SCHOOLWIDE IMPROVEMENT PLAN (SIP) TITLE I SCHOOLWIDE ... · SCHOOLWIDE IMPROVEMENT PLAN (SIP) TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN 2016-2017 NAME OF SCHOOL/PRINCIPAL: S. L. Lewis

Georgia Department of Education October 1, 2015 ● Page 1 of 43

SCHOOLWIDE IMPROVEMENT PLAN (SIP)

TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

2016-2017

NAME OF SCHOOL/PRINCIPAL:

S. L. Lewis Elementary School Josephine Richmond, Principal

NAME OF DISTRICT/SUPERINTENDENT:

Fulton County Schools Dr. Jeff Rose, Superintendent 6201 Powers Ferry Road NW Atlanta, Georgia 30339

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

□ Non-Title 1 School □ Opportunity School

All required components of the Title I Schoolwide Program are included in this template.

Division of School and District Effectiveness | School Improvement PLAN

Georgia Department of Education February 26, 2016 ● Page 2 of 43

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

SIGNATURES:

Superintendent _______________________________________________ Date ________________

Principal Supervisor ___________________________________________ Date ________________

Principal ____________________________________________________ Date ________________

Title 1 Director _______________________________________________ Date ________________

(Title 1 Schools only)

Name Position/Role Signature

Ms. Josephine Richmond Principal

Ms. Crystal Gray Math School Improvement Coach

Mrs. Carol Spear Data Support Specialist

Ms. Nikendra Grimes Parent Liaison

Ms. Lucia Lyons Bookkeeper

Ms. Janna Daniels Parent

Ms. Shirley Shivers Parent

Ms. Jessica Ricketts Parent

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

The Letter of Intent for Title I Schoolwide was submitted on N/A

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

_________________________________________________________________________________________________________________________________

School Designated as a Priority School: No School Designated as a Focus School: No



Needs Assessment/ Data Review Results (SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)













The Georgia Milestones End-of-Grade Assessment was taken by all grades 3-5 students during the spring of 2016. The 2016 Georgia Milestones ELA

scores showed that the percentage of third grade students who performed at Level 4 (Distinguished) increased by 2%, Level 3 (Proficient) increased by

8%, Level 2 (Developing) remained the same, and Level 1 (Beginning) decreased by 11% when compared to 2015 scores.

The 2016 Georgia Milestones Math scores showed that the percentage of third grade students who performed at Level 4 (Distinguished) increased by

5%, Level 3 (Proficient) increased by 9%, Level 2 (Developing) decreased by 16%, and Level 1 (Beginning) increased by 2% when compared to 2015

scores.



The 2016 Georgia Milestones Science scores showed that the percentage of third grade students who performed at Level 4 (Distinguished) increased

by 1%, Level 3 (Proficient) increased by 12%, Level 2 (Developing) decreased by 15%, and Level 1 (Beginning) increased by 3% when compared to

2015 scores.

The 2016 Georgia Milestones Social Studies scores showed that the percentage of third grade students who performed at Level 4 (Distinguished)

decreased by 6%, Level 3 (Proficient) increased by 3%, Level 2 (Developing) decreased by 1%, and Level 1 (Beginning) increased by 4% when

compared to 2015 scores. .



The 2016 Georgia Milestones ELA scores showed that the percentage of fourth grade students who performed at Level 4 (Distinguished) decreased by

1%, Level 3 (Proficient) decreased by 10%, Level 2 (Developing) increased by 7%, and Level 1 (Beginning) increased by 3% when compared to 2015

scores.

The 2016 Georgia Milestones Math scores showed that the percentage of fourth grade students who performed at Level 4 (Distinguished) decreased by

1%, Level 3 (Proficient) remained the same, Level 2 (Developing) increased by 1%, and Level 1 (Beginning) decreased by 1% when compared to

2015 scores.



The 2016 Georgia Milestones Science scores showed that the percentage of fourth grade students who performed at Level 4 (Distinguished) decreased

by 4%, Level 3 (Proficient) increased by 3%, Level 2 (Developing) decreased by 3%, and Level 1 (Beginning) increased by 3% when compared to

2015 scores.

The 2016 Georgia Milestones Social Studies scores showed that the percentage of fourth grade students who performed at Level 4 (Distinguished)

decreased by 1%, Level 3 (Proficient) decreased by 10%, Level 2 (Developing) decreased by 6%, and Level 1 (Beginning) increased by 17% when

compared to 2015 scores.



The 2016 Georgia Milestones ELA scores showed that the percentage of fifth grade students who performed at Level 4 (Distinguished) increased by

2%, Level 3 (Proficient) decreased by 9%, Level 2 (Developing) remained the same, and Level 1 (Beginning) increased by 6% when compared to

2015 scores.

The 2016 Georgia Milestones Math scores showed that the percentage of fifth grade students who performed at Level 4 (Distinguished) decreased by

2%, Level 3 (Proficient) increased by 3%, Level 2 (Developing) decreased by 3%, and Level 1 (Beginning) increased by 2% when compared to 2015

scores.



The 2016 Georgia Milestones Science scores showed that the percentage of fifth grade students who performed at Level 4 (Distinguished) remained

the same, Level 3 (Proficient) increased by 3%, Level 2 (Developing) decreased by 17%, and Level 1 (Beginning) increased by 13% when compared

to 2015 scores.

The 2016 Georgia Milestones Social Studies scores showed that the percentage of fifth grade students who performed at Level 4 (Distinguished)

decreased by 1%, Level 3 (Proficient) decreased by 5%, Level 2 (Developing) decreased by 9%, and Level 1 (Beginning) increased by 15% when

compared to 2015 scores.



The STAR Early Literacy report shows that 75% of Kindergarten students met the AT/Above-Level (green) district benchmark in early literacy. This is a 1%

decrease for the AT/Above-level (green) compared to the 2015 Spring administration. The Urgent Intervention (red) Level increased in the Spring of 2016 to 8%

from 6% on the 2015 Spring administration.

The STAR Reading report shows that 42% of third grade students met the AT/Above-level (green) district benchmark in reading. This is a 5% increase for the

AT/Above-Level (green) compared to the Spring administration in 2015. The Urgent Intervention (red) Level increased in the Spring of 2016 to 33% from 22% on

the 2015 Spring administration.



The STAR Math report shows that 70% of students in first grade met the AT/Above-Level (green) district benchmark, which is a 6% increase for the

AT/Above-Level (green) compared to the 2015 Spring administration. The Urgent Intervention (red) Level decreased in the Spring of 2016 to 10%




The STAR Math report shows that 64% of second grade students met the AT/Above-Level (green) district benchmark in the content area of math. This

is a 3% increase for the AT/Above-Level (green) compared to the 2015 Spring administration. The Urgent Intervention (red) Level decreased in the

Spring of 2016 to 11% from 12% on the 2015 Spring administration.

The third grade STAR Math report shows that 55% of students met the AT/Above-Level (green) district benchmark in the content area of math. This is

a 14% increase for the AT/Above-Level (green) compared to the 2015 Spring administration. The Urgent Intervention (red) Level increased in the

Spring of 2016 to 15% from 7% on the 2015 Spring administration.



The STAR Math report shows that 59% of fourth grade students met the AT/Above-Level (green) district benchmark. This is a 1% increase for the AT/Above-Level

(green) compared to the 2015 Spring administration. The Urgent Intervention (red) Level decreased in the Spring of 2016 to 13% from 17% on the 2015 Spring

administration.

The fifth grade STAR Math report shows that 40% of students met the AT/Above-Level (green) district benchmark in the content area of math. This is a 8%

decrease for the AT/Above-Level (green) compared to the 2015 Spring administration. The Urgent Intervention (red) Level increased in the Spring of 2016 to 32%




The 2015-2016 DIBELS Next composite score shows 20% growth and 20 additional Kindergarten students scoring at the level At/Above benchmark

(green) from the beginning of the year to the end of the year. There was a decrease of 17% since the beginning of the year of students scoring Well

Below benchmark (red).

There was a difference of 3% in the growth students made from the level At/Above benchmark at the beginning of the 2015 year to the end of the year

when comparing 2015-2016 scores to 2014-2015 scores.



The 2015-2016 DIBELS Next composite score shows 7% growth and 10 additional first grade students scoring at the level At/Above benchmark

(green) from the beginning of the year to the end of the year. There was a 1% decrease since the beginning of the year of students scoring Well Below

benchmark (red).

There was a difference of 8% in the growth students made from the level At/Above benchmark at the beginning of the 2015 year to the end of the year

compared to scores in 2014-2015.



The 2015-2016 DIBELS Next composite score shows a 3% loss in the number of second grade students scoring at the level At/Above benchmark

(green) from the beginning of the year to the end of the year, although 7 additional students scored this level. There was a 1% increase since the

beginning of the year of students scoring Well Below benchmark (red). When comparing students scoring At/Above benchmark (green) in 2015-2016

to the scores in 2014-2015, the loss was 3% in both years.



The 2015-2016 DIBELS Next composite score shows a 11% loss in the number of third grade students scoring at the level At/Above benchmark

(green) from the middle of the year to the end of the year since only 9 students were tested at the beginning of the school year. There was a 9%

increase since the middle of the year of students scoring Well Below benchmark (red).

When comparing students scoring At/Above benchmark (green) in 2015-2016 to the scores in 2014-2015, the loss was 9% in 2015-2016.



WriteScore Score Points Summary







S. L. Lewis Attendance Data Report (2016) shows that 42% of grades K-5 students enrolled at S.L. Lewis in 2014-2015, were absent six (6) or more

days. In 2015-2016, there was a 3% decline in enrolled students who were absent 6 or more days.



Needs Assessment/Data Review Summary (SW 1; TA-1)

Strengths Weaknesses Needs Root Cause Analysis Prioritized Needs

Achievement Data

GA Milestones EOG Assessment

Achievement Levels Level 1 – Beginning Learner Level 2 – Developing Learner Level 3 – Proficient Learner Level 4 – Distinguished Learner

STAR Math Dynamic Indicators of Basic Early Literacy Skills (DIBELS) WriteScore Assessment .

STAR Math: 70% of 1st grade students scored At/Above on the Spring 2016 Benchmark. STAR Math: 64% of 2nd grade students scored At/Above on the Spring 2016 Benchmark. EOG: 55% of 3rd grade students scored within the Stretch Band (520L – 820L) in the area of Lexile Distribution.

EOG: 70% of 3rd grade students scored as a

Developing or Beginning learner in the ELA domain of Reading and Vocabulary. EOG: 64% of 3rd grade students scored as a Developing or Beginning learner in the ELA domain of Writing and Language. EOG: 61% of 3rd grade scored as a Developing or Beginning learner in the mathematics domain of Measurement and Data. EOG: 59% of 3rd grade students scored as a Developing or Beginning learner in the mathematics domain of Operations and Algebraic Thinking. EOG: 55% of 3rd grade students scored as a Developing or Beginning learner in the mathematics domain of Numbers and Operations. EOG: 80% of 4th and 5th grade students scored as a Developing or Beginning learner in ELA and Math. EOG: 61% of 4th grade students scored below the Stretch Band (below 740L) in the area of the Lexile Distribution. STAR Reading: 49% of 3rd grade students scored Urgent Intervention and Intervention on the end of year assessment. WriteScore: 92% of grade 3 students, 40% of grade 4 students, and 77% of grade 5 students scored “Below Average” in Opinion Writing. STAR Early Literacy: There was a 2% increase of Kindergarten students in the Urgent Intervention category, from 6% to 8% between 2014-2015 and 2015-2016. STAR Math: 30% of 1st graders scored below benchmark. DIBELS: 19% of 1st graders and 12% of 2nd graders did not meet end-of-year benchmark.

Improve Reading achievement in grades 3-5. Improve Math achievement in grades 3-5. Improve ELA (Writing) achievement in grades K-5 Improve Science standards mastery for all K-5 students. Improve Social Studies standards mastery for all K-5 students.

Additional K-5 teacher Professional

Development (PD) needed in Georgia

Standards of Excellence

(Reading/ELA/Math) and Science GPS

Additional K-5 teacher PD needed in

Differentiated Instruction and Flexible

Grouping

Additional technology resources

needed to assist in helping to teach at-

risk students with varied learning styles

(supplies and computers)

Lack of adequate ELA and Math

supplemental software appropriate for

personalizing individual learning paths

for at-risk students

Prioritized Need 1: Improve Reading achievement in grades K-5 and increase the Lexile scores with emphasis on grades 3-5. Prioritized Need 2: Improve Math achievement in grades K-5. Prioritized Need 3: Improve ELA (Writing) achievement in grades K-5.



Needs Assessment/Data Review Summary (Cont’d) (SW 1; TA-1)

Strengths Weaknesses Needs Root Cause Analysis Prioritized Needs

Perception Data

Parent Survey: 47% of parents indicated that the Reading and Vocabulary workshops assisted with helping to improve their child’s Reading comprehension and vocabulary.

Parent Survey: 61% of parents indicated that the need exists for providing more Math workshops in the areas of Algebraic Thinking, Numbers and Operations, and Fractions. Parent Survey: 95% of parents indicated that the need exists for providing more parent learning activities geared toward helping students to master Reading/Science standards. Teacher Surveys: 18% of teachers requested additional professional development training on Georgia Standards of Excellence (ELA/Math) and GPS (Science).

Additional staff development needed on

building parent capacity and teaching

strategies that will enable parents to

assist in the enhanced educational

development of his/her child

Observation Data

Guided Math Walkthrough Commendations:

Every teacher had SMPs posted.

Every room had a teacher station.

Overall instruction improved.

Teachers (6) in the Math Matters cohort have greatly improved instruction (beginning evidence of tiered groups)

Majority of classrooms were arranged to facilitate collaboratively learning.

In building PD supports the initiative

Strong “Problem of the Day” (CUBES, Story Steps)

Guided Reading Walkthrough Commendations:

Two 1st grade teachers observed had a good understanding of guided reading before, during, and after strategies.

A variety of centers were provided and routines were established.

Word Work/phonics were a part of the guided reading lesson.

Guided Math and Reading Walkthrough data not available, but formal and informal observations showed that:

The use of manipulatives needed to be added to workstation rotations.

There was limited use of anchor charts and math journals.

Smart boards were not utilized.

Although SMP’s were posted, there was no reference or connection made during instruction.

The guided reading scheduled times were not adhered to.

More time needed to be spent on “During” guided reading strategies.

Guided Math Walkthrough

Recommendations:

Begin to monitor the teachers’

Guided Math PD and Math Matters

Collaborative lesson planning to

create math stations

Post the guided math schedule with

times for rotations

Add manipulatives to workstation

rotation

Math PDs: development of anchor

charts, math journals,

SMART boards not used in rotation

Fidelity of math block time

Monitor the utilization of SMP’s in

lesson plans and implementation

Guided Reading Walkthrough

Recommendations:

Post schedules with guided reading

groups’ times explicitly noted.

Adhere to the guided reading

schedules.

Have Media Specialist run a monthly

query of leveled library use for

ceiling and floor students for each

teacher.

Determine the levels of students by

BAS results to ensure that students

are placed in appropriate groups.



Take anecdotal notes when listening

to students read and provide

immediate feedback to improve their

strategies. Allow the students to

finish their reading prior to jumping in

with corrections.

Refrain from round-robin reading.

Review the suggested times/minutes

for before, during, after strategies.

The majority of the time should be

spent on ‘during’ strategies.



Needs Assessment/ Data Review Results (SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)

Prioritized Needs Data Source Participants Involved Communication to

Parents and Stakeholders

Improve Reading achievement in grades

K-5 and increase the Lexile scores with

emphasis on grades 3-5.

CCRPI Reports 2014/2015

GA Milestones ELA EOG 2015/2016

STAR Early Literacy (KK) / Reading (3rd)

DIBELS

Teacher Observation Data

Principal/Leadership Team

Curriculum Support Teacher

Teachers

Title I Data Support Specialist

Title I Parent Liaison

Parents

Students

GaDOE – CCRPI Reports

School website

Report Cards

Teacher/Parent Conferences

Parent Monthly Meetings

Parent Surveys

Improve Math achievement in grades K-5.



STAR Math




Teachers


Title I School Improvement Math Coach


Parents

Students


School website

Report Cards



Parent Surveys

Improve ELA (Writing) achievement in

grades K-5.



WriteScore

Constructed-response Data




Teachers



Parents

Students


School website

Report Cards



Parent Surveys



SMART GOAL 1: The number of students performing at the Proficient Learner Level (Level 3) in grade 4 will increase from 29% to 32%; grade 5 will increase from 13% to 16%

in the area of Reading/English Language Arts as measured by the 2017 Georgia Milestones End-of-Grade Assessment. (SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)

Georgia School Performance Standard

Student group

(All or subgroup)

Action /Strategies

(Include description of SWP 2, 7, 9, 10)

Evaluation of Implementation and Impact on

Student Learning

Monitoring Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence

Curriculum Standard 1:

Uses systematic, collaborative planning

processes so that teachers share an

understanding of expectations for standards,

curriculum, assessment, and instruction

Instruction Standard 3:

Establishes and communicates clear learning

targets and success criteria aligned to

curriculum standards


Provides feedback to students on their

performance on the standards or learning

targets

ALL

Acquire Title I funded Instructional

Paraprofessional and Data Support Specialist.

Make clear what is meant by high expectations

for all students and teachers.

Maintain a sense of urgency by leading

faculty in the use of relevant data with

reading.

Use universal screeners and benchmark data

to revise and inform instruction.

Monitor, provide feedback, and support the

implementation of:

Collaborative planning that uses structured

protocols and produces effective lesson

plans

Delivery of Georgia Standards of

Excellence (GSE) – Reading

Utilization of assessment data to ensure

teaching and learning aligns to the GSE

Utilization of data notebooks and data talks

to implement and monitor interventions

Group students not meeting standards

according to assessment results and assign them

to instruction that occurs before, during and

after school.

Provide data determined safety nets that will

address specific domains and track student

growth.

Provide professional learning as needed to

support programs and strategies utilized for

extended learning and safety nets.

Other Actions/Strategies:

Acquire 20 Title I funded Dell

Chromebooks and two Apple iPad

charging/security carts to support

Reading/ELA

Purchase Title I funded folders used for K-5

students’ data talks, progress monitoring,

and goal-setting activities

Acquire Title I funded headsets for Reading

centers, ink, and toner

Provide Title I funded Extended Day

services (November 2016 - March 2017),

for grades 3-5 students (Reading/ELA).

Individual Student

Progress Reports

Collaborative Planning

Rubric documentation

Professional Learning

logs/sign-in

sheets/agendas

Extended Day pre- and

post-assessment data

Walk through

observation data

School Leaders

Demonstrate:

Knowledge of implementation

status for actions, strategies,

and interventions in the area of

Reading.

Clear guidance and

implementation of

collaborative planning,

monitoring and supporting

teacher engagement in the

process

Teachers Demonstrate:

Understanding of the results of

data findings and changes

needed to impact student

learning

Awareness and internalization

of what is expected of

Collaborative Planning and the

implementation of the

Collaborative Planning Rubric

Students Demonstrate:

Utilization of student-driven

data to set learning goals.

Ability to explain standards

and utilize “I can” statements

along with goals established to

ensure success.

Title 1 Director provides

guidance and oversees Title 1

cross-functional monitoring of

program:

Technical School Visits

Plan/Budget Analysis

Professional

Development and

Guidance

Administration/Support Staff:

Weekly Collaborative Planning

observations by School Leaders

providing specific feedback to

teachers as aligned to the


Monthly data reports to

Leadership Team concerning

student progress in Reading,

noting especially those students

in the lowest quartile

Monthly data reports from

students participating in the

Extended Learning and

Extended Day (Title I funded)

programs and progress notes to

the Leadership team

On-going professional learning

for teachers in the

implementation of the Reading

content, the teaching of Reading

and Data Talks

Title I SWP Budget:

Salaries for DSS and

Instructional

Paraprofessional

$65,848.00

Instructional Materials

$7,903.00

Tech. Supplies $8,758.00

Extended Day Program

$7,840.00

Extended Day Buses:

$3,900

Computers:

$12,410.00

Consultant: “Reading the

Writing, Teach the Writer”

Teacher PD:

$6,000.00

Registration: “Reading the

Writing, Teach the Writer”

Teacher PD

$1,275.00



SMART GOAL 2: The number of students performing at the Proficient Learner Level (Level 3) in grade 4 will increase from 24% to 27%; grade 5 will increase from 18% to 21% in the area of

Mathematics as measured by the 2017 Georgia Milestones End-of-Grade Assessment. (SWP 2, 7, 9, 10; TA 1, 3, 6, 7, 8)

Georgia School Performance Standard

Student group (All

or subgroup)

Action /Strategies

(Include description of SWP 2, 7, 9, 10)

Evaluation of Implementation and Impact on Student

Learning


Implementation

Estimated Cost, Funding

Source, and/or

Resources














targets

ALL

Acquire Title I funded School

Improvement Math Coach and DSS

Acquire Title I funded Math consumable

workbooks: Georgia Coach (GSE), gr. 3-5;

Number Talk Daily Activity (gr. 1-5; and

50 Leveled Math Problems Skills (K-5)

Purchase Title I funded folders used for K-

5 students’ data talks, progress monitoring,


Acquire Title I funded headsets, ink, and

toner (tech supplies for students)



for grades 3-5 students (Math).

Acquire Title I funded iReady Diagnostic

Math computer software (290 student

licenses).

Make clear what is meant by high expectations

for all students and teachers.



Mathematics.

Use universal screeners and benchmark

data to revise and inform instruction.


implementation of:



plans


Excellence (GSE) – Mathematics



Utilization of data notebooks and data talks

to implement and monitor interventions


according to assessment results and assign

them to instruction that occurs before, during

and after school.

Provide data determined safety nets that

will address specific domains and track

student growth.


support programs and strategies utilized for

extended learning and safety nets.

Individual Student

Progress Reports




logs/sign-in

sheets/agendas



Walk through observation

data

School Leaders

Demonstrate:

Knowledge of

implementation status for

actions, strategies, and

interventions in the area of

Mathematics.

Clear guidance and

implementation of




process


Understanding of the results

of data findings and changes


learning



Collaborative Planning and

the implementation of the


Rubric






along with goals established

to ensure success.



cross-functional monitoring

of program:



Professional

Development and

Guidance

Administration/Support

Staff:








student progress in

Mathematics, noting especially

those students in the lowest

quartile






the Leadership team


for teachers in the

implementation of Mathematics

content, the teaching of

Mathematics and Number Talks

Title I SWP Budget:

Title I SWP Budget:

Salaries for Math School

Improvement Coach and

DSS

$94,420.00


$7,903.00


Computer Software:

iReady Diagnostic Math

(290 licenses) = $8,700.00

Computers:

$12,410.00


$7,840.00

Extended Day Buses:

$3,900

Consultant: “Math

Matters” Teacher PD:

$6,000.00



SMART GOAL 3: By May 2017, the number of students scoring “Average” in grade 3 will increase from 7.78% to 15%; grade 4 students from 58.44% to 65%, and grade 5 students from 22.54% to 30%

as measured by WriteScore. (SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)

Georgia School Performance

Standard

Student group

(All or

subgroup)

Action /Strategies

(Include description of SWP 2, 7, 9,

10)

Evaluation of Implementation and Impact

on Student Learning


Implementation

Estimated Cost,

Funding Source,

and/or Resources














targets

ALL

Acquire Title I funded Instructional

Paraprofessional and Data Support Specialist.

Make clear what is meant by high

expectations for all students and teachers.



Writing.

Use WriteScore data to revise and inform

instruction.


implementation of:



plans


Excellence (GSE) – ELA (Writing)



Utilization of data notebooks and data

talks to implement and monitor

interventions


according to assessment results and assign

them to instruction that occurs before, during

and after school.

Provide data determined safety nets that

will address specific domains and track

student growth.


support programs and strategies utilized

for extended learning and safety nets.


Acquire 20 Title I funded Dell

Chromebooks and two Apple iPad

charging/security carts to support ELA

(Writing)

Purchase Title I funded folders used for K-

5 students’ data talks, progress monitoring,


Utilize Title I funds for teachers to attend

“Read the Writing, Teach…” Workshop.



for grades 3-5 students (ELA).

Individual Student

Progress Reports




logs/sign-in

sheets/agendas



Walk through observation

data

School Leaders

Demonstrate:

Knowledge of implementation

status for actions, strategies,

and interventions in the area

of cross-curricula Writing.

Clear guidance and

implementation of




process


Understanding of the results

of data findings and changes


learning



Collaborative Planning and

the implementation of the







along with goals established to

ensure success.



cross-functional monitoring

of program:



Professional

Development and

Guidance

Administration/Support

Staff:








student progress in Writing,

noting especially those students

in the lowest quartile






the Leadership team


for teachers in the

implementation of the ELA

(Writing) content, the teaching

of Writing and Data Talks

Title I SWP Budget:

Salaries for DSS and

Instructional

Paraprofessional

$65,848.00


$7,903.00



$7,840.00

Extended Day Buses:

$3,900

Computers:

$12,410.00

Consultant: “Reading the

Writing, Teach the

Writer” Teacher PD:

$6,000.00

Registration: “Reading the

Writing, Teach the

Writer” Teacher PD

$1,275.00



Prioritized Need 1: Improve Reading achievement in grades K-5 and increase the Lexile scores with emphasis on grades 3-5.

SMART Goal: The number of students performing at the Proficient Learner Level (Level 3) in grade 4 will increase from 29% to 32%; grade 5 will increase from 13% to 16% in

the area of Reading/English Language Arts as measured by the 2017 Georgia Milestones End-of-Grade Assessment.

Georgia School Performance Standard(s) Curriculum Standard 1: Uses systematic, collaborative planning processes so that teachers share an understanding of expectations for standards, curriculum, assessment, and instruction

Instruction Standard 3: Establishes and communicates clear learning targets and success criteria aligned to curriculum standards

Instruction Standard 7: Provides feedback to students on their performance on the standards or learning targets

What action/strategy would support this

standard for all students including

migrant, homeless and historically

underserved population?

Acquire Title I funded Instructional Paraprofessional and Data Support Specialist.

Make clear what is meant by high expectations for all students and teachers.

Maintain a sense of urgency by leading faculty in the use of relevant data with Reading.

Use universal screeners and benchmark data to revise and inform instruction.

Monitor, provide feedback, and support the implementation of:

Collaborative planning that uses structured protocols and produces effective lesson plans

Delivery of Georgia Standards of Excellence (GSE) – Reading

Utilization of assessment data to ensure teaching and learning aligns to the GSE

Utilization of data notebooks and data talks to implement and monitor interventions

Group students not meeting standards according to assessment results and assign them to instruction that occurs before, during and after school.

Provide data determined safety nets that will address specific domains and track student growth.

Provide professional learning as needed to support programs and strategies utilized for extended learning and safety nets.


Acquire 20 Title I funded Dell Chromebooks and two Apple iPad charging/security carts to support Reading

Purchase Title I funded folders used for K-5 students’ data talks, progress monitoring, and goal-setting activities

Acquire Title I funded headsets (Reading/listening centers), ink, and toner (tech supplies for students)

Provide Title I funded Extended Day services (November 2016 - March 2017), for grades 3-5 students (Reading).

List 2 Teacher Behaviors to support this

standard (include artifacts).

Take anecdotal notes when listening to students read and provide immediate feedback to help improve their strategies.

Adhere to Guided Reading schedule and suggested time/minutes for before, during, and after reading strategies.

Work with students to establish learning goals based on their assessment results and standards.

Refrain from round-robin reading.

Artifacts: PD workshops/agenda/formative/summative assessments/interim benchmarks/unit assessments/anecdotal notes

List 2 Student Behaviors to support this


Utilize student-driven data folders to set learning goals.

Explain standards and utilize “I can” statements along with goals established to ensure success.

Artifacts: Students work samples, data binders/folders, progress reports, and report cards

List 2 Leadership Behaviors to support

this standard (include artifacts).

Know implementation status for actions, strategies, and interventions in the area of Reading.

Provide clear guidance and implementation of collaborative planning with monitoring and support of teacher engagement in the process

Observe Collaborative Planning, on weekly basis, providing specific feedback to teachers as aligned to the Collaborative Planning Rubric

Artifacts: Collaborative Planning Rubric documentation, Professional Learning logs, Meeting agendas, classroom walkthrough observations and teacher feedback

How would you monitor your action/

strategy?

Administrator(s): Formal/Informal Observations (TKES)

Grade Level Chairs: Walkthrough Observations and Grade Level Meetings Facilitation

CST and DSS: PLC Facilitation

How would you fund this initiative using

-local, state, federal funds?

Title I Schoolwide Program (SWP) funded staff (Instructional Paraprofessional and DSS)

Title I SWP funded instructional software and additional resources

Title I SWP funded Extended Day/Saturday Program

Professional Development Conferences/Consultants (Title I and non-Title I funded)



Prioritized Need 2: Improve Math achievement in grades K-5.

SMART Goal: The number of students performing at the Proficient Learner Level (Level 3) in grade 4 will increase from 24% to 27%; grade 5 will increase from 18% to 21% in

the area of Mathematics as measured by the 2017 Georgia Milestones End-of-Grade Assessment.

Prioritized Need 3: Improve ELA (Writing) achievement in grades K-5.

Georgia School Performance Standard(s) Curriculum Standard 1: Uses systematic, collaborative planning processes so that teachers share an understanding of expectations for standards, curriculum, assessment, and instruction



What action/strategy would support this

standard for all students including



Acquire Title I funded School Improvement Math Coach and DSS

Acquire Title I funded Math consumable workbooks: Georgia Coach (GSE), gr. 3-5; Number Talk Daily Activity (gr. 1-5; and 50 Leveled Math Problems Skills (K-5)


Acquire Title I funded headsets, ink, and toner (tech supplies for students)

Provide Title I funded Extended Day services (November 2016 - March 2017), for grades 3-5 students (Math).

Acquire Title I funded iReady Diagnostic Math computer software (290 student licenses).


Maintain a sense of urgency by leading faculty in the use of relevant data with Mathematics.

Use universal screeners and benchmark data to revise and inform instruction.



Delivery of Georgia Standards of Excellence (GSE) – Mathematics






List 2 Teacher Behaviors to support this


Understand the results of data findings and changes needed to impact student learning.

Have awareness of and internalize what is expected of Collaborative Planning and the implementation of the Collaborative Planning Rubric.


Artifacts: Collaborative Planning Rubric documentation, Professional Learning logs (Edivate), Meeting agendas, classroom walkthrough observations and teacher feedback

List 2 Student Behaviors to support this



Explain standards and utilize “I can” statements along with goals established to ensure success.

Artifacts: Students work samples, data binders/folders, progress reports, and report cards



Know implementation status for actions, strategies, and interventions in the area of Mathematics.

Provide clear guidance and implementation of collaborative planning with monitoring and support of teacher engagement in the process.

Observe Collaborative Planning, on weekly basis, providing specific feedback to teachers as aligned to the Collaborative Planning Rubric.

Artifacts: Collaborative Planning Rubric documentation, Professional Learning logs, Meeting agendas, classroom walkthrough observations and teacher feedback


strategy?



School Improvement Math Coach, CST, and DSS: PLC Facilitation

How would you fund this initiative using

-local, state, federal funds?

Title I Schoolwide Program (SWP) funded staff (Math School Improvement Coach and DSS)


Title I SWP funded Extended Day


Targeted support for parents to support home-school connections.



SMART Goal: By May 2017, the number of students scoring “Average” in grade 3 will increase from 7.78% to 15%; grade 4 students from 58.44% to 65%, and grade 5 students from 22.54% to 30%

as measured by WriteScore.

Georgia School Performance

Standard(s)

Curriculum Standard 1: Uses systematic, collaborative planning processes so that teachers share an understanding of expectations for standards, curriculum, assessment, and instruction



What action/strategy would support

this standard for all students including



Acquire Title I funded Instructional Paraprofessional and Data Support Specialist.


Maintain a sense of urgency by leading faculty in the use of relevant data with Writing.

Use WriteScore data to revise and inform instruction.



Delivery of Georgia Standards of Excellence (GSE) – ELA (Writing)







Utilize Title I funds for K-5 teachers to attend Ruth Culham’s “Read the Writing, Teach the Writer” Workshop in Atlanta, GA on October 21, 2016.

Acquire 20 Title I funded Dell Chromebooks and two Apple iPad charging/security carts to support ELA (Writing)


Acquire Title I funded headsets, ink, and toner (tech supplies for students)

Provide Title I funded Extended Day services (November 2016 - March 2017), for grades 3-5 students (ELA).

List 2 Teacher Behaviors to support


Understand the results of data findings and changes needed to impact student learning.

Utilize writing protocols and strategies to improve writing development of students.


Artifacts: Collaborative Planning Rubric documentation, Professional Learning logs (Edivate), Meeting/Workshop agendas, classroom walkthrough observations and teacher feedback

List 2 Student Behaviors to support



Explain standards and utilize “I can” statements along with goals established to ensure success, with emphasis on constructed-responses and Opinion Writing.

Artifacts: Students work samples, WriteScore feedback, data binders/folders, and progress reports



Know implementation status for actions, strategies, and interventions in the area of Writing.

Provide clear guidance and implementation of collaborative planning with monitoring and support of teacher engagement in the process.

Observe Collaborative Planning, on weekly basis, providing specific feedback to teachers as aligned to the Collaborative Planning Rubric.

Artifacts: Collaborative Planning Rubric documentation, Professional Learning logs (Edivate), Meeting agendas, classroom walkthrough observations and teacher feedback


strategy?



CST and DSS: PLC Facilitation

How would you fund this initiative

using -local, state, federal funds?

Title I Schoolwide Program (SWP) funded staff (Instructional Paraprofessional and DSS)


Title I SWP funded Extended Day


Targeted support for parents to support home-school connections.



Professional Learning Plan to Support School Improvement Plan (SW 4; TA 4)


Strategy to support

achievement of SMART

Goals

Professional

Learning Timeline

Estimated Cost,

Funding Source,

and/or Resources

Person(s)

Responsible

Monitoring Teacher

Implementation of

Professional

Learning

Artifacts/Evidence of

Impact on Student

Learning

Waste, Fraud, Abuse, and Corruption

Title I Complaint Process

August 16, 2016 $0

Principal Title I Office Monitoring Agenda, Sign In Sheet, PowerPoint,

and Investigation Report (if applicable)

Math Matters September 2016 - ongoing Substitute fees South Learning

Community (SLC)

Administration

School Improvement Coach –

Math

STEM Teacher (non-Title I)

TKES Walkthroughs, TKES

Evaluations, Math Common

Assessments

Guided Reading September 2016

Substitute fees CST

District Personnel

Administration CST

TKES Walkthroughs, TKES

Evaluations, Summative Assessments

Science/Social Studies Ongoing

Substitute fees Science Learning

Architect

Administration CST

STEM Teacher (non-Title I)

TKES Walkthroughs

Ruth Culham’s Writing Training

October 21, 2016

Substitute fees Ruth Culham, Facilitator Administration CST

Walkthroughs, Write Score

Project Based Learning (PBL)

Training

July 2016 SEED Fund Buck Institute Administration

PBL Coach (non-Title I)

Walkthroughs

FCS Phonetics Training Summer/Fall 2016 Substitute fees RMC Research Phonics

Institute

Administration

CST

Walkthroughs, Informal/Formal

Assessments



Professional Learning Plan to Support School Improvement Plan – Cont’d (SW 4; TA 4)


Strategy to support

achievement of SMART

Goals

Professional

Learning Timeline

Estimated Cost,

Funding Source,

and/or Resources

Person(s)

Responsible

Monitoring Teacher

Implementation of

Professional

Learning

Artifacts/Evidence of

Impact on Student

Learning

iRead Training Summer/Fall 2016 Substitute fees District Personnel Administration

CST

iRead student data (progress

monitoring)

Technology Training November 2016 Substitute fees Georgia Educational

Technology Conference

(GaETC) Facilitators,

Vanguard and selected

teachers

Administration

FCS Vanguard Team

Walkthroughs

Eagles U: Blended Learning PD via

Google Classroom (Courses: TKES

new teacher support, instructional

strategies, rigor, PBL, data

utilization, students with disabilities,

STEM, technology integration, etc.)

October 11, 2016 –

December 8, 2016

$0 Teachers Administration

Curriculum Support Team

Data Support Specialist

PBL Coach

School Improvement Coach

FCS Vanguard Team

Edivate “Transcripts”

Edivate Course Registration/Sign-In

TKES walkthroughs/evaluations



Parent Engagement and Communication (SW 6; TA 5)

Parent Engagement

Activities

Timeline Estimated Cost,

Funding Source,

and/or Resources

Person(s)

Responsible

Evaluation Results Artifacts/Evidence of

Impact on Student

Learning Parent Involvement Plan (PIP)

Family and Community Engagement

Standard 2:

Establishes partnerships and decision

making processes that build capacity

for family engagement in the success of

students.


Standard 5

Collaborates about available school

interventions as well as support

strategies that can be used at home to

enhance academic achievement

Revised by September 30,

2016

Distributed by October 31,

2016

Ongoing distribution

throughout the year for

new, incoming students

Acquire Title I Parent

Liaison to assist in building

parent capacity (PIP,

school-parent compact,

parent workshops/meetings)

to help improve student

achievement.

Principal

Parent Liaison

Staff

Parents

Georgia Department of

Education Checklist (Met, Did

Not Meet, N/A)

Parent Survey

Summary of survey results

Parent Input Meeting –

-Invitation Flyer

-Agenda

-Sign-in sheets

-Feedback forms

-Meeting Minutes

-School Website

School-Parent Compact


Standard 2


Standard 5

Revised/Approved

September 23, 2016

100% compacts collected

by October 31, 2016

$0 Principal

Parent Liaison

Staff

Parents

Students


Education Checklist (Met, Did

Not Meet, N/A)

Parent Survey

Summary of survey results

Parent Input Meeting –

-Invitation Flyer

-Agenda

-Sign-in sheets

-Feedback forms

-Meeting Minutes

-School Website

Title 1 Parent Input Meeting and 1%


Standard 2


Standard 5

March 31, 2016

May 2017

$0 Principal

Parent Liaison

Staff


Education Checklist

(Met, Did Not Meet, N/A)

Title 1 Parent Input Meeting

- Invitation Flyer/School Website

-Agenda

-Sign-in sheet

-PowerPoint

-Meeting Minutes

-Feedback forms

Title I Annual Parent Meeting

September 2016 $0 Principal

Parent Liaison

Staff


Education Checklist

(Met, Did Not Meet, N/A)

-Invitation Flyer

-Agenda

-Sign In Sheets

-PowerPoint Presentation

-Meeting Minutes

-Sign posted in/outside of school

-School Website (screenshot)

-Calling post



Transition Meetings

(Preschool Programs)

(SW 7, TA 3)

April - May 2017 $0 Principal

Parent Liaison

Staff

Parents

Title I Parent Workshop and

Meeting Evaluations

-Agenda

-Sign In Sheets

-Presentation

-Handouts

Monthly Title I Parent Meetings/Family

Nights (see listings below):

September 2016 – April

2017

$0 Principal

Parent Liaison

Staff

Parents

Student

Title I Parent Workshop

evaluations

-Invitation Flyer

-Agenda

-Sign In Sheets

-Sign posted in/outside of school

-School Website (screenshot)

-Feedback Forms

-Handouts Literally Literacy Workshop September 2016

Math Readiness Workshop

Georgia Standards of Excellence -

ELA

November 2016

Reading Strategies November 2016

Georgia Milestones ELA December 2016

Georgia Milestones Math February 2017

Math/Science Nights March and April 2017



Highly Qualified Staff (SW 3, 5; TA 4)

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

1309 (1) that is based on information which includes the achievement of children in relation to the state academic content standards and the

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

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

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

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

identified.

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

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

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

Currently, there are no Migrant students attending our school.

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

If no, explain.

List efforts to recruit highly qualified teachers to S. L. Lewis Elementary School.

Strategic staffing initiative

Job recruitment fairs

Weekly time for teachers to collaboratively plan

Ongoing coaching support by Math School Improvement Coach, DSS, and CST

Teacher Induction Program



Any Additional Funds/Carryover

Additional/carryover funds will be utilized for the acquisition of the following:

Extended Day - $4,800

PCG- Education Online (1:1 tutorials for students)

Level Literacy Intervention Kits - $8,344

Math resources - $1,200

Student Transition Plan

The following information are plans for assisting pre-school children in the transition from early childhood programs to Lewis ES, as well as transition plans for students entering

middle school and entering from other schools.

Preschool students are invited to tour the school in April and May, to meet with Kindergarten teachers, and to familiarize themselves with a typical kindergarten day.

Kindergarten Orientation will be held in the spring for incoming students and their parents to inform them of what to expect in Kindergarten.

Transition between grades takes place between grade levels and where plans are put in place to assist students in understanding the requirements of the next grade in the

Spring-after state-wide Georgia Milestones testing is complete. Content for the next grade is previewed with students.

Transition from elementary school to middle school is coordinated by the school counselor, in collaboration with the Bear Creek Middle School counselor. Fifth-grade

students have a scheduled day to visit Bear Creek MS where they take a tour to become familiar with the routines and expectations of the school.

Transition from special programs (Special Education and EIP) is facilitated by the teachers of the special program and through parent conferences, and/or Individualized

Education Plan (IEP) meetings.

Transition for new students entering our school throughout the year: Principal meets with parents if needed to get information about any special services. Teachers

assess students to determine instructional program to meet their needs. Teachers meet with parents upon request.



Comprehensive Needs Assessment: Resources

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

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

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

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

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

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

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

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

Source Document

Data Sources:

Achievement Data: Perception Data: Observation Data:

Georgia Milestones End-of-Grade Assessments TKES Surveys TKES Data

GKIDS Title I Parent Survey Content Walkthroughs (if applicable)

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

CCRPI Title I Student Survey

Local School Data Climate Survey

Subgroup Data Professional Learning Survey

Attendance Data Local School Perception Data

Discipline Data

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

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

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

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

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

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

http://www.indistar.org/

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