115.clayton.k12.ga.us



|SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE |

|School Name: Morrow Elementary |District Name: Clayton County |

|Principal Name: Tammy Burroughs |School Year: 2019-2020 |

|School Mailing Address: 6115 Reynolds Road Morrow, Georgia 30260 |

|Telephone: 770-968-2900 |

|District Title I Director/Coordinator Name: Katrina Thompson |

|District Title I Director/Coordinator Mailing Address: 1058 Fifth Avenue Jonesboro, Ga. 30260 |

|Email Address: katrina.thompson@clayton.k12.ga.us |

|Telephone: (770) 473-2700 |

|ESEA WAIVER ACCOUNTABILITY STATUS |

|(Check all boxes that apply and provide additional information if requested.) |

|Priority School |Focus School |

|Title I Alert School |

|Principal’s Signature: |Date: 8-30-19 |

|Title I Director’s Signature: |Date: |

|Superintendent’s Signature: |Date: |

|Revision Date: |Revision Date: |Revision Date: |

SWP Template Instructions

• All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

• Please add your planning committee members on the next page.

• The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

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

Planning Committee Members

|NAME |MEMBER’S SIGNATURE |POSITION/ROLE |

|Tammy Burroughs | |Principal |

|Dira Harris | |Assistant Principal |

|Chanel Logan | |Counselor |

|Robin Sims | |Kdg. Grade Chair |

|Lorraine King | |1st Grade Chair |

|Jennifer Deaver | |2nd Grade Chair |

|Raponsa McNeal | |3rd Grade Chair |

|Sharon Jones-Tyler | |4th Grade Chair |

|Kristen Rawl | |5th Grade Chair |

|Rich Evarts | |Media Specialist |

|Stephanie Homman | |DES |

|Rochondria Livingston | |EIP |

|Becky Ferunden | |EIP |

|Michelle Way | |EIP Chair |

|Devinn Hill | |Gifted Teacher |

|Sonia Williams | |Data Chair |

|Tony Keel | |Parent Liaison |

|Dee McRae | |Community Partner |

|Marie Peters | |Parent |

|Amari Chapman | |Student |

SWP/SIP Components

|1. A comprehensive needs assessment of the entire school, (including taking into account |

|the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in |

|relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). |

| |

|1A. Response: |

|We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement|

|program plan. Those persons involved were . . . The ways they were involved were . . . |

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|Team members were included from each key grade level and department of the school. This included leadership, special education, gifted, |

|counseling, and the early intervention program. Specific names of the individuals involved in the plan are outlined above. |

| |

|Team selection was based upon each member’s experience and areas of expertise. The principal guided the selection. A member from the school |

|data committee was also added to the team. The leadership team chose to continue to focus on writing as a key component of the improvement |

|plan based upon previous year data and yearlong observation. A key area of focus for the year will be professional development based upon the|

|needs of the school. Another key area of focus will be data analysis from all grade levels. Based upon the previous school year data and |

|overall identified areas of strength and weakness, the following school level foci for the 2019-2020 school year are as follows: |

|Rigor and Relevance Framework (Evidence Based Writing) |

|Instructional Support Programs (I-Ready) |

|Leveled-Based Small Group Instruction |

|Data Disaggregation |

|Use of AR to increase Lexile |

|Math Fluency Drills |

|Wrap Around Services |

| |

|The process of completing the plan was through delegation, collaboration, and group effort. Team members each played a role in making these |

|decisions. All teachers on the team were involved by reviewing key district, state, and classroom common assessment data. Specifically, team|

|members analyzed DIBELS, M-Class, G-KIDS, and Georgia Milestone assessment data. The teachers identified areas of instructional needs |

|improvement and conducted comparative analysis of student performance and classroom instructional strategies used to address deficits. Below |

|is an outline of student performance by grade level. |

| |

|The leadership team including the principal, assistant principal, and data clerks worked collaboratively to help to compile the plan by |

|analyzing the feedback and school wide data results and then meeting with the grade levels to complete data analysis and item analysis of |

|student performance. The assistant principal organized data notebooks for teachers to compile student and grade level performance data. |

| |

|The school counselor, EIP lead, gifted teacher, and DES lead were key in helping to determine the student demographics with the highest and |

|lowest areas of concern based upon historical and current year data. Other members of the team helped to evaluate components of the previous |

|plan that worked as well as those that did not work. |

| |

|Team members shared concerns about current instructional practices, reoccurring student deficits based upon grade, and responded to a root |

|cause analysis. Grade level leads and supporting departments provided their input to the school principal about what resources would be useful|

|in helping to meet deficit areas. Some of the resources that the teachers identified that would be helpful in addressing school level |

|deficits were: |

|Math Fluency Kits |

|Lexile Measuring Tool |

|Student manipulatives |

|Initial Sound Fluency Resources |

|Fluency Kits |

| |

|The parent liaison and parent members were helpful in sharing direct insight into communal concerns about the school climate, student |

|performance, and overall school success. Specifically, parent surveys helped to identify areas of improvement for the school based upon parent|

|perspective. The students involved in the process provided a student perspective of how to improve the school and what their needs were. The|

|school media specialist provided information related to Lexile levels of students and data related to reading initiatives such as Ren Learning|

|and AR, and STAR Reader. |

| |

|1B. Response |

|We have used the following instruments, procedures, or processes to obtain this information . . . (Be sure to use brainstorming as a strategy|

|for Needs Assessment.) |

|The needs assessment of our 2019-20 Title I plan included a review of the holistic needs of our school’s students, teachers, parents, |

|resources, and professional development priorities. In order to help revise this plan, we took into account the following data components: |

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|Overall Data |

|School Demographic Data |

|This data is statistical data relating to the overall population and particular student subgroups groups within it: |

|Student Growth Percentiles (SGP) |

|Student growth percentiles are a method for determining how much academic progress students are making by measuring growth between two points |

|in time usually the beginning and end of year.  |

|Attendance Rates |

|The attendance rate is important because students are more likely to succeed in academics when they attend school consistently. This data |

|allows us to identify patterns in student attendance to determine if interventions are necessary. |

|Student Discipline Data |

|Data collections associated with student out of school and in school discipline measures. Data is used to determine patterns and changes over|

|time and used to determine necessary behavior interventions. |

|Certified Staff Attrition Rate |

|Attrition rate is a measure of how many customers or employees leave in a period of time. |

|College and Career Readiness Performance Index (CCRPI Data) |

|This data includes overall school performance in the areas of achievement, progress, and closing the gap. CCRPI is a comprehensive school |

|improvement, accountability, and communication platform for all educational stakeholders that will promote college and career readiness for |

|all Georgia public school students. |

|Failure Rate |

|Percentage of students not receiving passing scores in content areas. Data used to analyze the probability that students will meet state |

|assessment expectations |

|Assessments |

|Georgia Milestone Assessment (GMAS) Data |

|The Georgia Milestones Assessment System is a comprehensive summative assessment program spanning grades three through high school.  Georgia |

|Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in English |

|Language Arts, mathematics, science, and social studies.  |

|Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |

|This is series of short tests that assess early childhood (K-6) literacy. It is a set of procedures and measures for assessing the acquisition|

|of a set of K-6 literacy skills, such as phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension. |

|M-CLASS |

|Observational math assessment for measuring foundational skills and comprehension for grades K-6 |

|ACCESS |

|This data allows schools to see how well their English language learners are progressing over time in language proficiency and content |

|proficiency |

|The Georgia Kindergarten Inventory of Developing Skills (GKIDS) |

|Year-long, performance-based assessment aligned to the state mandated content standards. The goal of the assessment program is to provide |

|teachers with information about the level of instructional support needed by individual students entering kindergarten and first grade. |

|Supports |

|The Statewide Longitudinal Data System (SLDS) |

|Data system designed to help districts, schools, and teachers make informed, data-driven decisions to improve student learning. SLDS is a free|

|application that is accessed via a link in the district’s Student Information System |

|Response to Intervention (RTI) |

|In education, commonly abbreviated RTI is an approach to academic and behavioral intervention used in the United States to provide early, |

|systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate |

|grade-or age-level standards. |

|Student Support Team (SST) |

|SST is a student-centered problem-solving process that is required to be available in every Georgia school. The purpose of the SST is to |

|develop interventions to improve learning and/or behavior. |

| |

|The Title I plan is a component of continued school improvement. The principal met with members of the Title I committee and Better Seeking |

|Team to brainstorm. The primary method of revising this year’s Title I plan was brainstorming and completing root cause analysis. During |

|these sessions the group made efforts to identify pervasive school performance concerns and conduct root cause analysis of specific problems |

|by gathering a list of ideas through the use of Google Doc surveys and round table formatted discussions. The school wide school improvement |

|team, community members, and parent stakeholders, were also a part of the process. Student involvement came as a means of reviewing survey |

|data and a review of the overall effectiveness of the use of designated Title I resources was completed as a concerted effort by building |

|administrators. |

|Response 1C. |

|We have taken into account the needs of migrant children by (or if you have no migratory students . . . these are the procedures we would |

|follow should those students be in attendance) |

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|At the date this plan was completed, Morrow Elementary had zero students/families identified as migrant. However, in the event the school |

|gains a migrant population the schools will follow district, state and federal guidelines to ensure that migratory students will achieve the |

|same goals set for all students. In addition, all parents or guardians enrolling a child in the school will receive a survey that determines |

|if the child will be identified a migrant. This information will be maintained in the cumulative folder of each child. |

|Response 1D |

|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: |

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|SCALE SCORES |

|[pic]MATH |

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|READING |

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|SCIENCE |

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|SOCIAL STUDIES |

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|TREND DATA 2017-2019 |

|The portion of the plan outlines overall Trend Data for ALL grade levels on the Georgia Milestones Assessment (GMAS): |

| |

|Trend data was analyzed using the GMAS assessment. The Georgia Milestone data below identifies trends in student performance data for two |

|consecutive school year periods. The areas of strength across grade level were highlighted in reading. Areas of immediate needs improvement |

|were identified in mathematics across all grade levels. Additionally, lower performances were identified in the areas of science and social |

|studies in grades 3-5. |

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|3rd Grade ELA Georgia Milestones |

|Domain data above shows the following: |

|Areas of emphasis for third grade ELA based upon domain area: |

|Student Lexile data demonstrates students need to be pushed by allowed opportunities to read grade level text and text 100 points above Lexile|

|range. |

|In writing students need additional support in development of ideas, organization, and coherence. |

|In Narrative Responses student need to be able to evaluate two separate literary pieces and write a response incorporating ideas from both |

|text |

| |

|3rd Grade Math Georgia Milestones |

|Domain data above shows the following: |

|Areas of emphasis for third grade Math based upon domain area: |

|To increase overall performance students could use additional support with dissecting word or multi-step problems. |

|Students have a strength in the area of operations and algebraic thinking |

|Student weaknesses can be identified in Geometry |

| |

|4th Grade ELA Georgia Milestones |

|Domain data above shows the following: |

|Areas of emphasis for fourth grade ELA based upon domain area: |

|Additional support is needed in the area of idea development |

|In Narrative Responses student need to be able to evaluate two separate literary pieces and write a response incorporating ideas from both |

|text |

|Students need small group intervention to address fluency and Lexile range. |

|Students need exposure to third grade content specific and Tier 2 vocabulary |

|Overall students are not reading at the desired grade level. |

|Student data demonstrates deficiency with extended writing tasks |

| |

|4th Grade Math Georgia Milestones |

|Domain data above shows the following: |

|Areas of emphasis for fourth grade Math based upon domain area: |

|Students have a strength in operation and algebraic thinking. |

|Students have a weaknesses working with fractions and measurement data. |

| |

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|5th Grade ELA Georgia Milestones |

|Domain data above shows the following: |

|Areas of emphasis for fifth grade ELA based upon domain area: |

|Another strength was that most students read at or above their identified grade level. |

|Student areas of concern were deficits in the area of writing (language) |

|Students exhibited a strength in the area of language and development |

| |

|5th Grade Math Georgia Milestones |

|Domain data above shows the following: |

|Areas of emphasis for fifth grade Math based upon domain area: |

|An area of student weakness was operations and algebraic thinking |

|All students could benefit from the incorporation of multi-step word problems |

|An area of student strength was numbers, operations, and base ten. |

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|5th Grade Science Georgia Milestones |

|Domain data above shows the following: |

|Areas of emphasis for fifth grade Science based upon domain area: |

|Earth science was an overall area of strength |

|Physical science was an overall area of weakness |

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|5th Grade SS Georgia Milestones |

|Domain data above shows the following: |

|Areas of emphasis for fifth grade social studies based upon domain area: |

|Government was an area of strength in SS |

|Geography and identification of key landforms and historical events was a weakness |

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|The Teachers, Staff, Administration, and Parent Council of Morrow Elementary have reflected on current achievement data that will help the |

|school understand the subjects and skills in which teaching and learning need to be improved. |

| |

|Examples are: |

|Writing Workshops/Professional Development |

|Student Work with Commentary |

|Reading Workshops |

|Focus Walks |

|Formative and Summative Assessments |

|Formal and Informal Observations |

|Parent and Student Conferences |

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|Achievement Data based on performance for Morrow Elementary is as follows: |

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|Response 1E. |

|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 |

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|Economically disadvantaged students . . . |

|Students from Major racial and ethnic groups . . . |

|Students with disabilities . . . |

|Students with limited English proficiency . . . |

| |

| |

|The changes or revisions to this plan have been based upon the following subgroup data and above performance trend data from the GMAS. |

|CCRPI |

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|School Year |

|CCRPI Score |

|Content Mastery |

|School Progress |

|Closing the Gaps |

|Readiness |

|Climate Rating |

|Star Rating |

|PPE Percentile |

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|2017-2018 |

|80.5 |

|22.6 |

|40 |

|6.7 |

|53 |

|89.4 |

|3 |

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|2018-2019 |

|73.5 |

|56.3 |

|91.5 |

|59.6 |

|78.2 |

|90.1 |

|3 |

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|Supplemental Supports: What supplemental action steps will be implemented for these subgroups? |

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|Economically Disadvantaged |

|Foster/Homeless |

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|Incorporate high impact learning strategies to meet the needs of these students. |

|Use explicit instruction learning techniques to help. |

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|Offer opportunities during instructional day for students to have access to supplemental resources, materials, and instruction. |

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|English Language Learners |

|Migrant |

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|Create print rich learning environments to help build student language proficiency. |

|Provide students opportunities to see standard based writing samples. |

|Be clear and precise in modeling learning expectations. |

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|N/A |

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|Race/Ethnicity/Minority |

|Students with Disabilities |

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|Relate learning and academic content to contextual experiences of students. |

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|Provide extended time for students to respond to writing prompts and common assessments as outlined by student IEP and needs. |

|Allow opportunities for peer to peer learning and for students to work in small group or one-to-one setting. |

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|Please see this included data based off of the above indicators. |

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|Response 1F. |

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

|The major strengths we found in our program were . . . |

|(Be specific. Example: Not just Reading – Indicate Fluency, Comprehension, etc.) |

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|Performance data pulled from the most recent Georgia Milestones Assessment show student strengths in the Math in these areas across grades 3-5|

|in the area: |

|Base ten and place value |

|Performance data pulled from the most recent Georgia Milestones Assessment show student weaknesses in the Math in these areas across grades |

|3-5 in the area: |

|Numbers and Algebraic Thinking |

|Completion of Multi-step word problems |

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|Performance data pulled from the most recent Georgia Milestones Assessment show student strengths in the ELA in these areas across grades 3-5 |

|in the area: |

|Grammar and sentence structure |

|Vocabulary usage |

|Performance data pulled from the most recent Georgia Milestones Assessment show student weaknesses in the ELA in these areas across grades 3-5|

|in the area: |

|Stretch Lexile reading |

|Responding to 2 or more literary pieces citing contextual evidence |

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|Performance data pulled from the most recent Georgia Milestones Assessment show student strengths in the Science in these areas across grade 5|

|in the area: |

|Life Science |

|Performance data pulled from the most recent Georgia Milestones Assessment show student weaknesses in the Science in these areas across grade |

|5 in the area: |

|Physical Science |

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|The major needs we discovered were . . . |

|STRENGTHS |

|DATA SOURCES |

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|1. |

|3rd Grade Mathematics (Operations and Algebraic Thinking) |

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|Georgia Milestones Assessment (Domain Performance Report) |

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|2. |

|4th Grade Mathematics (Operations and Algebraic Thinking) |

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|Georgia Milestones Assessment (Domain Performance Report) |

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|3. |

|5th Grade English Language Arts (Language & Development) |

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|Georgia Milestones Assessment (Domain Performance Report) |

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|4. |

|5th Grade Science (Earth Science) |

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|Georgia Milestones Assessment (Domain Performance Report) |

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|5. |

|5th Grade Social Studies (Government) |

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|Georgia Milestones Assessment (Domain Performance Report) |

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|WEAKNESSES |

|DATA SOURCES |

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|1. |

|Grades 3-5th Writing (Ideas, Organization, Coherence) |

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|Georgia Milestones Assessment (Domain Performance Report) |

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|2. |

|3rd Grade English Language Arts (Lexile) |

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|Georgia Milestones Assessment (Lexile Measure Report) & I-Ready |

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|3. |

|4th Grade Mathematics (Fractions & Measurement) |

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|Georgia Milestones Assessment (Domain Performance Report) |

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|4. |

|5th Grade Mathematics (Multi-Step Word Problems) |

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|Georgia Milestones Assessment (Domain Performance Report) |

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|5. |

|5th Grade English Language Arts (Language Uses) |

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|Georgia Milestones Assessment (Domain Performance Report) |

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|Intervention #1 |

|Intervention #2 |

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|Priority |

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|Writing Across the Curriculum |

|Close Reading/Responding to Text |

|Writing Across the Curriculum |

|Rubrics |

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|Data Sources |

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|GMAS, I-Ready, Benchmark Assessment Data |

|GMAS, I-Ready, Benchmark Assessment Data |

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|Root Cause |

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|Students are not provided consistent opportunities to engage in writing throughout the school day. |

|Students must understand how to use rubrics to self-assess and determine methods of correcting their work. |

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|Subgroups |

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|SWD & ELL |

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|All Students |

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|Content Area |

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|English Language Arts |

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|English Language Arts |

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|Evidence-based Intervention/Resource |

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|Evidenced Based Writing |

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|Evidenced Based Writing |

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|Evaluation for Effectiveness |

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|Data Walks, Classroom Observations, Student Work |

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|Data Walks, Classroom Observations, Student Work |

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|Intervention #3 |

|Intervention #4 |

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|Priority |

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|Use of Assessment Data to Inform Instruction |

|Rigor & Relevance |

|Use of Assessment Data to Inform Instruction |

|Analyzing Data |

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|Data Sources |

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|I-Ready & Benchmark Assessment Data |

|I-Ready & Benchmark Assessment Data |

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|Root Cause |

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|Teachers created assessments do not mirror the level of rigor of district/state assessments. |

|Teachers must identify student/teacher performance trends and methods to differentiate instruction based on student needs. |

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|Subgroups |

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|All Students |

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|All Students |

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|Content Area |

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|ELA/Math |

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|ELA/Math |

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|Evidence-based Intervention/Resource |

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|Creating Rigorous Assessments |

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|Disaggregating Data |

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|Evaluation for Effectiveness |

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|Common Assessments, Rigor Quadrant Correlation |

|Lesson Plans |

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|Data Analysis Sheets, Small Group Lesson Plans, Classroom Observation |

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|ELA & Math Overall Deficits |

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|Kindergarten |

|ELA- Initial Sound Fluency |

|Math- Missing Number & Counting |

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|1st Grade |

|ELA- Daily Oral Reading Fluency (Retell) |

|Math- Counting & Quantity Discrimination |

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|2nd Grade |

|Math- Missing Number & Computation |

|ELA- Daily Oral Reading Fluency (Retell) |

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|3rd Grade |

|Math- Measurement & Data |

|ELA- Writing & Grammar |

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|4th Grade |

|Math- Geometry |

|ELA- Writing & Grammar |

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|5th Grade |

|Math- Measurement & Data |

|ELA- Writing & Grammar |

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|The needs we will address are . . . |

|We will conduct in school focus walks to identify best instructional practices and areas for needs improvement. The needs will be addressed |

|by continuing to support teacher professional development with explicit instruction and other district instructional/planning initiatives such|

|as the STARTS model. We will help teachers to better analyze data, track student performance, and self-evaluate. |

|The specific academic needs of those students that are to be addressed in the school wide program plan will be … |

|. Vocabulary is still an overall focus area. Specific academic needs include more coherent integration of subject matter content and literacy|

|skills. Additionally, the school needs teachers to attend trainings to help develop content mastery in the areas of social studies and |

|science, specifically as it pertains to teaching expository texts and helping students cite textual evidence in these areas Teachers will |

|continue to use morphemic awareness strategies and direct instruction to increase student performance in this area. |

|The ROOTCAUSE/s that we discovered for each of the needs were as follows: |

|Failure to collect, analyze student data incrementally and student attendance rates. Other causes that we discovered for each of the needs |

|were identified as class size (continual increase due to economy), lack of personnel to man science lab, one science lab for school-wide use, |

|limited number of students attending programs designed to be safety nets, minimal parental involvement to reinforce skills at home. Some |

|direct causes for underperformance in these areas include lack of proper teacher planning, ineffective instructional strategies, lack of small|

|group instruction and differentiation. Additional root causes is lack of rigor on classroom assessments to mirror the state mandated |

|assessments. Other root causes may also be limited time to disaggregate student data and further training needed for teachers in data |

|disaggregation. |

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|(How did you get in this situation? What are some causes?) |

|Causes of low performance include: |

|Student deficits |

|Low reading fluency and Lexile levels |

|Content and Pedagogy insufficiencies |

|Misalignment of classroom instruction to standards |

|Lack of small group instruction |

|Failure to differentiate |

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|Response 1G. |

|The measurable goals/benchmarks we have established to address the needs were: |

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|2019-2020 |

|MORROW ELEMENTARY |

|ELA |

|GOAL= 75% proficient learners |

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|MATH |

|GOAL=41% proficient learners |

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|SCIENCE |

|GOAL=35% proficient learners |

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|SOCIAL STUDIES |

|GOAL=37% proficient learners |

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|K-2 |

|SMART Goal: Improve the Reading and Math Achievement at Morrow Elementary from 78.0% overall proficiency Meeting Standards to 85.0% Meeting |

|Standards as measured on the DIBELS and M-Class. |

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|NEW GOALS BASED UPON GMAS DATA: |

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|THIRD GRADE |

|ELA |

|GOAL= 83% proficient learners |

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|MATH |

|GOAL=42% proficient learners |

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|SCIENCE |

|GOAL=37% proficient learners |

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|SOCIAL STUDIES |

|GOAL=27% proficient learners |

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|FOURTH GRADE |

|ELA |

|GOAL= 80% proficient learners |

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|MATH |

|GOAL=42% proficient learners |

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|SCIENCE |

|GOAL=41% proficient learners |

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|SOCIAL STUDIES |

|GOAL=42% proficient learners |

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|FIFTH |

|ELA |

|GOAL= 71% proficient learners |

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|MATH |

|GOAL=46% proficient learners |

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|SCIENCE |

|GOAL=45% proficient learners |

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|SOCIAL STUDIES |

|GOAL=42% proficient learners |

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|Specific Sub-Group Expectations – as per the State Waiver are as follows: |

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|AMERICAN INDIAN |

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|Morrow Elementary currently has NO American Indian students. |

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|WHITE |

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|Morrow Elementary students will achieve a 2% increase on the new 2019 state test in ELA. |

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|Morrow Elementary students will achieve a 3% increase on the new 2019 state test in Math. |

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|Morrow Elementary students will achieve a 3% on the new 2018 state test in Science. |

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|Morrow Elementary students will achieve a 3% on the new 2019 state test in Social Studies. |

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|MULTI-RACIAL |

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|Morrow Elementary students will achieve a 2% increase on the new 2019 state test in ELA. |

| |

|Morrow Elementary students will achieve a 3% increase on the new 2019 state test in Math. |

| |

|Morrow Elementary students will achieve a 3 on the new 2019 state test in Science. |

| |

|Morrow Elementary students will achieve a 3% on the new 2019 state test in Social Studies. |

| |

|STUDENTS WITH DISABILITIES |

| |

|Morrow Elementary students will achieve a 2% increase on the new 2019 state test in ELA. |

| |

|Morrow Elementary students will achieve a 2% increase on the new 2019 state test in Math. |

| |

|Morrow Elementary students will achieve a 2% on the new 2019 state test in Science. |

| |

|Morrow Elementary students will achieve a 2% on the new 2019 state test in Social Studies. |

| |

|ENGLISH LANGUAGE LEARNERS |

| |

|Morrow Elementary students will achieve a 2% increase on the new 2019 state test in ELA |

| |

|Morrow Elementary students will achieve a 3% increase on the new 2019 state test in Math. |

| |

|Morrow Elementary students will achieve a 3% on the new 2019 state test in Science. |

| |

|Morrow Elementary students will achieve a 3 on the new 2019 state test in Social Studies. |

| |

|ECONOMICALLY DISADVANTAGED |

| |

|Morrow Elementary students will achieve a 3% increase on the new 2019 state test in ELA. |

| |

|Morrow Elementary students will achieve a 3% increase on the new 2019 state test in Math. |

| |

|Morrow Elementary students will achieve a 3% on the new 2019 state test in Science. |

| |

|Morrow Elementary students will achieve a 3% on the new 2019 state test in Social Studies. |

| |

| |

| |

|2. Schoolwide reform strategies that: |

|Response 2A: |

|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 . . . (Strategies to be used.) |

| |

| |

|The administration and staff of Morrow Elementary is committed to providing effective educational experiences and instructional strategies |

|that reach the needs of all students. Many opportunities will be offered to help all students meet the state’s proficient and advanced levels|

|of student academic success. |

| |

|Rigor and Relevance |

|This framework is a tool developed by the International Center to examine curriculum, instruction, and assessment along the two dimensions of |

|higher standards and student achievement. It can be used in the development of both instruction and assessment. |

|[pic] |

| |

|Differentiated Instruction |

| |

|“The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she|

|is (in all subject areas) and assisting in the learning process.” (Hall 2005) Students at Morrow Elementary will be taught using |

|Differentiated Instruction using the following strategies: |

|Create multiple learning avenues that challenge all students in mixed-ability classrooms. |

|Engage students in a variety of hands-on-activities and authentic tasks that aids in learning and conceptual understanding. Doc-u cameras, |

|Laptops and headphones will be used in daily lessons to master CCPRI. |

|Create and integrate lessons that combine learning styles, and multiple intelligences to meet the needs of all students. |

|Maintain a data notebook which includes the learning styles of each student to assist teachers with engaging lesson designs (Focus Group) |

|Utilizing Coach books in grades 3,4,5 |

| |

|Flexible Grouping and Grouping for Instruction |

|Teachers will utilize flexible grouping arrangements to accommodate student readiness, learning styles, and interests, while balancing social |

|needs. Flexible grouping arrangements allow teachers to make changes to accommodate student readiness. |

|Push in Support by Instructional Facilitators |

| |

|The addition of two Instructional Facilitators at Morrow Elementary will assist with lesson planning and focus for all staff who teaches all |

|content subjects. Weekly collaborative planning (grade-level and vertical) will be utilized to emphasize best practice and provide support to|

|instructional staff. |

|Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section|

|1111(b)(1)(D). |

|Response 2B: Research Based strategies used to address the needs of the disadvantaged or struggling students… |

| |

| |

|The integration of technology in the classroom will serve to guide, expand and enhance learning Common Core standards. Effective integration |

|of technology will be achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze |

|and synthesize the information and present it professionally. It will assist students in making real-world connections. The technology |

|should become an integral part of how the classroom functions as accessible as all other classroom tools. Other strategies will include the |

|use of the explicit instruction framework, |

|We will continue to engage in problem solving and conducting research to identify other school wide reform strategies that will close |

|achievement gaps. Some of our approaches may include building students’ readiness for Elementary School, building a culture that uses data to |

|improve, and using extending time for learning to support the belief that some students need more time to demonstrate mastery of standards. We|

|will also use a variety of technology that allows students to view short video of a teacher’s lecture prior to the class session to give more |

|time in class to devote to practice, project, and discussions (flipped classroom). A main skill we will help students develop in their |

|self-efficacy. Primary Strategies will include: |

|Explicit Instruction |

|Differentiated instruction |

|One to One Student assessment conferences |

|Morphemic Awareness for teaching vocabulary |

|Mental Math computation strategies for fluency |

|Stem Charts |

|Teachers will use explicit instruction/gradual release of responsibility to build students metacognitive and self-regulatory skills, which |

|have proven to be very successful in helping students learn and master content (Hattie, 2012). |

|Use effective methods and instructional strategies that are based on scientifically based research that: |

|Strengthen the core academic program in the school. |

|Increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs |

|and opportunities, and help provide an enriched and accelerated curriculum. |

|Include strategies for meeting the educational needs of historically underserved populations. |

|Response 2C: |

|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 . . . |

| |

| |

| |

|All core subjects’ teachers are highly qualified. Professional Development is an on-going strategy to keep staff abreast of the latest trends|

|and research in education. Teachers participate in professional development during staff meetings, common planning time, and through |

|system-wide classes, and conferences. |

| |

|In order to assure that all students meet or exceed standards, teachers use CRCT data to identify students in all levels, especially those who|

|have serious deficits, within the first two-weeks of school. These students are recommended for tutoring services with the Title I teacher |

|and Title I ELA/Math paraprofessional. A variety of multi-sensory, multi-level, high interest materials are used during Title I tutoring. |

|These materials include, but are not limited to Guided Readers and strategies to Achieve Reading Success, Accelerated Reading Program and |

|Acuity Math. Students work in cooperative and small groups as well as individually with the teachers. |

|STAR Reading, Ren Learning, and determine students reading and math developmental levels. Students complete activities based on their |

|placement scores: |

| |

|STAR Reading |

|Individual students’ reading comprehension and reading level are assessed utilizing this program. |

|Common Assessments |

|Common assessments such as fresh reads (weekly) are utilized to determine level of performance. |

|Strategies to improve all content areas: |

| |

|The integration of technology in the classroom will serve to guide, expand and enhance learning Common Core standards. Effective integration |

|of technology will be achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze |

|and synthesize the information and present it professionally. It will assist students in making real-world connections. The technology |

|should become an integral part of how the classroom functions as accessible as all other classroom tools. |

|Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk |

|of not meeting the state student achievement standards who are members of the target population of any program that is included in the |

|schoolwide program which may include: |

|counseling, pupil services, and mentoring services; |

|college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching |

|methods, which may include applied learning and team-teaching strategies; and |

|the integration of vocational and technical education programs. |

|Response 2D: |

|Our school will fully utilize all applicable district initiatives: |

|to include: |

| |

|Department of Exceptional Students Afterschool remediation |

|Title I Remediation |

|Daily level based small grouping |

|Explicit instruction |

|Differentiation |

|Early Intervention Program |

|A wide variety of scientifically-based actions and strategies will be used to ensure that all students have the opportunity to meet the |

|state’s proficient and advanced levels of academic achievement. Following are examples of the Scientifically Based Research supporting our |

|effective methods and instructional practices or strategies. |

| |

|Increased amount of learning time is provided to students through after school enrichment programs, Specialized afterschool tutorial, science |

|club, reading club, and summer school. |

| |

|Instruction at Morrow Elementary is delivered from bell to bell in an effort to maximize learning time with minimal interruption. |

| |

|Assessments, other than pencil/paper will be an integral part of the instructional program (rubrics, projects, plays, etc.). Materials, |

|strategies ad activities that address the learning styles of students will be used. Research, project based and independent activities will |

|be displayed. Oral and written assignments will reflect student accomplishments. Data will drive all instruction. |

| |

|A variety of assessment methods will be used in the classroom |

|Unit assessments from all core subject areas |

|Rubrics and teacher commentary |

|Observations and dialogue |

|Student developed questions |

|Pre/post test |

|Weekly common assessments |

|Teacher made tests |

|Teacher and student rubrics |

|Address how the school will determine if such needs have been met; and |

|are consistent with, and are designed to implement, the state and local improvement plans, if any. |

|Response 2E: |

|Morrow Elementary will promote an academic climate that actively supports teaching and learning through a variety of programs and resources. |

|Morrow will progress monitor the implemented programs in the following ways: |

| |

|Morrow Elementary has included teachers, administrators, and other staff in our professional development and addresses causes of the school’s |

|identified needs in the academic areas. The school will provide high-quality and ongoing professional development for teachers, principals, |

|and paraprofessionals to enable all students to meet the Common Core academic achievement standards. Professional learning will be made |

|available for instructional personnel. Professional learning regarding the use of academic assessments to improve the achievement of |

|individual students and the overall instructional program must be provided to instructional personnel. The school will collect and analyze |

|data from the following sources to determine if the needs of students and teachers have been met. Some of the Professional Development |

|Workshops and Progress Monitoring Tools: |

|School Demographic Data |

|Focus Walk Data |

|E-walks |

|Observations |

|Walkthroughs |

|Summative evaluations |

|GMAS Percent of FAY Students Meeting Typical/High Growth |

|Students and Staff Attendance |

|Failure Rate |

|Student Discipline Data |

|SLDS Teacher Usage |

|Certified Staff Attrition Rate |

|DIBELS Percentage |

|M-CLASS Percentage |

|3. Instruction by highly qualified professional staff |

| |

|Response 3A: |

| |

| |

|Morrow Elementary employs a staff of 36 highly qualified full time teachers. The Clayton County Schools Human Resource Department verifies |

|through Professional Standards that all teachers meet the “highly qualified” status. All certificates are on file in the office. According to |

|the professional standards guideline 100% of teachers are highly qualified. Principals are responsible for recommending employees, assigning |

|them, and maintaining them in areas in which they will remain highly qualified. Morrow Elementary has made Adequate Yearly Progress (AYP) nine|

|consecutive years. The school has also received the honor of being a Title 1 Distinguished School. |

|In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and |

|paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the |

|state’s student academic achievement standards. |

|Response 4A: |

|We have included teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our |

|staff development that addresses the root causes of our identified needs. For example . . . (Be specific.) |

| |

| |

|ELA & Math Overall Needs |

| |

|Kindergarten Need- Skip Counting and One to One Correspondence |

|/Narrative Writing |

| |

|1st Grade Need- CVC Segmenting and Nonsense word fluency |

|/Narrative Writing |

| |

|2nd Grade Need- Computation |

|/Information Writing & Short Answer |

| |

|3rd Grade Need- Reading for Information and Number Facts |

|/Informational Writing & Responding to the Text |

| |

|4th Grade Need- Media Literacy and Algebra |

|/Expository Writing & Short Answer |

| |

|5th Grade Need- Comprehension and Numbers and Operation / |

|Expository Writing & Extended Response |

| |

|Rigor and Relevance |

| |

|[pic] |

| |

| |

|Various actions will be employed at Morrow Elementary to ensure that students who experience difficulty in mastering proficient or advanced |

|levels of academic achievement shall be provided with effective, timely additional assistance. Those activities are: |

| |

| |

|Response 4B. |

|We have aligned professional development with the State’s academic content and student academic achievement standards . . . |

| |

|All core subject teachers are highly qualified. Professional Development is an on-going strategy to keep staff abreast of the latest trends |

|and research in education. Teachers participate in professional development during staff meetings, common planning time, and through |

|system-wide classes, and conferences. Morrow has ensured that professional development opportunities are aligned with the State’s academic |

|content and student academic achievement standards by reviewing student data frequently and consistently throughout the year in order to make |

|informed instructional decisions. Teachers need more professional development in the following areas: |

|Analyzing student data |

|Disaggregating data |

|Dissecting the standard |

|Creating standards based center activities |

|Creating standards based common assessments |

| |

| |

|Response 4C. |

|We have aligned professional development with the State’s academic content and student academic achievement standards . . . 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) |

| |

| |

|Ren Learning Program |

|“The greatest advantage to Ren Learning is that it keeps reading constantly visible and exciting for all students. It gives teachers a way to |

|make students accountable and allows them to have a say in their own education. In the way it lets them choose their own reading materials.” |

|(Horizons, 2000) The teachers at Morrow Elementary will utilize Accelerate Reader (AR) software and laptops to increase reading in the |

|following ways: |

|Make essential reading practices more effective for every student. |

|Personalize reading practices to individual student’s needs. |

|Manage all reading activities to reach all subgroups. |

|Assess students’ reading with on-line quizzes. |

|Build a lifelong love of reading. |

| |

|Writers Workshop |

|Writers Workshop is an interdisciplinary writing technique which will be used to build students’ fluency in writing through continuous repeated|

|exposure to the process of writing. |

| |

|Leveled Books |

|Leveled Books will be used during guided reading. Children will be matched with books according to their reading level and will be grouped |

|depending on individual needs. “Readers who experience only one kind of book may develop a narrow range of strategies for processing text.” |

|(Pinnell, 1991) |

| |

|Early Intervention Program |

|Students in grades 3-5 who did not meet standards in the areas of Math and Reading on the CRCT will be provided the opportunity to participate |

|in the EIP program. |

| |

|Title I Remediation |

|Students in grades 3 - 5 who do not qualify for the regular Early Intervention Program, but are recommended by the teachers will have the |

|opportunity to participate in the Title program with the Title I funded Teacher and Paraprofessional. |

| |

|Parent Liaison and Title I Paraprofessional |

|These individuals work with students and parents as necessary to help promote school academic initiatives. They provide support and additional |

|time to mentor and tutor at-risk students. |

| |

|Classroom Instruction |

|Engaging students in higher level critical thinking |

|Engaging students in meaningful lessons that add rigor and relevance to the content area |

|Utilizing flexible grouping within their grade level in an attempt to better address student’s needs. |

|Increasing student writing time through the implementation of Writers Workshop |

|Utilizing Study Island in the classrooms, home, and computer labs. |

|Utilizing the Georgia Performance Standards in Science and Social Studies through the use of supplemental/additional materials to enhance the |

|instructional program in content areas. |

|Making use of flexible grouping and small group instruction to accommodate student readiness and address the learning style of at-risk |

|students. |

| |

|Instructional Facilitators |

|The Instructional Facilitator will support the classroom teachers by modeling lessons, providing research-based instructional strategies, |

|resources and materials, developing and maintaining structure in the classroom environment, analyzing formative and summative assessments, and |

|designing and coordinating professional learning activities. The facilitator will work closely with the other professionals in the learning |

|environment to ensure that standards are being met. |

| |

|Response 4D: |

|We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide |

|information on, and to improve, the achievement of individual students and the overall instructional program in the following ways: |

| |

|Morrow Elementary has 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: |

|Teachers will participate in professional learning activities on the use of academic assessments along with common core strategies to drive the|

|instructional program in all subject areas |

|Professional development has been aligned with the State’s academic content by scheduling in-services pertaining to the Common Core subjects |

|Title I paraprofessional will be utilized in all subject areas with all students. |

|Parent Liaison will be utilized to implement parental involvement programs and initiatives and to gain partners in education. |

|Title I Funded Programs |

|Literacy Night |

|Curriculum Night |

|ESOL Night |

|Parent Volunteer Day |

|Dinner with Dad |

|Muffins for Mom and Morning of Service |

|Grandparents and Grits |

|5. Strategies to attract high-quality highly qualified teachers to high-need schools. |

|Response 5A: |

| |

|We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. (Use HiQ Report and |

|school staff roster. Indicate how certification deficiencies are being addressed.) |

| |

|Recruit early from approved Clayton County sources |

|Interview multiple applicants for any given position |

|Offer multiple opportunities for high quality professional development |

|Create a supportive and nurturing environment that encourages collaboration and team building |

|Maintain a mentoring program for all new teachers and veteran teachers utilizing TSS (Teacher Support Specialists) |

|Instructional support provided by the Principal and Instructional Facilitator |

|Maintain a sense of family and camaraderie with the faculty and staff |

|Faculty input with the interview selection |

|Caring, supportive administrators with open-door policies |

|Teacher appreciation expressed regularly throughout the school year form administrators, PTA, PIE (Partners In Education) |

| |

|6. Strategies to increase parental involvement in accordance with Section 1118, such as |

|family literacy services. |

|Response 6A: |

|We have involved parents in the planning, review, and improvement of the comprehensive school wide program plan by: |

| |

|Parents have been involved in the school wide plan in the following ways: |

|Informal Feedback |

|Parental Surveys |

|Volunteering |

|Parent Request Form |

|Parental Involvement Checklist |

|School Council |

|PTA |

|School Conference Night |

|Input for School Improvement Plan |

|Dates for Title I Related Events are as follows: |

|New Parent Orientation August |

|Annual Title I Meeting |

|Open House September |

|Wellness Night November |

|We have developed a parent involvement policy included that |

|outlines strategies to increase parental involvement (such as family literacy services) |

|Parents are invited to attend meetings (minimum of 3) to give input and help create the school parental involvement policy. Input forms are |

|sent home to parents who cannot attend the meetings. Once a year parents are surveyed (usually in the spring) and information from the survey|

|is used to revise the policy. Parents can provide feedback at any time throughout the school year regarding the policy. |

|Several strategies are used to increase parental involvement. A schedule is distributed monthly to parents informing them of parent meetings,|

|school events, etc. Flyers and newsletters are sent home or given directly to parents to make parents aware of school activities. |

|Information is posted on the school website and marquee as well. At the Annual Title I Meeting (held August, September, and September), |

|parents are advised how they can be involved throughout the year. |

|describes how the school will provide individual student academic assessment results, including an interpretation of those results |

|Meetings about assessments, literacy, and math needs are held monthly during parent workshops. These workshops are held at different times |

|each day. Parents can request meetings at times convenient for them. Parents can also conference via telephone as well. Parents can review |

|the school as well as their child’s overall assessment results. The data is explained in whole group and one to one settings. The parents can|

|ask questions and receive support for providing their child help at home. This support occurs during school wide data talk nights. At these |

|events parents will receive an overview of any data on students including standards based benchmark data, along with grades, M-Class, and |

|DIBELS data. |

|At the Annual Title I Meeting, the school curriculum and the various assessment tools are explained to parents. Periodically throughout the |

|year, parents are invited to Data Meetings where assessment data is shared and explained to parents. Teachers also discuss relevant |

|information with parents during parent-teacher conferences. Parents can request meetings at any time to discuss assessment data. |

|compacts required – include with policy |

|Parents have a minimum of 3 opportunities to provide feedback regarding the school-parent compact. Input forms are available throughout the |

|school year for parents to offer suggestions and ideas for the compact. |

|makes the comprehensive school wide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters) |

|Once a month the Parent Liaison receives professional development from the district to improve parental involvement. At the meetings, |

|strategies are shared to build parent capacity. Supplies for the resource center and information regarding community based resources is |

|given. |

|Periodically throughout the year at faculty or grade level meetings, the staff receives training regarding how to communicate and work with |

|parents as equal partners. |

|New Parent Orientation is held at the beginning of each school year. The orientation is repeated as needed throughout the school year. At |

|orientation parents are advised of key staff personnel, their roles, and how to contact them. Parents are made aware of the Parent Resource |

|Center. At the end of the school year, parents receive grade level information for the upcoming school year. |

|Information is sent home to parents and posted on the website. Also documents are translated when appropriate. All information is available |

|upon request in the front office and in the Parent Resource Center. |

|Parent Involvement checklist included |

|All parents are invited to participate at all school activities. Accommodations for parents are made as needed (translators are provided). |

|Parents of migratory children receive assistance and resources. All parents are informed of the various involvement opportunities. |

|Parents must go through the county policies and procedures in order to be eligible to serve as volunteers at the school. This includes a |

|criminal background check and final approval reverts back to the discretion of the principal. Parent volunteer list is updated yearly and |

|records are kept with the school level administrators and parent liaison. |

|The school parent liaison has been a key component of improving parental relations and developing a parent involvement policy. Parent |

|volunteers are invited to aid in school wide improvement efforts and to volunteer their time and services. The school council and leadership |

|team also played a pivotal role in developing the policy. Parents are invited to utilize our parent resource center and resources associated |

|with school improvement. Additionally, documents are translated into the primary language of parent’s nationality in order to prohibit lack |

|of communication. |

|7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading |

|First, or a state-run preschool program, to local elementary school programs or to assist students with the transition to middle school, high |

|school or college. |

|Response 7A: |

|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 form private schools plus students entering our school throughout the school |

|year: |

| |

| |

|Our Title I support positions including our parent liaison and paraprofessional both play and integral role in transitional programs. These |

|individuals establish a protocol for communicating the events to parents through use of Connect-Ed calls, newsletters, parent notices, and |

|website updates. These individuals also serve as parent support during the identified programs. |

| |

|Pre-K Transition- Morrow Elementary has included plans for assisting PK students in the transition to Kindergarten. The plan includes: |

| |

|In the spring, communication about Kindergarten Roundup will be distributed via the school’s website and school flyers |

|In the Spring, Counselor, PK teachers and Kindergarten teachers will conduct a meeting to discuss registration procedures and expectations for|

|Kindergarten |

|The Kindergarten teachers will provide parents with an outline of the kindergarten common core standards to better prepare the student’s |

|transition |

|The students will tour the building, meet the staff, and participate in some kindergarten activities |

|At the end of the year, PK students will be given a Summer Transition Activity Kit to aid in the preparation for Kindergarten |

| |

|Kindergarten Transition- Morrow Elementary has included plans for assisting Kindergarten students in the transition to First Grade. The plan |

|includes: |

|In the Fall, Kindergarten teachers will meet with parents to discuss goals for the school year |

|In the Spring of the year, Kindergarten and First Grade teachers will meet with parents to discuss requirements for First grade |

|The Kindergarten teachers will provide parents with an outline of the First grade common core standards to better prepare the student’s |

|transition |

|The students will tour the building, meet the staff, and participate in some First grade activities |

|At the end of the year, Kindergarten students will be given a Summer Transition Activity Kit to aid in the preparation for Kindergarten |

|Fifth Grade Transition to Middle School Morrow Elementary has included plans for assisting Fifth grade students in the transition to Middle |

|School. The plan includes: |

|An assembly is presented to 5th grade students by 6th grade staff and students. During the assembly, transition is discussed; changes in the |

|instructional program, departmentalization, and a question/answer are held. Fifth day at their feeder school and integrate with 6th graders. |

|Maintain a classroom culture that prepares students to transition to middle school |

|Make sure all IEP’s are current for easy transition for Students with Disabilities (SWD) into middle schools |

|8. Measures to include teachers in the decisions regarding the use of academic assessments |

|described in Section 1111(b)(3) in order to provide information on, and to improve, the |

|achievement of individual students and the overall instructional program. |

| |

|Response 8A: |

|The ways that we include teachers in decisions regarding use of academic assessment are . . . |

|Teachers will utilize the following data collection resources to have direct access student performance data. The teachers will be equipped |

|to use these resources to inform their decisions. |

| |

|Parent Surveys, Teacher Surveys, and Student Surveys |

|State Longitudinal Data System |

|Students with Disabilities (SWD/ DES) |

|RTI documentation |

|Third and Fifth Grade Writing Assessment |

|DIBELS, M-class, GKIDS, state testing |

|Retention Rate TKES data |

|Disciplinary Infraction data |

|Students qualifying for Early Intervention Services (EIP) |

|Ongoing Benchmark performance in relationship to actual outcome |

|Brainstorming Ideas with Teachers, Parents, and Stakeholders |

|Additionally, teachers will review the subgroup low, typical, and high performance data to determine areas of additional student and teacher |

|support. |

| |

|[pic] |

| |

|Morrow Elementary will build on the alignment of the curriculum with desired results for student learning. Instructional strategies and |

|learning activities will be designed through continuous data driven instruction. This will provide valuable information for improving the |

|achievement of individual students in the overall instructional program. The ways that Morrow Elementary includes teachers in decisions |

|regarding use of academic assessment are: |

| |

|Teachers are empowered by receiving weekly training sessions on the use of SLDS, Edutrax data and how to plan and create common assessments. |

|Teachers have peer to peer, facilitator to teacher and individual opportunities to use assessment data to make instructional decisions. |

|Collaborative Planning – Teachers and Administrators will collaborate to plan instructional strategies and assessments aligned to Common |

|Core/Georgia Performance Standards (GPS) to ensure the academic achievement of students. Various workshops and professional learning |

|opportunities such as critical thinking, test-talking skills, and learning styles. Teachers will have common grade level planning in which |

|they collaboratively plan strategies to improve instruction as well as academic assessments. The assessments are teacher made, system made, or|

|commercial made. Data is used from STAR, a component of Ren Learning. Assessments are designed by teachers based on standards. |

|State testing - Third through Fifth grade teachers will use the results of the state testing from previous years to align their instruction to|

|address the weaknesses and strengths of the incoming students. Teachers will look at each domain and identify the areas to target for |

|designing lesson plans. The state testing results will help the teachers to identify their students’ academic strengths and weaknesses. |

|Common Assessments by Grade Level- Teachers will discuss different strategies and unified common assessments to be used in their content area |

|and how they can improve their instructional methods as well. During these common grade level meetings, new best-practices ideas will be |

|shared and plans for implementation will be developed. Once they are implemented in the classroom, they will be assessed and evaluated. |

|Teachers will share task and activities amongst grade level and examine student work to determine what does and does not meet the standards. |

|Teachers will review test data to identify areas of weakness and plan strategies to address targeted areas. This will be completed during |

|weekly grade level meetings. |

|Student Support Team Meetings (SST) –Student Support Team consisting of teachers, parents, counselors, administrators, and a system |

|psychologist will collaborate as needed to analyze the individual needs and progress of students not achieving standards. It’s a purpose is to|

|find ways around roadblocks in helping a student to succeed. The committee will work as a problem-solving team that benefits the entire |

|school. Teachers will design strategies to assist students in the regular education program. If the strategies and interventions are not |

|successful, screening for academics, cognitive, behavior, and vision/hearing may be recommended. Finally, results from the screenings may |

|result in a full psychological evaluation that indicates weaknesses and deficiencies that can be addressed in a special education placement. |

|Response to Intervention (RTI) – Morrow Elementary will utilize data gathered from RTI, IEP, and 504 plans to ensure all Students with |

|Disabilities (SWD) receive appropriate accommodations and modifications as required by law. These strategies will begin prior to starting the |

|Student Support Team (SST) process with students. The academic teams will gather and analyze date including academic, behavior, and prior |

|SST’s. Meetings will be held and the RTI team will determine what strategies to try, if the strategies/interventions are working, and the next|

|steps in the process. |

|Formal and Informal Assessments – Teachers will collaborate to design assessments aligned to the Common Core/ Georgia Performance Standards |

|and instructions. Both formal and informal will be used to monitor student progress and inform instructional practices. Informal assessments |

|will be completed by the teacher in a variety of methods. |

|Instructional Leadership Team – Instructional Leadership team will meet weekly to discuss student data, instruction, and academics through the|

|use of long term and short term plans. |

|Grade Level Meetings – During grade level meetings, teachers, administrators, and the school/district instructional facilitators will |

|collaborate to analyze both formative and summative assessments. |

|Title 1 funds will be used to support school wide plan that has programs to provide service to students with greatest academic needs. The plan|

|will use effective instructional strategies designed to improve achievement, provide accelerated learning, and give primary consideration to |

|providing extended school opportunities. The funds will allow the school to provide professional learning opportunities to improve teacher |

|pedagogy, provide resources, materials, supplies, and increase parent involvement to improve the school climate. |

|Title 1 funds will be used to supplement other funds available to the school by providing: |

|Instructional support staff and Parental materials and supplies |

|9. Activities to ensure that students who experience difficulty mastering the proficient or |

|advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional |

|assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient |

|information on which to base effective assistance. |

|Response 9A: |

|We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement |

|standards shall be provided with effective, timely additional assistance. Those activities are . . . (Especially for those students who are |

|struggling.) |

| |

|All students at Morrow Elementary will be given multiple opportunities to be successful and meet state and national standards. The needs of |

|students with disabilities, students with limited English proficiency (ELL), homeless and migrant students will be identified and addressed to|

|ensure students have every opportunity possible to be successful in school. Various measures will be employed at Morrow Elementary to ensure |

|that students who experience difficulties are identified on a timely basis. The school identifies students’ weariness in the following ways: |

|Daily Leveled based small group instruction |

|Differentiated assessments of student progress |

|Response to Intervention |

|Student Support Team |

|Student portfolios |

|Use of Title I computer lab teacher for math and reading intervention |

| |

|Title 1 funds will be used to support school wide plan that has programs to provide service to students with greatest academic needs. The plan|

|will use effective instructional strategies designed to improve achievement, provide accelerated learning, and give primary consideration to |

|providing extended school opportunities. The funds will allow the school to provide professional learning opportunities to improve teacher |

|pedagogy, provide resources, materials, supplies, and increase parent involvement to improve the school climate. |

|Title 1 funds will be used to supplement other funds available to the school by providing: |

|Instructional support staff and Parental materials and supplies |

|10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence |

|prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training |

| |

|Response 10A: |

|This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and |

|other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and |

|federal programs consolidated in the school-wide plan. |

| |

|The following is Morrow Elementary’ s listing of federal, state, and local services/programs and a full explanation of how the school is |

|coordinating and integrating those services and programs: |

|QBE Funds- Primary funds received by state based on student enrollment |

|Program for Exceptional Students – Federal funds used to provide services and resources for students with disabilities |

|Title IIA (Staff Development) – Funds used for professional development for staff members to attend workshops and conferences |

|Partners In Education (PIE) – Funds that local organizations provide to schools for activities |

|Georgia Pre K Program – The Georgia State Lottery completely funds the PK program |

|Title 1 Funds– Funds based on direct certifications |

|Title 1 funds will be used to support school wide plan that has programs to provide service to students with greatest academic needs. The plan|

|will use effective instructional strategies designed to improve achievement, provide accelerated learning, and give primary consideration to |

|providing extended school opportunities. The funds will allow the school to provide professional learning opportunities to improve teacher |

|pedagogy, provide resources, materials, supplies, and increase parent involvement to improve the school climate. |

|Title 1 funds will be used to supplement other funds available to the school by providing: |

|Instructional support staff and Parental materials and supplies |

|11. Description of how individual student assessment results and interpretation will be provided to parents. |

|Response 11A: |

| |

|Students are administered a variety of tests during the school year. These test come with a parent report that is forwarded to parents. The |

|guidance counselor and classroom teacher offer sessions that interprets the reports to parents. |

|Individual assessment results are mailed to parents. Parent/teacher conferences allow teacher to review and interpret test data for parents |

|by identifying areas that show a repeated pattern of deficiency or strength. |

|Parents received Progress Reports every four weeks. In addition, Report Cards go home every 9 weeks. |

|Parents have access to the Infinite Campus Parent Portal as a means of obtaining information as per grades, assessments, absences, and teacher|

|announcements. |

|The Georgia Department of Education reports the results of the Georgia Criterion Referenced Competency Test/Georgia Milestones 2015 via the |

|state’s website. |

|Parents are provided with individual assessment results in a number of ways. When students’ standardized test results are reported, parents |

|receive the results along with an interpretive guide. |

|Infinite Campus |

|12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. |

|Response 12A: |

| |

|The school system through the department of Research and Accountability collects data. Once the results are received, the administrators, |

|counselors and teachers review the data to inform instructional decisions. The counselor also reviews the data with students. |

|The Department of Assessment and Accountability for Clayton County Public Schools is responsible for the collection and disaggregation of the |

|Georgia Criterion Referenced Competency Test. This is the state mandated test. However, locally there are various formative and summative |

|assessments administered. |

| |

|When state test results are returned, results of data is shared with the staff via a faculty meeting. Data is disaggregated ad |

|compared/contrasted according to performance level across grades, design, and leadership teams, and school council. Teachers are distributed |

|test results at the beginning of the year of current and former students. Each teacher’s data is discussed with the teacher during one-on-one|

|conferences. Data is reviewed during common planning time identifying strengths and weaknesses, domains performance, and students’ |

|performance by sub-group. |

|13. Provisions to ensure that disaggregated assessment results for each category are valid and |

|reliable. |

|Response 13A: |

| |

|The Georgia Milestone is a statewide test. Validity and reliability have been established at the state level. According to CCPRI data 100% |

|of Morrow Elementary Students were administered the Georgia Milestone in all subject areas. Since 100% of the students were administered the |

|GMAS, those students that are identified as economically disadvantages were assessed. Teachers and proctors received in-service on |

|administering the tests and test security to ensure that results are valid. Since the state mandates the administration of the Georgia |

|Milestone Assessment. The Georgia Department of Education makes provision to ensure that disaggregated assessment results for each category |

|are valid and reliable. |

|14. Provisions for public reporting of disaggregated data. |

| |

|Response 14A: |

| |

|The Superintendent and Department of Research and Accountability verify and report test information to the public. Disaggregated data will be|

|reported to the public via news organizations and can be accessed by visiting the GDOE website. Information via school website, data bulletin|

|board located near the main office, PTA newsletters and flyers is distributed to parents informing them of GDOE access regarding scores or |

|CCPRI. Morrow Elementary operates a Title I school-wide program and CCRPI results are available for review. Data is available for review in |

|the media and parent centers. The Georgia Department of Education reports the results of the Georgia Criterion Referenced Competency |

|Test/Georgia Milestones 2015 via the state’s website. |

|15. Plan developed during a one-year period, unless the LEA, after considering the |

|recommendation of its technical assistance providers, determines that less time is |

|needed to develop and implement the schoolwide program |

| |

|Response 15A: |

| |

|The Morrow Elementary Title and School Improvement Plans were last written in 2018. These plans are updated annually. Collaboration to |

|update and revise the School-wide Plan was done through meetings (staff, PTA, School Council, Grade Level, and Better Seeking Team, and Parent|

|In-Put meetings) emphasizing the accomplishments, growth and needs of the school. All historical data was aggregated, disaggregated, reviewed|

|and analyzed to look at trends and to help determine goals for the 2019-2020 school year. Based on findings from these committees, the types |

|of programs that would be implemented were determined as well as the allocation of Title I funds. However, the school wide plan is a living |

|document which can be updated to meet changing needs. Meetings to review the school wide plan are conducted semi-annually to give stakeholders|

|the opportunity to provide feedback on the plan. |

|16. Plan developed with the involvement of the community to be served and |

|individuals who will carry out the plan, including teachers, principals, other school staff, and pupil service personnel, parents, and |

|students (if secondary). |

| |

|Response 16A: |

| |

|The entire school staff and parents meet annually to review and revise the plan. In addition, the Better Seeking Team reviews and updates the|

|plan ensuring that all aspects are covered and the plan addresses all levels and needs of students. The school council, which consists of |

|parents and community representatives, also reviews the plans and gives suggestions relative to what needs to be added or deleted. Components|

|of the plan were reviewed with the Office of Federal Programs for completion. Specific members of this planning team are identified below. |

|17. Plan available to the LEA, parents, and the public. |

| |

|Response 17A: |

| |

|Plan is available at the local school site and at the Office of Federal Programs. The plan will be reviewed at a Parent Teacher Meeting in |

|September. In addition, a copy of the Title I Plan will be placed in the media center and in the Parent Center. The plan will also be |

|referenced on the school website indicating where a copy can be located. The school wide plan is developed with the involvement of the |

|community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service |

|personnel, parents and students. |

|18. Plan translated, to the extent feasible, into any language that a significant |

|percentage of the parents of participating students in the school speak as their primary language. |

| |

|Response 18A: |

| |

|At the current time, English is the language of the significant percentage of parents at Morrow Elementary. Being mindful of our Hispanic |

|population, we will translate our plan into Spanish. But in the future if another language is the language of a significant percentage of |

|parents, the plan will be translated in that language. Clayton County Public Schools has an interpreter available to translate for parents |

|who don’t speak English. Other translations would include: |

|Vietnamese |

|Khmer |

|French Creole |

|Chinese |

|19. Plan is subject to the school improvement provisions of Section 1116. |

| |

|Response 19A: |

| |

|The Title I plan is subject to school improvement provisions of 1116. All schools in the state of Georgia are subjected to this school |

|improvement provision. This provision is to improve the academic achievement of disadvantaged students and to involve stakeholders in the |

|decision making process. The plan is updated annually with stakeholder input and monitored throughout the year. |

|NAME |

|POSITION/ROLE |

| |

|Tammy Burroughs |

| |

|Principal |

| |

|Dira Harris |

| |

|Assistant Principal |

| |

|Chanel Logan |

| |

|Counselor |

| |

|Karlita Mister |

| |

|Kdg. Grade Chair |

| |

|Penelope Lapsley |

| |

|1st Grade Chair |

| |

|Stephanie Homman |

| |

|2nd Grade Chair |

| |

|Sonya Clayton |

| |

|3rd Grade Chair |

| |

|Jean Prommavongsa |

| |

|4th Grade Chair |

| |

|Shelby Eidson |

| |

|5th Grade Chair |

| |

|Rich Evarts |

| |

|Media Specialist |

| |

|Jasiebelle Otero |

| |

|DES Chair |

| |

|Pam Pearson |

| |

|EIP |

| |

|Becky Ferunden |

| |

|EIP |

| |

|Michelle Way |

| |

|EIP Chair |

| |

|Devinn Hill |

| |

|Gifted Teacher |

| |

| |

|Sonia Williams |

| |

|Data Chair |

| |

|Tony Keel |

| |

|Parent Liaison |

| |

| |

|Dee McRae |

| |

|Community Partner |

| |

| |

|Marie Peters |

| |

|Parent |

| |

| |

|Victoria Smith |

| |

|Student |

| |

| |

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