PC\|MACimages.pcmac.org/SiSFiles/Schools/GA/MurrayCounty... · Web viewSchool Name: Northwest Elementary School (K-6) School Mailing Address: 110 McEntire Circle, Chatsworth, GA 30705

$Page 1: PC\|MACimages.pcmac.org/SiSFiles/Schools/GA/MurrayCounty... · Web viewSchool Name: Northwest Elementary School (K-6) School Mailing Address: 110 McEntire Circle, Chatsworth, GA 30705$
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan

School Name: Northwest Elementary School (K-6)

School Mailing Address: 110 McEntire Circle, Chatsworth, GA 30705

LEA Name: Murray County Schools

LEA Title One Director/Coordinator Name: . Barbie Kendrick LEA Title One Director/Coordinator Signature: Date: 10/2/14

LEA Title One Director/Coordinator Mailing Address: P.O. Box 40, 1006 Green Road Chatsworth, GA 30705Email Address: [email protected] Telephone: (706) 695-4531Fax: (706) 695-8425

Dr. John D. Barge, State School SuperintendentMay 2012 ● Page 1 of 40

mailto:[email protected]


SWP Template Instructions

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

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

Please add your planning committee members on the next page.

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

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



Title I Schoolwide/School Improvement Plan

Planning Committee Members:

NAME POSITION/ROLEMrs. Tollis Bond Kindergarten TeacherMrs. Marla Deems 1st Grade TeacherMrs. Heather Bridges 2nd Grade TeacherMrs. Christie Ross 3rd Grade TeacherMrs. Danyel Parker 4th Grade TeacherMrs. Wendy Fowler/Mrs. Karen Arthur 5th Grade TeacherMrs. LaGenia Sutton 6th Grade TeacherMrs. Jane Paxton Media Specialist/Title I CoordinatorMrs. Meredith Ellington ESS TeacherMs. Deborah Ausmus EIP Teacher/Parent Involvement

CoordinatorMrs. Kristy Campbell Curriculum & Instruction Facilitator (CIF)Mrs. Andrea Ridley EIP/ Assistant PrincipalMrs. Paula Martin Principal



SWP Components

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

Response:

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 identified and named on page 3.

The ways they were involved include gathering and analyzing data from a variety of sources in

order to determine the strengths, weaknesses, and areas for improvement at Northwest

Elementary.

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

In order to address and analyze student achievement, a variety of state mandated tests were

used. The first test analyzed was the GA CRCT. This test measures students’ performance

based on the Common Core Georgia Performance Standards (CCGPS) in Reading,

English/Language Arts, Mathematics, Science, and Social Studies. It is given to all students in

third through sixth grades in the spring of each school year. The second test analyzed was the

Georgia State Writing Exam which measures written expression skills in four domains: ideas,

organization, style, and conventions. It is given to all fifth grade students in the winter of each

school year.

Testing data was also gathered for first and second grades. All first and second grade students

participated in a county level assessment generated by our district. Scores are based on a

percentage, with 100 being the highest possible score. GKIDS is also analyzed to determine

kindergarten student achievement.




The state sets criteria for meeting standards on the GA CRCT. Tests given for the Georgia

Performance Standards (GPS) require a score of 800 or greater in order to meet the standards,

or pass, the test. A score of 850 or greater on the GPS test reflects a student has exceeded the

standards for that test.

Northwest Elementary also uses Achievement Series benchmark data (pre and post tests every

8 weeks), analyzed student work samples, and DIBELS to determine student strengths and

weaknesses in academic areas.

Faculty needs are determined from the SIA and Loti surveys, GAPSS, and SACS visits as well

as formal and informal observations.

These are the procedures we would follow should migrant students be in attendance at

Northwest Elementary. Classroom teachers that have migrant students would complete

the Murray County Schools Migrant Student Cumulative Profile. The profile includes

student attendance, Benchmark scores, report card grades, GA CRCT scores, ACCESS

scores, teacher comments, and Response to Intervention Tier along with interventions

implemented. The profile would then be sent to a designee at Murray County Schools

Central Office for reporting purposes and to the Identification and Recruitment (ID & R)

staff member. The ID & R staff member provides supplemental assistance as a liaison

between the home and school. The member promotes activities between students,

parents, and teachers. Migrant parents and students would be made aware of all school

services and programs available to them. Networking with other agencies that provide

services to migrant students would be carried out to ensure a coordinated service-



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

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

subjects and skills in which teaching and learning need to be improved. For example,

the faculty met on May, 27, 2014 for an end of the year Title I data review. During this

meeting, each grade level/department shared their current CRCT, DIBELS, GKIDS,

and/or Writing Assessment data. Each group discussed any needed changes in strategies

currently being utilized to help support any decreases in data. The Leadership Team

then met on September 23, 2014 to set these changes in motion for the current school

year.

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 – Seventy-six percent of the students at Northwest

Elementary qualify for free or reduced meals. During the 2011-2012 school year, all

teachers attended poverty trainings based on Ruby Payne’s book, A Framework for

Understanding Poverty. The goal of the training was to give teachers a glimpse into the

lives of students who come from less fortunate backgrounds and how that affects their

academics. The staff at Northwest completed a book study on Eric Jensen’s Teaching with

Poverty in Mind over the summer break. During the 2013-2014 school year, the staff

participated in another book study on poverty. The staff read Poverty is NOT a Learning




Disability by Tish Howard and Sandy Grogan Dresser.

Economically Disadvantaged students Grades 3-6 2013-2014 dataSubject Did Not

MeetMeets Exceeds

Reading 2% 51.3% 46.7%Language Arts 2% 69.3% 28.6%Math 13% 56.5% 30.5%Science 6.2% 51.7% 42.1%Social Studies 11.1% 51.9% 37%

Students from major racial and ethnic groups – The majority of students attending

Northwest Elementary are Caucasian. Currently, 65 students are of Hispanic origin.

According to the CRCT data, almost all Hispanic students meet and/or exceed in all

academic areas.

Students with disabilities – All students with an Individual Education Plan (IEP) are served

by the Exceptional Student Services (ESS) department at Northwest Elementary. The

grade level homeroom teachers and ESS teachers work together to follow the IEPs set in

place. ESS students receive instruction based on the CCGPS and receive accommodations

to make the standards accessible to each student. Classroom teachers keep copies of IEPs

in their data notebook for any ESS student in their classroom. The ESS teachers meet with

the homeroom teachers on a regular basis to plan instruction specifically for ESS students.

Students with Disabilities Grades 3-6 2013-2014 DataSubject Did Not

MeetMeets Exceeds

Reading 5.9% 70.6% 23.5%Language Arts 0% 88.2% 11.8%Math 23.5% 70.6% 5.9%Science 26.9% 57.7% 15.4%Social Studies 46.2% 38.5% 15.4%




Students with limited English proficiency – English language learners (ELL) are given the

Access test to determine eligibility for services from the ELL teacher. If a student is

eligible for ELL services, the ELL teacher provides the homeroom teacher with strategies

to incorporate in the regular classroom to support the efforts of the ELL classroom. The

ELL teacher bases lessons on the CCGPS and WIDA standards. The ELL teacher also

provides professional learning about the WIDA standards each school year to all teachers.

English Language Learners Grades 3-6 2013-2014 DataSubject Did Not

MeetMeets Exceeds

Reading 0% 42.9% 57.1%Language Arts 0% 100% 0%Math 12.5% 12.5% 75%Science 36.4% 36.4% 27.3%Social Studies 40% 60% 0%

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

The major strengths we found in our program were our CRCT reading and language arts

data for grades 3-6. The table below shows the percentage of students not meeting,

meeting, and exceeding on the 2014 CRCT.

3rd Grade Reading% Did Not Meet % Meet % Exceed

2.6% 42.3% 55.1%

4th Grade Reading% Did Not Meet % Meet % Exceed

0% 50% 50%





5.3% 54.4% 40.4%


0% 48.5% 51.5%

3rd Grade Language Arts% Did Not Meet % Meet % Exceed

1.3% 57.7% 41%

4th Grade Language Arts% Did Not Meet % Meet % Exceed

3.1% 63.1% 33.8%


1.8% 82.5% 15.8%


3% 68.7% 28.4%

In reviewing the data, the leadership team quickly realized that a great deal of our students not

only passed the CRCT but many of our students exceeded the standards.

The leadership team also noted that English Language Learners (ELL) performed well on the

CRCT in the area of math for the 2013-2014 academic year. Below is a table detailing the

ELL scores.

CRCT ELL Math Scores in Grades 3-6 – Percentage of Students Meeting and Exceeding2012-2013 55.5%2013-2014 87.5%

32% gain

Students in grades 1 and 2 participated in a county level end of the year ELA and math

assessment developed by the Murray County School District. The table below provides an




overview of the percentage of students passing this test.

1st and 2nd Grade ELA Comprehensive Benchmark ScoresGrade % Passed

1st grade 91.4%2nd grade 96.2%

1st and 2nd Grade Math Comprehensive Benchmark ScoresGrade % Passed

1st grade 93.1%2nd grade 92.4%

Overall, 1st and 2nd grade students performed well in all areas on the math test.

The major needs we discovered were in the areas of 3rd, 4th, and 6th grade math. The tables

below show the percentage of students not meeting, meeting, and exceeding on the CRCT.

3rd Grade Math% Did Not Meet % Meet % Exceed

15.4 41% 43.6%

4th Grade Math% Did Not Meet % Meet % Exceed

16.7 48.5% 34.8%

6th Grade Math% Did Not Meet % Meet % Exceed

12.1% 74.2% 13.6%

One concern is the percentage of students not meeting the minimum score of 800 or better to

be considered as meeting the standards.

The 5th Grade Writing Assessment results were reviewed by the leadership team and were

identified as a need.




Performance levels for the 5th Grade Writing Assessment are as follows:

Does not Meet the Standard 100-199Meets Standard 200-249Exceeds Standard 250-350

The table below shows the percentage of students’ not meeting, meeting, and exceeding the

writing standards set by the state.

% Does Not Meet % Meets % Exceeds28% 72% 0%

The decline in the number of students passing and none of the students at Northwest

Elementary exceeding the writing standards are concerns for our school.

According to the DIBELS results, there was a decrease in the percentage of students reading

fluently. Forty-four percent of the students in grades 1-6 were considered in the intensive or

strategic range for DIBELS Oral Reading Fluency (DORF).

The needs we will address are as listed below:

The 3rd grade, 4th grade, 5th grade and 6th grade teachers departmentalize their subject areas. Due

to this, the teachers lack peers teaching in the same subject area, which decreases grade level

support for those specific subject areas. To help increase support, a vertical planning team for

all subjects will be created. The team will consist of one teacher from each grade level 3rd

grade to 6th grade. The team will meet each grading period to discuss teaching strategies,

student work samples, and the math and ELA frameworks. Teachers will also spend time

observing one another teaching to give feedback and support.




To address the needs for 3rd-6th grade Social Studies, literature and resources will be purchased

to help teachers teach the Social Studies standards. A teacher will also attend professional

development courses to learn strategies to help integrate Social Studies and ELA standards.

These strategies will be shared with the staff after training is complete. Using DIBELS Next,

teachers will progress monitor students regularly to ensure students are reading at appropriate

rates in grades 1-5. Teachers will model fluent reading through read alouds. Students will be

encouraged to read aloud to increase oral reading fluency.

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

program plan will be in the area of reading fluency, math, and social studies. Actions,

strategies, and interventions are detailed in the school-wide program plan.

The ROOTCAUSE/s that we discovered for each of the needs was that the rigor in the

classrooms needed to increase. The faculty of Northwest completed a book study

entitled Rigor Made Easy to help increase rigor in the classroom. We are implementing

Thinking Maps to increase writing across the curriculum at all grade levels and subject

areas. Kindergarten- Grade 3 will be piloting a research project, Burst, a component of

DIBELS, to help increase reading fluency.

The measurable goals/benchmarks we have established to address the needs for students:

Kindergarten: 80% of students will benchmark on Composite Score and Phoneme

Segmentation Fluency.

1st Grade: 80% of students will benchmark on Nonsense Word Fluency Whole Word

Read and DIBELS Oral Reading.




2nd-5th Grade: 80% of students will benchmark on DIBELS Oral Reading Fluency.

K-3rd Grade students will make 25% growth as measured by the SLO (Student Learning

Objective)

Using the SRI (Scholastic Reading Inventory) data, 80% of combined third and fifth

grader’s scores on the LEXILE will increase over previous year’s grade bands

Students in grades 3-6 will achieve at the state average or exceed the state average on the Georgia Milestone Exam

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

Response:

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

A. Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are as follows: (Strategies to be used.)

Northwest Elementary implements the Common Core Georgia Performance Standards (CCGPS)

for the areas of ELA and math. In implementing the CCGPS, Northwest Elementary ensures the

needs of all children in the school are met. Teachers and support staff have copies of their

content-specific standards, pacing guides, content maps, frameworks, Achievement Series

benchmark reports, Fast ForWord, Learning.com, DIBELS reports, Burst reports, sight word

checklists, SRI reading reports, and any other student test data for their students. Those items

are organized into a data notebook provided by the school’s Curriculum and Instruction

Facilitator. The data notebooks are reviewed quarterly in grade level meetings with



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

administrators. The data gathered is utilized to identify students with specific instructional needs

and determine interventions to meet those needs. The teachers use the latest research-based

teaching practices in the classroom and provide students with authentic opportunities to explore

and discover learning in each content area. Students continuing to struggle with grade level

content are referred to Tier III Response to Intervention. The teacher, CIF, and parents work

closely together to monitor student progress during the RTI process. After 12 weeks of RTI

intensive interventions, if a student continues to struggle a referral is made for the school

psychologist to review the interventions and progress a student has made. If the progress is low,

a full psychological can be conducted for the student with parent permission.

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

BASED RESEARCH supporting our effective methods and instructional practices or strategies. . (Cite Research to support selected strategies.)o Diller, Debbie. Literacy Work Stations Making Centers Work. Portland: Stenhouse

Publishers, 2003.

o Duffy, Gerald G. Explaining Reading a Resource for Teaching Concepts, Skills, and

Strategies. New York: The Guilford Press, 2003.

o Beck, I., McKeown, M., and Kucan, L. Bringing Words to Life Robust Vocabulary

Instruction. New York: The Guilford Press, 2002.

o Bear, D., Invernizzi, M., Templeton, S., and Johnson, F. Words Their Way Word

Study for Phonics, Vocabulary, and Spelling Instruction. Columbus: Merrill Prentice

Hall, 2004.

o Rasinski, Timothy V. The Fluent Reader Oral Reading Strategies for Building Word

Recognition, Fluency, and Comprehension. New York: Scholastic Professional

Books, 2003.



o Tyner, Beverly. Small-Group Reading Instruction A Differentiated Teaching Model

for Beginning and Struggling Readers. Newark: International Reading Association,

2004.

o McCarney, Stephen B. Pre-Referral Intervention Manual Third Edition. Columbia:

Hawthorne Educational Services, Inc., 2006.

o The National Mathematics Advisory Panel Final Report 2008. Foundations for

Success.

o The National Center on Response to Intervention, 2011. “NCRTI Lists the Fast ForWord Language Series as a Successful Response to Intervention.”

o Van de Walle, John A. and Lovin, LouAnn H. 2006. Teaching Student-Centered Mathematics: The Van de Walle Professional Mathematics Series.

o Blackburn, Barbara R. Rigor Made Easy. New York: Taylor & Francis, 2012.

o Walpole, Sharon and McKenna, Michael C. How to Plan Differentiated Reading Instruction. New York: Guilford Press, 2009.

o McKenna, Michael P. and Stahl, Steven A. Assessment for Reading Instruction. New York: Guildford Press, 2003.

o Howard, Tish, Dresser, Grogan Susan, and Dunkee, Dennis R. Poverty is Not a Learning Disability. California: Corwin, 2009.

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

C. Response: We will increase the amount and quality of learning time by increasing the

number of instructional minutes for core subject areas. On our 160 school day calendar,

grades K-3 receive 304 instructional minutes, grades 4-5 receive 338, and sixth grade

receives 371 minutes. Students receive 100 minutes of math and 160 minutes of reading

daily. The weekly schedule includes 101 minutes of acceleration and remediation. If the

budget allows, we will provide a before/after school tutoring program conducted by our

classroom teachers on a volunteer basis. Students are usually tutored an extra 30 minutes



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

beyond the school day with parent permission.

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: Northwest Elementary addresses the needs of all children particularly the targeted

populations.

o The ELL and Excel programs provide enrichment and support for the students. The ELL

classroom focuses on basic language skills and reading skills integrated across the subject

areas to build vocabulary acquisition. In the classroom, the ELL students are again

targeted in small groups and needs based groups determined by DIBELS Next and

Achievement Series Benchmark data. The Excel children are taught higher order

thinking skills and project based learning which relate to the Common Core Georgia

Performance Standards taught in the classrooms. Learning is also supported through

technology that is utilized in the classroom, the computer lab, and at home.

o Northwest Elementary has an ESS resource room as additional support for students who

are unable to remain in a regular education environment greater that 80% of the school

day. ESS students also participate in the inclusion model in the regular education

classroom. In the inclusion model, students are provided with an additional teacher or

paraprofessional in the room. I Ready, used in reading and math, a diagnostic test that

ESS uses to target student needs based areas. This program allows us to meet the

students at their functional level.

o One procedure for student support is provided through the Tier III RTI process. The Tier



III interventions are in place for a 12 week period for struggling students. During that

time the RTI committee (teachers, CIF, and parents) meet on a regular basis to discuss

progress with the interventions set in place.

o Northwest Elementary provides school-wide reform strategies that are scientifically

research based. CCGPS standards are posted along with student work with valid teacher

commentary. Learning stems from the standards rather than the textbooks. Teachers and

students are expected to know and understand the standards that are being taught during

each 8 week period. This is evident in the posting of standards, the posting of student

work with teacher commentary and the conversations between teachers and students.

o Best Practices are an integral part of our daily strategies and help all children learn.

Learning Focused Strategies increase the quality of learning time and it incorporates:

Essential Questions, Word Walls, Depth of Knowledge (DOK), Thinking Maps and

Activating Strategies.

o Burst targets students to help with individual needs in reading.

o Fast ForWord targets ESS, ELL, and EIP students who have needs in reading.

o COACH Books are used to help prepare students for State Assessments.

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 school wide 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: Northwest Elementary has not used any Title I funds to pay for any field trips.



*3. Instruction by highly qualified professional staff.Response: *3(a). Strategies to attract highly qualified teachers to high-needs schools.

A. Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. (Use HiQ Report and school staff roster. Indicate how certification deficiencies are being addressed.)

Northwest Elementary provides instruction by highly qualified teachers who meet the standards

established by the state of Georgia. Documentation is kept in their permanent personnel file. For

the 2014 - 2015 school year, there are 41 highly qualified employees. The faculty includes:

1 on-call nurse 1 full-time secretary 1 full-time receptionist/secretary 1 half-time maintenance man

The list below includes the highly qualified teachers at Northwest Elementary. 3 Kindergarten teachers 3 First grade teachers 3 Second grade teachers 4 Third grade teachers 3 Fourth grade teachers 3 Fifth grade teachers 2 Sixth grade teachers 3 ESS teachers

Non-classroom: 1 SLP 1 full-time EIP 1 half-time EIP 1 Media Specialist 1 Gifted 2 part time ELL 1 Music 1 PE 1 half-time Counselor 1 half-time Science in 3rd & 4th grades 1 Curriculum & Instruction Facilitator 1 half-time Assistant Principal 1 Principal

Northwest Elementary paraprofessionals are all highly qualified. All paraprofessionals employed



*3(a). Strategies to attract highly qualified teachers to high-needs schools.at Northwest Elementary have documentation in their employee record folder kept at our central

office which provides the information of whether a paraprofessional meets one of the following

three criteria:

1. Completed two years at an institution of Higher education2. Has an Associate’s degree or higher, or3. Passed the HELP assessment and completed the Paraprofessional Standards Checklist

The highly qualified paraprofessionals employed at Northwest Elementary include:

6 full-time paraprofessionals

According to Title 1 requirements, the allowable duties for paraprofessionals include:

1. One on One tutoring2. Assist Classroom Management3. Provide computer lab assistance4. Conduct parental involvement activities5. Provide support in a media center6. Provide instructional support under direct supervision of a teacher.

Northwest Elementary will ensure all staff at Northwest Elementary is highly qualified. The

professional staff will provide:

On-line training of Milestones assessments to use with students A mentoring program for new teachers Classroom assistance related to instruction and curriculum provided by Curriculum &

Instruction Facilitator (CIF) A variety of teacher recognition programs On-site professional learning that includes book studies, technology, CCGPS

(Common Core Georgia Performance Standards), and differentiated instruction

Northwest Elementary has many strategies to attract highly qualified teachers to our high-needs

school. They include:

On site PLU’s including book studies, thinking maps, technology assistance and instruction

Strong mentoring program for all new teachers Teacher of the year recognition programs ($500.00 given to the Northwest



*3(a). Strategies to attract highly qualified teachers to high-needs schools.Elementary Teacher of the Year to use for instructional purposes)

Teacher of the year monetary award from Coca-Cola Co. ($1000.00 given to the Murray County Teacher of the Year to use for instructional purposes)

CCGPS on-site training On-site RTI training regarding differentiation and higher order thinking skills On-site Depth of Knowledge training On-site CIF directed trainings and support Offer courses on differentiation of instruction for all levels of learners On-line training of assessments to use with students On-site opportunities for technology training County Instructional Technology Specialist K-6thComputer Lab with computers, projector, printer, and ACTIVboard Technology enhanced classrooms equipped with ACTIVboards (interactive white

board), projectors and document cameras. ACTIVwands, ACTIVotes, IPADMinis, and other various technologies are available for use through the checkout system in the media center.

Teachers have access to and use SLDS (Statewide Longitudinal Data Systems)

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

A. We have included teachers, principals, and paraprofessionals and, if appropriate, pupil

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

causes of our identified needs. For example each year, attendance, classroom discipline

referrals, CRCT scores for 3rd – 6th grades, a comprehensive test for math and ELA for 1st

and 2nd grades, Achievement Series benchmark assessments, DIBELS assessments, and

SRI for 3rd-6th are reviewed for Northwest Elementary.

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

academic achievement standards.

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

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

administrators, CIFs, and teachers attend trainings and redeliver the information during



*4. Professional development for staff to enable all children in the schoolprofessional development with teachers. Trainings planned for this school year are listed

below.

Professional Learning Activity

Year(s) Offered Number of Participants

On-site or Off-site

Instructional Coaches Academy

14-15 1 Staff member Off-Site

Reading Differentiation

14-15 3 Staff members Off-Site

GACIS Fall Conference

14-15 1 Staff Member Off-Site

GACIS Winter Conference


Technology Classes 14-15 School-wide On-Site

Interactive Notebooks

14-15 2 Staff Members Off-Site

Number Talks Math Training


Leadership Academy-Principal &

CIF


Leadership Academy-A.P.


Thinking Maps 14-15 All Staff On-SiteData Meetings 14-15 All Staff On-Site

GAELgAGAEL 14-15 11 1 Staff Member Off-Site Georgia Math Conference


Milestone Assessment


Social Studies Training


DOK Middle Grades 14-15 1 Staff Member Off-SiteDOK Elementary 14-15 2 Staff Members Off-Site

FastForward Conference


Power Up 30 14-15 3 Staff Members Off-Site

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



*4. Professional development for staff to enable all children in the schoolacademic assessments and differentiation, which include DIBELS Next, DIBELS Burst,

Common Core Georgia, Performance Standards, Achievement Series Benchmark

assessments, math fact fluency assessments, Learning.com, and Thinking Maps.

Participating in these professional development will enable teachers to provide information

on, and to improve, the achievement of individual students and the overall instructional

program in the following ways:

Increase reading fluency Promote mastery of the new Common Core Georgia Performance Standards Identify areas of concern for students based on data collected periodically

throughout the school year Increase mastery of basic math facts Improve writing across the content areas and overall writing proficiency Incorporate differentiation strategies in the classroom.

*5. Strategies to increase parental involvement.Response:

A. We have involved parents in the planning, review, and improvement of the comprehensive school wide program plan by inviting them to attend our Title I meetings. We send invitations and information through newsletters, website announcements, and texts.

Northwest Elementary School effectively communicates to inform families and the community

about student programs. Teachers communicate with parents and families in a variety of ways,

including e-mail, phone calls, texting, Remind, face-to-face meetings, classroom newsletters,

Parent Portal web access, School Way, PTO Facebook Page, report cards, progress reports and

student folders with pockets for parents to send letters and notes to teachers. Current events are

shared with families on the school websites as well as through local newspapers. The school

utilizes a school announcement system using Power Point and a monitor in the front lobby to

inform parents and visitors about current school events. At the beginning of the school year,

Northwest hosts an Annual Title I meeting. At that session parents are given information about



the school’s involvement in the Title I program and provide a copy of the Parental Involvement

Policy. This meeting includes a question/answer session where parents are able to give input or

express any concerns related to Title I. A survey is distributed at the beginning of the school

year to provide the opportunity for parental recommendations on trainings during parent nights.

Northwest hosts a variety of parent training nights during the school year. Training nights are

developed by the use of parent surveys and suggestions. These will include an Assessment Night

to inform and train the parents about different assessments given to students and the new Georgia

Milestone Assessment; Family Reading Night, providing skills and activities to promote family

literacy; Math Night offering training on math fluency and math games; and Study Skills Night,

helping students and parents prepare for the Georgia Milestone Assessment by offering study

skills and reviewing parents on online assessment practice. On these occasions, student work is

displayed throughout the school and teachers open rooms for informal meetings with parents to

discuss student progress. On other occasions, parents are invited for more formal conferences

with parents related to their children’s progress. The Northwest Involvement Policy is posted on

the school website and sent home with parents during the beginning of the year. Other

information about parental involvement not found in the policy is listed below.

Parent Training sessions are held throughout the year and opportunities are provided to

allow parents access to resources. These are developed to provide opportunities for

parents to participate in activities that will build parental capacity to help their children

learn.

In-school field trips take place during the academic day where parents are invited to

attend and participate. Science for Everyone presents ways to actively engage students



through hands-on activities to learn Georgia Performance Standards for Science.

Presentations from the Chattanooga Zoo introduce students to rare animals which

enhance the Georgia Performance Standards for Science. The media center sponsors

various author visits to encourage literacy skills and introduce the students to new careers

in the field of writing and publishing.

Members from the community are invited to be guests speakers in various classes to help

promote the C2G Commitment to Graduate Program and career awareness.

The Curriculum Instructional Facilitator provides workshops for parents to help their

students in reading and math.

Kindergarten teachers discuss the Read with Sarah Literacy Take Home Bags that are

sent home with students and how parents can use these to help their children with reading

throughout the year.

The school hosts a day and an afternoon during which parents are invited to come to the

school to take the on-line OAS with their children and to learn about accessing the

program from their computers at home.

Also, during the first Open House meeting in the fall there are conferences scheduled

with parents to discuss the other aspects of the grading system as well as how each

student is responding.

Parents of Fifth Grade students receive an orientation about CHAMPS and receive

materials that reinforce the concepts taught during the semester.

Learning.com, Reading Eggs and IXL.com have parent letters embedded in the program,

which teachers send home with students.



Kindergarten teachers will host parent report card trainings to explain the language of the

report card and what the reports mean for their children.

Each grade level will invite parents to a grade level training night to give parents

websites and ideas to help their child succeed.

Study Skills/Georgia Milestone information night will be hosted to share educational

games with families to promote the importance of education and family together time.

Our annual Title 1 meeting will be hosted as a separate event at the beginning of the

school year. The Title I Coordinator and Parent Involvement Coordinator will deliver a

presentation to the parents using a power point presentation. Parents will be given a

brochure outlining the Federal Title I Program.

A Title I booth will be available during every family night in order to communicate the

importance of the Title I Program with Northwest Parents.

Each year parents are invited on two separate occasions to review and give input on the

Parental Involvement Policy, School Compact and other information related to the

School-wide Title I program.

Parents receive a copy of the Northwest Elementary School Compact. This is discussed

with parents by the teachers and outlines the responsibilities of administrators, teachers,

parents and students at the school. A copy of the Compact is included.

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 school wide program plan available to the LEA, parents,

and the public (internet, newspaper, newsletters)

compacts required – include with policy

Parent Involvement checklist included

*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:

Pre-K to Kindergarten

During the month of May a day is designated for the Pre-K students to visit Kindergarten

classrooms. The students visit each kindergarten class, meet the teachers, and listen as one

kindergarten student relates a few things about kindergarten. The students spend additional time

in one classroom to observe and learn more about the routine. Pre-K parents are given an

invitation to attend and have lunch with their children on that day. The Parent Resource

Coordinator helps all Pre-K parents complete the packet of material required for kindergarten

registration. This allows the registration process and entrance into Kindergarten to take place

smoothly. A few of our future kindergarten students are in other Pre-K centers in the area. They

are invited to visit the school and kindergarten classes as well.

Sixth Grade to Middle School

During the month of May the Bagley Middle School hosts a day for our sixth grade students at

Northwest Elementary to visit the school. The students meet with school counselors and

administrators. They attend an orientation about the school. Schedules, lockers, team set-up,

elective classes, clubs and other activities available to them are explained. They receive



information about Bagley Middle School to take home and are given a tour of the building.

Parents are informed of the orientation session and many accompany their children on the visit.

Sixth grade students can also participate in sports on the middle school level during their sixth

grade school year.

*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

as follows:The teachers and staff at Northwest Elementary School play an integral part in the decision-

making process that the school uses to provide information on, and to improve, the performance

of individual students. Teachers and staff participate in faculty meetings, vertical content team

meetings, grade-level meetings, various committee meetings, RTI sessions and IEP meetings.

These meetings all pertain to student performance, curriculum and how assessment is tied into

student achievement. Following is a breakdown of how teachers are involved in making

decisions related to these areas.

Northwest Elementary has a leadership team that consists of the following people:

administrators, Curriculum and Instruction Facilitator, media specialist, ESS lead teacher,

parents, and team leaders representing each grade level. This group meets on a monthly

basis to discuss and make decisions related to student achievement. Issues are brought to

the team by team members and are then shared and discussed by the group. This process

allows for ownership of the decisions made by all teachers and staff. Commonly

decisions are made that relate to scheduling, use of assessment and their interpretation, an

up-date on struggling students, intervention and acceleration activities and



implementation of technology into the classes.

Each quarter teachers from each grade level meet with the principal and Curriculum

Instructor. These are collaborative planning sessions where teachers and administrators

discuss individual student achievement and share ideas for increasing that achievement.

During these sessions teachers share ways to implement the CCGPS for their subject

areas, discuss strategies for improving achievement of targeted subgroups, and share

resources and materials with other teachers. There is time set aside to analyze data from

quarterly benchmarks and other assessment sources. The data from these sources is then

used to plan instruction and specialized intervention. Special Education teachers are an

integral part of these meetings and share the responsibility of decision-making with the

other team members.

There are grade-level planning meetings weekly. These meetings cover a variety of

curricular topics. Quite often the Curriculum & Instructional facilitator or principal

attends these meetings to help the teachers make decisions related to the curriculum and

scheduling issues and to help determine how instruction could be guided and improved.

Teachers from all content areas collaborate with the RTI chairperson and the

administrators in making decisions in relation to a student’s progress in moving through

the tiers of intervention. Quite often assessment data is used to determine if an

intervention has been successful and to make decisions about further intervention

strategies to use with the child. Goals and objectives for the child are based on the

recommendations that come from these collaborative sessions.

All teachers have data notebooks that include:o Lesson Plans



o Standardso Pacing Guideso Benchmark Results (reports on Georgia Performance Standards and student

reports)o Achievement Serieso Interventionso Progress monitoring for DIBELS Next (Dynamic Indicators of Basic Early

Literacy Skills)o Math Fact Fluencyo Any other grade level appropriate data or materials

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

A. This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the school wide plan.

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

Response: Title I, Part A: Improving Basic Programs Operated by Local Education Agencies Title I, Part C: Education of Migrant Children Title II A: Teacher and Principal Training and Recruiting Fund Title IIIA: English Language Acquisition, Enhancement, & Academic Achievement IDEA Part B Homeless State Funds Local Funds Other

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

Response: Title I, Part A: Improving Basic Programs Operated by Local Education Agencies

Academic Coaches; other personnel paid through Title I;reading interventionist; 3rd and 4th grade science Lab teachers, achievement

series; benchmark development; Fast ForWord; technology equipment; Odyessy;

pre-k, parental involvement; before/after school instruction; online-subscriptions such

as Brainpop, Brainpop jr. instructional supplies; IPADs; Computers and other

technology, COACH Books, professional



development activities

Title I, Part C: Education of Migrant ChildrenSupplies for migrant population; migrant coordinator that identifies and provides

outreach to families.

Title II A: Teacher and Principal Training and Recruiting Fund

Provides funds for academic coaches, funds reimbursement for certification tests, provides

funding for teacher recruitment activities, provides professional development to improve differentiated instruction, and

provides evaluation training for administrators to improve instruction.

Title IIIA: English Language Acquisition, Enhancement, & Academic Achievement

Provides two interpreters for parent involvement; books; supplies for ELL

population; training for teachers.

IDEA Part B

Achievement Series, ODYSSEY; Staff Development for core content areas, RTI,

differentiated instruction, provides behavior intervention specialist, ESS social worker,

ESS Transition Coordinator, ESS Para pros, Diagnostician, MY ACCESS

Homeless School supplies; training for homeless liaison and social worker; travel for tutoring.

State Funds Salaries; textbooks; supplies; professional learning

Local Funds Salaries; textbooks; operations; Technology; travel(in-county)DIBELS assessments

Other Grants you received at individual schools; partners.

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: School-to-Work Opportunities Act of 1994, Work-Based Learning: Workplace

mentoring; Instruction in general workplace competencies; and A planned sequence of job training including pre-employment and employment skills to be mastered at progressively higher levels, relevant to a student's career major and leading to the award ofA skill certificate. School based learning: Career awareness, career exploration and counseling



the Carl D. Perkins Vocational and Applied Technology Act

organized educational programs offering sequences of courses directly related to preparing individuals for paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree-list pathways

National and Community Service Act of 1990.

Senior Corps, which incorporates the longstanding Foster Grandparents, RSVP (Retired and Senior Volunteer Program), and Senior Companion programs; The newly created AmeriCorps, which incorporates the longstanding VISTA, the new National Civilian Community Corps programs, and the full-time demonstration program that had been established under the 1990 Act; and Learn and Serve America, formerly known as Serve America.

Striving Readers Grant Federal Grant: The Striving Reader Comprehensive Literacy Grant will provide the tools and professional development to implement the Georgia State Literacy Plan and the Common Core Georgia Performance Standards. The SRCL will help to increase student literacy through: professional development in literacy, CCGPS, and differentiation for all teachers, and upgrading technology tools such as computers, electronic readers, software programs, diagnostic tools, networks, and literacy building tools

Southern Association of Colleges and Schools (SACS)Northwest Elementary School was initially accredited by SACS in 2003.

Department of Human ResourcesThe DHR provides referral services and support for students who have been abused or neglected. They work directly with our school counselors and social worker to provide necessary services.

Student Resource Officer ProgramResource officer available who helps maintain school safety. This program is a partnership with the Murray County Sheriff’s Department.


http://www.learnandserve.gov/

http://www.americorps.gov/

http://www.seniorcorps.gov/


United Way of Northwest GeorgiaThe United Way offers programs and resources to the students and families of Northwest Elementary School. A direct service of the United Way at Northwest is the 4-H Program of Murray County.

School Nutrition ProgramSeventy-six percent of the students at Northwest qualify for free and/or reduced price meals. These students are served through the school’s nutrition program which provides breakfast and lunch daily for all students.

Partners in EducationThese partners are made up of local businesses that provide both monetary support and volunteer hours to the school. Many partners provide incentives for student achievement and attendance, while others supply much needed volunteers to help with school activities. Northwest has two C2G Partners: Dollar General of Tennga and El Pueblito of Eton.

CHAMPS (Choosing Healthy Activities and Methods Promoting Safety)Fifth grade students and Eighth grade students participate in this program which is sponsored by the Murray County Sheriff’s Department. The program gives students the skills they need to avoid involvement in drugs, gangs, violence and safety.

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

measures to identify difficulties, ensuring that teachers receive training in strategies to help

students with difficulties, and communicating frequently and effectively with parents in relation

to what the parents and the school can do to help the child make academic progress.

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



Response: Teachers take measures to ensure that students’ difficulties are identified on a timely basis. The

process of identifying students with difficulties begins when grade level teachers meet to review

student assessment data. This usually occurs during pre-planning which ensures we identify

students’ difficulties on a timely basis. During the review, students who did not meet standards

on the CRCT are identified. Identified students are included with a list of students who just

barely made the cut-off score and together form a list of “bubble students” who are targeted for

additional assistance as the new school year begins. Students who did not pass the Math portion

of the CRCT or the Reading portion of the CRCT have a Student Instructional Plan that

addresses deficiencies. Teachers remediate based on those deficiencies and progress monitor

often. Further identification of struggling students is made on an ongoing basis. The DIBELS

Next assessment, used in determining reading difficulty, is administered to all students in grades

K-5 during the first two weeks of school. Grades K-3 also administered the Burst component of

DIBELS to identify weaknesses. There are weekly or monthly progress monitoring assessments

for students who score in the Intensive or Strategic areas on the DIBELS Next and Burst

assessments. A math fact assessment ensures students who experience difficulties mastering

math fact fluency standards include assessing all students in grades 1-6. Students are then

progress monitored until all expected math facts are learned fluently. This allows students to be

given appropriate math assignments for remediation purposes. Students having difficulties in

reading and math are provided with intervention activities that are scheduled from 3-5 days each

week for 50 minutes each day. We also have access to Reading SOS which provides additional

assistance with students that need phonics remediation. Other computer programs used for

remediation and acceleration are Fast ForWord, Study Island, Reading Eggs, Brain Pop,



Discovery Education/United Streaming, iReady, Ten Marks, Xtra Math, & IXL Math. In

addition, the benchmark assessments are given at the end of the first 3 grading periods in grades

1-6. These provide information related to students’ progress on the CCGPS. Based on these

results, teachers modify the instruction and divide students into groups based on needs. The

Murray County School System is committed to every child enrolled in the system. The staff at

Northwest Elementary School works with students, families, the Enrollment Center, and

community agencies to meet the requirements of the Homeless Education Program under the

McKinney-Vento Act. Our Homeless Education Program goals are to identify and assist students

who lack a fixed, regular, and adequate nighttime residence so they may enroll, attend, and

succeed in school. Once students have been identified, Northwest Elementary works with the

Murray County School System to provide before or after-school free tutoring for any child

recognized as homeless and needing additional academic assistance.

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

Response: Northwest Elementary has periodic trainings for teachers for the purpose of identification of difficulties and appropriate assistance for identified difficulties.

Teachers are involved in various workshops throughout the year in interpreting the assessment

data and developing strategies to help students with difficulties. The Curriculum and Instruction

Facilitator has school wide professional development sessions on Tuesdays. Grade-level

meetings are held on Thursdays of each week throughout the year. The meetings provide

teachers a variety of topics that include needs-based instruction, use of data, areas related to



students in RTI, and other instructional strategies. She has provided a variety of on-line

resources for teachers to use for individualized lesson plans and activities for struggling students.

In addition, she goes into classrooms, models lessons, and helps teachers in setting up schedules

and developing needs-based groups. Teachers are expected to be familiar with curriculum

materials so they can be effective in the time they have with students. Teachers attend

professional learning activities designed to help them effectively teach the CCGPS, to

differentiate instruction for diverse student learning styles, to modify instruction for students

with disabilities and to identify struggling students through data analysis. Teachers also

participate in Webinars through the Georgia Department of Education. A representative from

Murray County Schools provides training to all staff on identifying homeless children. Once

students are identified additional tutoring is available.

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:

When students show signs of struggling in any area, 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 are discussed with parents

and caregivers. Some types of communication are listed below:

a. Progress reports are sent home at the end of each grading period.

b. Student compacts are given to each student at the beginning of the school year

and are discussed with the parents. Often these are utilized during



student/parent/teacher conferences as a reminder that all have certain

responsibilities.

c. There is a parent resource center located in the school media center that

contains a variety of materials that parents can use to assist them with their

children.

d. Teachers send home a variety of information related to the variety of web-

sites that contain valuable resources for parents to use in assisting their

children at home.

e. The Curriculum and Instruction Facilitator invites parents to workshops and

provides specific information about how to help their children at home.

f. The counselor is in contact with parents who have specific needs and provides

community contact information that can be of assistance to them.

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

Response: Component 10: Student Assessment Results Provided to Parents

Individual student assessment results and interpretation are provided to parents as soon as they are received at Northwest.

A copy of the CRCT results are placed in the student’s permanent record and the original

is sent home to the parents with the student. An explanation of the scores related to

meeting, not-meeting and exceeding standards is included with the score report. The

parents are invited to schedule a conference for a more thorough explanation of the test

results.

Fifth grade students take the Georgia Writing Exam. When results are returned to the



school, a copy of these results is sent home with an explanation related to the student’s

performance on the assessment. The school has also utilized portfolio assessments for

third grade students based on materials provided by the Georgia Department of

Education. Information related to the results is provided to parents.

After the first report card is given for the first quarter of the school year, there is a Parent

Night scheduled. Parents are invited to come to the school to meet with the teachers and

discuss any concerns that they may have at that time. Report cards go out quarterly and

parents are encouraged to set up conferences at any time during the school year.

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

Response: Northwest Elementary makes provisions for the collection and disaggregation of data on the achievement and assessment results of students.

The State of Georgia achievement results are valid and reliable. Assessment results for the

CRCT and the GA State Writing Exam are sent to the Pupil Services Department of Murray

County Schools from the Georgia Department of Education Testing Department. The test scores

are then forwarded to the principal of each individual school. For the CRCT each school

receives:

A disaggregated state summary report broken down by grade-level A disaggregated system summary report broken down by grade-level A disaggregated school summary report broken down by grade-level Class reports listing all students, their scores for each content area, and the homeroom

teacher’s name Individual student reports

For the Writing Exam each school receives: Individual Writing Student Score Reports Writing Test Achievement Roster Writing Test Does Not Meet Roster Writing Test Conditional Administration Roster



Writing Test School and System Content Summary School and System Student Population Summary

Score reports are shared with the grade-level teachers, CIF, Assistant Principal, and Principal at

Northwest Elementary. Students in the 3rd and 5th grade who do not meet standards in Math and

Reading are then identified for the CRCT Retake to be given at the end of the school year. When

those results are obtained from the state, the principal and assistant principal call each student’s

parents to inform them of their retake scores.

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

Response: The student achievement data received from the Georgia Department of Education is

valid and reliable.

13. Provisions for public reporting of disaggregated data.Response: Provisions are in place for public reporting of disaggregated data. Northwest

Elementary School shares student achievement data in a variety of ways.

A bulletin board with pictures of students scoring 900 or better on the CRCT in any subject area is located outside of the cafeteria.

Articles in the local newspapers Displays on the school marquee/sign System website GADOE web site at http://www.gadoe.k12.ga.us Individual student reports are sent to parents/guardians Newsletters related to school-wide performance are sent home

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 school wide program.

Response: The Title I plan is developed during a one-year period. Northwest Elementary

School has operated as a School-wide Title 1 since 2002. The Title 1 plans are updated each year


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


to reflect the needs of the school based on the comprehensive needs assessment and the

evaluation of the current plan.

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 Title 1 School-wide Plan was developed with the involvement of the community

to be served and individuals who will carry out the plan including teachers, principal, other staff,

and parents. Committee members involved in the planning, development, and implementation of

this plan are listed below.

Mrs. Paula Martin Principal, Northwest Elementary School Andrea Ridley, Assistant Principal, Northwest Elementary School Mrs. Kristy Campbell, Curriculum & Instruction Facilitator Barbie Kendrick, Director of Curriculum, K-6, Murray County Schools Northwest Elementary Leadership Team

o Mrs. Paula Martin, Principal, NWE o Andrea Ridley, Assistant Principal, NWEo Mrs. Kristy Campbell, CIF, NWEo Tollis Bond, Kindergarten teacher, NWE o Marla Deems, First grade teacher, NWEo Heather Bridges, Second grade teacher, NWEo Christie Ross, Third grade teacher, NWE & Parent o Danyel Parker, Fourth grade teacher, NWE o Wendy Fowler, Fifth grade teacher, NWEo LaGenia Sutton , Sixth grade teacher, NWE o Jane Paxton, Media Specialist/Title I Coordinator NWEo Meredith Ellington, ESS Lead Teacher, NWE o Deborah Ausmus, EIP Teacher/Parent Involvement Coordinator NWE

Northwest Elementary School Council consists of two teachers, four parents/business partners,

and Mrs. Paula Martin (Principal). Northwest Elementary School follows all bylaws and

guidelines from the Georgia Department of Education pertaining to operating and electing the

School Council as described in HB 1187, Section 10, Article 4A.



Northwest Elementary School Council Memberso Mrs. Paula Martin, Principal, NWEo Missie Petty, Parent/Business Partner, NWEo Randy Tallent, Parent/Business Partner, NWEo Melissa Thurman, Parent/Business Partner NWEo Marla Deems, Teacher, NWEo Joshua Roberts, Teacher, NWEo Trena Bowling, Parent, NWE

16. Plan available to the LEA, parents, and the public.Response: The Title 1 plan is available to the LEA, parents, and the public. Northwest

Elementary School’s plan is available in electronic and print format to the district LEA. The plan

is available to parents at the annual Title 1 meeting and in print form in the front office of the

school. The public will have access to the Parental Involvement Plan via the school website and

is sent home with every student.

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: Due to what was reported as the primary language in homes, the plan is currently

available only in English but will be available upon request in another language.

18. Plan is subject to the school improvement provisions of Section 1116.Response: The Northwest Elementary School Title 1 School wide Improvement Plan is subject

to the school improvement provisions of Section 1116.


Documents

PC\|MACimages.pcmac.org/SiSFiles/Schools/GA/MurrayCounty... · Web viewSchool Name: Northwest Elementary School (K-6) School Mailing Address: 110 McEntire Circle, Chatsworth, GA 30705