SWP Template Instructions - PC\|MAC



SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATESchool Name: Mt. Zion Elementary SchoolDistrict Name: CarrollPrincipal Name: Cindy ParkerSchool Year:2016-17School Mailing Address: 260 Eureka Church RoadTelephone: 770-832-8588District Title I Director/Coordinator Name: Dr. Karen StricklandDistrict Title I Director/Coordinator Mailing Address: 164 Independence Dr., Carrollton, GA 30117Email Address: karen.strickland@Telephone: 770-832-3568ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)Priority School ?Focus School ? Title I Alert School ? Principal’s Signature: Date:Title I Director’s Signature:Date:Superintendent’s Signature:Date:Revision Date:Revision Date:Revision Date:SWP Template InstructionsAll components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development. Please add your planning committee members on the next page. The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA). Please submit your School Improvement Plan as an addendum after the header page in this document. Planning Committee MembersNAMEPOSITION/ROLEJill ArmstrongParentCindy ParkerPrincipalHeather EntrekinAssistant PrincipalDrew VealCounselorShana HartsfieldMedia SpecialistCharlene RogersKindergarten TeacherStephanie Holt1st Grade TeacherKristen Herringdine2nd Grade TeacherStephanie Hodges3rd Grade TeacherMelissa Dearman4th Grade TeacherSarah Williamson5th Grade TeacherMichaela EthridgeSpecial Education TeacherRenea HuddlestonParaprofessionalSWP/SIP Components1.A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).Response: We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were Jill Armstrong, Cindy Parker, Heather Entrekin, Drew Veal, Shana Hartsfield, Charlene Rogers, Stephanie Holt, Kristen Herringdine, Stephanie Hodges, Melissa Dearman, Sarah Williamson, Michaela Ethridge, and Renea Huddleston. They were involved through active participation of the Mt. Zion Elementary School Leadership Team (SLT) that consists of a teacher representative from every grade level and every department and parent representative. Team members are selected based on their leadership abilities and enthusiasm for school improvement. MZE’s SLT meets for a Summer Advance each year to review the School Improvement Plan and make revisions based on data gathered throughout the school year. The Advance is guided by administration that attends and facilitates the meeting. Every year the school profile is updated through a needs assessment for the entire school. The SLT works collectively to accomplish the task. Twice each year the SLT attends a full day planning session to review and analyze data and check the progress of meeting each performance objective. Revisions are sometimes made during these planning meetings and other actions steps may be added as necessary. Administrators meet with the SLT the third Thursday of each month to disseminate and receive information, discuss progress of the CCGPS, and review a portion of the School Improvement Plan and Title I Components. Minutes of these meetings are shared on our Google Drive with the entire faculty. SLT representatives meet weekly with their team to present information from the monthly meetings, gather information regarding needs, and analyze progress towards the School Improvement Plan and performance objectives. School and individual student data is discussed and adjustments are made to instruction at this time. Agendas and minutes of these meetings are shared with administration weekly. The responsibilities of the SLT include a yearly analysis of student performance data and other school performance measures such as surveys from parents, teachers, staff members, and students. The team works with a consultant to determine areas of strengths and weaknesses. Additionally, all stakeholders are afforded frequent opportunities to contribute and monitor the plan. The plan is reviewed during monthly faculty meetings which provide another opportunity for input from faculty and staff. Grade level teams also attend weekly meetings to monitor both grade level and individual student progress pertaining to school goals and initiatives, recommendations and feedback. The Mt. Zion Elementary School Parent Teacher Organization (PTO) meets with MZE administration regularly to discuss topics pertaining to school improvement. PTO meetings occur at least five times per school year and provide an opportunity for school data and initiatives to be shared with the community and students’ families. Revisions to the plan are made based on the outcome of discussions and regular review of data. Dissemination of information and feedback occur naturally as a result of these (all-inclusive) meetings.We have used the following instruments, procedures, or processes to obtain this information. MZE uses STAR Reading and STAR Math as universal screeners with every student four times a year. We also utilize Edusoft for benchmark assessments (for math, ELA, science, and social studies), common assessments, GEORGIA MILESTONES data, reading fluency, DRA reading diagnostic inventories, writing benchmarks, pre/post-tests and GRASP. Teachers examine classroom data gathered through technology devices as well as paper and pencil assignments. Teachers use all of this data to appropriately place students in the multi-tiered Response to Intervention (RTI) process. Student interventions and progress are monitored closely to ensure student success. Teachers record the student data on a Google Drive spreadsheet that is shared with administration. Grade Level data are compiled, analyzed, and reviewed at grade level meetings. Grade Level members brainstorm strategies to address identified areas of weakness. School data are then compiled and shared during School Leadership/Improvement meetings and faculty meetings. Members of the SLT brainstorm and develop a plan of action to address identified areas of need. The entire faculty then reviews the action steps in the plan and provides input and suggestions to ensure that the plan addresses all academic areas and factors that may affect achievement.At the current time there are no migrant children enrolled in Mt. Zion Elementary School. If a migrant child should enroll, the district will contact the Director of Federal Programs who will contact the migrant consortium to assist the school in providing services to the migrant student. Migrant students will be provided all services for which they qualify.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 On June 9, 2016, the SLT conducted a comprehensive needs assessment in which data from state, local, and school assessments was reviewed. MZE data was compared to system and state data. As a result, the SLT identified areas of strength and weakness within our school. Though we experienced a great deal of academic growth, we identified areas for growth in reading, writing, and math. 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 [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards. Third through 5th grade MZE students with disabilities scoring proficient and distinguished were as follows: ELA-9%, Math-17%.Because of the large percentage of economically disadvantaged students, MZE addresses these needs with school-wide initiatives. Extended Learning Time addresses vocabulary school-wide.MZE’s Hispanic population, which is 16%, scored at or above the state average in ELA and Math. ELA and Math scores decreased in 3rd and 5th grades but increased significantly in 4th grade. In comparison from last year, 3rd grade decreased in ELA and math but increased in science and social studies. 4th grade increased in all areas. 5th grade decreased in ELA and math but increased in science and social studies. The data has helped us reach conclusions regarding achievement or other related data.The major strengths we found in our program were in 3rd grade Science and Social Studies, 4th grade ELA, Math, Science, and Social Studies, and 5th grade Math and Science, which were above the state performance targets. The major needs we discovered were writing 3-5), 3rd ELA and Math, and 5th Social Studies.The needs we will address are reading skills and vocabulary acquisition in the area of reading, number operations and measurement in math, and writing throughout the grade levels.The specific academic needs of those students that are to be addressed in the schoolwide program plan will be reading skills and vocabulary acquisition through the use of Thinking Maps and Reading Eggspress software program, Wordly Wise, as well as the concentration of literacy standards in non-ELA content standards. We are addressing the needs in math through school level professional learning and a school-wide daily spiral math review. The use of STAR Math and Accelerated Math provided by Renaissance Learning software program will assess, monitor and increase math achievement. In the area of writing, while our 5th grade scores stayed constant, we are addressing writing across the grade levels by implementing writing benchmarks and the use of to assess benchmarks in grades 3-5. For the GA Milestones, the measurable goals/benchmarks we have established are to score higher than the state average in all content areas. Benchmark goals to ensure this are 70% in all content areas.With the implementation of the GA Milestones and required online testing, the need for technology has increased at Mt. Zion Elementary School. Therefore Chromebooks and other technology are necessary in order to increase the success of students on state testing and provide extra opportunities for daily practice in content areas. 2.Schoolwide reform strategies that: Response: The school identified scientifically based strategies that have been effective in addressing our areas of weakness which include ELA, writing, and mathematics, as well as, students with disabilities.Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are . . . (Strategies to be used.)Class Size Reduction through the hiring of two additional teachers and 2 paraprofessionalsCollaborative and Collegial PlanningExtended Day Tutoring Professional DevelopmentWriting BenchmarksCommon AssessmentsConstructed Response QuestionsSTEAM Initiative (Science, Technology, Engineering, Arts, Math)Differentiated Instruction and Flexible GroupingELT (Extended Learning Time/Power Time)Math ManipulativesIntegration of Technology Across the CurriculumDaily Spiral Review in Math and LiteracyResponse to InterventionRubricsUse effective methods and instructional strategies that are based on scientifically based research that: strengthen the core academic program in the school.increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum include strategies for meeting the educational needs of historically underserved populationsFollowing (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies. . (Cite Research to support selected strategies.)A great deal of research that has been conducted indicates a strong correlation between reduction in class size and student achievement. For example, “a 2001 evaluation of the Student Achievement Guarantee in Education, or SAGE, class size reduction program by researchers at the University of Wisconsin-Milwaukee found that a five-year-old program of class-size reduction in Wisconsin resulted in higher achievement for children living in poverty. Research from Columbia University Teachers College in New York showed the context of class-size reduction can affect its success in improving student achievement” (Ready, 2008). “Follow-up studies through the years have found the students who had been in small classes in their early years had better academic and personal outcomes throughout their school years and beyond” (Krueger, 2001; Sparks, 2011).In 2007, Goddard and colleagues conducted a study to determine the effects of teacher collaboration on reading and math achievement. They found that promoting teacher collaboration focused on curriculum, instructional practices, and professional development supports greater achievement in reading and mathematics. (Goddard, Goddard and Taschannen-Moran, 2007)Fuchs, et al. (2008) stated that “Tutoring reduced the prevalence of math difficulty and led to significant academic gains.” Their research also concluded that, “at-risk students who were tutored and received conventional classroom instruction outperformed untutored at-risk students.”Hayes Mizell (2010) of the Learning Forward Organization concluded that teaching quality and school leadership are the most important factors in raising student achievement. “For teachers and school and district leaders to be as effective as possible, they continually expand their knowledge and skills to implement the best educational practices. Educators learn to help students learn at the highest levels. Professional development is the only strategy school systems have to strengthen educators’ performance levels. Professional development is also the only way educators can learn so that they are able to better their performance and raise student achievement.”Herman and Baker conducted research on the efficacy of Benchmark Tests. They note, “A test has diagnostic value to the extent that it provides useful feedback for instructional planning for individuals and groups. A test with high diagnostic value will tell us not only whether students are performing well but also why students are performing at certain levels and what to do about it.” Herman and Baker also state that well-designed Benchmark tests tell us whether or not “students are making adequate progress toward achieving the standards.” (2005)CARLA (The Center for Advanced Research on Language Acquisition) conducted a study regarding the use of rubrics as a component of writing instruction. They found rubrics to be integral tools in improving student writing. They state, “Rubrics help teachers move away from subjective grading by allowing them and others, including students themselves, to assess work based on consistent, often agreed upon, and objective criteria. Learners receive specific feedback about their areas of strength and weakness and about how to improve their performance.” (2013)“Learning activities where students practice using integrated skills to solve problems allow for deeper and more meaningful student learning (Wai et al., 2010). Kristy Meyrick’s (2011) research concludes that STEM education improves students’ learning. She states that STEM education “reduces performance gaps among particular ethnicities and socio-economically disadvantaged students by refining student skills. Moreover, learning activities are designed to focus on student engagement, knowledge acquisition, literacy analysis, synthesis, and critical thinking skills that will impact the depth of student learning.”Baumgartner, Lipowski & Rush (2003) used differentiated approaches in reading which included flexible grouping, student choice of various tasks, increased self-selected reading, and access to various reading materials. They saw improvements in instructional reading levels, number of comprehension strategies used, phonemic and decoding skills, and attitudes toward reading. Tieso (2005) examined the effects of curricular differentiation with between-and-within-class grouping on student achievement. After giving a curriculum-based assessment as a pre- and posttest measure, she inferred that the students with diverse abilities who received differentiated instruction scored significantly higher in mathematics achievement than those students who did not.The National Center on Time and Learning states, “Expanded learning time can raise achievement by ensuring students have more time to benefit from instruction tailored to meet their individual needs.” (2013)Boggan, Harper, and Whitmire (2009) concluded that “The most valuable learning occurs when students actively construct their own mathematical understanding, which is often accomplished through the use of manipulatives. The effective use of manipulatives can help students connect ideas and integrate their knowledge so that they gain a deep understanding of mathematical concepts”There are a number of research studies that give evidence that effective teaching and learning with technology can improve student outcomes. For example, research conducted through the Apple Classrooms of Tomorrow (ACOT) indicates that students who use technology extensively as part of their daily school experience exhibit the following behaviors and characteristics:Explore and represent information dynamically and in many forms. Become socially aware and more municate effectively about complex processes.Use technology routinely and appropriately.Become independent learners and self-starters.Know their areas of expertise and share that expertise spontaneously.Work well collaboratively.Develop a positive orientation to the future.Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:counseling, pupil services, and mentoring services; college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and the integration of vocational and technical education programs; andResponse: Counseling services at Mt. Zion Elementary include crisis counseling for students with immediate needs, individual and group counseling for students who are presenting with ongoing problems, classroom guidance lessons that focus on prevention, and consultation with teachers and parents regarding strategies to improve students' overall emotional, behavioral, and academic success, and connecting them with appropriate community resources.The college and career awareness program at Mt. Zion elementary includes classroom lessons based on all 17 career clusters to improve awareness of potential career paths, 5th grade portfolios to encourage college and career exploration, advisement lessons and field trips to foster knowledge of educational options, and exposure to career professionals through career day. In this section address how at risk students at the school receive support through services identified in the bulleted list.Note: Team teaching strategies and applied learning that specifically incorporates core subject standards may be funded through Title I. However, Title I funds will not be used to provide many of the bulleted services until further information is learned concerning the required evaluation process regarding the impact of these (counseling, pupil services, mentoring, college and career guidance, personal finance education, integration of vocational and technical education programs) on state academic standards. In this plan, the school may address counseling, pupil services, mentoring college and career awareness and preparation, personal finance education and the integration of vocational and technical education programs that are or will be occurring at the school funded through other sources. Address how the school will determine if such needs have been met; and Are consistent with, and are designed to implement, the state and local improvement plans, if any.We will increase the amount and quality of learning time by scheduling more time for ELA and by incorporating social studies topics into the ELA content. We will also be using the Extended Learning Time (Power Time) to focus on math and reading deficits, providing extended day tutoring, monitoring collaborative planning time, implementing Collegial Fridays (a unique approach to collegial planning that provides more instruction time for students) and utilizing the instructional coach.Math: The instructional block of time for Math is 90 minutes. Scheduling more time and cross curricular study of this content area allows for broader and deeper understanding of curricula that should result in student achievement. Teachers have more time and greater flexibility for grouping and differentiation opportunities.Power Time: School-wide Extended Learning Time (Power Time) is conducted for a 30 minute segment each day to provide all students remediation and/or acceleration. Grade levels examine data and utilize this time for the students in their grade levels to improve math and reading. This time is used for all students, EIP, SWD, ED, EL, gifted, etc.Extended Day Tutoring: Students not meeting standards will be provided the opportunity to receive additional instructional time with a tutor four days per week during school beginning in January. The students will be served during non-instructional times during the day so that they continue to receive full instruction from their teachers. This will allow targeted students to receive 2 segments of math, reading, or ELA instruction each day. Because many of the students at Mt. Zion Elementary School come from economically disadvantaged backgrounds, they often lack learning opportunities outside of the school environment. The additional tutoring will provide them an opportunity to overcome this barrier, and tutoring during the school day will allow all students to attend without having to have transportation.Professional Learning: In order to provide teachers with the knowledge and tools necessary to teach the CCGPS curriculum with fidelity using research-based strategies, they will be provided with several professional learning opportunities. Teachers will attend math workshops to gain a better understanding of how to teach the Common Core math standards to their students. In addition, they will attend workshops that provide training in the use of our school’s new technology for the purpose of increasing student achievement. The workshops will be held throughout the year at Griffin RESA and West Georgia RESA. Teachers will also be provided on-site professional learning in the areas of math, STEAM, and writing. The system instructional coach will also supply opportunities for professional learning throughout the year related to CCGPS and instructional methodology. Teachers who attend workshops will be provided opportunities to re-deliver information to their colleagues so that all WES teachers and students have the opportunity to benefit from their acquired knowledgeCollaborative and Collegial Planning: Teachers on grade level teams in grades K-2 will collaboratively plan a minimum of three times per week. Teachers in grades 3-5 will plan by department. Collegial planning days will be provided once per nine weeks for all teachers. During the planning sessions, the teachers create unit and lesson plans which implement best practices in order to ensure that all students receive quality instruction in the state’s required curriculum. Data are regularly reviewed to determine individual student needs for meeting and exceeding the desired level of performance. Appropriate differentiation, remediation, and acceleration strategies are designed, as well. Administrators will frequently attend and monitor the meetings. To provide further scrutiny, planning documents (agenda, minutes, etc.) will be completed and submitted to the school’s administration.System Level Instructional Coach: A system instructional coach will also provide professional learning and guidance during collaborative and collegial planning times. She will also work with individual teachers by conducting walk through observations and providing needed professional development. 3.Instruction by highly qualified professional staffThe goal and intent of Mt. Zion Elementary School is to hire teachers who are “Highly Qualified” in the content area/s of instruction and thus maintain 100% of teachers who are highly qualified. Paraprofessionals must also be highly qualified through two years of post-secondary education or passing the GACE assessment. In accordance with Section 1119 and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.We have included teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. All professional learning is directly linked to our School Improvement Plan. Opportunities for professional learning and staff development are ongoing and provided through the school and/or the school district. Staff Development opportunities provided and/or attended this year include:Constructed Response Questions for Georgia MilestonesThinking MapsLexile Scores Close ReadingTKESTiered AssignmentsData ReviewLiteracy/WritingMath Daily Spiral ReviewAccelerated MathTechnologyAnchor ActivitiesFocused Teacher WalksUse of Common AssessmentsProfessional Learning Community Topics are selected based on the state’s academic content requirements, CCRPI, and professional learning surveys completed by the faculty.We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, Mt. Zion Elementary School will use the funds made available to our school through Title I as well as other funding to provide high quality professional development for the school’s teachers. The school system’s instructional coaches will be used to provide staff development in the areas of writing and math. 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. Heather Entrekin, the MZE testing coordinator, provides training prior to all state mandated testing. Teachers engage in in-depth data analysis facilitated by administration when scores are received. The RTI Vertical Team meets monthly to discuss data and progress, enlisting the school psychologist for better understanding and intervention strategies based on the data review.5.Strategies to attract high-quality highly qualified teachers to high-need schools.Mt. Zion Elementary School implements a variety of strategies, both old and new; in order to recruit and retain highly qualified teachers and staff.? These strategies have proven to be effective over the years and have ensured that our teacher and staff positions fill quickly and stay filled with minimum yearly turnover.Recruitment is handled via technology, local resources, or by public relations.? First, technology has become an asset to the recruitment process here at Mt. Zion.? This instant paperless approach is a very effective, efficient way for us to access applications and resumes.? We post our vacancies online where they can be accessed in several ways.? Teach GA is a great link that can be found on the Georgia Public Standards commission website (), where resumes can be created or posted and people can find vacancies and apply for jobs for our school.? The Georgia Department of Education website () is also a technological resource that Mt. Zion uses to hire high quality teachers and staff.? Also, many of our teachers seem to come directly to us through our own Carroll County website (), where applicants can go under?Human Resources to Employment Opportunity Postings an Applications?to apply for jobs in the Carroll County School System or to post resumes.? Second, Mt. Zion works collaboratively with the University of West Georgia by utilizing many block/student teachers from the university each year.? Third, public relations are a great way we recruit employees.? Many of our applicants are friends or neighbors of our teachers and staff.? We promote from within and have hired many of our student teachers, many subs that were certified, and even hired one of our own paraprofessionals that received their education degree.6.Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by providing all parents an invitation to participate in the schoolwide planning process with the goal of improving the comprehensive schoolwide plan. Parents are involved in our School Improvement Plan by participating in our School Leadership Team, and completing parent surveys.? Parent comments and suggestions are discussed at School Leadership Team meetings, Faculty Meetings, and Grade Level Team Meetings. Invitations and notifications to participate in reviewing and revising our school improvement are presented using School Messenger, school newsletter, the MZE website, informational sign, and Facebook, to name a few.A meeting was held on August 29, 2016, in which parents, teachers, and administrators jointly worked together to develop the School Parent Compact and the Parental Involvement Plan. 2016. Parents have access to review both documents via the school website and in the Parent Center.We have developed a parent involvement policy included in our appendices thatincludes strategies to increase parental involvement (Family Math Night, Family Literacy Night, Family Technology Night.)describes how the school will provide individual student academic assessment results, including a interpretation of those results (Parents are invited to attend a Georgia Milestones meeting to discuss Georgia Milestones results. Teachers also meet with parents individually to go over scores.)makes the comprehensive schoolwide program plan available to the LEA, parents, and the public through the school website, and a copy at the pacts required – include with policy (In Appendix I)Parent Involvement checklist included (In Appendix I)7.Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.Response: Mt. Zion Elementary implements many activities for our students to assure that the transition from one phase to another will be a positive one.? These activities have been in existence for several years. Mt. Zion Elementary preschool program is advertised.? Brochures are passed out in the community with information concerning our program.? Letters to parents are sent reminding them about registration.? Pre-K has an Open House just before school begins.? At the end of Pre-K, parents of Pre-K students meet with Kindergarten teachers and are shown a presentation detailing what is expected of the students in this grade level. Our in-coming Kindergarten students are given a tour of the Kindergarten classrooms when they come for the Brigance test in the spring prior to starting Kindergarten.? Registration is handled by the district.? Registration dates are posted on the district website and published in the local newspaper.? We also put the dates in our school newsletter, on the school website, and school Facebook page.?Mt. Zion also holds a?Step-Up Day?for all students, Pre-K thru 4th?Grade, during the month of May.? Students visit the next grade.? The homeroom teachers preview different aspects of that grade, which may include curriculum, rules, special projects, and etc.??Step-Up?packets are sent with the students.? These packets include items such as daily schedules, supply list, and information pertaining to the upcoming grade level. 8.Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.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. Faculty and staff implement the following programs, practices, and activities to ensure that student needs are met.?The Early Intervention Program (EIP) provides additional services to all students who did not meet the minimum proficiency standards according to last year’s Criterion Referenced Competency Test, or those three percent of students who qualify based on the state’s criterion checklist.? EIP students at MZES are served through pull-out services for math and/or reading.?Students are identified for special education services through Georgia’s RTI (Response to Intervention) program.? This multi-tiered system provides interventions for students at an increasing intensity as students move up the tiers.? Students who are not successful through classroom interventions are tested for learning disabilities.? Special education services are provided for qualified students through collaborative classes, support services, or consultative services in the regular classroom, or by pull-out classes in an alternative setting.?Students who have language other than English as their primary home language are tested for English Language Learners (ELL) services.? The registrar works closely with the ELL teacher to screen all registration paperwork to ensure students are identified early.? Students who qualify for special ELL services are served in pull-out classes.? The ELL teacher is also available to assist with interpreting for parent conferences, and to consult with classroom teachers concerning ELL issues when necessary.? Each qualifying student is provided with a bilingual dictionary to use in the regular classroom and is provided with access to additional tutoring utilizing technology.??The STAR Math test is administered on the computer during exploratory at the beginning of the year and repeated each quarter to assess individual student needs in all grades.? Students scoring below the benchmark are given extra help and interventions during ELT time and exploratory time.?The STAR Reading test is also administered at the beginning of the year and repeated each quarter in the computer lab.? These results aid teachers in providing all students with reading opportunities at appropriately challenging levels both in guided reading activities and in independent reading. Students scoring below the benchmark are given extra help and interventions during ELT time and exploratory mon Unit Assessments are administered to each student according to the Carroll County Guidelines. Assessment data is analyzed after each unit assessment. Remediation is planned based on the data. 9.Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. The STAR Math test is administered on the computer during exploratory at the beginning of the year and repeated each quarter to assess individual student needs in all grades.? Students scoring below the benchmark are given extra help and interventions during FLEX time and exploratory time.?The STAR Reading test is also administered at the beginning, middle, and end of the year in the computer lab.? These results aid teachers in providing all students with reading opportunities at appropriately challenging levels both in guided reading activities and in independent reading. Students scoring below the benchmark are given extra help and interventions during Power Time and exploratory time.?Small group guided reading instruction has been incorporated in all classrooms in addition to the Direct Instruction provided in the Early Intervention Program and special education pull-out classes.? Saxon Phonics and Saxon Math are used in kindergarten,1st?and 2nd grades, as well as, the EIP reading classes to help students gain mastery of phonics and reading readiness.?Teachers routinely meet and analyze test data generated from the GA Milestones and benchmark tests to identify and monitor high-impact students.? They are then able to develop strategies to support these at-risk students with the help of the RTI committee, the Student Support Team, and the school psychologist.?Grade level teams meet regularly to discuss student concerns.? Students who step up the Pyramid of Intervention are more closely monitored.? Teachers and/or parents implement specific interventions, which leads to additional meetings to evaluate and respond to the interventions.?? When necessary, Student Support Teams may be convened to further support the student.Flexible grouping based on data collected is used to differentiate instruction. Students 10.Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job trainingResponse: The following chart represents the integration of federal, state, and local services and programs.Review the following and add to or delete resources as necessaryFunding SourceResources providedFTETeachers, paraprofessionals, other staff, instructional materials and supplies, software, transportation (list anything else you can think of)Title I(list what you will use your Title I funds on) 2 Class size reduction teachers, 2 paraprofessionals, technology (178 Chrome Book Management Licenses, Document Camera, 178 Chrome Books, 2 Laptops, 5 Docking Stations , 2 LCD Projectors, 7 Chromebook LocknCharge Joey charging carts, instructional materials and supplies (Saxon Phonics and Spelling, Saxon Math, Follett (Fiction and Non-Fiction books to supplement grade level units), software (Renaissance Learning (STAR Reading , STAR Math, STAR Early Literacy, Accelerated Reader Enterprise Real time , Accelerated Math , Data Integration, BrainPop , Edmentum (Study Island- Science, Social Studies, and English-Language Arts, Reading Eggs, Wordly Wise 3000 Online Subscription), Collegial Planning and School Improvement Planning. Title IIProfessional Learning Opportunities,Title IIISpecifically for ELL students – instructional materials and supplies, technology, teachers, softwareIDEASpecifically for IDEA students - instructional materials and supplies, technology, teachers, softwareSPLOSTTechnology : Google ChromebooksCarl D PerkinsN/A11.Description of how individual student assessment results and interpretation will be provided to parents.Teachers meet with parents at the beginning of each year to discuss the various assessments, including the GA Milestones and how these assessments affect student retention. These assessments and their implications are discussed throughout the year at parent/teacher conferences, SST meetings, and EIP meetings, and IEP meetings. Parents are given individual student GA Milestones assessment results with interpretation explanations at the end of each year. Each nine weeks parents receive a mid-term progress report and a report card showing their child’s progress. STAR Reading and Math test results are sent home to parents periodically throughout the school year. County benchmark test scores and classroom assessments are shared with parents during parent conferences, in addition to scores being sent home with students. Teachers meet with parents at the beginning of each year to discuss these assessment reports, as well as school-wide and grade level assessments. Parents also receive a letter each nine weeks showing their student’s academic progress on school-wide and grade level assessments. Parents are encouraged to meet with teachers to discuss these results. Teachers use written explanations (in newsletters, agenda notes, and letters to parents), phone calls to parents, and parent/teacher conferences to give parents the results and interpret what these results mean for each child. Parents are provided with a Parent Portal login that allows them to access their student’s academic and attendance information. Parents are informed about any reports issued by the Department of Education by an automated phone system (or calling post). Once parents are notified, they are allowed to pick up the reports. Scores that aren’t picked up during the summer are sent home with the first nine-week progress report of the following school year.12.Provisions for the collection and disaggregation of data on the achievement and assessment results of students. The state of GA collects and disaggregates data on students through the state testing program. The state of GA has assured the validity and reliability of the test used by the GA Department of Education.. Universal screeners and other assessments that provide data are used in order to gather reliability and validity. Mt. Zion uses multiple assessments to identify and report student progress throughout the year. Common assessment were designed at the county level and are administered according to the schedule given. Data is reported to the county, school, and parents. 13.Provisions to ensure that disaggregated assessment results for each category are valid andreliable.MZE has several procedures in place to ensure the validity and reliability of data. Make-up test are administered to ensure that every student is tested so that our student population groups are accurate. Our Infinite Campus data is kept current, showing student ethnicity, race, educational programs, etc. This data is reviewed often to ensure accuracy. This also helps to ensure that our student population groups are correctly represented. We use an Excel spreadsheet to disaggregate the student GA Milestones across a variety of subgroups prior to receiving the state spreadsheet. The percentile scores are double checked before distribution. Once these tasks are completed, we compare our data to the state GA Milestones data. Throughout the school year, grade levels administer quarterly district and school benchmarks, STAR Reading, and STAR Math assessments. This information is recorded for teachers and administrators to review. This information is also helpful in monitoring the student’s progress. Once this has been done, the data is compared and results are14.Provisions for public reporting of disaggregated data.Response: The Georgia School Report Card and the College and Career Readiness Performance Index (CCRPI) reports are available to the public on the website of the Georgia Department of Education. The School improvement plan and balanced scorecards, which includes disaggregated data, are available publicly on the Carroll County School System e-board website. A data room has been created that displays disaggregated data from the GA Milestones to share with the School Council, parents, community members, and faculty and staff. Additionally, meetings are held in the data room to review and discuss data on a continuous basis. Teachers also view data vertically so that a better understanding of the upcoming students can be achieved and planning for instruction can occur. The data from year to year can be looked at to compare performance related to stated school improvement goals. Results from assessments are communicated to all stakeholders by using a variety of methods which include the following:Parents receive a copy of assessment results along with an explanationThe local newspaper prints pictures and articles about student academic successAssessment results and updates are shared at all public school meetings including School Council meetingsSchool Data is displayed and reviewed in the school Data RoomAssessment results and updates will be shared and the Mt. Zion Cluster Annual Report Meeting 15.Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide programResponse: The Mt. Zion Elementary developed the schoolwide plan during the 2015-16 school year. “The schoolwide plan was initially developed during a one year period.”) This schoolwide plan was updated upon completion of the 2015-2016 school year for implementation during the 2016-17 school year. 16.Plan developed with the involvement of the community to be served and individuals who will carry out the plan, including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary).Response: We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were Jill Armstrong, Cindy Parker, Kristen Herringdine, Stephanie Hodges,, Melissa Dearman, Sarah Williamson, Michaela Ethridge, and Renea Huddleston17.Plan available to the LEA, parents, and the public.Response: We have developed a parent involvement policy included in our appendices that makes the comprehensive schoolwide program plan available to the LEA, parents, and the public through the school website, a copy at the LEA, sent home to each student, and given to each new student who enrolls18.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..ResponseAt the current time Mt. Zion Elementary does not have a significant percentage of parents whose primary language is a language other than English. If in the future a significant percentage of parents speak a primary language that is not English, this schoolwide plan will be translated into that language. 19.Plan is subject to the school improvement provisions of Section 1116.Response: This plan is subject to the school improvement provisions of Section 1116 as amended by Georgia’s ESEA Waiver approved by the United States Education Department. ................
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