Georgia Department of Education Title I Schoolwide/School Improvement Plan

Transcription

1 School Name: Edwin S. Kemp Primary School School Mailing Address: 1090 McDonough Road Hampton, GA LEA Name: Clayton County Public Schools LEA Title One Director/Coordinator Name: Katrina Thompson Georgia Department of Education LEA Title One Director/Coordinator Signature: Date: LEA Title One Director/Coordinator Mailing Address: Clayton County Public Schools Administrative Complex 1058 Fifth Street Jonesboro, GA Address: Telephone: Fax: April 2011 Page 1 of 26

2 Planning Committee Members: NAME Dr. Brenda Cloud Principal POSITION/ROLE Dr. Lee Clinton Buddy Jr. Annette McCraw Kema Hines Alma Williams Julianna Finkley Julia Essex Tonya Pugh Turmilla Nelson-Williams Samantha Craig Denise Reed Suki Ponce Kelsey Miller Cheri Garner Assistant Principal Counselor Instructional Facilitator Parent Liaison Media Specialist Kindergarten Curriculum Chair 1 st Grade Curriculum Chair 2 nd Grade Curriculum Chair Special Area Chair EIP Chair Special Education Chair Pre-Kindergarten Teacher Paraprofessional Chair April 2011 Page 2 of 26

3 SWP Components *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. A. School administrators, teachers, faculty, staff, parents, and students worked together to develop our school wide plan to identify strengths and weaknesses of Kemp Primary School instructional and organizational effectiveness. The student assessment data and surveys were administered, analyzed, and results were gathered and reviewed by the school s leadership team. To support in identifying the strengths and weaknesses of Kemp Primary School s instructional and organizational effectiveness, grade level meetings were held bi-weekly, staff meetings and the Better Seeking Team meeting were held monthly. Assessment scores, attendance data, student performance and instructional proficiency were analyzed. We have used the following instruments, procedures, or processes to obtain this information: Parent, Teacher, and Student Surveys Parental Involvement SLO Assessments Benchmark Assessments Data Profile Notebook Brainstorming Parent, Teacher, and Student Surveys The school uses these surveys to identify the ideas and opinions of parents, teachers, and students regarding the quality of education at Kemp Primary School. Parental Involvement The school has maintained a consistent parental involvement rate for the last three years. GKIDS- Georgia Kindergarten Inventory of Developing Skills This test is used to assess ongoing diagnostic information about Kindergarten students developing skills in English Language Arts, Math, Science, Social Studies, Personal/Social Development, and approaches to learning. Benchmark Assessments These assessments are administered periodically throughout the school year to evaluate students knowledge and skill progression at reaching learning goals in Reading and Math. DIBELS Math Acuity Star Reading/Star Math Common Assessments Accelerated Reader GKIDS Unit Assessments April 2011 Page 3 of 26

4 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Data Profile Notebook Each teacher maintains collective assessment data for each student to monitor students academic progression and to guide instruction. Current Test Data DIBELS Composite Scores Kindergarten 53% Benchmark and 21% Strategic 1 st Grade 62% benchmark and 15% Strategic 2 nd Grade 68% benchmark and 6% Strategic District Mock CRCT- 1 st Grade Reading 85% Meets and Exceeds Standards 1 st Grade Math 56% Meets and Exceeds Standards 2 nd Grade Reading 86% Meets and Exceeds Standards 2 nd Grade Math 70% Meets and Exceeds Standards C. We have taken into account the needs of migrant children by equipping our withdrawing students with learning materials to assist students with mastering the standards. Kemp Primary has less than 10% of students who have migrated from other parts of the county and/or out of state. The district, state and federal guidelines are in place to ensure that any migration of students coming into our school will achieve goals to foster academic and social growth. Our school utilizes the International Support Center that Clayton County offers at the Learning Center. Parents have the opportunity to receive on-going workshops, parenting techniques for helping their students inside the classroom and have a full time parent liaison to assist in building a strong relationship between parents and the school environment. D. We have reflected on current achievement data relating subjects and skills that need to be improved upon this school year. We have examined and studied the following: Focus Walks Formative and Summative Assessments DIBELS Acuity Study Island Formal and Informal Assessments Use of technology Star Reading and Star Math Student Work with Commentary Student Portfolios Formal and Informal Observations Teacher, Parent, and Student Conferences Accelerated Reader April 2011 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. School Climate Million Word Club Mountain Math 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 or the State student academic achievement standards including i. Economically disadvantaged students which consist of eighty percent of students receiving free and reduced lunch. ii. Students from major racial and ethnic groups which comprises 82.4% black, 2.1% white, and 10.7% Hispanic. iii. Students with disabilities consist of 54 students in grades PreK-2. iv. Students with limited English proficiency are comprised of 27 students K-2. Kemp Primary has based our plan on formal assessments and surveys to inform decisions about specific areas and subgroups. The Better Seeking Team first met to analyze the data and brainstorm strategies to address concerns. The results from this meeting were shared in a faculty meeting to gather input and suggestions from all staff members. The PTA and School Council will review the results, give input and make additional suggestions. F. The data has helped us reach conclusions regarding achievement: 72% Proficiency in math for first grade 89% Proficiency in math for second grade: a gain of 11% All grade levels (K-2) will use CCPS Protocol for collaborative planning to plan lesson for all students. Teachers will implement the following strategies in the classroom: Use data to identify strengths and weaknesses to provide differentiated intervention plans to address student needs Conduct fluency drills to review addition, subtraction, and multiplication facts Provide evidence of remediation and acceleration that is built into the daily schedule based on information from bi-weekly probes First graders utilize manipulative to ensure students are conceptually grasping the why behind numbers and operations Second graders will focus on concepts which include: collecting, organizing and displaying data, as well as displaying results using objects, pictures, and picture graphs Second grade teachers will refrain from giving assessments that only consist of multiple choice questions. Instead, they will give at least one constructed response question to ensure that students have a conceptual understanding of April 2011 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. subject matter/standards All grade level teachers will conduct bi-weekly common assessment data meetings to discuss what changes need to be made regarding instruction and to plan remediation and acceleration for the next week Teachers will conduct tutorial Sessions for all grades in all subject areas All students will use journals to write summaries of each subject area All students will write each day in journals according to the writing process Poetry writing to include: alliteration, free verse, imagery, metaphors, onomatopoeia, rhyme, rhythm, simile, and repetition Teachers will utilize graphic organizers for all subject areas In social studies, teachers will focus on famous Americans, famous Georgians, and inventions. Teachers will increase skills in science for all grade levels. The data has assisted us in reaching the following conclusions regarding achievement: Strengths: Reading literacy comprehension, reading skills, traditional rhymes (1 st grade), numbers and number sense, patterns and classification (kindergarten), plants and plant growth, learning about language and multiplication (2 nd grade) The major needs we will address are: 2 nd grade-specific math terminology, estimation and rounding to the nearest 1,000, money, measurement, geometry, word problems, reading-poetry writing using figurative language, writing complex sentences, non-fictional text, world history and geography, science- the cycle of life and seasons, insects, magnetism, simple machines; Kindergarten and 1 st - computation skills 2 and 3 digit numbers, measurements, geometry, science- plants and plant growth, seasons and weather, ocean and undersea life taking care of the earth, magnetism; social studies-american history and geography, reading- non-fictional text, vocabulary acquisition, grammar and sentence construction. Specific academic needs of students will be addressed in our school wide plan will include: Providing opportunities for all students to meet or exceed proficient and advance levels of performance as measured by the common core standards; utilizing school wide reform strategies that are scientifically researched based; conducting tutorials for levels 1-3 for subject areas of reading and math, acceleration and enrichment; utilizing a variety of multi-sensory, multi-levels, high interest materials during tutorial; having accelerated reading for independent reading; utilizing instructional strategies to enhance academic skills for all grade levels such as- compare and contrast, graphic organizers, guided reading/listening, drill and practice, summarizing and note taking, conducting experiments, research projects, subject fairs, reading for meaning, inquiry, and reflective discussions, cooperative learning, peer tutoring and April 2011 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. practice, paired activities, technology, small groups, essential questions posted and discussed and reviewed in every lesson, open-ended questions or problems that require students to think critically, use of rigor in every subject area, a variety of assessments that include higher level questioning, synthesize, summarize, making inference, and drawing conclusions. Data will drive all instruction. A variety of assessment will be used in the classrooms: Pre and post tests Bi-weekly common assessments Teacher made test with rigor Rubrics and teacher commentary Content focused assessments Observation and dialogue Student developed questions and commentary Documentation-data notebooks will be kept by classroom teachers to verify that needs are addressed and students are performing to their best academic ability. G. The goal is for our economically disadvantaged students, students with disabilities and English Language Learners to increase their performance by 5 % in English/ Language Arts, Reading, Mathematics and Science by the end of the school year. *2. Schoolwide reform strategies that are scientifically researched based. The highly qualified and effective faculty/staff at Kemp Primary School are committed to providing effective educational experiences and instructional strategies that reach the needs of all students. A variety of opportunities will be offered to help all students meet the state s proficient and accelerated levels of student academic success. STRATEGIES FOR BEST PRACTICES Professional Development Teachers will receive and redeliver high-quality and on-going professional developments that will help them improve the quality of their instruction, therefore improving the level of student engagement in the learning process. Differentiated Instruction Students at Kemp Primary School will be taught using Differentiated Instruction using the following strategies: Produce diverse avenues for learning that challenge all students in mixed-ability classrooms. April 2011 Page 7 of 26

8 *2. Schoolwide reform strategies that are scientifically researched based. Engage students in various hands-on and authentic tasks that aid in learning and theoretical understanding. Supply a data notebook on each student to assist teachers with forming skills-based lessons. Design and integrate lessons that join multiple intelligences and learning styles to meet the needs of all students. Implement Education City, Study Island, and OAS to help students work at their level. Engage in Response to Intervention (RTI), a multi-tiered approach to assist struggling students. It is used to monitor student progress to determine the need for further instruction, and / or strategies to ensure that students are successful at school. Curriculum Planning The use of county pacing charts and units are available on CCPS Sharepoint site and vertical planning/teaming is utilized to design effective lesson plans to meet the needs of all learners. Common Core Standards The implementation of Common Core Standards is on display and is evident in classrooms. Multiple strategies are used to teach and reinforce standards. Rubrics and Assessments are aligned to Common Core standards. Rubrics and Assessments focus on evidence of learning. Flexible Grouping Following the assessment of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark and progress monitoring, teachers will implement flexible grouping plans to accommodate student readiness and provide students with different avenues to acquiring content. Panda Dollars & Gold Coins Incentive programs to improve student achievement and attendance. STRATEGIES TO IMPROVE READING AND LANGUAGE ARTS Accelerated Reader Program The greatest advantage to Accelerated Reader is that it keeps reading and constantly visible and exciting for all students. It gives teachers a way to make students accountable and allows them to have a say in their own education in the way it lets them choose their own reading materials. (Horizons, 2000) The faculty and staff at Kemp Primary School implement Accelerated Reader (AR) software to improve reading in the following ways: Motivate students to become lifelong readers Provide reading material based upon student s individual needs Assess students comprehension skills using on-line quizzes Set obtainable reading goals to improve students comprehension skills Early Intervention Program Early Intervention Program (EIP) implements strategies, methods, and small group instruction April 2011 Page 8 of 26

9 *2. Schoolwide reform strategies that are scientifically researched based. based upon students needs. The program focuses upon Reading and Math Instruction for students who are performing below grade-level in class. Writer s Workshop Kemp Primary School implements Writer s Workshop to develop and grow students writing skills. Writing is implemented across the curriculum via interactive notebooks and Mock Writing Weeks. Leveled Books Leveled books are available for check-out in the media center to be used for small groups and guided reading. Leveled books are available with the Reading and Science series. Children are grouped according to their level and the books are used to increase reading skills. STRATEGIES TO IMPROVE MATHEMATICS Common Core Standards Common core standards are used to drive our instructional program. Teachers plan lessons based on common core standards and practices. Data is aligned with common core standards and practices. Early Intervention Program The Early Intervention Program (EIP) is utilized to assess student s prior knowledge throughout the school year and is used to determine placement for multi-tiers in reading and math. The EIP program is a safety net tool to remediate skills for students who are not performing on grade level. EIP provides small group and individualized instruction to students in their areas of need. Our early intervention program begins with common core standards as the foundation for teaching and learning. Acuity and Benchmark Tests These will be used to pre- assess, assess, track data and drive the curriculum. Tests allow teachers to customize instruction to meet the needs of individual students. Response To Intervention (RTI) This will be used to identify students who require further services. STRATEGIES TO IMPROVE SCIENCE AND SOCIAL STUDIES Science Lab Students have access to our science lab where they are encouraged to explore materials that enhance instruction of common core standards. The science lab is instructed by the classroom teacher to focus on individual skills and to promote understanding and mastery of given skills. SMART Boards The integration of technology in the classroom will serve to guide, reinforce, expand and enhance instruction of common core standards. County-wide programs such as United Streaming and Gizmos are used school wide to aid instruction. Other programs, such as Space April 2011 Page 9 of 26

10 *2. Schoolwide reform strategies that are scientifically researched based. Jam and Enchanted Learning, are used by individual teachers to aid instruction. Inter-write and digital cameras are also utilized in effective instruction. Student Computers Student computers are provided in all classrooms. Computers are accessible for students and are used throughout the instructional day to help reinforce, extend, and enhance instruction. Computer Lab Students have access to our computer lab. In the computer lab, students are instructed in the correct use of technology. Students are able to use educational websites to reinforce, extend, and enhance instruction. Technology Effective integration of technology throughout the curriculum assists students in making real life connections; helps students obtain extensive information in a timely manner; provides visual, auditory, and kinesthetic experience for multi-sensory instruction. Technology should be an integral part of how the classroom functions. STRATEGIES TO IMPROVE SCHOOL DISCIPLINE Panda Dollars Our school utilizes a school wide positive discipline plan to decrease the number of office referrals. We focus on positive behaviors and provide incentives for good choices. Panda Dollars are given to those students who meet school wide behavior expectations. Students can trade in their Panda Dollars for school wide rewards: small toys, popcorn, lunch with the principal, etc. Student of the Month This program is utilized to promote good citizenship and to comply with increasing safety within the school as recommended by the School Improvement Plan. 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. There are several programs and resources utilized at Kemp Primary School to ensure that the needs of our students are met so that they will be able to demonstrate academic proficiency. Commentary-Teachers will evaluate student assignments by providing detailed feedback to each student. Running Records- Teachers will assess reading performances. Conference Logs-Teachers will maintain accurate records pertaining to communication with parents; documenting behavior and academic performances. Writing Folders- Teachers will collect student writing samples throughout the year to show progress based on writing standards and a school wide rubric. April 2011 Page 10 of 26

11 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. Math Folders-Teachers will collect student math samples throughout the year to show progress based on math standards and a school wide rubric. Data Notebook-Teachers will collate student assessment scores and anecdotal notes to show progress throughout the year. Star Reading-Teachers will obtain initial reading levels from this assessment. Accelerated Reader-Teachers will set student goals, monitor reading levels, and enhance student reading progress. Accelerated Reader Folders-Teachers will submit these folders to the media specialist for quarterly checks. Technology-Assisted Learning-Teachers will utilize the newly updated computer lab to assess technological and academic strengths and weaknesses. Georgia Kindergarten Inventory of Developing Skills (GKIDS)-Teachers will use this assessment to determine kindergarten readiness. 2(b). Are based upon effective means of raising student achievement. Kemp Primary uses a variety of research-based programs to positively impact student achievement through the following programs: AR- Accelerated Reader is a daily progress monitoring assessment system that encourages substantial differentiated reading practice to create strong readers. AR helps teachers set personalized goals to improve vocabulary growth and literacy skills development. Accelerated Reader software and AR Best Practices have been shown by scientifically based research to be effective in helping educators dramatically accelerate reading growth. Differentiated Instruction- Differentiation is an umbrella concept that incorporates many effective traditional methods and strategies, as well as merging many aspects of critical thinking, brain research, interdisciplinary instruction, and constructivism. Its roots are in gifted and special education, but it has been developed as a means of accommodating the range of readiness levels, learning styles and interests of heterogeneous schools and classrooms. After reviewing the research, the What Works Clearinghouse (2009) recommends that in tier 1 of Response to Intervention, schools provide differentiated reading instruction for all students based on assessments of students current reading levels. Hands 2 Mind- ETA/Cuisenaire hands-on literacy resources support the best practices necessary to successfully implement a tiered Response to Intervention (RTI) framework school-wide. Each ETA/Cuisenaire research-based program maximizes positive outcomes by offering comprehensive, yet easy-to-implement support for data-driven differentiated instruction matched to students' interests and abilities. Scientific based research supports the long term use of manipulatives to increase student gains. ( April 2011 Page 11 of 26

12 Study Island- Study Island supports the learning process and builds off of your students enthusiasm for technology with engaging, interactive lessons and activities. Students can use this web-based program 24/7. Study Island has been proven through research to be an effective tool for test score improvements. ( Island.htm) 2(c). Use effective instructional methods that increase the quality and amount of learning time. Instructional Extension Program (IEP) The Instructional Extension Program is used to provide additional services to help students with specific needs. This program also fosters a safety net to help students meet basic needs on assessments. Teachers and students are given accommodations during the Response to Intervention Process (RTI) to meet goals for individual students. Computer Lab The computer lab is used at our school on a weekly basis for every class. The lab has network programs geared toward improving additional practice and basic skills in all content areas. Pyramid of Intervention The Pyramid of Intervention was designed to help struggling students. Strategic interventions are assessed to document students strengths and weaknesses. The interventions used correlate with standards-based instruction. Extended Learning Time Flexible groups are used to increase standardized test scores in the areas of reading and math. The Academic Coach The instructional facilitator oversees the content areas science and math with an emphasis on reading to ensure teachers are utilizing common core standards. The facilitator holds training sessions on instruction and provides resources, websites, and directives to ensure that teachers are meeting the needs of all students. Parent Liaison The parent liaison works with all stakeholders to provide workshops, instructional materials, and resources to aide in increasing the instructional level of our students. The parent liaison also provides one-on-one assistance to parents to make sure all students attend school on a daily basis. 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 April 2011 Page 12 of 26

13 are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). Kemp Primary meets the needs of all children, particularly targeted populations, and then reviews the school improvement plan to ensure compliance with state and federal guidelines. Teachers use data from national, state, district, and school-based methods to evaluate if student needs have been met. Student performance is examined to target areas of weakness and formulate instructional solutions. Data from several artifacts will be analyzed: Data Notebooks Data notebooks will be used to monitor instruction. The notebook will contain classroom performance data (in all content areas) from traditional, authentic, and performance-based assessments, including portfolios and individual projects. The notebook will serve as a means of formative assessment as teachers plan instruction. Teachers will keep their data notebook and have relevant information that will assist them daily with instruction and student achievement. In addition, data notebooks will be used to gather samples of student work with teacher commentary. The notebook will also contain the following reports: Checklists and Rubrics Star Reading & Math Results SLO s Results Classroom Summary Report DIBELS Study Island Data Accelerated Reader Growth Reports Pre- and Post Test Results Scoring Rubrics Georgia On-line Assessment (GOAS) Teachers will use Georgia On-line Assessment (GOAS) to evaluate students understanding of the content areas and provide further support. Georgia Kindergarten Inventory of Developing Skills (GKIDS) The key purpose of GKIDS will be to provide continuing diagnostic data about kindergarten students developing skills in English Language Arts, Math, Science, Social Studies, Personal/Social Development, and Approaches to Learning. GKIDS will also provide a summary of student performance in English Language Arts and Mathematics at the end of the kindergarten school year. GKIDS should serve as one indicator of first grade readiness. GKIDS will serve both as a formative and summative portion in assessing kindergarten students. Accountability Plan (MAP) The Accountability Plan (MAP) will be used to assess reading, language arts, and math. The test will be administered two times per year. The results will be examined and used to make decisions about instruction. April 2011 Page 13 of 26

14 AYP Reports The stakeholders, students, faculty, staff, administrators, community members, Partners in Education and School Council members will receive annual AYP reports and State Report Cards. Grade Level Meeting Each grade level will meet weekly to examine common assessments and monitor students growth. Safety nets will be implemented to ensure students receive accommodations in all content areas as needed, for example, tutorial on all grade levels. Progress Reports and Reports Cards The principal, assistant principal and instructional facilitator will meet with teachers on a monthly basis to discuss their grade distribution report and ways to increase student achievement. Progress reports and report cards will assist parents in keeping up with student achievement. Minutes from the meeting will be printed, filed, and monitored for student progress. Student Work with Teacher Commentary Teachers will provide commentary on student work in all content areas. This commentary will be used to assist students in understanding what is needed to meet or surpass standards. STAR Reading The STAR software will be used to determine the reading level of each student, measure individual and class progress, and predict results on standardized test. The STAR reports will be sent home to parents after each administering. Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a performance based assessment, which provides teachers with facts about the level of instructional foundation needed by a single student arriving in kindergarten. GKIDS permits teachers to assess the students performance during instruction, document student functioning online, as well as generate reports to be used instructional planning, progress monitoring, reports and parent conferences. A summary report for each individual will be provided at the end of the year ( STAR Reading is an online skills-based assessment that provides an in-depth screening of a child s progress. This report is used for instructional purposes, progress monitoring, screening and parent conferences STAR Math is an online skills-based assessment that provides an in-depth screening of a child s progress. This report is used for instructional purposes, progress monitoring, screening and parent conferences ( Study Island is an innovative software program that provides standards-based measurement, teaching as well as test prep for E-learning ( GIZMOS is an instructional learning, research based interactive which provides simulations in both science and math for grades 3-6, but the primary students are exposed to the use of the April 2011 Page 14 of 26

15 interactive program ( Education City is an interactive educational program that provides activities to gain the attention of the early learner. This program has brilliant colors, captivating music and adorable characters invoking their love of learning ( Differentiated Instruction maximizes the development of the student and meets the needs of the individual in the learning process (Hall, 2005). Flexible Grouping allows the teachers to accommodate student readiness, learning style, as well as the student s interest while taking into consideration their social needs (Rogers,1991; Unsworth, 1984). Accelerated Reader Program affords students an opportunity to read for comprehension, as well as for pleasure. AR is used at Kemp Primary School to motivate the student to read, not only text books but books that are of interest. It has been a competition model to strive to get as many points as possible (Horizons, 2000). *3. Instruction by highly qualified professional staff. A. Kemp Primary provides instruction to students by highly qualified teachers who meet the standards established by the state of Georgia. All teachers and paraprofessionals are highly qualified at Kemp Primary. The Clayton County Human Resource Department verifies through Professional Standards that all teachers meet the Highly Qualified status. All certifications are on file in the office. The Human Resource Department works with schools to ensure that all teachers salaries paid through are highly qualified at the time they are hired. Principals are responsible for making recommendations for employment, assigning teachers, and performing evaluations. B. Indicate how certification deficiencies are being addressed. Kemp Primary School website highlights the school thus making it attractive to new teachers looking for employment. New teachers are mentored by the administrative staff, support staff, and are assigned a mentor teacher thus building a collaborative team for academic excellence and success. Teachers are recruited through Teach for America. These teachers are involved in on-going professional development through the Teach for America organizations, school system, and at the school level. Teach for America provides intense instruction for non-traditional college majors on instructional delivery, researched based strategies, classroom management, as well as how to work with urban students. The school district utilizes Teacher Recruitment Fairs to obtain highly qualified teachers for schools. Kemp Primary has a Mentoring Program through the school district for all new teachers and veteran teachers with the Teacher Support Specialist. April 2011 Page 15 of 26

16 *3. Instruction by highly qualified professional staff. Prospective teachers are interviewed at the school level by grade-level chairpersons and support staff. Kemp Primary fosters a supporting and nurturing environment that encourages collaboration and teambuilding. Kemp Primary maintains a sense of family and camaraderie within the faculty that spreads to our students and parents. Teacher appreciation is expressed regularly throughout the school year from administration, Partners In Education, PTA, and School Council. Kemp Primary has met Adequate Yearly Progress (AYP) for nine consecutive years. The school has also received the honor of being a Tile I Distinguished School. *4. Professional development for staff to enable all children in the school A. At Kemp Primary School, we are committed to facilitating an academic community that actively supports teaching and learning through various learning opportunities. Teachers are provided a needs assessment to provide feedback on areas of weakness in all content areas as well as technology. In addition, ongoing professional development is planned based on data analysis throughout the school year. Collaborative planning Re-delivery from professional development conferences Grade level professional learning opportunities Differentiated Instruction Collaboration Rigor and Relevance SMART boards Co-Teaching Common Core Georgia Performance Standards B. It is the intent of Kemp Primary School to align all professional learning activities to the Georgia School Keys and the Common Core Georgia Performance State Standards to improve instructional practices to meet the needs of all learners. C. Kemp Primary School is closing the achievement gap. Students must meet or exceed standards at a 90% passing rate. District level professional development was provided on literacy across the curriculum to increase reading achievement. Professional development is provided during grade level meetings to improve teaching strategies for the writing process. Common Core Webinar Professional Development and Summer Institute Professional Development are provided for strategies to improve math instruction. County level observations E-walks Georgia Teacher Keys Professional Development Title 1 funds allotment for conferences and workshops April 2011 Page 16 of 26

17 *3. Instruction by highly qualified professional staff. D. Kemp Primary School offers a variety of professional development activities to address academic assessments which provides ongoing instructional focus to our school. Professional development is provided during school hours, afterschool and on district wide professional development days. DIBELS Pre student learning objective (SLO) assessments Professional Development Book study Georgia Online Assessment Star Reading Star Math Performance Tasks Study Island Educational Sites Accelerated Reader Gizmos *5. Strategies to increase parental involvement. A. Kemp Primary involves parents in the planning, review, and improvement of the comprehensive school wide program plans by: Informing parents of the guidelines of the Title 1 Program via Annual Meeting Offering an input on the 1% spending of the Title 1 Budget Promoting parental involvement with their child, the school, and the community Providing parents with school performance/status via letters and website Reviewing parents conception of school via surveys Providing parents with written parent involvement policies via Compacts Hosting School Council and PTA meetings Offering conferences with parents and teacher, principal, counselor and parent liaison B. Kemp Primary has developed a parent involvement policy included in our appendices that includes strategies to increase parental involvement by: Encouraging parents to comply with the Parent Compacts Offering school wide Curriculum Nights Promoting parent and child participation in the Parent Resource Center Parent Teacher Conferences Posting a Suggestion Box in the Parent Resource Center Offering Workshops Distributing a monthly newsletter highlighting school activities, meeting and policies Promoting the importance of daily attendance Promoting the importance of being on time to school everyday Encouraging participation in PTA & School Council April 2011 Page 17 of 26

18 Vigorously promoting the 6 Types of Parental Involvement 1. Parenting 2. Communicating 3. Volunteering 4. Learning At Home 5. Decision Making 6. Collaborating With The Community 7. The policy was written collaboratively with parents, teachers and community members. A meeting was held in the parent resource room where parents provided many suggestions to include in the parent involvement policy. The PTA and School Council were also included in how to increase parental involvement and how to support students in the classroom. C. The school will provide individual student academic assessment results, including an interpretation of those results by: Sending home report cards Providing Monthly Progress Reports Offering Online access to grades Encouraging Parent Teacher Conferences Offering explanation of school performance and assessments via PTA/PTO, School Council Meetings and individual conferences. Hosting workshops to explain the CCGPS Curriculum and school status *6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. The following are our plans for assisting preschool children in the transition from early childhood programs. Transition Activities for Pre-K to Kindergarten: In the classroom, Pre-K teachers will work with students and their parents throughout the year on the following activities: o In the Spring, communication abut Kindergarten visitation will be distributed via school s website, parent liaison newsletter and flyers o In the Spring, Pre-K and Kindergarten teachers meet with parents to discuss the transition into kindergarten and the registration process with school officials o Kindergarten teachers will provide parents with an outline of the Kindergarten curriculum and website of the county to better prepare students for Kindergarten o The students will have a Day in Kindergarten to enjoy Kindergarten activities o At the end of the year, Pre-K students are given a summer activity package to aid in the preparation of Kindergarten o Parents are encouraged to read to their child at least 20 minutes each day Teachers will encourage families to: April 2011 Page 18 of 26

19 o Visit the library o Read daily with students o Attend school open-house and Meet and Greet the week before school starts o Arrange summer play dates o Join PTA o Encourage parents to volunteer at the school on a regular basis Give pre-k students the opportunity to work with kindergarten students during the day and sit with kindergarten students during lunch time Allow pre-k students to attend music, art, and P.E. with kindergarten classes Host a Kindergarten Kick Off Allow parents to visit kindergarten classrooms Provide parents with a packet of summer transition activities *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. Kemp Primary School will build on the alignment of the curriculum with desired results for student learning. Collaboration with teachers, instructional strategies and learning activities will be developed as teachers analyze data to address their students needs. All these assets will provide valuable information for improving the achievement of individual students in the overall instructional program. Teachers will guide their academic instruction through the following academic assessment, such as: Collaborative Planning Teachers and administrators will collaborate to plan instructional strategies and assessments aligned to Georgia Common Core Standards (GCCS). Workshops and professional learning training will be on-going to build background information and support for teachers as they integrate curriculum and connect with critical thinking strategies and differentiated instruction within the classroom as they prepare students to excel on standardized testing. Grade Level Meeting At grade level meetings, teachers, administrators and the instructional facilitator will analyze both formative and summative assessments to guide class instruction and strategies to promote academic growth in all students. It also allows teachers to strategize on interventions to ensure student success. Grade level chairpersons meet with their team mates to relay information and fine tune strategies to meet individual student needs. Kemp Primary will use the following assessments to measure student success: CRCT: Criterion Referenced Competency Tests GKIDS: Georgia Kindergarten Inventory of Developing Skills STAR Reading and Star Early Literacy: Diagnostic Reading Tool Writing Portfolios: Writing samples throughout the school year April 2011 Page 19 of 26

20 Conference Logs: Documentation of student, parent, and teacher conferences Accelerated Reader: Reading practice as a means of managing student performance by providing students, parents, and teachers feedback from quizzes based on the books the student reads. Acuity: Internet-based program is used to remediate/enrich students performance in mathematics. All data will be used to monitor students and prepare effective lessons for our students to master key strategies as they grow academically. As teachers collaborate and build on their strengths and weaknesses of their students, hands-on activities will be created, lessons will be modified and differentiated instruction will take place to improve the performance of the instruction. Common Assessments by Grade Level Teachers will utilize the common assessments inside their classroom and collaborate on the outcome of their students. Through these on-going meetings, teachers will work to improve their instruction. Ideas will be used to guide make it, take-it workshops so teachers are given the tools to use inside their classrooms. Utilizing a tracking chart in each teacher s classroom will enable teachers to determine the performance level of students and provide specific support based on strengths to accelerate students that exceed standards, to encourage students that are meeting standards to exceed, and to focus on the needs of individual students not meeting standards to bridge their weaknesses and strengths. SST Meetings Student Support Team Meetings play a key role in creating a strong support system for our students who need a road map of strategies to achieve their academic standards. The meetings will consist of teachers, parents, counselors, administrators, and a system psychologist. As a collaborating team, members will discuss strategies, analyze interventions, and develop different problem solving techniques to aid the teacher and responsible parties in addressing the needs and progress of students not achieving standards. Teachers will take these strategies to aid students within the regular classroom setting. If the strategies are not successful, additional screening for academic, cognitive, behavior, vision and hearing may be recommended. These tests may lead to a full psychological evaluation that will allow the team to address the child s needs in a special educational placement. The overall goal of this team is to give our students different safety nets as we strive to give them a strong foundation to excel in their classroom setting. Response to Intervention (RTI) Kemp Primary will utilize all data gathered from the meetings to ensure all students receive accommodations and modifications as required by law. This will be reinforced as teachers begin using researched strategies with students prior to starting the Student Support Team (SST) process with students. The academic teams will collectively gather April 2011 Page 20 of 26

21 and analyze student data including academic, behavior and prior SST s from previous years, if applicable. Meetings will be held, and the RTI team will determine what strategies to implement. The RTI team will move forward with the RTI process. If the strategies are not working, the RTI team will reconvene to develop additional strategies and move forward with the next step in the process. Kemp Primary has created an RTI Notebook to give teachers and all team members access to various reading, math, and behavior strategies to use throughout the process. Workshops and resources will be implemented throughout the school year to ensure all teachers are informed about the state and federal laws and regulations for our students. Formal and Informal Assessment Teachers will utilize standard and informal observations, assessments that are aligned to the Common Core Framework. These assessments will be used as information tools to prepare teachers to plan their lessons as they monitor student progress. Informal assessments will be completed using the following methods: Observe and assess students in small group lessons, independent work and whole group discussion and student responses Evaluate students note taking strategies using interactive notebooks, readers response in journal writing, and student reading logs Create and maintain portfolios of students work with comments Design monthly comprehensive tests (benchmarks) by grade level and subject areas over the standards taught. Instructional Leadership Team Meeting Leadership teams for instruction meet monthly to discuss student data, instruction and academics. As a team, they collaborate to make long and short term plans for the school s academic gains. The core function of the team is to discuss academic issues based on all data that might impact the academic performance of students. The Better Seeking Team (BST) assists grade levels in devising strategies to meet, encourage, and accelerate individual student needs. The BST utilizes assessments to measure and guide students progress. Data is used as an indicator to guide instruction as well as student s levels of performance. Instruction will be differentiated based on the needs of students using multiple assessments. *8. Coordination and integration of Federal, State, and local services and programs. Kemp Primary facilitates and integrates federal, state, and local services and programs to ensure that all students are college and career ready. We collaborate with program managers to utilize available funds to prevent inefficient operations. 8(a). List of State and local educational agency programs and other federal programs that will be April 2011 Page 21 of 26

22 included. The following is a listing of federal, state, and local services and programs with an explanation of how Kemp Primary is facilitating those services and programs: QBE Funds Funding received by the state based on student enrollment Program for Division of Exceptional Students Federal funds used to provide services and resources for students with disabilities IA (Staff Development) Funds used for professional development learning communities to attend workshops and conferences Georgia Pre-K Program Georgia State Lottery completely funds the Pre-K Program Funds Funds based on the number of students receiving free or reduced lunch. Partners in Education (PIE) Funds that local organizations provide to school for activities. School Nutrition Program Free & Reduced breakfast and lunch, afternoon snacks. State: Early Intervention Plan (EIP) reduced teacher/pupil ration, augmented EIP (pull in/pull out model to implement intervention strategies to improve instruction. Local: Health services for students, health care provided in school, hearing and vision screening, dental screening, after school and summer programs. School Partners in Education & Local Businesses- volunteers, materials and supplies, support for instruction, field trips, and incentives for students and teachers. 8(b). Description of how resources from and other sources will be used. funds will be used to enhance the school wide plan that has programs to provide services to at-risk students. Kemp Primary School will use research-based instructional strategies designed to remediate achievement and provide Common Core standard-based college and career ready learning. The funds will allow Kemp Primary to provide professional learning opportunities to improve teacher pedagogy; purchase instructional resources, materials and supplies; and increase parent involvement. 8(c). Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of Kemp Primary does not receive funding from this source. *9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: Kemp Primary School is focused on providing various services for students who experience difficulty mastering proficient or advanced levels of academic achievement standards. All services shall be provided in an effective and timely manner. These activities include, but are not limited to the following: Flexible Grouping, Small Group Instruction, Differentiated Instruction April 2011 Page 22 of 26