Comprehensive Needs Assessment - Henry County Schools ...
Fairview Elementary School
Henry County Schools
School-Wide Plan
2013-2014 School Year
Fairview Elementary School
458 Fairview Rd.
Stockbridge, Georgia 30281
(770) 474-8265
(770)474-5528 (fax)
Dr. Vaneisa Benjamin, Principal
Mr. Vincent Ervin, Assistant Principal
Table of Contents
Preface 4
Original Planning Committee Members 5
School and District Mission/Conceptual Framework 6
Planning Committee Members 2013-2014 8
Fairview at a Glance 9
Fairview School Profile 11
Comprehensive Needs Assessment 13
School Wide Reform Strategies 17
Instruction by Highly Qualified Teachers 22
Strategies to Attract Highly Qualified Teachers 23
Professional Learning 24
Strategies to Increase Parental Involvement 26
Plan for Assisting in Transition 30
Including Teachers in Decisions Regarding the Use of
Assessments 31
Integration and Coordination of Federal, State and Local Services and
Programs 32
Effective, Timely and Additional Assistance 35
Reporting Individual Student Test Result 38
Provisions for the Collection and Disaggregation of
on the Achievement and Assessment Results of Students 39
Provisions for Seeking Statistically Sound Results for Each
Category of Disaggregated Assessment Results 41
Publicly Reporting Student Achievement Information 42
Plan Developed During One-Year Period 43
Plan Developed Includes Appropriate Parties 44
Plan Available to LEA, Parents and the Public 45
Translation of the School-Wide Plan for Non-English Speaking
Parents 46
Plan Is Subject to the School Improvement Provision of Title I,
Section1116 47
Bibliography 48
References 49
Appendices 50
Appendix A: Technical Assistance Provider Qualifications
Appendix B: Five Year Plan
Appendix C: CRCT Comparison Scores/College and Career Readiness Comparison
Appendix D: CRCT Prior Year Scores
Appendix E: Grade Level Collaboration Meetings
Preface
School-Wide Plan Development
In a school-wide Title I program, Fairview Elementary served approximately 625 students. There continues to be an increased number of students in the economic disadvantage category, due to financial challenges. Through our school-wide Title I program, Fairview is gradually closing the achievement gap utilizing Title I resources. With all students at Fairview able to benefit from these resources; the opportunity for closing the achievement gap has greatly increased.
In the beginning, district administrators, principals, teachers and parents from Henry County’s Title I targeted assistance schools began reviewing the option to become school-wide Title I programs. After considering these recommendations from districts, schools and community sources, the Henry County School System elected to pursue the school-wide plan development process. Under the leadership of Dr. Sandra Moore and with technical assistance from Dr. Charles Scott, the principals of the county’s Title I targeted assistance schools met to formulate a timeline for the development of their school-wide plans.
For several years that process was under discussion to implement a school-wide Title I model. After conducting a needs assessment, the staff, school council, and parent involvement committee favored moving to a school-wide plan. On April 1, 2010, an aggressive timeline for writing the plan was established and approved by the technical assistance provider, Dr. Scott. The committee agreed to come back together to review the plan.
Once the committee had approved the draft plan, it was made available on Fairview’s website for parent and community input. Additionally, copies were provided in the media center for review by parents, teachers and the community. The plan was presented to the school council and parent involvement committee for review and discussion. The members of the planning committee then met to consider parent and community input and finalize the draft. The finalized draft was sent to Dr. Moore for review and submission to the board for its approval. Listed below were the members of the planning committee:
Original School-Wide Title I
Planning Committee Members
Wanda Burt, Paraprofessional
Rhonda Davis, Literacy Instructional Lead Teacher
Miranda Freeman, Math Instructional Lead Teacher
YaQuanda McLendon, Teacher/After School Director
Raquel Moss, Parent Involvement Paraprofessional
(PIP)/Parent
Geraldine Powell, Teacher
Virginia Salter, Student Support Specialist/Better
Seeking Team Chairperson
Ayanna Slater, School Council
Darin Thompson, Parent
Yolanda Richburg, Counselor
Cheryl B. Carter, Principal 2009-2010
Dr. Sandra Moore, Henry County Schools
Federal Programs Director
Dr. Charles W. Scott, Technical Assistance Provider
School’s and District’s Mission Statements
Fairview Elementary School Mission Statement
Fairview Elementary is committed to providing an engaging environment, where students achieve academic excellence with the support of all stakeholders.
Fairview Elementary Conceptual Framework describes the focus and vision of the school
Fairview Elementary Conceptual Framework
|Focus, Expectations, Skills (FES) |Goals |
|FOCUS |F1: Standards-Based Instruction- Demonstrate consistently the |
| |content knowledge, standards, essential questions for the optimal |
| |development of all students. |
| |F2: Higher-Order Thinking- Demonstrate knowledge through questions |
| |that embrace complex thought. |
| |F3: Differentiation of Educational Instruction – Demonstrate how to|
| |teach academic instruction using effective differentiation of |
| |instruction. |
|EXPECTATIONS |E1: Building Relationships – Through conferencing and communication|
| |build relationship with students, parents, and all stakeholders to |
| |ensure quality instruction and assessment of learning. |
| |E2: Diversity Sensitivity- Demonstrate respect for all learners and|
| |cultures and see learning potentials in all students. |
| |E3: Advocacy: View education as an important process in which all |
| |stakeholders are dedicated to improving the educational experience |
| |for all students. |
|Skills |S1: Communication- Demonstrate effective verbal and nonverbal |
| |communication to facilitate learning with students, understanding |
| |with parents, and documentation of student progress. |
| |S2: Technology: Incorporate technology applications to promote |
| |learning to reach a variety of learners and to ensure educational |
| |equity for our students. |
| |S3: Assessment: use formal and informal assessments to evaluate and|
| |assess teaching and learning |
Henry County Schools Mission Statement
Committed to Ensuring Educational Success for Each Student
Henry County Schools Vision Statement
from GOOD ...
Ensuring Each Student
Meets or Exceeds Grade-Level Performance Standards
to GREAT ...
Ensuring Each Student
Graduates High School
Prepared for Further Learning
2013-2014 Planning Committee Members
|NAME |POSITION/ROLE |
| |Kindergarten Grade Level Chairperson |
|Robin Henry | |
| |First Grade Level Chairperson |
|Cherika Trice | |
| |Second Grade Level Chairperson |
|Angela Sly-Gaston | |
| |Third Grade Level Chairperson |
|LaFia Stringer | |
| |Fourth Grade Level Chairperson |
|Caf Porter | |
| |Fifth Grade Level Chairperson |
|Angela Stafford | |
| |New Teacher Mentor |
|Dr. Nakisha Wynn | |
| |Media Specialist |
|Rhonda Davis | |
| |Counselor |
|Pakisha Reynolds | |
| |Title I Literacy Coach/Science Chairperson |
|Angela West | |
| |Title I Math Coach/Language Arts Chairperson |
|Diane Chelsey | |
|Cathy Johnson |Paraprofessional |
|Dr. Scott Davis |Physical Education/Special Areas Chairperson |
|Vincent Ervin |Assistant Principal |
|Vaneisa Benjamin |Principal |
|Ayanna Slater |EIP Team Member/Math Chairperson |
| |Title I Teacher |
|Lynn Dollar | |
| | |
|Dr. Connie Frank |Gifted Teacher |
| | |
|YaQuanda McLendon |Special Education Chairperson |
| | |
|Wanda Burt |Parent Involvement Paraprofessional |
Fairview at a Glance
“The doors of Fairview Elementary School swing open wide on welcoming hinges. We provide essential academic challenges, support, and structure, yet remain a nurturing school community necessary for the development of each child entrusted to us.”
Fairview Elementary School was established in 1929, when several schools in the area merged to form one school. The school is the oldest continuously operated public school in Henry County, Georgia. The original Fairview had three rooms, which branched off from a round auditorium in the middle. Fairview was chosen as the name because you could see a “fair view” of all its surroundings.
Fairview became a Title I targeted assistance school in 2003-2004. The school has had seven years of Distinguished Title I School status since. The school currently has one Title I Teacher and a Title I Math and Literacy Instructional Lead Teacher. A parent involvement paraprofessional leads parental involvement activities.
Fairview serves approximately 583 regular education students and approximately 42 special education students. There are 33 regular education teachers, 5 special education teachers, and 1 full-time P.E. teacher and 2 part-time shared art and music teachers on staff.
In addition to our teachers we have 4 kindergarten paraprofessionals, and 3 special education paraprofessionals. We are served by one full-time speech therapist. There is a full-time counselor and one full-time media specialists on staff. Fairview has a shared Student Support Specialist that supports the school concerning Multi-Tied Support and 504 issues. Additionally, the school has both a principal and a full-time assistant principal.
Fairview was recognized as a Georgia Distinguished Title I school for seven years. In 2006, Standard & Poor’s recognized Fairview as one of 96 schools in the State of Georgia for significantly narrowing the achievement gap in mathematics between high and low performance groups. Simultaneously, performance of all students was raised significantly in the area of mathematics. In 2013, 42% of students exceeded in Math by 42%, out-performing, Henry County, and the state of Georgia.
Fairview Elementary School Profile
2013-2014
Number of Students in 2014: 619
Economically Disadvantaged: 70%
Students with Disabilities: 9.05%
English Language Learners: 3.72%
CCRPI Score:
2012-2013
Number of Students in 2013: 625
Economically Disadvantaged: 72%
Students with Disabilities: 6.9%
English Language Learners: 9.92%
CCRPI Score: 79.2
2011-2012
Number of Students in 2012: 644
Economically Disadvantaged: 63%
Students with Disabilities: 4.3%
English Language Learners: 9.0%
Adequate Yearly Progress in 2012: N/A
Improvement Status in 2012: N/A
Title I Distinguished Status in 2012: N/A
2010-2011
Number of Students in 2011: 666
Economically Disadvantaged: 65.2%
Students with Disabilities: 6.9%
English Language Learners: 10.0%
Adequate Yearly Progress in 2011: Yes
Improvement Status in 2011: No
Title I Distinguished Status in 2011: Yes
2009-2010
Number of Students in 2010: 700
Economically Disadvantaged: 65.7%
Students with Disabilities: 9.0%
English Language Learners: 5.0%
Adequate Yearly Progress in 2010: Yes
Improvement Status in 2010: No
Title I Distinguished Status in 2010: Yes
2008-2009
Number of Students in 2009: 747
Economically Disadvantaged: 48.0%
Students with Disabilities: 8.0%
English Language Learners: 6.0%
Adequate Yearly Progress in 2009: ADEQ
Improvement Status in 2009: No
Title I Distinguished Status in 2009: Yes
2007-2008
Number of Students in 2008: 766
Economically Disadvantaged: 56.1%
Students with Disabilities: 7.0%
English Language Learners: 0.0%
Adequate Yearly Progress in 2008: ADEQ
Improvement Status in 2008: No
Title I Distinguished Status in 2008: Yes
Comprehensive Needs Assessment
As denoted in the required component 1, set forth in Section 1114 of No Child Left Behind, a comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect achievement.
This school-wide plan was developed with input from individuals responsible for carrying out the comprehensive school-wide plan. Teachers, parents, administrators and central office personnel were all involved in the process of developing the plan. Teachers worked collaborative to disaggregate data to revise the Continuous Improvement Plan. According to Jones and Mulvenon (2003), there is an increasing amount of evidence that supports the impact data have on student achievement. The Leadership Team and School Data Focus Team meet monthly to monitor and adjust the strategies as needed. Parental involvement included surveys, interviews and review of the plan. Administrators and central office personnel provided input and on-going review.
Data was collected from the following instruments, procedures and processes:
• Criterion-Referenced Competency Test (CRCT) Data
• Yearly AYP Data
• Fontas and Phinnell Assessments
• Ikan and Gloss Assessments
• GRASP
• Leadership Team disaggregation sessions
• Data Analysis Focus Team disaggregation session
• Grade level disaggregation sessions
• School Continuous Improvement Planning process
• Bi-monthly Common Formative Assessments
• Weekly Formative Grade-level Assessments
• Surveys and focus groups
This plan was based on information regarding the entire student population. Three distinctive groups have been identified at Fairview Elementary. These groups include “White Students”, “Students with Disabilities”, and “Hispanic Students”. It was determined that special focus on these three subgroups was necessitated due to low performance in school year 2012-13 in the area of mathematics and science. In addition, the increase in Students with Disabilities is increased by a significant number of students entering Fairview in the later years of their elementary career with significant deficits.
Trends in Testing
The school’s Leadership Team, Data Analysis Focus Team, Parents, and Grade-level teams evaluated current CRCT data to assist in developing the Continuous Improvement Plan (CIP. They examined domains which indicated strengths and weaknesses and identified critical areas needing improvement in math and reading. These areas included:
• Math Numeracy
• Measurement
• Reading Comprehension
• Grammar/Sentence Construction
• Inference Skills
• Science Skills
From the data disaggregation sessions, it was found that students who are achieving below grade level have various “gaps” in skills and need more individualized instruction. This was identified as a major need in our program. In an effort to provide more practice and smaller group settings, students who are identified as achieving below grade level in math and/or reading are offered additional services such as: S.I.E.P (Student Instructional Extension Program), Breakfast Club Sessions for Reading and Math, extended use of First in Math Online Math Program, Scholastic Comprehension and Grammar Kits and use of the creation of a Science Lab. Some of the programs are provided through our current Title I funds. Research suggests that additional instruction, with specific instructional targets, offered in a smaller setting, benefits struggling students (Blankstein, 2004).
Two Distinctive Groups
Disaggregation of the CRCT data and CCRPI data reveal concerns in two distinctive groups: Special Education Students in the areas of Language Arts and Math and Hispanic Students in the area of Reading for the 2012-2013 school year.
The Title I Math Instructional Coach and the Title I Literacy Instructional Coach provide research –based resources and training in Instructional Framework, Georgia Performance Standards, and hands-on approach to mathematics learning to faculty through professional learning sessions. Fairview is continuing its efforts to diminish any gaps between reading and mathematics for all students. In addition, it is a focus of Fairview to continually increase the number of students “exceeding” on state mandated test.
Trends in Student Population
The student population at Fairview has remained consistent for many years. In prior years, concerning CRCT data, Students with Disabilities and White students were not considered a subgroup. However, due to the current economic situation, there has been an increase in the economically disadvantaged population students receiving free and reduce lunch, return to an increase in white student enrollment, and an increase in students with disabilities enrolling in the school.
School-Wide Reform Strategies
As denoted in the required component 2 (a, b, c, d), set forth in Section 1114 of No Child Left Behind, school-wide reform strategies that are scientifically researched based.
The strategies in which Fairview will address the needs of all students in the school, particularly the needs of students furthest away from demonstrating proficiency as related to the State’s academic content and student academic achievement standards, are reflected below.
Fairview will continued with the increased amount and the quality of learning time by continuing the current schedule to include a 90 minute block of instructional time for math and 120 minutes for literacy. Currently, students needing additional assistance are pulled out for small group instruction and testing by a Title I teacher. There are two Early Intervention Teachers (EIP), who either pull out or push in to classrooms for additional instruction. EIP and Title I teachers address the needs of students by previewing, scaffolding and re-teaching activities using the smaller class size or group module and hands-on approaches. Intensive instruction is provided each day in the areas of reading and math for the purpose of remediation and acceleration. We currently have bi-monthly Common Formative Assessments and weekly grade-level assessments.
Pacing Guides are used to ensure that all students are progressing towards mastery of all standards. The state of Georgia provides a standards-based Common Core/Georgia Performance Standards
( CCGPS ) curriculum for Mathematics, Reading and English/Language Arts. Each grade level meets weekly to share ideas and discuss lesson plans. During collaborative planning, teachers revisit standards and pacing to ensure a deeper understanding of what standards were asking students “to know and be able to do”. In addition to the Common Core Pacing Guides, the teachers of Fairview utilize state resources used to create the CRCT. These resources include Georgia’s Instructional Frameworks, Teaching for Comprehending and Fluency by Irene C. Fountas and Gay Su Pinnell and Teaching Student-Centered Mathematics by John A. Van de Walle and LouAnn H. Lovin.
According to Van de Walle and Lovin (2006) to teach effectively means to engage students at their level so they can create or develop new ideas to use and understand so they can make sense of mathematics. At Fairview, teachers are required to use real-life problem solving tasks to assist students in this endeavor. Students are introduced to new concepts using manipulatives and are given time to work in small groups to solve problems. After discussing different ways to solve a problem, teachers guide students to the more abstract concept of mathematics. Teachers allow students to write their thinking in math journals and encourage them to share different strategies used to solve problems.
Van de Walle and Lovin (2006) state “…An individual’s understanding is that it exists along a continuum”. Knowing this, teachers have the opportunity to vertical team and collaborate so that skills and concepts are not learned in isolation and skills are maintained from grade level to grade level. According to Van de Walle and Lovin (2006) due to isolation, poorly understood ideas are easily forgotten and are unlikely to be useful for constructing new ideas. Students are encouraged to make connections to the math problems they are solving each day.
In addition to the state related resources, Fairview uses Exemplars to increase student achievement in mathematics. Exemplars are tasks centered on real world situations that can be solved mathematically. Students are able to approach an Exemplar in multiple ways. The Georgia Online Assessment is used to monitor student progress on state standards as well as formative assessments found from selected questions on POINT and Angel within the Henry County network. In addition, there are a variety of web-based resources that provide additional resources to teachers.
Eagle Academy Friday is designed to give students additional time with standards each Friday. Teachers focus on a variety of topics for remediation and acceleration of Math concepts. Teachers choose a variety of ways to ensure mastery including: small group instruction, groups based on ability-levels, interest, areas of focus using differentiation of activities. Students may rotate from class to class for additional instruction on a specific math topic. Math topics are designated based on results of weekly formative reviews.
With the focus on Number and Operations as a school-wide initiative, a Math Closet was created in order to assist teachers with this endeavor. Manipulatives were bought based on lessons used in the Georgia Instructional Frameworks and teacher recommendations. Teachers are able to check out necessary manipulatives to enhance the lesson instructions. Multiple sets of manipulatives were purchased using Title I funds which enable several classrooms the ability to use manipulatives at the same time.
The goal of Fairview is to have all teachers use the Georgia Instructional Framework for Teaching in all subject areas. This model of teaching is suggested by the state of Georgia to ensure that students and teachers are maximizing instructional time. The framework encompasses an Opening, Work Session, and Closing (Share Time). During the Opening, teachers introduce a concept or model tasks for students to use during the Work Session, which last about 15 minutes. The Work Session is the longest portion of the Instructional Framework, lasting 30-45 minutes. Students are able to work through performance tasks, read independently, participate in guided, small group instruction, or be involved in one-on-one conferencing with the teacher. The Closing or Share Time lasts about 20 minutes. In this section of the Georgia Instructional Framework, students and teachers have an opportunity to share their ideas and strategies used during the Work Session.
The Math and Reading Corner is developed to enhance morning work or “sponge” activities before mathematics and literacy instruction. The math and literacy instructional lead teachers create a problem a day for teachers to use with their classes each week. The Math Corner questions focus on Number and Operations, critical thinking and problem solving. The Reading Corner questions focus on major comprehension strategies such as, making inferences, main idea, and cause and effect. Students utilize a variety of strategies and illustrate their thinking using math and reading journals.
Research indicates that students in “print-rich, talk-rich classrooms with clear and high expectations are better able to understand a variety of text” (Collins, 2004). As a result, the Henry County School system has implemented a Balanced Literacy Framework for reading and writing instruction. This framework mirrors that of the Georgia Instructional Framework and includes an Opening session, Work session, and Closing session. According to Fountas and Pinnell (1996), “the use of a structured framework has several advantages including; providing a common language and vision, an efficiently allocating instructional time, establishing routines for independent learning, and communicating connections among components of the curriculum.” The goal at Fairview is to refine the use of this framework to improve teaching practices and impact student achievement in Reading, English/Language Arts and Writing.
Using the Balanced Literacy framework, students are involved in Guided Reading to improve their reading comprehension. Guided Reading is an instructional strategy where a teacher works with small groups of students who have similar reading processes and needs. It fosters comprehension skills and strategies, develops background knowledge and oral language skills, and provides as much instructional level reading as possible. During Guided Reading, students are exposed to a wide variety of texts and are challenged to select from a growing repertoire of strategies that allow them to tackle new texts independently as suggested by Vygotsky’s Gradual Release of Responsibility. Ongoing observation and assessment help to inform instruction and grouping of students.
Fountas and Pinnell (1996) state that “through guided reading, teachers can show students how to read and can support children as they read…it helps individual students learn how to process in a variety of increasingly challenging text with understanding and fluency…it is the heart of a balanced literacy program”. It is the goal of Fairview to continue to increase teacher competency in effective reading instruction through Guided Reading while improving student achievement.
Teachers refined standards based instruction through the Writer’s Workshop framework to include writing in all content areas. This was done in an effort to improve grammar and sentence construction.
Additionally, in collaboration with the Media Specialist, lessons were developed to improve information media literacy skills.
Effective technology integration has a positive impact on increasing student achievement in the acquisition of 21st century skills (ISTE, 2008). To increase student achievement in 2007, Fairview conducted a school wide technology needs assessment. The data from the assessment revealed that teachers wanted 1) access to more technology in the classroom, 2) training on how to integrate technology in the classroom, 3) access to software that would assist them in the classroom, 4) training on how to incorporate websites in the classroom setting, and 5) to become skilled in how to effectively use word application programs. To meet the needs of the school, the Instructional Technology Focus team conduct professional learning sessions empowering teachers to use technology effectively in the classrooms to increase student achievement.
One strategy at Fairview is to integrate technology into the classroom setting to assist in improving students’ critical thinking skills, analyzing of information skills, communication skills, collaboration skills, and problem-solving skills. Research indicates that “technology applications can support higher-order thinking by engaging in authentic, complex tasks within collaborative learning contexts” (Gahala, 2001). At Fairview, various software and hardware technologies are utilized to deliver different kinds of content, and address different purposes in the classroom. To promote communication skills, teachers at Fairview incorporate word applications in their learning activities. To promote organization, software such as Inspiration and Open Mind are utilized. Technology hardware such as desktops, laptops, document cameras, digital cameras, active votes, and flip videos are utilized to assist with the delivery of content in the classroom setting. We currently have 31 SMART boards purchased with Title I funds throughout the building, with the anticipation of adding additional ones for additional classrooms in the future..
To address the needs of students with disabilities, Fairview adopted a co-teaching model. Special education teachers co-teach and collaborate with regular education teachers to work with students with disabilities. These teachers developed lessons plans based on Georgia Performance Standards to ensure students with disabilities are meeting and/or exceeding state standards in accordance to the Individual Educational Plan (IEP).
Instruction by Highly Qualified Teachers
As denoted in the required component 3, set forth in Section 1114 of No Child Left Behind, instruction by highly qualified professional staff.
All teachers assigned to Fairview Elementary School for the 2013-2014 school year are highly qualified and meet standards established by the state of Georgia.
Strategies to Attract Highly Qualified Teachers
As denoted in the required component 3(a), set forth in Section 1114 of No Child Left Behind, instruction by highly qualified professional staff.
Henry County has several efforts in place to attract highly qualified teachers. Job fairs, website information, AppliTrack, and Teach Georgia are recruitment avenues in place to reach interested professionals. Fairview has hosted a number of student teachers from Georgia State University, Mercer University, The University of Phoenix, and Clayton State University.
All certified employees new to Henry County are required to attend the Teacher Induction Program (TIP). Mentoring is provided at the school level to assist new teachers in the acclamation of school policies, procedures, and school culture. Ongoing support is provided by the school system for the first year of the teacher’s career. Ongoing support is provided at Fairview for the first three years of a new teacher’s career.
Professional Learning
As denoted in the required component 4, set forth in Section 1114 of No Child Left Behind, professional development for staff to enable all children in the school to meet performance standards..
The focus of professional development has been to gain understanding of Fontas and Phinnell, IKAN and GLOSS, Technology using POINT to review information connected to the Frameworks located on POINT. During half day collaborative planning sessions, teachers revisit standards to make sure there are clear understanding of what students are expected to know and be able to do. Teachers plan using the following resources: Common Core Standards, Georgia Performance Standards, the Georgia Instructional Framework, Exemplars and Teaching Student-Centered Mathematics. ½ day collaboration session take place five times during the year, and 1 hour collaboration sessions will take place weekly.
Professional development sessions incorporated the strategy of vertical teaming. During vertical teaming grade levels mix so that teachers have an opportunity to get input from colleagues they normally do not collaborate with. Utilizing Teaching Student-Centered Mathematics, teachers were involved in conversations regarding assigned readings and methods for implementing performance tasks into everyday instruction.
Select teachers attend Math and Science Cohort Program to improve instruction in mathematics. Strategies learned during cohort sessions are used in the classroom to enhance mathematics instruction and information redelivered to faculty members during monthly school-wide professional learning sessions. At the conclusion of the Math and Science Cohort Program, teachers are able to receive a Math or Science endorsement. Teachers also participate in a variety of professional learning sessions offered through Griffin-Resa in order to enhance exposure to a variety of math tools.
Teachers at Fairview have also participated in professional learning to enhance the teaching of both reading and writing. Teachers were trained in using the Workshop model for teaching. These session included topics such as Guided Reading, using Writer’s Notebooks, and evaluating student writing using the state writing rubric. Training in Best Practices for Standards Based Classrooms began during the 2009-10 school year and continued into the 2010-11 school year.
In an effort to address the goal of culture and diversity in the school as outline in the Continuous Improvement Plan, the Olweus Anti-Bullying Program was implemented. Training in Love and Logic and development and training to operate a School-wide Positive Behavior Plan further promoted strategies to foster responsible behaviors in students which create a learning environment that communicates high levels of academic achievement. The program was evaluated through reaction/experimentation sheets and a final assessment. Student groups are also trained through the school counselor as Peer Mediators.
Strategies to Increase Parent Involvement
As denoted in the required component 5, set forth in Section 1114 of No Child Left Behind, strategies to increase parental involvement.
We have involved parents in the planning, review, and improvement of the comprehensive school wide program plan, by including parents in the preparation of this document.
In September of the 2011-2012 school year, the principal presented the Title I Program to various groups, which consisted of the Parent Involvement Committee, School Council and Parent Teacher Student Association (PTSA). In addition, the State of School Address which outlines the action steps and strategies to increase student achievement is shared with all stakeholders at a scheduled meeting. The Power Point of the address is provided on the school website for parent viewing. A similar presentation continues into the 2013-2014 school year. During the month of late August or early September, parent and community members are invited to the Title I State of the School Address. In addition, the information is also shared with the School Council, PTO and Faculty/Staff.
The Parent Involvement Committee meets on a monthly basis to promote and support ongoing parent involvement opportunities, as outlined in the Parent Compact. This advisory group provides valuable feedback regarding strategies to improve parent opportunities within the school.
A full-time Parent Involvement Paraprofessional (PIP) and Title I Literacy and Math Coaches plan and organize various parent activities. The Parent Resource room is available to assist parents in helping their children to succeed in school. Through a checkout system, materials such as flash cards, math games, parenting books, pamphlets and computer programs may be obtained for use at home. The Parent Resource room is also used for parent trainings during the school day.
“Curriculum Nights” are held to inform and update parents on state standards and instructional classroom practices. Grade level specific information such as standard based report cards, Common Core standards, Framework activities, available resources, CRCT overview, and middle school transition are also discussed.
The Parent Teacher Organization (PTO) is actively involved in providing a strong link between parents, school, and community. PTO sponsors fall and spring activities which promotes positive interaction with all stakeholders. Student performances are highlighted at monthly meetings. The executive board of the PTO has organized the Room Parent program as a way to increase parent involvement in all aspects of the school including special events and activities. Other opportunities for parental involvement include:
School Council Field Days
Book Buddies Program Track Club Volunteers
Red Ribbon Week Dance Team Assistant
Career Days Hands On Henry
Partners In Education Annual Arts Show
Helen Ruffin Reading Bowl Volunteer Drama Competition
Men of Fairview Day Public Relations
Father/ Daughter Dance Relay for Life Events
Reading Club Grandparents Day
International Festival Day Hispanic Festival
Asian Month Activities Veterans Day Activities
Black History Month Activities Field Trips
Student of the Month Activities Annual Flag Football
Homecoming Week Activities Cluster Math Activities
Fairview is proud of its community involvement. Each year, students and parents collect food items to donate to the local food pantry. In conjunction with Bethel United Church, the school participates in the annual blanket and toy drive. Students participate in Caps for a Cure for childhood cancer research, Ferst Foundation donations to assist in providing books to children. Support of metro area mentorship programs. On a monthly basis, the Henry County Sheriff Department sponsors, McGruff, the Crime Dog, which is a drug awareness curriculum for second graders. Fairview sponsors, ‘One Great Day of Giving- Men of Fairview Day”, a day in which dads come in to read, assist classrooms, monitor, greet parents, serve in duties and spend time with students in the classroom as mentors.
The Partners in Education (PIE) program consists of 20 local businesses that contribute to a variety of programs such as: Teacher of the Year recognition, donate reward certificates, student incentives, provide lunches and breakfasts for the staff during teacher appreciation week. Additionally, PIE serve as mentors and book buddies to students at Fairview. Students interact with PIE by displaying students’ work at the various local businesses which encourages parents to patronize these businesses.
“Hands on Henry" is an annual countywide project sponsored by the Chamber Of Commerce. The purpose is to encourage citizens to give a day to help with needed projects in the community. The School Council, BETA club, and Student Council planned four projects for the school. Over 100 individuals, including Stockbridge High school football team helped to complete beautification of the front area, picking up litter, cleaning doors within the school and spreading mulch on the playground. In addition, local Girl Scout troops and neighboring middle school groups assisted Fairview in creating a beautification garden to be used as an outside science class space.
Parents have an opportunity to provide input or volunteer with any of the school committees mentioned previously. In addition, parents complete a yearly county Perception Survey and a Title I school survey. (Appendix I) Both parent surveys provide feedback about our school climate, parent opportunities and training, and programs. A calendar for each month is sent in advance with all activities so that parents may arrange their schedules to attend. Also, the school newsletter is sent quarterly which highlights important information about parent workshops and resources.
Mentoring Program
It has been the goal of the counselors, administrators, faculty and staff to address the needs of male students at Fairview. As a result, a male mentoring program entitled: The Fairview G.E.N.T.S. (Gentlemen Engaging in Necessary Tools for Success), was created. Acceptance into the program is based on teacher recommendation and parent approval. Currently, there are fifteen mentees and seven mentors serving in the program. The mentees and mentors meet twice a month on Wednesday and participate in many hands on activities including learning how to change oil in a car, and learning how to tie a necktie. Additionally, mentees learn valued lessons such as: team building, responsibility, conflict resolution, self-esteem, professionalism, career awareness/preparedness, and communication. Verbal feedback and surveys from mentees, mentors, parents, and teachers serve as an evaluation tool for measurement of program success. In addition, during the 2013-2014 school year, 3 male gender classrooms were created at Fairview, one in 3rd, 4th and 5th grade. Data concerning academic progress, attendance, and behavior is monitored throughout the year. There are plans to increase the number of male gender classrooms within the coming years. Research supports the idea that students learning together within the same interest can achieve at higher rates.
Plan for Assisting in Transition
As denoted in the required component 6, set forth in Section 1114 of No Child Left Behind, plan for assisting preschool children in the transition from early childhood programs to local elementary school programs.
Ensuring success for students at the next grade level is a top priority. Throughout the year, teachers have the opportunity to participate in vertical team meetings to discuss the curriculum and strategies for instruction. They begin meeting during pre-planning of each year, reconvene in the Spring, and end at post planning. We assist in the transition of pre-school children from early childhood programs such as state run programs in Day Care Centers to elementary schools in a variety of ways. Currently six centers feed into Fairview: My Child’s Place, Lillie’s Little Lamb, La Petite, Fairview Kids Academy, TGS Kidz Academy, and Step Ahead Learning Center. In early May, Henry County hosts a pre-registration for kindergarten students called “Kindergarten Roundup”. Later in May, kindergarten teachers provide primary day care centers with information regarding registration and tours of the school are conducted for these daycares. In addition, Kindergarten teachers present information at scheduled day care parent nights and the principal of Fairview is the annual speaker at several day care centers graduation programs.
Parents also have the opportunity to be involved in the transition process. In May, parents are invited to the school to receive critical information for their child for the next grade level. Questions and concerns are addressed and parents are given summer resources to help aid in their child’s academic development. Students are also heavily involved in their own transition process. The counselor visit classrooms to discuss with students expectations and answer questions about the next grade level. The counselor maintains contact with the sixth grade middle school counselor and relays pertinent information to students and parents. Fifth graders practice opening combination locks while also discussing social situations and academic expectations. The middle school administrators and counselor visit fifth graders to reiterate expectations and discuss extra curricular opportunities. Students take field trips to the feeder middle school to speak with sixth grade students and visit classrooms and teachers.
Including Teachers in Decisions Regarding the Use of Assessments
As denoted in the required component 7, set forth in Section 1114 of No Child Left Behind, measures to include teachers in the decisions regarding the use of assessment to provide information.
Our 2012-2013 Georgia Assessment of Performance on School Standards (GAPSS) results revealed teachers were Operational and actively engaged in creating assessments within the building. However, there is a need to increase teacher-directed informative assessments. As a result, the school-wide Data Analysis Focus team will guide discussions concerning test results and guide teachers in determining root cause for areas of concern, and guiding teachers in strategies to improve student performance. Weekly grade level collaborative meetings addressed student assessments.
Fairview teachers are involved in decisions regarding the use of academic assessment and data. This past summer, the school leadership team met to review CRCT data. The leadership team then made broad recommendations to the school faculty. The Leadership team disaggregated the data to determine areas needing improvement. Strategies to improve student achievement were discussed. The Title I Math and Literacy coaches, along with the Title I teacher developed a school data wall and each teacher created a classroom data wall to communicate student achievement and goals to all stakeholders. Grade levels reviewed data with a focus on mathematics. At weekly grade level meetings, teachers discuss student data and revise instruction/strategies based on student needs. The school Data Analysis Focus team, along with the Title I Coaches monitor progress and report back to the school Leadership team. Additionally, teachers use a number of other assessments such as, Individual Knowledge Assessment for Numeracy (IKAN), Global Strategy Stage (GLOSS), Fontas and Phinnell, teacher created benchmarks, and Performance Tasks, Common Formative Assessments generated from test bank questions located on POINT.
Integration and Coordination of Federal, State,
and Local Services and Programs
As denoted in the required component 8, set forth in Section 1114 of No Child Left Behind, Coordination and integration of Federal, State, and Local services and programs.
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 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.
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 IV Part A—safe and drug free schools and communities
12. Title V Part A—promoting informed parental choice and innovative programs
13. Title II Part B—Mathematics and Science Partnerships
14. 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—
b. 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.
c. 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.
d. Title I Teachers and Instructional Lead Teachers are salaried through Regular Title funds, and Parental Involvement Paraprofessional is funded through ARRA Allocation.
Effective, Timely and Additional Assistance
As denoted in the required component 9 (a, b, c), set forth in Section 1114 of No Child Left Behind, activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance.
Students who experience difficulty mastering proficient or advanced levels of academic achievement standards are able to take advantage of different remediation programs at Fairview. Breakfast Club (CRCT Remediation Camp) is a remediation program for third, fourth and fifth grade students who need additional services. Students meet two days a week, from 7:15 am-7:45 am. During these sessions, students receive math instruction using manipulative and problem-based materials. Title teachers, regular education teachers, math instructional lead teacher, and parent involvement paraprofessional assists students with academic needs. The academic focus for Breakfast Club is Problem Solving.
Student Instructional Extension Program (SIEP) is another reform strategy used by Fairview to increase student achievement. Students in grades 1-5 are able to take advantage of additional instruction in Literacy and Mathematics. This program is offered Tuesdays and Thursdays of each week from 2:45 pm-4:00 pm. Teachers are instructed to use hands-on activities and lessons that are student-centered. Students participating in SIEP are grouped based on their performance on the CRCT the previous school year.
Math Enrichment classes were developed at Fairview for students who did not qualify for the Gifted Education Program, but were excelling in mathematics. Students were selected based on teacher recommendation. During Math Enrichment, students focus on Number and Operations using a problem-based structure. Students are able to build fluency through the use of games and problem solving as well as develop math strategies to assist in problem solving in real world situations. Students are able to expand their knowledge of math numeracy and how they fit into the real world.
Eagle Academy Fridays (EAF) at Fairview provides an extended time of instruction on Fridays for classrooms in the area of math and/or reading. Students are immersed in high-order word problems, activities, and hands-on instruction for the entire day. The remaining subjects are incorporated into the instruction of math and reading for the day to maximize the opportunity for extended differentiated instruction.
The Multi-tied Support System (MTSS) at Fairview provides Response to Intervention (RTI) to all students at the Tier I level by providing differentiated instruction. When a student does not experience successes at Tier I, the student is then referred to Grade Level support for Tier II interventions which includes: Title I services, Early Intervention Program (EIP) services, as well as small groups, and one-on-one instruction. Students are referred to the Student Support Team, Tier II, whenever Tier II interventions have not been successful. Researched-based interventions are then put into place with students referred to Student Support Team and progressed monitored. If a student is still not experiencing success either with academics, behaviors, speech or occupational therapy, then the Student Support Team recommends evaluation by the Special Education Department. If a student qualifies for services then their Student Support Team file is maintained with their SPED files. However, if a student does not qualify for SPED services, they remain in MTSS and further interventions are used to help the student achieve success.
The Fairview community is very involved with our students. Volunteers from Partners in Education and other parent volunteers tutor students in small groups based on teacher recommendations.
Teachers identify student difficulties through Universal screeners. All students are given assessments in Fontas and Phinnell and IKAN and GLOSS three times a year. Teachers were able to generate reports about students’ strengths and weaknesses in order to adjust differentiated instruction. Training in these assessments is ongoing and provided as needed to the faculty and individual teachers. Progress monitoring activities (PROBS) are located on the county-wide system of POINT.
Specific conference days are held to communicate to parents regarding students’ progress. During these conferences, parents are provided with various resources to assist students. Teachers discuss additional resources and support that is offered including small group assistance, tutorials and learning contracts. Teachers set conference days with all parents in grades Kindergarten- Fifth three times a year.
Reporting Individual Student Test Results
As denoted in the required component 10, set forth in Section 1114 of No Child Left Behind, description of how individual student assessment results and interpretation will be provided to parents.
Conferences are held to discuss students’ progress. During these conferences, teachers discuss all forms of assessment results, formal and informal, academic goals set by the students, upcoming performance standards, strategies, and resources are made available. Spring test results from the CRCT are disseminated to parents, with a formal letter explaining score ranges and offering an opportunity for parents to come for further clarification.. A translator is secured to assist in providing pertinent information regarding student test results. A translator of Hispanic origin volunteers to attend meetings and trainings to assist parents in understanding information presented.
Provisions for the Collection and Disaggregation of the Achievement and Assessment Results of Students
As denoted in the required component 11, set forth in Section 1114 of No Child Left Behind, provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Fairview utilizes several methods of collecting and disaggregating student data. Prior to the beginning of the school year the Leadership Team reviews the CRCT and College and Career Readiness Performance Indicators (CCRPI) data, attendance information and discuss SST statistics. The school leadership team and Focus groups actually delve into data by collecting and disaggregating the CRCT data. Priority areas are identified and discussed along with a review of current programs and practices. School goals and strategies are formulated while keeping the school’s mission and beliefs at the forefront. Thus, the school’s CIP is developed. Each grade level team devises goals and actions steps based on the data presented by the school leadership team. Grade level team plans are monitored through progress checks on a Quarterly Action Report (QAP) and weekly submitted agendas.
After all data have been collected and reviewed, the Leadership teams discuss how the data will be displayed and documented. The school’s data is reported with several visuals including graphs, charts, and other reports on a board at the entrance of the building and on boards in the data room. Additionally, grade level student performance data is displayed on each hallway in the building.
Consistent, on-going assessment is vital in ensuring measurable success in student achievement. The various forms of assessments are closely aligned with research based instructional approaches used in the classroom. Computerized assessment programs such as Accelerated Reader, CRCT on-line, Fontas and Phinnell, and IKAN and GLOSS Assessment assist teachers in identifying academic levels of students. Weekly and bi-weekly informal assessments are used to monitor student progress. Teachers use this data to plan instruction that meets the students’ changing needs.
During weekly grade level meetings, collaboration meetings, and monthly professional learning meetings, teachers collect and disaggregate student assessment data. Information gathered is used to facilitate instruction and improve student performance in academic areas.
Provisions for Seeking Statistically Sound Results for Each Category of Disaggregated Assessment Results
As denoted in the required component 12, set forth in Section 1114 of No Child Left Behind, provisions for seeking statistically sound results for each category for which assessment results are disaggregated.
All formal data collected from the CRCT have been certified by the state or county and deemed statistically sound in all areas. When data from these assessments is disaggregated for local school use, consistency is ensured through multiple reviews of the process by the leadership team and classroom teachers.
Informal assessments such as, IKAN /GLOSS, Fontas and Phinnell, Common Formative Assessments are administered consistently as a standard procedure in the school. Teachers are encouraged to collaboratively develop and use weekly grade-level common assessments at each grade level.
Publicly Reporting Student Achievement Information
As denoted in the required component 13, set forth in Section 1114 of No Child Left Behind, provisions for public reporting of disaggregated data.
Means for reporting of student achievement data include an annually state of school meeting, school-level and county websites and achievement on the Georgia Department of Education (DOE) website. Furthermore, parent-teacher conferences, newsletter, and school council are used to release information to the public.
College and Career Readiness Performance Indicators ( CCRPI) are reported on the Georgia DOE and Henry County Schools websites. District-level data is reported through principals meetings, school board meetings and by the superintendent of Henry County. Students’ records are considered confidential and strict confidentiality standards are maintained at Fairview. Therefore, information about the achievement of individual students is released directly to parents or caretakers.
Plan Developed During One-Year Period
As denoted in the required component 14, set forth in Section 1114 of No Child Left Behind, plan developed during a one year period.
A parent involvement committee meeting was held on April 15, 2010 with guest speaker, Dr. Sandra Moore, School System Title I Director.
For several years the process was under discussion to implement a school-wide Title I model. After conducting a needs assessment, the staff, school council, and parent involvement committee favored moving to a school-wide plan.
On April 1, 2010, it was determined that the development of the plan would be accomplished in a shorter period of time, rather than the normal one-year timeframe. Therefore, an aggressive timeline for writing the plan was put in place (See Agenda and Sign-In Sheet in Supporting Documents Section).
Once the plan was approved by the technical assistance provider, Dr. Scott and the committee agreed to come back together to review the plan. Since that time, the plan is reviewed each year for additions and modifications.
Plan Developed Includes Appropriate Parties
As denoted in the required component 15, set forth in Section 1114 of No Child Left Behind, plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principal, other school staff and pupil service personnel and parents.
This school-wide plan was developed with the involvement of the community and input from individuals responsible for carrying out the comprehensive school-wide plan. Teachers, parents, administrators, other school staff, and central office personnel were all involved in the process of developing and reviewing the plan annually.
Plan Available to LEA, Parents, and Public
As denoted in the required component 16 set forth in Section 1114 of No Child Left Behind, plan available to the LEA, parents, and the public.
The School-Wide Plan is available to the LEA, parents, and public on the school-level website, with full copies available in the Media Center and in the main office.
Translation of the School-Wide Plan for
Non-English Speaking Parents
As denoted in the required component 17, set forth in Section 1114 of No Child Left Behind, plan translated to the extent feasible.
Fairview’s school-wide plan will be 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.
Translators are available and on-call as necessary.
Plan Is Subject to the School Improvement Provision of
Title 1, Section 1116
As denoted in the required component 18, set forth in Section 1114 of No Child Left Behind, plan is subject to the school improvement provisions of section 1116.
Fairview Elementary School received a CCRPI school for the 2012-2013 school year of 79.2 and is not an at-risk school. If Fairview should not make adequate progress, provisions are in place by the state of Georgia and the Henry County Schools to comply with Title 1, Section 1116.
Bibliography
Davenport, P. and Anderson, G. (2002). Closing the Achievement Gap.
Houston, Texas: American Productivity & Quality Center.
Depka, E. (2006). The Data Guidebook for Teachers and Leaders.
Thousands Oaks, California: Corwin Press.
DuFour, R., DuFour, R., and Eaker, R. (2008).Revisiting Professional
Learning Communities at Work. Bloomington, IN: Solution Tree.
Harvey, S. and Goudvis, A. (2000). Strategies that Work. Portland, Main e:
Stenhouse Publishers.
Leinwand, S. (2009). Accessible Mathematics. Portsmouth, NH:
Heinemann.
Leinwand, S. (2000). Sensible Mathematics. Portsmouth, NH: Heinemann.
References
Blankstein, A. M. (2004). Failure is not an option. Thousands Oaks,
California Corwin Press.
Collins, K. (2004). Growing readers. Portland, Maine: Stenhouse Publishers.
Fountas, I. C. and Pinnell, G. Su. (2006). Teaching for comprehending and
fluency. Portsmouth, NH: Heinemann.
Gahala, J. (2001, October). Critical issue: promoting technology use in
schools. Retrieved April 19, 2010, from
ISTE (2000). Technology and student achievement – the indelible link.
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Van de Walle, J. A. and Lovin, L. H. (2006). Teaching-student centered.
Vygotsky, L.S. (1978) Mind in society: The development of higher
psychologoical processes (M. Cole, V. John-Steiner, S. Scribner, & E.
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APPENDICES
Appendix A
Dr. Charles W. Scott
ACADEMIC BACKGROUND:
Dr. Scott earned a B.S in Elem. Educ., a M.Ed. in Guidance and Counseling, an Ed. S. in School Administration, and a Doctorate in Supervision and Administration.
WORK EXPERIENCE:
Dr. Scott taught at both the elementary and middle school level, and was a Guidance Counselor at a large urban High School.
He served as an Assistant Principal at a combination Middle/High School with an enrollment of 2,700 students and served as Principal at four different elementary schools.
Dr. Scott was the Title I Director for the Cobb County School District, a large urban school district in Marietta, Georgia, for 16 years. He semi-retired following 30 years of service with the Cobb County School System.
He worked for nine years as a Program Associate with the Southwest Regional Laboratory, funded by the U. S. Department of Education, and provided services primarily to Alabama, Arkansas, Georgia, Louisiana and Mississippi. However, his keynote addresses included conferences throughout the United States.
He was employed for three years as a Title I Program Specialist for the Georgia Department of Education and provided technical assistance and monitoring, related to Title I, for the 25 school systems in Northwest Georgia. Part of his responsibilities entailed planning and reviewing schoolwide plans.
Dr. Scott is now retired but provides assistance to a limited number of school systems in planning their schoolwide programs.
Fairview Elementary Five- Year Plan
Appendix B
|Our Mission |
|Fairview Elementary is committed to providing an engaging environment, where students achieve academic excellence with the support of all stakeholders. |
|Focus 1: |Jan-Dec 2013 |Jan-Dec 2014 |Jan-Dec 2015 |Jan-Dec 2016 |Jan-Dec 2017 |
|Student Achievement | | | | | |
| |Increase Meeting Reading |Increase Meeting |Increase Meeting Reading |Increase Meeting |Increase Meeting Reading |
| |Scores by 5% |Reading Scores by |Scores by 2%, |Reading Scores by |Scores by 2%, |
| | |3%, Exceeding Scores|Exceeding Scores by 3% |2%, |Exceeding Scores by 2% |
| | |by 5% | |Exceeding Scores by | |
| | | | |2% | |
| |Increase Meeting Math Scores|Increase Meeting |Increase Meeting Math Scores|Increase Meeting |Increase Meeting Math |
| |by 5% |Math Scores by 3%, |by 2%, |Math Scores by 2%, |Scores by 2%, |
| | |Exceeding Scores by |Exceeding Scores by 3% |Exceeding Scores by |Exceeding Scores by 2% |
| | |5% | |2% | |
|System Level |CCGPS-Implementation |CCGPS- |CCGPS- |CCGPS- |CCRPI |
| |CCRPI |Across Contents |PARCC |Full Integration | |
| |SchoolNet- Assessment & RTI |CCRPI |CCRPI |CCRPI | |
| | |SchoolNet- |SchoolNet- | | |
| | |Curriculum |Full Implementation | | |
| | |Instruction | | | |
|Focus 2: |Jan-Dec 2013 |Jan-Dec 2014 |Jan-Dec 2015 |Jan-Dec 2016 |Jan-Dec 2017 |
|Culture, Climate & | | | | | |
|Community | | | | | |
| |Increase Parent |Parent Centered Class |School-wide Behavior |Increased Community |Become a themed School |
| |Involvement |for Non-English |Intervention Plan |Relationships and | |
| | |speaking parents | |Involvement | |
| |Introduce Mentorship |Increase Community |Transition program |Increase use of technology |Increase focus on Performing |
| |Program |Partners |between Pre-K and |based communication ( |Arts |
| | | |Kindergarten |Facebook, Web pages, etc. | |
|Focus 3: |Jan-Dec 2013 |Jan-Dec 2014 |Jan-Dec 2015 |Jan-Dec 2016 |Jan-Dec 2017 |
|Quality | | | | | |
|Assurance | | | | | |
| |School-wide consistent |100% of staff at |Increased percentage |Increased percentage |Increased percentage of staff |
| |monitoring of School |Proficient |of staff at exceeding |of staff serving as |providing research-based |
| |Improvement plan | | |model instructors |modeling and training within |
| | | | | |and outside of the district. |
| | | | | | |
|System Level |TKES/LKES – Year 1 |TKES/LKES |Internal GAPSS | |Internal GAPSS |
| |System Wide | | | | |
The implementation of the strategies and initiatives will be monitored through the Annual Action Plan
| |Henry County District Overall |Fairview Elementary |Difference |
| |Elementary – High School | | |
|Overall Score |87.9 |79.2 |8.1 |
|Achievement Points |60.1 |52.2 |7.9 |
|Progress Points |10.2 |11.7 |-1.5 |
|Challenge Points |5.6 |4.8 |.8 |
|( Special Education Population) | | | |
|Achievement Gap Points |12.0 |10.5 |1.5 |
Appendix C
2012-2013 CRCT Data Results
|Subject |Grade 3 | Grade 4 | Grade 5 |
|2013 CRCT Data | | | |
|READING |95.0 |95.0 |96.0 |
|ENGLISH/LA |85.0 |94.0 |97.0 |
|MATH |71.0 |90.0 |92.0 |
|SCIENCE |71.0 |86.0 |83.0 |
|SOCIAL STUDIES |79.0 |83.0 |84.0 |
College-Career Readiness Indicator Comparison Chart
2012-2013
Chart Comparing CRCT Scores for All Students, Black Students and Economically Disadvantaged Students
Appendix D:
CRCT Prior Year Scores
Math
|Math CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2011-2012 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |3-5 |17.2 |48.2 |34.7 |
|Asian |3-5 |0 |0 |0 |
|Black |3-5 |17 |50.5 |32.5 |
|Hispanic |3-5 |6.2 |37.5 |56.2 |
|American Indian/Alaskan |3-5 |0 |0 |0 |
|White |3-5 |20 |50 |30 |
|Multi-Racial |3-5 |33.3 |8.3 |58.3 |
|Students with Disabilities |3-5 |64.3 |28.6 |7.1 |
|Limited English Proficient |3-5 |0 |0 |0 |
|Economically Disadvantaged |3-5 |22.2 |50.7 |27.1 |
|Math CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2010-2011 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |3-5 |17.2 |48.2 |34.7 |
|Asian |3-5 |0 |0 |0 |
|Black |3-5 |17 |50.5 |32.5 |
|Hispanic |3-5 |6.2 |37.5 |56.2 |
|American Indian/Alaskan |3-5 |0 |0 |0 |
|White |3-5 |20 |50 |30 |
|Multi-Racial |3-5 |33.3 |8.3 |58.3 |
|Students with Disabilities |3-5 |64.3 |28.6 |7.1 |
|Limited English Proficient |3-5 |0 |0 |0 |
|Economically Disadvantaged |3-5 |22.2 |50.7 |27.1 |
|Math CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2009-2010 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |All |27 |49 |24 |
|Asian |All |0 |0 |0 |
|Black |All |28 |50 |22 |
|Hispanic |All |0 |53 |47 |
|American Indian/Alaskan |All |0 |0 |0 |
|White |All |31 |46 |23 |
|Multi-Racial |All |NA |NA |NA |
|Students with Disabilities |All |76 |24 |0 |
|Limited English Proficient |All |0 |54 |46 |
|Economically Disadvantaged |All |32 |49 |19 |
|Math CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2008-2009 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |All |17 |60 |23 |
|Asian |All |0 |0 |0 |
|Black |All |16 |62 |21 |
|Hispanic |All |13 |56 |31 |
|American Indian/Alaskan |All |0 |0 |0 |
|White |All |27 |44 |29 |
|Multi-Racial |All |0 |50 |50 |
|Students with Disabilities |All |71 |26 |3 |
|Limited English Proficient |All |0 |0 |0 |
|Economically Disadvantaged |All |17 |65 |19 |
|Math CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2007-2008 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |All |23 |61 |17 |
|Asian |All |0 |0 |0 |
|Black |All |22 |61 |17 |
|Hispanic |All |48 |43 |10 |
|American Indian/Alaskan |All |0 |0 |0 |
|White |All |19 |62 |19 |
|Multi-Racial |All |0 |0 |0 |
|Students with Disabilities |All |68 |27 |6 |
|Limited English Proficient |All |64 |36 |0 |
|Economically Disadvantaged |All |28 |58 |14 |
|Math CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2006-2007 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |All |17 |65 |18 |
|Asian |All |0 |0 |0 |
|Black |All |17 |66 |17 |
|Hispanic |All |30 |54 |17 |
|American Indian/Alaskan |All |0 |0 |0 |
|White |All |16 |60 |24 |
|Multi-Racial |All |0 |0 |0 |
|Students with Disabilities |All |64 |33 |3 |
|Limited English Proficient |All |35 |53 |12 |
|Economically Disadvantaged |All |21 |66 |13 |
Chart Comparing CRCT Scores for All Students, Black Students and Economically Disadvantaged Students
Reading
|Reading CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2011-2012 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |3-5 |6.9 |61.5 |31.6 |
|Asian |3-5 |0 |0 |0 |
|Black |3-5 |7.2 |62.3 |30.5 |
|Hispanic |3-5 |6.2 |59.4 |34.4 |
|American Indian/Alaskan |3-5 |0 |0 |0 |
|White |3-5 |7.5 |60.0 |32.5 |
|Multi-Racial |3-5 |0 |54.2 |45.8 |
|Students with Disabilities |3-5 |25 |64.3 |10.7 |
|Limited English Proficient |3-5 |0 |0 |0 |
|Economically Disadvantaged |3-5 |8.9 |67.7 |23.4 |
|Reading CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2010-2011 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |3-5 |6.9 |61.5 |31.6 |
|Asian |3-5 |0 |0 |0 |
|Black |3-5 |7.2 |62.3 |30.5 |
|Hispanic |3-5 |6.2 |59.4 |34.4 |
|American Indian/Alaskan |3-5 |0 |0 |0 |
|White |3-5 |7.5 |60.0 |32.5 |
|Multi-Racial |3-5 |0 |54.2 |45.8 |
|Students with Disabilities |3-5 |25 |64.3 |10.7 |
|Limited English Proficient |3-5 |0 |0 |0 |
|Economically Disadvantaged |3-5 |8.9 |67.7 |23.4 |
|Reading CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2009-2010 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |All |13 |66 |21 |
|Asian |All |0 |0 |0 |
|Black |All |13 |67 |20 |
|Hispanic |All |3 |80 |17 |
|American Indian/Alaskan |All |0 |0 |0 |
|White |All |20 |52 |28 |
|Multi-Racial |All |NA |NA |NA |
|Students with Disabilities |All |59 |41 |0 |
|Limited English Proficient |All |4 |81 |15 |
|Economically Disadvantaged |All |17 |66 |17 |
|Reading CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2008-2009 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |All |8 |69 |23 |
|Asian |All |0 |0 |0 |
|Black |All |7 |70 |23 |
|Hispanic |All |6 |84 |9 |
|American Indian/Alaskan |All |0 |0 |0 |
|White |All |19 |52 |29 |
|Multi-Racial |All |5 |75 |20 |
|Students with Disabilities |All |45 |50 |5 |
|Limited English Proficient |All |0 |0 |0.0 |
|Economically Disadvantaged |All |8 |74 |17 |
|Reading CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2007-2008 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |All |7 |72 |21 |
|Asian |All |0 |0 |0 |
|Black |All |6 |71 |23 |
|Hispanic |All |14 |79 |7 |
|American Indian/Alaskan |All |0 |0 |0 |
|White |All |7 |74 |19 |
|Multi-Racial |All |0 |0 |0 |
|Students with Disabilities |All |32 |60 |7 |
|Limited English Proficient |All |27 |72 |0 |
|Economically Disadvantaged |All |10 |76 |15 |
|Reading CRCT |Grade |Does Not Meet |Meets |Exceeded |
|2006-2007 | |(Percentage) |(Percentage) |(Percentage) |
|All Students |All |15 |67 |19 |
|Asian |All |0 |0 |0 |
|Black |All |12 |69 |19 |
|Hispanic |All |31 |63 |6 |
|American Indian/Alaskan |All |0 |0 |0 |
|White |All |19 |60 |21 |
|Multi-Racial |All |0 |0 |0 |
|Students with Disabilities |All |49 |51 |0 |
|Limited English Proficient |All |41 |56 |0 |
|Economically Disadvantaged |All |20 |66 |14 |
Appendix E
Grade Level Collaboration Meetings
2013-2014
½ Day Planning Meetings
October 1 Kindergarten and 1st grade
October 2 2nd grade and 3rd grade
October 15 4th and 5th grade
January 15 1st grade and 3rd grade
January 16 2nd grade and 5th grade
January 17 Kindergarten and 4th grade
March 4 4th grade and 2nd grade
March 5 Kindergarten and 3rd grade
March 6 1st grade and 5th grade
Substitutes should eat from 11:00-11:30.
Fairview Elementary School
½ Collaborative Planning Meeting
October 2013
AGENDA
I. Warm Up Activity
II. NZ Numeracy Professional Learning
III. Hands-on Strategic Mathematical planning.
IV. School-wide Interventions Update
V. Common Formative Assessment Data Discussion
VI. Review of academic pacing
VII. Where Do We Go From Here?
LEA Form for Initial Implementation of Schoolwide Programs
Please note: Use of this form is optional. LEAs may submit a letter of intent.
| | |
|School District: |Henry County Schools |
| | |
|School: |Fairview Elementary |
| | |
|School Principal: |Dr. Vaneisa Benjamin |
| | |
|School’s Address: |458 Fairview Rd. Stockbridge, GA 30281 |
| | |
|School technical assistance provider | |
|and qualifications (for example, individual | |
|consultant) | |
| | |
| | |
| |
|Please check assurances |
| |
|__X__ An assurance that the school staff made the decision to become a school-wide program |
| |
|__X__ An assurance that the school will meet the plan development requirements in No Child Left Behind, Section 1114 |
| |
|__X__ An assurance that the LEA will provide the necessary technical assistance and support to the school |
| |
|__X__ If the LEA deems it is not necessary for the school to develop a comprehensive plan during a full one-year |
|period, an assurance that the school conducted appropriate planning with support from the LEA |
| |
|__X__ An assurance that the LEA will make available the school-wide plan when requested by the Georgia Department of |
|Education or the Georgia Department of Audits |
| |
| |
|_______Ethan Hildreth__________________________________________________________________ |
|Print or Type Superintendent’s Name |
| |
| |
|_________________________________________________________________________ |
|Signature of Superintendent Date |
|(Signature certifies agreement to all assurances) |
Revised 6/18/2004
SCHOOLWIDE PROGRAM CHECKLIST
FOR USE BY LEA COORDINATOR and DOE
Title I Area Specialists
SCHOOL: Fairview Elementary _________
LEA: Dr. Sandra Moore
All components of a Schoolwide program plan must be addressed. Those areas marked “Not Met” need additional development.
* Denotes required components as set forth in Section 1114 of NCLB. Letters in parentheses are the required components.
|MET |NOT MET | |
|(X ) |( ) |*1. A comprehensive needs assessment of the entire school which addresses all |
| | |academic areas and other factors that may affect achievement. (A) |
|( X ) |( ) | *2. Schoolwide reform strategies that are scientifically researched based and: |
| | |(B) |
|( X) |( ) | (a) Provide opportunities for all children in the school to meet or exceed |
| | |Georgia’s proficient and advanced levels of student performance |
|(X ) |( ) | (b) Are based upon effective means of raising student achievement |
|(X ) |( ) | (c) Use effective instructional methods that increase the quality and amount of |
| | |learning time |
|( X ) |( ) | (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 Educate America Act. |
|( X ) |( ) |*3. Instruction by highly qualified professional staff. (C) |
|(X ) |( ) | *(a) Strategies to attract high quality, highly qualified teachers to |
| | |high-needs schools. (E) |
|(X ) |( ) |*4. Professional development for staff to enable all children in the school to meet|
| | |performance standards. (D) |
|( X ) |( ) |*5. Strategies to increase parental involvement. (F) |
|MET |NOT MET | |
|(X ) |( ) |*6. Plans for assisting preschool children in the transition from early childhood |
| | |programs to local elementary school programs. (G) |
|(X ) |( ) |*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. (H) |
|( X ) |( ) |*8. Coordination and integration of Federal, State, and local services and |
| | |programs (J) |
|( X ) |( ) |List of State and local educational agency programs and other Federal programs |
| | |that will be included |
|(X ) |( ) | (b) Description of how resources from Title I and other sources will be used |
|(X ) |( ) | (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. |
|(X ) |( ) |*9. Activities to ensure that students who experience difficulty mastering |
| | |standards shall be provided with effective, timely assistance, which shall |
| | |include: (I) |
|(X ) |( ) | (a) Measures to ensure that students’ difficulties are |
| | |identified on a timely basis |
|(X ) |( ) | (b) Periodic training for teachers in the identification of |
| | |difficulties and appropriate assistance for identified |
| | |difficulties. |
|( X ) |( ) |(c) 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 |
|(X ) |( ) |10. Description of how individual student assessment results and interpretation |
| | |will be provided to parents. |
|(X ) |( ) |11. Provisions for the collection and disaggregation of data on the achievement |
| | |and assessment results of students. |
|( X ) |( ) |12. Provisions for seeking statistically sound results for each category for which|
| | |assessment results are disaggregated. |
|(X ) |( ) |13. Provisions for public reporting of disaggregated data |
|( X ) |( ) |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. |
|MET |NOT MET | |
|( X) |( ) |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). |
|(X ) |( ) |16. Plan available to the LEA, parents, and the public. |
|( X ) |( ) |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. |
|( X ) |( ) |18. Plan is subject to the school improvement provisions of section 1116. |
Comments:
Vaneisa D. Benjamin 10/1/2013
Coordinator Signature Date
Revised March 7, 2006
FAIRVIEW ELEMENTARY SCHOOL
Professional Learning Plan
Mandatory Meetings 2013-2012
|Day |Date |Time |Topic of Learning |
|Wednesday |August 25 |2:45-4:00 |Understanding Response to |
| | | |Intervention |
|Wednesday |September 22 |2:45-4:00 |Writing Process |
|Wednesday |October 27 |2:45-4:00 |Standards-based Classroom Terms |
|Wednesday |November 17 |2:45-4:00 |Cultural Proficiency |
|Wednesday |January 26 |2:45-4:00 |Building Word Problems |
|Wednesday |February 23 |2:45-4:00 |Data Analysis |
|Wednesday |March 23 |2:45-4:00 |Math and Reading Data Item |
| | | |Analysis |
|Wednesday |April 27 |2:45-4:00 |Where Do We Go From Here? |
Fairview Elementary
Technology Initiatives
Background
• In 2007-2008 a Technology needs assessment was conducted
o Teachers wanted:
▪ Access to more technology in the classroom
▪ Training in how to integrate technology in the classroom
▪ Access to software that would assist them in the classroom
▪ Access to different types of websites
▪ To learn how to effectively use different Microsoft word programs (i.e. word, outlook, excel, publishing)
Strengths
• Fairview has the following technology in the building
• 27 SMART Boards in classrooms
o Education City web based software
o Educational Software on CD
o 29 LCD Projectors
▪ One in every classroom from Kindergarten-5th
▪ 1 in the Media Center
▪ 1 in the Computer Lab
▪ 1 in the Cafeteria
o 27 Document Cameras
▪ One in every classroom from Kindergarten-5th
o 27 Active Slate Boards
▪ One in every classroom from Kindergarten-5th
o 5 set of Active votes
o 9 Laptops
▪ 1 in the Media Center
• Teachers have been incorporating technology by using:
o The Activ Slate to differentiate instruction in the classroom
▪ Grade levels are collaborating, creating, and sharing lessons from the Promethean Website
o The document camera
▪ To read stories
▪ To illustrate math problems with manipulative
▪ To share student work
o The LCD projector
▪ To show videos using United Streaming
▪ To visit various educational websites
o Education City
▪ Differentiate instruction
▪ During center time
o Web based and Software based data
▪ Georgia Online Assessment
▪ educational websites
▪ Lexia Assessment
Areas to Improve
Even though there is increase usage of technology in the building, additional training and support is still needed for:
• Additional training on teacher web pages
• Creating an interactive PowerPoint
• Using the Active Slate to differentiate instruction
• Using the Open Mind Software to assist with performance based assessment
• Trouble shooting
Technology and CIP Connection
District Goal: 93% of students in grades 1-5 will meet or exceed the standards in the area of reading comprehension as measured by the CRCT, PASS and other performance data
▪ School Level Goal: 95% of students in grades 1-5 will meet or exceed the standards in the area of reading comprehension as measured by CRCT, PASS, and other performance data:
Examples:
▪ Using POINT Data
▪ Flip Video-Observations of peers and student products
▪ Creating rubrics using RUBISTAR
▪ Active Votes- Informal Assessment
▪ Active Slate- Interactive lessons
▪ Document Camera- Reading books large group, sharing and critiquing student work
District Goal: 92% of students in grades 1-5 will meet or exceed the standard in the area of math as measured by the CRCT, PASS, and other performance data.
School Level Goal: In the area of Math 85% of students in grades 1-5 will meet or exceed the standards in the area of reading comprehension as measured by CRCT and other performance data.
Examples
▪ Flip Video
▪ Creating rubrics using rub STAR
▪ Active Slate
▪ Active Votes
▪ Document Camera-
▪ Word Excel-categorizing data
▪ Added extra computers in all Special Education classrooms during roll out
▪ Special Education comes in weekly for computer lab
Technology Training (Started 2007- Present)
▪ 3-5 Teachers Open Mind Software
▪ Promethean Planet- Active Software
▪ Education City
▪ How to create a Webpage- School Wires
▪ Infinite Campus
▪ Net Top
▪ STAR Management
▪ Accessing data Using POINT
▪ United Streaming
▪ How to integrate lessons into the computer lab
▪ How to create forms using Microsoft Word
Fairview Elementary
Walk-Through Observation Form
Teacher________________ Grade__________ Subject________________
|Teacher Performance (Circle best descriptor in each category) |
|Location: |Lesson Design: |Method of Teaching: |
|Facing student |Teacher focused |Directive Review |
|Circulating |Student focused |Explanation Facilitator |
|Sitting at desk/computer |Small group work |Practice/Drill |
|Out of room |Whole group work |Discussion |
|Working with small group |Independent work |Demonstration |
|Working with individual student | |Lecture |
|Standing at front of room | |Modeling |
|Addressing entire class | |Inactive |
|Instruction Strand |Observed |
|Essential Question Posted | |
|Georgia Performance Standard Posted | |
|Homework/Morning Work Assignments and directives clearly | |
|Written on the board. | |
|Teacher communicates learning objectives to students at the start of | |
|the lesson and reviews what students learned at the end of the lesson | |
|Students are engaged in rigorous work. | |
|The expectations are that all students meet or exceed standards. | |
|Instruction is differentiated to meet the needs of all students. | |
|Content ______ | |
|Process ______ | |
|Products ______ | |
|Environment ______ | |
|Assessment Strand |Observed |
|Use of graphic organizers, ticket out the door, quick write, | |
|rubrics, etc. | |
|Student work is prominently displayed in the classroom/hallways and has a comment relating to the | |
|standard. | |
|Planning and Organization |Observed |
|Classroom management is conducive to student learning. | |
|The teacher maximizes instructional time by providing instructional | |
|activities to optimize learning time while students wait for others to | |
|finish or instruction to begin. | |
|Materials and resources are available. | |
|Students are able to work at their own pace. | |
|Classroom Culture Strand |Observed |
|The culture of the classroom reflects a risk-free learning | |
|environment. | |
|Classroom behavior expectations are clearly posted. | |
Comments:______________________________________________________________________________________________________________________________________________________________________________
Administrator: Dr. Vaneisa D. Benjamin, Principal Date: 10/1/2013
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