Henry County School District



Title I Schoolwide Plan

2013-2014 School Year

April 25, 2012

|School Name: |

|Smith-Barnes Elementary |

|School Mailing Address: |

|147 Tye Street |

|Stockbridge, GA 30281 |

|LEA Name: |

|Mr. Mike Eddy |

|LEA Title One Director/Coordinator Name: |

|Dr. Sandra Moore |

|LEA Title One Director/Coordinator Signature: |Date: |

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|LEA Title One Director/Coordinator Mailing Address: |

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|Email Address: |

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|Telephone: |

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|Fax: |

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SWP/SIP Template Instructions

Notes:

• 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 asterisk (*) denotes 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 |POSITION/ROLE |

|Mike Eddy |Principal |

|Richard WIlson |Instructional Coach |

|Ashley Murphy |Teacher / Science Chair |

|Stanley Clark |Teacher / Social Studies Chair |

|Katie Shuster |Teacher / Language Arts Chair |

|Angela Shepard |Teacher / Mathematics Chair |

|Marc Valenzuela |Title I CSR Teacher / 5th Grade Chair |

|Ann Webber |Teacher / 4th Grade Chair |

|Michelle Phillips |Teacher / Special Education Chair |

|Premlata Miller |Counselor |

|Kwana Mitchell |Parent Liaison |

|Renee Shaw |Parent Review |

|Latosha Simms |Parent Review |

|Trazon Mitchell |Parent Review |

|Frantz Laguerre |Parent Review |

|Marcy Hightower |Parent Review |

|Eduardo Bryant |Parent Review |

|Yolande Degneff |Parent Review |

Parent Committee Meeting 8/22/13

About Smith-Barnes Elementary

Smith Barnes Elementary

|SBE MISSION |

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|Placing our students on the road to college by providing rigor, relevance, and relationships! |

|SBE VISION |

|Our Vision is to provide a safe and effective learning environment which enables students to achieve their maximum and individual |

|educational potential as determined by state and national standards. Our goal will be accomplished through a cooperative effort between |

|home, school and community. |

|SBE GUIDING PHILOSOPHY |

|All teachers, administrators, support staff, community members, and parents will do what is necessary for all students to be academically |

|successful! |

Smith-Barnes first opened its doors in the fall of 1955.  The school was constructed to replace the Stockbridge Rosenwald School, which was one of thousands of schools built in the rural south in the early part of the twentieth century to educate young African-Americans.  These schools were built with funding from the Julius Rosenwald Foundation, established by one of the early presidents of Sears & Roebuck. 

Smith-Barnes sits on 24 acres of land, six of which were donated by Mr. Leonard Smith, an African-American leader in the community at that time.  His wife had been principal of the Rosenwald school.  Smith-Barnes Elementary takes its name from the Smith family and the name of its first principal, Ms. Rena Barnes.

SBE Demographics

• 295 students in 4th and 5th grades

• 87% Free and Reduced Price Lunch

• 11% Special Education Services

• 3% ESOL Services

• 16% Gifted

• 61% Black

• 13% White

• 16% Hispanic

• 10% Other

• 51% Male and 49% Female

SIP Components

|*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. |

|Response: |

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|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 teachers, staff, administrators, and Parent Involvement Paraprofessional. They were involved in some|

|of the following ways: |

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|Data Interpretation |

|Dissemination of information at grade level meetings |

|Dissemination of information at team meetings |

|Dissemination of information to parents and community |

|Planning professional learning for faculty and staff with survey and needs assessment |

|Creation, implementation, and review of Continuous Improvement Plans for School and |

|Grade Levels |

|Meeting with Title 1 parents |

|School Council meeting |

|Leadership Meetings |

|2012 Title 1 Parent Survey |

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

|Needs Assessment.) |

|CRCT/IKAN/GRASP data |

|Common Formative Assessments that are given weekly |

|Title 1 Parent Survey (to determine what parents need and want) (See APPENDIX A- Parent Involvement Survey |

|Parent Interview (to determine what parents need and want) |

|2012 GAPSS Review of focus areas |

|Fifth Grade Writing Scores Spring 2013 (to identify areas of strength and weakness in writing) (92% M/E 2013) |

|Leadership Team meetings |

|Enrollment information |

|Perception Surveys (data was limited due to limited parental responses) |

|Teacher Key Self Assessment |

|Teacher Key Evaluations/Observations |

|Attendance/Tardies Data from POINT |

|Fountas and Pinnell Benchmarking in reading |

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|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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|We do not have a migrant population at our school. However, if we did, the counselor, social worker, and the PIP would work closely with the |

|families. They would decide socially, academically, and emotionally how we could best offer support to the student and their family. We know |

|that the families would possibly need support with language. Upon arrival to our school, it would be incumbent upon us to reach out to the |

|family and prepare for the migrant student’s place in our school. |

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|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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|5th Grade Writing for 2012-13 was 92% Meets and Exceeds. |

|CRCT Student performance in Mathematics (81% Meets/Exceeds) which lags behind the school system and the state averages for 2013; however |

|improved from 79%. |

|CRCT Student performance in Social Studies (85% Meets/Exceeds) lags behind system averages; however improved slightly over 2012. |

|CRCT Student performance in Science (82% Meets/Exceeds) lags behind system averages; however stayed the same as 2012. |

|CRCT Student performance in Reading/Language Arts (96% Meets/Exceeds) surpassing the state average and stayed the same as 2012. |

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|We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving|

|to the State Academic content standards and the State student academic achievement standard including |

|Economically disadvantaged students |

|Students from Major racial and ethnic groups |

|Students with disabilities |

|Students with limited English proficiency |

|(SEE APPENDIX B - 3 Year CRCT Data Report) |

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|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.) |

|In Reading, Vocabulary acquisition was our students’ strength. |

|In math, the percentage of students with special needs that improved in all domains on the CRCT specifically in the area of number and |

|operations. |

|Our improved performance in Social Studies as we focused on reading in the content area. |

|The Parent Involvement program is effective in that we have increased our parental involvement. Offerings with continued parental growth. |

|The use of Infinite Campus Messenger to call when a child is absent. |

|Increased parental programs to include parents and community members. |

|A fine arts department that offers several student centered opportunities for creativity and expression. |

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|The major needs we discovered were |

|Reading intervention focused on Information and Media Literacy. |

|Math intervention focused on Numbers and Operations. |

|Differentiation in Classroom Instruction based upon Teacher Keys and self-assessment. |

|Expanded student accessibility to technology via a variety of media. |

|To strengthen communication and collaboration with parents and community. |

|Expanded need for professional development targeted on RTI Tier 2 and 3 interventions. |

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|The needs we will address are |

|Reading (Information and Media Literacy) (Henry County Focus Area 1 Academic Achievement) |

|Math (Numbers and Operations) (Henry County Focus Area 1 Academic Achievement) |

|Improved communication and collaboration with parents and community members (Henry County Focus Area 2 Culture, Climate and Community) |

|Differentiation instruction (Henry County Focus Area 3 Quality Assurance) |

|Professional Learning based upon teacher need (Henry Count Focus Area 3 Quality Assurance.) |

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

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|Strategies for delivering and understanding Reading Information and Media Literacy. All content areas embed reading within the content area. |

|Common Formative Assessments are developed in all content areas and given every week to inform teachers of student mastery of content standards|

|for immediate feedback and student growth. |

|Strategies for delivering and understanding Mathematics Numbers and Operations. With the team teaching approach, math content teachers are |

|working with the state framework for math as the basis of their instruction. All content areas receive 70 minutes of contact instructional |

|time in order to provide appropriate time for standards based instruction. |

|School-wide professional development based upon needs assessment and Teacher Keys. |

|School-wide focus on Math Numeracy and retaining a professional math consultant to provide professional development focused on state standards |

|and units in mathematics through the state framework. |

|Title I Tutors (5) to be employed on an hourly basis to work with identified students in the areas of math and literacy in a variety of |

|instructional methods/settings. |

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|The ROOTCAUSE/s that we discovered for each of the needs were . . . |

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

|Struggling students: |

|Limited financial resources at home for the most basic of life needs |

|Limited academic resources at home that require the school to purchase academic materials |

|Having only two grades of which to draw upon for academic development |

|Limited access to outside educational stimuli |

|Continued decrease in student self-advocacy |

|Retention of basic math facts from previous grades |

|Transient nature of our school population and community |

|Educational background and experience of parents |

|Inconsistent expectation for student behavior and performance between school and home |

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

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|SBE’s goal is to aggressively pursue closing the achievement gap in all subject areas for all students on the first administration of state |

|assessments. |

|Math 4-5: ALL students will increase from 81% ME to 85% ME on spring 2014 CRCT |

|Math 4-5: SWD will increase from 69% ME to 74% ME on spring 2014 CRCT |

|Math 4-5: ED students will increase from 86% ME to 91% ME on spring 2014 CRCT |

|Reading/ELA 4-5: ALL students will increase from 96% ME to 99% ME on spring 2014 CRCT |

|Reading/ELA 4-5: SWD will increase from 86% ME to 91% ME on spring 2014 CRCT |

|Reading/ELA 4-5: ED students will increase from 98% ME to 100% ME on spring 2014 CRCT |

|Science 4-5: ALL students will increase from 82% ME to 87% ME on spring 2014 CRCT |

|Social Studies 4-5: ALL students will increase from 84% ME to 89% ME on spring 2014 CRCT |

|Writing 4-5: ALL students will increase from 92% ME to 95% ME on spring 2014 CRCT |

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|4th Grade Smart Goals |

|2013-14 |

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|Reading Area of Weakness: Information and Media Literacy |

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|Smart Goal Percentage: To increase the number of students that correctly answer questions on the 2014 Reading CRCT in the area of Information |

|and Media Literacy. Based on 2013 CRCT data, 44% of students answered more than 75% of questions and 24% of students answered more than 50% of|

|questions correctly in this domain. Information and Media Literacy carry a domain weight of 40% on the CRCT. |

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|Strategies for Reading Smart Goal: Students will receive daily exposure to CRCT testing vocabulary. CRCT media skills will be reviewed and |

|performance-based activities focused on media literacy will be incorporated into the classroom instruction. Students will be required to |

|locate information in an almanac, atlas, and encyclopedia on a regular basis both in print and electronic mediums. Students will complete the |

|research process by using a variety of media. To ensure monitoring for progress, benchmark assessments / common formative assessments will be |

|given weekly and quarterly. Students that are on Tier 2 and Tier 3 will receive will be focused on fluency and or vocabulary through |

|Instructional Focus Time. |

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|Math Area of Weakness: Number and Operations |

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|Smart Goal Percentage: To increase the number of students that correctly answer questions on the 2014 Math CRCT in the area of Number and |

|Operations. Based on 2013 CRCT data, 31% of students answered more than 75% of questions and 54% of students answered more than 50% of |

|questions correctly in this domain. Number and Operations carry a domain weight of 50% on the CRCT. |

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|Strategies for Math Smart Goal: Teachers will use repetition of Number and Operation skills as a part of the cumulative review weekly. |

|Students will use math manipulatives to reinforce the understanding of Number and Operations. Number and Operation skills will be incorporated|

|into the students’ daily math problems. To ensure monitoring for progress, benchmark assessments / common formative assessments will be used |

|on a weekly and quarterly basis. Teachers will continue to expand their knowledge and use of performance-based activities; including |

|exemplars. Teachers will engage in ongoing professional learning focused on the state math frameworks. Teachers will continue to study units |

|and their implementation. Students that are on Tier 2 and Tier 3 will receive will be focused on fluency and or vocabulary through |

|Instructional Focus Time. |

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|Artifacts / Evidence: Conferencing, self-assessment, frequent benchmarking, running records, AR notebook, anchor charts, math journals, and |

|flexible grouping. |

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|5th Grade Smart Goals |

|2012-13 |

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|Reading Area of Weakness: Information and Media Literacy |

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|Smart Goal Percentage: To increase the number of students that correctly answer questions on the 2014 Reading CRCT in the area of Information |

|and Media Literacy. Based on 2013 CRCT data, 28% of students answered more than 75% of questions and 42% of students answered more than 50% of|

|questions correctly in this domain. Information and Media Literacy carry a domain weight of 40% on the CRCT. |

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|Strategies for Reading Smart Goal: Students will receive daily exposure to CRCT testing vocabulary. CRCT media skills will be reviewed and |

|performance-based activities focused on media literacy will be incorporated into the classroom instruction. Students will be required to |

|locate information in an almanac, atlas, and encyclopedia on a regular basis both in print and electronic mediums. Students will complete the |

|research process by using a variety of media. To ensure monitoring for progress, benchmark assessments / common formative assessments will be |

|given weekly and quarterly. Students that are on Tier 2 and Tier 3 will receive will be focused on fluency and or vocabulary through |

|Instructional Focus Time. |

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|Math Area of Weakness: Number and Operations |

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|Smart Goal Percentage: To increase the number of students that correctly answer questions on the 2013 Math CRCT in the area of Number and |

|Operations. Based on 2012 CRCT data, 22% of students answered more than 75% of questions and 55% of students answered more than 50% of |

|questions correctly in this domain. Number and Operations carry a domain weight of 50% on the CRCT. |

| |

|Strategies for Math Smart Goal: Teachers will use repetition of Number and Operation skills as a part of the cumulative review weekly. |

|Students will use math manipulatives to reinforce the understanding of Number and Operations. Number and Operation skills will be incorporated|

|into the students’ daily math problems. To ensure monitoring for progress, benchmark assessments / common formative assessments will be used |

|on a weekly and quarterly basis. Teachers will continue to expand their knowledge and use of performance-based activities; including |

|exemplars. Teachers will engage in ongoing professional learning focused on the state math frameworks. Teachers will continue to study units |

|and their implementation. Students that are on Tier 2 and Tier 3 will receive will be focused on fluency and or vocabulary through |

|Instructional Focus Time. |

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|Artifacts / Evidence: Conferencing, self-assessment, frequent benchmarking, running records, AR notebook, anchor charts, math journals, and |

|flexible grouping. |

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|Focus 1: Student Achievement – Students will be on grade level… |

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|Jan-Dec 2014 |

|Jan-Dec 2015 |

|Jan-Dec 2016 |

|Jan-Dec 2017 |

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|Math |

|87% on grade level |

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|Implement CCGPS, CCRPI, & Point - Assessment |

|Math |

|90% on grade level |

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|CCGPS across content areas, CCRPI, & Point - Instruction |

|Math |

|93% on grade level |

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|CCGPS – PARCC, CCRPI, & Point – Full Implementation |

|Math |

|96% on grade level |

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|CCRPI |

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|Reading/LA |

|98% on grade level |

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|Implement CCGPS, CCRPI, & Point - Assessment |

|Reading/LA |

|99% on grade level |

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|CCGPS across content areas, CCRPI, & Point - Instruction |

|Reading/LA |

|100% on grade level |

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|CCGPS – PARCC, CCRPI, & Point – Full Implementation |

|Reading/LA |

|100% on grade level |

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|CCRPI |

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|Social Studies |

|88% on grade level |

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|Implement CCGPS, CCRPI, & Point - Assessment |

|Social Studies |

|91% on grade level |

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|CCGPS across content areas, CCRPI, & Point - Instruction |

|Social Studies |

|94% on grade level |

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|CCGPS – PARCC, CCRPI, & Point – Full Implementation |

|Social Studies |

|97% on grade level |

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|CCRPI |

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|Science |

|88% on grade level |

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|Implement CCGPS, CCRPI, & Point - Assessment |

|Science |

|91% on grade level |

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|CCGPS across content areas, CCRPI, & Point - Instruction |

|Science |

|94% on grade level |

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|CCGPS – PARCC, CCRPI, & Point – Full Implementation |

|Science |

|97% on grade level |

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|CCRPI |

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|Writing |

|95% on grade level |

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|Implement CCGPS, CCRPI, & Point - Assessment |

|Writing |

|97% on grade level |

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|CCGPS across content areas, CCRPI, & Point - Instruction |

|Writing |

|99% on grade level |

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|CCGPS – PARCC, CCRPI, & Point – Full Implementation |

|Writing |

|100% on grade level |

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|CCRPI |

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|Culture, Climate and Community |

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|By 2017, our school’s goal is to have broken all barriers that hinder communication, collaboration with parents, a fully involved |

|Parent-Teacher Organization, consistent practice of parent involvement opportunities with more than 80% participation among our families. All |

|communication to be focused and delivered on an electronic format for ease of access and immediate delivery. |

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|SBE’s 2014 Culture, Climate, and Communication goal is to improve communication with parents and community. |

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|The school will notify parents of upcoming events via email and hard print media. The Parent Liaison will send out regular notification of |

|academic events and parent involvement opportunities. The principal will begin to notify parents via Campus Messenger as a phone calling post |

|as well as email alerts of upcoming events including academic performance, academic programs, schoolwide information, academic opportunities, |

|attendance, Title I information, school governance, etc. Teachers will maintain teacher websites, Email communication with parents, |

|communicate via student agendas, and maintain a phone log of all parental communication. |

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|(See APPENDIX C– Calling Log) |

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|Focus 2 : Culture, Climate, & Community – Communication and Delivery of Instruction Via Technology |

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|Jan-Dec 2014 |

|Jan-Dec 2015 |

|Jan-Dec 2016 |

|Jan-Dec 2017 |

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|Campus Messenger for Email and Phone Distribution, Monthly Communication via print media, Attendance calling post, student agendas, Monday |

|Communication Folders, School Website, Add Interactive LCD Projectors to all classrooms with document cameras. |

|Attendance calling post, Establish a bi-weekly Email Notification to parents, Implement the use of Social Media (i.e. Facebook, Twitter, |

|Chatboards, etc.), Send Electronic Newsletter once a month, Experiment with Texting/Response Devices during Parent Learning Events, Expand |

|Available website information, Student Agendas, Monday Communication Folders, Add additional moveable technology cart |

|Weekly Email Notification, Attendance Calling Post, Experiment with video conferencing with parents, Implement Social Media to now include |

|Facetime, Text Alerts to parents, Implement BYOT with students, Revamp Website, Move to electronic student agendas, Internet based Parent |

|conferencing and professional learning. |

|Complete Electronic notification for newsletters, Email, and Texting. Consistent use of Facebook, Facetime, Twitter, etc. Full Implementation|

|of BYOT. |

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|Quality Assurance |

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|Academic Intervention Time: |

|To develop a continuous practice of providing focused academic research-based interventions school-wide. |

|Professional Learning: |

|Professional Learning is a focus for the school as indicated by Teacher Keys, 2012 GAPSS, and teacher self-assessment. PL will be delivered |

|based on researched-based best practices. Ongoing professional learning on math instruction with a consultant and monthly grade levels |

|collaborative planning. |

|Monitoring of 5 Year Plan: |

|Leadership Team will review SIP at Leadership Team meetings monthly. |

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|SBE’s 2014 Quality Assurance Goal is to address the needs of teachers through Professional Learning. Needs were established by Teacher Keys |

|Observations/Walkthroughs, Self-Assessment, Teacher/Administrator recommendation, and Team/Grade level meetings. |

|(See APPENDIX D – PL Flow Chart) |

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|Focus 3: Quality Assurance |

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|Jan-Dec 2014 |

|Jan-Dec 2015 |

|Jan-Dec 2016 |

|Jan-Dec 2017 |

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|GAPSS areas to improve from not evident to operational – Instruction (2.1, 2.2, 2.5, & 2.6). Professional Learning (2.2 & 2.4). Assessment |

|from emerging to operational (2.1 – 2.4) |

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|Exploratory Committee to further discuss converting to a charter school with final decision made by April 2013. |

|GAPSS areas from emerging to operational – Instruction and Planning/Organization. Improve areas from operational to fully operational. |

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|Continued focused professional development as needed school-wide including concentrated PL on CCRPI. |

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|Potential conversion charter process throughout school year. |

|GAPSS areas will all be operational with a growth of improving 20% designated areas from operational to fully operational. |

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|Continued focused professional development as needed school-wide. |

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|Potential designation as a conversion charter school. |

|GAPSS areas will improve with 50% of all categories scored at fully operational. |

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|Continued focused professional development as needed school-wide. |

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|Continuance of conversion charter school. |

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|(See APPENDIX F – Minutes of Leadership Planning) |

|*2. Schoolwide reform strategies that are scientifically researched based |

|Response: |

|2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced|

|levels of student performance. |

|The ways in which we will address the needs of all children in the school particularly the needs of students further away from demonstrating |

|proficiency related to the states academic content and student academic achievement standards are: |

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|Title I Schoolwide Plan 2014 |

|Three Year Title I Continuous Improvement Plan |

|Early Intervention Program reduce class size model (EIP) |

|Response to Intervention (RTI) – pre assessment/12 weeks/ post assessment |

|Instructional Focus Time – Tier 1 and Tier 2 will be conducted in the homeroom class. Tier 3 intervention will be provided through EIP teachers. |

|Best Practices through Teacher Keys |

|Grade Level Quarterly Action Plans |

|Special Activities in Gifted Education (SAGE) |

|English to Speakers of Other Languages (ESOL) |

|School Instruction Extension Program (SIEP) |

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|Following are in our appendices are examples of scientifically-based research supporting our effective methods and instructional practices or |

|strategies. |

|Smith-Barnes Elementary has been afforded both a full time Instructional Lead Teacher to work with teachers in implementation of county |

|initiatives and best practices in the teaching of Math and Literacy. The administration and the Lead Teacher have worked together to identify and|

|remediate areas of concern uncovered by classroom observation. Thus, for both the Lead Teachers has presented whole group and individual training|

|for teachers. The Lead Teacher has also modeled lesson delivery in a number of classrooms. A math consultant will be utilized to thoroughly |

|unwrap state math standards and corresponding units. |

|As a part of a comprehensive needs assessment, data from a number of assessments (CRCT, GRASP in reading and math was disaggregated by subgroups |

|to identify weaknesses in the area of student achievement. Reform measures to increase student performance in these areas are discussed below. |

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|Instructional Tutors (4) will provide focused instruction and support to students who are in danger of not meeting state standards and or passing |

|the state required assessment. Instruction will be provided on a regular basis. |

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|Math Programs |

|Disaggregated data from the math CRCT and other benchmark math assessments revealed two main weaknesses that crossed all subgroups and grade |

|levels. These weaknesses are number sense and numeracy and measurement. |

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|The root causes of these weaknesses were discovered as follows: |

|The inability of many students to utilize the metacognitive strategies such as: |

|Self-monitoring |

|Self-instructing |

|Self-checking |

|The inability of many students to complete math tasks through the use of concrete (manipulative), representational (pictures/diagrams) and |

|abstract (symbols) problem-solving strategies. |

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|We will address these identified areas of weakness for all students with special attention being given to the individualization and |

|differentiation of instruction to reach and remediate students with the lowest level of proficiency on the math section of the CRCT. Efforts to |

|address these identified areas of need will include increased focus on student-centered instruction, flexible grouping based on results of |

|on-going assessment, increased use of performance tasks and manipulatives across all grade levels, decreased use of textbook assignments, |

|increased implementation of technology to complete performance tasks, such as exemplars and the use of supplemental Math programs. |

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|All of the above proposed reform efforts are evidence-based and supported by best practices in the teaching of mathematics. A move away from |

|textbooks and worksheets and toward the use of exemplars and hands-on instruction will foster true understanding of mathematical concepts and |

|problem solving. Research about moving from more teacher-centered pencil and paper math instruction to student-centered hands-on concept |

|discovery can be found at the National Council of Teachers of Mathematics (NCTM) website. |

|() |

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|Math consultant will work closely with all teachers in unwrapping state math standards and their corresponding units. |

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|Balanced Literacy |

|On the reading CRCT, a school-wide weakness was noted in the area of Comprehension and Information and Media Literacy. Knowing that research |

|shows that reading is a multi-step process leading to comprehension, training and implementation of balanced literacy initiative used throughout |

|Henry County has been emphasized. While the school has used some components of the program, full implementation had not yet been achieved prior |

|to this school year. With the continued funding for an Instructional Lead Teacher and a push from administration to implement all areas of |

|balanced literacy, classroom teachers have begun to use all of the various components of balanced literacy. |

| |

|Balanced literacy is a framework for instructional planning and delivery to build student competencies in reading and writing. Teachers use |

|observation, conferencing and assessments to continually make instructional decisions. Balanced literacy incorporates the five foundations of |

|reading: phonemic awareness, phonics, fluency, vocabulary development and comprehension into an instructional framework that is based on the |

|Gradual Release of Responsibility Theory of Vygotsky. The goal of balanced literacy instruction is to support and scaffold student achievement |

|through clear learning objectives. Direct instruction for each concept, teacher modeling of the concept taught, guided and independent practice |

|and remediation or acceleration as needed allow students to move toward a life-long ability to read and process printed information. |

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|Balanced literacy includes instruction in writing through the use of writer’s workshop. Writing instruction is progress monitored and tailored to|

|meet individual student needs. Teachers model writing concepts during mini-lessons and then observe and conference with students during writing |

|sessions. Periodic benchmark assessments in different genres of writing allow for monitoring growth over time. |

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|Balanced literacy is evidenced-based and according to McKenzie (ISTE, 2002), “the U.S. Department of Education’s prescription for bringing |

|together the best of reading research…to create one integrated model that addresses all the facets of literacy”. Moreover, the “Report of the |

|National Reading Panel: Teaching Children to Read,” published in 2000, notes that effective literacy programs include balanced instruction in the |

|following key areas: phonemic awareness; systematic, sequential phonics; fluency; vocabulary development; comprehension strategies and written |

|composition strategies. Smith-Barnes’s use of balanced literacy fulfills all of the key components of literacy instruction while allowing |

|students to progress at their own rate with the needed support and scaffolding to ensure success. |

| |

|(Ward & Anderson, 2010; Huber, 2008; Fountas & Pinnell, 2005)(National Research Center for Learning Disabilities, 2006; Research Institute on |

|Progress Monitoring, 2013) |

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|2(b). Are based upon effective means of raising student achievement. |

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|All Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional |

|practices or strategies. |

| |

|Please see 2(a) and 2(c) |

| |

|2(c). Use effective instructional methods that increase the quality and amount of |

|learning time. |

| |

|As a school-wide best practice, all content areas are taught on a 60 minute block to provide time for a true standards-based instruction class. |

|We do recognize the need to provide high quality instruction regardless of time constraints. Although we have dedicated time, time management is |

|crucial and we capitalize on that given instructional time by establishing and maintaining classroom procedures, school schedules as well as |

|various before/after school programs, summer school programs, and clubs. |

| |

|(Weinstein, Curran, Tomlinson-Clarke, 2003; United States Department of Education, 2011; Wong, 2001) Specific, classroom instructional methods |

|include the following: Differentiated Instructional Strategies, Small Focused Instructional Groups, Identifying Similarities & Differences, |

|Summarizing & Note Taking, Reinforcing Effort & Providing Recognition, Homework & Practice, Nonlinguistic Representations, Cooperative Learning, |

|Setting Objectives & Providing Feedback, Generating & Testing Hypotheses, Questions, Cues, & Advanced Organizers. (Marzano, Pickering, & Pollock, |

|2001) |

| |

| |

| |

|2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been|

|met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). |

|Targeted populations of students are identified based on local benchmark assessments (IKAN/GLoSS & Fountas & Pinnell) as well as teacher |

|observations and recommendations. Students who perform below grade level expectations are served, in small groups, by Early Intervention |

|Program (EIP) teachers. Once these students are identified they are progress monitored bimonthly to determine if identified academic needs are |

|met. When progress monitoring is administered and adequate progress has been made, the student may be exited from the class making room for |

|other students who could benefit from the program. Fountas & Pinnell data is utilized for fluency in reading and math by the leveled cut |

|scores. SRA kits will be used for vocabulary acquisition. |

| |

|(Clay, 2007; Goldenburg, 1994; Hiebert & Taylor, 1994; Schmidt, Askew, Fountas, Lyons, & Pinnell, 2005; Research Institute on Progress |

|Monitoring, 2013) |

|2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive|

|needs assessment found in the school wide plan and must be connected to the support of assisting students to achieve proficiency or advanced |

|status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based |

|on FY12 US ED monitoring. |

Response: Title 1 funds will not be used for educational field trips.

|*3. Instruction by highly qualified professional staff. |

|All teachers and paraprofessionals at SBE are highly qualified. |

|We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. |

|We provide instruction by highly qualified teachers who meet the standards established by the State of Georgia. |

|All teachers are highly qualified. Teacher turnover rate is minimal. Turnover rate is only due to reduction of size of student population |

|which in turn results in a smaller teaching staff. |

|School is small and promotes community atmosphere |

|All paraprofessionals meet highly qualified status |

| |

|Henry County has a number of efforts in place to attract highly qualified teachers. Job fairs, website information, TeachGeorgia and other |

|active recruitment avenues are employed. Henry County Schools sponsors a teacher induction program for new teachers. Smith-Barnes has hosted |

|a number of teacher candidates from Gordon College, Georgia State, Mercer University and Clayton State. Smith-Barnes celebrates our students’ |

|accomplishments by promoting our successes through our school and county websites, the local newspaper, parent newsletter, and through school |

|sponsored events. Henry County’s geographic location, pace of living, sense of community and proximity to Atlanta attracts interest from a |

|number of teachers in other states. Henry County Schools coordinates the use of Federal Title II funds to support the recruitment of highly |

|qualified teachers. |

|*3(a). Strategies to attract highly qualified teachers to high-needs schools. |

|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.) |

|Henry County holds job fairs and advertises for openings to attract highly qualified teachers. When our school has openings, we interview HQ |

|teachers for these positions. The candidates meet with an interview committee to discuss the needs of our students and community. We are very |

|candid about the needs of our community and ask questions of the candidate to help us determine whether or not they will meet the needs of our |

|students and families. Our goal is to provide our school community with highly qualified teachers who are well-rounded and are committed to |

|providing rigorous and relevant instruction. |

| |

|(See APPENDIX I – Parent Right Know HiQ) |

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

| |

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

|development that addresses the root causes of our identified needs. For example: |

|Half Day Grade level planning occur each nine weeks with a focus in the following areas: |

|Teacher Keys |

|Best Practices |

|Standards based classroom implementation in all academic areas |

|SMART goals written based on CRCT data from 2013 |

|Math Professional Learning |

|Weekly grade level planning |

|focus on student work and outcomes |

|strategies to differentiate instruction |

|Professional learning involving Common Formative Assessments and district required testing data |

|Teachers attend Best Practice training for Math |

|Instructional Lead teacher training within classroom using co-teaching model |

|We have a Staff member on the professional learning council that forwards pertinent information to teachers regarding the latest professional |

|development. |

|Professional development is driven by School Improvement Plan. |

| |

|We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic |

|problems. For example . . . (money, time, resources, instructional coaches) |

|Title SY 13-14 funds |

|Title Carry Over budget |

|Money from Box Tops for Kids, Publix, and Food Depot |

|Time for parent workshops |

|Time for PL for teachers |

|Instructional Lead Teacher |

|Parent Involvement Paraprofessional |

|Presenters for parents, faculty and staff |

| |

|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: |

| |

|Monthly PL/Faculty Meeting |

|Weekly Team Meeting |

|Leadership Meetings |

|Griffin RESA |

|Ongoing Review and Retraining of GLoSS/IKAN and F&P Benchmarking |

|Weekly Review of CFA’s |

|Tool Time Tuesday Presentation |

|(See APPENDIX D – PL Flow Chart) |

|*5. Strategies to increase parental involvement. |

|We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by . . . |

|Monthly School Council Meetings |

|Title 1 Information Night |

|Fall Parent Survey |

|Draft of Plan on and Goals on school website We have involved parents in the planning review and improvement of the comprehensive school wide |

|program plan by: |

|Lunch and Learn |

|Staff member that communicates with parents regarding attendance |

|Math and Literacy night |

|STEM Night with Stockbridge ES |

|Chorus, Band and Art Programs |

|Parent Volunteers |

|Parents certified as subs to assist with grade level planning days. |

|Mentor to work with students and focus on academics |

|Parents attend a school day to assist with understanding of CRCT strategies, skill maintained in Math and Literacy |

|Progress reports, weekly communication folder and agenda |

|Create a data base to easily contact parents via email |

|Newsletter monthly to parents – electronically |

|Weekly Letters from Principal |

|Tuesday Communication Folders |

|Monthly All Pro Dad program |

|School marquee |

|Nine-week and end of year awards recognitions |

|Student agendas |

|Utilize Remind 101 for electronic updates |

|Campus Messenger for email/calling post updates |

| |

|We have developed a parent involvement policy included in our appendices that |

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

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

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

|compacts required – include with policy |

|Parent Involvement checklist included |

|(See APPENDIX E – Parent Involvement Plan) |

|*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. |

|Although Smith-Barnes does not assist in the transition from early childhood programs to elementary school programs, we do assist in the |

|transition from 3rd grade to 4th grade classrooms as well as Elementary to Middle school transition. |

|3rd grade students will visit Smith-Barnes |

|5th grade students will be visited by counselor from Middle School as well as attend an open house for parents and students at the Middle |

|School |

|*7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance|

|of individual students and the overall instructional program. |

|The way that we include teachers in decisions regarding use of academic assessment are: |

|Teachers create common assessments within grade level |

|Use of rubrics to assess student work |

|Teachers use Common Formative Assessments |

|Mock Writing Assessment (3 per year) – Write Test in December 2013 |

|Use of Performance tasks across grade level |

|Student conferencing |

|Instructional lead teacher observations |

|Weekly collaborative planning |

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

|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. |

| |

|In accordance with No Child Left Behind (NCLB – Section 1112(a)(1), Local educational agencies (LEAs) receiving Title I funds are required to|

|coordinate and integrate Title I services with other educational services (Federal, State, local) provided at the school or LEA level in order|

|to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program. The law further requires all|

|(LEAs) to have an approved plan in place in order to receive aid under Title I. Section 1112(a)(1) requires that the plan for Title I be |

|coordinated with the other programs under the No Child Left Behind (NCLB) Act as well as other federal programs. In addition, Section 1112(b)|

|(1) (E) requires the plan to describe how Title I services will be integrated and coordinated with programs for preschool children and |

|programs for other special populations in order to enhance resources and increase student academic achievement. The law also contains |

|specific requirements for coordination between Title I and Head Start or other programs for early childhood to increase program effectiveness.|

|8(a). List of State and local educational agency programs and other federal programs that will be included. |

|Response: |

|a. Henry County Schools has employed a federal programs coordinator whose role is to make a concerted effort to ensure that coordination takes |

|place with all federal programs, and that the district is in compliance with the law. Coordinated planning is accomplished by ensuring that |

|staff members in the LEA responsible for implementing all these formula programs are involved in planning for how Title I money will be used |

|and how other programs may be used to enhance Title I services. Title I includes requirements regarding qualifications for teachers and |

|paraprofessionals and requires LEAs with staff members who are not highly qualified to set aside at least 5 percent of their annual allocation |

|to ensure all teachers become highly qualified according to the definition in the law (Title IX, section 9101(23). The Human Resources |

|department ensures that all staff working in Title I schools are highly qualified. |

| |

|On-going support from the Georgia Department of Education and Griffin RESA is useful in support of effectiveness and is enhanced by the |

|collaboration of professional learning, technology, curriculum, media, special education, and ELL, migratory and homeless children under the |

|following programs. |

|1. The Individuals with Disabilities Education Act—(IDEA)-P.L.118-446. |

|2. The Carl D. Perkins Vocational and Technical Education Act of 1998- P.L. 105-332 |

|3. The McKinney-Vento Homeless Assistance Act—Title VII B (43 USC 11431) |

|4. The Adult Basic Education/General Education Diploma/High School Equivalency |

|5. Diploma (ABE/GED/HSED) Adult Education programs |

|6. IDEA preschool. |

|7. Title I, Part C—programs for migratory children |

|8. Title I Part D—programs for neglected and delinquent children |

|9. Title II Part D—programs to enhance education through technology |

|10. Title III Part A—language instruction for limited English proficient or immigrant |

|students |

|11. Title II Part A—programs to improve teacher and principal quality and the number of highly qualified teachers in the classrooms, is a major|

|source of collaboration between federal programs. Title I includes requirements regarding qualifications for teachers and paraprofessionals |

|and requires LEAs with staff members who are not highly qualified to set aside at least 5 percent of their annual allocation to ensure all |

|teachers become highly qualified according to the definition in the law (Title IX, section 9101(23). As sanctioned by the law Henry County |

|Schools reserves Title I money to support additional professional development programming, and the schools eligible to receive Title I money |

|use their allocation for that purpose. Title II funds may also be used to provide professional development for teachers, principals, and other|

|staff. The law requires LEAs to describe in their program plans how they will coordinate programs funded with Title I with programs under II A.|

|This coordination requirement can be met by ensuring that staff members responsible for planning and implementing programming under both Title |

|I and Title II A collaborate on the development of the LEA overall ESEA plan. The LEA may also use funds from both Title I and Title II A to |

|support professional development activities. Relevant sections of NCLB are: |

|1. Title I, Part A, Section 1119 (a)(1)—teacher qualifications and measurable objectives— which requires LEAs receiving Title I money to ensure|

|that all teachers hired after the date of enactment of the law and teaching in Title I programs are highly qualified— |

| |

|2. Title I, Part A, Section 1119 (c)—new paraprofessionals—which requires LEAs |

|receiving Title I money to ensure that all paraprofessionals hired after the date of |

|enactment of the law and working in Title I programs have specified qualifications |

|3. Title II Part A, subpart 2, Section 2123—local use of funds—which describes the many activities that can be funded with Title II A aid— |

|8(b). Description of how resources from Title I and other sources will be used. |

|Resources from Title I are used to provide teachers, math and literacy instructional lead teachers, parent involvement coordinators, and family|

|resource coordinators for each of the Title I schools. Supplies, materials, and equipment are also used to enhance student readiness and |

|academic achievement. Each Title I school also has a parent resource center. |

|(See APPENDIX G – Faculty Meeting Agenda) |

| |

|8(c). Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. |

|Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990. |

|The Title I plan is developed under the auspices of the Consolidated Application. Under this process, all federal, state, and local entities |

|come together to discuss coordination among the programs. Each year, the Consolidated Application is updated. These entities continue to |

|coordinate throughout the school year. |

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

|shall include: |

|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.) |

| |

|Pre and Post assessments in Math and Reading to identify students in need |

|CRCT data |

|Periodic Assessment of State Standards (PASS) data |

|Teacher checklist |

|Response To Intervention (RTI) |

|Data team to assist with identifying students in need |

|Best Practices training |

|Teacher Keys |

|Development of Performance tasks |

|Development of Rubrics |

|Development of parent resource center |

|Daily communication through agenda |

|Lunch and Learn for literacy and math |

|Student Support Team (SST) parent meetings |

|Teacher/parent conference and teacher/student conference |

|4 week progress reports |

|Optional parent initiated conferencing twice per year |

|Grade level action plans |

|Parent Involvement Paraprofessional |

|RTI |

| |

|School offers to student |

|All Pro Dad |

|Band |

|Student focused Before school/during lunch instructional time |

|Gentlemen’s Club |

|Student Instruction Extension Program (SIEP) |

| |

|9(a). Measures to ensure that students’ difficulties are identified on a timely basis. |

| |

|We will make timely Identification of students new to our school having academic needs in the following ways: When a student enrolls, the school |

|secretary will check records, call the previous school, check CRCT and other available data. She will then let the teacher know that child’s |

|status, including notification to the SPED or SSt/MTSS Chair. An administrator will assist in placing any new student in the appropriate |

|homeroom. Our record secretary attempts to contact SPED Chair and/or SLP while parents are enrolling students to discuss child’s SST/SPED |

|status/needs. The teacher to whom the student is assigned will check records, speak to the previous teacher, check CRCT and other available data |

|in POINT and the permanent record, and/or complete a running record if needed, and ensure that the child has taken IKAN/GloSS and or Fountas & |

|Pinnell. Anytime that a student is demonstrating difficulty, the issue is shared during our weekly team meetings. Interventions will be put into |

|place to support the child in Tier 2. Based upon the results of Tier 2, a child may be referred to SST and continue to the next two tiers of SST. |

|SST data points/file |

|Permanent record review |

|Assessment Probes |

|CFA’s |

|IKAN/GLOSS |

|Tuesday Communication Folder |

| |

| |

| |

|9(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. |

|During team meetings and/or weekly grade level meetings and monthly faculty meetings, the following trainings take place periodically throughout |

|the year: |

|POINT data. |

|Teachers are trained in how to conduct student led conferences and with the push to train students to create a student led conference. |

|Mock writing tests are administered school-wide and the results are examined for school-wide weaknesses and strengths as well as for individual |

|weaknesses and strengths. Our Instructional Lead Teacher supports teachers in seeking ways to assist struggling students. |

|Teachers will continue to receive assistance in data interpretation through Point and IKAN/GLOSS |

|Differentiation of Instruction |

|Lead Instruction Teacher will facilitate learning regarding Teacher Keys |

|GAPSS review (to determine teachers’ status in standards based instruction) |

|The Leadership Team meets once each month to study current data, review/update CIP, and |

|make recommendations. They redeliver to the grade levels. Collaboratively, teachers discuss school data and individual student|

|data. |

| |

|9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and |

|additional assistance available to the student at the school or in the community. |

|Response: |

|Continued Parent Conferences based upon student need and current level of mastery |

|CRCT Parent Lunch and Learns |

|Student Lead Conferencing as appropriate |

|Title 1 Night |

|RTI/SST Meetings |

| |

|Parents, teachers, and students examine test data, classroom work, formative and summative results, as well as anecdotal records. In areas where|

|students are exceeding, parents are offered suggestions on how to accelerate the student’s learning. In the areas where a child is not meeting, |

|parents are offered suggestions on how they can support the child. They are also informed about the extra support through the school and |

|community some of which are: |

|SIEP |

|Accelerated Reader |

|RTI Interventions |

|Mentoring |

|Differentiated Instruction in the classroom |

|SST |

|Academic Club Membership |

| |

|(See APPENDIX K – Title I Family Night, Flyer, Sign In Sheet, Handout) |

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

|Response: |

|Provisions for the reporting of student achievement data include the following: |

| |

|Student CRCT data given before end of school year |

|Lunch and Learn which provides information about specific test data |

|State of the School Address discussing test data |

|Remind 101 as Appropriate |

|Periodic Assessment of State Standards (PASS) data |

|Results of rubrics used to assess student performance |

|Student Support Team (SST) assessment data (informal and formal) and use of retention rubric |

|Student report cards |

|Data discussion with school council |

|State letter explaining testing format and content |

|To the extent practicable, provide parental correspondence in their native language |

|Lunch and learn sessions focused on various assessments and results |

|SST/RTI Meetings are held throughout the year to which parents are invited. All of the student’s teachers are included in these meetings. |

|Strengths and weaknesses are discussed and appropriate plans are designed to ensure progress. |

|Regular parent conferences throughout the year. |

|Emails, phone calls, and agenda notes will be used to share student assessment results. |

|Utilize Campus Messenger regarding school-wide events |

|Mid-grading period progress reports |

|Standard-based report cards |

|CFA Results |

|See APPENDIX J – State of the School Agenda, Flyer, and Sign In Sheets) |

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

|The Leadership Team interprets and discusses the data. Then they redeliver to the grade levels in Collaborative planning sessions. As a whole |

|school, we take this information and make decisions about instruction for the whole school, as well as for individual students. CFA’s are |

|discussed at weekly team meetings. |

|All data that is studied is used to plan for instruction and particularly to develop small group instruction based upon common core standards. |

|We consistently review CRCT historical data to look for trends. We look at the CRCT history each year. |

|Teachers are trained in administering and interpreting benchmark assessments to establish reading levels and create strategy groups. |

|GLOSS and IKAN (Math test for Number Knowledge and Strategies) –study and use of results |

|GAPSS review (to determine our schools status in standards based instruction and how this affects individual students) |

|Fifth Grade Mock Writing Scores (to identify areas of strength and weakness in writing) –study and use of results |

|Leadership Team and Team Meeting Sessions (to desegregate data and to plan support for struggling groups of students) |

|Entering and using POINT data to determine individual, class and school strengths and weaknesses |

|Collecting and interpreting data points for RTI and SST services. |

|Instructional Support Team to discuss gaps in instruction or further support for students and learning as necessary. |

|Instructional Support Team to develop a school-wide approach to assisting in instruction in all subject areas. |

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

|Validity and reliability of assessment data are ensured via a number of procedures: |

| |

| State and local assessments are routinely reviewed for psychometric quality – including but not limited to analyses of validity and |

|reliability.  |

|Assessment and achievement data are collected according to the rules set forth by the Georgia Department of Education, where applicable. |

|Assessment and achievement data are disaggregated in a manner consistent with test purposes.  That is, guidelines accompany the interpretation |

|and use of test data so that valid and reliable inferences can be made based on the information reported. |

|13. Provisions for public reporting of disaggregated data. |

|August 2013 Title 1 Information Night: shared and explained data |

|School Council – new data shared regularly |

|Data was shared at the first PTO meeting August 2013 and new data will be shared January 2014 with updated CCRPI data is released. |

|Data shall be shared at any Title 1 parent meetings that the Parent Involvement Paraprofessional |

|Fall and Spring School-wide programs and Coffee with Mr. Eddy events, etc. |

|Mid-grading period progress reports will reflect individual student performance |

|Standards-based report cards. |

|Parents referred to GADOE and Henry County Website (linked from SBE website) |

|Data is discussed in the Professional Learning Room |

|14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, |

|determines that less time is needed to develop and implement the schoolwide program. |

|Our county’s Federal Programs’ Director, Dr. Sandra Moore, attends all required state training sessions and works closely with Smith-Barnes |

|Elementary’s principal, Mike Eddy, to provide guidance in all areas of program administration. Dr. Moore meets regularly with the Title 1 |

|principals to discuss budget, allocations, and expenditures for each school. Dr. Moore and Dr. Scott met with all Title principals to go over |

|the development of the School wide plan to be developed in under a year. The Henry County BOE supported the plan to fast track the application.|

|15. 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). |

|Monthly School Council Meetings |

|Title 1 Information Night |

|Fall Parent Survey |

|Draft of School-Wide Continuous Improvement Plan on Webpage |

|School Plan on a Page |

|(See APPENDIX H – Parent Meeting Agenda, Sign in Sheet, Minutes, Title I Components) |

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

|Parents and the public will be notified in the following ways: |

|Highlights of Plan will be posted on school website |

|Highlights of Plan will be part of Quarterly newsletter |

|Discussed periodically in weekly parental communication letters |

|Title 1 Night August SY 13-14 |

|Highlights of Plan will be posted in the Parent Involvement Resource Room |

|Highlights of Plan will be shared at January 2014 School Council Meeting and Coffee with Mr. Eddy event |

|17. Plan translated to the extent feasible, into any language that a significant percentage of |

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

|We will translate the plan as needed for our population. The school principal and or Parent Involvement Paraprofessional will oversee this |

|assignment and will work with the ELL teacher to determine the needs in this area. Translation will be provided through Google Translator and |

|provide an interpreter at meeting as necessary based upon home language needs |

|(See APPENDIX H – Parent Meeting Agenda, Sign in Sheet, Minutes, Title I Components) |

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

|This plan is subject to the School Improvement Provisions of Title 1, Section 1116. If CRCT results from this school year indicate that |

|Smith-Barnes Elementary does not meet CRCT guidelines, provisions provided by the Georgia Department of Education and Henry County Schools will|

|be adhered to. |

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

Smith-Barnes

Elementary School

147 Tye Street

Stockbridge, GA 30281

770. 957.6556

Revision Date: 10/21/13

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