A. SCHOOLWIDE IMPROVEMENT PLAN (SIP) TITLE I …€¦ · on 2016-2017 GA Milestones by achieving At/Above results Focus Plan. Math coach with the help of classroom teachers will implement

Georgia Department of Education October 1, 2015 ● Page 1 of 46

A. SCHOOLWIDE IMPROVEMENT PLAN (SIP)

TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

TITLE I TARGETED ASSISTANCE (TA) PLAN

NAME OF SCHOOL/PRINCIPAL:

Seaborn Lee Elementary School / Kine’ Geathers

NAME OF DISTRICT/SUPERINTENDENT:

Fulton County Schools

Dr. Jeff Rose, Superintendent

6201 Powers Ferry Road NW

Atlanta, Georgia 30339

□ Comprehensive Support School □ Targeted Support School X Schoolwide Title 1 School □ Targeted Assistance Title 1 School

□ Non-Title 1 School □ Opportunity School

Division of School and District Effectiveness | School Improvement PLAN

Georgia Department of Education February 26, 2016 ● Page 2 of 46

DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS

B. Advancing Leadership | Transforming Schools

All required components of the Title I Schoolwide and Targeted Assistance are included in this template.

Planning Committee Members (SW- 8, 16; TA- 7)

SIGNATURES:

Superintendent _______________________________________________ Date ________________

Principal Supervisor ___________________________________________ Date ________________

Principal ____________________________________________________ Date ________________

Title 1 Director _______________________________________________ Date ________________

(Title 1 Schools only)



C. Needs Assessment/ Data Review Results (Include Charts/Graphs)

(SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)

Title I only (SWP 10, 15, 19; TA 3, 6)

The Letter of Intent for Title I Schoolwide was submitted on ______________________________________.

Please indicate the programs that are consolidated in this plan: ___________________________________________________________________

_________________________________________________________________________________________________________________________________

School Designated as a Priority School ______ (Yes or No) School Designated as a Focus School _Yes____ (Yes or No)







Insert most recent ELA STAR Report (provide for all grades or be grade specific, based on your school’s needs and how Title I funds will be used)





GA Milestones Data

















Insert most recent Math STAR Report (or other math academic achievement report data)







GA Milestones Data



Insert most recent Science achievement data



Insert most recent Social Studies achievement data



Seaborn Lee’s 2015/2016 EOY Discipline Data



Comprehensive Needs Assessment (SW 1; TA-1)

Data Review Summary

“Root Cause Analysis”

Strengths Weaknesses Needs

(Highlight 3 Prioritized Needs)

Prioritized Needs

Achievement Data EOG: 73% of 4th Grade students

scored on achievement levels 2, 3,& 4

in Science. They also had a 25 point

increase in level 3 Proficient Learners,

and level 4 Distinguished Learners.

EOG: 74% of 4th Graders scored on

levels 2,3,or 4 in Math

Star Reading: 70% of 1st & 2nd

Graders scored At/Above Benchmark,

and 60% of 3rd & 4th Graders scored

At/Above Benchmark.

Star Math: Grade 1 96% of the

students scored at/above grade level.

Grade 4 83% of students scored

at/above grade level.

DIBLES: 85% of Kindergarten scored

proficient in non-sense word fluency

(correct letter sounds)

DIBLES: 75% of 1st graders scored

proficient in nonsense word fluency

(whole words read)

SRI: 3rd grade made 102 point gain

from BOY to EOY

EOG: 51% of 3rd grade students

scored level 1 Beginning Learner in

Social Studies.

EOG: 3rd Grade Math 80% of the

students scored level-1 Beginning

Learner, and 2- Developing Learner

and 46% 4th Graders scored level 2 in

math.

EOG: 63% of 3rd grade students

scored in level 1 Beginning Learner in

Science

Star Math 70% of students in grades

1st-5th scored On Watch or Below the

benchmark.

GKIDS: 38% of the math standards

have not been met

GKIDS: 32% of the ELA standards

have not been met

DIBLES: 50% of 2nd graders are

accurate in oral reading fluency

DIBLES: 65% of 3rd graders are

accurate in oral reading fluency

Establish a schoolwide Math

initiative (SWMI) facilitated by the

Math Coach

Implement data driven Professional

Learning Communities (PLCs)

Improve systematic reading and

math instruction

Improve targeted instruction in

phoneme segmentation, nonsense

word fluency

Implementation of School Wide

Positive Behavior Interventions and

Supports

Establishment of a cross-functional

literacy leadership team to address

content integration which includes

science and social studies.

Root Causes:

Increase % of students scoring

at/above grade level in Math


at/above grade level in Reading/ELA

Establish a culture of trust and respect

and promotes a sense of community

(aligned with last weakness)



SRI: 4th grade made 64 point gain

from BOY to EOY

SRI: 5th grade made 98 point gain

from BOY to EOY

SRI: 55% of 3rd graders did not meet

520 Lexile benchmark

SRI: 60% of 4th graders did not meet

740 Lexile benchmark SRI: 50% of 5th graders did not meet

830 Lexile benchmark

10% of students in K-5 were

suspended for a total of 113 days

which resulted in 678 hours of lost

instructional time.

1) Instructional deficits that address

phonic progression during literacy

stations.

2) Additional professional

development needed in next steps

of guided reading and guided math

Perception Data Teacher survey: 56% of teachers have

received sufficient professional

development for guided reading. 50%

of teachers have received sufficient

professional development in modeled

and shared reading.

Teacher survey: 35% of teachers have


development on math classroom

environments.



development in Nearpod.

Due to insufficient response of parent

survey, school will repeat survey with

parents.

Teacher survey: 45% of teachers need

more professional development in

literacy stations for reading language

arts.



math work stations.



project based learning. 56% need PD

in choice boards. 50% need PD with

technology tools.

Observation Data

TKES

Walkthrough/Formative

Assessment Data



development on math classroom

environments.



development in Nearpod.



Needs Assessment/ Data Review Results

(SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8) Prioritized Needs Data Source Participants Involved Communication to Parents and

Stakeholders


at/above grade level in Math


at/above grade level in Reading/ELA

Establish a culture of trust and respect

and promotes a sense of community

School administrators review the data

with the teachers and develop

Professional Development plans based

on the outcomes to increase student

achievement in math and literacy.

Be able to disaggregate data provided

by the Fulton County School System

Data Utilization Department as a

means of developing targeted and

individualized instructional plans.

STAR Math

STAR Reading

Reading Inventory

DIBELS Next

Georgia Milestones-2014/2015

Surveys

TKES Data

CCRPI Report 2014

CCRPI Report 2015

SWIS Discipline Data

GKIDS

Administrative team

Teachers

Students

Parents

School Website

Report Cards

Teacher/ Parent Conferences

Georgia CCRPI Reports



D. SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)

(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)

Georgia School

Performance

Standard

Student

group (All

or

subgroup)

Action /Strategies (Include description of SWP 2, 7, 9, 10)

Evaluation of Implementation

and Impact on Student

Learning

Monitoring

Actions of

Implementation

Estimated

Cost, Funding

Source, and/or

Resources (SWP 9) Artifacts Evidence

Instructional Standard

1: Uses systematic,

collaborative planning

processes so that

teachers share an

understanding of

expectations for

standards, curriculum,

assessment, and

instruction

Instruction Standard 6:

Uses appropriate,

current technology to

enhance learning

Instruction Standard 9:

Provides timely,

systematic, data-driven

interventions

ALL

All students

demonstrate

proficiency

on 2016-

2017 GA

Milestones

by

achieving

At/Above

results

Math coach with the help of classroom

teachers will implement a weekly math

focus based on standards and skills in

which students have shown the lowest

measure of mastery. This will include

but not limited to weekly instructional

plan, vocabulary based on skill, daily

activities, and weekly assessments.

Teachers will have on going

professional development in order to

implement full Math Instructional

Focus Plan.

Teachers will instruct and assess

students using the materials and

modeling from math coach based off

assessment results.

Lesson

Plans

Focus

Walks

School

Wide Math

Focus

Common

Assessments

PD

School Leaders

Demonstrate: Implement and

sustain a school wide

math focus to change

assessment results by

showing a 3%

increase.

Teachers

Demonstrate: A safe and student

centered classroom,

while instructing to

gets students to a

level of mastery.

Students

Demonstrate: Ability to work

independently and in

teams to show

content mastery of

skills.

At/Above standards

on GA Milestones

Math Coach

Creates

instructional plan

for teachers to

follow based on

assessment results

from previous

year.

Create common

math assessments

Teachers

Instruction

Math Coach

Title One Funded

In-service

Professional

Development

(provided by Math

Coach)

PD Materials (chart

paper, copy paper,

markers, post-it

notes, computer

ink)

Redbird

IXL Math

Math Matters

Resources

(professional text

and manipulatives)

NCTM Math

Conference



SMART GOAL #2 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)

(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)



Georgia

School

Performance

Standard

Student

group (All

or

subgroup)

Action /Strategies



Learning

Monitoring

Actions of

Implementation

Estimated

Cost, Funding

Source,

and/or

Resources

(SWP 9) Artifacts Evidence

Curriculum

Standard #1:

All teachers use

systematic,

collaborative

planning

processes to

share an

understanding

of expectations

for standards,

curriculum,

assessment, and

instruction.

Assessment

Standard #2:

All teachers use

a balanced

system of

assessments

including

diagnostic,

formative, and

summative to

monitor

learning and

ALL

All 3rd-5th

grade students

demonstrate

proficiency on

2016-2017

EOG GA

Milestones by

achieving

At/Above

results

All K-2 grade

students

demonstrate

proficiency on

2016-2017

DIBELS Next

indicators by

achieving

At/Above on

End-of-Year

benchmark

results.

All 3rd-5th

grade students

demonstrate

proficiency on

2016-2017

Reading

Inventory

indicators by

Teachers will increase application of

intentional after-reading performance tasks

promoting inquiry and research through anchor

and mentor text to respond to opinion,

informational, and narrative with 3% higher

pass rates from pre to post writing

assessments.

Teachers receive support on implementing

intentional guided reading performance tasks

to promote inquiry and research utilizing

anchor and mentor text across content.

On Site PD to build professional knowledge

and implementation of opinion, information,

and narrative writing.

Acquire supplemental resources and

technology to remediate or enrich core content

teaching and learning environment along an

instructional continuum (DIBELS Next,

Reading Inventory, IXL, Study Island,

professional text and resources for balanced

literacy PD)

Acquire writing consultant to enhance writing

workshop capacity in the areas of constructed

responses, writing across the content, and

creating writing tasks aligned to EOG ELA

GA Milestones.

Purchase text selections, materials and supplies

for parent literacy sessions, and instructional

materials and supplies (files, file folders,

Teacher work

to include

lesson plans

and balanced

literacy

activities

(systematic

instruction,

guided

reading,

vocabulary,

close reading,

citing

evidence, and

constructed

responses) as

well as

instructional

action plans

per student

literacy data

reports.

Student work

to include

student

writing

displays,

writing

rubrics,

writing

conference

logs, & Write

School Leaders

Demonstrate:

Create and establish

common

expectations for

ELA curriculum,

assessment,

instruction, and

professional

learning. Teachers

Actively participate

in collaborative

process for

curriculum planning,

monitoring student

achievement, and

seek to increase

capacity of

delivering best

practices in literacy

instruction.

Teachers

Demonstrate:

Have common

expectations for

ELA curriculum,

assessment,

3rd-5th Pre/Post

Write Score in each

genre (opinion,

informational &

narrative) to be

administered first

(pre) and second

(post) semesters.

KG-2nd End of Unit

RELA assessments.

Weekly balanced

literacy

walkthrough rubrics

to inform

instructional

practices of

balanced literacy at

teaching and

literacy stations.

Monthly Cross

Functional Literacy

Leadership Team

PD on utilizing

literacy strategies

across the content

and review of

Professional text

to support

literacy and

writing best

practices with

consistency and

fidelity.

2 Title 1 Funded

teachers to

reduce RELA &

SS class sizes in

grades 4 and 5

Cross-functional

literacy

materials for

social studies

and science

Write Score



inform

instruction.

Instruction

Standard #4:

All teachers use

research-based

instructional

practices that

positively

impact student

learning.

Professional

Learning

Standard #6:

All teachers

monitor and

evaluate the

impact of

professional

learning on

instructional

practices and

student

learning.

achieving

At/Above on

End-of-Year

benchmark

results.

hanging files, paper, pencils, copy paper,

literacy manipulatives, children's literature,

literacy station activities, journals, sentence

strips, Post It Notes, chart paper, pocket charts)

Purchase technology supplies to support

students (toner, ink cartridges, batteries)

resources and technology to remediate or

enrich core content teaching and learning

environment along an instructional continuum

(DIBELS Next, Reading Inventory, IXL,

Study Island, professional text and resources

for balanced literacy PD)

Score data

reports

PD agenda

instruction, and

professional

learning. Teachers

actively participate

in collaborative

process for

curriculum planning,

monitoring student

achievement, and

seek to increase

capacity of

delivering best

practices in literacy

instruction.

Students

Demonstrate:

Students will be able

to demonstrate

mastery of writing

by staying on topic,

elaborating details,

citing evidence,

applying transitional

words, addressing

genre components,

and writing on

demand per grade

level standards

teacher work and

student artifacts.



SMART GOAL #3 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) (SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)

Georgia

School

Performance

Standard

Student

group

(All or

subgroup)

Action /Strategies



Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding

Source, and/or

Resources Artifacts Evidence

School Culture

Standard 1: Develops,

communicates,

and implements

rules, practices,

and procedures

to maintain a

safe, orderly

learning

environment.

School Culture

Standard 2: Establishes a

culture of trust

and respect that

promotes

positive

interactions and

a sense of

community

ALL

During the instructional day staff will engage

students in lessons which depict scenarios that

are tied to PAWS (Be Prepared; Act

Responsibly; Work Together; Stay Safe).

Teachers and school staff will increase their

proficiency at teaching social and emotional

skills within daily activities in a manner that is

meaningful to all K-5 students and promotes

skill acquisition.

Pyramid Practices workshops will be

conducted once a month to increase teacher

knowledge and practice of PBIS to enhance

classroom management and decrease lost seat

time.

PBIS leadership team meetings are conducted

once a month to discuss SWIS data (time,

location, grade levels, and types of off-task

behaviors) and solutions.

Lesson plans,

PAWS

behavior

matrices,

Informal

assessments,

Town Hall

Meeting

agendas,

Survey data,

SWIS (School

Wide

Information

System) data

reports, Rate

of

participation

in monthly

celebrations

School Leaders

Demonstrate:

Initiate and sustain

change to communicate

and implement rules,

practices, and

procedures to maintain

a safe, orderly learning

environment.

Teachers

Demonstrate:

An established culture

of trust and respect that

promotes positive

interactions and sense

of community.

Students

Demonstrate:

An established culture

of trust and respect that

promotes positive

interactions and sense

of community.

Administrative

Assistant: -Informal/formal

observations

-Provide feedback of

actionable items from

instructional

walkthroughs

-Facilitate grade level

Town Hall Meetings

-Monthly SWIS data

reports

Teachers: -Lesson plan

implementation

-Informal

observations of

students

Title I Personnel

$131,760.00



E. Schoolwide Reform Strategies (SW 2; TA-1b)

Source Document

“Research Based Strategies”

Prioritized Need 1: Increase % of students scoring at/above grade level in Math/Close the achievement gap for all K-5 students in Mathematics

SMART Goal: Increase the percent of students scoring at Developing Learner or Above on the Georgia Milestones Math EOG from 73% to 76% for the

2016-2017 school year.

Georgia School Performance Standard Instructional Standard 1: Uses systematic, collaborative planning processes so that teachers share an understanding of

expectations for standards, curriculum, assessment, and instruction.

Instruction Standard 6: Uses appropriate, current technology to enhance learning.

Instruction Standard 9: Provides timely, systematic, data-driven interventions.

What action/strategy would support

this standard for all students including

migrant, homeless and historically

underserved population?

Strategic personnel change, the Data Support Specialist is now the Math Coach position.

Make use of technology software and additional resources to supplement instruction in math.

Acquire K-5 teacher for class size reduction for instruction.

Utilize Math Matters to supplement instruction in math.

List 2 Teacher Behaviors to support

this standard (include artifacts). Teachers will have on going professional development in order to implement full Math Instructional Focus Plan.

Teachers will instruct and assess students using the materials and modeling from math coach based off assessment

results.

Artifacts: PD workshop agendas and handouts; formative and summative assessment results

List 2 Student Behaviors to support

this standard (include artifacts). Students will apply themselves to reach mastery level.

Students are able to explain standards, learning objectives, and understand the expectations of achievement

Artifacts: Student work, report cards, student data notebooks

List 2 Leadership Behaviors to support

this standard (include artifacts). Administrative team will make weekly classroom walks and talk with students about expectations.

Teacher and Student recognition of mastery.

Artifacts: Focus Walk data

How would you monitor your action/

strategy?

Math coach with the help of classroom teachers will implement a weekly math focus based on standards and skills in

which students have shown the lowest measure of mastery. This will include but not limited to weekly instructional

plan, vocabulary based on skill, daily activities, and weekly assessments.

How would you fund this initiative

using -local, state, federal funds?

No additional figures needed, staff will only switch positions.



Prioritized Need 2: Increase % of students scoring at/above grade level in Reading/ELA /Close the achievement gap for all K-5 students in Reading/English

Language Arts

SMART Goal: Increase the percent of students scoring at Developing Learner or Above on the Georgia Milestones ELA EOG from 63% to 66% for the

2016-2017 school year.

Georgia School Performance

Standard Curriculum Standard 1: All teachers use systematic, collaborative planning processes so that teachers share

an understanding of expectations for standards, curriculum, assessment, and instruction.

Assessment Standard 2: All teachers use a balanced system of assessments including diagnostic, formative,

and summative to monitor learning and inform instruction.

Instruction Standard 4: All teachers use research-based instructional practices that positively impact student

learning.

Professional Learning Standard 6: All teachers monitor and evaluate the impact of professional learning on

staff practices and student learning.

What action/strategy would

support this standard for all

students including migrant,

homeless and historically

undeserved population?

Acquire residencies with teaching artists to demonstrate drama-based strategies that teach and reinforce

literacy skills in speaking, listening, and writing in grades KG-1st.

Acquire writing consultant to improve content writing in grades 2nd-5th.

Acquire literacy resources that develop fluency and solid foundation of alphabetic principles in order to

apply knowledge to decoding words and meaning of text prior to 3rd grade.

Acquire literacy resources to increase and expand oral language, vocabulary development, expressive

language and reading comprehension skills at grades 3rd-5th.

List 2 Teacher Behaviors to

support this standard include

artifacts?

Assessment Standard 2:

Teachers utilize humanities lesson plan template to integrate literacy components across content.

Teachers analyze anecdotal notes on reading behaviors and responses to literature across content to inform

and improve teaching and learning.

Artifacts: Weekly lesson plans, Running records, Progress monitoring reports (Systematic Instruction, DIBELS

Next, High frequency word list, and Reading Inventory), Common writing assessments.

List 2 Student Behaviors to


artifacts?

Students have a clear understanding of ELA standards they are to master and are able to express "I Can"

statements relative to standard.



Students are able to use ELA data to verbalize and/or write meaningful and measurable goals for literacy

achievement based on pre-assessment, adaptive software, and/or universal screener.

Artifacts: Presentation of "I Can" statements, Teacher/Student goal conference forms, & Student data and writing

portfolios; iRead

List 2 Leadership Behaviors to


artifacts?

Administration will monitor implementation of balanced literacy and writing across the curriculum to better

determine professional development needs per grade level, content, and/or teacher.

CST will collaborate with Literacy PD Facilitator to create professional calendar on best practices for

literacy development.

Artifacts: School wide agendas, Vertical content PLC agendas, Teacher and grade level progress monitoring data

reports.

How would you monitor your

action/ strategy?

Teachers and leaders consistently meet in PLCs and grade level planning where student achievement is the

focus.

Members of administration will monitor and evaluate the impact of collaborative planning to ensure that

student learning occurs. This will be monitored by reviewing meeting agendas and meeting minutes,

assessments and lesson plans.

Leadership team will meet routinely to review student data and mastery on selected and constructed

responses, application of Lexile levels during balanced literacy and content integration, utilization of

formative assessments inform direct instruction.

How would you fund this initiative

using -local, state, federal funds?

Striving Reader Comprehensive Literacy Grant Funds

Literacy Resources

Writing Consultant

Teacher Professional Development

Wolf Trap Residencies

Literacy Conferences

Professional Literacy Memberships Extended Learning

3rd-5th

Title I Summer Bridge

KG-5th



Prioritized Need 3: Establish a culture of trust and respect and promotes a sense of community /Reduce student out of school suspension rate by 5% for all K-5 students

from 113 days to 107 days.

SMART Goal: 75% of the staff and students will be able to identify and explain behavioral expectations (PAWS) as articulated in matrices displayed around the building.

Georgia School Performance Standard School Culture Standard 1: Develops, communicates, and implements rules, practices, and procedures

to maintain a safe, orderly learning environment.

School Culture Standard 2: Establishes a culture of trust and respect that promotes positive

interactions and a sense of community

What action/strategy would support this

standard for all students including

migrant, homeless and historically

undeserved population?

During the instructional day staff will engage students in lessons which depict scenarios that are tied

to PAWS (Be Prepared; Act Responsibly; Work Together; Stay Safe).

Teachers and school staff will increase their proficiency at teaching social and emotional skills within

daily activities in a manner that is meaningful to all K-5 students and promotes skill acquisition.

List 2 Teacher Behaviors to support this

standard include artifacts?

Staff will conduct and participate in the creation of age appropriate mini lesson plans aimed at

increasing a positive campus culture and climate.

PBIS school expectations, will be posted in classrooms and common areas around the school and

acknowledgement made to system guidelines through lessons and student responses.

Artifacts: Lesson plans, PAWS behavior matrices, Informal assessments

List 2 Student Behaviors to support this

standard include artifacts? Students will be able to identify core beliefs tied to PAWS. Students will be able to explain and demonstrate core beliefs tied to PAWS.

Artifacts: Bulldog Bucks, Rate of participation in monthly celebrations

List 2 Leadership Behaviors to support

this standard include artifacts? Administration will administer and review campus created climate and culture surveys and will

develop action steps to increase campus culture and climate. Administration will host PBIS Town Hall meetings with each grade level to review and discuss

behavior expectations tied to PAWS.

Artifacts: Town Hall Meeting agendas, Survey data, SWIS (School Wide Information System) data reports

How would you monitor your action/

strategy? Administrator: Data from SWIS (School Wide Information System) will be pulled monthly and

discussed with faculty to monitor the effectiveness of the initiative. Data to include the monitoring of

date, time, location, type of infractions and occurrences.

Teacher: Classroom rituals and routines; Rates of Minor/Major Offense Referrals

How would you fund this initiative,-

local, state, federal funds?

No funding required.



F. Professional Learning Plan to Support School Improvement Plan

(SW 4; TA 4) Professional Learning

Strategy to support

achievement of SMART

Goals

Professional

Learning

Timeline

Estimated Cost,

Funding Source,

and/or Resources

Person(s)

Responsible

Monitoring Teacher

Implementation of

Professional

Learning

Artifacts/Evidence of

Impact on Student

Learning

Fraud, Waste, Abuse

Training

Professional Learning

Standard 6: All teachers

monitor and evaluate the

impact of professional

learning on staff practices

and student learning.

August 5, 2016 $0 Principal

Bookkeeper

Monitor number of

incidences as reported

Agenda

Sign-In Sheet

Compliant Process

Training

August 3, 2016 $0 Principal

Assistant Principal

Monitor number of

incidences as reported

Agenda

Sign-In Sheet

Teachers Use of Academic

Assessments to Improve

Instruction

(SW 8, TA-1)


Standard 6: All teachers

monitor and evaluate the

impact of professional

learning on staff practices

and student learning.

September 2016 –

April 2017

Renaissance Place

(Star Testing)

Red Bird Math

Software

$0

Teachers 2nd -5th

Teachers K-5

Benchmark

assessments (STAR)

Weekly walkthroughs

and feedback on

targeted math

instructional

strategies including

but not limited to

teaching stations.

Professional Development

agendas and sign in sheets to

support.

Math Lesson plans

Math journals/Data folders

Provide ELA, Social

Studies, and Science

teachers to increase

October 2016 -

April 2017

SRCL Grant 2nd-5th ELA

Teachers

Weekly walkthroughs

and feedback on

targeted instructional

Job Embedded PD

Agenda/Resources/Handouts



capacity of writing across

content to foster

informational and opinion

responses to literature, as

well as the modeling of

explicit writing instruction

to support interactive

writing through social

studies and science

standards.

$25,000 for EJECS

consultant fee

3rd-5th Social

Studies & Science

Teachers

CST

Book Keeper

literacy strategies

(teaching and literacy

stations)

Vetting of alignment

of writing

assessments

(questions/format)

Biweekly data review

of student writing

Signature sheet

ELA Lesson Plans

Student Writing Portfolios


Strategy to support

achievement of SMART

Goals

Professional

Learning

Timeline

Estimated Cost,

Funding Source,

and/or Resources

Person(s)

Responsible

Monitoring Teacher

Implementation of

Professional

Learning

Artifacts/Evidence of

Impact on Student

Learning

Provide PD for ELA

teachers to increase fidelity

in implementing guided

writing approaches that

develop, support, and

accelerate GSE ELA of

Writing, Speaking and

Listening, as well as

Language.

PD will take place

twice a month

during common

planning time

August 2016-May

2017.

Professional Text to

support children’s

literacy book study,

NCTE convention

and post staff

training.

SRCL Grant

$1000 to purchase

professional text to

provide (teachers)

for professional

knowledge

K2 Teachers

3rd-5th ELA

Teachers

Social Studies &

Science Teachers

CST

Administration

PD Literacy

Facilitator

Book Keeper

Weekly walkthroughs

and feedback on

targeted instructional

literacy strategies

(teaching and literacy

stations)

Vetting of alignment

of writing

assessments

(questions/format)

Biweekly data review

of student writing

Job Embedded PD


Live Binder for Writing

Documents/Handouts

Presentation/ Presenter Notes

Lesson Plans

Student Writing Samples

Writing Performance Tasks



Provide Cross Functional

Literacy Leadership Team PD

on balanced literacy.

November 18-20,

2016

Ongoing redelivery

of through Job

Embedded PD

Courses from

December 2016 –

May 2017.

SRCL Grant

$750 to Purchase

NCTE school

building membership

$2,245 to purchase

NCTE registration/

breakfast & lunch

Cross Functional

Literacy Leadership

Team

CST

PD Literacy

Facilitator

Book Keeper

Weekly walkthroughs

and feedback on

targeted literacy

strategies (teaching and

literacy stations)

Vetting of literacy

assessments

(questions/format)

Biweekly data review of

instruction and

comprehension

Convention Resources/

Handouts

Job Embedded PD


Evidence of PD through

teaching and learning artifacts

(teacher/student)

Provide PD to enhance capacity

for developing after-reading

performance tasks that promote

inquiry and research fostered

through anchor and mentor text

On Site PD to build

professional knowledge and

implementation of opinion,

information, and narrative

writing.

August 2016 -

May 2017

August 2016 -

March 2017

SRCL Grant

$6,210 to purchase

Lucy Calkins Units

of Study bundles.

$3,500 for Teachers

College Reading &

Writing Project PD.

$4,531.77 to

purchase Write

Score 2-5.

$1,190.70 to

purchase Write

Score Reading 3rd-

5th.

Literacy PD

Facilitator

All Teachers

CST

Vertical PLC

Administration

Book Keeper

Informal assessments to

include student writing

displays, CCGPS

writing rubrics, writing

conference log, & Write

Score

Job Embedded PD



Documents/Handouts


Lesson Plans


Writing Performance



Residencies with Teaching

Artists, demonstrating

drama-based strategies that

teach and reinforce literacy

skills in speaking, listening,

and writing. A yearly

professional focus

component will allow

identified grade levels to

attend an on-site full day

orientation and instructional

strategy session presented by

Alliance Theatre staff.

Semester 1 2016 -

Semester 2 2017

SRCL Grant

$16,496 for Wolf

Trap Program,

fieldtrip, family

sharing (literacy)

night, and 2017

Woodruff Arts

Center

Educator

Conference.

$1,308 for bus

transportation

$1,000 for family

literacy night

materials.

$2800 for Teacher

Pay for Literacy

Night $28 hour

(how many

teachers, how

many hours)

Alliance Theatre

Coordinator,

Alliance

Teaching Artists,

KK Teachers

CST

Art & Music

Teachers

Book Keeper

Classroom

observations; evidence

of drama based

strategies in RELA

lesson plans; student

writing and

engagement

Stakeholder surveys

Job Embedded PD



Documents/Handouts


Lesson Plans


Writing Performance



Provide Onsite PD to

enhance teachers’

understanding of Schoolwide

Positive Behavioral

Interventions and Support

(SWPBIS)

September 2016-

May 2017

$56 for Medicare

is 2% of the total

teacher pay.

PD provided by

Metro RESA

through the Early

Learning Climate

Prototype Project

Metro RESA’s

Early Learning

Climate Manager

Seaborn Lee

SWPBIS

Leadership Team

Classroom

observations, evidence

of teaching the

expected behaviors in

lesson plans, SET

observations by Metro

RESA

Job Embedded PD






G. Parent Engagement and Communication

(SW 6; TA 5)

Parent Engagement

Activities

Timeline Estimated Cost,

Funding Source,

and/or Resources

Person(s)

Responsible

Evaluation Results Artifacts/Evidence of

Impact on Student

Learning

Parent Involvement

Policy

Family and Community

Engagement Standard 2: Establishes structures that

promote clear and open

communication between the

school and stakeholders.

Revised by

September 30,

2016.

Distributed by

October 31, 2016.

Acquire Title 1

Parent Liaison to

assist in building

parent capacity

(parent involvement

policy, compact,

parent

workshops/meetings)

to help improve

student achievement.

Estimated $23,000

Principal

Parent Liaison

Staff

Parents

Georgia Department

of Education checklist

Evidence of

Distribution:

*School website

*All Teachers/Staff

Compact


Engagement Standard 2:

Establishes structures that



school and stakeholders

Revised and

Approved by

Sept. 30, 2016

100% compacts

collected by Oct.

31, 2016

$0

Principal

Parent Liaison

Staff

Parents

Students

Georgia Department

of Education

Checklist

Staff Input Meetings:

Grade level collaboration to

establish target learning

goals--

Agenda/Sign-In

Sheets

Meeting Minutes Parent invitations (minimum

of 2 different modes)

Title I Input Meeting







May 11, 2016 $0 Principal

Parent Liaison

Staff

Parents

Students

Georgia Department

of Education

Checklist

Parent invitations (minimum

of 2 different modes)

School website

(required)

Flyer, Marquee,

School Messenger



Title I Annual Meeting









Communicates academic

expectations and current

student achievement status

to families.

Sept. 20, 2016

$0

Principal

Parent Liaison

Staff

Georgia Department

of Education

Checklist

Minimum of 2

different parent

invitations

School website

(required)

Flyer, Marquee,

School Messenger Inform parents of FLP

U.S. mailed letter

Student Assessment & Results

Parent Meeting

(SW 11, 12, 13, 14; TA 6, 7, 8)

August 2016-

September 30,

2016

$0 All Staff GA Milestones EOG

Results

Minimum of 2 different

parent invitations

School website (required)

Flyer, Marquee, School

Messenger

Transition Meetings

(Preschool Programs)

(SW 7, TA 3)

Once per semester

$0 PK and KK Staff WSO

Minimum of 2 different

parent invitations

School website (required)

Flyer, Marquee, School

Messenger

Parent Resource Center August 2016-

May 2017

$0 Parent Liaison Parent Surveys Sign-In Notebook

Monthly Title I Parent

Meetings/Family Nights







August 2016-

May 2017

Parent Liaison Parent Surveys Survey Results

Agendas

Meeting minutes

Sign-In Sheets



H. Highly Qualified Staff

(SW 3, 5; TA 4)

All courses are taught by highly qualified staff. __Yes____ (Yes or No)

If no, explain

100% of the staff is highly-qualified.

The Office of Teacher and Staff Quality provides Title II-A guidance to non-highly qualified teachers, paraprofessionals, and their principals. Non-

highly teachers and paraprofessionals are placed on remediation and must complete GACE testing prior to their certification end dates in order to

become highly qualified. Non-highly qualified teachers and paraprofessionals who do not hold Georgia certifications are given three years to

successfully complete GACE testing in order to become highly qualified. Each year, instructions are shared with principals, teachers, and

paraprofessionals for completing Remediation Plans. Principals are expected to discuss remediation plans with teachers and paraprofessionals. These

instructions, along with GACE reimbursement, upcoming content workshops, and testing information, are also shared on the Teacher and Staff

Quality (Highly Qualified Teacher) internal webpage.

List efforts to recruit highly qualified teachers to your school.

·Fulton County Schools signing bonus

·Strategic staffing initiative

·Job recruitment fairs

·Mentorship program

· Supplemental support through the district’s Teacher Induction Program (TIP)

· Collaborative planning time



Communicates academic

expectations and current

student achievement status to

families.



·On-going professional development provided by CST to support classroom instruction

I. GaDOE Title I Components

Comprehensive Needs Assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309 (1)

that is based on information which includes the achievement of children in relation to the state academic content standards and the state student

academic achievement standards described in Section 1111(b)(1).

Response

We have taken into account the needs of migrant children by following these procedures:

All new students receive an Occupational Survey form, as well as the registration form. This will be checked and verified by the registrar.

We will work closely with our counselor, school social worker, and our central office liaison to ensure that the student’s needs are met for any

students identified.

Providing intervention programs and additional assistance for any migrant student who might be identified and is experiencing academic

deficiencies.

Students will be considered for additional services based on formative data and classroom assessments.

Students who may be homeless will be referred to the Fulton County Schools Homeless Liaison for possible services.

Currently, there are no Migrant students attending our school.



Student Transition Plan

Below are our plans for assisting pre-school children in the transition from early childhood programs and students transitioning to middle school. We have

also included transition plans for students entering from private schools in addition to students entering the school throughout the year.

·Kindergarten Transition:

·PreK and Kindergarten orientation- Parents meet with the administrative team to learn about school expectations, curriculum, assessments and general

policies and procedures.

·Parents are provided with a parent handbook detailing expectations of the school.

·PreK students are given a basic screening of kindergarten readiness skills.

·Local preK providers also bring their students for a tour of our school and kindergarten classrooms.

·Our Administration team meets with prospective parents if they request a tour.

Middle school transition:

Our feeder middle school hosts a prospective student/parent meeting in the spring to assist all current fifth grade students with the transition to middle school.

·Sixth grade students meet with fifth grade students to share suggestions for the transition to middle school.

·Fifth grade students tour the feeder middle school in the spring.

·Fifth grade exposes students to the middle school schedule by departmentalizing their content areas.

·Counselors work with parents to help students select their middle school courses.

·New Students:

·Principal meets with parents if needed to get information about any special services.

·Teachers assess students to determine instructional program.

·Teacher meets with parents if needed.

·Administration provides tours as requested.



J. Comprehensive Needs Assessment

Resources Georgia School Performance Standards – http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

Professional Learning Plan Template Guidelines - http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

System for Effective School Instruction: http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

Title 1 - http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

QCIS (INDISTAR) - http://www.indistar.org/

Statewide Longitudinal Data System (SLDS) - http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx

Source Document

Data Sources:

Achievement Data: Perception Data: Observation Data:

Georgia Milestones TKES Surveys TKES Data

GKIDS Title I Parent Survey Content Walkthroughs (if applicable)

SLDS – Georgia Milestones, Student Growth, etc. Title I Teacher Survey

CCRPI Title I Student Survey

SLOs Climate Survey

Promotion/Retention Data Professional Learning Survey

Lexile Scores Local School Perception Data

Local School Data

Subgroup Data

Attendance Data

Discipline Data

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

http://www.indistar.org/

http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx