, Roller Coasters & Rockets Computer Labs I pads BYOT

Participation in Science Fair Night, Academic Bowl Meets, Math Olympiad, Media Fair, Robotics, Environmental Club

Benchmark (SLO) data CRCT Science & Math data Observations & Walk Through Positive effect on Attendance Rate

Increase in Parent Involvement

Student Self Esteem Programs

Girl Power Boys Boot Camp Spanish Running Club

High level engaging instruction designed to develop critical thinkers.

Provide incounty field trips for students to visit CEC, W.Central Tech., W. Georgia Hospital).

Monitor Lexile levels.

Indentifying an advocate (all staff/retired staff/community leaders) for each child for support and encouragement.

Veritcal collaboration within our school as well as with the feeder middle and high schools to ensure student mastery of content is at the level needed for success in the future.

_______________________________________________________________V. C. a. Monitor and increase types of social media used to communicate with stakeholders

Description

Utilize the following social media avenues to communicate with stakeholders and share Moreland News:

Twitter Remind 101 Edmodo School Website School Newsletter Classroom Websites/Blogs Parent Portal School Sign Newnan Times-Herald Facebook One Call Now System Front sign at Moreland

_________________________________________________________________________________V. C. b. Develop tools and opportunities that explain testing results to increase stakeholder engagement

Description

The following tools and opportunities for explaining testing results will be offered to stakeholders:

Newsletter Edmodo Facebook Parent/teacher conferences School Council Title I Meetings CRCT Night-explain how to read score sheets

_______________________________________________________________________________V. D. a. Increase effective use of State Longitudinal Data System

Description

Utilize a monthly focus to instruct teachers on data found in SLDS.

Monitor use of SLDS montly and report data to teachers.

Teacher Staff Development on SLDS.__________________________________________________________________________________V. D. b. Increase effective use of Parent Portal in Infinite Campus

Description

Provide multiple opportunities for parents to receive portal key and educate them on the value of using Parent Portal.

Back to School Packets Meet the Teacher Open House Newsletters Title I Parent Involvement Workshops Remind 101 Facebook Twitter Volunteer Training Marque School Website Classroom level Newsletter, Website, Blogs Parent/Teacher Conferences PTO events Curriculum Nights Title I funded (staff stipends) Conference Nights from 6-8pm

__________________________________________________________________________________V. D. c. Increase effective use of achievement data for instructional planning and feedback

Description

Effective use of achievement data for planning and feedback will be facilitated through:

Increased knowledge of data analysis and application through professional learning. Weekly grade level planning focusing on collaborative analysis of common assessment data and

instructional planning for differentiation based on data. Feedback will be provided during one on one goal setting conferences with students. Feedback for parents will take place through phone calls, parent portal updates, conferences,

agendas, newsletters. Ongoing formative assessment data for instructional planning purposes will include the use of but

not be limited to: o Tickets Out the Dooro Teacher Observation and checklisto Learning goalso Pre and Post Test

TKES Support Group led by Pilot teachers will be held monthly to assist teachers with TKES procedures.

Title I Team Building Day (November or February)--SLDS review. Support Staff Collaboration, Conferencing, Observation.

________________________________________________________________________________V. E. a. Complete an annual needs assessment for professional learning and system initiatives

Description

All stakeholders will participate in an annual needs assessment for professional learning and system initiatives facilitated by CCSS.

All stakeholders will have the opportunity to share feedback through two "PAWS 4 Prefection" annually (fall/spring). The "PAWS 4 Perfection" ask stakeholders to share thoughts on--

2 Things we are doing well. 2 Things we can improve on & ideas to make it happen.

Title I Parent Survey Sheet

TKES/LKES Surveys

Teacher Report Cards completed by Parents at the end of the school year.