Georgia Department of Education US ED Monitoring Indicator 3.4 … · 2013-04-23 · SWP/SIP Template Instructions Notes: All components of a Title I Schoolwide Program Plan and a

Georgia Department of Education

US ED Monitoring Indicator 3.4 Finding 1

Title I Schoolwide/School Improvement Plan

Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School

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School Name: Anderson-Livsey Elementary School

School Mailing Address: 4521 Centerville Highway

LEA Name: Gwinnett County Public Schools

LEA Title One Director Name: Carol Grady

LEA Title One Director Signature:

Date:

Telephone: (678) 301-7060

Fax: (678) 301-7058





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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.





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Planning Committee Members:

NAME POSITION/ROLE

Wubisha Tilahun Geda Parent

Stella Walton Teacher

Michelle Getta Parent

Gwen Brown Community Leader

Robin Briggs Community Leader

Tonya Johnson Parent

Sharon Fort Parent

David N Mitchell Community Leader/Parent

Rachael Hennington Parent

Tim Hennington Parent

Rachel M Dill Parent

Talmara Stanley Parent

Brenda Christian Parent

Jasmine Wells Parent

John Pitre Parent

Melvin Jackson Parent

Shanee Berry Parent

Gabriela Mendoza Parent

Quintonya Robinson, MBA Parent

Julie Alford Media Specialist

Pat Roling LSTC

Janice W. Warren Principal

Kristy Hendricks Asst. Principal

Jessica McMenomy Teacher

Holly Acton Teacher

Deborah Browning Teacher

Diane Steele Teacher

Leander Bryant 4th

grade teacher

Gina Lawrence Teacher

Cecilia Anderson Teacher

Donna Kane Counselor

Wesane Abiy Parent

LaTrisha Echols Parent

Terri Newsom Parent





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SIP Components of Anderson-Livsey Elementary School

*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 staff, parents and community stakeholders. The ways they were

involved were through parent and staff surveys, Title 1 Planning Meeting and document

review, email and face-to-face input.

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

information:

The Anderson-Livsey School Wide Plan was developed as a collaborative effort of

the individuals responsible for its implementation including the principal, parents,

teachers, school, and stakeholders representing a cross-section of the entire school

community. The Parent Surveys were administered in February of 2012. Results

were collected and analyzed. Email and face to face communication is collected

continuously through an open door policy between the school and community

The Title I Planning Meeting was held August 16th

, 2012 to develop a shared vision

for increasing student achievement. Parents, school administrators, community

members and staff representing various disciplines within the school began this

process with a review of the Purpose of Title 1 funding, a comprehensive review of

current and longitudinal data was shared and analyzed. Results of surveys provided

information on non-academic areas as well. Feedback and input was generated by all

stakeholders through brainstorming ideas that would increase student achievement in

the four core content areas. Ideas to be funded were collected through sharing at the

meeting and on feedback forms.

Through a review of the data, the committee developed a comprehensive plan to

meet the specific academic needs of all student subgroups. This School Wide Plan is

considered a critical component of an ongoing process focused on improving student

achievement. This process will ensure annual review of progress toward goals and

the subsequent revision of plans to meet the needs of Anderson-Livsey’s students.

The Anderson-Livsey staff, instructional leadership team and administrative team as

well as the parent community will work together to carry out this plan.

C. Working with the Title I migrant program liaison at the district level, we will ensure that

identified migrant students are receiving all services for which they are eligible. Migrant





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and homeless students attending Anderson-Livsey will benefit from all

resources/programs utilizing Title I funds. Additional services may include, but are not

limited to:

before/after school tutoring

in home tutoring

summer school

in-home learning for pre-school age children (3-5 years old);

supplemental learning materials;

counseling

minor health services

transportation to and from school events.

We have taken into account the needs of migrant children by adhering to Common Core

Standards so that students will have a consistent education. Additional services may

include extended learning time, small group support, summer school, and counseling. We

monitor student progress and attendance closely and have a Parent Support Plan in place

to provide extensive resources and education of our most at risk students, which may

include our migrant students.

D. We have reflected on current achievement data that will help the school understand the

subjects and skills in which teaching and learning need to be improved. In developing the

School wide Title I Needs Assessment, Anderson-Livsey faculty, staff, parents and

community stakeholders reviewed the following data:

Non-academic data including:

Student Ethnicity

Lunchroom Data

Discipline Data

Parent Survey Results

Performance Data

2012 CRCT Scores

2011 ITBS Scores

2012 5th

Grade Writing Test Data

2 year trend data

Local School Assessment Data





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SuccessMaker: Strand Scores, Prescriptive Schedules, class performance

summaries

Classroom Profile Data Sheets

Teacher RBES results

Fountas and Pinnell Reading Levels

Study Island Reports

Other Assessment Data

CoGAT Results: Verbal, Quantitative, Non-Verbal and Composite

Interim scores

EL: ACCESS and WAPT Scores

a. 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

Students from Major racial and ethnic groups

Students with disabilities

Students with limited English proficiency

Enrollment data

The current student enrollment at Anderson-Livsey is 702 students. Kindergarten is our

largest grade level with 133 students. The average class size at Anderson-Livsey is 25

students per class, due to the five teachers funded by Title 1. Otherwise, it would be

significantly higher. The average for each grade level is shown below. Among our

population, 9% are served in EL, 7% are in special education and 5% are in the gifted

program. 72% of our students receive free or reduced lunch. We are a diverse student

body, 69% Black, 16% Hispanic, 10% White, 3% Multiracial and 1% Asian.

Average Class size 2012-2013

Kindergarten 27

First Grade 23

Second Grade 22

Third Grade 24

Fourth Grade 22

Fifth Grade 23





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Program Enrollment Data

Enrollment Percentage ELL 64 9%

Special Education. 49 7%

Gifted 32 5%

Other 547 79%

Student Ethnicity

Ethnicity Student Count Percentage

Black 445 68%

Asian/Pacific Islander 7 1%

Hispanic 114 17%

Multiracial 23 4%

White 63 10%





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Socio Economic Data

Socio Economic Status Students Percentage

Free/Reduced Lunch 499 72%

Other 193 28%





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Surveys

Parent and student perception surveys were acceptable in all areas. The school climate is

positive and the administrative team is committed to a professional environment,

conducive to academic achievement. Discipline concerns have been addressed by the new

administration through the implementation of a school wide discipline plan, positive

behavior plan that includes school-wide expectations and “starbuck” reward system,

clearly defined cafeteria and hallway behavior expectations, and the use of “star cards”

behavior logs.

Though local school surveys, parents requested books to practice a specific skill,

programs such as Extended Learning Time and more computer resources to support their

students at home, such as Study Island. Parents requested additional support in

understanding the types of writing skills the students are learning, finding community

resources that support learning, and understanding instructional strategies to use at home.

Parents also indicated that they would benefit from training in computer skills and

Leadership Academy and would prefer to receive trainings from the school during

evening hours. Parent indicated that email and phone calls are the best form of

communication between school and home. During the course of several meeting and

conversations with administration, parents have requested enrichment opportunities for

above average, economically disadvantaged students.

The staff was also surveyed on their knowledge of the AKS and programs to support the

AKS. Staff indicated that they would like additional professional learning in the areas of

Guided Reading and Math.

Class Schedules

Class schedules at Anderson-Livsey are primarily standard elementary school schedule

from 8:15-2:45. Students have specials daily including Art, PE, Music, and Science. We

also incorporate Successmaker twice a week. Star time (CQI) is from 8:25-8:55 daily

focused on targeted skills in Reading and Math. In addition, we offer EIP program for

struggling students and Advanced Content Mathematics for those performing above

grade level.

Academic Performance for 2012-2013

In developing the School wide Title I Needs Assessment, the following data was

reviewed:

Non-academic data including:

Student Ethnicity

Lunchroom Data





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Discipline Data

Parent Survey Results

Performance Data

2012 CRCT Scores

2011 ITBS Scores

2012 5th

Grade Writing Test Data

2 year trend data

Local School Assessment Data

SuccessMaker: Strand Scores, Prescriptive Schedules, class performance

summaries

Classroom Profile Data Sheets

Teacher RBES results


Study Island Reports

Other Assessment Data

CoGAT Results: Verbal, Quantitative, Non-Verbal and Composite

Interim scores

EL: ACCESS and WAPT Scores

Due to budget restraints, CRCT was not given in grade 1 and 2, so Instructional

Assessments were given as a local score and scores were examined.

On the Interim tests, students in grades 1 and 2 scored below the GCPS average in all

areas except for Reading, which students scored slightly above the GCPS average. Scores

may be partly attributed to differentiated instruction, Guided Reading, and peer

collaboration.

Average scores in all CRCT subtests, grade 3-5 fell below the GCPS average, showing

the need for significant improvement in all academic areas. School wide, the most

significant area of weakness is mathematics.

Math Achievement by Subgroups





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All

Students

SWD ELL Economically

Disadvantaged

% # % # % # % #

2011 82.9 301 60.4 32 77.8 28 80.9 222

2012 84.1 309 71.4 35 61.7 34 79.9 234

Anderson-Livsey students continue to underperform in the area of mathematics. Based on

2012 results, there is a slight increase in scores overall, with the greatest gains in SWD.

This can be attributed to supports in place including a target parent support plan through

our Parent Center. Of great concern, ELL students showed a significant drop in math

achievement. However, upon further review, the decline is isolated to our fourth grade

students. 94.7% of third and fifth grade ELL students performed at the meets/exceeds

level whereas only 23% of the fourth grade ELL students met/exceeded. We have made

changes to the support staff working with these students, including new ELL and EIP

teachers. As these students enter 5th

grade, they will require a focused effort on

improvement. Our economically disadvantaged population remained constant, showing a

minimal decline. Overall, the need for improvement in all subgroups is evident from the

data.

Reading/Language Arts Achievement by Subgroups





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All

Students

SWD ELL Economically

Disadvantaged

% # % # % # % #

2011 90.9 330 67 35.5 73.6 26.5 89.6 258

2012 89.5 315 76.1 42 73.5 34 88.1 240.5

Reading achievement remained constant, showing a minor decline with the exceptions of

students with disabilities. As with math, Anderson-Livsey SWD students showed marked

improvement on the 2012 administration of CRCT-M. In both 2011 and 2012, there is an

obvious achievement gap concerning SWD and ELL students compared to the rest of the

population, including economically disadvantaged. These are areas we will continue to

focus resources.

Math Achievement by Ethnicity





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All

Students

White African

American

Hispanic Multi-

Racial

% # % # % # % # % #

2011 82.9 301 92.3 24 82.8 222 80.4 45 75 9

2012 84.1 309 81.0 37 80.6 222 71.7 39 90.9 11

Due to our homogenous population, ethnicity data is difficult to analyze. Not included in

the data are 2 Asian students. There was a significant increase in performance of multiracial

students. However, based on the small number representing that subgroup, the statistics are not

significant. Our White and African-American groups both showed decrease, more significant

among the white population, and perform virtually the same. Our Hispanic population causes

greatest concern. They are consistently our lowest performing group.





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Reading/Language Arts Achievement by Ethnicity

All

Students

White African

American

Hispanic Multi-

Racial

% # % # % # % # % #

2011 90.9 330 96.2 25 91.8 248 83.9 47 91.7 11

2012 89.5 315 96.2 26 89.3 238 61.8 55 100 10

Again, while other subgroup performance remained steady, we saw a dramatic decline

with our Hispanic population, our lowest performing subgroup. Our highest performing

subgroups are white and multi-racial.





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Math Achievement for Economically Disadvantaged Students

All

Students

White African

American

Hispanic Multi-

Racial

% # % # % # % # % #

2011 83 208 93.3 15 81.1 159 88.0 25 85.7 7

2012 73.8 187 93.75 16 78.2 170 75.0 44 100 11

When examining the math acheivement for all economically disadvantaged students,

there is an increase in performance for multi-racial students. White student performance

remained constant and we saw a decrease in performance for African American students

and Hispanic Students. The overall result is a decrease in performance for disadvantaged

students. Since 76.6% of our population is economically disadvantaged, this data closely

mirrors school-wide results.





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Reading/Language Arts Achievement for Economically Disadvantaged Students

All

Students

White African

American

Hispanic Multi-

Racial

% # % # % # % # % #

2011 92.3 208 100 16 92.8 154 100 25 100 7

2012 88.3 187 93.7 16 88.3 122 77.3 44 100 5

Following the school-wide trend, performance fell, yet remained relatively constant for

all subgroups except Hispanic students, which fell dramatically.





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Reading ELA Math

1st 87 84 84

0

10

20

30

40

50

60

70

80

90

100

% o

f st

ud

en

ts p

rofi

cie

nt

1st Grade Instructional Assessment Data 2011-2012

There is no comparison data. The Instructional Assessment is a local school assessment given in

May 2012 through Georgia OAS.





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Reading ELA Math

2nd 98 92 91

0102030405060708090

100

% o

f st

ud

en

ts p

rofi

cie

nt

2nd Grade Instructional Assessment 2011-2012

Second Grade performed well in all areas. The Instructional Assessment is a local school

assessment given in May 2012 through Georgia OAS.





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LanguageTotal

Math Total Core TotalSocial Studies

TotalScience Total

CompleteComposite

3rd 41 51 45 45 51 47

5th 43 50 45 47 48 46

0102030405060

Nat

ion

al P

erc

en

tile

ITBS Summary October 2011

On the ITBS administered in October of 2011. Anderson-Livsey students performed slightly

below the national average.

Reading/ELA

Math ScienceSocial

Studies

2011 89 72 80 80

2012 87 82 77 80

020406080

100

% P

rofi

cie

nt

3rd grade CRCT 2012

Third grade showed significant gains in Math, results in Social Studies remained constant,

Reading/ELA and Science showed a minor decrease.





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Reading/ELA

Math ScienceSocial

Studies

2011 90 80 82 80

2012 89 80 80 79

72

74

76

78

80

82

84

86

88

90

92

4th grade

% P

rofi

cie

nt

Fourth grade scores remained constant. There was a minimal decrease in proficiency in

Reading/LA, Science and Social Studies.





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Reading/ELA Math Science Social Studies

2011 92 80 82 78

2012 95 80 70 67

0

20

40

60

80

100

% P

rofi

cie

nt

5th grade

Fifth grade showed gains in Reading/ELA, remained constant in Math and showed a significant

decrease in Science and Social Studies proficiency.





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Fifth Grade Writing Assessment

Level 1 Level 2 Level 3

2011 4 79 17

2012 8 78 14

0102030405060708090

% o

f st

ud

en

ts

F. The above data has helped us reach the following conclusions regarding achievement or

other related data.

In summary, the major strengths we found in our program were the

increase in proficiency among third grade students specifically in numbers

and operations and geometry. Increase in proficiency in reading and math

among students with disabilities shows the effectiveness of our Special

Education Interventions and our Parent Support Plan targeting parent of

SWD. In addition, fifth grade reading comprehension is a strength.

The major needs we discovered is the need to increased proficiency in all

core content areas. We will address these needs by focusing on integrating

non-fiction text based on the science and social studies content into our

reading instruction and focusing on weak strands in math including

computation. The low performance of our Hispanic students is a

significant concern. The lowest performing group of Hispanic students

was our current Fifth graders.

The needs we will address are increasing performance across all area. The

data will be used for planning instructional activities for students as well

as professional learning opportunities for teachers.





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Reading/Language Arts

This content area is a relative strength for students at Anderson-Livsey. Our performance

in the meets and exceeds categories are close to the county average.

Writing has become a standard for promotion in Gwinnett County at all three levels:

elementary, middle, and high. It is important for students to be proficient in writing in all

grades and will become a priority for teachers in all grades and across content areas. In

2012-2013, we will work to increase the percentage of students performing in the exceeds

category and minimizing the number of students that score level 1.

We will continue to focus on reading/language arts instruction with an emphasis on

reading for information, vocabulary acquisition, and the research and writing

process/literary comprehension. Writing across content areas will be implemented across

all grade levels with all students. Emphasis will be placed on integrating non-fiction

literature into Language Arts instruction focusing on Science and Social Studies content.

Reading/Language Arts is a critical need for our Hispanic. As a result, we will provide

additional support for these students and frequent assessments, closely monitoring

progress to ensure continuous improvement is made throughout the year. Through our

Parent Support Plan, we will also provide additional support for parents of our most at

risk students identified through data analysis

Mathematics

Math is a critical area of need for our students. Data reviewed in this content area

identifies this as a need across grade levels and subgroups, even though third grade

showed significant gains in proficiency. We will work to provide students numerous

opportunities for students to develop their math skills so they may become confident

problem solvers. We will develop a solid foundation in mathematical operations. We

will have a continued focus on Math improvement through month assessment cycles that

include computation and problem-solving.

Science and Social Studies

Based on data and standardized assessments, these content areas are a challenge area for

the upper grades. These content areas will be supported with reading and writing across

the content areas and integrating content related non-fiction literature into Language Arts.

We will continue to support Science Enrichment as a Special.





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The specific academic needs of those students that are to be addressed in

the schoolwide program plan will be increased achievement in the four

core content areas. We will increase achievement by lowering class size to

better support our students. Classroom teachers and support staff will

implement research based instructional strategies including balanced

literacy with a focus on nonfiction literature and balanced numeracy.

Morning workbooks and data notebooks are implemented school wide.

Morning workbooks provide a consistent, spiral review based on the

content of each grade level in reading and math. Data Notebooks provide

common assessments in math computation and problem solving and

writing and provide resources for students to track progress.

Administration will monitor for consistent, quality instruction in every

classroom, every day.

The ROOTCAUSES that we discovered for each of the needs were a

result of poverty and the accompanying stresses, lack of student

background knowledge, lack of vocabulary acquisition. In some cases

there is a lack of home support. In our upper grades, an increased

complexity and abstract reasoning in math and the necessity to read to

learn provides additional challenges for students that already need to learn

basic skills. Teachers need to be better prepared to meet the unique needs

of our student population. Smaller class sizes will allow teachers to better

serve these students. Parents need training to provide support for students

at home. Parent support is provided by our Parent Instructional Support

Coordinator (PARENT INSTRUCTIONAL SUPPORT

COORDINATOR). Engaging instructional resources and extended

learning time are also necessary interventions for our at risk students.

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

Literacy:

All students at Anderson-Livsey Elementary will demonstrate proficiency as measured by

interim assessments and the CRCT in the areas of reading for information, research and

writing process, vocabulary acquisition and literary composition.

Math:

The faculty at Anderson-Livsey Elementary will work collaboratively to increase the





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mathematical academic achievement for all students. Numerous opportunities will be

provided for all students to increase their skills in mathematics which will enable them to

become confident and competent problem solvers. All students will develop a solid

foundation in mathematical operations which include geometry and measurement. We will

measure our success through grade level assessments, Interim, and CRCT results.

Science:

Students in grades K-5 will become scientific problem solvers by utilizing the scientific

methods and processes consistently and pervasively in all classrooms resulting in

increased performance on classroom assessments, Interims, and CRCT.

*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the

comprehensive needs assessment and academic standards.

Response:

At Anderson-Livsey, our high needs population requires smaller class size in order to address the

needs of our students. After the completion of a comprehensive needs assessment, it has been

determined that Title I funds will be used to fund additional teachers in the four core academic

areas. We are funding a Kindergarten, Second Grade, Fourth Grade, Fifth Grade and Science

Specials Teacher. This will allow us to reduce class size and provide greater individualized

interventions for students. We are funding a PARENT INSTRUCTIONAL SUPPORT

COORDINATOR to train parents to better support their students at home. Supplemental learning

activities will be provided to support the four core content areas.

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. The ways in which we will address the needs of all children in the school particularly

the needs of students furthest away from demonstrating proficiency related to the

State’s academic content and student academic achievement standard are hiring

teachers to lower class size and utilizing research based, quality instruction such as

guided reading emphasizing non-fiction text, balanced numeracy, and writer’s

workshop.





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Our goal is to close the achievement gap between subgroups through a process of

Continuous Quality Improvement (CQI). CQI follows a “Plan, Do, Check, Act”

model to help schools target weaknesses in academic achievement. To assist in this

process, Anderson-Livsey will track progress through use of the GCPS Interim

Assessment Program. This will allow teachers and administrators to regularly

determine the amount of progress each student has made toward mastery of each

Academic Knowledge and Skills (AKS) which are aligned with the Common Core

Georgia Performance Standards (CCGPS).

Areas of strength and weakness will be identified, and instruction will be modified to

meet specific student needs. Effective and explicit instruction will be planned using

formative and summative data and common instructional calendars. This data will be

frequently disaggregated and analyzed to ensure that the remediation, enrichment, and

acceleration needs of all students are addressed through differentiated instruction. The

Literacy and Math Coach will supplement instruction in regular classrooms so that

students will not only meet, but also exceed standards. Additionally, the Literacy and

Math coach will provide guidance in the use of research-based instructional practices to

the teaching staff of Anderson Livsey to ensure quality instruction in every classroom,

every day. To meet the rigor of Common Core, we have a school-wide focus on non-

fiction, content based literature. Regular use of the technology lab, SuccessMaker lab and

the Media Center provide opportunities for enrichment, remediation and acceleration for

all students. Support for gifted, EL and Special Education students is available in a

resource program and through differentiated instruction in cluster classrooms. Depending

on the students’ needs described in Individual Education Plans (IEPs), or EL

Modification Plans (ELP’s), students with disabilities and English language learners

receive support both in and out of the regular classroom. In addition, students may

qualify for Early Intervention Program (EIP) or other support through the RTI process.

The strategies listed below have been closely linked with student success and

achievement, and will be the teaching strategies most utilized. Based on the research of

Robert Marzano, the GCPS Quality-Plus Teaching Strategies have been proven to lead

students to skill mastery in all content areas. These strategies are also effective in meeting

the needs of English Language Learners and Students with Disabilities. Through

Continuous Quality Improvement efforts, Anderson-Livsey will provide a world class

education to all its students.

The staff at Anderson-Livsey Elementary School will provide world-class instruction by

adhering to, and applying rigor to the Academic Knowledge and Skills (AKS), and the

Common Core Georgia’s Performance Standards (CCGPS) which are the Gwinnett

County Public Schools curriculum. In addition, the faculty will provide a consistent

focus on ensuring that the Gwinnett County Public Schools’ Quality-Plus Teaching





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Strategies are implemented in every aspect of teaching learning that occurs at Anderson-

Livsey Elementary. These strategies include:

Assessment

Non-verbal representations

Modeling and practice

Vocabulary

Summarizing

Collaborative learning opportunities

Literacy

Goal-setting

Problem solving

Questioning/cuing

Background knowledge

Comparing and contrasting

Technology

Extended Learning Time

WIDA

The WIDA Consortium’s English Language Proficiency Standards for ELs (grades P-12)

includes the following:

the Social and Instructional Language

the Language of Language Arts

the Language of Math

the Language of Science

the Language of Social Studies

The WIDA ELP Standards are designed to serve as a curriculum & planning tool to assist

educators in determining the ELP levels of children and how to appropriately challenge

them to reach higher levels.

By following the Gwinnett County instructional calendars, teachers will ensure that

students are working on appropriate learning activities in a well-defined learning

sequence.

The Anderson-Livsey Title I Committee has comprised the following list of

Implementation Strategies:

Data Notebooks to allow for continuous common assessments and student goal-

setting in Math and Literacy.

Morning Workbooks to provide consistent spiral reviews in Literacy and Math.

School-Wide CQI Program to be implemented by all stakeholders in the building.





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CQI will follow the instructional calendar and allow students to have an

uninterrupted team-time learning approach presented and supported by staff

members.

Learning-Focused School Strategies focusing on

Essential Questions to identify learning focus and guide instruction.

Activating Strategies to engage Students

Teaching and reteaching for understanding

Summarizing to ensure mastery of concept

Literacy and Math Coaches – The coaches will support teachers through

professional development and modeling of effective instructional strategies.

The implementation of a Mentoring program for new teachers. This program will

offer support to new teachers in classroom management techniques and best

instructional practices.

Peer Observations (Model Classrooms). This will provide an opportunity for

teachers to learn from each other and observe the implementation of research-

based strategies.

EL/SPED Inclusion – Co-teaching Staff Development. We will support the

inclusion model for our subgroups. In order to ensure that this is implemented

effectively, professional learning opportunities on best practices related to co-

teaching will be offered to EL and Special Education teachers.

Extended Learning Time is offered on Saturday and after school to provide

additional support in reading and math.

As other means of supporting student achievement, we will encourage student

participation in clubs that enrich academic and social development. We will also

encourage faculty, staff, and community volunteers to support our students.

2(b). Are based upon effective means of raising student achievement.

B. Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting

our effective methods and instructional practices or strategies.

Class size is a heavily debated topic in education. Results relating to the positive

effect of reduced class size were recently published in Education Week. “A 2001

evaluation of the Student Achievement Guarantee in Education, or SAGE, class size

reduction program by researchers at the University of Wisconsin-Milwaukee found

that a five-year-old program of class-size reduction in Wisconsin resulted in higher





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achievement for children living in poverty. Research from Columbia University

Teachers College in New York showed the context of class-size reduction can affect

its success in improving student achievement (Ready, 2008). Similarly, Charles M.

Achilles, one of the original principal researchers on the STAR study, has said

researchers and policymakers will have difficulty replicating the improvements seen

in the STAR study without including key elements of that program, such as early

intervention and small class sizes of three years or more (Achilles, 2008).”

Within all classrooms at Anderson-Livsey, teachers and faculty will use a variety of

methods to provide instruction related to state standards. According to the Thomas

Guskey, “If assessments provide information for both students and teachers, then they

cannot mark the end of learning. Instead, assessments must be followed by high-quality,

corrective instruction designed to remedy whatever learning errors the assessment

identified.” To ensure we are making the necessary corrections in teaching and learning

we utilize data notebooks that allow for monthly review of common assessments in the

area of math and literacy. Students and teachers utilize the data for goal setting and to

adjust instruction.

Research suggests that parental involvement has a positive impact on all levels of

academic achievement (Jeynes, 2003). It is not surprising therefore that parent

involvement has emerged as one of the most important topics in education circles

(Jeynes, 2003). Additional research suggests that parental involvement is particularly

important in the primary grades (Rasinki, 2003). Dr. Joyce Epstein (1991) developed the

framework of six types of Involvement to assist educators in developing school and

family partnership programs. The purpose is to “help all families establish home

environments to support children as students. Design effective forms of school-to-home

and home-to-school communications about school programs and children's progress.

Recruit and organize parent help and support. Provide information and ideas to families

about how to help students at home with homework and other curriculum-related

activities, decisions, and planning. Include parents in school decisions, developing parent

leaders and representatives. Identify and integrate resources and services from the

community to strengthen school programs, family practices, and student learning and

development. Our Parent Instructional Support Coordinator assists parents and organizes

support to adhere to this framework.

As a faculty, we will also be focused on integrating reading and writing strategies in all

curriculum areas, and implementing high levels of questioning strategies to increase

reading comprehension in all curriculum areas. Teachers will utilize Balanced Literacy,

Guided Reading, and Flexible Math Groups.

The SuccessMaker program is an additional way in which we measure student progress

in the areas of reading and mathematics. Students must be provided with a technology-

rich environment to become proficient in math skills, basic reading skills, and reading





May 2012 ● Page 30 of 55 1/21/13

comprehension skills to succeed. Research shows that students benefit from

SuccessMaker when consistently used at school, and home use serves as an added

supportive benefit.

"Our nation's schools are seeking solutions that enhance the achievement of at-risk

learners. The results from this independent study confirm that SuccessMaker provides

teachers with a highly effective tool that determines each student's individual learning

level and continuously adapts instruction to meet his or her needs," said Marcy

Baughman, Pearson's Director of Academic Research. "Pearson conducts rigorous

efficacy studies to inform our next-generation educational resources and to ensure that

teachers, students and parents have access to the best and most effective learning

programs."

We also realize that in order to accomplish our goal of sustained increases in

mathematics, reading and science achievement, instruction must be meaningful and class

size must be limited. As a team, we recognize the need for students to be able to apply

the knowledge they learn and become problem solvers in the real world. Therefore, we

are additionally focused on ensuring that we have several teachers on the faculty

including teachers who have received their Gifted and EL Endorsements, to serve the

needs of students. The strategies used with these groups are good for all students,

especially those who may be academically at-risk.

In an effort to provide students with additional opportunities needed to enhance their

critical thinking skills, we will reduce class size by funding five additional classroom

teachers.

Achilles, C.M., (2008) Class Size: New Research, Beyond STAR, Is Needed.

Epstein, J.L. and Dauber, S.L. (1991), School programs and teacher practices of parent

involvement in inner city elementary schools. The Elementary School Journal.

91(3) pp. 289-305.

Guskey, T.R. (2003). Using Data to Improve Student Achievement. 60(5). How Classroom

Assessments Improve Learning.

Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority

children's academic achievement. Education and Urban Society, 35(2), 202-218.

Rasinski, T. (2003). Parental involvement: key to leaving no child behind in reading. The

New England Reading Association Journal, 39 (3), 1-5.





May 2012 ● Page 31 of 55 1/21/13

Ready, D., Class-Size Reduction: Policy, Politics, and Implications for Equity. Education

Week, April 9, 2008.

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

learning time.

C. We will increase the amount and quality of learning time by providing before school

intervention programs including Successmaker Club and Writing Intervention. We also

provide our Intervention Students with Language Arts and Science instruction during

Specials time. Our students participate in Summer School as needed. If Wish List funds

become available we will also provide Afterschool and Saturday ELT Programs to

support reading and math.

The strategies that shall be used at Anderson-Livsey Elementary School to educate all our

students were derived from the following sources:

Classroom Instruction that Works (Marzano et al. 2001)

Marzano and his colleagues present the nine most successful learning strategies

which have the highest correlation to student achievement. These learning strategies

are the basis of the thirteen Quality-Plus Teaching Strategies teachers at Anderson-

Livsey will employ every day to teach our students. The strategies featured in the

book are the following: summarizing and note taking, reinforcing effect and

providing recognition, homework and practice, non-linguistic representations,

cooperative learning, setting objectives and providing feedback, generating and

testing hypotheses, and questions, cues, and advanced organizers.

The thirteen Gwinnett County Public Schools’ Quality-Plus Teaching Strategies shall

be the centerpiece of teaching at Anderson-Livsey Elementary. Based on Marzano’s

meta-analysis “Classroom Instruction that Works,” these strategies are employed

everyday by our teachers to educate children at all levels. When administration and

faculty and parents visit the classrooms at Anderson-Livsey, they will look for

evidence of these strategies.

Closing the Achievement Gap (Davenport and Anderson, 2002)

Closing the Achievement Gap provides the foundation for Continuous Quality

Improvement (CQI). CQI is an eight-step model to help schools identify and target

weaknesses in academic achievement. The eight steps are data disaggregation,

development of instructional calendars, direct teaching of standards, assessment on

specific strands, maintaining current levels of achievement, providing tutorials for

identified students, providing enrichment for identified students, and monitoring on

the part of the administration.





May 2012 ● Page 32 of 55 1/21/13

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

learning time.

Our instructional calendars are based on the Gwinnett County Public Schools

Academic Knowledge and Skills (AKS) curriculum; this curriculum will provide the

basis for what is taught in classrooms on a daily basis. The instructional calendars are

tied to the GCPS Benchmark Assessments. Anderson-Livsey will monitor student

learning frequently by offering students at Anderson-Livsey the opportunity to

participate. With these assessments, teachers will verify that students have learned

what has been taught and can pinpoint areas of weakness. In addition, Benchmark

data will allow staff to have yearlong professional learning on analyzing data to guide

instruction. As funds become available, we will purchase additional paper to create

common assessments to support student learning.

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).

Response:

Anderson-Livsey Elementary School shall address the needs of all students who attend

our school in an equitable manner. Our Local School Plan for Improvement addresses

goals for all students, including EL students and students with disabilities. In reading,

Anderson-Livsey Elementary will utilize Balanced Literacy and provide Guided Reading

groups consistently and pervasively in all classrooms. All students will also benefit from

a 30-minute AKS/CQI model daily with ongoing assessments to guide and alter

instruction when necessary. The EIP program will be available for students

demonstrating weaknesses in Reading and Math. The Reading Specialist and Math

Specialist will also support the needs of all students in the building.

In Math, Anderson-Livsey will utilize Flexible Math Groups that offer differentiated

instruction to meet the needs of all at-risk students as well as innovative teaming.

Teachers will teach students using hands on techniques and manipulatives.

All students, including EL and students with disabilities will be given additional

opportunities to participate in the SuccessMaker program. Each class is equipped with a

workstation and the school has a number of labs to offer additional support. Students

needing additional at home support will be offered a SuccessMaker kit for home use that

parents may check out through the Parent Center. SuccessMaker Club will be offered to

students in Grades 3-5.

Accelerated students will be provided enriching opportunities through Guided Reading

and conferring in the classroom. In addition, students will be given opportunities to serve





May 2012 ● Page 33 of 55 1/21/13

as peer leaders, student council members, and BETA club members. Students will also be

provided with non-fiction and fiction leveled readers to spark interest in all areas of

literacy. Advanced Content Math classes will be provided to students who qualify in

Grades 3-5.

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:

Currently, no field trips are planned utilizing Title I funds.

*3. Instruction by highly qualified professional staff.

Response:

Anderson-Livsey Elementary is committed to fulfilling the No Child Left Behind

(NCLB) mandate by ensuring that all students receive instruction from highly qualified

teachers. The NCLB Act defines a highly qualified teacher as one who has a bachelor’s

degree or higher and is certified to teach in the subject area he/she is assigned to teach.

Anderson-Livsey Elementary currently has 45-1/2 teachers, each with a bachelor’s

degree or higher and who are also certified to teach in the subject area they are assigned

to teach. Approximately 76% of the teaching staff has six or more years of teaching

experience.

(11 teachers with less than 6 years of experience and 34.5 with more than 6 years)

The certified teaching staff includes the following:

3 Administrators (Warren, Hendricks, Moore)

1 Counselor (Kane)

1 Media Specialist (Alford)

1 Technology Coordinator (Roling)

32 regular education teachers

o 7 Kindergarten

o 5 First Grade

o 5 Second Grade

o 5 Third Grade

o 5 Fourth Grade





May 2012 ● Page 34 of 55 1/21/13

*3. Instruction by highly qualified professional staff.

o 5 Fifth Grade

4 Special Education teachers - we have 4 teachers but have 8 certified in

Special Education (Benson, Hyatt, White, Carr, Anderson, Boyce, Dudley,

Rodriguez)

1 Speech and Language Pathologist (Price)

1 Gifted teachers (Russell)

11 teachers with Gifted Endorsements (Anderson, D. Brown, Fielder,

Lawrence, Roling, Russell, Steele, Friend, Hendricks, Hackett, Toney)

2 Teachers with Teacher Support Specialist Endorsements (Lawrence,

Morrow)

1 half time EL teacher (Toledo)

1 Reading Specialist (Hravatic)

1 Math Specialist (McMenomy)

4 Special Areas teachers - (Thomson, Dudley, Blanchard, Tucker)

1 Parent Instructional Support Coordinator (Boyce)

7 and 1/2 Teachers with EL Endorsements (Anderson, Askew, A. Brown,

Clifton, Mulligan, Carr, Guppy, and Toledo 1/2)





May 2012 ● Page 35 of 55 1/21/13

*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 address.)

At Anderson-Livsey Elementary, we understand the importance of attracting and

retaining highly-qualified teachers. Currently, all teachers are highly qualified. Should

the need arise to hire a teacher or long term substitute that is not highly qualified, a letter

will be sent to the parents of impacted students. GCPS Human Resources has a plan for

working with teachers and substitutes that are not highly qualified. Various studies have

shown the following elements to be effective in attracting and retaining highly-qualified

teachers:

A positive and supportive work environment

A supportive administration that encourages and provides professional growth

Providing and emphasis on teacher leadership

Providing an opportunity for teachers and staff to receive consistent and high

quality professional development

Ability of the school’s staff to provide a high level of support and expertise to

incoming teachers. Provision of teacher support will be accomplished through

our mentoring program, structured learning teams, and weekly collaborative

planning times.

The recruitment strategy of Gwinnett County Public Schools (GCPS) and Anderson-

Livsey Elementary includes all of these elements. It is an ongoing policy of GCPS and

Anderson-Livsey Elementary to disseminate information about these elements via

websites and job fairs.

In addition, Anderson-Livsey Elementary will ensure a safe and positive working

environment. Anderson-Livsey Elementary will have an effective school-wide student

discipline plan which is developed and implemented by the staff. Anderson-Livsey

Elementary will also ensure that teachers are given appropriate teaching assignments;

adequate time to work with their colleagues and students, and transparent access to

information, materials, and technology.

The administration at Anderson-Livsey Elementary will also ensure that staff members

are supported by providing them with ongoing quality professional development

opportunities. New teachers are provided with additional support through the New

Teacher Induction Program. Highly qualified, content-specific mentors will be used to

support new teachers. Mentees are given opportunities to observe research-based

instruction and effective classroom management strategies.





May 2012 ● Page 36 of 55 1/21/13

*3(a). Strategies to attract highly qualified teachers to high-needs schools.

In addition, to funding from Title I, teachers are also offered loan forgiveness for

teaching in a Title I School for five or more years.

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

A. Response: We have included teachers, administrators, and, if appropriate, pupil services

personnel, parents, and other staff in our staff development that addresses the root causes

of our identified needs.

We identified the root causes of poverty and the accompanying stresses, lack of student

background knowledge, lack of vocabulary acquisition. In some cases there is a lack of

home support. Teachers need to be better prepared to meet the unique needs of our

student population. Therefore, to better prepare our staff we will have all professional

staff participate in monthly, afterschool staff development opportunities throughout the

2012-2013 school year guided by the GCPS Quality Plus Teaching Strategies and the

Learning Focused Schools Model. Grade level staff development is held each Tuesday.

The focus rotates weekly between Math, Literacy, Science/Social Studies and Data. The

faculty meets each Thursday after school as well. In addition, all instructional faculty

members will meet weekly in collaborative planning sessions in which each team

member will provide input in regards to planning lessons, assessing students, and

participating in additional staff development activities. All professional staff

development opportunities will focus on implementing the Gwinnett County Quality Plus

Teaching Strategies to promote positive student engagement, as well as, student

achievement at the proficient and exceeds levels.

Anderson-Livsey staff participated in the following staff development during the summer

prior to the school opening in the fall:

Literacy Institute

Math Institute

eClass Training

EL endorsement

Language Arts Staff Development

All professional staff will be engaged in developing and implementing a Balanced

Literacy Model at Anderson-Livsey Elementary School. All professional staff will be

involved in prioritizing and sequencing the Balanced Literacy components in terms of

staff development presentations based upon student data and needs. All Language Arts

staff development will focus on ensuring that all students are proficient or exceed in





May 2012 ● Page 37 of 55 1/21/13


Language Arts on the state and county assessments.

Language Arts staff development will include formal writing workshops relating to

Gwinnett County and state writing assessments. All Language Arts staff development

will include lessons that will support student writing achievement across all content areas

and at all grade levels.

Language Arts staff development will focus on positive student engagement to help

ensure that Anderson-Livsey students will indeed become life-long readers and writers.

All Language Arts staff development will focus on modeling best practices in reading

and writing by the school Reading Specialist, which will include the establishment of a

model classroom.

Math Staff Development

Math staff development will include Exemplar Training, Math Counts, Math Workshop,

Everyday Counts Calendar Math, use of manipulatives and accessing and utilizing the

Math Online Communication Center. An additional staff development plan will include

the establishment of a model classroom which will be facilitated by the Math Specialist.

If available, staff will also participate in the Math Institute. Teachers, students and

parents will be provided training to utilize the online math tutorials. We have requested

additional support, in the form of staff development, from the county math department.

Science Staff Development

Science staff development will include implementing hands-on experiments in the

classroom, integrating science with literacy, questioning skills and accessing and utilizing

the Science Communication Center. Since science interaction requires many different

kinds of equipment and materials, it is imperative that the room be organized to

accommodate the activity approach to science. To support resource-based learning, we

will also have in place a variety of instructional resources and support materials.

Social Studies Staff Development

Social Studies staff development will focus on economic Concepts and accessing and

utilizing the Social Studies Online Activities and Resources. Supplemental materials and

resources to support social studies may be utilized to support student achievement.

Technology Staff Development

When students are using technology as a tool or a support for communicating with others,

they are in an active role rather than a passive role of recipient of information transmitted

by a teacher, textbook, or broadcast. The student is actively making choices about how to

generate, obtain, manipulate, or display information. Technology use allows many more

students to be actively thinking about information, making choices, and executing skills.





May 2012 ● Page 38 of 55 1/21/13


Therefore, the faculty at Anderson-Livsey Elementary will actively be involved in

technology related staff development that will include use of the Mimeos in every

classroom, Successmaker, Go Gwinnett Portal, Elements, IG Pro, classroom

technologies, school and teacher websites, and site licenses such as BrainPop and

Education City. Staff will also be trained on making instructional posters for classroom

and school use. A Poster Maker and supplies will be provided for staff use as funds

become available.

Staff Development Evaluation will be based on:

Analysis of Formal and Informal student assessment data, which includes Student

achievement scores on the CRCT, Gwinnett County Interims, and student

progress reports.

Evidence of implementation of best practices by staff and students

Staff needs assessments

To further support school wide goals, staff will receive funding for subs for release days and

stipends.

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

academic achievement standards. All professional staff will participate in monthly,

afterschool staff development opportunities throughout the 2012-2013 school year guided

by the GCPS Quality Plus Teaching Strategies and the Learning Focused Schools Model.

Grade level staff development is held each Tuesday. The focus rotates weekly between

Math, Literacy, Science/Social Studies and Data. The faculty meets each Thursday after

school as well. In addition, all instructional faculty members will meet weekly in

collaborative planning sessions in which each team member will provide input in regards

to planning lessons, assessing students, and participating in additional staff development

activities. All professional staff development opportunities will focus on implementing

the Gwinnett County Quality Plus Teaching Strategies to promote positive student

engagement, as well as, student achievement at the proficient and exceeds levels.

Anderson-Livsey staff participated in the following staff development during the summer

prior to the school opening in the fall:

Literacy Institute

Math Institute

eClass Training

EL endorsement





May 2012 ● Page 39 of 55 1/21/13


C. We have devoted sufficient resources to carry out effectively the professional

development activities that address the root causes of academic problems. For example,

we have scheduled time for professional learning, if wish list funds become available, we

will provide release time for professional learning/collaborative planning, and our staff

takes advantage of GCPS professional learning. We have a weekly staff development

schedule that designates each Tuesday during planning for professional development in

addition to Thursday afternoons from 3:15pm-4:00pm. Anderson-Livsey Elementary

School will continue to provide high quality and on-going professional development

opportunities for all staff enabling all students to meet Gwinnett County and state student

academic achievement standards, as well as national achievement standards at the

proficient or exceeds levels. All staff development in the content areas and across all

grade levels will be based on student strengths and needs identified through county and

state student achievement data. The opportunities for professional learning that are

scientifically based will be provided by Gwinnett County staff, as well as by the

Anderson-Livsey Elementary School instructional leadership team and staff members.

We have two Instructional Coaches to provide daily, classroom embedded development.

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

academic assessments such as common 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:

Ensure teachers have the necessary skills to properly analyze data to make

instructional decisions.

Use frequent, informal assessments to assess student learning.

Develop common assessments to guide instruction.

*5. Strategies to increase parental involvement.

Response:

A. We have involved parents in the planning, review, and improvement of the

comprehensive schoolwide program plan by recognizing the importance of parental

involvement and will facilitate on-going opportunities to increase the involvement of our

families. We advertise in a variety of ways including flyers, on our website, and posters

to recruit parents.

Research suggests that parental involvement has a positive impact on all levels of

academic achievement (Jeynes, 2003). It is not surprising therefore that parent

involvement has emerged as one of the most important topics in education circles





May 2012 ● Page 40 of 55 1/21/13

(Jeynes, 2003). Additional research suggests that parental involvement is particularly

important in the primary grades (Rasinki, 2003).

The administrative team, faculty, and staff of Anderson-Livsey Elementary School have met

and jointly developed this Title I Parent Involvement Policy in conjunction with parents. This

policy describes the school’s expectations for parent involvement. The planning meeting

agenda included: o School Status(Priority/Focus Schools) o School Data o Needs Assessment/Parent Survey Results o School Wide Plan Revision o Parent Involvement Policy o Action Plan o School-Parent Compact o Budget o Prioritized “Wish List”

o Opportunity to provide feedback

o

We use the School Parent Involvement Policy Checklist when developing your Title I

Parent Involvement Policy. It will be distributed to parents of all students. The term

parent in this policy refers to parents/guardians of students attending Anderson-Livsey

Elementary School. In addition, we have a Parent Involvement Action Plan, and a

School-Parent Compact. We adhere to a transparent process, where all parents are

encouraged to be involved.

We also have a Parent Support Plan to provided extra assistance to our EL parents. This

support will include additional workshops and individual contact. The purpose of this

plan is to improve the home-school connection necessary for student success. The

involvement of the PARENT INSTRUCTIONAL SUPPORT COORDINATOR is

imperative to provide training for parents so that they may better support their children

academically.

B. We have developed a parent involvement policy included in our appendices that

includes strategies to increase parental involvement (such as family literacy services)

describes how the school will provide individual student academic assessment results,

including a interpretation of those results

makes the comprehensive schoolwide program plan available to the LEA, parents,

and the public (internet, newspaper, newsletters)

compacts required – include with policy

Parent Involvement checklist included





May 2012 ● Page 41 of 55 1/21/13

*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.

Transition from Pre-K to elementary school is such a big change for students; having a

transitional program in place will provide students with the confidence and overall

information to feel comfortable about the new change. Scheduled meetings for upcoming

Kindergarten parents will focus on the academic needs of kindergarteners as well as provide

parents with necessary information about the daily operations of the school.

Working with childcare centers and parents

We will invite Pre-K teachers, students, and parents to visit Anderson-Livsey to experience a

“Day in the Life of a Kindergartener”. This visit would include the opportunity to tour the

school, visit a kindergarten classroom, walk through the cafeteria, and view other areas of

interest within the school.

In addition we will provide opportunity for area preschool directors and Pre-K teachers to

participate in vertical planning to help students be prepared for kindergarten.

We will provide parents with resources to help their children be ready for school. These may

include early language strategies, reading strategies, technology resources, and community

resources.

Advertise to invite students/parents to K registration

Beginning early Spring, we will send information to current Anderson-Livsey families as

well as to our feeder childcare centers regarding kindergarten registration. Registration

information will also be easily-accessible on the school’s website.

Kindergarten Registration

During Kindergarten registration, parents will fill out all necessary registration forms and

provide all necessary documents. The Kindergarten teachers will administer an assessment

for each child, and at the end will enjoy a bus ride. In addition, during the summer, we will

offer three days of “Kinder Camp” designed to prepare our most at risk rising

kindergarteners.

Transition to Middle School

Fifth grade students will also visit to the middle school in preparation for sixth grade as well

as have a guest speaker and mentor visits from the middle school. We will disseminate

information provided by the middle school to inform parents about meeting and facilitate the





May 2012 ● Page 42 of 55 1/21/13

transition.

*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:

A. The ways that we include teachers in decisions regarding use of academic assessment are

shared decision making, Building Leadership and LSPI committees. At Anderson-Livsey

Elementary School our goal is to inspire learning that lasts a lifetime. Anderson-Livsey’s

Local School Plan for Improvement (LSPI) will be created through continuous analysis

of our student achievement data. In order to ensure that Anderson-Livsey Elementary is

achieving this mission, the school’s Building Leadership Team (BLT), comprised of

representation from each grade level or department, will meet annually to develop the

LSPI. In conjunction with the LSPI, each teacher and administrator will create an annual

goal for achievement in the form of a Results Based Evaluation System (RBES). Each

individual RBES will be aligned with the goals set forth in the LSPI. This process

ensures that our instructional staff is working to improve achievement levels in the

identified areas of weakness.

Anderson-Livsey Elementary School will use the Continuous Quality Improvement

(CQI) model as we work towards reaching the highest level of student achievement.

Teachers will deliver the Academic Knowledge and Skills (AKS) by following the

timelines created by the district instructional calendars. Teachers will employ both

locally created and district created assessment to track the progress of the students toward

mastering the AKS for their grade level. Using Elements software, teachers are able to

disaggregate data from district-created Interim Assessments. This data will guide the

Continuous Quality Improvement (CQI) schedule as teachers target those AKS that have

not been previously mastered in the areas of Language Arts and Math. Lessons will be

developed to remediate students who show weakness in skills previously taught. At the

same time, students who have shown mastery in those skills will receive enrichment to

ensure that they are being moved forward. A CQI team will be developed, consisting of

grade level and administrative representation, in order to monitor strengths and

weaknesses by grade level.

Each grade level is provided with a common planning time to allow for collaboration.

This time allows teachers to discuss current and historical data as a means to guide daily

instruction. The teachers will work together to make any modifications to instructional

strategies. This collaboration will allow Anderson-Livsey to meet the needs of all

learners.

At Anderson-Livsey, teachers as well as students in grades 1-5, will keep data notebooks.





May 2012 ● Page 43 of 55 1/21/13

Teacher notebooks will house teacher historical data and individual student achievement

data. This will allow for quick reference as the teacher continues to guide and improve

instruction. Student notebooks will include data and work samples for the individual student.

The notebooks will be maintained throughout the year and will be reviewed by the student

and teacher regularly. This will allow students to take ownership of their individual strengths

and weaknesses. In collaboration with the teacher, the student will set personal goals for their

academic achievement.

MATHEMATICS AND SCIENCE

Local school assessments, such as mathematics/science benchmarks and exemplars will also

be utilized to help guide quarterly instruction planning and focus on mathematics problem

solving skills. These assessments will be discussed with teachers as administrators conduct

Kid Talk sessions. Additional math and science materials will be purchased as funds become

available.

READING

Local school assessments, like reading Fountas and Pinnell Levels, reading standards,

reading comprehension and fluency, will be utilized to help guide quality instructional

planning and focus on reading skills. These assessments will be discussed with teachers as

administrators conduct walk-throughs and the literacy coach gives feedback on observations.

The LSPI will be created by a committee including representation from each grade level.

Staff will review and give input regarding LSPI to ensure everyone is involved in the

creation of the plan and, therefore, has ownership of the plan.

Each educator will complete a RBES goal that is aligned with the LSPI. Benchmark tests

will be given throughout the year to assess student progress. Teachers will use Elements to

disaggregate data.

Teachers and students will participate in AKS CQI. Bi-weekly mini-assessments will be

graded and evaluated on each grade level which will allow teachers to track progress. This

allows an opportunity for enrichment, as well as, remediation. Grade levels will meet weekly

to plan collaboratively.

Students will also be provided with test prep books to give additional opportunities to boost

scores on standardized testing.

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

Response:

Migrant and homeless students attending Anderson-Livsey will benefit from all

resources/programs utilizing Title I funds. Additional services may include, but are not limited

to Extended Learning Time, at home resources that can be checked out through the Parent





May 2012 ● Page 44 of 55 1/21/13

Center, transportation accommodations, and translated conferences if needed.

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

included.

Response:

In addition to the coordinating efforts listed in Anderson-Livsey’s Local School Plan,

Anderson-Livsey Elementary will also participate in the following programs:

a. Title I

b. Title II ~ Eisenhower funds for Math and Science Professional Learning

c. Title III-English for Speakers of Other Languages (EL)

d. Gifted Program

e. Special Education Programs

f. Free and/or Reduced Lunch for Families that Qualify

g. Gwinnett County Public Schools IE2 Flexibility Contract

h. PTA

i. Be There National Campaign

j. Gwinnett County Public School Staff Development Funding related to district

initiatives and our local school’s plan of improvement

k. Gwinnett County Public Schools Summer School

l. Department of Family and Children Services

m. Parent Involvement/PARENT INSTRUCTIONAL SUPPORT

COORDINATOR

n. Migrant Education

o. Students living in Institutions for Neglected Children

p. Education of Homeless Children and Youth

Gwinnett County Public School’s Staffing Allotments based on Anderson-Livsey

Elementary School’s enrollment, poverty, and mobility rate include:

a. Early Intervention Program

b. School Nurse

c. School Counselor

d. School Psychologist

e. Transition Program for students failing the fourth grade Gateway requirements

f. Support from the School Resource Officer

g. School Social Worker





May 2012 ● Page 45 of 55 1/21/13

8(b). Description of how resources from Title I and other sources will be used.

Response:

Items to be funded from Title I resources:

School wide Title I Fund 410 Budget Additional Details

Teaching Positions: Salaries/Benefits $200,439

Parent Instructional Support Coordinator, 4th grade teacher, 5th grade teacher

Direct Instruction $ 70,013

Books for the bookroom, math and science equipment, supplemental toner and paper, software renewals, supplemental printing, math and science materials, Extended Learning Time Programs

Instructional Support $10,391

Release days for collaborative planning, stipends for Professional Development, Professional Resources,

Transportation $7,145 Transportation for Extended Learning Time

Parent Involvement $5,124

Interpreters and Childcare for Parent Workshops, Resources for Parent Checkout, Kindercamp

TOTAL ALLOCATION $293,112





May 2012 ● Page 46 of 55 1/21/13

68%

24%

4% 2% 2%

Teaching Positions: Salaries/Benefits

Direct Instruction

Instructional Support

Transportation

Parent Involvement

If additional funds are allocated, the following items will be funded from Title I resources:

A detailed budget template and narrative was prepared and submitted to the Title I office

for approval.

Local and federal funds will be combined to support the expenditures outlined above.

In addition, should additional funds become available, our wish list that was developed as

a result of the Title I Planning Meeting is as follows:

Additional ELT funding to support reading and math

Additional books for the book room

Educational games

Parent Center-educational materials and storage

Traveling trunks

Professional Library resources

Instructional Manipulatives

Coach Books





May 2012 ● Page 47 of 55 1/21/13

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 does not apply to Anderson-Livsey Elementary.

*9. Activities to ensure that students who experience difficulty mastering standards shall be

provided with effective, timely assistance, which shall include:

Response:

A. We are providing activities to ensure that students who experience difficulty mastering

proficient or advanced levels of academic achievement standards shall be provided with

effective, timely additional assistance. Those activities include weekly grade level

meetings to evaluate the effectiveness of instruction. There will also be periodic grade

level meetings to discuss curriculum and units. At these meetings teachers will analyze

benchmark assessments and other classroom data to identify strengths and weaknesses in

order to guide instruction. This data will drive Continuous Quality Improvement Model

(CQI). This program groups students by ability based on assessments of specific

standards. These groups are flexible based on how students perform on any particular

standard. We have provided five additional teachers in grade K-5 to lower class size and

better support students. With smaller class sizes, students are better able to implement

and collect data on RTI interventions, differentiate instruction, provide small group

support and there are more opportunities for co-teaching with Special Education and EL

teachers.

The Building Leadership Team (BLT) will meet bi-monthly to discuss progress towards

school goals. Regular staff development will be required of all staff members to provide

an opportunity for growth in teaching techniques and subject mastery in all critical areas.

A rigorous reading program will be implemented under the supervision of our full time

reading coach. Materials such as leveled readers and coach books will provide test prep

practice for students in grades 1-5. Students will use the Successmaker Program as

additional practice in core subjects. Other programs such as Brain Pop, Education City

and United Streaming will be available technology sources for students in our three

computer labs. Teachers also have access to two wireless computer carts for use in

classrooms. In addition, teachers have at their disposal additional technology such as the

new Stratologica Map System, mimeo boards and digital document imagers.

Data notebooks will be maintained by teachers and students who will be evaluating their

own progress. A writing folder will be maintained for each student with writing samples





May 2012 ● Page 48 of 55 1/21/13

throughout the year for each genre scaffolding our intense reading program. Writing

samples will be sent to the University of Georgia for evaluation prior to the mandated 5th

grade writing assessment. All students will also have agenda books to keep track of

materials and homework. Parents will be notified via a school calling system to inform

parents of important events. This will enable parents to continuously monitor their child’s

progress and enhance school involvement. Students will also be provided with daily cards

to track work habits. The cards along with agenda books will provide information

regarding student progress regularly and ongoing. Parents can also monitor progress

online through the Parent Portal. Parents will be able to check out instructional material

from the Parent Center to support all core academic areas.

We provide additional intervention programs including EIP, EL, Morning Writing Help

Sessions, Successmaker Club, Intervention help classes during specials, and if funds are

available, afterschool and Saturday support programs.

Students who experience difficulty during the school year and receive either a D or a U on

their report card in any of the core academic areas will receive an Academic Contract in

November. This contract outlines for the parent the academic knowledge and skills (AKS)

that are still in need of improvement as well as interventions that the school, parents and

student should focus on to improve in that area. The contract is updated in January/February

and then a final contract is given in April. If the student has not progressed in their learning,

the final contract outlines the recommendation that the student attend summer school. Since

promotion is based on performance on state testing, the student's attendance in summer

school is only a recommendation.

9(a). Measures to ensure that student weaknesses are identified on a timely basis.

Response:

Anderson-Livsey utilizes numerous measures to ensure student weaknesses are identified in a

timely manner. School-wide, the following data is collected:

Annually:

CoGAT

ITBS

CRCT

State Writing Test

Quarterly:

Interims Assessments





May 2012 ● Page 49 of 55 1/21/13

Three times a year:


Monthly:

Big 20’s

Exemplars

Computation Tests

Writing Assessments

Successmaker Data

Ongoing:

CQI Assessments

Teacher Observation

Classroom Performance

Grade Level Unit Assessments

RTI interventions

Differentiation of instruction

Small groups

Co-teaching

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

for identified weaknesses.

Response:

Teachers will participate in ongoing professional development to better support

students. Professional development will be provided to assist teachers in data driven

decision making and documenting the Response to Intervention Process. Math and

Literacy coaches are available to support teachers and model lessons. Ongoing staff

development will provide support in all academic areas using the Quality Plus

teaching strategies to ensure the success of all students at Anderson-Livsey

Elementary. Staff Development, including data reviews, are held each Tuesday,

Wednesday and Thursday.

In addition, Kid Talk meetings bi-monthly. Kid talks allow teachers to collaborate

and develop strategies for students having academic difficulties. After implementing

strategies from Kid Talk meeting, students experiencing difficulty may be

recommended for SST at which time additional strategies and intervention will be

implemented and monitored. Strategies offered at SSTs may include RTI.





May 2012 ● Page 50 of 55 1/21/13

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 in the community.

Response:

Parent-Teacher conferences will be offered to all parents twice per year (October and

February) to discuss student progress. Student led conferences will be utilized. Academic

Contracts will be created with parents, student, and teacher when students are demonstrating

below grade level performance in any core academic area. Evening parent informational

sessions will be provided for the parents of all students to raise student achievement. Staff

and Parent informational sessions regarding the Parent Portal and Elements Reports training

will assist in identifying student weaknesses.

Parents are involved in the monitoring of their child’s progress on the AKS/CCGPS through

weekly work folders, behavior checklists/ S.T.A.R cards, mid-term progress reports, Student

Support Team meetings, and parent teacher conferences which occur twice each year. For

students who are not meeting standards, Academic Contracts are developed and shared with

parents. These contracts identify specific AKS/CCGPS that have not been met. They are an

instructional roadmap which outlines strategies and activities for parents and teachers to

follow to ensure students make progress towards skill mastery.

Through the Parent Center and the Parent Involvement Policy, the Parent Instructional

Support Coordinator will provide parents the opportunity to learn about resources available

in the Parent Center. They are also provided access to technological resources such as

interactive homework help sites and programs to help practice for state tests. Through

workshops and other events, parents are provided information about: state and local

assessments; state and county curriculums; literacy and math skills; monitoring academic

progress; accessing resources from the parent center. Additionally parents are invited to learn

about and prepare for transitions into, between, and from one school level to the next.

The Parent Instructional Support Coordinator is available daily to meet with parents to

discuss student progress, and to assist in selecting and checking out materials and resources

for home use. Parents are invited and encouraged to participate in Parent Center activities,

workshops and meetings. A Parent Center calendar of events is published in the student

handbook, on the school website, and provided to students in hard copy at regular intervals

throughout the school year. Finally, the GCPS Parent Portal provides parents with instant,

real-time access to student assessments and grades.





May 2012 ● Page 51 of 55 1/21/13

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

provided to parents.

Response:

Parents of Anderson-Livsey Elementary will receive individual student assessment

results for GCPS and other locally required tests. For state tests, individual student

results are sent to Anderson-Livsey Elementary, where the results will be given to the

parents in hard copy form. Explanations of results will be provided through

conferences, placed in student folders, or mailed to the student's home. Interpretations

of test results will be sent with the student scores. Whenever possible, letters explaining

results are translated in the home language. In addition, parent workshops will provide

parents with skills to support their children.

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

results of students.

Response:

Disaggregated results for state assessments are provided by the vendor in hard copy form.

The Georgia Department of Education provides disaggregation of data on state

assessments. Data will be used for student assessment and achievement. This data will

be collected and disseminated through the Go Gwinnet Portal to My Students, My

School, My District, and Elements. Teachers and administrators at Anderson-Livsey

Elementary will view the results for both aggregated school information, as well as,

current classroom and individual student results.

Teachers and administrators of Anderson-Livsey Elementary will also be able to view

historical data for their school, class, or student disaggregated into subgroups.

Disaggregated data are used by teachers to identify strengths and challenges for their

students. Teachers will receive data analysis training and will participate in on-going

data talks, and in depth “data days” meetings. After analysis, the teachers use the data to

focus on student achievement and improve delivery of instruction so that it meets the

needs of the students.





May 2012 ● Page 52 of 55 1/21/13

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

reliable.

Response:

The Georgia Department of Education provides disaggregated assessment information on

CRCT and Writing Test results on their website (www.gadoe.org), which is maintained for

5 years. GCPS provides training of test data interpretation at the required Local School Test

Coordinator meetings and during “Y’all Come” sessions. Anderson-Livsey Elementary’s

Local School Test Coordinator will attend these training sessions, which are held at least

three times during the school year. Training is also provided for the Leadership Team and

individual teachers at

Anderson-Livsey Elementary on utilizing test data stored in My Students and Elements. Test

data and results are used to implement staff development sessions, curriculum planning, and

instructional strategies. My Student Portal and Elements allows Anderson-Livsey

Elementary to chart progress by school grade level, teacher, grade specific content areas,

school-wide content areas, and by subgroups. Once achievement gaps have been identified,

Anderson-Livsey Elementary will work towards closing those gaps based upon targeted

areas of need.

13. Provisions for public reporting of disaggregated data.

Response:

The State Accountability Report is provided to every parent and to interested community

members. The report includes trends in data and highlights programs that schools are

implementing to increase student achievement. The State Accountability Report is also

available to parents and the community on the Georgia Department of Education website

(www.doe.k12.ga.us).

Each Gwinnett County Public School publishes district accountability reports annually.

The most recent version is included with this school wide plan. The local school

accountability report is also available on the Gwinnett County Public Schools website

(www.gwinnett.k12.ga.us).

School status information, including disaggregated results is shared during specific parent

meetings, such as Title I Annual Orientation, Title I Planning meetings, math/literacy

events, and school council meetings and is displayed at the school.

http://www.gadoe.org/

http://www.doe.k12.ga.us/

http://www.gwinnett.k12.ga.us/





May 2012 ● Page 53 of 55 1/21/13

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 wide program was revised during the August of 2012 for Anderson-Livsey

Elementary School. The revision was based on data collected throughout the previous year

from sources including the Parent Survey, feedback forms and open door communication.

The Title I Planning Meeting was held on August 16th

, 2012. The agenda of the Title I

meeting consisted of:

Overview of Title I Program

Status Report

Data Review

Needs Assessment

School Learning Focus

School-wide Plan Revision

Budget Overview/Breakdown /Wish List

Review, Revise and/or Edit the following documents

Parent Involvement Policy

Parent Involvement Action Plan

School-Parent Compact

Feedback

The 2011 plan was available for review and revision. In addition, the 18 components of the

Title I School wide Plan were discussed. Participants worked in small groups to determine

student, parent and school responsibilities as it related to the Local School Parent Involvement

Policy. Parent Involvement components were also reviewed at the Planning Meeting.

Although, originally the school wide plan was developed following an abbreviated time

frame, data is collected continuously. The School-wide Plan will be reviewed and revised

annually, at a minimum, to ensure that it continues to address the needs of the student body.

Agendas, sign-in sheets, and minutes from the Title 1 Planning Meeting are kept on file and

submitted as part of the Parent Involvement Program Documents.





May 2012 ● Page 54 of 55 1/21/13

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:

The Anderson-Livsey School Wide Plan was developed as a collaborative effort of the

individuals responsible for its implementation including the principal, parents, teachers, school,

and stakeholders representing a cross-section of the entire school community. The Title I

Planning Meeting was held August 16th

, 2012 to develop a shared vision for increasing student

achievement. Parents were invited to attend by flyers that were sent home, information on our

website, stickers sent home on the children’s shirts, and posters in the school. Parents, school

administrators, community members and staff representing various disciplines within the school

began this process with a review of the school’s mission and vision. A comprehensive review of

current and longitudinal data was shared and analyzed. Results of surveys provided information

on non-academic areas as well. Feedback and input was generated by all stakeholders. Through

a review of the data, the Title I Planning Meeting attendees developed a comprehensive plan to

meet the specific academic needs of all student subgroups. This School Wide Plan is considered

a critical component of an ongoing process focused on improving student achievement. This

process will ensure annual review of progress toward goals and the subsequent revision of plans

to meet the needs of Anderson-Livsey’s students. The Anderson-Livsey staff, instructional

leadership team and administrative team as well as the parent community will work together to

carry out this plan.

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

Response:

A copy of Anderson-Livsey Elementary School’s revised School wide Plan is available to the

LEA in the Federal & Special Programs Office at the Gwinnett County Public schools

Instructional Support Center. Additional copies of the revised School wide Plan are available to

parents and the public in our school’s front office, the assistant principal’s office, the Parent

Center and on our school’s website. Parent Involvement documents were distributed to all

parents.

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:

If requested, Parent Involvement documents and portions of the school wide plan will be

translated into another language to the extent feasible.





May 2012 ● Page 55 of 55 1/21/13

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

Response:

The revised school wide plan of Anderson Livsey Elementary School is subject

to the school improvement provisions of section 1116.

As stated in the GA ESEA Flexibility Waiver, Georgia is no longer held accountable for

requirements of the Elementary and Secondary Education ACT (ESEA) section 1116(b) that

require LEAs to identify schools for improvement, corrective action, or restructuring when

they have not made AYP for two or more years. The Georgia ESEA Flexibility Waiver

instead requires the SEA to identify Title I schools as having a Priority, Focus, Alert, or

Reward status.

The ESEA requirement for parent involvement and parent notification has not changed. There

are specific requirements for parental notification of a Title I school’s status as Priority, Focus

or Alert. Title I schools that are identified as Priority or Focus are required to provide

Flexible Learning Programs (FLPs) to increase time spent on learning. Priority and Focus

schools are required to invite all parents to be involved in the design of the FLP. In addition,

these schools are required to notify parents of their child’s eligibility to participate in FLPs.

Furthermore, Priority and Focus schools are required to develop a Memorandum of

Agreement (MOA) between the LEA and the SEA. Memorandums of Agreement have

multiple requirements as outlined in the Georgia ESEA Flexibility Waiver.

Anderson-Livsey Elementary School has not been identified as a Priority, Focus, or Alert

School for the 2012-2013 school year and is therefore, not required to provide a Flexible

Learning Program at this time.