Georgia Department of Education Title I Schoolwide/School Improvement Plan SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

Transcription

1 SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE School Name: Woodbine Elementary School District Name: Camden Principal Name: Dwayne Dimsdale School Year: School Mailing Address: 495 Broadwood Rd, Woodbine, GA Telephone: District Title One Director/Coordinator Name: Dr. Beverly Strickland District Title One Director/Coordinator Mailing Address: 311 South East Street, Kingsland, GA Address: Telephone: ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) Priority School Focus School Title I Alert School. Subject Alert List Subject(s) Sub-Group Alert List Subgroup(s) Graduation Alert List Subgroup(s) Principal s Signature: Date: Title I Director s Signature: Date: Superintendent s Signature: Date: Revision Date: Revision Date: Revision Date: May 2013 Page 1 of 26

2 Notes: Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires a Title I schoolwide program plan to contain the ten components listed on this template as well as related measurable goals and strategies for implementation. The asterisk (*) denotes required components as set forth in section 1114 of ESEA. While there are eighteen components, all ten required components of a Title I Schoolwide Program Plan (marked in this template with an asterisk) must be addressed. Response starters are provided in this template to guide the planning team/committee in the process of completing the schoolwide section of the plan. Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists. All components/elements marked as not met need additional development. Please list your planning committee members on the next page along with signatures of participating team members. This team must include stakeholder involvement (parents of Title I students, community representatives, teachers, administrators, etc.). Note: The planning team must involve parents in the planning process. See section 1114 (b)(2)(b)(ii) Plan Development which states: The comprehensive plan shall be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school. Attach the SIP as an addendum to the template. See the Georgia Department of Education School Improvement Fieldbook for guidance and instructions on completing a school improvement plan Improvement-Services/Documents/School%20Improvement%20Fieldbook% pdf. May 2013 Page 2 of 26

3 Planning Committee Members: NAME MEMBER S SIGNATURE POSITION/ROLE Dwayne Dimsdale Principal Maura Fegel Teaching and Learning Specialist Leigh Dougherty Instructional Specialist Daydra Roberts Counselor Melodie Peeples Media Specialist Andrea Adams EIP/Intervention Florence Rosemond Special Ed Diane Daniel Kindergarten Natalie Sheppard First Cheryl Bradham Second Heather Fitzwater Rhonda Wilkerson Laura Scarff Amanda Strickland Dusty Copeland Daydra Roberts Stephanie Hinman Melany Corsi Third Fourth Fifth Community Member Community Member Parent Parent Parent May 2013 Page 3 of 26

4 SWP Components *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. A. 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 the Woodbine Elementary School faculty and staff, the WES Leadership Team, the WES Parent Council, WES community members, parents of Title I students, and business partners of the school. These stakeholder groups act as an integral part of the school through: Participation in an extensive review of all school data and documentation related to student performance Participation in meetings to communicate the results of the annual comprehensive needs assessment. Participation in the development and revision, of the School Improvement Plan (SIP) based on student achievement, demographic, process, and perception data. Participation in the development and revision, of the SIP and short-term action plans. Participation in the periodic review of data to determine individual and group progress toward intermittent goals. B. We have used the following instruments, procedures, or processes to obtain this information: Woodbine Elementary School follows the process outlined in the Camden County Schools Outcome Based Continuous Improvement to collect and analyze data. Data sources include state standardized tests such as the Georgia Milestones EOG assessments, Student Learning Objectives (SLO) GKIDS, as well as locally developed formative such as the Assessment for Learning (AFL). Formative assessment data is analyzed during weekly collaborative planning meetings at the close of each unit. Universal screenings are conducted three times per year in reading and math fluency and at the completion of each AFL. Results are analyzed to determine the bottom 16% of students for entry into the Response to Intervention (RTI) process. May 2013 Page 4 of 26

5 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. C. We have no migratory students enrolled at WES. These are the procedures we would follow should those students be in attendance. Migratory students will receive, at the minimum, comparable services to other students. School counselors, social workers, health services coordinator and the district student services director will make available to families information regarding education, health, nutrition, and social services. These personnel will also provide information regarding other advocacy and outreach services either through personal contact or mail. Camden County Schools use the occupational portion of the enrollment registration to identify migrant students. Presently, there are no students identified as migrant. However, once identified a system liaison (counselor, social worker) will make contact with each migrant family to determine case by case needs. Migrant students will be evaluated academically like other students in the school system to determine academic needs. All migrant students are eligible for Title I services and receive appropriate Title I services. In addition, a referral will be made to student services to indicate additional services that may be needed from that department. Additionally, specific activities to address the needs of migratory families will be provided. Such activities shall include informing children and families of, or helping such children and families gain access to, other education, health, nutrition, and social services. Parents of migrant students will be included in all Parent Involvement Programs. Parent outreach will be provided in a language that is understood by the family to the extent reasonable and feasible. The DOE TransAct program will be used for translation as well as a private consultant and/or school and district personnel when needed. Parents are presented information on ESOL, special education, gifted, and other educational programs. Information on health, nutrition and social services will be presented to families. Presenters from local agencies such as, the Health Department, DFACS, and County Extension office may be involved. System social workers, counselors, and/or other appropriate personnel will maintain contact with migrant families to determine the availability of on-going services. May 2013 Page 5 of 26

6 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. D. We have reflected on current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example: The FY th grade ELA Post AFL revealed that WES percentage correct increased from 50% to 64% from pre to post testing. (CCS increased from 45% to 64%) The FY th grade Math Post AFL revealed that WES percentage correct increased from 43% to 68% from pre to post testing. (CCS increased from 39% to 68%) The FY th grade Science Post AFL revealed that WES percentage correct increased from 66% to 67% from post FY14 to post FY15 testing. (CCS decreased from 69% to 67%) E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard according to the relationship with our internal system wide benchmarking (AFL s). Mid Average % Correct Post Average % Correct Growth (Difference between mid & post) SPED Expected Growth Reading ELA Math Science Social Studies Mid Average % Correct Post Average % Correct Growth (Difference between mid & post) Black Expected Growth Reading ELA Math Science Social Studies May 2013 Page 6 of 26

7 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Mid Average % Correct Post Average % Correct Growth (Difference between mid & post) White Expected Growth Reading ELA Math Science Social Studies Mid Average % Correct Post Average % Correct Growth (Difference between mid & post) ED Expected Growth Reading ELA Math Science Social Studies F. The data has helped us reach conclusions regarding achievement or other related data. The major strengths we found in our program were levels of achievement in literary comprehension, and oral reading fluency rates. The major needs we discovered were lack of fluency in basic math facts, performance in informational reading, performance in writing, and problem solving in mathematics. The needs we will address are fluency in basic facts, performance in informational reading, writing, mathematics fractions and science Earth science. Woodbine Elementary utilizes research-based strategies throughout the curriculum and schoollevel programs. These strategies provide opportunities for all children to progress in their levels of performance and meet or exceed the expectations set by the state of Georgia for each grade level. The Pyramid of Intervention (POI) guides the instructional reforms and monitors progress for each student within the school. The Response to Intervention (RTI) team uses the data generated through the POI to design strategies for improving individual student achievement. Students receive additional intervention from Title I funded contract services personnel in reading and math. May 2013 Page 7 of 26

8 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. The root cause(s) that we discovered for each of the needs are knowledge and resources used to support time needed for teachers to analyze data, and a lack of prior knowledge in struggling students. Through the OBCI process and action plan development, data analysis techniques are implemented to discover and address the root causes of the student needs. These causes include lack of background knowledge, lack of vocabulary, and a need for a consistently implemented instructional model supplemented by professional learning sessions in reading, language arts, and math. G. The measurable goals/benchmarks we have established to address the needs are: Increase the average percent correct levels in grades 3-5 by 3% in ELA from 64% to 67%. Increase the average percent correct levels in grades 3-5 in Mathematics by 3% from 68% to 71%. Increase the average percent correct levels in grades 3-5 in Science by 3% from 67% to 70%. May 2013 Page 8 of 26

9 *2. Schoolwide reform strategies that are scientifically-researched based. 2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia s proficient and advanced levels of student performance. The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State s academic content and student academic achievement standard are: Math Strategies: Provide additional planning time during the week to allow teams to collaborate analyze data and plan for instruction. (5 days per week) Provide extended planning periods to disaggregate data and plan intervention strategies based on the requirements of the CCGPS and student weaknesses. (Monthly) Utilize computer lab for additional instruction during specialty period. Provide additional math instruction on identified deficient standards with contracted services teachers via system level instructional extension allocation. Continue to implement an incentive program to increase math fluency. Provide additional resources to support CCGPS focused planning and instruction including professional learning sessions (Number Talks), professional learning books (Number Talks), and student resources (MFF, TPT). Reading/ELA strategies: Provide additional planning time during the week to allow teams to collaborate on the implementation of the CCGPS and plan for instruction. (5 days per week) Provide extended planning periods to disaggregate data and plan intervention strategies based on the requirements of the CCGPS and student weaknesses. (Monthly) Utilize computer lab for additional instruction during specialty period. Provide additional reading instruction on identified deficient standards with contracted services teachers via system level instructional extension allocation. Provide data collection and analysis grade level meeting time to ensure weekly data collection and review for differentiation planning and instruction. Provide professional learning sessions on k-5 writing strategies to support CCGPS. Provide additional resources to support CCGPS including professional learning books (Common Core Lesson Plan Book) and student resources (Reading A-Z, RAZ Kids, Magazines, and e-books, Journeys and ScootPad) Science strategies: Provide additional planning time during the week to allow teams to collaborate analyze data and plan for instruction. (5 days per week) Provide extended planning periods to disaggregate data and plan intervention strategies based on the requirements of the CCGPS and student weaknesses. (Monthly) May 2013 Page 9 of 26

10 *2. Schoolwide reform strategies that are scientifically-researched based. 2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia s proficient and advanced levels of student performance. Provide data collection and analysis grade level meeting time to ensure weekly data collection and review for differentiation planning and instruction. 2(b). Are based upon effective means of raising student achievement. Following are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies: All school-wide reform strategies are directed toward the use of assessment data to provide extra help or implementation of professional learning and collaborative planning to support targeted instruction. Effective assessment practices (based on the work of Reeves, Stiggins, Black, Wiliam, and others) are used to improve student achievement. The assessment practices listed (based on the work of Reeves, Stiggins, Black, William, and others) below are used to inform the scheduling and extra help school-wide. diagnostic assessments to plan for instruction and flexible grouping Using formative assessment data to provide feedback and adjust instruction Using AFL assessments to monitor student and sub-group progress Using summative assessment data to report student progress toward meeting standards Professional learning is an important process directly related to teacher and leader effectiveness as well as to school improvement. The standards promoted by Learning Forward (formerly the National Staff Development Council) and the work of DuFour, Eaker, and others have been used to guide Georgia s professional learning efforts. The initiatives listed below have been emphasized. Professional learning should be in-depth, long-term, and job-embedded. Differentiated approaches such as study groups, collaborative lesson planning, examining student work, peer observations, and modeling should be employed. Collaborative teams can serve as a powerful platform for adult learning. The evaluation of professional learning should be based upon changes in adult behavior and student learning. May 2013 Page 10 of 26

11 2(c). Use effective instructional methods that increase the quality and amount of learning time. We will increase the amount and quality of learning time by utilizing flexible intervention groups during resource classes to maximize student academic instruction. Each grade level schedules 90 minute instructional blocks for reading/ela and math instruction. Intervention support enables struggling students the opportunity to obtain additional instruction. Programs designed to increase safety awareness and build character awareness, are periodically provided within the non-instructional times of the school day. 2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). All students, especially those target populations, are instructed by qualified teachers using direct classroom instruction. A rigorous, relevant curriculum that meets Georgia Standards of Excellence and Georgia Performance Standards used within each grade level. Any weakness in these programs is identified and supplemented through grade level activities and instruction that meet the criteria of Learning-Focused Schools (LFS) lessons. Students exhibiting higher levels of mental ability are assessed and placed in the Challenge program, which is housed at Mamie Lou Gross Elementary. Students with disabilities are identified through the Pyramid of Intervention Program and are monitored for progress and growth. Students with identified disabilities are also given an opportunity to receive additional instruction during the Direct instructional blocks in the regular education classroom, as appropriate. Parent involvement and home contacts are vital components of success and are encouraged and pursued by each teacher. All students are monitored and assessed through fluency records, Assessments for Learning, formative assessment lessons, STAR tests, Accelerated Reader Tests, DIBELS, SLOs and the Georgia Milestones EOG assessments, and Universal Screenings. 2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring finding for Georgia. Field Trips are not a part of the WES SIP. May 2013 Page 11 of 26

12 *3. Instruction by highly qualified professional staff. All WES teachers meet the standards established by the state of Georgia. *3(a). Strategies to attract highly qualified teachers to high-needs schools. Camden County Schools Human Resources Department utilizes approved policies and procedures to recruit, employ, retain, and mentor qualified professional and support staff to fulfill roles and responsibilities at Woodbine Elementary. Veteran teachers are trained as mentors who work closely with personnel new to the school. Contracted personnel are required to submit letters of intent for employment annually. All personnel are evaluated annually. All teachers, administrators, and program personnel at Woodbine Elementary are state certified and assigned to the school based on state policy and need (Title I, Federal Impact Funding, Special Education, Gifted Education, school nurse, media, and counseling) and are highly qualified as defined by the Camden County Board of Education. *4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards. We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in the following professional development activities. These activities are designed to addresses the root causes of our identified needs. For example... Math Strategies: Provide additional planning time during the week to allow teams to collaborate on the GSE focused planning and instruction. (5 days per week) Provide extended planning periods to disaggregate data and plan intervention strategies based on the requirements of the GSE and student weaknesses. (Monthly) 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 Provide additional resources to support GSE implementation including professional learning sessions (Number Talks) and professional learning books (Number Talks). Reading strategies: Provide additional planning time during the week to allow teams to collaborate on the implementation of the GSE and plan for instruction. (5 days per week) Provide monthly extended planning periods to disaggregate data and plan differentiated intervention strategies. Provide professional learning sessions on (informational reading) to support GSE implementation. Provide additional resources to support GSE planning and instruction including May 2013 Page 12 of 26

13 *4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards. professional learning books (Common Core Lesson Plan Book). ELA Strategies: Provide additional planning time during the week to allow teams to collaborate on the implementation of the GSE and plan for instruction. (5 days per week) Provide extended planning periods to disaggregate data and plan intervention strategies based on the requirements of the GSE and student weaknesses. (Monthly) 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 Provide additional professional learning in the implementation of Chrome books and Google Chrome accounts to increase technology integration with student writing. Participate in system wide professional learning sessions on Writing Pathways. Implement a protocol for looking at student writing during collaborative planning. Woodbine Elementary School teachers regularly attend targeted trainings designed to increase their knowledge of the standards and expectations. Grade level and content specific trainings are provided to provide teachers with the skills and information required to deliver the most effective instruction possible. Trainings are conducted by the teaching and learning specialist, RESA trainers, and contracted consultants. Teachers participate in reading and math training professional learning opportunities in support of action plan goals. Through the Outcome Based Continuous Improvement process (OBCI) utilized within the school system and at the school level, critical issues are determined and addressed though targeted strategies. During this process, root causes are identified and are the foundation of the strategies. Resources and professional development needs are included as part of the action plan development process. May 2013 Page 13 of 26

14 *5. Strategies to increase parental involvement. In completing this section, you should review the parental involvement strategies already defined in your school s parental involvement policy. These could include many of the suggested responses below, although other strategies may still be considered. Woodbine Elementary will take the following measures to promote and support parents as an important foundation of the school in order to strengthen the school and reach our school goals. We will Ensure that all information related to school and parent programs, meetings, and other activities is published in both English and requested languages (per home language survey), and posted on the school website and included in school newsletter for all parents. Conduct on-going staff development on parent involvement practices and effective strategies for staff to communicate and build partnerships with parents. Share information to assist parents in understanding the school s academic standards and assessments as well as the ways parents can monitor their child s progress and work with educators. Assist parents in setting up parent PowerSchool alert messages. Communicate with all families and the community on a regular basis regarding schoolwide events and activities, via phone messages, Facebook, and flyers. Provide necessary materials for parents at conferences, meetings, and activities to help parents work with their child to improve their child s achievement. Collaborate with community leaders and business groups to increase participation and awareness of the school parental involvement plan and activities. Offer parent workshops on relevant topics. Listen and respond to parents requests for additional support for parental involvement activities. Assist parents and students in transitions between elementary and middle school. A. We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of schoolwide programs and the school parental involvement policy. Parents are given input opportunities by completing parent surveys sent by the school, at the Title I parent/stakeholder involvement meetings, and are solicited for input during parent involvement activities such as reading night, and math night. The plan is accepted during our annual meeting and available for review in the school media center. Parents are encouraged to provide input at any time during the year. B. We will update the school parental involvement policy periodically to meet the changing needs of parents and the school and distribute it to the parents of participating children May 2013 Page 14 of 26

15 and make the parental involvement plan available to the local community. In order to increase parental involvement, WES invites parents to become members of the school council and encourages involvement in the PTO. Parents are encouraged and invited to volunteer in classrooms and other areas, such as the media center. WES annually holds a parent orientation for every classroom in August and several Title I parent meetings to solicit input. Teacher conferences are held for every student (2 times) throughout the year and parents are given access to PowerSchool, which allows them to view student grades. Grade levels send monthly newsletters to parents that give information on opportunities for involvement. Materials to support parent communication are provided through the Title I parent involvement budget. Quarterly parent involvement activities are utilized to encourage parent participation at the school. Parent information and parent involvement activities are planned based on the results of the parent surveys. A copy of the comprehensive school-wide plan is located in the media center, the main office at Woodbine Elementary School, and the school s web site. A letter to parents is sent home indicating that upon request, a paper copy of the plan will be provided to parents. 8. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program. Teachers participate in the decision making through the OCBI Process. Members of the faculty serve on Professional Learning Committees and the Leadership Committee. All teachers are included in at least one curriculum area committee and budget committee. C. We will conduct an annual meeting, at a convenient time, to inform parents about the school s Title I program, the nature of the Title I program, the parents requirements and the school parental involvement policy, the schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by advertising the meeting in the local newspaper, and school website. In addition, we send home notification flyers, encourage teachers to invite parents, issue personalized invitations to various parents, and announce the meeting invitation to students. D. We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement. E. We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably May 2013 Page 15 of 26

16 possible, by discussing the above mentioned items at the annual Title I meetings, in parent conferences, and through flyers sent home with students. F. We will jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state s high standards by aligning the compacts to our short-term action plans, parent needs, and the GSE. We will solicit parent partnerships in creating the compact by writing and revising the compact during annual Title I meetings, soliciting parents for input in flyers and through a station available during parent orientation and in the lobby of the school. G. We will provide assistance to parents of participating children, as appropriate, in understanding the state s academic content standards, the state s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child s progress, and how to work with educators. These items are the focus of our parent orientation night. Parent s not able to attend are given opportunities to attend periodic school and system level educational information sessions and given the opportunity to meet with the teachers and the administration upon request. Topics for trainings include promotion and retention requirements skills for providing academic support at home, testing tips, community resources, and behavior management. Information on promotion and retention requirements will be provided on the school s website, and flyers will be sent home. Information on improving reading skills and math skills, test/preparation, and effective parenting skills for academic success will be provided to parents by handouts and on our website. Workshops on improving reading skills as well and math skills will be provided. Parents are also given opportunities to provide input into the types of trainings offered through the use of yearly parent surveys on their needs. H. Materials to support parent communication and parent involvement events are provided through the Title I parent involvement budget. I. We will provide materials and training to help parents to work with their child to improve their child s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by grade level orientations, standards based grading meetings, academic nights, and parent involvement events. Teachers also provide individualized assistance to parents through parent conferences. Additionally, our media specialist maintains a parent resource center. The resource center contains tools and information for parents to use to address both social and academic issues. A computer and printer are available in the parent resource center. We will provide training to educate the teachers, pupil services personnel, principal, May 2013 Page 16 of 26

17 and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, by developing relevant trainings and helpful presentations to educate our staff on the importance of parental involvement including Joyce Epstein s six types of parent involvement. J. We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as housing parent resource centers, that encourage and support parents in more fully participating in the education of their children. K. We will take the following actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand. Woodbine Elementary invites all parents to participate in scheduled meetings, to share ideas and ways to involve other parents, and to build partnerships with school, families, and the community. Meetings are held throughout the school year, but parents can also submit their ideas or suggestions during all activities and meetings as well as through our parent surveys and website. L. We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand, by providing parents with flyers in their primary language when identified as needing such in the Home Language Survey. *6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. We will plan activities for assisting preschool children in the transition from early childhood programs. We have also included transition plans for students entering middle school. Pre-k students at WES are included in all appropriate school activities. In addition, pre-k students periodically attend kindergarten for short blocks of time to orient them to the kindergarten day. K-day activities are also planned in conjunction with private pre-k centers and Headstart in an effort to transition students from Pre-K to kindergarten. Pre-K student receive transition packs at the end of the school year to provide the parents May 2013 Page 17 of 26

18 with necessary information for their children as the move into kindergarten. Fifth grade students are provided an opportunity to get acclimated to the middle school by attending an orientation session each spring. The students are transported to the middle school, given a tour, and receive information regarding school programs. May 2013 Page 18 of 26

19 *7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program. The ways that we include teachers in decisions regarding use of academic assessments are by establishing a schedule of formative assessment and universal screening data review. The schedule will guide the agenda for weekly collaborative planning sessions. Assessment data is collected from a variety of sources throughout the year. This data is entered into Data Director. This web-based data warehouse is used to store longitudinal data and disaggregate data based on a wide range of parameters. Teachers and administrators can use the disaggregated data to target student and instructional deficiencies. *8. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: 8(a). Measures to ensure that student s difficulties are identified on a timely basis. 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, and additional assistance. In order to identify struggling students quickly, universal screenings and Assessments for Learning (AFL) are conducted periodically. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is the component used to monitor student s fluency in reading. Math fluency is assessed using the Camden County Universal Screening for Basic Facts. All students are monitored and assessed through fluency records, Assessments for Learning, formative assessment lessons, STAR tests, Accelerated Reader Tests, DIBELS, and SLOs. These assessments are administered three times a year to identify the lowest sixteen percent of the student population in each grade level first through fifth. Struggling students are monitored through the Pyramid of Intervention Program. Data points are gathered weekly to monitor for progress and growth. Students with identified disabilities are also given an opportunity to receive additional instruction during the RTI instructional blocks in the regular education classroom, as appropriate. Parent involvement and home contacts are vital components of success and are encouraged and pursued by each teacher. 8(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. All homeroom teachers participate in weekly collaborative planning sessions. Collaboration is data driven and focused on formative assessments developed at the system level and administered in accordance with CCS subject area pacing. Training on identification of difficulties and appropriate intervention is provided during the collaborative planning sessions. May 2013 Page 19 of 26

20 8(c). Parent-Teacher conferences that detail what the school will do to help the student, what the parents can do to help the student and additional assistance available to the student at the school or in the community. WES annually holds a parent orientation for every classroom in August. Teacher conferences are held for every student throughout the year and parents are given access to PowerSchool, which allows them to view student grades. Teachers review the school compact, curriculum and behavioral expectations, and the PowerSchool Parent Portal during the conference. These meetings serve to foster a close school-home relationship and allow parents and teachers to work as partners in each child s success. Parents will learn ways to assist their children at home to improve academic performance and confidence. Parents will be provided flyers and notices of various activities and opportunities for involvement. Parent conferences will be held for each student to not only inform but invite parents to participate in the planning of their child s educational activities. Parent workshops will be held throughout the year. Effectiveness of these strategies will be evaluated through parent surveys, increase in parent workshop attendance, and feedback at parent conferences. Parents will be invited to attend school council meetings. Meeting dates will be announced newspaper and agendas will be placed in the office. IEP conferences will be held on a regularly scheduled basis. EIP conferences will be held on an as-needed basis. Teachers and parents regularly communicate via . Parents are encouraged to contact their child s teacher(s) to form a partnership to improve their child s academic success. WES provides parents with newsletters from the Parent Institute, which have been provided to the school by the school system. The Parent Home and School Connections newsletter provides parents with ways they can monitor their children's progress, work with educators to improve the performance of their children, and ways parents can participate in decisions relating to the education of their children. The school has implemented a monthly newsletter created by each grade level to communicate to parents about important information such as GSE Standards taught, contact information for each teacher, and monthly events at the school. *9. Coordination and integration of federal, state, and local services and programs. All funding sources are aligned to meet the needs of the school, as identified during the school based budgeting process and the OBCI process. Expenditures are based on identified needs and strategies to address critical issues. May 2013 Page 20 of 26

21 State and federal programs consolidated in the school-wide plan. Sources for funding include: Title I and Title VIB Instructional Extension RESA Bright from the Start 9(a). List of state and local educational agency programs and other federal programs that will be included. The following Federal, State, and local services and programs are integrated into the Woodbine Elementary School Program: Federal: Free/reduced Lunch Program This program is implemented in the WES lunchroom to ensure all children receive nutritious meals. Special education programs to include learning disabled, speech and language services, occupational therapy, hearing impaired, and English Speakers of Other Languages (ESOL) program These programs address specific student learning needs. In accordance with the mandates of No Child Left Behind and under Georgia s flexibility waiver, Woodbine Elementary School works collaboratively with the school system to implement scientifically research based curriculum resources and strategies. State: Bright from the Start This state program provides funding for the WES prekindergarten program. Since funds are insufficient to service the entire eligible population, a lottery is held immediately prior to the school year to select participants from among all the children who have applied to attend. Instructional Extension Program This program provides funds for contracted services so students receive extra support throughout the school day. Early Intervention Program (EIP) This program provides small group instruction to children who did not meet requirements on the Georgia Milestones EOG assessment. May 2013 Page 21 of 26

22 Local Free Breakfast to all students enrolled at Woodbine Elementary School This Camden County Board of Education program provides a free, balanced, nutritious breakfast to all SES students. Mariner of the Month sponsored by both the Blue and Gold crews of the USS Tennessee is integrated with the training for citizenship goals in the WES curriculum. May 2013 Page 22 of 26

23 9(b). Description of how resources from Title I and other sources will be used. Personnel: One supplemental Title I funded teaching position used to reduce the student-to-teacher ratio. Lower class sizes will allow teachers to more effectively individualize instruction and flexibly group students to enhance performance. Students receive additional intervention from Title I funded contract services personnel in reading and math. Certified teachers will be contracted to provide remediation and intervention services to students identified as at risk for not meeting grade level expectations. Supplies: Supplies for homeless students Books: Magazine Subscriptions to support informational reading. E-book purchase for use with Chrome books, RAZ Kids Classroom Subscriptions, Journeys. Professional Learning: Writing Pathways, Data Analysis Training, Number Talks, Document Based Questioning. Certified Substitutes for Professional Learning 38 substitutes for certified teachers for.5 day professional learning sessions for the following topics: Informational Reading, Writing, and Mathematics. Teachers participate in reading and math training professional learning opportunities in support of action plan goals. Books and Periodicals 8 copies of The Common Core Lesson Plan Book and 8 copies of The Common Core Writing Book Parent Involvement: Five Percent of a Title I Funded Parent Involvement Liaison Colored Paper for Parent Communication Stamps for Parent Communication 9(c). Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of May 2013 Page 23 of 26

24 Activities that encourage good health and the well-being of the whole child, faculty, and staff are implemented throughout the school. Career portfolios completed by students by the time they finish 5 th grade. 10. Description of how individual student assessment results and interpretation will be provided to parents. Informational meetings on test results are provided for parents. Several opportunities are given to answer parent questions on test results. Assessment results are sent home in a letter, along with an explanation of each assessment. Teachers also communicate student performance on assessments during parent-teacher communications such as conferences, phone calls, s, and notes/folders. 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Assessment data is collected from a variety of sources throughout the year. This data is entered into Data Director. This web-based data warehouse is used to store longitudinal data and disaggregate data based on a wide range of parameters. Teachers and administrators can use the disaggregated data to target student and instructional deficiencies. 12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Woodbine Elementary School s method for seeking statistically sound results for each category for which assessment results are disaggregated is the Georgia school report card and the CCRPI report, which are available through the Georgia Department of Education. 13. Provisions for public reporting of disaggregated data. Public reports of disaggregated data may be found on the Georgia DOE CCRPI website, WES Data Room, School Council meetings, and Title I Parent Involvement Meeting. A tri-fold flyer and a letter to parents are sent home in August of each year detailing the school s status in meeting state objectives. 14. The plan developed during a one-year period, unless LEA, after considering the May 2013 Page 24 of 26

25 recommendation of its technical assistance providers under section 1117, determines that less time is needed to develop and implement the schoolwide program. The plan is developed and carried out by all stakeholders during a one-year period based on the continuous review of data. 15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary). Our schoolwide planning process involved the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were the Woodbine Elementary School faculty and staff, the WES Leadership Team, the WES Parent Council, parents of Title I students, and business partners of the school. The ways they were involved include: Participation in an extensive review of all school data and documentation related to student performance Participation in meetings to communicate the results of the annual comprehensive needs assessment. Participation in the development, revision, and implementation of the School Improvement Plan (SIP) based on student achievement, demographic, process, and perception data. Participation in the development, revision, and implementation of the SIP and short-term action plans. Participation in the periodic review of data to determine individual and group progress toward intermittent goals. 16. Plan available to the LEA, parents, and the public. The plan is available to the LEA, parents, public, and other stakeholders in the following locations: the WES Media Center, school web site, and the county central office. A hard copy is available by request. 17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language. Provisions are in place to translate the plan in another language if needed either through TRANS-Act or a system provided translator. 18. Plan is subject to the school improvement provisions of section 1116 of ESEA as amended by Georgia s ESES Flexibility Waiver. May 2013 Page 25 of 26