Forsyth County Schools



Title I Schoolwide Plan forCumming Elementary SchoolOriginal Plan Written during the School Year: 2010-2011 Revised Plan Written during the School Year: 2013-2014Table of ContentsNeeds Assessment1.Conduct a COMPREHENSIVE needs assessmentPage 3Strategies2. Develop school wide reform strategies thata.Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.b.Are based upon effective means of raising student achievementc.Use effective instructional methods that increase the quality and amount of learning time.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. Page 133.Provide instruction by highly qualified teachersa.Strategies to attract highly qualified teachersPage 174.Provide high-quality and ongoing professional developmentPage 195.Develop strategies to increase parental involvementPage 236.Devise a plan for assisting preschool children in transitionPage 27Evaluation7.Include teachers in decisions regarding the use of academic assessment information for the purpose of improving student achievement.Page 288. Coordinate and integrate Federal, State, and local services and programs.a.List of State and local educational agency programs and other Federal programs that will be includedb.Description of how resources from Title I and other sources will be usedc.Plan developed in coordination with other programs.Page 329.Provide 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.a.Measures to ensure that students’ difficulties are identified on a timely basisb.Periodic training for teachers in the identification c.Teacher-parent conferences that detail what the school will do to help the students, what the parents can do to help the students, and additional assistance available to the student at the school or in the community.Page 3410.Description of how individual student assessment results and interpretation will be provided to parents.Page 3811. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.Page 3812.Provisions for seeking statistically sound results for each category for which assessment results are disaggregated.Page 3913.Provisions for public reporting of disaggregated data.Page 4014.Plan revised yearlyPage 4015.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 services personnel, parents and students (if secondary).Page 4016. Plan available to the LEA, parents, and the public.Page 4117.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.Page 4118.Plan is subject to the school improvement provisions of section 1116.Page 421.Conduct a Comprehensive Needs AssessmentCumming Elementary School (CES) engages in a continuous process of improvement. Each member of our team has a part in the completion of our comprehensive needs assessment and school improvement plan. Team members are represented on our CES’s Leadership Team.Leadership Team members include the following staff members, parents, and community members.Principal - Pam PajerskiAssistant Principal – Jennifer BaileyAssistant Principal - Dawn BushFifth Grade – Lisa RunionFourth Grade- Lisa MilliganThird Grade- Christie ZerkelSecond Grade – Jennifer LundstrumFirst Grade - Nancy PappasKindergarten- Dana WebbInstructional Lead Teacher - Jennifer WilliamsParent Involvement Coordinator- Katy GunterSp. Ed. Dept. - Laura McCormackTechnology/Media – Scott GaglioneESOL - Stephanie ReidSpecial Areas – Shari CobbLocal School Council Chairperson: Wendy YatesLocal School Council Parent Rep: Nelson LoganLocal School Council Business/Community Rep: Quincy HoltonLocal School Council Teacher/School Rep: Gail LindstromThe process we follow to complete our plan involves gathering data and dispersing the information to the appropriate groups for analyzing and disaggregating. The following instruments serve as a means for collecting pertinent data:Georgia Criterion Reference Competency Test (CRCT) for third, fourth, and fifth gradesGeorgia Writing Assessments for third and fifth gradesInterim Assessments for second, third, fourth, and fifth gradesAIMSWeb Universal Screening and Progress Monitoring for all gradesReading Benchmark Assessments (Rigby, Fountas & Pinnell) for all gradesStandards Based Report Cards for all gradesNeeds Assessment Surveys of Staff and ParentsGa DOE School Keys survey for all stakeholdersGeorgia Kindergarten Inventory of Development Skills (GKIDS)ACCESS (ELL Assessment) for all gradesBy using the instruments above, a comparison of school data to system expectations is conducted to ensure that school goals reflect Forsyth County’s commitment to excellence. In order to meet the needs of all students, CRCT data is disaggregated and reviewed in depth by each teacher at CES. Data from each of the sub-groups including economically disadvantaged, students with disabilities, English language learners, students identified through the McKinney-Vento Act, and students who have participated in Head Start is reviewed. Data from each of the content areas is analyzed to determine areas of strength and need for our school improvement plan. When identifying students who are most at-risk, CES uses TINA (Title I Needs Assessment) to collect additional data on students. As a result of the new accountability measures implemented by the Georgia Department of Education in 2012, we changed the manner in which we collect our data. Data was taken from the School Summary Reports of All Student Populations generated from the results of the Spring 2013 Criterion Referenced Competency Test (CRCT). The data included the following demographic information for Cumming Elementary:CRCT READING (Grade level distribution)All StudentsHispanicWhiteSWDELLEconomically Disadvantaged3rd Grade10844551720Not available4th Grade13661671631Not available5th Grade12450642013Not availableTotal3681551865364Not availableCRCT MATH (Grade level distribution)All StudentsHispanicWhiteSWDELLEconomically Disadvantaged3rd Grade11047541823Not available4th Grade13561671531Not available5th Grade12250631714Not availableTotal3671581845068Not available In addition to the demographic data from the Georgia CRCT School Summary Report, the following assessment data for Cumming Elementary was reported:Third Grade% Does Not Meet% Meets% Exceeds201020112012201320102011201220132010201120122013Math9413114747303145645758ELA67435152504943414649Reading44324540413751565561Science81217184936444843524139Social Studies9101696555507425353442Fourth Grade% Does Not Meet% Meets% Exceeds201020112012201320102011201220132010201120122013Math1261585038474738563844ELA66475538515439564539Reading54555238354843596147Science121315174340424945484433Social Studies111113225962625930272519Fifth Grade% Does Not Meet% Meets% Exceeds201020112012201320102011201220132010201120122013Math73432432404069655657ELA53374654414949435644Reading53485649525338484539Science81318294236413650514135Social Studies111314225446556435413114The data displayed indicates the following strengths and weaknesses of individual grade levels: 3rd Grade Strengths/WeaknessesReading Exceeds increased by 6%Math, ELA, Reading, Social Studies Exceeds all increased from 2012Science Meets and Exceeds was 87%4th Grade Strengths/WeaknessesMath Exceeds increased by 6%ELA and Reading Exceeds both decreased from 2012Science Meets and Exceeds was 82%Social Studies Meets and Exceeds was 78%5th Grade StrengthsMath Exceeds increased by 1%Reading and ELA Exceeds decreased from 2012 Science Meets and Exceeds was 71%Social Studies Meets and Exceeds was 78%Because achievement in multiple content areas continued to decrease, CES will focus on integrating science and social studies in the areas of reading and math.CRCT Reading- Students with Disabilities% Meets and Exceeds200889.4200981.4201080.2201183.820123rd924th 915th 9120133rd884th 825th 70CRCT Reading- ELL Students% Meets and Exceeds200880.7200986.4201089.4201183.520123rd944th 755th 8020133rd904th 875th 62CRCT Math- ELL Students% Meets and Exceeds200866.7200971.2201078.8201187.520123rd844th 505th 8720133rd734th 845th 78CRCT Math- Students with Disabilities% Meets and Exceeds200886.4200970.6201069.8201187.320123rd834th 685th Not enough data to report20133rd674th 675th 89Major Strengths Discovered:The percentage of students who met or exceeded on the math portion of the CRCT increased in 3rd, 4th, and 5th grades. The percentage of students who exceeded on the math portion in 4th grade increased by six percent.The percentage of third students who exceeded on the reading portion of the CRCT increased by six percent from 2012 to 2013. Although the percentage of students who exceeded on the reading portion of the CRCT decreased in grades 4 and 5, CES met the reading GA Performance Target for 2013 of 92.3% and the 2014 target of 93%Although the percentage of students with disabilities who met or exceeded on the reading portion of the CRCT decreased for 3rd, 4th, and 5th grades, the percentage of 3rd and 4th grade SWD who met or exceeded, surpassed the 2013 and 2014 GA Performance Targets.The percentage of ELL students who met or exceeded on the reading portion of the CRCT in third and fourth grades surpassed the 2013 performance target of 84.1 with 90% and 87% of students meeting or exceeding respectively. The percentage of fourth grade students who exceeded on the reading portion increased by 12 percent from 2012 to 2013The percentage of ELL students in fourth grade who met or exceeded on the math portion of the CRCT increased by 34 percent from 2012 to 2013.89% of SWD in fifth grade met or exceeded on the math portion of the CRCT in 2013. (GA 2013 Performance Target for SWD was 69.8.)Major Weaknesses Discovered: In 2013, the percentage of both Students with Disabilities (SWD) and English Language Learners (ELL) in fifth grade that met or exceeded on the reading portion of the CRCT decreased significantly. In 2013, the percentage of ELL students in third and fifth grades who met or exceeded on the math portion of the CRCT decreased. The percentage of third grade SWD who met or exceeded on the math portion of the CRCT decreased.In 2013, the percentage of students in 3rd, 4th, and 5th grade that did not meet the standard on the science portion of the CRCT was significant. Twenty-two percent of students in fourth and fifth grade did not meet the standard on the social studies portion of the CRCT.Additional DataAIMSweb is a norm-referenced universal screening that monitors student progress through curriculum-based measurement. The data is updated regularly and provides schools the ability to track student progress throughout the school year. The program also provides progress monitoring and supports the RTI process. CES assesses all students three times per year in the areas of reading and math. The reading assessments address fluency. The math assessments address math computation, math concepts, and math applications. Reading-Curriculum Based Measurement (RCBM)- FluencyGradeFall2012-2013Fall2013-2014Winter2012-2013Winter 2013-2014Spring 2012-2013Spring2013-2014% Above Target% Below Target%Above Target% Below Target%Above Target% Below Target%Above Target% Below Target%Above Target% Below Target%Above Target% Below Target2nd62386139554551493rd 60406139604054464th 56445842495148525th 5644485255455446Mathematics Concepts and Applications (M-CAP)GradeFall2012-2013Fall2013-2014Winter2012-2013Winter 2013-2014Spring 2012-2013Spring2013-2014% Above Target% Below Target%Above Target% Below Target%Above Target% Below Target%Above Target% Below Target%Above Target% Below Target%Above Target% Below Target2nd51495644683260403rd 65356733544646544th 33674852445633675th 3664505048522971Math Computation (M-COMP)GradeFall2012-2013Fall2013-2014Winter2012-2013Winter 2013-2014Spring 2012-2013Spring2013-2014% Above Target% Below Target%Above Target% Below Target%Above Target% Below Target%Above Target% Below Target%Above Target% Below Target%Above Target% Below Target2nd69316535841678223rd 74268416762472284th 70306535782271295th 7525841670307327This data substantiates our discovery of math and reading being areas of concern for CES students. In reading this fall, we are in the range of 48-63% in fluency that are at or above the target level, with fourth and fifth grade scores a significant concern. In math this fall, although the students’ performance in computation is 65% (2nd and 4th grades) or 84% (3rd or 5th grades) at or above the target level in all grade levels, there is a great need to improve mathematical concepts and applications, which in some grade levels is as low as 48%.Name 2-3 areas you have identified to be your goal areas for improvement.MATHMath-All StudentsMath concepts and applications is a schoolwide focus that will be measured by the increase in the percentage of students above the 50%ile on the AIMSweb assessment. In the spring of 2012, the percentage of students who did not meet the MCAP target score decreased for all grade levels. This year’s goal is that the percentage of students who meet the target on the winter MCAP will increase to 75% for each grade level, and will continue at that level in the spring. Grade Level Specific Math CRCT Goals- All StudentsGrade2012 % Exceeds2013 % Exceeds2014 % Exceeds3rd Grade5758654th Grade3844505th Grade5657652014 GA Performance Target for All Students in Math = 88.1% (Meet or Exceed)Math- Students with Disabilities (SWD)The percentage of students with disabilities (SWD) in third and fourth grades who meet or exceed on the math portion of the CRCT will increase from 67% to 75%. The percentage of SWD in fifth grade who meet or exceed on the math portion of the CRCT will increase from 89% to 92%.2014 GA Performance Target for SWD in Math = 72.9% (Meet or Exceed)Math- English Language LearnersThe percentage of English language learners (ELL) in third and fifth grades who meet or exceed on the math portion of the CRCT will increase to 82% (from 73% and 78% respectively). The percentage of ELL in fourth grade who meet or exceed on the math portion of the CRCT will increase from 84% to 88%.2014 GA Performance target for ELL in Math = 81.2% (Meet or Exceed)READINGReading-All StudentsReading, both fluency and comprehension, is a continued schoolwide focus. Fluency success will be measured by an increase in the percentage of students above the 50%ile on the AIMSweb assessments. In the spring of 2012 less than 50% of all third, fourth, and fifth graders met the target RCBM score. The goal for this year is to increase the percentage of second-fifth grade students who meet the RCBM targets to 75% in the winter, and continue at that level in the spring.Grade Level Specific Reading CRCT GoalsGrade2012 % Exceeds2013 % Exceeds2014 % Exceeds3rd Grade5561704th Grade6147605th Grade4539502014 GA Performance Target for All Students in Reading = 93% (Meet or Exceed)Reading- Students with Disabilities and English Language LearnersThe percentage of fifth grade SWD who meet or exceed the CRCT in reading will increase from 70% in 2013 to 82% in 2013.2014 GA Performance Target for SWD in Reading= 81.6% (Meet or Exceed)The percentage of fifth grade ELL students who meet or exceed the CRCT in reading will increase from 62% in 2013 to 88% in 2014. 2014 GA Performance Target for ELL in Reading= 88.6% (Meet or Exceed)SCIENCE AND SOCIAL STUDIESThe percentage of all CES third, fourth, and fifth grade students who meet or exceed the science portion of the CRCT will increase by 10%.2014 GA Performance Target for All Students in Science= 82.3% (Meet or Exceed)The percentage of all CES fourth and fifth grade students who meet or exceed the science portion of the CRCT will increase by 10%.2014 GA Performance Target for All Students in Social Studies= 81.3% (Meet or Exceed)PARENT INVOLVEMENTLast year CES began a new parent involvement initiative, “Involvement Matters,” to support the schoolwide goal of increasing parent involvement. Parent involvement was measured through a token program. Parents earned tokens by being involved with the school through activities such as, signing compacts, attending parent/teacher conferences, volunteering in the classroom, participating in parent workshops, checking out materials from the Parent Resource Center, etc. Once parents earned ten tokens, their students received a “My Parent is Involved” t-shirt. The tokens are a tangible measure of parent engagement at CES. Our current goal for the 2013-2014 school year is to increase the number of earned parent involvement tokens from 4444 (in 2012-2013) to 6000.To assist with our goal, we employ a CES Parent Involvement Coordinator who monitors and implements all parent involvement activities. Specific Parent Involvement Coordinator duties include:Serve as a liaison between parents and teachers to relay the needs of each groupCreate workshops, classes, and activities (day and night) for parents on a regular basisConduct professional learning for staff that will educate them on how to work with and communicate effectively with parentsCreate opportunities for parents who have limited English proficiency such as English language learning classes. Develop community collaborationsMaintain Cumming’s Parent Resource CenterPromote parental engagement opportunitiesDocument parent involvement on master spreadsheetDistribute tokens to parents for involvement activities (and provide t-shirts when parents have earned 10 tokens)Conduct surveys to assess the needs of parents and analyze the effectiveness of the parent involvement programMaintain Parent Involvement Documentation (33 Folders) with activities, reports, surveys, funding, evaluation, and communications with parents See Appendix (2013-2014 Parent Involvement Plan) 2. Develop schoolwide reform strategies that are scientifically researched based and (a) provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance, (b) are based upon effective means for raising student achievement, (c) use effective instructional methods that increase the quality and amount of learning time, (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.Cumming Elementary has incorporated several strategies to assure continuous improvement in student learning.The school’s vision, mission, and beliefs are aligned to the system’s vision, mission, and beliefs. Stakeholders incorporate these components to govern decisions affecting the goals and strategies to ensure that all CES students meet or exceed Georgia‘s proficient and advanced levels of student performance. The CES Strategic Plan was established to share with stakeholders plans and goals in a user friendly manner. This is available online on CES website.To ensure that students receive quality instructional time, all classroom schedules provide a minimum of sixty minutes of mathematics and a minimum of ninety minutes of reading /language arts per day. The Leadership Team analyzes, interprets, and shares score reports and survey results from the following: Georgia Criterion Reference Competency Test (CRCT) for third, fourth, & fifth gradesGeorgia Writing Assessments for third and fifth gradesInterim Assessments for second, third, fourth, and fifth gradesReading Benchmark Assessments (Rigby, Fountas, & Pinnell) for all grades AIMSWeb Universal Screening and progress monitoring for all gradesNeeds Assessment Survey of Staff and ParentsGaDOE School Keys Survey for all stakeholdersStandards Based Report Cards for all grades Georgia Kindergarten Inventory of Development Skills (GKIDS)ACCESS (ELL Assessment) for all gradesAll grade levels, including support staff (ESOL teachers, special education teachers, gifted teachers, EIP teachers) meet on a regular basis to discuss and analyze student work, score reports, and the effectiveness of implemented strategies. The information provides constructive feedback, allowing the grade-level teams to modify instructional plans that meet students’ academic needs.Implementation of differentiated instruction derives from identified strengths and weaknesses found in students’ formative and summative assessments.All CES students attend a forty-minute daily, differentiated learning session, “Cougar Connections” (RTI). Students are grouped according to performance data from the CRCT, AIMSWeb Universal Screening, grade-level assessments, and classroom performance. Teachers use research-based strategies to differentiate or extend grade level curriculum. Differentiation occurs on multiple levels: content, product, and process through readiness, interest, and learning profile.The RTI PyramidResponse to Intervention (RTI) is the process by which all students’ academic and behavior needs are met. When students do not make adequate progress, they are labeled “at-risk” and are served through RTI (Response to Intervention) process, which is illustrated by the RTI Pyramid. Means for Identifying Students Who Are Most At-RiskMultiple pieces of data are used to create a spreadsheet that ranks all students at Cumming Elementary. This rank order allows the school to identify those students who are at risk of failing to make academic progress. Prior to the beginning of each semester, data is uploaded to TINA from the system’s student information system.?(New surveys are completed in August and late January each year following individual student assessments.) Surveys are created in TINA for each student in each grade. Teachers are asked if each student needs extra help to perform well academically.? If the teacher indicates “yes,” he/she will then complete a survey for the student.? ?When the information is compiled in TINA, a custom report for each grade level is produced.? The report is rank-ordered and includes the following information:If a student has attended Head Start or has no pre-school experience (K-2);If a student is at risk based on his/her GKIDS score(K-2); If a student is served in the McKinney-Vento (Homeless), Migrant, Special Education, EIP, or ESOL Programs; If a student has been retained or placed or has excessive absences; If the teacher or parent requests support in ELA or math; If the student has failing grades, class work indicating a need for additional help in ELA or math, FCS Interim Cumulative Assessments below 50%, or AIMSweb scores below 25%.Each school then uses the TINA report to develop teachers’ schedules. Teachers serve students based on their academic need. Teachers will be asked to complete surveys twice during each school year. All eligible children, including economically disadvantaged, disabled, migrant, LEP, and homeless children as well as those who have participated in Head Start or Even Start or who received services from a neglected or delinquent facility during the previous two years are included on the multiple criteria worksheet and are ranked with other potentially eligible children.All students begin at Tier I of the pyramid. These students are performing on grade-level. When students struggle academically or behaviorally, as identified through teacher-collected data, they may move up to Tier II. At this point, the identified students are provided alternative research-based strategies and / or programs recommended and documented by the Instructional Support Team (IST). The Instructional Support Team (IST) consists of grade level teachers and support staff, and the team meets to create student goals, develop research-based strategies, and/or review progress toward specific learning goals. These strategies / programs may be used during classroom instruction, small group instructional support, school-wide RTI sessions, after-school tutoring programs, and summer support. Students may often fluctuate between Tier I and Tier II of the RTI Pyramid as needs are identified, and strategies are implemented to assist the students in meeting current grade-level expectations.When students performing at the Tier II level of the RTI Pyramid continue to have difficulty meeting grade level expectations despite the recommended interventions, they progress to Tier III. Tier III intervention includes the Student Support Team (SST). The SST consists of the assistant principal, school counselor, classroom teacher, grade-level representative, other involved teachers, and the student’s parents. They meet to discuss the at-risk student’s strengths and need. In addition, they set additional learning/behavior goals. Other research-based strategies and/or programs are suggested, and student progress towards goals is continuously reviewed and documented through AIMSWeb progress monitoring. If the at-risk student continues to make limited progress towards the academic/behavior goals, the Student Support Team may collectively decide to evaluate the student to determine any learning/behavior deficits, identify learning styles, and determine eligibility for special education programs. If the student qualifies for special education services, he/she moves to Tier IV of the RTI Pyramid. Students identified as failing the CRCT Reading and/or CRCT Math the previous year are part of the IST or SST process and receive additional support through small group, supplemental instruction during the school day. Many of these students are supported through the Early Intervention Program or Title I.Various models are implemented to support classroom instruction for at-risk students. Through collaboration among administrators and teachers, the appropriate model is determined and a schedule is created that best meets the needs of the student. The time allotted for each small group setting depends upon the individual students and/or grade levels. Scheduling Models: RTI (Response to Intervention)I/A (Inclusion/Augmented),PO (Pull-out) By using these models and closely monitoring data collected throughout the year, at risk students will demonstrate improvement through appropriate gains on AIMSweb progress monitoring/strategic monitoring administered monthly/bi-monthly and benchmark data that is taken in the fall, winter, and spring. Small group instruction gives teachers a daily, in-depth view of every child in the group. Observations of students’ strengths and weaknesses determine instructional strategies implemented in the classroom. Each grade level shares a summary report with the Leadership Team after CRCT scores or Benchmark Assessments are analyzed. Grade level teachers use these summary reports to guide instruction.Teachers analyze formative and summative assessments to evaluate the effectiveness of instructional methods and to ensure that all students are receiving appropriate instruction.Leadership Team meeting minutes can be found in a designated computer file for current and future reference.Professional development opportunities target teachers’ instructional needs as indicated by the schoolwide needs assessment and student performance.3. Provide instruction by highly qualified teachersCurrently, all teachers and paraprofessionals in Forsyth County are highly qualified.Strategies to attract highly qualified teachersForsyth County Schools is committed to providing the best education possible for all students by assuring that all children have equitable opportunities to receive quality instruction from highly qualified teachers. The system has consistently met the goal of providing all students with highly qualified teachers at an average of 99 percent or higher since the signing of No Child Left Behind. In Forsyth County Schools, all teachers are required to?be highly qualified and in-field for their current teaching assignment.? Continuous monitoring and analysis of the highly qualified assignment of teachers based on student demographics (poverty level, minority, etc.) is systematically done using information from the Certified/Classified Personnel Information, Georgia Professional Standards Commission HIQ2 data, and local system data.? This ensures that poor and minority students are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than other children.? In addition, individual class sizes are monitored routinely to maintain equal opportunity for all students according to the system's class size allotment criteria and Georgia Department of Education rules.? Forsyth County Schools provide notification to parents at the beginning of each school year that describes how parents can request teacher qualifications for their child's teacher. The Forsyth County School System?maintains a high standard in its recruitment of teachers and paraprofessionals.? All teachers must be highly qualified?or must be able to obtain highly qualified?status within one year (unless they are in an alternative preparation program) before being offered a teaching position in Forsyth County.? All paraprofessionals must be highly qualified before they can be hired. Title I may not employ paraprofessionals with Title I funds.? In addition, Forsyth County provides assistance to English- certified teachers to add ESOL (English as a Second Language) to their certificates and for ESOL teachers to add English certification. Endorsement classes in ESOL, Reading, Gifted, Preschool Special Education, and Teacher Support Specialist (Georgia's Mentor Teacher Program) are supported through Title IIA funds.? Many of the endorsements include at least part of the instruction online. Forsyth County Schools has reimbursed teachers for taking and passing the appropriate content assessments, offered study sessions for teachers who were required to take assessments, provided scholarships to teachers in alternative preparation programs, and reassigned teachers to areas where they are highly qualified. The system will continue these procedures; in addition, the system supports the use of distance learning/technology-based instruction in classrooms where this delivery model is appropriate. Title III funding supported summer school teachers who are fluent in English, and that was the language of instruction. FCS and Metro RESA are in?a cooperative program that allows our teachers to participate in a one-year supervised practicum for converting their teaching permits to clear, renewable certificates.? A one-year practicum program began in January 2010 for a new group of teachers to help them obtain their clear, renewable teaching certificates.?These teachers obtained their clear, renewable certificates in December of 2010. In the spring of 2008, FCS classroom teachers were invited to participate in the first teacher efficacy survey.? The same survey was conducted in the spring of 2009 and 2010. ?The survey was designed to help school and district administrators gain a better understanding of the kinds of things that create difficulties for teachers in their school activities.? Forty-one percent of classroom teachers participated in the survey in 2008, 37 percent participated in 2009, and 42 percent in 2010. The results of those surveys were given to key leadership personnel for analysis and further study.CES Certified Staff for 2012-2013Number of Certified Staff and Percent of HQBachelor’s Degrees (Number and Percentage)Master’s Degrees (Number and Percentage)Specialist’s Degrees (Number and Percentage)75 (100% Highly Qualified)18 (24%)38 (51%)19 (25%)CES Certified Staff information for the 2013-2014 will be available October 2013.This data is a reflection of the motivation and desire of CES teachers to become lifelong learners and to remain highly qualified faculty members. CES teachers are continuously pursuing professional development/education that will supplement classroom instruction and develop them as educators that are more effective and knowledgeable regarding students and curriculum. By being highly qualified and increasing their level of education, CES teachers implement research-based strategies to raise all students’ achievement levels and bring diverse experiences to share with one another during collaboration. 4.Provide high quality and ongoing professional development. Each year, CES teachers participate in professional learning surveys. The following information reflects the teachers’ feedback:Teachers would like professional learning, in order to help parents facilitate their children’s learning, in the following areas:Learning at Home- Providing resources to families in order to help with homework and other academic needs (75% of staff)Collaborating with the Community- Using resources to strengthen student learning at home (58% of staff) What does parent involvement look like in my classroom? (Several teachers stated that they did not have parent involvement in their classrooms.)Helping teachers identify resources in the Parent Resource Center that can support their classroom instruction and ways to send them home to parents (64% of staff)56% of teachers feel confident about sharing Common Core Standards with parents, while 44% do not. In the CES Professional Learning Survey, only 9% of those surveyed strongly agreed with the statement that they feel comfortable implementing the Reading & ELA CCGPS in their classrooms. Teachers need continued staff development with the CCGPS.85% of teachers either strongly agree or agree that they would benefit from professional learning about understanding the needs of struggling readers.In addition to the Title I staff survey, CES teachers participated in a Professional Learning Survey about literacy. The results from the survey indicated that they would like to participate in the following additional learning opportunities:Daily 5 (balanced literacy)Guided reading (building fluency & comprehension)Close reads (beyond the text questions)Phonics instruction86% of teachers either strongly agree or agree that they would benefit from professional learning about understanding the needs of struggling math students.Teachers indicated that there are best practices for improving the academic achievement of struggling learners. The following topics should be addressed as part of our school’s professional learning:Building relationships with studentsDeveloping students’ confidence and self-esteemDifferentiated instructionDirect instructionStudent engagementCES parents provided feedback at through our Title I Parent Meeting and parent surveys. They recommended teacher learning in the following areas:Gifted endorsement Project-based homeworkHelping struggling students with mathContinue current professional learning opportunitiesImproving home-school communicationStudent assessment data also impacts professional development at CES.According to student data on the 5th grade state-wide writing assessment, teachers need professional development in the area of writing. The percentage of CES students who met or exceeded the writing assessment in 2013 compared to those in 2012 decreased 10%. Teachers specifically requested professional learning in the following writing areas (based on this year’s CES Professional Learning Survey):Writing processCraft & StructureOpinion writingWriting across the curriculumReading comprehension (fiction/nonfiction) and fluencyMath computationScience and social studies- integrating across the curriculumBased on this teacher, parent, and student data, CES’s Professional Learning Goals include:Teachers will attend Professional Learning Communities that offer instructional strategies to meet our student learning needs based on current data. The Instructional Lead Teacher and Lead Writing Teacher will lead professional learning, plan lessons, and model instructional strategies in all K-5 classrooms.Teachers will participate in professional learning in the following areas:Imagine It! Phonics instructionCommon Core Georgia Performance StandardsWriting ProcessWriting across the curriculumGuided readingMath fluency and problem-solving strategiesDaily 5 balanced literacyReading fluency and comprehensionBring Your Own Technology (BYOT)Engaging students with technology CES teachers have many professional learning opportunities that enable them to collaborate with teachers across the school. Schoolwide learning teams consist of the following:Student, Parent, and Community Support TeamRTI/ Schoolwide Data TeamSchool Climate TeamTechnology and Media TeamScience and Environmental Education TeamCumming Elementary believes in a balanced literacy approach that includes instruction in all five areas of reading. The Daily 5 is one framework that supports this approach in classrooms throughout the school. The Daily 5 model includes: reading to self, reading to someone, listening to reading, working on writing, and spelling/word work. Instruction is directed toward meeting individual needs through small group, leveled reading instruction, incorporating higher-order questioning techniques (Bloom’s Taxonomy), and using a hands-on approach with manipulatives. Reciprocal reading, repeated reading/ repeated math practice, guided reading, literacy and math centers, and special projects designed for individual students and/or small groups are incorporated into engaging lessons that address multiple intelligences and varied learning styles. These various strategies also provide students with opportunities to acquire higher order thinking skills.Teachers have the opportunity to attend overnight state conferences that include sessions on reading, writing, and/or math. Teachers gain valuable information from these events and redeliver the sessions to the faculty. In addition, teachers may attend the Family Engagement Conference in Athens, PIC Conferences, and the ASCD Conference in Atlanta. District professional learning opportunities are also provided for teachers, principals, and paraprofessionals. Professional learning is developed based on the results of the needs assessment surveys provided to all stakeholders and from data showing student needs.? Numerous opportunities are provided for teachers to engage in quality and ongoing professional development and include the following:Reading, gifted, and ESOL endorsement programs. The endorsement programs are year-long endeavors with 150 to 200 hours of course work. School improvement activities at the district and school level that align to stated goals and priorities?A variety of learning opportunities during the summer, such as Common Core reading and math strategies, engaging students with technology, Spanish for Educators, and best teaching practices with Danny Brassell.District collaboration days for grade level teachers and support teachers to review data, collaborate on lesson plans, and align lessons with state and system standards and assessments. At the school level, all Cumming faculty and staff participate in periodic and ongoing professional learning that includes the following:Balanced literacy training that includes instruction on determining students’ instructional reading levels using Rigby or Fountas & Pinnell Reading Benchmark Assessment kits. Implementation of the Common Core Georgia Performance Standards in K-5 classrooms.Rotation through learning carousels (taught by CES teacher leaders) that align with the Cumming’s school improvement goals, the professional learning focus, and the results of the teachers’ needs assessments. Learning and understanding instruction and questioning based on Depth of Knowledge (DOK). Multiple training sessions are offered for teachers to learn, understand, and implement the Depth of Knowledge (DOK) questioning technique. Review and implement the new teacher evaluation system (TKES). Collaborative grade level meetings that provide teachers with opportunities to discuss assessment results and share effective teaching strategies. Effective implementation and integration of technology is an ongoing focus. CES continues to maintain a technology- rich environment for students and teachers. Teachers integrate technology daily into their instructional program via Active boards, educational websites, and educational software. The school is participating in a Bring Your Own Technology initiative and students are encouraged to bring their own electronic devices (netbooks, notebooks, iPod Touches, iPads, DSi, cell phones with Internet access) that can access the school network to complete online activities. In addition, a pilot is currently being implemented which provides iPod Touches/iPads with installed instructional applications for students to use in their learning. The pilot is designed to provide equity for students who may not have technology devices.The school’s Instructional Technology Specialist (ITS) leads training sessions for teachers to support the use of technology in the classroom. Some of the topics addressed include: itslearning (an online course management system), creating engaging flipcharts, using EduSoft (an online assessment system), training in educational programs (Pixie, ActivInspire, Frames, ActivExpressions, ActivVotes), and using iPads/iPods with instructional apps in the classroom to maximize student achievement. All teachers are encouraged to incorporate technology into their lessons at a minimum of twice per quarter. These lessons address grade-level standards through project based-learning. Students gain higher-order thinking skills through the use of the latest-technology programs, such as Glogster, Wordle, Frames, and Pixie.The faculty continues to take advantage of learning opportunities in the community by inviting guest speakers, visiting authors, and adding in-school and out of school content consultants into our learning experiences. In addition to the professional development above, CES teachers will have the opportunity to participate in the following professional development activities and utilize available resources to focus on SWD and ELL subgroups in the areas of reading and math. These goals and areas of improvement were identified in Section 1.Staff development presentations by experts in the fields of special education, ELL, at-risk students, reading, and mathAdditional literature resources for teachers to checkout from the Title I Inventory Room (Professional Development section for teachers)Organize book clubs to collaborate on research-based texts and share strategies across grade levels with various support personnel Collaborative planning time for classroom/ELL/special education/ and other support teachers of at-risk students Vertical teaming to align curriculum and strategies across grade levelsTraining sessions that allow teachers to become familiar with the Title I inventory and how to utilize the resources in the CES Title I Inventory Room and the Parent Resource Center effectively.Training on schoolwide reading and math online resources to increase student achievement in both of these areasIncorporating writing and higher order thinking skills in the area of mathStaff training focusing on raising the awareness of reading and math strategies among the parents of CES students5. Develop strategies to increase parental involvement.CES follows Joyce Epstein’s Six Types of Parental Involvement model, which addresses parenting, communicating, volunteering, learning at home, decision-making, and collaborating with community. The CES School-Parent compact, the CES Parent Involvement Plan, the CES Parent Involvement School Policy, and the Forsyth County Parent Involvement Policy represent how the six types of parent involvement are effectively implemented. Transportation to some parent involvement events will be provided by taxi or bus routes. Parent activities and events are scheduled based on Needs Assessment results. See Appendix (Parent Needs Assessment) Overall CES Parent Involvement Program goals:Provide a variety of learning opportunities to parents. According to the parent survey, parents would like to see the following learning opportunities: English classes for Spanish-speaking parentsHow to help children become better readersOpening the lines of communication between teachers and parents Workshops for parents and children to attend togetherPartnerships with the communityAccording to the staff survey, teachers would like to see the following learning opportunities for parents:1-2-3 MagicReading/writing workshop for parents to help them with some essential English phrasesCommunity resources available for parents and how to use them (collaboration with the community)Understanding reading levels of their childrenUnderstanding math skillsCommunication Decision makingDeveloping oral language at homeEstablishing good homework environments/learning environments at homeUsing technology at home-navigating the InternetLiteracy and math supportMake parents aware of the variety of ways to be engaged at CES (conferences, volunteering in the classroom and around the school, providing feedback, etc.)Ensure that parents are comfortable and content with their child’s education at Cumming Elementary.The following resources support parent involvement at CES:Summer workbooks Summer reading packsAudio books (on tape, on MP3, on CD, on Apple apps)Parent resource books/readersParenting brochures (hard copy/online)Parenting videos/CDs/online subscriptionsTranslation systemFiction/non-fiction readers Paired textIntervention workbooks to practice for additional homework in math and ELABilingual books (fiction and nonfiction)Spanish/English dictionariesiPods/iPads/Apple care/Apps/Cases/VGA connector cords/charging cartsInstructional supplies: printer ink, folders, pencils, grips, erasers, pens, colored pencils, pencil sharpeners, correction fluid, glue, crayons, rulers, dry erase markers, dry erase boards, scissors, clips, tape, flash drives, staples, staplers, CDs, envelopes, labels, dividers, markers, index cards, sticky notes, pencil pouches, tabs, timers, highlighters, dice, desk shields, writing materials (student journals), test prep, batteries, headphones, chart paper, clocks, self-inking stamps, thermometers, rings, paper (all types), card stock, batteries, signs, reading aides, postage, storage bags, storage bins, canvas storage bags, hole punchers, rubber cement, bar coding labels, academic DVD/video/CD, rulers with ? and ?, ELA/math teaching centers, magnetic letter tiles, measuring kits, shapes, Algebra manipulatives, file folder games, binders, chart paper, paper clips, loose leaf binder ringsEvening Parent AcademyIn addition to the daytime Kinder Camp Parent Academy sessions that occurred during the month of June, a Reading Night and Math Night were planned for parents.?? A Reading Night was held June 10, and a Math Night was held June 12. Parents from Cumming, Midway, and Chestatee met together at the Hill Center for a two- hour workshop.? Transportation was provided from the home schools to the Hill Center, and childcare was available.?Activities for these two evenings included a basic introduction to reading and math concepts and skills, an explanation of tools that parents may use at home to assist their children and an opportunity to participate in small group and large group activities with other parents.Parent UniversityCES sponsors a Parent University each year.? The Parent University is comprised of learning carousels based on parent interests indicated by the needs assessments, and parents may choose the carousels they wish to attend.? Carousels are hosted by guidance counselors and teachers and include resources from the community, such as the Forsyth County Library.? By attending Parent University, parents will become familiar with strategies to implement at home in the areas of reading, writing, and math. Materials and strategies on how to use these resources will allow parents to support the students at home with ease. Technology resources, including programs relevant to Forsyth County and our school (Parent Portal, itslearning, Infinite Campus) are also shared during the carousels. In addition to addressing academic areas, a community resource expo will supplement the carousels. By exploring community resources available, parents will become more aware of how to best utilize the services available to them and the children. One example is how the Forsyth County Library will conduct a follow up session on location for parents to tour and explore the facility. This will, in turn, encourage them to use outside resources even if there is a language barrier within the community. By conducting Parent University as part of our parent involvement, the parents will become stronger partners with the school. Statistics show that there is a correlation between parent involvement and student achievement in school. Parent University will set the parents and students up for success by developing the relationship among the two. There will be a common goal of raising student achievement and student success among these partners in education. Special emphasis will be placed on strategies for parents to utilize at home to support the academic success of our at-risk students, including ELL, SWD, and ED students. Through both written communication and personal phone calls, parents of these at-risk students will be encouraged to attend these events Parent Resource CenterMaterials that supplement classroom instruction in reading, writing, and math are available in our school’s Parent Resource Center. Other available support materials include parenting information, bilingual dictionaries, and We Both Read books. These Parent Resource Center materials are also shared during CES parent meetings, conferences, and other special events. Information regarding checkout procedures is available online and in the school information box in both English and Spanish. An updated list is also available in our Parent Resource Center and online. This includes the availability of resources at our district facility as well, located at the Almon C Hill Center.Involvement Matters InitiativeParents will be given the opportunity to attend various meetings and events while communicating with the school in order to earn tickets for participation. At the end of the year, a required minimum number of tickets documenting multiple areas of parent involvement for the school year may be exchanged for a free student t-shirt purchased by CES with non-Title I funds. Parent Advisory Committee CES’s Parent Advisory Committee (Local School Council) will assist in developing a parent-school compact, parent involvement plan, and schedule of parent involvement meetings.? Attendees at CES’s parent involvement meetings participate in revisions and approve the plan. Students, teachers, and parents sign the parent – school compact. All documents are sent home with students and posted on our school’s website. Having a variety of representation on these committees gives CES invaluable insight into the needs of the parents and students. It opens the door for positive relationships among teachers and parents in a non-threatening environment. CommunicationIn order to improve school-parent communication, Cumming Elementary, along with our PTO, publishes the online biweekly Cougar Chronicle in English and Spanish. This school newsletter includes a message from our school’s principal, information about available parent resources, required notifications, student support, and a schedule of upcoming events. The newsletters are emailed each week, using Constant Contact, and posted on our school’s web page. Additionally, teachers provide hard copies of the newsletter to students without home Internet access. In addition to receiving information, parents are encouraged to provide feedback either online or in written format through surveys, the CES Title I online guestbook, or other required Title I documents that are shared with all parents. Translation Devices are available for parents attending large workshops or meetings who need the English presentation translated to Spanish. Parents need opportunities to actively engage in their children’s education. Childcare and transportation are made available to parents in order to facilitate their attendance at classes and meetings. Parents are encouraged to volunteer at our school and there are a specific opportunities available:Parent Teacher Organization (PTO) is a national organization that encourages parent involvement. PTO hosts family events such as Movie Night, BINGO Night, and Father/Daughter and Mother/Son activities. PTO also promotes volunteerism with the school and students’ classrooms.Watch D.O.G.S. (Dads of Great Students) is a national organization that encourages fathers or father figures to take at least one day off work during the school year to volunteer at their children’s school.? Watch D.O.G.S. at CES follow a specific schedule, which allows them to spend time in their children’s classroom as well as other classrooms in various grade levels. They may read aloud to the class or work with small groups reviewing letter names/sounds, sight words, or multiplication facts. Watch D.O.G.S. also assist with car duty, lunchroom duty, specials classes, and the morning news program.? Title I Schoolwide Events (Examples: Parent University, Math Night, Reading Night, Science Night, Cultural Heritage Night, Cool Tools for Summer, Technology Night, CRCT & Dr. Seuss Fun, Annual Meeting, conferences, PTO, Guest speakers such as Danny Brassell, Lunchtime Learning, etc)6. Devise a plan for assisting preschool children in the transition from early childhood programs (such as Head Start, Even Start, Early Reading First, or a preschool program under Individuals with Disabilities Act to the schoolwide program).Transition from preschool into kindergarten:Parents/Guardians receive a letter and information packet about the school’s expectations of kindergarten students. The kindergarten teachers host an orientation meeting for parents and prospective students.Kindergarten teachers present parents of prospective students with a literacy book, demonstrating how to help their child with reading.Pre-K Visitation Day provides prospective students with an opportunity to visit the kindergarten classes and meet the kindergarten teachers.Kindercamp is a Title I summer camp that supports both rising kindergarten children and their parents. The camp educates parents of rising kindergarten students who have attended Head Start or have had no exposure to organized preschool. Parents attend educational sessions regarding entering kindergarten while the children get the full experience of activities and expectations of kindergarten. Lessons on basic skills necessary to be successful in kindergarten are provided. Transportation is provided for both students and parents.Transition activities from fifth grade into middle school include the following:Middle school counselors, administrators, regular education, ESL, Special Education, and Horizons (gifted program) teachers meet with fifth grade teachers initially to discuss course options offered at each middle school.Fifth grade teachers collaborate and discuss individual students to determine the appropriate placement of students in regular education, gifted, and support classes. Placement recommendations are entered into Infinite Campus.Each middle school offers a transition night for parents to explore extracurricular opportunities as well as band and chorus options. Parents have the opportunity to ask questions regarding scheduling at this time as well.After all recommendations have been entered, recommendation sheets are sent home with each child. At this time, parents may agree or request different courses for their child.Parents complete a student information sheet for middle school.Each middle school holds a visitation day that the fifth graders attend in the spring. They are guided by middle school ambassadors to various classrooms to see students and teachers in action.The middle school ambassadors also visit each elementary school to answer additional questions that the students have following the visit to their respective middle schools. Parents of rising sixth graders have an opportunity to attend the middle school’s open house (Saturday session prior to pre-planning week) in order to familiarize themselves with the middle school’s expectations for their child.7. Include teachers in decisions regarding the use of academic assessment information for the purpose of improving student achievement.Explain how the staff is given an opportunity to assist in data and root cause analysis.How do you involve teachers in the decisions regarding the use of academic assessments to improve instructional programs? How are teachers involved in making decisions regarding individual students through the analysis and use of their test data?Data-driven instruction is a key component to the success of the students at Cumming Elementary. By using a comprehensive assessment system to monitor and evaluate student learning, all students have an opportunity to reach high levels of achievement. By analyzing the data, teachers can create and incorporate research-based strategies that will improve curriculum and instruction. The staff is provided multiple and ongoing professional learning opportunities that assist them in determining the root causes when students do not show progress. Teachers gather data from the following assessments/reports to drive instruction year round:Georgia Criterion Reference Competency Test (CRCT) for third, fourth, and fifth gradesGeorgia Writing Assessments for third and fifth gradesInterim Assessments for second, third, fourth, and fifth gradesReading Benchmark Assessments (Rigby, Fountas & Pinnell) for all gradesAIMSweb for all gradesSummative assessments (district-created) for all grades Formative assessments (district-created) for all gradesStandards- based, teacher- created assessments at the school level using Depth of Knowledge questioning for all gradesACCESS (ELL assessment) for all ELL studentsGKIDS for Kindergarten studentsBy using the assessment data above, teachers continuously make instructional decisions. The data is compiled and evaluated by all teachers. Various ways that it is used by teachers to improve student achievement include the following:Participating in the development of the school improvement plan (AIM plan) ; Organizing and creating lessons for Cougar Quest (supplemental after-school tutoring program that incorporates reading, writing, math, and technology);Creating flexible groups and effective instruction for RTI groups (segment in each student’s schedule that includes remediation and/or enrichment);Differentiating instruction through flexible grouping at every grade level for reading and math;Collaborating during IST meetings (data evaluation by IST to determine strategies to support students who have not been successful with current support);Establishing a professional development plan and utilizing specific resources available to meet the needs of each student;Focusing on collaboration efforts among classroom teachers and support teachers to examine AIMSweb Benchmark and Forsyth County interim results and to make adjustments to instruction on specific areas of need; Sharing data with administration, Leadership Team, support staff, and faculty (looking for common denominators in low/high areas of achievement).In addition to being able to discuss data on the school level, we have a number of teacher leaders participating in Forsyth County committees as part of the district assessment and accountability initiative. Cumming teachers are members of the following committees:Engage Me with Common Core Team- School administrators and teacher leaders become grassroots experts of the Common Core Georgia Performance Standards (CCGPS) and facilitators of collaborative learning for all. This supports the successful implementation of the CCGPS in Forsyth County Schools and ensures the utmost achievement of our students.Forsyth County Data Committee- School administrators and teacher leaders receive training at the county level on how to create data teams at individual schools. The purpose of the data teams is to identify students’ academic levels (based on data) in order to differentiate instruction and maximize student achievement.Literacy Learning for Leaders- Teacher leaders receive training on the balanced literacy approach to reading and writing instruction. This training includes information on leveling students using reading running records and organizing and implementing small group, guided reading in classrooms. L3 leaders redeliver the information shared to the colleagues in their buildings.Grade Plus Report Card Committee- Teachers work on aligning Standards Based Report Cards to the Common Core Georgia Performance Standards in Grades K-3. Teachers also work on creating Summative Assessments for Grade 4 that align to the CCGPS.Georgia Keys Committee- Teacher leaders are part of groups that visit schools and evaluate the teachers’ lessons/instruction. They offer suggestions for areas of weakness and compliments on areas of strengths using the Georgia Keys as an evaluation tool.Most major assessments administered are either county or state- mandated; yet, as a school, we take additional measures to meet the needs of all students through supplementary assessments. At CES, ALL students participate in AIMSweb universal screening assessments. This data provides a baseline assessment score for all students. Forsyth County requires that the universal screening probes be administered to all K-2 students as well as all at-risk students in third, fourth, and fifth grades. The data collected from these assessments gives teachers valuable information at the beginning of the year. The assessments are administered three times per year. Not only do the teachers use the results to differentiate instruction, but support teachers use this information as one component of the student profile that is created on every child at CES.Classroom teachers also use Reading Benchmark Assessment kits, such as Rigby and Fountas & Pinnell, to determine the instructional reading levels of all students. These benchmark assessments are completed three times during the school year (fall, winter, and spring), and their results are used to plan instruction for students based on their individual instructional reading levels.Multiple pieces of data are used to create a spreadsheet that rank orders all students at Cumming Elementary. This rank order allows the school to identify those students who are at risk of failing to make academic progress. Prior to the beginning of each semester, data is uploaded to TINA from the system’s student information system.?(New surveys are completed in August and late January each year following individual student assessments.) Surveys are created in TINA for each student in each grade. Teachers are asked if each student needs extra help to perform well academically.? If the teacher indicates “yes,” he/she will then complete a survey for the student.? ?When the information is compiled in TINA, a custom report for each grade level is produced.? The report is rank-ordered and includes the following information:If a student has attended Head Start or has no pre-school experience (K-2);If a student is at risk based on his/her GKIDS score(K-2); If a student is served in the McKinney-Vento (Homeless), Migrant, Special Education, EIP, or ESOL Programs; If a student has been retained or placed or has excessive absences;If the teacher or parent requests support in ELA or math;If the student has failing grades, class work indicating a need for additional help in ELA or math, FCS Interim Cumulative Assessments below 50%, or AIMSweb scores below 25%.Each school then uses the TINA report to develop teachers’ schedules. Teachers serve students based upon their academic need. Teachers will be asked to complete surveys twice during each school year.All eligible children, including economically disadvantaged, disabled, migrant, LEP, and homeless children as well as those who have participated in Head Start or Even Start or who received services from a neglected or delinquent facility during the previous two years are included on the multiple criteria worksheet and are ranked with other potentially eligible children.Because the school is no longer implementing a Targeted Assistance program, we will not have to use this spreadsheet to determine which students are designated Title I, However, the spreadsheet will help us ensure that all at-risk students are receiving additional support.Title I and EIP teachers work closely to provide effective instruction to all students identified academically at-risk. There is a plan in place for identifying new students to the school, how to assess, what to assess, who will assess, and in what time frame it should be done. Teachers are continuously receiving professional learning that gives them the knowledge and tools needed to not only administer assessments but to use them to drive instruction. Grade level teachers and support teachers also have time to collaborate and differentiate for the students based on multiple assessment results. 8. Coordinate and integrate Federal, State, and local services and programs1.The dollar amounts of each federal fund that is allocated to the school should be listed, showing coordination. Describe how resources from Title I and other sources will be used. The following federal funds have been allocated to our school.AmountDescription of ServicesShow how the funds are coordinated for the improvement of the entire school.Title ITitle I – ADistrict:School Allocation:$476,621Parent Involvement:$5918Parent InvolvementTechnology PurchasesAfter School and Summer Programs: Kinder Camp, Book ClubsProfessional LearningInstructional Resources Resource Materials and SuppliesTutorsTransportation for Parents to MeetingsParent Training MaterialsGrantHomeless GrantDistrict:Tutors (only in non-Title I schools) and Tutoring SuppliesSupplies for Parent Meetings Transportation for ParentsPackets with resources sent homeTitle IITitle II-ADistrict:Travel Registration, materials, ConsultantsTitle IIITitleIII-A Immigrant----------------TitleIII-A LEP ______________District:___________________________Teachers,Tutors, Supplies, MaterialsProfessional Learning Parent Involvement(a)? List of State and local educational agency programs and other Federal programs that will be included??All schools in the system receive an allotment of personnel to support the Early Intervention Program and the gifted program.? These personnel allotments are awarded based on a formula ensuring that all schools receive the same number of personnel, regardless of whether they also receive Title I funds. Allotments of personnel?are also provided by formula for?the ESOL program.? Title I-C funds are provided for migrant students.? Title I funds are only provided to those schools which?qualify according to rank order of schools (b)? Description of how resources from Title I and other sources will be used State and federal funds are equitably divided and?disbursed among all schools in the system in accordance with program requirements and guidelines.? When possible, funds from multiple sources are used to support the most at-risk students.? For example, state instructional extension?funds are used to provide a limited number of tutoring sessions for at risk students.? After those funds have been depleted, Title I funds help to?continue the program.??All schools follow the system’s Response to Intervention plan for serving students whose needs are not met in Tier I. However, Title I students receive this support as well as an additional time for intervention through Title I. Title I funds are always used to supplement programs, not supplant.??Strict internal controls are in place to ensure supplanting of funds?does not occur.? Title I funds are used to: (1) provide staff to reduce the class size or for additional staff to serve students in a smaller group setting for appropriate academic interventions, (2) provide funds for teachers to work with students in extended day opportunities such as after school tutoring and summer programs, (3) assist parents in supporting their children, and (4) provide the necessary materials and resources. (c)? Plan developed in coordination with other programs The consolidated application is reviewed and revised each year.? Each spring, input is gathered from multiple sources including parents, teachers, paraprofessionals, support staff, and?administrators.? Data are reviewed to determine the progress made toward the nine goals listed in the consolidated application.? Administrators from all departments including special education, student support, career and technology, federal programs (migrant, homeless,?ESOL), professional learning, curriculum and instruction, and technology review the assessment data, as well as feedback from parents and other groups to make suggested revisions to the consolidated application. Teams also meet to review the success, or lack of success, of the activities that were determined to help the system meet the stated goals.? This process begins in the spring of each year.9. Strategies for increasing academic achievement for students having difficulty mastering standards. Measures to ensure that students’ difficulties are identified on a timely basisPeriodic training for teachers in the identificationTeacher-parent conferences that detail what the school will do to help the students, what the parents can do to help the students, and additional assistance available to the student at the school or in the communityThe CES Leadership Team meets annually during the summer to review the previous year’s assessment data and surveys to determine schoolwide areas of strength and weakness from the previous year. This information is presented to all grade level teams when the new school year begins. The results are compared to previous years and across the grade levels to allow teachers to look for trends and areas of concern. Teachers plan as a team to identify weaknesses and determine strategies that will increase achievement in these areas. Teachers identify at-risk students and offer additional instructional support opportunities through inclusion and pull-out models determined by student need in individual subject areas of reading and/or math. Professional development supports these instructional support opportunities for our at-risk students.CES develops a professional development plan based on the collected data and areas of need. Multiple strategies are explored on professional development days to support teachers in addressing the needs of all students - at-risk students and gifted.Training on data analysis, progress monitoring tools, depth of knowledge, determining students’ reading levels, and specific curriculum standards enables teachers to provide extended support to their students. Teachers implement CCGPS throughout the school year and adhere to district pacing guides that ensure students are prepared for spring assessments with success. Students who are not successful after receiving additional support instruction are referred to IST/SST and are progress/strategic monitored through AIMSweb monthly/bi-monthly.All CES teachers received training on the pyramid of interventions and Response to Intervention (RTI). Special education teachers have specific interventions/resources to supplement the regular education curriculum for their students through IEPs. In-school intervention opportunities – A dedicated RTI time for addressing individual needs is included in the schoolwide schedule. During this time, students are placed in small group settings that are geared toward a specific area of need. These are flexible groups that may be changed at any time based on the success of each student.CES has access to and uses the following interventions and resources:Imagine It! Phonics KitsFountas & Pinnell Leveled Literacy Intervention KitsIntervention readers/leveled readers for all subject areasMentor texts for all subject areasHeadsproutReading AssistantSRA- Reading MasteryAchieve 3000Think through MathRead Naturally and all components (such as the One Minute Readers and the timers)COACH- all subject area booksCOACH online-Triumph LearningMath tubsDrops in the BucketIntervention workbooks such as test prep or remediation of skills in reading and mathTouch Math for all grade levelsVersatiles for reading, math, and other content areasTransmathHoughton Mifflin InterventionsEarobicsSRA- Corrective ReadingEdmarkLanguage!Orton GillinghamVisualizing and VerbalizingMcGraw Hill Math KitsWord Warm-UpsTake Aim!Book FlixFrog GamesMountain MathMountain LanguageReflex MathAudio books (on tape, on MP3, on CD, on Apple apps)Games and manipulatives for ELA (reading/language) and mathFlashcards for reading and mathReading benchmark assessment kits (Rigby, Fountas & Pinnell)The Comprehension Toolkit and all componentsListening Comprehension Toolkits for special education students (supplement to regular toolkit)Study Buddies with all componentsDictionaries, thesauri (picture, bilingual, student)Readers’ TheaterMagazine subscriptions (Storyworks, Scholastic News/Weekly Reader with Science Spin, Dynamath)Do the MathLearning PalettesiPods/iPads/Apple care/Apps/Cases/VGA connector cords/charging cartsLaptops/laptop cartsBilingual textsLittle Red ReadersSight Words that StickHot-Dot Kits for all subjects and additional pensHoughton Mifflin Math StepsMusic instruments to incorporate into math and language artsWriting resourcesAchieve 3000Write Steps Writing ProgramInstructional supplies: printer ink, folders, pencils, grips, erasers, pens, colored pencils, pencil sharpeners, correction fluid, glue, crayons, rulers, dry erase markers, dry erase boards, scissors, clips, tape, flash drives, staples, staplers, CDs, envelopes, labels, dividers, markers, index cards, sticky notes, pencil pouches, tabs, timers, highlighters, dice, desk shields, writing materials (student journals), test prep, batteries, headphones, chart paper, clocks, self-inking stamps, thermometers, rings, paper (all types), card stock, batteries, signs, reading aides, postage, storage bags, storage bins, canvas storage bags, hole punchers, rubber cement, bar coding labels, academic DVD/video/CD, rulers with ? and ?, ELA/math teaching centers, magnetic letter tiles, measuring kits, shapes, Algebra manipulatives, file folder games, binders, rings, chart paper, paper clipsGuided math and reading booksLiterature packsReference booksSchool counselors provide “check-in” programs for students who are struggling with organization issues that affect their academics. Middle school students are mentors for many of the at-risk students. There is not a fee for this service. It is part of a class offered at the cluster middle school in our district. These mentors are available for students throughout the day and in the after school daycare program to support students with homework needs.Maymester is an intense basic skills review for students who do not meet standards on the spring CRCT. The students receive additional small group support to prepare them for the CRCT retest that is given at the end of the school year.After school opportunities – Cougar Quest is a CES afterschool program that supports students who demonstrate difficulty mastering reading/and or math concepts. CES teachers from various grade-levels meet together to design the curriculum based on the students’ performance on county-wide grade-level benchmarks (measuring mastery of CCGPS). Cougar Quest is a project based learning program that incorporates technology into these subject areas. Criteria for placing students in the program are based on previous CRCT scores and the CES Multiple Criteria Spreadsheet, identifying our most at-risk students. Students spend time reviewing homework, practicing reading fluency and test-taking skills, and engaging in project-based learning activities. Summer school opportunities – KinderCamp is a Title I summer camp that supports both rising kindergarten children and their parents. The camp educates parents of rising kindergarten students who have attended Head Start or have had no exposure to organized preschool. Parents attend educational sessions regarding entering kindergarten while the children get the full experience of activities and expectations of kindergarten. Lessons on basic skills necessary to be successful in kindergarten are provided.Parent Engagement / Community Opportunities Teacher-parent conferences are held at least twice a year. All students receive individual conferences to discuss assessments, resources available, strategies used at school, and strategies to use at home. In school translators are used for every ELL student who needs Spanish translation. Resources from the community are provided to the school counselors and school nurse. MV students and other at-risk students may receive these outside resources free of charge or at a reduced fee depending upon individual needs. These resources include, but are not limited to:School suppliesDental visitsClothingFood Vision appointments/eye glasses as neededDoctor referralsCounty library resourcesList of other community resources available 10. Individual student assessment results and interpretation will be provided to parents in the following manner:CES receives three copies of student test results. One copy goes to the parents through the mail, in student packets, or during parent/teacher conferences. One copy is for the teacher, and the other copy is for the student’s permanent record.Parents receive interpretation of the test results via letter (available in English and Spanish) as well as during conferences and upon request.Parents receive data from the Interim Assessment scores, showing which standards are not being mastered at that time. During the 2012-2013 school year, Georgia is instituting a new accountability measure, the College and Career Readiness Index. This will replace Adequate Yearly Progress as a measure of a school’s growth. Under the new system, at risk schools may be identified as Priority, Focus, or Alert schools. There are currently no Priority, Focus, or Alert Schools in Forsyth County.11. Our provisions for the collecting and disaggregating of data on the achievement and assessment results of students are….CES uses the following instruments, procedures, or processes to obtain student data:Georgia Criterion Reference Competency Test (CRCT) for 3rd, 4th, & 5th gradesGeorgia Writing Assessments for 3rd & 5th gradesInterim Assessments for 2nd, 3rd, 4th, & 5th gradesReading Benchmark Assessments (Rigby, Fountas & Pinnell) for K-5th gradesAIMSWeb Universal Screening and Progress Monitoring for K-5th gradesStandards Based Report Cards for K-5th gradesNeeds Assessment Survey of Staff and Parents GaDOE School Keys survey for all stakeholdersGeorgia Kindergarten Inventory of Development Skills (GKIDS)ACCESS (ELL Assessment) for K-5th gradesAnalyzing the data as it becomes available drives our programs, strategies, and plan. The collection, analysis, and evaluation of data enable us to determine our most crucial needs for the upcoming year. Ongoing monitoring of the data might result in changes within our plan throughout the year to meet the needs of our students. Adjustments are made when informed data driven decisions are implemented.CRCT score reports disaggregated by subgroup, grade level, content areas provide CES a means for analyzing the school‘s data. (See Appendix-CRCT School Performance Summary Report .)Student attendance is monitored through classroom teachers and school counselors. Forsyth County has an established attendance policy. Rewards and incentives purchased with CES funds, not Title I funds, are offered to students who are at risk of violating the attendance policy. Parents, teachers, and counselors meet to discuss strategies that will inspire school attendance.Safety and discipline reports are kept by the school’s administrative team. CES is proactive in this area by ensuring that each grade level has created a grade level discipline plan prior to school starting. It is posted in the classroom and discussed with the students during the first week of school. CES is part of the Olweus bullying reform. Classroom teachers serve on the Olweus committee. Students attend counseling once every three weeks for forty minutes to discuss various types of bullying and other social situations that might occur with an average elementary school student.The Georgia Department of Education provides disaggregation of data on assessments. The data is analyzed by staff and is used in the improvement of the delivery of instruction.12. Our provisions for seeking statistically sound results for each category for which assessment results are disaggregated are...CES collects data from the DOE website and other data which is sent to us by the district testing director. Student test results administered by the state are valid and reliable. Multiple criteria are used for determining the most academically at-risk students. The Georgia Department of Education provides disaggregation of data on assessments.13. Our plans for public reporting of disaggregated dataThe Georgia School Performance Summary Reports for the CRCT are posted on the Georgia Department of Education website.CES School Improvement Plan, including data, will be posted on the school’s website (Strategic Plan) and available upon request.CES also publishes the school’s results in the local media and in the school’s newsletter, the Cougar Chronicle.CES shares the plans and data reports regularly with the PTO and Local School Council, which is comprised of parents, community members, administrators, and teachers.CES discusses school data with parents during conferences if necessary or upon request. 14. Our plan is revised each year.The initial plan was developed during a one year period, and each year the plan will be revised.The district utilizes CRCT data to monitor our progress in the implementation of our instructional strategies listed in our plan. Mid-year reviews of our school improvement plan and formative assessment data are held in January or February. During this meeting, district staff and school administration meet to check on the progress of our plan implementation and the results of our formative assessments.The Leadership Team meets periodically to review the implementation of the plan, reviews CRCT scores, benchmark scores, and discusses any additional areas of concern. This information is shared with grade-level and special areas teams for further input.The Leadership Team makes deletions and/or addendums to the plan as needed, basing it on score reports, surveys, and stakeholders’ recommendations.The plan is shared at periodic parent meetings15. Our plan was 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.The opinions of CES parents and community members are important. An electronic parent involvement survey opened to parents each spring allows them to give their opinions and offer comments and suggestions concerning our parent involvement program. School computers are available for parents who do not have computer access at home. Additional paper survey copies are provided as needed.Each year the Leadership Team, in collaboration with parents, review and revise the Parent Involvement Policy. Members of the Parent Advisory Committee participate in this process by reviewing the previous year’s plan and providing input on ways to improve the Parent Involvement Policy. In addition, the school leadership team reviews and revised the School Improvement Plans. CES has parents and business leaders as members of the Local School Council. They review CES plans during development and after completion. CES considers the comments and suggestions made by the Local School Council. Once the draft of the plan is completed, the Leadership Team representatives share the draft with their teams and solicit input and questions for consideration. The CES Leadership Team uses feedback to make final revisions to the plan. Upon completion, our plan becomes available to all of our stakeholders.16. Our plan is made available to the LEA, parents and the public in the following waysAt the end of each school year, throughout the summer, and during pre-planning, students and parents receive an opportunity to provide feedback on the CES Parent Involvement Policy and the CES School-Parent Compact. The revised Compact, which requires teacher, parent, and student signatures, as well as the revised Policy are provided to all parents at the beginning of the new school year.. Parents can access the final versions of the Schoolwide Title I Plan, School Improvement Plan, Parent Involvement Policy, and School-Parent Compact via the CES website, which allows parents and the community easy access to the documents. Copies of these documents are also available to any interested stakeholders (including new students) in our School Information Center, located in the front lobby and our Parent Resource Center, located in the media center. 17. Our plan is translated, to the extent feasible, into any language that a significant percentage of the parents of participating students in our school speak as their primary language (may be included in the appendix)The SchoolwideTitle I Plan, CES and Forsyth County Parent Involvement Policies, CES Parent Involvement Plan, and the School-Parent Compact are distributed in English and Spanish (based on the primary languages of the majority of CES students and families). All communication (including the form distributed at the beginning of the school year regarding the Schoolwide Title I Plan) to parents and families will also be available in English and Spanish.All forms and documents are translated in Spanish by qualified bilingual CES staff members. Copies of the plans are distributed as needed, housing additional copies in the front office area and the Parent Resource Center. Links are provided on the school web page as well. 18. Plan is subject to the school improvement provisions of section 1116. If our school enters Needs Improvement we will complete and participate in all requirements according to state and federal guidelines. (School Choice, Supplemental Educational Services, Corrective Action, or Restructuring)During the 2012-2013 school year, Georgia is instituting a new accountability measure, the College and Career Readiness Index. This will replace Adequate Yearly Progress as a measure of a school’s growth. Under the new system, at risk schools may be identified as Priority, Focus, or Alert schools. There are currently no Priority, Focus, or Alert Schools in Forsyth County.School Improvement Plan (AIMS) and Title I Schoolwide Plan both are based on assessments and strategies to help students meet state standards. Both the schoolwide planning team and the school improvement planning team collaboratively plan to analyze the assessment to determine the strategies and programs funding to help students meet state standards. The schoolwide plan is subject to the school improvement provisions of Section 1116. The schoolwide plan and the schoolwide improvement plan are not in isolation of one another. They work together in assisting students in meeting and achieving state standards. ................
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