Web viewTitle I . School wide. Plan. Planning Committee Members for School wide Plans Review. Date of Meeting: June 25, 2. 013. Name of School Clarkdale Elementary School. NAME. POSITION

Title I School-wide Plan for

Clarkdale Elementary School___

Written/Revised during theSchool Year: 2013-2014

Plan Submitted:July 1, 2013

August 12, 2013August 15, 2013

September 16, 2013

Principal’s Signature

Clarkdale Elementary School 08/15/2013 Page 1

Title I School wide Plan

Planning Committee Members for School wide Plans ReviewDate of Meeting: June 25,2013Name of School Clarkdale Elementary School

NAME POSITION/ROLE/PARENT SIGNATURE

Marjorie Bickerstaff, principal

Yolanda Bracy, Parents (required)

Sandra Moss, Kindergarten Teacher

Sheila Lade, First Grade Teacher Lisa Whitfield, Second Grade Teacher

Jodi Kokoszka, Third Grade Teacher Mechelle Weddington, Fourth Grade Teacher Tammy McKinney, Fifth Grade Teacher Leanne Chesser, Special Education Teacher

Cathy Smith, P.E. Teacher Rhonda Dickerson, ESOL Teacher/Teacher of the Year Ellen Auchenpaugh, Academic Coach

Tangela Hendrix, Assistant Principal


Table of Contents Pages1. Comprehensive Needs Assessment

A. Participation of Individuals……………………………………………B. Instruments, Procedures, or Processes…………………………………C. The Needs of Homeless, Neglected, and Migrant Children……………D. Current Achievement Data……………………………………………..E. Information about All Students………………………………………...F. Data, Conclusions (Summary of Needs)………………………………G. Measurable Goals/Benchmarks………………………………………...

12 12 1

5 5 6 6-10 10 11-12

2. School wide Reform Strategies That Are Scientifically ResearchedA. School wide Reform Strategies That Provide Opportunities for All

Children………………………………………………………………..B. Effective Means of Raising Student Achievement…………………….C. Effective Instructional Methods That Increase Learning Time………...D. Address the Needs of All Children……………………………………..

12121316

3. Instruction by Highly Qualified Professional StaffA. Strategies to Attract Highly Qualified Teachers……………………….B. School Status of Highly Qualified Teachers…………………………...

1617

4. Professional Development For StaffA. Include Teachers, Principals, Paraprofessionals, and Others…………B. Aligned Professional Development with the State’s Academic

Content…………………………………………………………………C. Professional Development Activities that Address the Root Causes…..D. Include Teachers in Professional Development Activities Regarding

the Use of Academic Assessments……………………………………..E. Schools Yearly Professional Development Schedule………………….

17

1818

18-19

5. Strategies to Increase Parental InvolvementA. Involved Parents in the Planning of the Comprehensive School wide

Program………………………………………………………………...B. Parent Involvement Policy and Parent Compact………………………

2020

6. Plans for Assisting Preschool Children in the Transition From Early Childhood Programs and/or Students Entering Middle School or High School………………….

20

7. Measures to Include Teachers in the Decisions Regarding the Use of Assessment…………………………………………………………………….. 21


8. Coordination and Integration of Federal, State, and Local Services and Programs

A. List of State and Local Educational Agency Programs and Other Federal Programs that will be Included………………………………

B. Description of How Resources from Title I and Other Sources will be Used……………………………………………………………………

C. Plan Developed in Coordination with Other Programs………………..

23242421

9. Activities to Ensure that Students who Experience Difficulty Mastering Standards shall be Provided with Effective , Timely Assistance

A. Measures to Ensure that Students’ Difficulties are Identified on a Timely Basis……………………………………………………………

B. Periodic Training for Teachers in the Identification of Difficulties……C. Teacher-Parent Conferences……………………………………………

222325

10. Description of how Individual Student Assessment Results will be provided to Parents………………………………………………………………………. 25

11. Provisions for the Collection and Disaggregation of data……………………. 26

12. Provisions to Ensure the Disaggregated Assessment Results are Valid and Reliable………………………………………………………………………… 26

13. Provisions for Public Reporting of Disaggregated Data……………………… 26

14. Plan Developed During a One-Year Period…………………………………... 27

15. Plan Developed with the Involvement of the Community to be Served……… 27

16. Plan Available to the LEA, Parents, and the Public…………………………... 27

17. Plan Translated………………………………………………………………... 2718. Plan is Subject to the School Improvement Provisions of Section 1116 ……... 28


1. Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

A. We have developed our Title I School-wide Plan and our School Strategic Plan with the participation of individuals who will assist in the implementation of the plans. These individuals consist of our BLT (Building Leadership Team). A representative from each grade level, specialists, and other support staff were selected by their team to represent them on the BLT. The data analysis for the needs assessment was completed by BLT members and grade level data teams. Feedback on the data analysis was provided by the BLT.

Participants

Marjorie Bickerstaff, Principal Yolanda Bracy, ParentTangela Hendrix, Assistant Principal Ellen Auchenpaugh, Academic Coach Temika Arnold, Counselor Michelle Jorgensen, Media SpecialistSandra Moss, Kindergarten Teacher Sheila Lade, First Grade TeacherLisa Whitfield, Second Grade Teacher Jodi Kokoszka, Third Grade TeacherMechelle Weddington, Fourth Grade Teacher Tammy McKinney, Fifth Grade TeacherPatricia Ringhofer, Special Education Teacher Rhonda Dickerson, ESOL TeacherJoAnne Davis, Kindergarten Paraprofessional

B. We have used several instruments to obtain this information including:

Criterion Referenced Competency Test - We reviewed CRCT data to determine the gap between student groups, the number of students in the meets and exceeds category for all subject areas. Some emphasis was placed on the correlation of Lexile scores, CRCT reading scores, and DRA/running records. Additionally further analysis was completed to develop a plan for addressing our students’ performance in the area of Math. We realize a need for support of students in third grade (2012-13), as 38% of students did not pass the math portion of the CRCT.

School Improvement Survey- the School Improvement Survey provides feedback and analysis of how we are serving or stakeholders. Data gained from this instrument allows us to adjust and implement strategies to support the needs of our stakeholders

Developmental Reading Assessment/Running Records- the Developmental Reading Assessment provides teachers with a method for assessing and documenting primary students' development as readers over time. Its purpose is to identify students’ reading level, defined as a text on which students meet specific criteria in terms of accuracy, fluency, and comprehension. Additional purposes include identifying students’ independent reading strengths and weaknesses, planning for instruction, monitoring reading growth, and, for the grades 3-5, preparing students to meet classroom testing expectations and providing information to teachers, schools, and region regarding reading achievement. The assessments are conducted during one-on-one reading conferences as children read specially-selected assessment texts. A set of leveled texts, which


increase in difficulty, are used for the assessment. The DRA evaluates the major aspects of reading that are critical to independence as a reader.

Running Record- a written record of reading behavior on any text. The assessment is taken as a child reads orally from any text.

GKIDS- allows teachers to assess student performance during instruction, recordstudent performance in an online database, and generate reports for instructional planning, progress reports, report cards, RTI, and/or parent conferences. This assessment is used by Kindergarten teachers.

Fifth Grade Writing Assessment- the Fifth Grade Writing Assessment consists of students responding to an assigned writing prompt. This assessment allows students to apply writing skills learned throughout the year.

Iowa Test of Basic Skills- Provides educators diagnostic data that can drive remediation and better preparation for other, often “high stakes” assessments .It highlights the most important information for parents, teachers, and administrators through quick and convenient snapshot reports.The Iowa ensures current national comparison of students' achievement vs. that of students nationwide with 2005 Norms. The BLT reviewed perceptual data to determine how we were informing our stakeholders and meeting their needs. Running Records Data, Attendance, Discipline, Parent Involvement Survey, and Professional Development Surveys were utilized.

C. Although we have a small population of homeless and neglected students, our academic coach/counselors, front office staff, work closely with our social worker to inform parents of services available to them. Resources for families in need are also located in various areas throughout the building and on our school website. All homeless, neglected, and or migrant students will receive services by any program for which they qualify.

D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example………

Mathematics % Meeting/Exceeding Standard on CRCTCobb County

All Students Black White Hispanic Asian American

IndianMulti-racial SWD LEP Econ

Disadv

2009-2010 84.7 83.2 88.5 86.3 n/a n/a n/a 55 80.5 82.2

2010-2011 85.9 82.5 81.5 94.1 78.9 n/a n/a n/a 66.7 70.3 78

2011-2012 80.6 77.5 78.1 82.35 72.73 n/a n/a n/a 50 61.7 71.52

2012-2013 89 73.3 72.1 87 77.9 100 n/a 100 40 64 73.8

Math continues to be a struggle for all student groups at Clarkdale. This past year the SWD and ELL


students’ performance dropped (SWD) 10% and (ELL) 3% from the previous school year. Looking at the trend data the performance deficits lie in the most heavily weighted areas of numbers and operations and problem solving. The BLT identified strength in the performance of both white and Hispanic students. Both groups increased their performance from the previous year.

Although we have seen tremendous gains in the area of reading during the past five years, we have continued the use of the workshop model to support and extend learning in this area. Our BLT has identified critical areas of concern that will help our teachers focus on meeting the needs of students at all grade levels. Critical areas of concern include but are not limited to literary comprehension and content vocabulary. We also noticed an increase in reading for information in some grade levels. An overall decrease in student groups contributed to the drop in performance. Although a decrease was noted, the performance of ELL students increased between the 2011 and 2012 CRCT administration. Further emphasis on increasing the performance of SWD students will yield better results through the use of the co-teaching model and specialized instruction.

ELA % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2009-2010 91.6 94.4 92.1 90.4 93 n/a 73.8 86.2 89.8

2010-2011 93.1 88.3 89.1 94.1 81.6 n/a 66.7 71.6 85.4

2011-2012 94.6 88.4 n/a

2012-2013 94.0 89 88.1 100 86.4 100 100 61 80 89

In the area of ELA will have noticed some fluctuation of performance in the following student groups: White, Hispanic and Economically Disadvantage. Again this is an area of concern for SWD, Black, and ELL. We will continue to monitor this subject as we look at our reading scores as well.

Science % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2009-2010 79.1 83 79 77 90 n/a n/a n/a 45 80 80


Reading % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2009-2010 n/a 93.7 93.5 94 92.3 n/a n/a n/a 77.5 87.5 91.4

2010-2011 n/a 88.6 89.2 94.1 81.6 n/a n/a n/a 66.7 71.6 85.4

2011-2012 n/a 85 86 84 85 n/a n/a n/a 57 80 81

2012-2013 95.4 90.3 90.8 95.8 84.7 100 n/a 100 58 79 87

Science % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2010-2011 80.6 77 78 76 71 n/a n/a n/a 43 54 72

2011-2012 82.4 75.12 90 76 68 n/a n/a n/a 43 59.5 69.54

2012-2013 84.3 74.7 76.8 90.9 70.5 60 n/a 72.1 45 62 71.7

Science performance has fluctuated through the years. During the 2013 school year White students outperformed other student groups. As previously mentioned in other subject matter SWD, Asian, and ELL student groups struggled to meet benchmarks in this area.

Social Studies % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2009-2010 78.1 77 77 81 76 N/A N/A N/A 50 65 72

2010-2011 78.1 79 81 76 74 N/A N/A N/A 43 57 74

2011-2012 81.9 73 75 68 68 N/A N/A N/A 33 61.7 67.55

2012-2013 85.3 76 76.2 86.9 77.1 60 N/A 90.1 33 70 72.9

In the area of social studies, white students increased their performance by 14% from the previous year. Black students increased their performance by 1.2% and all students showed an increase of 3%. SWD students’ performance remained the same. ELL showed an increase of 8.3% and ED increased their performance by 4%.

5th Grade Writing % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2009-2010 78 76 85 69 65 n/a n/a n/a 19 n/a n/a

2010-2011 83 88 86 n/a 93 n/a n/a n/a n/a 74 n/a

2011-2012 84 69 68 n/a 58 n/a n/a n/a 33 n/a n/a

2012-2013 82 79 74 n/a 73 n/a n/a n/a 60 n/a n/a

Clarkdale students increased their performance on the fifth grade writing assessment by 10%. We also saw gains across student groups. Through the use of FOLIO writing our students were able to participate in mock writing assessments. Teachers were provided critical feedback to allow them to tailor lessons based on students’ performance during the mock assessments. We will continue to utilize FOLIO writing as a tool to help and guide writing instruction during the 3013-2014 school year.


GKIDS 2011-2012

English/Language Arts % Meets/ExceedsReading 81.7

Writing 70.7

Listening/Speaking/Viewing 90.7

ELA TOTAL 81.8

GKIDS 2012-13

English/Language Arts % Meets/ExceedsReading 79.0

Writing 73.0

Listening/Speaking/Viewing 80.4

ELA TOTAL 76.1

GKIDS 2011-2012

Mathematics % Meets/ExceedsNumbers and Operations 83.4

Measurement 92.1

Geometry 89.2

Data Analysis 43.5

MATH TOTAL 86.4

GKIDS 2012-13

Mathematics % Meets/ExceedsNumbers and Operations 74.5

Measurement/Data 89.8

Geometry 72.4

Operations and Algebraic Thinking 80.2

MATH TOTAL 80.7

During the 2012-13 school year the implementation of common core standards shifted the level of rigor for our students and staff. Because of the shift our Kindergarten students’ performance declined in both reading and math.


College and Career Ready Performance Index 2012-2013Performance Symbol Legend

M Met both State and Student Group Performance targets

S Student Group met State but not Student Group Performance Target

SG Student Group met Student Group but not State Performance Target

DNM Student Group did not meet State or Student group Performance target

Student Group Performance

ELA Reading Math Sci SS

All StudentsAmerican Indian N/A N/A N/A N/A N/A

Asian/Pacific Islander N/A N/A N/A N/A N/ABlack P P-SG P-SG P-SG P-SG

Hispanic P P P P PMulti-Racial N/A N/A N/A N/A N/A

White P P P P PED P P P P P-SG

SWD P P P P PELL P-SG P P P P

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including

Economically disadvantaged students…… Students with disabilities…… Students with limited English proficiency……

F. Summary of Needs

The data has helped us reach conclusions regarding achievement or other related data.The major strengths we found in our programs are… reading comprehension, reading skills and vocabulary acquisition. In the area of math, our strengths are data analysis and geometry in some grade levels. Life Science appears to be a strength in third, fourth and fifth grade.The major academic needs we discovered and will address are:

We do see the need to support our SWD and ESOL students in reading and math. Our special education and ESOL teachers are pushing in to support learning. They are developing IEP’s that support specific areas of weakness. This year we are including special education teachers in professional development relating to Common Core and assessments. Additional review of the current year’s data will warrant further support to increase student performance for this student group.

Clarkdale Elementary School 08/15/2013Page 10

As we move forward and transition to Common Core and new assessments that are more rigorous, we will continue to look at ways we can address the needs of each student identified above. We’ve discovered additional support will need to be given to reading for information and in math measurement, geometry, and algebra. In the area of science, Earth science is an area of concern.

School Improvement Opinion Survey

Our BLT analyzed the School Improvement Survey information to determine strengths and obstacles. By analyzing this data, we developed a plan of action to meet the needs of all stakeholders. The information gathered from the survey helped us to determine which areas we will focus on throughout the school year. We identified our obstacles as Student/ Family/ Community Involvement and Support. To increase stakeholder support we are asking parents to attend our parent academy and volunteer during the school year. We will also solicit parents to be active members of the school council. The BLT team determined the areas of focus should include: Curriculum &Instruction, Assessment, and Student/Family/Community Involvement and Support.

Needs Assessment Survey based on CRCT scores, Reading and Math Benchmarks, DRA, RTI, Attendance, Monitoring of Student Groups, Georgia School Keys

CRCT data was used as a summative tool to determine professional development, address various levels of student performance, and provide differentiated instructional support for all student groups.

Every nine weeks teachers analyze benchmark data and reading data to determine the impact of instructional practices on student achievement. The teachers also reviewed student group information to ensure all student needs were met.

RTI data was used to determine if exclusionary factors were evident in student performance. If they were found to be evident, the team took measures to provide appropriate strategies to support, combat, or eliminate those exclusionary factors.

We administered the Georgia Keys Survey to identify the School Keys that would make the greatest impact on our overall school operation.

The entire process included brainstorming sessions with the BLT team, grade level teams, and administrative team. All of the instruments used included an analysis of diagnostic, formative, and summative data to organize a framework for planning instruction. Information gathered will be used to communicate learning and instructional expectations and to provide effective feedback to students, parents, and teachers. Also, the same information will be used to maximize instructional time.

We will continue to utilize our academic coaches to support the implementation of reading and writing workshop. They will also support teachers by meeting weekly to discuss planning effective lessons, among other tasks.

We will continue to address our reading deficits with the full implementation of the reading/writing workshop. Teachers will be provided professional development to support rigor and relevance in the instructional design and implementation. We will continue to our tutoring to students who are identified for additional support in both reading and math.


The ROOT CAUSE discovered for each of the needs are: varied experiences for incoming Kindergarten students, lack of differentiated instruction by teachers, student transiency, wide range of student abilities, reduction in funding.

G. The measurable goals/benchmarks we have established to address the needs, as indicated in the School Strategic Plan, are…

Students will demonstrate proficiency in reading and writing92% of all students will meet or exceed standards on the CRCT in Reading 201481% of students will meet or exceed standards on the Georgia Writing assessment in 2014.

Students will demonstrate proficiency in math82% of all students will meet or exceed standards on CRCT in Math in 2013.

We will increase the level of communication to all stakeholders.We will increase recognition of students, staff, stakeholders (academic, LIFESKILLS)We will continue with the implementation of CCGPS.

2. School wide Reform Strategies that are scientifically researched based.

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

The ways in which we will address the needs of all children in the school, particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are through implementation of Susan Kovalik’s Highly Effective Teaching model (formerly ITI) as wells as Willard Daggett’s Rigor and Relevance. These models seek to build lifelong learners and thinkers who are responsible citizens. Rigorous and relevant conceptual curriculum based on state standards is developed and taught using brain-compatible strategies. The partnership between the body and the brain is developed within a brain-friendly physical and emotional environment, through the use of specific strategies including purposeful movement and high sensory input, as well as being-there experiences to front-load the curriculum and build vocabulary. HET uses the two most convincing areas of brain research, which are the importance of emotion and movement in the body-brain learning partnership and the need for full sensory input to the brain through all 19 senses (Kovalik, 1.8). The model at Clarkdale is learner-centered and focuses on maximizing student achievement through the mastery of rigorous and relevant content. Since research indicates that the brain searches for patterns and interconnections as a way of making meaning (Caine and Caine 1991), our teachers teach through connections.

B. “The use of Susan Kovalik’s Integrated Thematic Instruction (ITI/HET) model has a positive effect on the academic performance of students on the TAAS reading test. …The state of Texas has begun recognizing percent growth of student achievement. This study


found significant growth each of the two years the program was fully implemented at the experimental school. The analysis of the percent growth of students’ scores shows that the ITI model has an initial impact on the reading achievement, which was doubled within the two years implemented. The control school made no significant gain in reading achievement based on students TLI scores on the TAAS test either of the two years compared. Although, in the end the two schools were almost equal in their performance, the experimental school raised their student achievement 16% compared to the control school’s 3% gain.” – (Howze 1998).

This data was collected from over 100 schools across the state of Indiana and was designed to serve as an examination of the program based on ITI. “It is clear that there is a generally positive trend regarding changes in the ISTEP scores for the C.L.A.S.S. schools. In real terms, the size of the impact would be equivalent to a school moving from being in the 58th percentile for all schools in Indiana to the 60th percentile. The research suggests that the specific positive impacts are: 1) Increase in interest in professional development and innovation; 2) Teachers know about brain compatible research and implement this knowledge; 3) Learning is connected to the real world; 4) Teachers and Principals support each other. Further, an analysis of more objective measures of success like school attendance rates and school ISTEP test scores reveals that C.L.A.S.S. schools generally perform better than other schools, and that participation in C.L.A.S.S. does not harm attendance rates or ISTEP test scores.” (Morgan, 1998).

C. Use effective instructional methods that increase the quality and amount of learning time.. Our teachers will continue to utilize the following strategies:

• Folio Writing Assessments are used as a predictor of student performance in the classroom and on standardized test; teachers vary instruction based on the results of this writing assessment.• Teachers use “Clarkdale’s Consistency List” to establish a sound learning environment.• Science field trips for grades 3 and 5 will support Earth Science• Teachers meet during designated days to develop year-long themes (curriculum writing days)• Teachers use information from DRA’s and running records to differentiate reading instruction.• Teachers administer local benchmarks to determine if students are mastering skills and concepts taught during each nine week period, and adjust instruction accordingly.• Teachers are being coached by the academic coach and the county literacy coach on the implementation of Reading/Writing Workshop• Grade level teams utilize non-fiction reading material to support application of extended text.• Direct instruction of comprehension strategies occurs through focused mini-lessons and guided reading.• Teachers incorporate writing across content areas


• Vocabulary development is increased through direct instruction, content area integration and word walls• Teachers utilized Balanced Literacy in their classrooms.• Number Talks are held in all classrooms.• Direct instruction of Problem Solving strategies is utilized, and assessed using the district math rubric.• Instructional resources and tools will include Zoo-Phonics for primary grade levels.• Support teachers will use Scholastic Read 180 for student groups (EIP, SWD, and

ELL).• Reading will be encouraged through Renaissance Learning (AR, Accelerated

Reading).• Learning A-Z will be utilized by teachers in planning effective lessons.• Teachers will continue to write curriculum based around year-long themes.• School-wide use of IXL (math software) will occur.• Special Education and ESOL teachers will continue to push into the classroom to support learning.• Teachers use guided reading and math to support flexible grouping during the instructional day.• This year we will continue our Parent Academy that address health, fitness, standard-based report cards, understanding assessments and more.• Math manipulatives are used to enhance and support number sense.

• Teachers will utilize more technology in all subjects with students, coached by our half-time Technology Coach.

Proposed 2013-2014 Tutoring Plan7:15 – 8:00 breakfast and tutoring – We will possibly paid personnel and advanced math students and Beta Club from Cooper for this tutoring.

2:45-4:00 Mondays and Wednesdays – Provide data-driven remediation (both teacher recommendation and student/parent volunteer) – based on common assessments and other data. Have it available K-5 on a sign-up ahead of time basis so we’ll know numbers. Funded through 20 Day Funds and possibly Title I.Possibly seek donations for ASP scholarships for those who can’t be picked up at 4:00.

As indicated in our summary of needs we have decided to incorporate additional technology to enhance learning for students by purchasing three I pad carts, three MacBook pros, and accessories to create hands-on learning experiences. Students will be able to use the devices to access applications, share learning experiences, deliver presentations, and view content related to core subjects. The I pads will allow the learning environment to be enriched with more than one method of acquiring knowledge. Applications that will be used in the classroom will include but will not be limited to:

EdcreationSkitchShow MeScan


PodcastNumber line MathMy StorytellingStory MakerMultiplication Math

We will conduct walkthroughs, surveys, and observations to measure the impact on learning.

We will also renew the subscription to Bookflix this spring. We have found that our teachers use this resource as a means to reinforce reading skills, address learning styles, and present stories in a different format to learners Also, we will purchase Scholastic Readers for 5th grade students to address student reading interest. The text will provide teachers with resources to address text complexity and close reading associated with CCGPS.

Our school-wide discipline program focuses on LIFESKILLS, Lifelong Guidelines, and procedures.

An extended day tutoring program will increase literacy in our ESOL families.

We provide inclusive and small group instruction in math and reading through EIP for students identified as needing additional assistance.

Teachers were asked to complete a technology survey to determine the impact of technology on learning and instruction. According to the survey 58% of teachers’ survey reported that technology is used to show evidence of student centered learning more than once a week with 18% reporting that technology is used to show evidence of student-centered learning less than twice a month. Therefore, Mrs. Bickerstaff has employed for 2013-14 school year a half-time technology coach via Title I funds. The instructional technology coach will work in classrooms with teachers to implement technology. We will enhance the level of lesson delivery by the use of two academic coaches and a technology coach. The academic coaches will support classroom teachers to develop lessons that provide scaffolding and rigor to students based on their needs. The technology coach will assist teachers and students in the classroom by demonstrating and integrating technology to enhance learning experiences. Additionally, the technology coach will provide professional development to staff members.

Clarkdale has identified a need to provide support and tutoring for students in first and second grades in the area of reading and math. Additionally, the tutor will support the learning garden weekly (integration of math/science skills). To address this need we will utilize a retired teacher to provide tutoring three times a week. Supplemental pay will be used to fund this position.

We will increase the amount and quality of learning time by providing before and after school tutoring to extend learning, remediate , and address learning gaps based on formative and summative assessment.


Clarkdale has utilized the relationship will have with Cooper to extend learning for 5th grade students in the area of math. Students scoring 850 and above on the CRCT attend an extension class Tuesday and Thursday of each week.

Utilization of retired teachers and tutors will support remediation of students who struggle in reading and math.

Our full-time district literacy and math coaches will continue to support teachers with the implementation of CCGPS, Number Talks, Literacy Block, and data analysis.

This year we would like to implement an extended planning time for teachers using an enhanced specials schedule.

Teachers will utilize “being there experiences” at the Cobb County Parks, Recreation & Cultural Affairs. Students will experience Georgia Habitats such as the woodlands and wetlands. The experiences will be $7.50 per student.

D. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

The needs of all students, particularly those of our Special Education, English Language Learners, and our students who are Economically Disadvantaged will be carefully monitored through RTI, data teams, quarterly assessments, formative checkpoint assessments prior to CRCT administration, and report cards. Adjustments to programs such as after school tutoring or in-school tutoring will address these needs. Our School Strategic Plan will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

3. Highly Qualified Professional Staff.

A. Strategies to attract highly qualified teachers to high-needs schools.

Clarkdale continues to attract new teachers by partnerships established over fifty years. We also use the district’s HR database to seek highly qualified candidates. New teachers are provided support from our academic coach and grade level team leaders. We partner with surrounding colleges and universities to provide field experiences for student teachers. Many of our teachers start as a paraprofessional and move into teaching positions when they are available

B. School status of highly qualified teachers to high-needs schools

Clarkdale has over fifty-six full and part-time certified faculty members, which includes teachers, administrators, media specialist, and counselors. Ninety-nine percent of classroom teachers at Clarkdale Elementary school are highly qualified. Approximately 71% of the staff has


a master’s degree or higher and all staff members are certified in technology. During the last two years we have been able to maintain our staff with minimal turnover. Clarkdale provides a teacher induction program to all new teachers, as well as an assigned teacher mentor.

Certification deficiencies are addressed by informing those who are not highly qualified of their status. We also inform parents (by letter) of the status of teachers who are instructing, but are not highly qualified.

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

A. We have included teachers, principals, paraprofessionals and others, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example, all staff members were asked to complete a professional development needs assessment. Staff members identified various topics of interest including mathematics instruction, technology, reading and writing workshop, and differentiation. Due to the number of students in third grade who did not meet standards on the math portion of the CRCT, the focus of staff development will be mathematics. We will continue to offer professional development in literacy and Highly Effective Teaching. Teachers will move from cooperation to collaboration as it relates to executing effective team planning. Our plan includes scheduled planning days that will allow teams to develop math assessments and lessons that will increase student performance. During designated staff meetings we will continue to provide differentiated professional development based on the needs assessment. Staff members are encouraged to attend county, state, and national professional development opportunities.

B. We have aligned professional development with the State’s academic content and student academic achievement standards at every grade level. All professional development will be aligned to CCGPS. Teachers will begin with the end in mind while developing assessments and lessons that meet the needs of all student groups. As staff members attend outside professional development they are encouraged to share information gained from their attendance at presentations. During the 2013-14 school year will conduct walk-throughs aligned to CCGPS with a focus on math instruction. This will allow us to monitor the instructional practices and learning acquisition taking place in the classroom.

We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example…. (Money, time, resources, instructional coaches):

Title I funds and School Focused-Professional Development Funds will be utilized to provide substitutes for collaborative planning/training days. We will allocate funds to meet the needs of new teachers. This year we hired ten new teachers and we feel this it is important to provide ongoing support throughout the year. Academic coaches will meet with new teachers regularly to ensure they are receiving support.


Title I Funds have been allocated to fund one and half Academic Coaches. The coaches work with all certified and classified staff. We are utilizing Title I Funds to fund a half time instructional technology coach.

Title II Grants are written to fund collaborative days to analyze student data, plan collaborative interventions, strategies, and identify students who need additional help.

D. 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. Training is conducted and assessments are collaboratively scored to assist in determining next instructional steps and the need for any further staff development in a curriculum area. A staff developments needs assessment has also been conducted.

E. 2013-2014 Professional Development For:

Clarkdale Elementary School

MonthProfessional

Learning Topic

Core Academic Area Addressed Location

Estimated Cost Funding Source

AugustCollaborative Team Meeting Math/Reading

Clarkdale Elementary $3000.00

Title I, Title II and School-

FocusedStaff

DevelopmentSeptember Collaborative

Team Meeting

Instructional Technology

“Building Parent Capacity”

Co-Teaching Experience (ELL and SWD) Math /Reading

Clarkdale Elementary $3000.00


Focused Staff Development

October Collaborative Team Meeting


Math /ReadingClarkdale Elementary $3000.00

Title I, Title II and School-FocusedStaff Development


November Collaborative Team Meeting




FocusedStaff

DevelopmentDecember Collaborative

Team Meeting




FocusedStaff

DevelopmentJanuary Collaborative

Team Meeting


Co-Teaching Experience (ELL and SWD)



FocusedStaff

DevelopmentFebruary Collaborative

Team Meeting




FocusedStaff

DevelopmentMarch Collaborative

Team Meeting




FocusedStaff

DevelopmentApril Collaborative

Team Meeting




FocusedStaff

Development* Travel Forms and Performance Contracts must be Completed Six Weeks in Advance!


5. Strategies to increase parental involvement

A. We have involved parents in the planning, revision, and improvement of the comprehensive school wide plan by maintaining a strong parent/school partnership that is an essential building block for an effective education. Clarkdale Elementary School encourages, supports, and values the involvement of parents, families, and the community in the educational experience of “our” children. We recognize each parent as their child’s first teacher and acknowledge the powerful influence of parents on their child’s life. Clarkdale’s staff has worked hard to develop a family-friendly school and programs that welcome and serve parents and families in positive and supportive environments.

Parent Academy –Provides monthly parent trainings that assist our parents and engage them as active participants to help their child achieve their academic goals. Topics include, but are not limited to, ADHD, Autism Awareness, Behavior Management and Discipline, Technology and Education at Home, Nutrition for Optimal Learning, an Introduction to Highly Effective Teaching, etc.

Parent Honor Roll – Incentive program to increase parent participation and to assist parents in helping their children academically

Parent Resource Room – Resources provided for parents to assist with academics, social, health, and technology

FAME Program- will provide support to parents who are English as a second language. Math Strategies Night and Home Depot Math/Science Night to help parents learn how to

assist their children with Mathematics Parent involvement in Career Day to assist students in narrowing down career choices

and knowing the skills to achieve their career goals

B. We have developed and are revising a parent involvement policy included in our appendices that includes strategies to increase parental involvement.

6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs and/or students entering middle school or high school

Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school or high school and entering from private schools plus students entering our school throughout the school year.

Last year we held a kindergarten orientation which allowed parents and their preschoolers to experience a day in the life of a kindergartener at Clarkdale. The kindergarten orientation gave parents and students a “being there experience” for the upcoming school year. We have scheduled the same event for the 2013-14 school-year. This program would improve the students’ transition into kindergarten. Each year we host a counselor for the surrounding middle schools to provide information to fifth grade students. Students and parents are invited to attend


Parent Orientation at the middle school. As new students enroll from other schools, they are placed in a learning club within the classroom. The club helps new students assimilate into their new environment. We also have a student Welcome Team, who assists new students by providing a school tour.

7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.

Clarkdale has put together a comprehensive plan to include teachers in the decision making process, by using assessment data to improve student achievement. This plan is based on the School Strategic Plan, Balanced School Assessment Plan, and the Five Step Data Team Process. The School Strategic Plan is developed by the Building Leadership Team. An analysis of school-wide data allows the team and teachers to develop measurable goals and strategies that will impact student achievement. In conjunction with the development of the SSP, the Balanced Assessment Plan is revised to include formative and summative assessment strategies that are implemented school-wide. It also allows for the utilization of data that identifies specific instructional and scaffolding needs of individuals and student groups. Teachers are cognizant of student performance by the analysis of classroom data extracted from AssessTrax, grade level common assessments, and other assessment measures. Data is disaggregated using the five step process. A review of data vertically and horizontally is used to determine strengths and obstacles across grade levels.

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

A. Clarkdale is a Title I school which allows for additional funds for student and staff programs to help meet the needs of our at-risk student groups. After reviewing the CCRPI, CRCT Scores, and Other assessments, we will provide staff development that will focus on rigor, reading strategies, technology, and Highly Effective Teaching. Title I funds support academic coaches. We will utilize different EIP model in classrooms to best meet the needs of our students including augmented and small group instruction. Teachers will collaborate with specialists to design integrated instruction. We also utilize:• EIP• DFACS• CCSD Social worker• 20 day additional funds

Our academic coach provides a variety of services including staff development, modeling in teachers’ classrooms, facilitating and managing Tier III of the Response to Intervention process, assisting with the creation and management of the School Focused Staff Development Plan and Title II grant, additional tutoring programs for at-risk students and new teacher induction.


B. School Focused Staff Development funds, Title I funds, and Title II grant money are used to provide:

Funding Source Funding Use FTE Funds Instructional staff (teachers, paraprofessionals),

consumable supplies, technology, expendable equipment, professional learning

SPLOST Funds Technology, expendable equipmentTitle I, Part A Class size reduction, Instructional staff (teachers,

paraprofessionals) consumable supplies, technology, expendable equipment, professional learning, academic coaches

Sample Title II, Part A Professional Learning

C. Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins vocational and Applied Technology Act, and National and Community Service Act of 1990.

Our school has an annual Career Day in which many members of the local community, in all walks of life, come and teach our students about their career and the knowledge and skills needed for that career. Members of a local assisted living facility assist our Kindergarten students with reading. We have been in partnership with the Captain Planet organization in setting up our school garden, which is used for instruction in math, science, reading and social studies. Other plans are being discussed to have members of professional societies possibly come and facilitate after-school clubs based on student interest.

9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

A. Measures to ensure that Students’ Difficulties are identified on a Timely Basis

Classroom teachers conduct collaborative data team meetings on a consistent basis. The data team process allows teachers to collect data for every child based on common, grade-level developed assessments. This data allows teachers to identify areas of strength and areas in need of improvement for individual students, whole class and grade level. This data is then used to reflect on teaching practices and guide future instruction.

As an integral part of the data team process our academic coach leads the RTI process. The RTI (Response to Intervention) model is used to address the needs of students experiencing behavioral and academic challenges. Once a student is identified as needing additional


assistance, teachers meet with counselor, academic coach, team members, and administrators to develop targeted intervention strategies. In addition to classroom intervention strategies, students are often involved with extended day tutoring, counselor assistance, referrals to community resources and the Early Intervention Program in the area of reading and/or math.

B. We provide periodic training for teachers in the identification of students who may be struggling. We have recently revamped our local school RTI process to provide teachers with specific strategies on how to lend additional support for students who are struggling academically and behaviorally. Further training on data analysis and planning will be conducted and reviewed as we continue to implement the data team process.

There are many opportunities as well for parents to be involved in the process of identifying and supporting struggling learners. All parents of learners receive progress reports every 4 ½ weeks of school notifying them of the difficulties their child is having as well as strategies to support their child with their learning at home. Parents are also informed of the Tier 2 process and invited to attend Tier 3 meetings.

As mentioned previously staff members will meet to identify student difficulties weekly, monthly and quarterly. Staff members will develop and utilize assessments that will predict student performance and guide instruction.

Data team meetings will occur to assess math pre-assessments, common formative assessments, and post assessments. Pre-Assessments will be administered at the beginning of the nine week period.

Please see the schedule below: August

DRA-Due August 26, 2013Collaborative Planning- Assessment DevelopmentSRI-3rd-5th-Administer before August 30, 2013

September

GKIDS-Demographics Entry-due September 4, 2013Math Pre-Assessments1st nine weeks-due Sept 9, 2013GAA-Sept. 9-March 14th

CogAT-September 18th-20th-1st and 3rd gradesITBS- September 23-30-3rd&5th

OctoberFolio-October 16, 2013Post-Assessment 1st Nine Weeks-due October 18,

2013Running Records –Due October 18, 2013 (Please include Fountas and Pinnell Level for all students)Math Pre-Assessment-Second Nine Weeks-October 21-23 (administration)

November

Math Pre-Assessment Second Nine Weeks- due November 1

December

Math Post-Assessment-Second Nine Weeks-due December 18, 2013Second Nine Weeks Running Records-due December 18, 2013

January

Math Pre-assessment Third Nine Weeks-due January 15, 2014Folio-3rd, 4th, and 5th grade January 15, 2014SRI-3rd-5th Administer before January 20th


February MarchFifth Grade Writing Assessment-March 5, 2014Math Post-Assessment Third Nine Weeks-due March 17, 2014Third Nine Weeks Running Records-due March 17, 2014Math Pre-Assessment Fourth Nine Weeks-due March 26, 2014Third Grade Writing Assessment-March 28, 2014

April

CRCT- 3rd, 4th, and 5th April 23-May 2

**Math Common Formative Assessments should be administered twice during each nine week period. Teams should develop assessments geared toward problem solving. Collaborative scoring should take place using the math rubric provided by the county. More information will be provided as needed.

**Kindergarten will collect data on student’s recognition of upper/lower case letters for 1st and 2nd Nine Weeks. Sight word recognition 3rd and running records the 4th nine weeks.

May

DRA-Entered in Ontrak- May 9, 2014CRCT Retest-May 16th & 19thMath Post Assessment Fourth nine Weeks-due May 21, 2014

**Assessment Cards will be developed for each child by the AP and academic coach. Cards will be on display in the data room for future use. More information will be provided during the first nine weeks.

**Data Team Process will be utilized during all analysis of student wide data. Forms will be provided. Meetings will take place during collaborative team meetings on Thursdays.

All staff members receive training from both district and school based personnel regarding how to scaffold and extend learning in both reading and math. We utilize HET consultants to support curriculum writing of yearlong themes. The themes integrate science and social studies standards in reading and writing. Each year teachers participate in Model Teaching Week. This opportunity provides teachers with tools and strategies to address critical areas. Teacher teams meet every Thursday to develop lessons and assessments that are aligned to CCGPS. During the 2013-2014 school year teachers will utilize this time to develop common formative assessments and collaboratively score student work.

The BLT identified math as the focus for the 2013-14 school year based on CRCT data. Because of the focus on math we will continue to enlist the help of county math coaches. As in years past we will utilize Number Talks to enhance instruction.


C. Teachers at Clarkdale use various means to inform parents of student strengths and obstacles. They often provide parents with their personal cellphone numbers, they have planned and impromptu conferences when needed. Teachers send home Monday folders weekly to share student work and parent information. We have established a parent resource room for parents to access academic resources. This year we have established a W.A.T.C.H Dogs group at our school. The group consists of fathers who help support the school environment. Parent Involvement funds will be used to activities, resources, and snacks for parent activities. Proposed 2013-2014 Tutoring Plan7:15 – 8:00 breakfast and tutoring – possibly paid personnel and advanced math students and Beta Club from Cooper (contact Allen Newsome and Beta Club sponsor – Ellen has name)2:45-4:00 Mondays and Wednesdays – data-driven remediation (both teacher recommendation and student/parent volunteer) – based on common assessments and other data. Have it available K-5 on a sign-up ahead of time basis so we’ll know numbers. Funded through 20 Day Funds and possibly Title I.Possibly seek donations for ASP scholarships for those who can’t be picked up at 4:00.

Additionally, we would like to hire retired educators to assist in the classroom during math and readers workshop. This year specials teachers will support math standards as a means to reach students across curriculum.

C. Clarkdale teachers conference with parents and provide detailed information about student performance. This is done during the October conference and periodically throughout the year. During the fall conferences we provide parents of student in intermediate grade level with information about out tutoring program. This school year we are looking to implement the student-parent conference format for fourth and fifth grade students. We want to build student self-efficacy and develop transitional plans early. Teachers will identify strengths, areas of concern, and strategies to provide to parents during all conferences. Parents know they can schedule a conference with teachers anytime during the year.

We will also utilize curriculum nights to inform parents about strategies and tools available to them that will assist with increasing student performance. Math will be the primary focus for curriculum nights. The curriculum nights will include math night, game night, math night at Home Depot and more.

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

This school year we are looking to implement the student-parent conference format for fourth and fifth grade students. We want to build student self-efficacy and develop transitional plans early. During the conference we will share student performance on previous and current year assessments to show trend data on individual students. We will continue to send home report cards and progress report every 4 ½ to 9 week period. We also share student performance during RTI meetings, through weekly agendas, and phone calls.


We provide each parent with test results and interpretive guides as soon as results are received.

We are also planning an Assessment Night in which each child’s parents will receive all of his/her test scores and other pertinent information, and will be trained in how to interpret them.

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

Data is collected and disaggregated by the Georgia Department of Education.At the local level PLC’s participate in collaborative data team process. Teachers review formative and summative assessment data on a continuous basis. Clarkdale utilizes the five-step data team process. Teachers access Assesstrax and Ontrak to identify trend data for classes and individual students.

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

The Georgia Department of Education has verified the validity and reliability of the disaggregated data.

Locally we employ information from numerous assessments to drive instruction to meet the needs of all students. These assessments include the ITBS, CRCT, Writing assessments, ACCESS for EL, CogAT, GKIDS, Running Records, DRA, and more. Teachers identify student strengths and weakness to develop small/whole group instruction. The process used is considered reliable and valid because of the researched based process (Doug Reeves, Leadership and Learning Five Step Process).

13. Provisions for public reporting of disaggregated data.

“The GaDOE and CCSD publish disaggregated data for each school on their respective websites. In addition to this, our school provides an informational brochure to parents. Information is listed on our website, and in the school’s newsletter.”

Disaggregated data (CCRPI) is shared and made available to the public using the following methods:

o School Council Meetingso Parent Resource Roomo Title I Plano PTA Meeting


o School Strategic Plano ASSESS bulletin board in the staff development room

14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the school wide program.

Keep up with each year.

“The plan was developed during a one-year period in the 2012-2013 school year for the 2013-2014 school year and has been revised as needed.”

The School-wide title I plan and the SSP are available on our school’s website.

15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, parents and students (if secondary).

“The Title I, School wide Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, parents and students .”

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

Insert the following statement for Section 16:“The Title I, School wide Plan is available to the LEA, parents, and the public by”

A copy of the School wide plan is on file in the Title I Department of the Cobb County School System. Copies of the plan are also in the school administrative office, the media center, and the parental involvement center. Parents and the public are notified of the availability of the plan on the school website and availability was advertised on the school marque in October.

17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language.

The plan is available for translation upon request. If use of the IWC is needed we will have an interpreter to interpret information.

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


“This school wide plan is subject to the school improvement provisions of Section 1116.”

Parent Involvement Policy2013-2014

Revised March 21, 2013

Clarkdale Elementary is a School-wide Title I Program.

Clarkdale Elementary has jointly developed this policy and compact with our parents to describe how we will support the important role of parents in the education of their children. In cases where the students reside in a Neglected and Delinquent residential facility, a representative from that Facility can serve as a proxy for the parent (s). At Clarkdale Elementary, we build capacity for parent/community involvement by implementing the six types of involvement: Parenting, Communications, Parent Volunteering, Learning at Home, Decision-making and Governance, and Collaboration and Exchanges in the Community. This policy will be distributed at Open House.

Based on the requirements of Title I Elementary and Secondary Education Act of 1965 (ESEA), Section 1118 and the needs identified by our parents and school staff surveys, we will provide reasonable support for parental involvement activities as parent may request. The following strategies were outlined:

I. An annual Title I information session and other flexible scheduled meetings will be held throughout the school year. These meetings will cover the following information:

a. Title I Programsb. College and Career Ready Performance Indexc. Parent’s right to know about Teacher and Paraprofessional qualificationsd. Parent Information Workshops & Parent volunteeringe. School policies and proceduresf. School curriculumg. Student assessmentsh. Local and State assessmentsi. Common Core Georgia Performance Standards (K-12)j. Transitioning from Pre-K to Kindergarten, Clarkdale Elementary to Cooper and

Garret Middle Schools. The middle school students will attend South Cobb High School.

II. Parents will receive information from our school in their child’s home language in a timely manner. Clarkdale Elementary uses the following communication methods to provide parent with timely information:

a. Teachers send home weekly classroom newsletters to inform parents of classroom events, assignments and upcoming events.

b. Parents will receive the “Clarkdale Title 1 Newsletter” publication quarterly.c. We will have a minimum of two parents on our Georgia school Council

Committee.


d. Parents were surveyed at the end of the year to determine their satisfaction. We solicit information about the effectiveness of the current programs. The gained information is then used in the new school Improvement Plan.

e. The principal communicates monthly with parents via Intouch Outdial System. The message alerts parents about pertinent dates and events. This communication is sent to parents in both English and Spanish.

f. Clarkdale Elementary maintains a school website with vital information for families.

g. All teachers communicate with parents using the web page.

III. We encourage all families to be education partners in their children’s school success by:a. Inviting parents to attend all meetings by giving them the Clarkdale Elementary

Parent Involvement Activities Plan.b. Inviting parents to serve on committees such as the School Council, School

Improvement Plan Committee, Parent Policy/Compact Action Planning Committee, and the PTA.

c. Providing meetings held during the school day and outside school hours. These dates and times are listed in the Clarkdale Elementary Parent Involvement Activities Plan.

d. Visit our Parent Resource Center located at Clarkdale Elementary, Room H100, Monday through Friday, 8:00 a.m. to 1:30 p.m. where materials are provided for check out. Various topics might include child devolvement, academic strategies, self-help strategies, bullying, divorce, and stress.

e. Parents will be invited to attend the rising 6th grade transition meeting to receive information to assist with the transition to middle school. Parents will be invited to attend the new Kindergarten orientation in May to receive information about proper registration requirements, and resources and tools to assist with successful transition to elementary school.

f. Collaborate with community leaders and business groups to increase participation and awareness of the school parental involvement plan and activities. Offer parent classes to help further enhance their various education backgrounds. Listen and respond to parents’ requests for additional support for parental involvement activities

IV. Parents will be provided information on school performance and student’s individual assessments:

a. Information on school performance is sent home every Monday in student’s folder, telephone calls, websites, conferences, and the use of the county’s outdial. Additional copies are available in the Parent Resource room.

b. The results of CRCT, CoGat, ITBS, 5th Grade Writing, and 3rd Grade Writing are sent home in student’s take home folders and during conferences. Our school performance in reference to standardized test scores is made available for our parents on our school website in our School Strategic Plan.


c. Parent-Teacher Conferences will be held to further assist parents the opportunity to give input on how to work with their children.

V. Parents and community members will be given timely responses to their concerns and suggestions.

a. All concerns and suggestions submitted in writing or verbally are responded to in a timely manner. Concerns and suggestions regarding the School-wide Plan will be submitted to the Title I Office. Information from parent surveys has resulted in the development of the Clarkdale Elementary Parent Activities Plan.

VI. School Parent Compacta. The parent compact was developed jointly with our parents, staff, and students.

All families, school staff, and students are asked to participate by signing the compact to show their support. The compact will be distributed during Conference Week.

VII. School and Community Partnership a. Our school builds ties between home and school by educating teachers, pupil

services personnel, administration, and other staff by gathering input from parents on how to reach out to, communicate with, and work with parents as equal educational partners.

b. Our school partnerships with the local community. Some of our partners are Ewing Road Baptist Church, Wal-Mart, Liberty Mutual Insurance, Sammons Income Tax Inc., and Chick-fil-A. Our partners support our school by mentoring, donations, and volunteering.

If you have any additional comments, questions, or concerns about this policy, you may contact Marjorie Bickerstaff, Principal of Clarkdale Elementary at 770-819-2422 or [email protected].

APPENDIX 2Parent Compact (Revisions being worked on – final revision pending)

March 11, 2013

Dear Parent/Guardian:


mailto:[email protected]

We believe that being involved with your child’s education is essential to his and her academic success. To honor our commitment of providing the best possible educational experience for your child, we would like to invite you to help us develop and/or revise the 2013 – 2014 Parent Involvement Policy and School-Parent Compact for Clarkdale Elementary. The meeting will take place on Thursday, March 21, 2013 at 9:00 a.m. in room H101. If you are interested in attending the meeting, please complete the bottom section of this letter and return it to Mrs. Arnold. Mrs. Arnold will send you a personal invitation with information regarding the meeting. If you are unable to attend the meeting, please feel free to provide Mrs. Arnold feedback on the back of this form regarding our policy and compact. A copy of our 2012-2013 Parent Involvement Policy and School-Parent Compact can be found on our school web site at http://www.cobbk12.org/Clarkdale/ under the Title I heading or a hard copy of both documents is available in our front office. We will present the revised version of the 2013-2014 policy and compact at our May PTA meeting.

Thank you,

Marjorie Bickerstaff, Principal

---------------------------------------------------------------------------------------------------------------------

_____________________________________________ _____________________________Student Name Teacher Name

_____________________________________________________________________________Parent Name

____________________________________________________Phone # where you can be reached

I would like to attend the revision meeting for Clarkdale’s Parent Involvement Policy and School-Parent Compact on Thursday, March 21, 2013 at 9:00 a.m. Please send me further details.

I am unable to attend the revision meeting. I have reviewed the documents on the school’s web site (or hard copies provided to me by the front office) and would like to recommend the revisions included on the back of this form.

Parent Involvement MeetingParent Participation Form

March 15, 2013Dear Parent/Guardian:We believe that your involvement with your child’s education is essential to their academic and future success. To honor our commitment to provide the best possible educational experience


http://www.cobbk12.org/Clarkdale/

for your child and work with you in that effort, we would like to invite you to help us develop or revise our school’s 2013 – 2014 Parent Involvement Policy and School-Parent Compact.Meeting Date: Thursday, March 21, 2013 Time: 9:00 a.m. _______

Meeting Location: Room H101

Please return this completed form to Mrs. Arnold by Monday, March 18, 2013

Name of Student: ______________________________________________________

Name of Parent(s): _____________________________________________________

______ I can attend the meeting

______ I can attend the meeting, but I have transportation difficulties.

______ I cannot attend the meeting

Please note unfortunately, children will not be allowed to attend this meeting.

Please provide the following information:

Phone: ___________________________________________________________

Address: __________________________________________________________

Thank you for interest and commitment to ensure your child’s academic success.

Sincerely,

Temika Arnold

School-Parent Compact: Clarkdale Elementary School

Teachers, Parents, Students – “Unity Builds Community”2013-14

Revised August 16, 2013This School-Parent Compact for Achievement is a voluntary agreement co-developed by parents, teachers, and the administrative staff at Clarkdale Elementary School.

School Goals:


82% of all students will meet or exceed standards on the math portion of the CRCT in 2014.

Clarkdale Staff Clarkdale Families

The Clarkdale staff will work with students and their families to enable students to master the math standards.

At school, we will: provide teachers with professional development

centered around math use guided math to address individual

differences increase the use of technology in math provide practice opportunities through programs

such as IXL incorporate support staff such as

ESOL/EIP/Special Education in math trainings provide direct instruction in problem solving,

and assess using the district math rubric implement Clarkdale’s Consistencies to ensure

an optimal learning environment

For our families, we will: host a Math Strategies Night to train parents in

the problem solving strategies that students are learning at school

host a Math/Science Night, possibly at a local site such as Home Depot

provide all families with a Parent Roadmap of math strategies, per grade level

keep parents informed of their child’s math progress

provide families with a list of websites and apps that may be used at home to practice math

Clarkdale parents joined staff to develop ideas about how families can support students’ math understanding.

At home, we will: assist our child to learn the addition facts and

multiplication facts, when grade-appropriate (fact fluency)

focus on and discuss how math is used at home (cooking, shopping, etc.)

talk to my child about math problems, asking for an explanation of how an answer was obtained

refer to the Parent Roadmap in assisting my child with problem solving, and ask questions if there is any misunderstanding

utilize the links and apps provided for home use

request a conference if my child is struggling with math

Clarkdale Students

Clarkdale Elementary School students joined staff and parents to develop ideas about how they can succeed in math.

Talk with my family about what I am learning in math. Teach the problem solving strategies I learn at school to my parents. Use technology available to me at home to practice math. Use resources such as flash cards, math journals, technology to help learn math concepts


Documents

Web viewTitle I . School wide. Plan. Planning Committee Members for School wide Plans Review. Date of Meeting: June 25, 2. 013. Name of School Clarkdale Elementary School. NAME. POSITION