WEST nEWTON ELEMENTARY SCHOOL 2019-2020



SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATESchool Name: West Newton Elementary SchoolDistrict Name: NewtonPrincipal Name: Ms. Leah GreenSchool Year:2019-2020School 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: thomas.shelia@newton.k12.ga.usTelephone: 770-784-2973-Dr. Shelia ThomasESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)Comprehensive Support School FORMCHECKBOX Targeted Support School FORMCHECKBOX Title I Alert School FORMCHECKBOX Revision Date:6-5-19 Revision Date: 8/20/19Revision Date: DISTRICT STRATEGIC GOALSStrategic Goal Area I: Student achievement and successPerformance Objective A: Increase student mastery of standardsPerformance Objective B: Increase opportunities for students to demonstrate success beyond test scores Performance Objective C: Increase graduation rateStrategic Goal Area II: High-quality workforcePerformance Objective A: Recruit a high-quality workforcePerformance Objective B: Increase capacity of staff to deliver and support high-quality instructionPerformance Objective C: Retain high-quality personnel by cultivating and supporting staff Strategic Goal Area III: Culture. Climate, & CommunicationPerformance Objective A: Provide an equitable and inclusive learning environmentPerformance Objective B: Provide opportunities for two-way communication with all stakeholders Performance Objective C: Ensure strong community partnerships?Strategic Goal Area IV: Organizational and operational effectivenessPerformance Objective A: Ensure a systemic culture of safetyPerformance Objective B: Provide high-quality operational and instructional supportsPerformance Objective C: Utilize professional learning communities to improve performance Performance Objective D: Utilize performance management strategies aligned to the strategic planPlanning Committee Members:NAMEMEMBER’S SIGNATUREPOSITION/ROLEMr. Sammy FudgePrincipal Ms. Leah GreenAssistant PrincipalMrs. Marci Scott Instructional CoachMrs. Maria WrightSPED Team Leader/ParentMrs. Frankie Daughtry2nd Grade Team LeaderMrs. Leslie StuddardESOLMrs. Jane WhitePre-K Team LeaderMs. Tiffany Slaughter4th Grade Team LeaderMs. Tori Durrett5th Grade Team LeaderMrs. Margaret Thompson1st Grade Team LeaderSWP/SIP ComponentsComprehensive 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: Sammy Fudge, PrincipalLeah Green, Assistant PrincipalMarci Scott, Instructional CoachMaria Wright, SPEDFrankie Daughtry, 2nd GradeLeslie Studdard, ESOLTori Durrett, 5th GradeTiffany Slaughter, 4th GradeJane White, Pre-KMargaret Thompson, 1st GradeWe have used the following instruments to obtain this information . . . Response: Spring Iowa Math and Reading data was used as an informational source for identifying areas of needs. All grade levels showed an increase on the Iowa in Reading, ELA, and Mathematics from the Fall to the Spring. Seventy-three percent of all third graders showed an increase on the Spring 2019 administration of the Iowa Test in Reading. Seventy-two percent showed an increase in ELA and Seventy-eight percent showed an increase in Math. Seventy-nine percent of all fourth grades showed an increase in Reading. Eighty-four percent of fourth graders showed an increase in ELA and sixty-nine percent showed an increase in Math. Seventy-seven percent of all fifth graders showed an increase in Reading. Seventy-four percent showed an increase in ELA, while eighty-eight percent showed an overall increase in Math on the Spring Iowa Test. Though we are waiting on the Spring 2019 Georgia Milestones results for Grades 3rd- 5th , Georgia Milestones for 3rd – 5th Grade Spring 2018 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.GMAS Subgroup Data31753782695-4635578105Georgia Milestones 3rd – 5th Grade Spring 2019The GKIDS Readiness Check assesses 20 skills critical for kindergarten success. These skills represent three domains of learning: Foundations of School Success, English Language Arts, and Mathematics. This report provides a summary of overall Kindergarten readiness across domains. Educators can use this information to track trends, measure progress, and help ensure that every child in Georgia has the skills needed to be able to access the kindergarten curriculum.Foundations of School SuccessThis domain includes children's approaches to learning, social and emotional development, and physical and motor skills development. These non-academic skills are indicators of children's development towards future academic success.Not Yet Demonstrated?8(9%)Emerging?3(4%)Developing?40(46%)Demonstrating?37(43%)English Language ArtsThis domain includes children's early language and literacy development. These skills are the foundation for fluent and effective communication and literacy skills such as reading and writing.Not Yet Demonstrated?8(9%)Emerging? 8(9%)Developing?22(26%)Demonstrating?37(43%)Exceeding9(11%)MathematicsThis domain includes children's understanding of shapes and spatial relationships, problem solving, identifying similarities and differences, and basic numeracy concepts.Not Yet Demonstrated?8(9%)Emerging?17(20%)Developing?13(15%)Demonstrating?39(45%)Exceeding9(10%)Not Yet DemonstratedEmergingDevelopingDemonstratingA student who hasNot Yet Demonstrated?readiness within a domain indicates minimal demonstration of foundational skills across assessed activities with continuous support and guidance?? from adults.Emerging?readiness within a domain indicates partial demonstration of foundational skills across assessed activities with frequent support and guidance from adults.Developing?readiness within a domain indicates general demonstration of foundational skills across assessed activities with occasional support and guidance from adults.Demonstrating?readiness within a domain indicates independent performance of foundational skills across assessed activities with little support and guidance from adults.West Newton Summary Data Inappropriate striking/kicking and touching 65 events, misbehavior on the bus 38 events, classroom disturbances 30 events, fighting 30 events.Average Referrals per Day per Month18-19 WNESYearMonthDays CountReferral CountAvg Referrals2018August10111.12018September9121.332018October10191.92018November10161.62018December11353.182019January9212.332019February13251.922019March15352.332019April8151.882019May9161.78Totals1042051.97Why are students not performing well in Math?ROOT CAUSEHOW TO ADDRESS CONCERNSDeficit in Number SenseNumber Talks/Subtilizing/Early NumeracyDeficit in Fact FluencySubitizing/CRA/Digital PlatformInconsistencies in Math StrategiesVertical TeamingDeficit of Vocabulary knowledgeDirect Vocabulary InstructionLack of real world experiences/applicationBuild Background Knowledge/Virtual Field TripsLack of background knowledge of teachersBuild Teacher Capacity in Math/District Math Trainings/ Peer Modeling/Para TrainingsSMART Goal: We will show a 1% increase in the area of Math as measured by the GMAS.Why are students not performing well in ELA/Reading?ROOT CAUSEHOW TO ADDRESS CONCERNSLack of early literacy readiness skillsDecodable books; Take home Phonics; Building Background Knowledge; Digital PlatformLack of prior knowledgeBuilding Background Knowledge (Marzano)Lack of reading resources at homeBook in a Bag Program; Take home PhonicsLack of vocabularyRBIS 6 Step Vocabulary; Word WallsLack of sight word knowledgeDaily practice; flash cards; sight word gamesSMART Goal: We will show a 1% increase in the area of ELA/Reading as measured by the GMAS. Why are students not performing well in Science?ROOT CAUSEHOW TO ADDRESS CONCERNSLack of Science background for studentsEarly exposure; Building Background Knowledge; STEM DayLack of time to focus on Science instructionAllotting scheduled time; planning; STEM Day (monthly)Deficits in readingBuilding Background Knowledge in Content-specific areasLimited resources to reinforce ScienceProviding access to necessary resources; Virtual Field TripsSMART Goal: We will show a 1% increase in the area of Science as measured by the GMAS.Why are students not performing well in Social Studies?ROOT CAUSEHOW TO ADDRESS CONCERNSLack of Social Studies background for studentsEarly exposure; Building Background KnowledgeLack of time to focus on Social Studies instructionAllotting scheduled time; planning Deficits in readingBuilding Background Knowledge in Content-specific areasLimited resources to reinforce Social StudiesProviding access to necessary resources; virtual field tripsSMART Goal: We will show a 1% increase in the area of Social Studies as measured by the GMAS.Why are students not performing well in Behavior?ROOT CAUSEHOW TO ADDRESS CONCERNSLack of school-wide consistency Clear expectations and guidelines communicatedLack of classroom management strategiesRoutines and rituals reinforced and revisited often; rewards and consequences in place in every classroom; periodic professional learning sessionsSMART Goal: We will decrease the number of occurrences, which result in ISS or OSS.PBIS strategies will be implemented with the staff and studentsA PBIS Incentive program with be implemented school wide recognizing students that make good choices.Monthly PBIS meeting will take place to review discipline data and teacher concerns.Ongoing professional development centering on building teacher capacity in the area of effective classroom strategies will take on a as needed bases.PBIS Teacher of the Month recognition will take place each month.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 educationMATH GOALWe will show a 1% increase in the area of Math as measured by the GMAS by the end of the 2019-2020 school yearOVERARCHING MATH PROGRAMWest Newton Elementary School teachers use the Georgia Department of Education Math Frameworks and 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 ParasIntervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)Timeline for ImplementationFunding SourceEvaluation MethodsResources NeededMath Manipulatives will be integrated into teachers’ daily lesson to lead students from concrete pictorial to the abstract thinking in math. 2019-2020 Title I FundsObservationsLesson PlansInformal/Formal AssessmentsMath ManipulativesBrainPop/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.Title I Logic Model: Yes ? No?2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelBrainpopComputersChromebooksComputer 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.2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelEducational Galaxy FlocabularyComputersChromebooksTeachers will implement the research based instructional strategies of Summarizing and Notetaking and Similarities and Differences.2019-2020No Funding SourceObservationsLesson PlansInformal/Formal AssessmentsNotebooks, Paper, Colored Pencils, Glue sticks, Ink, TonerSupplemental Supports: What supplemental action steps will be implemented for these subgroups?Economically DisadvantageFoster And HomelessWe will use research based instructional strategies and fluency strategies to foster student success.We will use research based instructional strategies and fluency strategies to foster student success.English LearnersMigrantOur ESOL teachers will integrate research based instructional strategies and fluency strategies to foster student success with our ESOL students. We will use research based instructional strategies and fluency strategies to foster student success.Race/Ethnicity/MinorityStudents With DisabilitiesWe will use research based instructional strategies and fluency strategies to foster student success.With a focus on small group instruction, teachers will integrate research based instructional strategies to foster student growth and meet students’ individual learning goals.ELA/READING GOALWe will show a 1% increase in the area of ELA/Reading as measured by the GMAS.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 ParasIntervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)Timeline for ImplementationFunding SourceEvaluation MethodsResources NeededTeachers will use Six Step Vocabulary strategy as a means of teaching content specific vocabulary2019-2020No Funding SourceObservationsLesson PlansInformal/Formal AssessmentsSix Steps Flip ChartBrainPop 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.Title I Logic Model: Yes ? No?2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelBrainpopComputersChromebooksComputer 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.2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelEducational Galaxy FlocabularyComputersChromebooksTeachers will work with students in small/flexible groups to provide authentic opportunities for students to make connections with self, text, and the world. Students also are provided opportunities to experience the content in other subjects using the online A-Z Reading platform.Title I Logic Model: Yes ? No?2019-2020 School YearTitle I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelReading A-Z SoftwareComputersChromebooksImplement a writing program using mentor texts with in-depth lessons to help teach the traits of writing—ideas, organization, voice, word choice, sentence fluency, and conventions.2019-2020 School YearTitle I, Part AObservationsLesson PlansInformal/Formal AssessmentsSix Traits Writing Crates Supplemental Supports: What supplemental action steps will be implemented for these subgroups?Economically DisadvantageFoster And HomelessWe will use research based instructional strategies and fluency strategies to foster student success.We will use research based instructional strategies and fluency strategies to foster student success.English LearnersMigrantOur ESOL teachers will integrate research based instructional strategies and fluency strategies to foster student success with our ESOL students. We will use research based instructional strategies and fluency strategies to foster student success.Race/Ethnicity/MinorityStudents With DisabilitiesWe will use research based instructional strategies and fluency strategies to foster student success. With a focus on small group instruction, teachers will integrate research based instructional strategies to foster student growth and meet students’ individual learning goals. SCIENCE GOALWe will show a 1% increase in the area of Science as measured by the GMAS.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 ParasIntervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)Timeline for ImplementationFunding SourceEvaluation MethodsResources NeededBrainPop/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.Title I Logic Model: Yes ? No?2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelBrainpopComputersChromebooksComputer 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.2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelEducational Galaxy FlocabularyComputersChromebooksScience materials and resources will be used to ensure that students have access to the content-rich information for comprehension of science standards. 2019-2020 School YearTitle I, Part AScience MaterialsTeachers 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.2019-2020 School YearTitle I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelReading A-Z SoftwareComputersChromebooksTeachers will implement the research based instructional strategies of Summarizing and Notetaking and Similarities and Differences.2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsNotebooks, Paper, Colored Pencils, Glue sticks, Ink, TonerSupplemental Supports: What supplemental action steps will be implemented for these subgroups?Economically DisadvantageFoster And HomelessWe will use research based instructional strategies and fluency strategies to foster student success. We will use research based instructional strategies and fluency strategies to foster student success.English LearnersMigrantOur ESOL teachers will integrate research based instructional strategies and fluency strategies to foster student success with our ESOL students. We will use research based instructional strategies and fluency strategies to foster student success.Race/Ethnicity/MinorityStudents With DisabilitiesWe will use research based instructional strategies and fluency strategies to foster student success. Click or tap here to enter text.With a focus on small group instruction, teachers will integrate research based instructional strategies to foster student growth and meet students’ individual learning goals. SOCIAL STUDIES GOALWe will show a 1% increase in the area Social Studies as measured by the GMAS by the end of the 2019-2020 school yearOVERARCHING 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 ParasIntervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)Timeline for ImplementationFunding SourceEvaluation MethodsResources NeededThe use of Primary Resources (research based instructional strategies) will be used to teach historical facts.2019-2020No Funding SourceObservationsLesson PlansInformal/Formal AssessmentsSocial 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. 2019-2020 School YearNo Funding SourceObservationsLesson PlansInformal/Formal AssessmentsNotebooks, Paper, Colored Pencils, Glue sticks, Ink, TonerTeachers 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 subjects2019-2020 School YearNo Funding SourceObservationsLesson PlansInformal/Formal AssessmentsLogic ModelReading A-Z SoftwareComputersChromebooksBrainPop/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.2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelBrainpopComputersChromebooksComputer 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.2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelEducational Galaxy FlocabularyComputersChromebooksTeachers will implement the research based instructional strategies of Summarizing and Notetaking and Similarities and Differences.2019-2020No Funding SourceObservationsLesson PlansInformal/Formal AssessmentsNotebooks, Paper, Colored Pencils, Glue sticks, Ink, TonerSupplemental Supports: What supplemental action steps will be implemented for these subgroups?Economically DisadvantageFoster And HomelessWe will use research based instructional strategies and fluency strategies to foster student success.We will use research based instructional strategies and fluency strategies to foster student success.English LearnersMigrantOur ESOL teachers will integrate research based instructional strategies and fluency strategies to foster student success with our ESOL students. We will use research based instructional strategies and fluency strategies to foster student success.Race/Ethnicity/MinorityStudents With DisabilitiesWe will use research based instructional strategies and fluency strategies to foster student success.With a focus on small group instruction, teachers will integrate research based instructional strategies to foster student growth and meet students’ individual learning goals. PARENT AND FAMILY ENGAGEMENT PROGRAMEvidence-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.)Timeline for ImplementationFunding SourceEvaluation MethodsResources NeededParent and Family Engagement workshops will be held to provide parents with academic strategies to assist their children at home. August 2019-May 2020Title I, Part AMeeting EvaluationsParent SurveyLogic ModelSign-In SheetsAgendasLight SnacksChart PaperComputersCommunication MethodsPaperPensInk/TonerParents Make a Difference and Parent Pointers are research-based newsletters and tip sheets that provide practical, proven information for parents, on a comprehensive array of school success topics. The documents will be posted on our school’s website and located in our parent resource room and main office.August 2019-May 2020District FundsParent SurveyLogic ModelSign-In SheetsAgendasCommunication MethodsPaperPensInk/TonerWe will offer in-person and continuous support and training to teachers to assist teachers in building the capacity to work with parents as equal partners. August 2019-May 2020Title I, Part AMeeting EvaluationsLogic ModelSign-In SheetsAgendasCommunication MethodsPaperPensInk/TonerChart PaperPptsHandouts and ArticlesParent Resource Room will be open to parents throughout the week and parent nights. The Parent Resource Room provides parents with resources for check-out that reinforces those skills that students may need to improve achievement. August 2019-May 2020Title I, Part AParent SurveyLogic ModelCheck In/Out FormsBrochuresParent Take Home KitsShelvingBinsOTHER INSTRUCTIONAL METHODSUse effective instructional methods that increase the quality and amount of learning time.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 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.)Timeline for ImplementationFunding SourceEvaluation MethodsResources NeededReading and math tutors will be used to support the implementation of evidence-based instructional practices to provide intensive small group instruction August 2019-May 2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelReading and Math Instructional ResourcesTutorsInstructional Coaches will assist in building teacher capacity and their understanding of instructional practices as related to the Georgia Performance Standards 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.August 2019-May 2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelChart PaperPensInkIndex CardsSticky NotesTapeStaples/StaplerPaper ClipsThe 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.August 2019-May 2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelChart PaperPensInkIndex CardsSticky NotesTapeStaples/StaplerPaper ClipsEIP Teachers will provide additional instructional support to students, who are performing below grade level in math, by helping them obtain the necessary academic skills to reach grade level performance. August 2019-May 2020General FundsObservationsLesson PlansInformal/Formal AssessmentsNo ResourcesPROFESSIONAL LEARNINGEvidence-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.)Timeline for ImplementationFunding SourceEvaluation MethodsResources NeededInstructional 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 including Daily 5/CAFE The above mentioned entities will ensure high quality instruction in the classroom through modeling, co-planning, co- teaching and providing on going feedbackAugust 2019 – May 2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelChart PaperPensInkIndex CardsSticky NotesTapeStaples/StaplerPaper ClipsDr. Dan Mulligan will provide ongoing professional development on the implementation of research based strategies with their daily lessons.2019-2020Title I, Part AGeneral FundObservationsLesson PlansInformal/Formal AssessmentsLogic ModelConsultantTeachers will be provided and attend ongoing professional development on the Georgia’s Curriculum Standards , evidence-based practices and Data Digs. Binders will be used to house professional learning material August 2019-May 2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsBindersLogic ModelTeacher BindersGriffin RESA Grade Level Planning Days provides opportunities for teachers to collaborate and develop lesson plans aligned with the Georgia Standards of LearningAugust 2019-May 2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelPaperDataInkTraits Writing provides all students with the platform for being successful writers. District Content Specialists will provide professional development that will assist teachers with strategies for integrating research based writing strategiesAug 2019- May2020Local FundsObservationsLesson PlansInformal/Formal AssessmentsLogic ModelSix Traits Writing KitsThe instructional coaches will provide ongoing Professional Development and District Math Curriculum Specialist designed to assist teachers in write lesson plans focusing on teaching from the concrete, pictorial and the abstract.2019-2020 Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelChart PaperPensInkIndex CardsSticky NotesTapeStaples/StaplerPaper ClipsProvide teachers with online learning to maximize instructional time by decreasing disruptive behavior.2019-2020Title I, Part AObservationsLesson PlansInformal/Formal AssessmentsLogic ModelAmie Dean Online PTECHNOLOGY EQUIPMENT TO SUPPORT THE CORE CURRICULUMEvidence-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.)Timeline for ImplementationFunding SourceEvaluation MethodsResources NeededDocument Cameras will engage the students in the learning process. Teachers are able to use the cameras to display work samples .ELA Reading and Math Exemplars, Item analysis and as a way of differentiating student learning Aug 2019 - May 2020Title I Part AObservationsLesson PlansInformal/Formal AssessmentsDocument CamerasChromebooks and Carts will be used for critical thinking and collaboration among students and to facilitate problem-based learning and team-based learning by having students integrate laptops as devices for research, communication, and development in our ELA classrooms. Students will be able to work together using computer-based resources, discussion boards, email, and synchronous chat rooms, students can identify issues, share ideas and propose solutions to authentic problems.Aug 2019 - May 2020Title I Part AObservationsLesson PlansInformal/Formal AssessmentsChromebooksCartiPads and carts – We will use iPads and laptop carts in the classroom by using by web based Data Analysis , Math and ELA applications that are grade level specific that builds basic foundational skills and remediation through interactive learning. Aug 2019 - May 2020Title I Part AObservationsLesson PlansInformal/Formal AssessmentsiPadsCartSTUDENT BEHAVIOR/ATTENDANCEEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)Timeline for ImplementationFunding SourceEvaluation MethodsResources NeededClassroom Behavior Plans 2019-2020LocalDiscipline RecordsInformal/Formal AssessmentsObservationsIncentivesAmie Dean StrategiesSchoolwide Behavior Plan2019-2020LocalDiscipline RecordsInformal/Formal AssessmentsObservationsIncentivesAmie Dean StrategiesAttendance Program2019-2020LocalAttendance RecordsInformal/Formal AssessmentsObservationsIncentivesAmie Dean StrategiesPBIS Program2019-2020LocalDiscipline RecordsAttendance RecordsPBIS RewardsInformal/Formal AssessmentsObservationsIncentivesAmie Dean StrategiesBUILDING FAMILY FRIENDLY SCHOOLSIn the section below, describe strategies to build family-friendly schools by providing a 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 PTO 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 Coffee and Chats, Annual Grandparent’s Luncheon, Annual Fall Festival, 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 PTO, parent teacher conferences, Title I nights, programs, and other school activities. Counselors: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 PTO, 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: counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areasWildcat Tutorial Program for ELA/Reading and Math Morning Intervention to address deficits identified on the GMASMentoring Program with our Business PartnersViewPoint Mental Health Services for students and parents (counselor)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, College Wall, College Daysimplementation 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, guidance, and Behavior Intervention Specialist to resolve conflictTier 3-Administration working with students, teacher, counselor, RTI chair, and parentprofessional 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 subjectsWe 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 CauseProfessional Learning to Address Root CauseVocabularyStudents do not have decoding strategies. Students do not have time to practice decoding strategiesParents lack the skill set to support students with reading at home.Reading InstructionInstructional Coach Classroom SupportEducating Faculty and Staff Parent Academies-VocabularyWritingStudents lack the knowledge needed to determine when it is appropriate to use formal vs. informal languageStudents need to enhance writing skills Parents lack the skill set to support students with writing at homeSix Traits Writing Modeling by the instructional coachesDaily Oral Language/Mentor SentencesEducating Faculty and StaffParent Academies-written expressionBasic MathStudents 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 homeNumber TalksMath Strategies6 Step Vocabulary Process (Math)Instructional Coach Classroom SupportEducating Faculty and StaffParent Academies- Math Strategies. . . Response. . . ResponseWe 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 facts.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 ActivityYear(s) OfferedNumber of ParticipantsOn-site (school) orOff-site (Central office, conference, or other)CRA Math Model- Concrete, Representational, Abstract2013-2020School-wideOn-site/County LevelMath Talks/Number Talks2013-2020School-WideOn-site/County LevelDifferentiated Instruction2013-2020School-WideOn-site/County LevelLearning Focused School Strategies2001-2020School-wideOn-site/County LevelCommon Core Georgia Performance Standards2004-2020School-wideOn-site and State Level Training for Coaches and administrationMath Strategies for Instructional Improvement2006-2020School-wideOn-site/Conferences/ Griffin RESACo-Teaching2007-2020School-wideOn-siteScience Strategies for Instructional Improvement2012-2020School-wideOn-site/County Level/Griffin RESA staffResearch Based Instructional Strategies2010-2020School-WideOn-site/County level6 Step Vocabulary Process2011-2020School-wideOn-site/County levelRobert Marzano’s Strategies/Professional Development2010-2020School-WideOn-site/County levelStandards Based Classrooms2007-2020School-wideOn-siteTKES/Walkthroughs/Edivate2007-2020School-wideOn-SiteRTI Training2007-2020School-wideOn-SiteImplementing GA Frameworks2009-2020School-wideOn-SiteLFS-KUDS/Student Learning Maps/Concept Maps2009-2020School-wideOn-SiteInfinite Campus Training2009-2020School-wideOn-SiteMindset Training2009-2020SPED teachers/paraprosBOEEarly Numeracy/Math Exemplars2010-2020School-wideOn-site/District LevelTraits Writing2014-2020Gr. K-5District Level Daily 5/Café2014-2020Gr. K-5District Level Parent Math Academies2014-2020School-WideOn-Site Dr. Cupp Readers/Jack n Jilly 2012-2020Gr. K-2On-SiteCanvas2016-2020School-WideOn-Site/District LevelUse of Mentor Sentences to support and improve writing.2016-2020School-WideOn-Sitestrategies for assisting preschool children in the transition from early childhood educationResponse: 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.Schoolwide Plan Development: Sec. 1114(b)(1-5)is 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, 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.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 schoolResponse: The following group of people participated in developing and reviewing West Newton’s Title I School- Wide Plan for the 2019-2020:PrincipalAssistant Principal Instructional CoachTitle 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. 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.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. ESSA Requirements to Include in your Schoolwide Plan 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 Title I Paraprofessional 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 SurveyDescribe 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 MeetingsWe 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 OrientationInvite 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.AccessibilityWe 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 MeetingJointly 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 ProgramsCoordinating 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 SupportProviding such other reasonable support for parental involvement activities, as parents may request.through coordination with institutions of higher education, employers, and other local partners; and Response: West Newton is an elementary schoolthrough 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 schoolSOFTWARE: BrainPOPMODELRESPONSESSMART Goal:Increase teacher usage of the BrainPOP software program by 3% by the end of the 2019-2020 School Year as measured by the usage report. Name of Intervention/Strategy/Practice:BrainPOPIs there an ESSA Rating in place for this software? If so, what is it?Strong Evidence ? Moderate Evidence? Minimal Evidence?No ESSA Rating Exist: ?Current Research Available that demonstrated rationale that suggests it may work: Study of the Effectiveness of BrainPOP – Executive Summary Effectiveness of BrainPOP and BrainPOP Games and BrainPOP Population:School:WNES Person Responsible:Principal, Teachers, Instructional CoachesImplementation Plan of Action:Gather baseline data from the BrainPOP software program usage report. Classroom teachers will use the software program to support instruction and engage students in the lessons.Gather data at mid-year and 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 from reviewing the teacher usage reports. Participating Schools theorizes that teacher usage will increase by 3%.What are the outcomes or milestones that will evaluate success?Mid-Year: The midyear growth will be 11/2 % as measured by teacher usage of BrainPOP software. End of Year: The end of the year growth will be measured by the end of the year usage of the BrainPOP software to show a 3% increase from the beginning of the year. Progress Monitoring Dates:Beginning of the Year: September 2019End of Year: May 2020Evidence-Based Evaluation Due: May 24, 2020NCSS Feedback:SOFTWARE: EDUCATION GALAXYMODELRESPONSESSMART Goal:Increase the percentage of students by 1% in grades in all content areas as measured by the IOWA.Name of Intervention/Strategy/Practice:Education Galaxy Current 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?Strong Evidence ? Moderate Evidence? Minimal Evidence?No ESSA Rating Exist: ?Intervention Population:Grades K-5Person Responsible:Classroom Teachers, Instructional Coach, PrincipalImplementation 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 (Posttest) from the end-of-year IOWA content area assessments. How will the success be measured? What is the school’s theory of change for this intervention?Success will be measured from progress monitoring and the pre/post assessments from IOWA. WNES theorizes that student skills and knowledge will transfer from Education Galaxy to the GMAS and IOWA. What are the outcomes or milestones that will evaluate success?Mid-Year: The midyear growth will be 1 ? % as measured by teacher reading/math benchmark End of Year: The end of the year growth will be measured by the IOWA assessment to show a 3% increase. Progress Monitoring Dates:Beginning of the Year: October 2019End of Year: May 2020Evidence-Based Evaluation May 24, 2020NCSS Feedback:SOFTWARE: FLOCABULARYMODELRESPONSESSMART Goal:Increase the percentage of students by 1% in grades in all content areas as measured by the IOWA.Name of Intervention/Strategy/Practice:Education Galaxy Current 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?Strong Evidence ? Moderate Evidence? Minimal Evidence?No ESSA Rating Exist: ?Intervention Population:Grades K-5Person Responsible:Classroom Teachers, Instructional Coach, PrincipalImplementation 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 (Posttest) from the end-of-year IOWA content area assessments. How will the success be measured? What is the school’s theory of change for this intervention?Success will be measured from progress monitoring and the pre/post assessments from IOWA. WNES theorizes that student skills and knowledge will transfer from Education Galaxy to the GMAS and IOWA. What are the outcomes or milestones that will evaluate success?Mid-Year: The midyear growth will be 1 ? % as measured by teacher reading/math benchmark End of Year: The end of the year growth will be measured by the IOWA assessment to show a 3% increase. Progress Monitoring Dates:Beginning of the Year: October 2019End of Year: May 2020Evidence-Based Evaluation May 24, 2020NCSS Feedback:SOFTWARE: EDUCATION GALAXYMODELRESPONSESSMART Goal:Increase the percentage of students by 1% in grades in all content areas as measured by the IOWA.Name of Intervention/Strategy/Practice:Education Galaxy Current 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?Strong Evidence ? Moderate Evidence? Minimal Evidence?No ESSA Rating Exist: ?Intervention Population:Grades K-5Person Responsible:Classroom Teachers, Instructional Coach, PrincipalImplementation 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 (Posttest) from the end-of-year IOWA content area assessments. How will the success be measured? What is the school’s theory of change for this intervention?Success will be measured from progress monitoring and the pre/post assessments from IOWA. WNES theorizes that student skills and knowledge will transfer from Education Galaxy to the GMAS and IOWA. What are the outcomes or milestones that will evaluate success?Mid-Year: The midyear growth will be 1 ? % as measured by teacher reading/math benchmark End of Year: The end of the year growth will be measured by the IOWA assessment to show a 3% increase. Progress Monitoring Dates:Beginning of the Year: October 2019End of Year: May 2020Evidence-Based Evaluation May 24, 2020NCSS Feedback:TITLE I INSTRUCTIONAL COACHMODELRESPONSESSMART Goal:To increase student achievement in all areas by 1% as measured on the IOWA by the end of the school year.Intervention/Strategy/Practice:Instructional CoachCurrent Research Available that demonstrated rationale that suggests it may work:Response: Instructional CoachingBy: Lucy Steiner, Julie Kowal Steps to Great Coaching, 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?Strong Evidence ? Moderate Evidence? Minimal Evidence?No ESSA Rating Exist: ?Intervention Population:SchoolwidePerson Responsibles:Principal, Instructional CoachesImplementation 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.How will the success be measured? What is the school’s theory of change for this intervention?Success will be measured from progress monitoring and the pre/post assessments. The school theorizes that student scores on the Spring IOWA assessment will increase by 1%.What are the outcomes or milestones that will evaluate success?Beginning of Year: Gather pretest data from the Fall administration of the IOWA. The first of the year growth will increase by .5 % as measured by teacher benchmarks by midyear.End of Year: The end of the year growth will be measured by the IOWA assessment to show a 1% increase.Progress Monitoring Dates:Beginning of the Year: September 2019End of Year: May 2020Evidence-Based Evaluation Due May 24, 2020NCSS Feedback:TITLE I TUTORSMODELRESPONSESSMART Goal:To increase student achievement in math in grades 3-5 by 1% as measured on the IOWA by the end of the school year.Intervention/Strategy/Practice:Supplemental Math ClassCurrent Research Available that demonstrated rationale that suggests it may work:Classroom Instruction That Works by R.J. Marzano, D.J. Pickering, and J.E. Pollock, 2001, Alexandria, VA: ASCDMarzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.Marzano, R.J. and Pickering, D.J. (2005). Building Academic Vocabulary Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development.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:Person Responsible:Classroom Teacher, Instructional Coach, PrincipalImplementation Plan of Action:Gather baseline data (Pretest) from the fall administration of the IOWA. Classroom teachers will review the data and develop intervention to target weak math skills. The Instructional Coach to meet with the teachers to monitor student progress and model strategies for classroom implementation.Supplemental teacher will collaborate with the classroom teacher on student progress over identified areas of weaknesses. Supplemental teacher will administer a midterm benchmark to assess growth.Principal will meet with the instructional coach and supplemental teacher bi-monthly to discuss student achievement.Supplemental teacher will continue to target areas of weaknesses for each student. Gather baseline data (Posttest) from the spring administration of the IOWA. How will the success be measured? What is the school’s theory of change for this intervention?Success will be measured from progress monitoring and the pre/post assessments. The school theorizes that student scores on the Spring IOWA assessment will increase by 1%.What are the outcomes or milestones that will evaluate success?Beginning of Year: Gather pretest data from the Fall administration of the IOWA.The first of the year growth will increase by .5 % as measured by teacher benchmarks by midyear. End of Year: The end of the year growth will be measured by the IOWA assessment to show a 1% increase. Progress Monitoring Dates:Beginning of Year: September, 28, 2019End of Year: May 2020Evidence-Based Evaluation Due May 24, 2020NCSS Feedback:SOFTWARE: READING A-ZMODELRESPONSESSMART Goal:Increase the percentage of students by 1% in grades in all content areas as measured by the IOWA.Name of Intervention/Strategy/Practice:Education Galaxy Current 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?Strong Evidence ? Moderate Evidence? Minimal Evidence?No ESSA Rating Exist: ?Intervention Population:Grades K-5Person Responsible:Classroom Teachers, Instructional Coach, PrincipalImplementation 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 (Posttest) from the end-of-year IOWA content area assessments. How will the success be measured? What is the school’s theory of change for this intervention?Success will be measured from progress monitoring and the pre/post assessments from IOWA. WNES theorizes that student skills and knowledge will transfer from Education Galaxy to the GMAS and IOWA. What are the outcomes or milestones that will evaluate success?Mid-Year: The midyear growth will be 1 ? % as measured by teacher reading/math benchmark End of Year: The end of the year growth will be measured by the IOWA assessment to show a 3% increase. Progress Monitoring Dates:Beginning of the Year: October 2019End of Year: May 2020Evidence-Based Evaluation May 24, 2020NCSS Feedback:PROFESSIONAL LEARNINGMODELRESPONSESSMART Goal: To increase student achievement in all areas by 1% as measured on the IOWA by the end of the school year.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 , 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?Strong Evidence ? Moderate Evidence? Minimal Evidence?No ESSA Rating Exist: ?Intervention Population:Certified Teachers and Classified StaffPerson Responsible: Administration, Instructional CoachesImplementation Plan of Action:Gather information through walkthroughs, observations, classroom data, and surveys to determine professional learning needsDetermine which staff will benefit from the professional learning sessionIdentify objectives and measurable evidence for building teacher capacity and student achievement. Specify additional learning opportunities and follow-up sessions to support implementation; plan for differentiated opportunities when necessaryIdentify and allocate resources to properly support professional learningDetermine how professional learning will be evaluatedHow will the success be measured? What is the school’s theory of change for this intervention?We will measure the success through the pre and posttest data from All in Learning, NSGRA Guided Reading, Phonics progression and by 1% growth as measured by the IOWA. What are the outcomes or milestones that will evaluate success?Beginning of the Year: Gather pretest data from the Fall administration of the IOWA.The first of the year growth will increase by .5 % as measured by teacher benchmarks by midyear.End of Year: The end of the year growth will be measured by the IOWA assessment to show a 1% increase.Progress Monitoring Dates:Beginning of the Year: September 2019End of Year: May 2020Evidence-Based Evaluation Due May 24, 2020NCSS Feedback:TITLE I PARENT ENGAGEMENT PROGRAMMODELRESPONSESSMART 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 MethodsCurrent 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 Education in A Dual Capacity-Building Framework for Family–School Partnerships 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:?K-5 ? 6-8 x 9-12Person Responsible:Principal, Instructional Coach, Title I Parent Contact, Classroom TeachersImplementation Plan of Action: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.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. 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. 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.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. 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.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.How will the success be measured? What is the school’s theory of change for this intervention?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. What are the outcomes or milestones that will evaluate success?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 May 24, 2020)TITLE I PARENT ENGAGEMENT PROGRAMMODELRESPONSESSMART 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 Staff Capacity using Primary and Secondary MethodsCurrent 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 Education in A Dual Capacity-Building Framework for Family–School Partnerships 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:?K-5 ? 6-8 ?9-12Person Responsible:Principal, Instructional Coach, Title I Parent Contact, Classroom TeachersImplementation Plan of Action:Primary MethodIn-Person Faculty Meeting1st Nine WeeksDue by August 31 of each school yearPowerful Partnerships:Staff Parent and Family Engagement Orientation*Secondary MethodHandouts, Tip Sheets, Videos2nd Nine WeeksDue by the end of the 2nd nine weeks (December 1, 2019)Optional tools to address topics identified with the assistance of parents. Primary MethodIn-Person Faculty Meeting3rd Nine WeeksDue by January 31 of each school yearPowerful Partnerships:Building Powerful Partnerships: School Parent Compacts*Secondary MethodHandouts, Tip Sheets, Videos4th Nine WeeksDue by the end of the 4th nine weeks (May 10, 2020)Optional tools to address topics identified with the assistance of parents. How will the success be measured? What is the school’s theory of change for this intervention?We will measure the success of by having each participating complete an evaluation form after the building staff capacity professional learning sessions. We will also collect feedback after each secondary method on how we can use the strategies shared to enhance our parent and family engagement program. We theorize that our faculty and staff will provide high-quality customer service, honor and recognize families’ funds of knowledge, connect family engagement to student learning, and create a welcoming and an inviting school cultureWhat are the outcomes or milestones that will evaluate success?Parents and the school will be able to work with each other as equal partners in the efforts to increase student achievement.The students’ education will become a shared responsibility. Evidence-Based Evaluation (Due May 24, 2020)NCSS Feedback:TITLE I PARENT ENGAGEMENT PROGRAMMODELRESPONSESSMART Goal:To have at least 33% of parents that offer input on our Title I Parent and Family Engagement Program as measured by the 2019-2020 Parent and Family Engagement Survey.Intervention/Strategy/Practice:Parent SurveyCurrent Research Available that demonstrated rationale that suggests it may work:Partners Education in A Dual Capacity-Building Framework for Family–School Partnerships 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:?K-5 ? 6-8 ?9-12Person Responsible:Principal, Instructional Coach, Title I Parent Contact, Classroom TeachersImplementation Plan of Action:Offer ongoing opportunities to build the capacity of parents and staff to work together as equal partners by focusing on the following areas:CommunicationBuilding Parent Capacity Parent Involvement Workshops/Conferences/ActivitiesFlexible Meeting TimesTitle I Parent Involvement FundsBuilding Staff CapacityThe Parent and Family Engagement Survey is designed to be a tool that produces family and staff capacity outcomes for Effective Family-School Partnerships that support student achievement and school improvement.How will the success be measured? What is the school’s theory of change for this intervention?We will measure the success of these sessions by at least 33% of our parents and family complete survey and the end of the 2019-2020 school year. We theorize that parents and the school will be able to work with each other as equal partners in the efforts to increase student achievement. The students’ education becomes a shared responsibility.What are the outcomes or milestones that will evaluate success?Family and Staff Capacity OutcomesSchool and Program Staff Who Can:Honor and recognize families’ funds of knowledgeConnect family engagement to student learning Create a welcoming and an inviting school cultureFamilies who can negotiate multiple roles Supporters Encouragers Monitors Advocates Decision Makers Collaborators2018-2019 Student Enrollment 2018-2019 # of Parents who took the survey2019-2020 Student Enrollment 2019-2020 # of Parents who took the survey ................
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