wEST nEWTON ELEMENTARY SCHOOL 2020-2021 · Web view1.A comprehensive needs assessment is based on a comprehensive needs assessment of the entire school that takes into account information

Mr. Richard Woods, State School SuperintendentOctober 2017 ● Page 1 of 38

NCSS Office of Federal Programs-Revised 5/7/18

wEST nEWTON ELEMENTARY SCHOOL 2020-2021

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: West Newton Elementary School District Name: NewtonPrincipal Name: Ms. Leah Green School Year: 2020-2021School Mailing Address: 13387 Brown Bridge Road Covington, GA 30016Telephone: (770) 385-6472District Title I Director/Coordinator Name: Dr. Shelia ThomasDistrict Title I Director/Coordinator Mailing Address: 2109 Newton DriveEmail Address: [email protected]: 770-784-2973-Dr. Shelia Thomas

ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)

Comprehensive Support School Targeted Support School

Title I Alert School

Revision Date:6-17-20 & 6/23/20

Revision Date: 7-20-20

Revision Date: 8/2/20 & 8/8/20

mailto:[email protected]

DISTRICT STRATEGIC GOALS

Strategic Goal Area I: Student achievement and success o Performance Objective A: Increase student mastery of standardso Performance Objective B: Increase opportunities for students to demonstrate success

beyond test scores o Performance Objective C: Increase graduation rate

Strategic Goal Area II: High-quality workforce o Performance Objective A: Recruit a high-quality workforceo Performance Objective B: Increase capacity of staff to deliver and support high-quality

instructiono Performance Objective C: Retain high-quality personnel by cultivating and supporting

staff

Strategic Goal Area III: Culture. Climate, & Communication o Performance Objective A: Provide an equitable and inclusive learning environmento Performance Objective B: Provide opportunities for two-way communication with all

stakeholders o Performance Objective C: Ensure strong community partnerships

• Strategic Goal Area IV: Organizational and operational effectiveness o Performance Objective A: Ensure a systemic culture of safetyo Performance Objective B: Provide high-quality operational and instructional supportso Performance Objective C: Utilize professional learning communities to improve

performance o Performance Objective D: Utilize performance management strategies aligned to

the strategic plan




Planning Committee Members:NAME MEMBER’S

SIGNATUREPOSITION/ROLE

Ms. Leah Green Principal Dr. Tiffany Richardson Assistant PrincipalMrs. Marci Scott Instructional CoachMr. Gregory Brown Assistant Principal Ms. Rhonda Carbart Instructional CoachMs. Brandi Johnson Media Specialist Ms. Stacie Rogers EIP Teacher Ms. Tiffany Slaughter 4th Grade Team LeaderMs. Samantha Greco 5th Grade Team Leader Mrs. Margaret Thompson 2nd Grade Team LeaderMs. Sharda Massey 3rd Grade Team Leader Mrs. Wendy Joseph 1st Grade Team Leader Ms. Cametrese Watkins Kindergarten Team Leader




SWP/SIP Components1. Comprehensive Needs Assessment: Sec. 1114(b)(6)

1. A comprehensive needs assessment is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; Sec. 1114(b)(6)

We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were…Response: Leah Green, PrincipalMarci Scott, Instructional CoachTiffany Slaughter, 4th Grade teacher Margaret Thompson, 2nd Grade teacherDr. Tiffany Richardson, Assistant Principal Gregory Brown, Assistant Principal Rhonda Carbart, Instructional Coach Cametrese Watkins, KindergartenWendy Joseph, 1st grade teacherSharda Massey, 3rd grade teacher Stacie Rogers, EIP TeacherBrandi Johnson, Media Specialist Samantha Greco, 5th grade teacher

We have used the following instruments to obtain this information . . .

Response: Due to COVID-19 previous data will remain since no testing was completed Spring 2020 due to school closure. The team focused on root causes, trends, and patterns for each content area addressed in our plan using the following data sources:

Student Demographic dataGeorgia Milestones Assessment results for 2018-2019 to include subgroup dataIowa Assessments dataGKIDS assessment dataDiscipline dataParent Survey results




1. Comprehensive Needs Assessment: Sec. 1114(b)(6)1. A comprehensive needs assessment is based on a comprehensive needs assessment of the entire

school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; Sec. 1114(b)(6)

Student Demographics SY 19-20

Hispanic Black White Multi-Racial

Summary: West Newton Elementary School has a student population of 68% Black and 21% Hispanic. Our White students & Multiracial students comprise a small portion of our student population.

Georgia Milestones 3rd – 5th Grade Spring 2019

Beginning Developing Prioficient Distinguished0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

GMAS 2019- ELA

3rd Grade 4th Grade 5th Grade






Beginning Developing Proficient Distinguished0%

10%

20%

30%

40%

50%

60%

GMAS 2019 - Math







Beginning Developing Proficient Distinguished0%

10%

20%

30%

40%

50%

60%

70%

GMAS - 2019 5th Grade Science & Social Studies

Science Social Studies






GMAS Subgroup Data—2018-2019

Georgia Milestones for 3rd – 5th Grade Spring 2019 indicated that West Newton has a large group of students performing at the beginning and developing level in both ELA and Math. GMAS results also indicated that thirty-three percent of all third graders performed at the beginning level while forty four percent of all third graders performed at the developing level on the Math portion of the GMAS. Whereas, fifty three percent of all fourth graders performed at Developing Level on the Math portion of the GMAS. Forty five percent of all fifth graders performed at the Beginning level while forty two percent of all fifth graders were at the Developing Level on the GMAS portion of the Math state assessment. The same pattern of performance is shown in both Science and Social Studies where roughly Eighty percent of the students are performing at the beginning or developing levels in both content areas as indicated by the Georgia Milestones. West Newton subgroup performance indicates that roughly fifty five percent of all Hispanic students performed at the beginning level on the Science and Social Studies GMAS. Twenty three percent of all Hispanic






students performed at the Developing Level in Science and Social Studies on the GMAS assessment. Whereas, Forty four percent of all African American students performed at the Beginning Level in the areas of Science and Social Studies on the GMAS. Thirty three percent of all African American students performed at Developing Level on the same assessments.

3rd Grade 4th Grade 5th Grade160

170

180

190

200

210

220

176.5

192.5

206

178

195

208

ELA - IOWA Cut Score Comparison Chart - Spring 2019

WNES Cut Score




ELA MATH0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

72%78%

84%

69%74%

88%

IOWA Fall 2018-Spring 2019 Growth Chart




wEST nEWTON ELEMENTARY SCHOOL 2020-2021ELA MATH

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

72%78%

84%

69%74%

88%

IOWA Fall 2018-Spring 2019 Growth Chart


2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii)2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards;

2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education

MATH GOAL Seventy percent of students in grades K-5 will demonstrate their overall mastery of their grade level Math content by progressing, meeting, or exceeding the grade level standards, determined by the end of the year report card grade.

OVERARCHING MATH PROGRAMWest Newton Elementary School teachers use the Georgia Department of Education Math Frameworks and video exemplars to provide students with practice of math concepts using many hands-on experiences that enable students to gain mastery of crucial mathematical skills. Pearson Envision Math is a resource, which can be used to incorporate opportunities for students to work in a variety of cooperative learning situations. Additionally, it provides each student with internet access to many resources that can be used at school or home.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras

Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)

Timeline for Implementation

Funding Source

Evaluation Methods

Resources Needed

Math Manipulatives will be integrated into teachers’ daily lesson to lead students from concrete pictorial to the abstract thinking in math.

2020-2021 School Year

Title I Funds ObservationsLesson PlansInformal/Formal AssessmentsProfessional Learning Report Card Grades

Math Manipulatives

BrainPop/BrainPop, Jr. software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor


Title I, Part A ObservationsLesson PlansInformal/Formal

Brainpop Jr./ BrainpopComputers




and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards.

AssessmentsReport Card GradesLogic Model

ChromebooksiPads

Computer based and web-based resources will be used to provided struggling learners and at risk learners with the support and instruction they need to improve based on their academic level.


Title I, Part A ObservationsLesson PlansInformal/Formal AssessmentsReport Card GradesLogic Model

Educational Galaxy First in MathematicsBraining Camp FlocabularyNearpodComputersChromebooksInkPaper

Teachers will implement the research based instructional strategies of Summarizing and Notetaking and Similarities and Differences.


No Funding Source

ObservationsLesson PlansInformal/Formal AssessmentsProfessional LearningReport Card Grades

Notebooks, Paper, Colored Pencils, PencilsGlue sticks, Ink,

Supplemental Supports: What supplemental action steps will be implemented for these subgroups?Economically Disadvantage Foster And Homeless

We will use research based instructional strategies and fluency strategies to foster student success.


English Learners MigrantOur ESOL teachers will integrate research based instructional strategies and fluency strategies to foster student success with our ESOL students.


Race/Ethnicity/Minority Students With DisabilitiesWe will use research based instructional strategies and fluency With a focus on small group instruction, teachers will integrate




strategies to foster student success. research based instructional strategies to foster student growth and meet students’ individual learning goals.



ELA/READING GOAL Seventy percent of students in grades K-5 will demonstrate their overall mastery of their grade level Reading/ELA content by progressing, meeting, or exceeding the grade level standards, determined by the end of the year report card grade.

OVERARCHING ELA/READING PROGRAMWest Newton Elementary School teachers utilize the Phonics kits, Next Step Guided Reading, Traits Writing, and county unit plans. These research-based programs encompass all areas of literacy and address the six components of a balanced reading program. These programs link classroom instruction with everyday experiences, authentic literature, and all other areas of the curriculum. County-developed and school level units that coordinate the Next Step Guided Reading with Learning Focused strategies and the Georgia Performance Standards are also used.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source Evaluation Methods

Resources Needed

Teachers will use Six Step Vocabulary strategy as a means of teaching content specific vocabulary


No Funding Source ObservationsLesson PlansInformal/Formal AssessmentsReport Card Grades

Six Steps Flip Chart

BrainPop Software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards.



BrainpopBrainpop Jr.ComputersChromebooksiPads

Computer based and web-based resources will be used to provided struggling learners and at risk learners with the support and instruction they need to improve in based on their academic level. student support in the following content areas.



NearpodEducational GalaxyMyOn ReadingRaz Kids/ Learning A-ZAccelerated Reader Flocabulary/NearpodComputers

OTHER INSTRUCTIONAL METHODSUse effective instructional methods that increase the quality and amount of learning time.

o increase the amount and quality of learning time, such as providing an extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

o increase the amount and quality of learning time, such as class-size reduction teachers, supplemental teachers, paraprofessionals, etc.

Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional ParasIntervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)


Funding Source Evaluation Methods

Resources Needed

Reading and math tutors will be used to support the implementation of evidence-based instructional practices to provide intensive small group instruction

August 2020-May 2021


Reading and Math Instructional ResourcesTutors

Instructional Coaches will assist in building teacher capacity and their understanding of instructional practices as related to the Georgia Standards of Excellence and data driven instruction. The Instructional Coaches will ensure high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers.



Chart PaperPensInkIndex CardsSticky NotesTapeStaples/StaplerPaper ClipsDry erase markersPaper

The Title I Parent Contact will serve as the liaison between the school and the district. The Title I Contact will be used to assist the principal in carrying out the requirements of the Parent Involvement Program in order to provide parents with academically based strategies to help support parent involvement beyond the school day.



Chart PaperPensInkFoldersEnvelopesPaperCardstockIndex Cards

SOCIAL STUDIES GOALWe will show a 1% increase in the area Social Studies as measured by the GMAS by the end of the 2020-2021 school year. Seventy percent of students in grades K-5 will demonstrate their overall mastery of their grade level Social Studies content by progressing, meeting, or exceeding the grade level standards, determined by the end of the year report card grade.

OVERARCHING SOCIAL STUDIES PROGRAMWest Newton Elementary School uses the Gallopade curriculum and Georgia Studies Weekly resources for Social Studies. These materials facilitate student learning and promote investigation of the world around them. A county-provided curriculum map helps to align units of study in these areas with the Georgia Weekly Studies reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods

Resources Needed

The use of Primary Resources (research based instructional strategies) will be used to teach historical facts.

2020-2021 General Funds

ObservationsLesson PlansInformal/Formal AssessmentsReport Card Grades

GallopadeStudies Weekly

Social Studies lessons will be integrated into ELA/Reading using non-fiction leveled-readers and Interactive Notebooks to ensure that students have access to the content-rich information for comprehension.


General Funds

ObservationsLesson PlansInformal/Formal AssessmentsReport Card Grades

Notebooks, Paper, Colored Pencils, Glue sticks, Ink, Toner

Teachers will work with students in small/flexible groups to provide authentic opportunities for students to make connections with self, text, and the world of social studies. Students also are provided opportunities to experience the social studies content in other subjects


Title I, Part A

ObservationsLesson PlansInformal/Formal AssessmentsReport Card GradesLogic Model

Nearpod Raz Kids/ Learning A-Z SoftwareComputersChromebooks

BrainPop/BrainPop, Jr. software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use


Title I, Part A

ObservationsLesson PlansInformal/Formal AssessmentsReport Card

Brainpop Jr/BrainpopComputersChromebooks

SCIENCE GOALWe will show a 1% increase in the area of Science as measured by the GMAS. Seventy percent of students in grades K-5 will demonstrate their overall mastery of their grade level Science content by progressing, meeting, or exceeding the grade level standards, determined by the end of the year report card grade.

OVERARCHING SCIENCE PROGRAMWest Newton Elementary School uses Inspire Science textbook and resources. These materials facilitate student learning and promote investigation of the world around them. A county-provided curriculum map helps to align units of study in these areas with the Inspire Science reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods

Resources Needed

BrainPop/BrainPop, Jr. software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards.

2020-2021 Year Title I, Part A ObservationsLesson PlansInformal/Formal AssessmentsReport Card GradesLogic Model

BrainpopComputersChromebooks

Computer based and web-based resources will be used to provided struggling learners and at risk learners with the support and instruction they need to improve in based on their academic level. student support in the following content areas.



Educational Galaxy FlocabularyNearpodComputersChromebooks

Science materials and resources will be used to ensure that students have access to the content-rich information for comprehension of science standards.


Title I, Part A Science MaterialsScience Carts

Teachers will work with students in small/flexible groups to provide authentic opportunities for students to make connections with self, text, and the world of science. Students also are provided opportunities to experience the content in other subjects using the online A-Z Reading platform.



Raz Kids/ Learning A-Z SoftwareComputersChromebooks




PROFESSIONAL LEARNING

Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.

Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods

Resources Needed

Instructional Coaches, District Curriculum Specialists along with educational consultants will assist in the building of teacher capacity and their understanding of instructional practices that are related to the Georgia Milestones and local curriculum initiatives. The aforementioned will ensure high quality instruction in the classroom through modeling, co-planning, co- teaching and providing on going feedback

August 2020 – May 2021

Title I, Part A


Chart PaperPensInkIndex CardsSticky NotesTapeStaples/StaplerPaper Clips

Dr. Dan Mulligan will provide ongoing professional development on the implementation of research-based strategies with their daily lessons. Dr. Kevin Racynski will provide GCA professional learning to 3-5 teachers. Ms. Amie Dean will provide training for restorative practices.


Title I, Part A

General Fund

ObservationsLesson PlansInformal/Formal AssessmentsLogic Model

ConsultantsSubstitutes

Teachers will be provided and attend ongoing professional development on the Georgia’s standards, evidence-based practices and Data Digs. Binders will be used to house data and professional learning material.


Title I, Part A

ObservationsLesson PlansInformal/Formal AssessmentsBindersReport Card GradesLogic Model

Teacher BindersGriffin RESA SubstitutesPaperInk DividersNotebooksColored pencils

Grade Level Planning Days provides opportunities for teachers to collaborate and develop lesson plans aligned with the Georgia Standards of Learning


Title I, Part A


PaperDataInkSubstitutes




PROFESSIONAL LEARNING

Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.

Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods

Resources Needed

Instructional Coaches, District Curriculum Specialists along with educational consultants will assist in the building of teacher capacity and their understanding of instructional practices that are related to the Georgia Milestones and local curriculum initiatives. The aforementioned will ensure high quality instruction in the classroom through modeling, co-planning, co- teaching and providing on going feedback

August 2020 – May 2021

Title I, Part A


Chart PaperPensInkIndex CardsSticky NotesTapeStaples/StaplerPaper Clips

Dr. Dan Mulligan will provide ongoing professional development on the implementation of research-based strategies with their daily lessons. Dr. Kevin Racynski will provide GCA professional learning to 3-5 teachers. Ms. Amie Dean will provide training for restorative practices.


Title I, Part A

General Fund

ObservationsLesson PlansInformal/Formal AssessmentsLogic Model

ConsultantsSubstitutes

Teachers will be provided and attend ongoing professional development on the Georgia’s standards, evidence-based practices and Data Digs. Binders will be used to house data and professional learning material.


Title I, Part A

ObservationsLesson PlansInformal/Formal AssessmentsBindersReport Card GradesLogic Model

Teacher BindersGriffin RESA SubstitutesPaperInk DividersNotebooksColored pencils

Grade Level Planning Days provides opportunities for teachers to collaborate and develop lesson plans aligned with the Georgia Standards of Learning


Title I, Part A


PaperDataInkSubstitutes


BUILDING FAMILY FRIENDLY SCHOOLSIn the section below, describe strategies to build family-friendly schools by providing high quality customer service.Front Office Staff: The front office staff will meet all family members with a warm and friendly greeting. Staff will address the issue(s) in a timely manner when possible. They will provide parents with resources when applicable. Staff will guide family members in the direction of other staff members who can provide the service needed. Additionally, front office staff will inform parents and family of PTA events, parent teacher conference dates, Title I nights, programs, and other school activities.

Administrators: The administrators will communicate expectations for building a family friendly school with all staff members. They will respond and address parent concerns in a timely manner. Administrators will make sure the website and school marquee are updated and send a school newsletter home monthly as an alternative method for communicating with and keeping the parents abreast of school events. School events, programs, and activities for building a family-friendly school include, but are not limited to Principal Virtual Chats (periodically), Student of the Month, and Honor’s Day Celebrations.

Classroom Teachers:Classroom teachers will respond to parents as soon as possible, always within a 48-hour period and even sooner depending on the severity of the concerns. All teachers will use agendas or an electronic response as a form of communication. In addition, each grade level will submit a grade level/team portion to the newsletter to keep parents informed of standards/skills being taught and upcoming events. Classroom teachers will encourage parents and family to attend and become involved in PTA, parent teacher conferences, Title I nights, programs, and other school activities. Counselors: The school counselor with support students and teachers as needed through monthly guidance lessons and small counseling groups.The counselor will contribute to our welcoming environment by providing appropriate feedback when called upon by our parents, contributing through the monthly newsletter as well as providing a digital/paper resource to promote parental involvement.Other Faculty/Staff:Other faculty/staff will contribute to the monthly newsletter and assure school marquis is updated throughout the school year. They will encourage parents and family to attend and become involved in PTA, parent teacher conferences, Title I nights, programs, and other school activities.







2a.iii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include:

a. counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas

Wildcat Tutorial Program for ELA/Reading and Math (K-5 students) Morning Intervention to address deficits identified from GMAS, IOWA, or NSGRA Mentoring Program with the men and women of West Newton

b. preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

Career Day, 5th Grade College & Career Readiness Activities, 4th grade HBCU College Fair,College Wall, Dream Maker Assembly, monthly College Days

c. implementation of a school-wide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);

State PBIS Model that focuses on students making positive behavior choices. Tier 1-Teacher working with students and parents to resolve conflictTier 2-Teacher working with parents, administrator, and behavior support paraprofessional to resolve conflictTier 3-Administration working with students, teacher, counselor, MTSS chair, and parent

d. professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects

We have included teachers, principals, and paraprofessionals, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs.

Root Cause Professional Learning to Address Root CauseVocabulary

Students do not have decoding strategies.

Students do not have time to practice decoding strategies

Parents lack the skill set to support students with reading at home.

Reading Instruction Instructional Coach Classroom Support Educating Faculty and Staff

Parent Academies-Vocabulary

Writing Students lack the knowledge needed

The Trait Crate Writing program Modeling by the instructional coaches




to determine when it is appropriate to use formal vs. informal language

Students need to enhance writing skills

Parents lack the skill set to support students with writing at home

Daily Oral Language/Mentor Sentences Educating Faculty and Staff Parent Academies-Written Expression

Basic Math Students lack understanding of number

sense. Students lack understanding of math

vocabulary. Students lack understanding of basic

math facts. Parents lack the skill set to help students

with math at home

Number Talks Math Strategies 6 Step Vocabulary Process (Math) Instructional Coach Classroom Support Educating Faculty and Staff Parent Academies- Math Strategies

. . . Response . . . Response

We have included teachers in professional development activities regarding the use of academic assessments, to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways. . .

Professional Development and resources to increase students decoding strategies and reading skills.

Professional Development and resources to increase Lexile Levels across all grade levels. Professional Development and resources for Number Talks and Concrete-

Representational-Abstract (CRA) model across all grade levels. Professional Development and resources to improve writing skills across all grade levels. Professional Development and resources to improve basic math fact fluency. Professional Development and resources to close the achievement gap between students

with disabilities and white students in the area of math. We have devoted sufficient resources to carry out effectively the professional

development activities recruit and retain effective teachers, particularly in high need subjects in the following ways. . .

Professional Learning Activity Year(s) Offered

Number of Participants

On-site (school) orOff-site (Central office, conference, or other)

CRA Math Model- Concrete, Representational, Abstract

2013-2021 School-wide On-site/County Level

Math Talks/Number Talks 2013-2021 School-Wide On-site/County Level

Differentiated Instruction 2013-2021 School-Wide On-site/County Level

Learning Focused School Strategies 2001-2020 School-wide On-site/County Level

Common Core Georgia Performance Standards

2004-2020 School-wide On-site and State Level Training for Coaches and administration




Math Strategies for Instructional Improvement

2006-2021 School-wide On-site/Conferences/ Griffin RESA

Co-Teaching 2007-2021 School-wide On-site

Science Strategies for Instructional Improvement

2012-2021 School-wide On-site/County Level/Griffin RESA staff

Research Based Instructional Strategies 2010-2021 School-Wide On-site/County level

6 Step Vocabulary Process 2011-2021 School-wide On-site/County level

Robert Marzano’s Strategies/Professional Development

2010-2021 School-Wide On-site/County level

Standards Based Classrooms 2007-2021 School-wide On-site

TKES/Walkthroughs/ELEOT Observation Tool

2007-2021 School-wide On-Site

RTI Training 2007-2020 School-wide On-Site

Implementing GA Frameworks 2009-2021 School-wide On-Site

LFS-KUDS/Student Learning Maps/Concept Maps

2009-2021 School-wide On-Site

Infinite Campus Training 2009-2021 School-wide On-Site

Mindset Training 2009-2021 SPED teachers/parapros

BOE

Early Numeracy/Math Exemplars 2010-2021 School-wide On-site/District Level

Traits Writing 2014-2021 Gr. K-5 District Level

Daily 5/Café 2014-2021 Gr. K-5 District Level

Parent Academies for Reading and Math 2014-2021 School-Wide On-Site

Dr. Cupp Readers/Jack n Jilly 2012-2020 Gr. K-2 On-Site

Canvas 2016-2021 School-Wide On-Site/District Level

Use of Mentor Sentences to support and improve writing.

2016-2021 School-Wide On-Site

e. strategies for assisting preschool children in the transition from early childhood education

Response: Currently, West Newton has three Pre-Kindergarten classes. Two serve as regular classrooms and one serves as a special needs' classroom. Our Pre-Kindergarten staff is included in all the professional development opportunities that take place at the school. Pre-Kindergarten parents attend conferences with the Pre-K staff to gain information on the transition services provided for the students. Community daycares and Head Start Programs are allowed to bring their Pre-Kindergarten students to West Newton to visit our Kindergarten classes. Kindergarten Round-Up is a county initiative that takes place each spring. Kindergarten Round-Up provides parents an opportunity to register their children for Kindergarten classes early. Babies Can’t Wait is an organization designed to provide services to students that have developmental delays works alongside West Newton to make certain that students are provided with adequate and appropriate




education services, for example speech.




3. Schoolwide Plan Development: Sec. 1114(b)(1-5)a. As developed during a 1-year period, unless— the school is operating a school wide

program on the day before the date of the enactment of the Every Student Succeeds Act (ESSA), in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section;

Response: West Newton’s leadership team, which is comprised of representatives of all grade levels and departments, as well as community stakeholders met to develop the Title I School-Wide Plan over an entire year when it was initially presented for approval. Subsequently, each year thereafter, the School-Wide Plan is reviewed annually by all stakeholders.

b. is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school

Response: The following group of people participated in developing and reviewing West Newton’s Title I School- Wide Plan for the 2020-2021:

Principal Assistant Principals Instructional Coaches Title I Planning Team (Leadership team members representative of different grade

levels and department)The groups listed include individuals that will be directly involved in carrying out the implementation of the School-Wide Title I Plan. Our annual process for involving stakeholders in updating the School-Wide Title I Plan includes: Inviting stakeholders to review data and provide input and make suggestions on how the School-Wide Plan/Program is implemented and how parents can be more involved in the educational process and how Title I monies can be best spent throughout the school year.

c. remains in effect for the duration of the school’s participation under this part, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards;

Response: We will monitor our Title I Plan regularly by reviewing data to and making adjustments to prioritize our needs with input from all stakeholders. The Title I Plan will be posted on our school’s website to give all stakeholders the opportunity to review and give input. Copies of the Title I plan will be made available at the request of any stakeholder. All stakeholders will be invited to our annual Title I input meeting where they may give feedback on the Title I Plan.

d. is available to the local educational agency, parents, and the public, and the




information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand;

Response: The School-Wide Title I plan is posted on the schools’ website for our parents and the public to view annually. Copies of the School-Wide Plan are available in the front office and the media center. The Newton County Board of Education’s Federal Programs Office has both an electronic and paper copy of plan available as well.

3. ESSA Requirements to Include in your Schoolwide Plan a. Define how your interventions are evidence-based; or other effective strategies to

improve student achievement. Sec. 1111(d)(B)Response: We are using evidence-based or other effective strategies to improve student achievement through the use of logic models. See Appendix for Software Logic Model (All software programs must have a separate logic model)See Appendix for Instructional Coach Logic Model See Appendix for Title I Tutoring Program Logic Model See Appendix for Title I Class Size Reduction Logic Model See Appendix for Title I Supplemental Teacher Logic Model

See Appendix for Professional Learning See Appendix for Behavior Logic Model See Appendix for Building Parent Capacity Logic Model See Appendix for Building Staff Capacity Logic ModelSee Appendix for Parent Survey

b. Describe how the school will implement effective parent and family engagement strategies under section 1116; Sec. 1112(b)(7)

All students participating in the Title I, Part A program, and their families will be encouraged and invited to fully participate in all parent and family engagement opportunities. West Newton Elementary School will provide full opportunity for the participation of parents and family members by…Linked to Learning Meetings

We will provide assistance to parents regarding understanding the state standards, state and local assessments, provide materials and training to help parents work with their children to improve their achievement (including education about the harms of copyright piracy), as appropriate, to foster parent and family engagement using primary and secondary methods.

Annual Title I Parent Orientation Invite all parents in multiple ways to our annual parent orientation meeting, at a convenient time,

to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parent and family engagement policy, the schoolwide plan, and the school-parent compact.

Accessibility We will share information related to school and parent programs, meetings, and other




activities to the parents of participating children (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children) in a format and, to the extent practicable, in a language the parents can understand.

Annual Parent Input Meeting Jointly developing with parents of participating children a school-parent compact that

outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by conducting an annual parent input meeting and by providing feedback forms on our school’s website, in our front office or parent resource room.

Coordinating Programs Coordinating and integrating parental involvement programs and activities with other

Federal, State, and local programs, including public preschool programs, and conducting other activities, such as parent resource centers, that encourage and support parents to fully participating in the education of their children

Flexible Meeting Times We will offer flexible number of meetings, such as meetings in the morning or evening,

and may provide, with funds provided under Title I, transportation, childcare, or home visits.

Other Reasonable Support

● Providing such other reasonable support for parental involvement activities, as parents may request.

i. through coordination with institutions of higher education, employers, and other local partners; and

Response: West Newton is an elementary schoolii. through increased student access to early college high school or dual or

concurrent enrollment opportunities, or career counseling to identify student interests and skills; Sec. 1112(b)(10)

Response: West Newton is an elementary school5. Evaluation of the Schoolwide Plan

Annually evaluating the schoolwide plan, using data from the State’s assessments, other student performance data, and perception data to determine if the schoolwide program has been effective in addressing the major problem areas and, in turn, increasing student achievement, particularly for the lowest-achieving students. Schools must annually revise the plan, as necessary, based on student needs and the results of the evaluation to ensure continuous improvement. (ESEA section 1114(b)(3); 34 C.F.R. § 200.26(c)). How do you plan to evaluate your Schoolwide Plan?Response: We plan to evaluate our plan using the Logic Model evaluation and Core Subject Area Evaluations of Tools and Strategies chart to evaluate our Schoolwide Plan to determine the effectiveness and to address the major problem areas and root causes as identified in our Comprehensive Needs Assessment.




SOFTWARE: BrainPOPMODEL RESPONSES

SMART Goal: Increase teacher usage of the BrainPOP software program by 1% by the end of the 2020-2021 School Year as measured by the usage report.

Describe Intervention/Strategy/Practice that this software will be used as a resource:

BrainPOP is used as an activating strategy for ELA/Reading and Math instruction. Students and teachers will have access to videos, games, quizzes, & lesson plans to extend ELA/Reading and Math lessons and make real-world connections to the standards. Teachers are able to progress monitor using the embedded quizzes within each video.

Current Research Available that demonstrated rationale that suggests it may work:https://www.evidenceforessa.org/http://www.bestevidence.org/https://ies.ed.gov/ncee/wwc/

A Study of the Effectiveness of BrainPOP – Executive Summaryhttps://educators.brainpop.com/printable/study-effectiveness-brainpop-executive-summary/The Effectiveness of BrainPOPhttps://educators.brainpop.com/printable/study-effectiveness-brainpop-full-report/RTI and BrainPOPhttps://educators.brainpop.com/funding/research-resources/rti-and-brainpop/Fluency Games and BrainPOPhttps://educators.brainpop.com/printable/fluency-games-brainpop/Is there an ESSA Rating in place for this software? If so, what is it?

Strong Evidence ☐ Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: ☒

Intervention Population: Grades K-5Person Responsible: Classroom Teacher, Instructional Coach, and

AdministrationImplementation Plan of Action:

1. Gather baseline data from the BrainPOP software program usage report. 2. Classroom teachers will use the software program to support instruction and engage students in the lessons.3. Gather data at the end of the year to determine how much teachers used the software program.

How will the success be measured? What is the school’s theory of change for this intervention?

Success will be measured by reviewing the teacher usage reports. WNES theorizes that teacher usage will increase by 1% by the end of the 2020-2021 school year.

What are the outcomes or milestones that will evaluate success?

The end of the year growth will be measured by the end of the year usage of the BrainPOP software to show a 1% increase from the beginning of the year.

Progress Monitoring Dates: Beginning of the Year: September 2020End of Year: May 2021

Evidence-Based Evaluation Due: June 7, 2021




https://educators.brainpop.com/printable/fluency-games-brainpop/

https://educators.brainpop.com/funding/research-resources/rti-and-brainpop/

https://educators.brainpop.com/printable/study-effectiveness-brainpop-full-report/

https://educators.brainpop.com/printable/study-effectiveness-brainpop-executive-summary/

https://ies.ed.gov/ncee/wwc/

http://www.bestevidence.org/

https://www.evidenceforessa.org/

SOFTWARE: EDUCATION GALAXYMODEL RESPONSES

SMART Goal: Seventy percent of students will demonstrate their overall mastery of their grade level standard by progressing, meeting, or exceeding the grade level standards in all content areas as measured by the end of course grades.

Intervention/Strategy/Practice: Education GalaxyCurrent Research Available that demonstrated rationale that suggests it may work:

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.

Is there an ESSA Rating in place for this software? If so, what is it?


Intervention Population: K-5Person Responsible: Classroom Teachers, Instructional Coach, Principal

Implementation Plan of Action: Gather baseline data (Prettest for grades 1-5) from the Fall administration of the IOWA. Classroom teachers will review the data and develop interventions based on content area skill deficits. The Instructional Coach will meet with the teachers to monitor student progress. Students will take a mid-year benchmark assessment to assess mid-year growth. Principal will meet with the instructional coach to discuss student achievement. Gather baseline data from the end-of-year course grades.How will the success be measured? What is the school’s theory of change for this intervention?

Success will be measured from report card grades. WNES theorizes that student skills and knowledge will transfer from Education Galaxy to the IOWA, and report card grades.


The end of the year outcomes will be measured by report card grades by showing that 70% of students exceed, met, or exceeds the overall grade level standards in the content area

Progress Monitoring Dates: Beginning of Year: September 2020End of Year: May 2021





SOFTWARE: FLOCABULARYMODEL RESPONSES


Intervention/Strategy/Practice: FlocabularyCurrent Research Available that demonstrated rationale that suggests it may work:




Intervention Population: K-5Person Responsible: Classroom Teachers, Instructional Coach, Principal

Implementation Plan of Action: Gather baseline data (Prettest for grades 1-5) from the Fall administration of the IOWA. Classroom teachers will review the data and develop interventions based on content area skill deficits. The Instructional Coach will meet with the teachers to monitor student progress. Students will take a mid-year benchmark assessment to assess mid-year growth. Principal will meet with the instructional coach to discuss student achievement. Gather baseline data from the end-of-year course grades.How will the success be measured? What is the school’s theory of change for this intervention?



The end of the year outcomes will be measured by report card grades by showing that 70% of students exceed, met, or exceeds the overall grade level standards in the content area






SOFTWARE: NEARPOD

MODEL RESPONSESSMART Goal: Increase teacher usage of the Nearpod software program by

1% by the end of the 2020-2021 school year as measured by the usage report.

Name of Intervention/Strategy/Practice:

Nearpod is a student engagement platform that can be teacher or student led used either in the classroom or at home. The concept is simple. A teacher can create presentations that can contain Quiz's, Polls, Videos, Images, Drawing-Boards, Web Content and so on. They can also access over 7K k-12 standards-aligned lessons.


Strong Evidence ☐ Moderate Evidence☒ Level 2Minimal Evidence☐No ESSA Rating Exist: ☐

Current Research Available that demonstrated rationale that suggests it may work:https://www.evidenceforessa.org/http://www.bestevidence.org/https://ies.ed.gov/ncee/wwc/

Intervention Population: Grades K-5

Person Responsible: Classroom Teacher, Instructional Coach, and AdministrationImplementation Plan of Action:

1. Gather baseline data from the Nearpod software program usage report. 2. Classroom teachers will use the software program to support instruction and engage students in

the lessons.Gather data at the end of the year to determine how much teachers used the software program.


Success will be measured by reviewing the teacher usage reports. WNES theorizes that teacher usage will increase by 1% by the end of the 2020-2021 school year.


The end of the year growth will be measured by the end of the year usage of the Nearpod software to show a 1% increase from the beginning of the year.

Progress Monitoring Dates: Mid-Year: September 2020End of Year: May 2021


SOFTWARE: WRITESCOREMODEL RESPONSES








Intervention/Strategy/Practice:

Write Score

Current Research Available that demonstrated rationale that suggests it may work:Write Score fully aligns to the Georgia Standards of Excellence for English Language Arts K-12 for Writing and provides materials to help measure and instruct on those standards.https://www.evidenceforessa.org/http://www.bestevidence.org/https://ies.ed.gov/ncee/wwc/Is there an ESSA Rating in place for this software? If so, what is it?


Intervention Population: 3-5Person Responsible: Classroom Teachers, Instructional Coach, Principal

Implementation Plan of Action: Gather baseline data from the Fall administration of the Write Score assessment for grades

3-5. Classroom teachers will review the data and develop interventions based on content area

skill deficits. The Instructional Coach will meet with the teachers to monitor student progress. Principal will meet with the instructional coach to discuss student achievement. Gather baseline data (Post-test) from the end-of-year Write Score assessment.


Success will be measured from report card grades. WNES theorizes that student skills and knowledge will transfer from Education Galaxy to the, IOWA, and report card grades.


The end of the year outcomes will be measured by report card grades by showing that 70% of students exceed, met, or exceeds the overall grade level standards in the content area.


Evidence-Based Evaluation Due: June 7, 2021NCSS Feedback:

SOFTWARE: NWEA







MODEL RESPONSESSMART Goal: MAP Growth will help determine student learning gaps assist

learning targets.


MAP Growth Assessment for ELA and Math in September 2020, January 2021, and May 2021.



Current Research Available that demonstrated rationale that suggests it may work:There are numerous research in regards to the effectiveness of the MAP Growth assessment produced by the NWEA organization.http://www.bestevidence.org/https://ies.ed.gov/ncee/wwc/

Intervention Population: K-5Person Responsible: Classroom Teachers Implementation Plan of Action:MAP Growth assessment will be administered three times per year. After each assessment we will engage in student data analysis with a prescribed action plan by class.


Success will be measured by reviewing the data reports and RIT scores. WNES theorizes that student growth data will increase by 70% by the end of the 2020-2021 school year


Mid-Year: December 2020 – 40% student growth End of Year: May 2021 – 70% student growth

Progress Monitoring Dates: Beginning of the Year: September 2020Middle of the Year: January 2021End of Year: May 2021







SOFTWARE: Accelerated Reader

MODEL RESPONSESSMART Goal: Seventy percent of students will demonstrate their overall mastery of

their grade level standard by progressing, meeting, or exceeding the grade level standards in all content areas as measured by the end of course grades.


Accelerated Reader


Strong Evidence ☒ Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: ☒

Current Research Available that demonstrated rationale that suggests it may work:Renaissance Learning, (2015). The research foundation for accelerated reader. Retrieved on June 19, 2020 from http://doc.renlearn.com/KMNet/R0057375D0FDD7A8.pdfIntervention Population: K-5Person Responsible: Instructional Coach, Classroom Teachers, Principals

Implementation Plan of Action:1. Gather pre-assessment data using the program Star Test Assessment.2. Classroom teachers will review the data from Star Assessments to set Reading goals for

students. 3. Classroom teachers will use lexiles given to differentiate instruction for students.4. Instructional coach and teachers will monitor the students’ lexile progress throughout each 9

weeks. 5. Mid-year Star Test Assessment will be given to gather new lexile data to inform and guide

instruction.6. End of the year post test will be given to measure lexile growth for students.


Success will be measured from progress monitoring and the pre/post assessments from the Star Assessment. WNES theorizes that student reading skills, knowledge, and lexile growth will transfer from Accelerated Reader to the GMAS, IOWA, and report card grades.


Mid-Year: The data will be measured by the Star Reading Assessment to show at least a .5% increase in student lexiles. End of Year: The data will be measured by the Star Reading Assessment to show 1% increase in student lexiles in reference to GMAS, IOWA, and report card grades




http://doc.renlearn.com/KMNet/R0057375D0FDD7A8.pdf



TITLE I INSTRUCTIONAL COACHMODEL RESPONSES


Intervention/Strategy/Practice: Instructional CoachCurrent Research Available that demonstrated rationale that suggests it may work:

Instructional Coaching By: Lucy Steiner, Julie Kowal http://www.readingrockets.org/article/instructional-coaching

Three Steps to Great Coachinghttp://cabooseit.s3.amazonaws.com/makes_sense_strategies/3-steps-to-great-coaching.pdf




Intervention Population: SchoolwidePerson Responsibles: Principal, Instructional Coaches

Implementation Plan of Action: Instructional Coaches are utilized to develop, provide, and monitor on-going professional learning in all

academic areas to support teachers and paraprofessionals. West Newton’s instructional coaches support teachers by modeling high quality standards-based

instruction, gathering important instructional resources and helping teachers understand the benefits. ICs will conduct monthly new teacher classes to help the new teachers gain a more in-depth

understanding of our school data, how to use the data, how to plan for instruction, differentiate the instruction for all learners as well as how to make instructional adjustments when students do not master the content.




The end of the year outcomes will be measured by report card grades by showing that 70% of students




http://www.readingrockets.org/article/instructional-coaching

exceed, met, or exceeds the overall grade level standards in the content area



SOFTWARE: Reading A-ZMODEL RESPONSES


Intervention/Strategy/Practice: Reading A-Z Current Research Available that demonstrated rationale that suggests it may work:




Intervention Population: Grades K-5Person Responsible: Classroom Teachers, Instructional Coach, Principal

Implementation Plan of Action: Gather baseline data (Prettest for grades 1-5) from the Fall administration of the IOWA. (data source) Classroom teachers will review the data and develop interventions based on content area skill deficits. The Instructional Coach will meet with the teachers to monitor student progress. Students will take a mid-year benchmark assessment to assess mid-year growth. Principal will meet with the instructional coach to discuss student achievement. Gather baseline data from the end-of-year course grades.


Success will be measured from progress monitoring and end of course grades. WNES theorizes that student skills and knowledge will transfer from Reading A-Z to the GMAS, IOWA, and report card grades.

What are the outcomes or milestones that will evaluate

The end of the year outcomes will be measured by report card grades by showing that 70% of students exceed, met, or exceeds the overall grade




success? level standards in the content areaProgress Monitoring Dates: Beginning of the Year: September 2020

Middle of the Year: January 2021End of Year: May 2021


PROFESSIONAL LEARNINGMODEL RESPONSES


Intervention/Strategy/Practice: Professional LearningCurrent Research Available that demonstrated rationale that suggests it may work:

Five Phases of Professional Development :North Central Regional Educational Laboratory

http://www.readingrockets.org/article/five-phases-professional-development

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.



Intervention Population: Certified Teachers and Classified Staff

Person Responsible: Administration, Instructional CoachesImplementation Plan of Action:

1. Gather information through walkthroughs, observations, classroom data, and surveys to determine professional learning needs

2. Determine which staff will benefit from the professional learning session3. Identify objectives and measurable evidence for building teacher capacity and student achievement. 4. Specify additional learning opportunities and follow-up sessions to support implementation; plan for

differentiated opportunities when necessary5. Identify and allocate resources to properly support professional learning6. Professional Learning will be evaluated using report card grades.


We will measure the success through report card grades, NSGRA Guided Reading, and Phonics progression. The school theorizes that student achievement will increase.


The end of the year outcomes will be measured by report card grades by showing that 70% of students exceed, met, or exceeds the overall grade level standards in




http://www.readingrockets.org/article/five-phases-professional-development

ELA/Reading.Progress Monitoring Dates: Beginning of the Year: September 2020

Middle of the Year: January 2021End of Year: May 2021


TITLE I PARENT ENGAGEMENT PROGRAMMODEL RESPONSES

SMART Goal: To provide four or more opportunities to build staff capacity to work with parents as equal partners by the end of the 2019-2020 school year.

Intervention/Strategy/Practice:

Building Parent Capacity using Primary and Secondary Methods

Current Research Available that demonstrated rationale that suggests it may work:Parent involvement strategies in urban middle and high schools in the Northeast and Islands Region https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009069.pdf

Partners Education in A Dual Capacity-Building Framework for Family–School Partnerships https://www2.ed.gov/documents/family-community/partners-education.pdfIs there an ESSA Rating in place for this software? If so, what is it?


Intervention Population: ☒K-5 ☐ 6-8 x 9-12Person Responsible: Principal, Instructional Coach, Title I Parent Contact,

Classroom TeachersImplementation Plan of Action:

1. Convene an annual parent orientation that informs parents about the Title I Program, the parents’ requirements, the school parent and family engagement policy, the schoolwide plan, and the school-parent compact.

2. Provide parents opportunities to acquire necessary information, knowledge, and skills to support their children’s education at home and at school by implementing purposely-designed parent and family engagement opportunities that impact student achievement.

3. Review grade-level content area data and determine the skills/focus areas to strengthen school-improvement goals. Use the parent and family engagement planning forms to develop workshops that shares strategies and activities linked to the skills/focus areas in the efforts to build the capacity of the parents to complete the strategies/activities with their child effectively.

4. Provide continuous communication to parents via / flyers / handouts / weekly folders/




brochures/emails / text messages / social media posts / website / parent portal or newsletter that shares links to video / tip sheets / that promotes effective school-parent partnerships.

5. Host schoolwide parent-teacher conference days to share student progress at school, share academic and/or behavioral strategies and activities to propel students towards academic success.

6. Inform and invite parents to our Parent Resource Room that provide parents and families with a variety of materials and resources to help support specific academic needs.

7. Convene an annual parent input meeting to gather feedback on the Title I Program, school and LEA parent and family engagement policies, the schoolwide plan, and the school-parent compact, building staff capacity, 1% parent budget, and the CLIP.


We will use the feedback gathered from parent meeting evaluations, stakeholder meetings, and the parent surveys to evaluate the effectiveness of our Parent and Family Engagement Program.

We theorize that parents will become, supporters, encouragers, monitors, advocates, decision makers, and collaborators in the efforts to increase student achievement.


Higher grades and test scores, high school attendance, greater likelihood of graduating from high school, better chance of postsecondary enrollment, fewer discipline issues,

Evidence-Based Evaluation (Due: June 7, 2021)









CORE SUBJECT AREA EVALUATIONS OF TOOLS AND STRATEGIES(Non-Logic Model Resources)

MODEL RESPONSESSMART Goal: Response:

Intervention Population: ☐K-5 ☐ 6-8 ☐9-12Person Responsible:

Tools and Strategies Evaluation

☐Math☐ELA/Reading☐Science☐ Social Studies

Summary including Data Source:

Did the intervention/strategy/practice support with achieving the SMART goal?














Documents

wEST nEWTON ELEMENTARY SCHOOL 2020-2021 · Web view1.A comprehensive needs assessment is based on a comprehensive needs assessment of the entire school that takes into account information