Richmond County School System / Welcome



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|SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE |

|Title I Schoolwide Program |Title I Targeted Assistance |Non-Title I School |

|School Name: A. Dorothy Hains Elementary |District Name: Richmond County |

|Principal Name: Dr. Emily Driggers |School Year: 2015-2016 |

|School Mailing Address: 1820 Windsor Spring Road Augusta, GA 30906 |

|Telephone: 706-796-4918 |

|District Title I Director/Coordinator Name: Erica Chavous |

|District Title I Director/Coordinator Mailing Address: |

|Email Address: |

|Telephone: |

|ESEA WAIVER ACCOUNTABILITY STATUS |

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

|PRIORITY School |FOCUS School |

|Subject Areas that Need Improvement |Subject Areas that Need Improvement |

|ELA Math Science Social Studies |ELA Math Science Social Studies |

|Graduation Rate |Did Not Exit |

|Did Not Exit | |

|Principal’s Signature: |Date: |

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

|Area Assistant Superintendent’s Signature: |Date: |

|Superintendent’s Signature: |Date: |

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

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).

• Include a narrative response to address each component of the plan.

• If you are identified as a Focus or Priority School, your SW/SIP needs to address the areas you were identified for.

Planning Committee Members

|Printed Name |Member’s Signature |Position/Role |

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|SMART Goals for FY15-16 |

|Goal # 1 |

|Increase the percentage of students scoring proficient or above on the Grade 3 Georgia Milestones ELA EOG Assessment from 56.9% to 59.9% |

|Goal #2: |

|Increase the percentage of students scoring proficient or above on the Grade 4 Georgia Milestones Mathematics EOG Assessment from 16.9% to 19.9% |

|Goal #3: |

|Increase the percentage of students scoring proficient or above on the Georgia Milestones Science EOG Assessment from 12.3% to 15.3%. |

|Goal # 4: |

|Increase the percentage of students scoring proficient or above on the Georgia Milestones Social Studies EOG Assessment from 6.6% to 9.6%. |

|Goal # 5: |

|Increase the school’s CCRPI Target by 3% . |

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).

Working together to achieve excellence, the students, parents, partners-in-education, and staff at A. Dorothy Hains are committed to providing a positive learning experience for our students. We have developed our Title 1 school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were the members of the A. Dorothy Hains Title 1 Committee. These individuals consisted of an administrator, instructional coach, STEM teachers, General Education teachers, and parents. School level representatives met to review the data and shared ideas to design an academic plan to ensure gains in all levels of instruction.

The Leadership Team held the first Team meeting 9/22/15 to analyze the data, look at root causes, and prioritize needs in order to develop, implement and monitor our School Improvement Plan. The team is actively involved in providing leadership and support in the coordination and implementation of our Title 1 School Improvement Plan. Stakeholders are continually asked to provide comments and suggestions for gaining consensus on the priorities for improving student learning that should be reflected in our school improvement plans.

Hains has well-developed vision, mission, and beliefs statements, which provide the focus for improving school performance. Beliefs and mission statements were collaboratively developed and are reviewed yearly by all stakeholders. The district mission statement is included at the bottom of each teacher’s emails.

Hains support shared governance and stakeholder input in implementing policies and procedures to promote the effective operation of the school. Student achievement is the top priority of our school. The Leadership Team is responsible for maintaining a vision for our school and a focus on student learning. Faculty and staff have a voice in decisions that affect the entire school. The Leadership Team seeks input from all staff to ensure that high quality professional learning opportunities are on-going and are an essential component of our instructional program. Bi-monthly data meeting ensure we are discussing and addressing student deficiencies.

Stakeholders are provided opportunities to become actively involved in the decision making process at Hains. Staff participates in budget proposals and are allocated funds to spend according to their own instructional needs as determined by our SIP. Materials are purchased to support all academic content areas along with parental involvement.

Hains is proud of the academic support we provide our students. In addition to the regular education program, we offer Special Education, Gifted Education, Title1, Pre-K, RTI, and the Georgia Early Intervention Program (EIP). All of these programs are designed to support the varying academic needs of our students. Student performance data, surveys from parents, students, and staff also provide valuable information to assist in determining our needs. Our school-wide improvement plan is a direct reflection of the data derived from all of these sources. During planning and disaggregation of data, particular attention was given to addressing the academics and behavioral needs of all students including economically disadvantaged, various ethnic groups, and special education.

Hains did not meet the state’s annual measurable objective goal in the content areas of math as measured by the CRCT for the school year 2013-2014. For the 2014-2015 school year our students were assessed using GA Milestones. The results of the GA Milestones have not been released.

School wide attention has been focused on improving developing number sense concepts in math. Teachers use Number Talks on a daily basis to develop mathematical reasoning and communication. The use of Number Talks will lead students toward mathematical understanding and critical thinking. In the early grades, teachers gather students on the carpet to minimize distractions and guide them in constructive discussions that move beyond the level of thinking required by the typical circle and calendar time. The use of math journals further supports the development of critical thinking, problem solving, and vocabulary acquisition. Teachers utilize resources from the county adopted envision math series, GADOE frameworks, and the RCK12 curriculum housed on Rubicon Atlas platform. All resources in the RCK12 curriculum have been screened for alignment to the Georgia Standards of Excellence. Computer programs such as IXL math and First in Math provide additional practice for students in grades K-5th.

Additionally, we have focused on improving student writing. Teachers analyze student writing scores every nine weeks using the state developed scoring rubric and students complete performance tasks each nine weeks to support this objective. Writing across all subject areas and requiring students to justify their responses is a primary focus this year.

We continually analyze data as a school in order to meet the academic needs of all students and to drive instructional decisions. This year we are focusing on using technology to help assess and use data in a timely manner. This will include using technology resource such as active expressions, student chrome books, and document cameras. Data Teams focus on formative data based on Common core. We continually pre-asses students on standards, develop instructional plans and analyze post assessment data to determine if re-teaching is needed to achieve mastery.

Our population represents various ethnic and economic backgrounds. We have a significant transient population. Our enrollment fluctuates between 520-560 students throughout the year. We also seek to improve parental involvement by providing opportunities for parents to become involved in the school setting.

We have used the following instruments, procedures, or processes to obtain this information: DIBELS (K-3)in accordance with the Governor’s Office of Student Achievement (GOSA) grant, i-Ready adaptive diagnostic assessment, attendance reports, discipline information, and parent and teacher surveys. Each year, test results from these numerous pieces are analyzed to identify specific strengths and weaknesses in student performance. This information is used to guide and differentiate instruction using teaching strategies from the Best Teaching Practices in Mathematics and Reading. The committee has designed strategies and created action plans to develop the School Improvement Plan and set goals for the school year.

We are using formative and summative assessments to document student growth. Teachers continue to receive ongoing support in analysis of classroom assessments to drive their instruction. Teachers attend collaborative planning sessions and the meetings focus on data as well as county initiatives, research based instructional strategies, and effective programs that will enable us to meet the needs of all of our students. Once the data is thoroughly reviewed, teachers decide upon areas of focus based upon identified weaknesses and plan lessons and activities collaboratively to support instruction in all classrooms.

We have taken into account the needs of migrant children; we have zero at this time, these are the procedures we follow:

-Informed the migrant liaison that the child is enrolled in our school

-Immediately inform the ESOL Department and/or classroom teacher

-The ESOL teacher then assess the child to determine his/her level of aptitude and will assist the classroom teacher(s) with plans to help the child quickly adapt to his/her environment and classroom

-This collaboration aids the child in academic and social achievement

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 the I-Ready data for 2015-2016 year was reviewed to determine strengths and weaknesses. A summary of the report is listed below:

2.

4th Grade I-Ready BOY Math Data

We used the data to assist us in developing goals for our School Improvement Plan, as well as determining the needs of our school and the necessary action steps required to increase student achievement in these areas. We must strive to make gains in all content areas in order to reach the standards set by the Georgia Department of Education.

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 [Georgia Standards of Excellence] and the State student academic achievement standards including

• Economically disadvantaged students

• Students from Major racial and ethnic groups

• Students with disabilities

The data from the 2015 GA Milestones have not been released. The administrators, instructional coach, and STEM teachers will lead the teacher in disaggregating the data from the GA Milestones as well as other sources to determine areas of deficiencies and strengths in each subject area. These other sources of data are:

• DIBELS (Phonics, Phonemic Awareness, Fluency for Grades K-3)- In accordance to the Governor’s Office of Student Achievement grant

• I-Ready( Reading and Math K-5)

Data from these sources will be analyzed and differentiated instructional plans will be developed accordingly and allow for both remediation as well as enrichment.

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

-The major strengths we found in our program were Reading Fluency and integration of technology in classroom instruction. Also, an upward trend is being noticed in the area of Number Operations.

-The major needs we discovered were found in Informational Reading and background vocabulary development of oral language. To support vocabulary development in the early grades, teachers gather students on the carpet for read aloud texts that introduce vocabulary essential to comprehension. During this time, student engagement strategies are also utilized which promote the development of oral language. Students need additional practice scanning for information and reading charts (both in words and in graphic form), and in higher order thinking that will result in better research and writing. Participating in Reading Bowls and competitions offer the abundant opportunities for enrichment for our upper grades students and also help to foster an affinity for reading.

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The needs we will address are: Developing oral and written communication by strengthening vocabulary. Students need to read more informational text. Scanning material for answers needs to be better developed by teachers giving more guidance in

how to obtain answers from material in both word and graphic representation. This, in turn, will flow into the areas of science and social studies. Integrating these two subjects with math and language arts, respectfully, will give the pupils opportunities to practice the skills that they are learning across the curriculum, as opposed to doing so in isolation. Through the STEM program at Dorothy Hains students are being exposed to hands on labs in science and engineering that is broadening their exposure and depth of knowledge. Twenty-first century skills are being focused and developed to prepare students for the digital classrooms and workplace they will all encounter. Students are also seeing opportunities to expand their real world experiences through field trips that will take students to places like the Georgia Aquarium, River Banks Zoo, and Tybee Island.  Furthermore, this cohesiveness throughout the curriculum will provide students with more opportunities to develop and use analysis, evaluation, and synthesis of material.

The specific academic needs of those students that are to be addressed in the school-wide program plan will be to develop close reading strategies so that students move beyond recall of information, and begin to form connections across texts.

The root cause/s that we discovered for each of the needs was: teachers have expressed a need for specific professional learning in the areas of Math and Literacy along with modeling lessons. They have a strong desire for learning new and effective ways to make the lessons more student centered and engaging, how to develop quality, standards based assessments, that will prove to be successful. They have requested assistance in creating and implementing stations that both remediate and enrich. A cause for this need is the lack of consistency of intervention and documenting intervention across all school levels.

2. School reform strategies that:

a. 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).

The ways in which we will ad dress the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are through ongoing monitoring of students’ performance. In addition we have reading and math intervention times that are used to provide additional instruction daily to students with the greatest needs. Every student is served with small group reading and math instruction daily based on his/her academic need. Groups are flexible based on current data.

As a means to enhance the curriculum, every student receives 45 minutes of weekly instruction from the Math and Engineering STEM teacher and from the Science and Technology STEM teacher weekly.

As a means to ensure that we are preparing our students to be college and career ready, each grade level completes the required CCRPI activities.

Every student is assigned to a staff member in which the staff member serves as the advisor in our Teachers as Advisors program.

b. 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

Following (or in our appendices) are examples of the scientifically based research supporting our effective methods and instructional practices or strategies. McTighe and Wiggins research on backward design and Stiggins research on identifying the target for students are the basis for our planning. We have also used Dwecks research on the Fixed vs. Growth mindset. We identify how students are going to be assessed on the target standards and build instruction from that premise. PLC research supports collaborative planning for both assessments and instruction. This research also support collaboratively examining student work so that all educators hold matching expectations and can work together to improve student learning. Differentiation strategies are supported by Tomlinson and others. We use these strategies to meet the needs of every learner through focusing on where he/she is and moving them toward the goal. Many strategies introduced by our participation in Reading First are still in place in our building. We review and practice many research methods of using data to determine the instructional path for individuals or groups of students. We are having conversations about brain research that focuses on the amount of time the upper cortex is engaged to plan lessons that will keep students engaged and thinking about their learning. We are currently implementing AVID Elementary. This program teaches students fundamental learning, study and academic behavioral skills.  AVID brings research‐based strategies and curriculum to educational institutions. Teachers will be trained in AVID to develop students’ critical thinking skills across all content areas as well as literacy and math skills. Providing students a strong start at the elementary level will work towards closing the achievement gap as well as preparing them for future opportunities at the secondary and post-secondary levels. All of these strategies will improve student achievement by beginning with what students currently know, planning the path for them to meet the standards, providing instruction, and continually assessing and modifying instruction until the standards are achieved. In addition the research-based strategies listed above, the media specialist teaches a 45 minute lesson weekly to all students that focus on increasing Lexile scores, and science and social studies content. The STEM math and engineering teacher teaches a 45 minute lesson weekly to all students that engages students in the Engineering Design Process and supports the teachers with teaching the math curriculum. The STEM science and technology teacher engages all student Pre-k-5 in a 45 minute lesson that focuses on the scientific method through science labs and science K-5 curriculum. The STEM teachers also host a Math Club, a Robotics Club, and Saturday STEM camps that focus on STEM challenges and team work.

To help strengthen our core program we utilize various online programs. These programs are noted below:

• Starfall 

• BrainPOP

• Math and ELA IXL

• Ticket to Read

c. 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; and

Students who are identified as performing below grade-level are recommended to receive services through the Early Intervention Program. The third grade students are placed in a class with fewer students to provide them with additional time for individualized and small group instruction designed to close their learning gap. Students in all remaining grades are served by the EIP Augmented Teacher.

The Data Team meets after DIBELS and I-Ready universal screeners are administered to identify students who need additional intervention in the areas of reading and math, These students are identified for Tier 2 or 3 targeted intervention using research-based programs designed to accelerate their learning and move them toward grade-level goals. These students are progressed monitored weekly to evaluate the effect of their instruction and adjust modifications. The RTI process is also available for students who need additional support in appropriate behavior. The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are through ongoing monitoring of students’ performance. In addition we have reading and math intervention times that are used to provide additional instruction daily to students with the greatest needs. Every student is served with small group reading and math instruction daily based on his/her academic need. Groups are flexible based on current data.

In addition to the strategies noted above, students are supported with individual, small group, and class counseling sessions spearheaded by the full-time counselor. The fourth and fifth grade students participate in Resolutions, which takes place twice monthly after school and focus on conflict resolution and developing leadership skills.

The school-wide reform model we plan to use is AVID Elementary. This program teaches students fundamental learning, study and academic behavioral skills.  AVID brings research‐based strategies and curriculum to educational institutions. For 2015-2016 school year, we are focusing on the organization component of AVID Elementary.

The Afterschool Academy is an extended day learning program that focuses on foundational skills in the areas of reading and math. I-Ready diagnostic data is analyzed as a means to identify students’ deficient areas. The I-Ready intervention lessons, build up kits, word study kits, spiral up kits, and instructional student books are research-based resources that are utilized during the after school academy sessions to meet the needs of the students’ deficient areas. The lowest performing students in 3rd-5th grade were targeted to participate in the program.

d. 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.

3. Instruction by highly qualified professional staff

Richmond County School System’s Human Relations department screens all employees to verify a “Highly Qualified” (HiQ) status. Upon verification of being HiQ, the applicant receives a letter to be shared with the principal or his/her designee indicating the applicant’s HiQ status. Teachers who are not HiQ who are hired must be enrolled into an acceptable monitored program, wherein the teacher is afforded an opportunity to earn a HiQ certification within a specified amount of time.

All of our teachers are highly qualified and have met the standards established by the state of Georgia. Teacher are expected to utilize best practices and research-based strategies such as: consistently using the language of the standards, flexible grouping that allows for differentiation daily, teacher serves as a facilitator, technology is integrated into lessons to actively engage students, students are given more than one opportunity to demonstrate mastery of the standards, and teachers provide ongoing commentary and feedback on student work.

4. 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.

Professional Learning Plan

|Professional Learning |Professional Learning Timeline, Cost, and Responsibility |Monitoring |Professional Learning Results |

|Related to SMART Goals | | | |

|What professional learning will occur to attain|Professional Learning Timeline|Estimated Cost, Funding Source, |Person(s) Responsible |How will this professional learning|What evidence or artifacts will indicate an |

|SMART goals? | |and/or Resource | |be monitored? |improvement in student achievement? |

| |2015-2016 School Year |$ 3,450 |Administrators |Classroom Observations |Benchmark data (I-Ready & Dibels) |

|Best Practices and Researched-Based Strategies | | |Instructional Coach |Reflection Journals |Common Assessments results |

|in Teaching Literacy | | |Teachers |Feedback Surveys |Progress/report card grades |

|(5 Piliars of Literacy, Components of a | | | |Professional Learning Logs | |

|Literacy block, How to teach the struggling | | | | | |

|reader) | | | | | |

| |2015-2016 School Year |$ 3,450 |Administrators |Classroom Observations |Benchmark data (I-Ready & Dibels) |

|Best Practices and Researched-Based Strategies | | |Instructional Coach |Reflection Journals |Common Assessments results |

|in Teaching and Developing Writing(Writing to | | |Teachers |Feedback Surveys |Progress/report card grades |

|Win) | | | |Professional Learning Logs | |

|Increasing CCRPI scores |2015-2016 School Year |$ 3,450 |Administrators |Classroom Observations |Benchmark data (I-Ready & Dibels) |

|(How to analyze data, formative assessments, | | |Instructional Coach |Reflection Journals |Common Assessments results |

|FIP, Indistar, SLDS training) | | |Teachers |Feedback Surveys |Progress/report card grades |

| | | | |Professional Learning Logs | |

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

Richmond County utilizes the county website’s link to provide easy access to job opportunities and applications. The website itself provides an abundance of information about not only the county but individual schools. Each year the county holds a Job Fair to showcase individual schools. Representatives from each school set up a booth and provide information and take names and resumes of interested perspective teachers.

To retain highly qualified teachers, the county has implemented a New Teacher Orientation Program. Teachers attend a meeting at the beginning of the year and are given a mentor. New teachers also have support at the school level from administrators, instructional coaches, grade level chairpersons, and other teachers.

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

In an effort to increase parental involvement, we have implemented the following activities and/or strategies:

• Electing parents to serve on the PTO Board, Parent Volunteer Trainings and Orientations throughout the year

• Keeping parents informed through a monthly newsletter as well as an update school website, along with parent communication folders

• Inviting parents to attend PTO meetings, Grandparent’s Day Luncheon, American Education Week Luncheon, Red Ribbon Week Activities, Thanksgiving Luncheon, Christmas Dinner

• Inviting parents to attend Academic Nights (K-5 in Math, Reading, and Science), Pre-K-Open House, School Dances and Carnivals where families are invited to attend. Fathers will be invited to participate in the Million Father March.

• We will conduct an annual 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 parental involvement policy, the school-wide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by, sending home flyers, placing colorful stickers/labels on students to remind them to attend, posting reminders on school marquis and on the school website.

• We will offer a flexible number of meetings, such as meetings in the morning or evening and may provide, with funds provided under Title I, mailings invitations and flyers, or home visits, as such services relate parental involvement.

• We will provide parents of participating children with timely information about the Title I program, a description, and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible, by housing the school-wide plan in the Parent Resource room.

• We will provide the assistance to parents of participating children, as appropriate, in understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of the Title I, Part A, how to monitor their child’s progress, and how to work with educators, by offering parent information sessions.

• We will provide materials and training, as appropriate, to help parents to work with their child to improve their child’s achievement, such as literacy training, math support, and using technology, to foster parental involvement, by offering parent information sessions. The parent facilitator will utilize an iPad to help with providing services to parents (suggesting websites and applications) and documenting (taking pictures) to be used as artifacts.

• We will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the schools, by monthly PTO meetings and student performances.

• We will communicate with parents about their child’s academic performance through “Take Home Tuesday Folders” and campus messenger.

• We will ensure that information related to the schools and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by grade specific newsletters.

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.

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.

Pre-K to Kindergarten

At the end of the school year, pre-kindergarten classes and parents are invited to a kindergarten orientation workshop.

5th Grade to Middle School

At the end of the year the fifth graders engage in a trip to the middle grades feeder school.

We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support partners in more fully participating in the education of their children, by offering educational materials and pamphlets in the Parent Resource room.

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.

Teachers collaborate to develop weekly common assessments which are used to measure progress. Teachers engage in weekly collaborative planning sessions with administrators that includes analyzing student work. Teachers are provided strategies on improving student learning. Teachers provide standards based written commentary to students on various activities and projects. Rubrics are used for tasks and often students complete sell-assessment rubrics, conferencing, and goal setting take place.

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.

County-wide common assessments are used such as:

DIBELS-Benchmark tests (K-3) administered 3 times a year and progress monitored weekly, biweekly, and/or monthly-to assess phonics, phonemic awareness, and oral reading fluency skills

I-Ready (K-5) are assessed three times a year and used as a universal screener to target Tier 2 students who may need additional intervention

Performance Based/Culminating Activities are completed at the end of each math unit as well as at the end of each nine weeks for English Language Arts

Writing assessments are given at the end of each nine-week period

Teachers provide students with a weekly common assessment that assess the standards for the week. Teachers chart the percentage of students’ who demonstrated mastery of the standards on a common assessment mastery chart. The teachers plan the next steps for student who did not master the assessment on the common assessment chart as well.

Progress Monitoring (PM) of Implementation and Strategies

|Program Used for Progress |Evidence |Baseline Data |PM GOAL 1 |PM Goal 2 |PM Goal 3 |

|Monitoring | | | | | |

|I-Ready-Reading |BOY, MOY, & EOY Data |% of students at |% of students at each Tier |% of students at each |% of students at each |

| | |each Tier |Standard View |Tier |Tier |

| | |Standard View |Tier 3- 30 |Standard View |Standard View |

| | |Tier 3- 33 |Tier 2- 40 |Tier 3- 20 |Tier 3- 15 |

| | |Tier 2- 55 |Tier 1- 30 |Tier 2- 30 |Tier 2- 10 |

| | |Tier 1- 12 | |Tier 1- 50 |Tier 1- 75 |

| |BOY, MOY, & EOY Data |% of students at |% of students at each Tier |% of students at each |% of students at each |

|I-Ready Math | |each Tier |Standard View |Tier |Tier |

| | |Standard View |Tier 3-30 |Standard View |Standard View |

| | |Tier 3-35 |Tier 2-40 |Tier 3-25 |Tier 3-20 |

| | |Tier 2-55 |Tier 1- 30 |Tier 2- 25 |Tier 2-10 |

| | |Tier 1- 11 | |Tier 1- 50 |Tier 1- 70 |

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

We have the following programs listed below:

Resolutions- a violent prevention program that teaches students how to resolve conflict

Health Empowerment- a nutrition program that promotes eating healthy

Mentoring program- The counselor conduct small group sessions as a means to mentor students

Social Worker- Social worker forms an alliance between to the school and home. She ensures that all students are safe and have their basic needs provided.

|Funding Source |How Funds will be Used |

|Federal Funds-Title I |Educational supplies and instructional technology to support instruction in the area of Reading/Writing/ELA, Mathematics, Social |

| |Studies and Studies will purchased, used and effectively monitored. Additional computers will be purchased to support data driven|

| |instruction and online assessments. Supplies include: computers, headphones, wipes, key boarding program, microscopes, petri |

| |dishes, slides (cells and microorganisms), science kits: fossil, heat energy, states of matter, motion, space, solar system, |

| |simple machines, levers, ramps, light, sound, shadows, magnets, ecosystems, rocks, soil, pulleys, ramps, plant seeds, life cycle,|

| |food chain/web, electricity and architectural/engineering kits |

| |Other supplies: chart paper, markers, printer ink, notebook paper, crayons, drawing paper, graph paper, construction paper, |

| |glues, scissors, balloons, straws, baking soda, oil, light bulbs, batteries, flashlights, etc., various nonfiction books over the|

| |grade level contents topics, Markers, charts, paper, pencils, drawing paper, scissors, crayons |

| |Kits: holidays, American Symbols, geography, cultural diversity, maps, globes, government, economics, various books over the |

| |grade level content topics and historical figures and AR Tests to go with them, copy paper, printers, pencil sharpers, pencils, |

| |dry erase markers, charts paper (lined and unlined), post-its, scissors, crayons, makers, colored pencils, colored paper, glue, |

| |pens, construction paper, educational games, music and art supplies, professional learning (AVID Summer Institute, Writing to |

| |Win) |

|State Funds |Per pupil funds will be used to purchase materials/supplies that support the implementation of the State Standards |

|Reduce Class Size |NA |

|Local Professional Learning Funds |To provide professional development for the implementation of Standards Based Instruction, and Classroom Management |

|Grants |To support Pre-K |

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

Assessment data is articulated throughout the school year using various means of communication. This allows the parents to be informed of their child’s progress and assessment results. The information is made available through weekly signed papers, telephone calls, student agendas, progress reports, parent/teacher conferences, and report cards. GA Milestones results for students in grades 3-5 are provided and are mailed home to parents along with letters explaining the results.

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

The Georgia Department of Education launches the results of the schools’ CCRPI score on its website. Teachers collect their data record their instructional decisions about the data in their Data Notebooks. The data is disaggregated by teachers, leadership team, and administrators. The data is used along with the universal screeners to determine strengths and weaknesses by teacher, grade-level, subgroups, and subject areas. SMART goals are then created for the School Improvement Plan.

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

The school has a testing plan to ensure that all results are accurate, valid, and reliable. This plan includes specific procedures and protocols that the teachers, testing coordinator, and principal must follow. In addition, the tests are kept in a safe and secured location during the times of non-testing. They are turned in to the district coordinator immediately after the testing process is complete.

14. Provisions for public reporting of disaggregated data.

An annual Title 1 Meeting is held at the beginning of each school year. Information regarding our school’s academic performance is shared. Monthly PTO meetings are held. During these meetings the school’s State of the School Address is shared with parents and the community. The school’s website provides the school’s profile which includes all State testing data. A copy of the School Improvement Plan is available for viewing at both the school and on the county website. The results for every school are posted on the Georgia Department of Education website for public viewing.

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

The School Improvement Plan is updated on a yearly basis. The data from the plan is used to make decisions on professional learning, staffing, and purchase of additional resources, as well as setting new goals for the upcoming school year.

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).

We will update the school parental involvement policy periodically to meet the changing needs of parents and the school and distribute it out to the parents of participating children and make the parental involvement plan available to the local community, by requesting that they review the plan and provide suggestions and ideas that would better serve the needs of the students at Hains.

We will jointly develop 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 which the school and parents will build and develop a partnership to help children achieve the state’s high standards by forming a task force of parents for the 2015-2016 school year.

All Stakeholders, including administrators, instructional coach, STEM teachers, General education teachers, other school staff, and parents who will carry out the plan played an active role in the development of the plan. This is done in order to ensure buy-in and a clear understanding of the plan’s contents.

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

A copy of the policy will be in the Parent Resource Room. The policy includes strategies to increase parental involvement (such as family literacy services), it describes how the school will provide individual student academic assessment results, including interpretation of those results, makes the comprehensive school-wide program plan available to parents and the public (internet, newspaper, newsletter), compacts required, and Parent Involvement checklist.

An electronic copy of the plan is included on the school’s website and a hard copy is available in the school’s parent resource room for parents as well as the public to view

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.

At this time we have four ESOL students. These students receive weekly instruction from a certified ESOL teacher. The ESOL teacher assists the classroom teachers with communication with parents through notes and items listed in their agendas-such as announcements and homework. If we have non-English speaking parents of students enroll in our school, we will provide a translator to interpret or explain any parts of the plan if needed.

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

This plan follows the guidelines presented in Section 1116.

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2013 &2014 CRCT Data Analysis

The students at Hains scored below the county’s and state’s performance in all subject areas for both the 2013 and 2014 school year. However, there was growth demonstrated in all cont湥⁴牡慥⹳圠敨潣灭牡湩⁧桴⁥〲㌱愠摮㈠㄰‴剃呃爠獥汵獴琠敨映汯潬楷杮朠潲瑷⁨敲ent areas. When comparing the 2013 and 2014 CRCT results the following growth results below can be noted:

• ELA increased from 73% to 77%

• Math increased from 53% to 59%

• Reading Increased from 76% to 82%

• Science increased from 56% to 59%

• Social Studies increased from 44% to 50%.

A. Dorothy Hains Elementary

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School-wide I-Ready BOY Math Intervention Data

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School-wide I-Ready BOY Reading Intervention Data

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Kindergarten I-Ready BOY Math Data

Kindergarten I-Ready BOY Reading Data

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1st Grade I-Ready BOY Reading Data

1st Grade I-Ready BOY Math Data

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2nd Grade I-Ready BOY Reading Data

2nd Grade I-Ready BOY Math Data

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3rd Grade I-Ready BOY Reading Data

3rd Grade I-Ready BOY Math Data

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4th Grade I-Ready BOY Math Data

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4th Grade I-Ready BOY Reading Data

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5th Grade I-Ready BOY Math Data

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5th Grade I-Ready BOY Reading Data

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Kindergarten Dibels BOY Data

1st Grade Dibels BOY Data

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3rd Grade Dibels BOY Data

2nd Grade Dibels BOY Data

GA Milestones Data

The results of the GA Milestones EOG assessment was released late November after the development of this plan. We have reflected the results in our SIP. The students at Hains scored below the county’s and state’s performance in all subject areas for the 2015 GA Milestones EOG Assessment.

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