Georgia Department of Education Title I 2016 Schoolwide Plan. School Name: Taliaferro County School

Transcription

1 School Name: Taliaferro County School School Mailing Address: 557 Broad Street Crawfordville, GA LEA Name: Taliaferro County LEA Title One Director/Coordinator Name: Andreana Jones Approval Date: LEA Title One Director/Coordinator Mailing Address: 557 Broad Street Crawfordville, GA Address: Telephone: Fax: April 2011 Page 1 of 25

2 Notes: Georgia Department of Education SWP Template Instructions All components of a Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists all components/elements marked as Not Met need additional development. Please add your planning committee members on the next page. The asterisk (*) denotes required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA). Please submit your School Improvement Plan as an addendum after the header page in this document. April 2011 Page 2 of 25

3 Schoolwide Plan Planning Committee Members: NAME Andreana Jones Jemessyn Foster Joan Cole Tiffany Bozett Randy Garner Edna Smith Richard Arenal-Mullen Shranda Moss Ginger Smith Melanie Forehand Mary Eubanks POSITION/ROLE Federal Programs/Student Services Director Superintendent K-12 Music/Band Teacher Media Specialist Special Education Teacher Physical Education Teacher/Athletic Director Middle School ELA/Math Teacher Paraprofessional/Booster Club High School ELA Teacher First Grade Teacher/Touching Taliaferro with Love Board Family Connection/Parent April 2011 Page 3 of 25

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 a combination of administrators, teachers, central office staff, the media specialist, community members and parents. The ways they were involved included attending monthly meetings where we addressed schoowide issues related (but not limited) to curriculum and instruction, professional development, data analysis, parental involvement initiatives, CCRPI and all of its components, and school safety. Taliaferro County identifies areas of need through an annual needs assessment. It begins with a survey that is collected from parents, administrators, teachers, paraprofessionals and other stakeholders. Surveys are sent home annually and given out at the annual federal programs meeting, open house and PTA. Other data sources include state and district assessment performance, parental and community suggestions (parent council meetings, suggestion box, written and verbal requests, and public comments at local board of education meetings). Data sources are examined by school faculty and administration (as a whole and at leadership team meetings) and made available to all stakeholders for review and feedback. Based on the identified low performing areas from our various data sources, the local school improvement and schoolwide plans are developed. The local plan highlights the importance of teamwork among leadership, teachers, parents, paraprofessionals, students, community members and all stakeholders. Taliaferro County School utilizes the following data sources when addressing the needs of the school: GA Milestones EOC & EOG, GAA, DIBELS, STAR reading and math assessments, benchmarks, walk-through and focus walk data and local informal assessments. We use the I-A Needs Assessment worksheet, HiQ data, and CCRPI reports for gathering data and planning for equitable learning opportunities for all students. School administration and the Taliaferro County School leadership team receive constructive feedback from Parents, Jobs for Georgia Graduates (DOL), Family Connections, DFACS, Touching Taliaferro with Love, Athens Technical and other collaborative partners. The school leadership team designates the closing 3-4 meetings of the year to develop the upcoming FY School Improvement and/or Schoolwide Plans. The committee takes into consideration all of the initiatives from the previous year, their success or failure. Based on the data, it is decided whether programs will be continued or replaced with other research-based initiatives. All school staff is involved in the needs assessment April 2011 Page 4 of 25

5 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. process in the form of surveys, team and content analysis sessions (Team Tuesdays), and an open-door policy for suggestions. Through sessions for data analysis and brainstorming, it has been determined that the areas of critical need for Taliaferro County School are Elementary: Reading/ELA (Comprehension and Writing), Math, Science and Social Studies. Middle: Reading/ELA (Writing), Math and Social Studies. High: Math and Social Studies B. We have used the following instruments, procedures, or processes to obtain this information. Faculty, Staff and Parents have come to the table and brainstormed about the direction we want to take the school. With student success as the key focus, we had to be willing to think outside of the box and do education as unusual. We discussed which strategies and techniques were ineffective, then explored scientifically based options for their replacement. Elementary: SLO Assessments, GKIDS, cumulative exams, STAR reading and math assessments, DIBELS, benchmarks, and informal teacher assessments. Middle: SLO Assessments, cumulative exams, STAR reading and math assessments, benchmarks, and informal teacher assessments. High: SLO Assessments, cumulative exams, STAR reading and math assessments, benchmarks, and informal teacher assessments. April 2011 Page 5 of 25

6 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. C. We have taken into account the needs of migrant children. We are aware that migrant children have diverse needs, but we do not currently have any migrant students identified or enrolled. Should students be identified as being eligible, we will follow the guidelines and procedures established by the GADOE. Children are eligible to receive MEP services in Georgia if they meet the definition of migratory child and if the basis for their eligibility is properly recorded on a hand-written certificate of eligibility (COE) form, approved through a rigorous review process, and then registered as an electronic COE in the program's database. D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example... Elementary: Student benchmark, framework assessment, and testing data is organized and disaggregated by grade level by the leadership team and per child by the classroom teacher. This process has been facilitated through use of the statewide Student Longitudinal Data System. Data charts serve as a tools used to determine next step strategies that will ensure that students are adequately prepared for standardized testing. Middle: Student benchmark, framework assessment, and testing data is organized and disaggregated by grade level by the leadership team and per child by the classroom teacher. This process has been facilitated through use of the statewide Student Longitudinal Data System. Data charts serve as a tools used to determine next step strategies that will ensure that students are adequately prepared for standardized testing. High: Student benchmark, framework assessment, and testing data is organized and disaggregated by grade level by the leadership team and per child by the classroom teacher. This process has been facilitated through use of the statewide Student Longitudinal Data System. Data charts serve as a tools used to determine next step strategies that will ensure that students are adequately prepared for standardized testing. A school-wide professional development outline identifies target areas for improvement. From there, we search for staff development conferences and on-site facilitators that could help us meet our goals in those identified areas. (Target areas are determined by data collected from both formal and informal student assessments.) April 2011 Page 6 of 25

7 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. 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 including Economically disadvantaged students... Students from Major racial and ethnic groups... Students with disabilities... Students with limited English proficiency... Elementary: We begin using student data at least one year in advance. Testing data is used to identify focus students so that teachers know which students struggle with which standards, from day one. Teachers use this data to make informed decisions concerning differentiated instruction. Classroom quizzes, exams, and performance tasks give immediate feedback on whether a standard has been mastered or needs to be re-taught. Middle: We begin using student data at least one year in advance. Testing data is used to identify focus students so that teachers know which students struggle with which standards, from day one. Teachers use this data to make informed decisions concerning differentiated instruction. Classroom quizzes, exams, and performance tasks give immediate feedback on whether a standard has been mastered or needs to be re-taught. High: We begin using student data at least one year in advance. Testing data is used to identify best hope students so that teachers know what students struggle with what standards, from day one. This is where we incorporate the strategies we learned from professional development with GLRS on differentiated instruction. Classroom quizzes, exams, etc. from the teacher gives immediate feedback on whether a standard has been mastered or needs to be re-taught. F. The data has helped us reach conclusions regarding achievement or other related data. The major strengths we found in our program were Reading Skills (elementary) and Vocabulary Acquisition (all levels). Particularly, our Elementary Department is providing a solid foundation and we have to bridge the gap associated with the transitions to Middle and High School. The major needs we discovered in a. Reading/ELA were comprehension, writing conventions and critical thinking b. Math were foundations, data analysis & probability and writing. c. Social Studies school wide. d. Science for elementary and middle grades. April 2011 Page 7 of 25

8 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. The needs we will address are reading comprehension, writing, critical thinking, data analysis & probability, and instructional planning in social studies and elementary science. Foundational ELA and math skills will be priorities. The specific academic needs of those students that are to be addressed in the schoolwide program plan will be in the content areas of math, reading/ela, science and social studies. Specific academic goals are detailed below. The ROOTCAUSES that we discovered for each of the needs are lack of differentiation, relevance and rigor during the planning and instructional processes. Teachers must begin challenging students to apply what they ve learned and planning lessons that require this. They must incorporate more performance based strategies and prepare lessons that extend the learning and remediate struggling students. Students must be required to answer Why or explain their answers. Many students lack language and mathematical foundational skills to needed to master standards in all academic courses. A lack of motivations prevents some students from performing at expected grade levels. Students also have limited access to technology and software for learning, research and remediation purposes. G. The measurable goals/benchmarks we have established to address the needs were increased student performance on Elementary: 66% of students will be proficient (70%) on ELA & Math benchmarks by the year s end. Middle: 66% of students will be proficient (70%) on ELA, Math, Science and Social Studies benchmarks by the year s end. High: 66% of students will be proficient (70%) on ELA, Math, Science and Social Studies benchmarks by the year s end. April 2011 Page 8 of 25

9 *2. Schoolwide reform strategies that are scientifically researched based. Elementary: We are currently incorporating various research based strategies to help ensure that the needs of the entire student population are being met. These include Formative Instructional Practices (FIP) in all content areas and Formative Assessments through the Mathematical Design Collaborative (MDC) and Language Design Collaborative (LDC) in the areas of Math and Reading/ELA. We have collaborated with CSRA RESA to hire a shared Curriculum and Instruction Specialist that comes in, along with her team of content area specialist and academic coaches, several times a month. The team will work with teachers on rigorous and differentiated lesson planning (new plan format), GA Milestones EOG, FIP, constructed response writing, instructional technology, close reading, depth of knowledge and mathematical practice. A phonics series has been adopted and will be implemented during FY16. We are also continuing our use of Thinking Maps to further develop the organizational skills of students and Accelerated Math for Intervention to help students struggling with mathematical concepts. Also continued are contracts or partnership with an area math consultant to provide continued support with mathematics planning and instructional practices and with GLRS to provide support with RTI, co-teaching, collaborative planning and differentiation. Teachers have also been scheduled for several professional learning opportunities throughout the school year. Taliaferro County School District will continue to purchase assessment software (Schoolnet) that will be used to build both formal and informal assessments by teachers and school administration as an additional data source for monitoring student growth as well as measuring the success of our title programs and other implemented programs. Data will also be used to inform future instructional planning and student remediation. Also, Classworks (Reading/ELA) and BrainPop software programs/subscriptions will be purchased for instructional purposes such as progress monitoring, differentiation, and additional remediation to increase student achievement in the core academic areas. The system will also employ a full time Federal Programs Coordinator/Student Services Director, a parental involvement liaison, and tutors to oversee the implementation programs and to provide services to at-risk students and parents to ensure that student attendance and achievement goals and parent-involvement goals are met. Middle: We are currently incorporating various research based strategies to help ensure that the needs of the entire student population are being met. These include Formative Instructional Practices (FIP) in all content areas and Formative Assessments through the Mathematical Design Collaborative (MDC) and Language Design Collaborative (LDC) in the areas of Math and Reading/ELA. We have collaborated with CSRA RESA to hire a shared Curriculum and Instruction Specialist that comes in, along with her team of content area specialist and academic coaches, several times a month. The team will work with teachers on rigorous and differentiated lesson planning (new plan format), GA Milestones EOG, FIP, constructed response writing, instructional technology, close reading, depth of knowledge and mathematical practice. A phonics series has been adopted and will be implemented during April 2011 Page 9 of 25

10 *2. Schoolwide reform strategies that are scientifically researched based. FY16. We are also continuing our use of Thinking Maps to further develop the organizational skills of students and Accelerated Math for Intervention to help students struggling with mathematical concepts. Also continued are contracts or partnership with an area math consultant to provide continued support with mathematics planning and instructional practices and with GLRS to provide support with RTI, co-teaching, collaborative planning and differentiation. Teachers have also been scheduled for several professional learning opportunities throughout the school year. Taliaferro County School District will continue to purchase assessment software (Schoolnet) that will be used to build both formal and informal assessments by teachers and school administration as an additional data source for monitoring student growth as well as measuring the success of our title programs and other implemented programs. Data will also be used to inform future instructional planning and student remediation. Also, Classworks (Reading/ELA) and BrainPop software programs/subscriptions will be purchased for instructional purposes such as progress monitoring, differentiation, and additional remediation to increase student achievement in the core academic areas. The system will also employ a full time Federal Programs Coordinator/Student Services Director, a parental involvement liaison, and tutors to oversee the implementation programs and to provide services to at-risk students and parents to ensure that student attendance and achievement goals and parent-involvement goals are met. High: We are currently incorporating various research based strategies to help ensure that the needs of the entire student population are being met. These include Formative Instructional Practices (FIP) in all content areas and Formative Assessments through the Mathematical Design Collaborative (MDC) and Language Design Collaborative (LDC) in the areas of Math and Reading/ELA. We have collaborated with CSRA RESA to hire a shared Curriculum and Instruction Specialist that comes in, along with her team of content area specialist and academic coaches, several times a month. The team will work with teachers on rigorous and differentiated lesson planning (new plan format), GA Milestones EOG, FIP, constructed response writing, instructional technology, close reading, depth of knowledge and mathematical practice. A phonics series has been adopted and will be implemented during FY16. We are also continuing our use of Thinking Maps to further develop the organizational skills of students and Accelerated Math for Intervention to help students struggling with mathematical concepts. Also continued are contracts or partnership with an area math consultant to provide continued support with mathematics planning and instructional practices and with GLRS to provide support with RTI, co-teaching, collaborative planning and differentiation. Teachers have also been scheduled for several professional learning opportunities throughout the school year. Taliaferro County School District will continue to purchase assessment software (Schoolnet) that will be used to build both formal and informal assessments by teachers and school administration as an additional data source for monitoring student growth as well as measuring the success of our title programs and other implemented programs. Data will also be used to inform future instructional planning and student remediation. Also, Classworks (Reading/ELA) and BrainPop software programs/subscriptions April 2011 Page 10 of 25

11 *2. Schoolwide reform strategies that are scientifically researched based. will be purchased for instructional purposes such as progress monitoring, differentiation, and additional remediation to increase student achievement in the core academic areas. The system will also employ a full time Federal Programs Coordinator/Student Services Director, a parental involvement liaison, and tutors to oversee the implementation programs and to provide services to at-risk students and parents to ensure that student attendance and achievement goals and parent-involvement goals are met. 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. A. 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 School Day Extension: In FY 11, the students school day ended at 2:30 and teachers had an additional 45 minutes at the end of each day for professional development, remediation/acceleration, detention, etc. Effective in FY12, we extended the school day for students by 35 minutes. This additional time is spent with academic/ability based groups for remediation and interventions. 2. Math/ELA Camp: Students are invited to attend an additional week of hands on/performance task built camp. Since TCS is year round, students typically receive a 3 week break at the end of every 9 weeks. Students that attend the camp, still have 2 full weeks of vacation. 3. We also provide Intersession for students who are at risk of failing at the end of every 9-week grading period (when funding is available), Extended School Year for SWD, After-School tutoring (when funding is available), and tutoring during the school day (when funding is available). 4. The RTI and EIP programs are evaluated annually for effectiveness and revamped to ensure student success for the upcoming year. 2(b). Are based upon effective means of raising student achievement. B. In our appendices are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies.. a. Thinking Maps b. STAR Reading and Math April 2011 Page 11 of 25

12 c. Accelerated Reading & Math (including Math for Intervention) d. Frameworks e. Extended Learning Time 2(c). Use effective instructional methods that increase the quality and amount of learning time. C. We will increase the amount and quality of learning time by possibly providing tutoring during the school day, after-school tutorials, intersession, math and reading/ela camp, pre-k and Kindergarten summer camp, extended school year (SWD), and an extended school day. Teachers and paraprofessional are receiving several sources of professional learning to improve the quality of planning and instruction students are receiving. Well planned and implemented lessons lead to more time on task for students. We chose the 4x4 block schedule for high school because of the 90 minute instructional timeframe. Academic periods and teams have also been adjusted in elementary and middle school to maximize the amount and quality of student learning. The school is considering hiring additional staff to provide remediation for students not meeting standards. 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). in FY14, Taliaferro County School did not meet the state set performance targets on any area of CRCT in grades 3-8, and, high school only met targets on the EOCT in the areas of Ninth-Grade Literature, American Literature and Biology. We are aggressively addressing our areas of weakness in ELA and Math (see attached school improvement plan) and are making yearly gains in those content areas. Students on all three school levels have a need for access to more rigorous and differentiated instruction to establish high standards of accountability and lessen the achievement gap as required by ESEA. They also have a need for access to more advanced technology and software programs. The school will monitor student progress on teacher, district, and state assessments for individual growth and group performance target achievement. 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. April 2011 Page 12 of 25

13 Documentation must be provided during the budget approval process. Required based on FY14 US ED monitoring. No educational field trips paid for with title I funds. *3. Instruction by highly qualified professional staff. All students are provided instruction by 100% highly qualified teachers who meet the standards established by the state of Georgia. Elementary: There are nine elementary school teachers, 5 with a bachelor s degree, 3 with a master s degree, and 1 with a specialist degree. Middle: There are four middle school teachers, 3 with a bachelor s degree and 1 with a master s degree. High: There are six high school teachers, 2 with a bachelor s degree and 4 with a master s degree. There are also 4 combination teachers that provide instruction in all three schools, 1 with a master s degree and 3 with specialist degrees. *3(a). Strategies to attract highly qualified teachers to high-needs schools. A. Elementary: All teachers employed by Taliaferro County School are highly qualified. We utilize Teach Georgia, local and surrounding newspapers, our school website and surrounding College Fairs for teacher recruitment. Our non-traditional (year round) calendar and small class size attract highly qualified teachers and the administrative support with professional development, supplies provided make us more appealing to teachers. Middle: All of our teachers employed by Taliaferro County School are highly qualified. We utilize Teach Georgia, local and surrounding newspapers, our school website and surrounding College Fairs for teacher recruitment. Our non-traditional (year round) calendar and small class size attract highly qualified teachers and the administrative support with professional development, supplies provided make us more appealing to teachers. High: All of our teachers employed by Taliaferro County School are highly qualified. We utilize Teach Georgia, local and surrounding newspapers, our school website and surrounding College Fairs for teacher recruitment. Our non-traditional (year round) calendar and small class size attract highly qualified teachers and the administrative support with professional development, supplies provided make us more appealing to teachers. April 2011 Page 13 of 25

14 *3(a). Strategies to attract highly qualified teachers to high-needs schools. *4. Professional development for staff to enable all children in the school A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example... Elementary: Teachers have 45 minutes of collaborative planning between 7:30am-2:30pm Once per week, this time is used by common level teachers (and documented by collaborative planning minutes) to look closely at their student data. From the data they collaboratively look at, they plan their instruction for the remainder of the week and the following week..data driven instruction. CSRA RESA content area specialist visit a few times each month to work with teachers on rigorous and differentiated lesson planning (new plan format), GA Milestones EOG, FIP, constructed response writing, instructional technology, student engagement, writing, depth of knowledge and mathematical practice. We are continuing our contracts or partnership with an area math consultant to provide continued support with mathematics planning and instructional practices and with GLRS to provide support with RTI, co-teaching, collaborative planning, differentiation, and special education practices. Teachers, principals, and paraprofessionals have also been scheduled for several professional learning opportunities throughout the school year in all content areas. Middle: Teachers have 45 minutes of collaborative planning between 7:30am-2:30pm Once per week, this time is used by common level teachers (and documented by collaborative planning minutes) to look closely at their student data. From the data they collaboratively look at, they plan their instruction for the remainder of the week and the following week..data driven instruction. CSRA RESA content area specialist visit a few times each month to work with teachers on rigorous and differentiated lesson planning (new plan format), GA Milestones EOG, FIP, constructed response writing, instructional technology, student engagement, writing, depth of knowledge and mathematical practice. We are continuing our contracts or partnership with an area math consultant to provide continued support with mathematics planning and instructional practices and with GLRS to provide support with RTI, co-teaching, collaborative planning, differentiation and special educational practices. Teachers, principals, and paraprofessionals have also been scheduled for several professional learning opportunities throughout the school year in all content areas. High: Teachers have 45 minutes of collaborative planning between 7:30am-2:30pm Once per week, this time is used by common level teachers (and documented by collaborative planning minutes) to look closely at their student data. From the data they collaboratively look at, they plan their instruction for the remainder of the week and the following week..data driven April 2011 Page 14 of 25

15 *4. Professional development for staff to enable all children in the school instruction. CSRA RESA content area specialist visit a few times each month to work with teachers on rigorous and differentiated lesson planning (new plan format), GA Milestones EOG, FIP, constructed response writing, instructional technology, student engagement, writing, depth of knowledge and mathematical practice. We are continuing our contracts or partnership with an area math consultant to provide continued support with mathematics planning and instructional practices and with GLRS to provide support with RTI, co-teaching, collaborative planning, differentiation and special educational practices. Teachers, principals, and paraprofessionals have also been scheduled for several professional learning opportunities throughout the school year in all content areas. B. We have aligned professional development with the State s academic content and student academic achievement standards... a. We are in collaboration with CSRA RESA undergoing training in lesson planning for all content areas, rigorous and differentiated instruction, writing, student engagement, depth of knowledge, and mathematical practices b. We have contracted a Math Consultant to provide job-embedded training in mathematical content and instructional practices, data implications and student interventions. c. We are partnering with GLRS to provide professional learning in the areas of RTI, coteaching, collaborative planning, differentiation and special educational practices. Teachers will also be partnering with the GAA specialist from a neighboring district. d. Teaches have been registered for several professional learning sessions and conferences in all content areas to improve the quality and rigor of instruction. These include sessions on writing, math and ELA formative assessments C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, we have budgeted local and I funds that are devoted to professional learning to ensure that our faculty and staff members are adequately trained and updated. Teacher and student resources and supplies are purchased with local funds to aide in the improvement of student achievement and performance. D. We have included teachers in professional development activities regarding the use of academic assessment..to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways April 2011 Page 15 of 25

16 *4. Professional development for staff to enable all children in the school a. Teachers are attending training sessions on formative assessments (MDC and LDC), FIP, Thinking Maps, DIBELS, STAR reading and math (including math for interventions), writing, and constructive response. These sessions also include training on the use of the data gathered from these assessment resources. b. The school will continue to purchase an assessment system, Schoolnet, that will be used to build both formal and informal assessments by teachers and school administration as an additional data source for monitoring student growth as well as measuring the success of our title programs and other implemented programs. The program has implementation and embedded professional learning included for the first three years of implementation. c. Teachers are also being trained on the SLDS system and how it may be used to make informed decisions when planning for instruction. *5. Strategies to increase parental involvement. A. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by hosting meetings to review the school improvement plan, schoolwide plan, compact and parent involvement policies. We also host the Annual Title Meeting, monthly parent council and PTA meetings, administer parent surveys and provide an opportunity for public comments during monthly meetings of the Taliaferro County Board of Education. We recognized the need for parental support, so to improve communication with parents and community members, articles will consistently be published in the local newspaper and monthly flyers/newsletters and calendars will be sent home. Parents will be encouraged to attend our monthly Parent/Stakeholder meetings to plan and project for parental involvement events and activities. Parents will be invited to observe classrooms and to serve as chaperones and monitors at school events and activities. A district Facebook page has been created to further communicate with parents on social media. funds may be used to emloy a split-funded parent-involvement coordinator to implement the PI plan and increase parental involvement capacity. B. We have developed a parent involvement policy included in our appendices that April 2011 Page 16 of 25

17 1. includes strategies to increase parental involvement through parent information sessions, parent trainings, parent/student orientations and advisement sessions, Reading Night, and various other events and activities. 2. Describes how the school will provide individual student academic assessment results including an interpretation of those results. 3. makes the comprehensive schoolwide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters). 4. explains the requirement of the compacts. 5. includes the Parent Involvement checklist. *6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. A. Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school or high school and entering form private schools plus students entering our school throughout the school year. Pre-School to Elementary: The transition from Pre-Kindergarten to elementary school is an easy one at Taliaferro County School. The two classrooms are less than ten feet away. Throughout the pre-school year, students get to know the elementary school staff in passing, during lunch and in assemblies. Students also spend time in the kindergarten classroom during the last few weeks of their pre-school year here. A kindergarten camp will also be held for students leaving pre-school. Teachers collaborate to ensure that students make a smooth transition and that their individual needs are met. Parents meet the kindergarten staff during Open-House. Elementary to Middle: The transition from elementary to middle school is an easy one at Taliaferro County School. The two teams are on opposite sides of the building, but students get to know the middle school staff in passing and in assemblies. Fifth-grade students also spend time in the sixth-grade homeroom teacher s classroom during the last few weeks of the year. Teachers collaborate to ensure that students make a smooth transition and that their individual needs are met. Parents meet the middle staff during Open-House. High: The transition from middle to high school is an easy one at Taliaferro County School. The two teams are on the same hallway. Students get to know the middle school staff in passing and in assemblies. Eight-grade students and parents are invited to attend the yearly high-school orientation where all requirements and expectations are discussed. Teachers collaborate to ensure that students make a smooth transition and that their individual needs are met. Parents meet the middle staff during orientation and Open-House. April 2011 Page 17 of 25

18 Other Transitions: Students transferring from outside of the school are afforded the same opportunities at all Taliaferro County School students. Upon registration, students are given an orientation and tour of the school. High school student s previous schedules are accommodated as much as possible. We gather as much data from the student s previous school so that all of the student s needs are met. No title I funds are used for the student transition processes. Any financial needs are met with local funding. *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. A. The ways that we include teachers in decisions regarding use of academic assessment are.. 1. Collaborative Planning 2. Textbook and Instructional programs review and selection 3. Instructional and Technology program selection 4. Leadership/School Improvement Team 5. Invitations to review school programs during stakeholder meetings Elementary: We begin using student data at least one year in advance. Testing data is used to identify best hope students so that teachers know what students struggle with what standards, from day one. This is where we incorporate the strategies we learned from professional development with GLRS on differentiated instruction. Classroom quizzes, exams, etc. from the teacher gives immediate feedback on whether a standard has been mastered or needs to be re-taught. Middle: We begin using student data at least one year in advance. Testing data is used to identify best hope students so that teachers know what students struggle with what standards, from day one. This is where we incorporate the strategies we learned from professional development with GLRS on differentiated instruction. Classroom quizzes, exams, etc. from the teacher gives immediate feedback on whether a standard has been mastered or needs to be re-taught. High: We begin using student data at least one year in advance. Testing data is used to identify best hope students so that teachers know what students struggle with what standards, from day one. This is where we incorporate the strategies we learned from professional development with GLRS on differentiated instruction. Classroom quizzes, exams, etc. from the teacher gives immediate feedback on whether a standard has been mastered or needs to be re-taught. April 2011 Page 18 of 25

19 *8. Coordination and integration of Federal, State, and local services and programs. A. This component requires a description of how the school will implement the programs listed above, a description of how resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan. 8(a). List of State and local educational agency programs and other federal programs that will be included. The list of state programs includes: Vocational Supervisor, CTAE-Extended Day, QBE, and Pre-K Lottery. The list of federal programs includes: Carl Perkins Vocational, Flow Through, Federal Preschool, -A, I 8(b). Description of how resources from and other sources will be used. Resources from and all programs will include such things as administrative salary and benefits, professional development, supplies, instructional and assessment subscriptions and programs, consultant fees, tutoring and intercession. 8(c). Plan developed in coordination with other programs, including those under the Schoolto-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of (See attached Perkins Plan/Budget in appendices) *9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: A. We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Those activities are... (Especially for those students who are struggling.) April 2011 Page 19 of 25

20 1. School Day Extension: In FY 11, the students school day ended at 2:30 and teachers had an additional 45 minutes at the end of each day for professional development, remediation/acceleration, detention, etc. Effective in FY12, we extended the school day for students by 35 minutes. This additional time is spent with academic/ability based groups for remediation and interventions. 2. Math/ELA Camp: Students are invited to attend an additional week of hands on/performance task built camp. Since TCS is year round, students typically receive a 3 week break at the end of every 9 weeks. Students that attend the camp, still have 2 full weeks of vacation. 3. We also provide Intersession for students who are at risk of failing at the end of every 9-week grading period (when funding is available), Extended School Year for SWD, and After-School tutoring (when funding is available), and tutoring during the school day (when funding is available). 4. The RTI and EIP programs are evaluated annually for effectiveness and revamped to ensure student success. funds may be used to pay salaries for Intercession, Math/ELA camps, after-school tutoring or tutoring during the school day. 9(a). Measures to ensure that students difficulties are identified on a timely basis. Student data is analyzed with the assistance of the math consultant, for accurate figures, within the first week the results are received by the testing coordinator (standardized test) or department head (SLO s and local benchmarks). Teachers receive a copy and at a Faculty & Staff Meeting, strengths and weakness are identified and discussed. By the second week, teachers are already performing remediation based on the data. The RTI and EIP screening processes have also been tailored to identify and aid students in a timely manner. Teachers are required to document student academic and behavioral difficulties. 9(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. Elementary: Yearly, teachers receive updated training on the RTI and student identification processes and assistance policies. Teachers are currently receiving additional professional learning on differentiated instruction and appropriate instructional strategies for struggling students. Middle: Yearly, teachers receive updated training on the RTI and student identification processes and assistance policies. Teachers are currently receiving additional professional April 2011 Page 20 of 25

21 learning on differentiated instruction and appropriate instructional strategies for struggling students. High: Yearly, teachers receive updated training on the RTI and student identification processes and assistance policies. Teachers are currently receiving additional professional learning on differentiated instruction and appropriate instructional strategies for struggling students. funds are used when necessary for professional learning fees and travel. 9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or n the community. Parent-Teacher Conferences for Elementary, Middle and High School. We set aside times for parent-teacher conferences. Parents may pick up the student s progress report or report card. Parent/Student orientation and/or advisement may be held during the same meeting time. Teachers are also available by appointment during their planning periods or afterschool. We recognize the impact that positive parental involvement has on student academic and behavioral success. Knowing that, we host various parenting classes and student performance activities to get our parents out. With the help of our collaborative partners, we may offer door prizes as incentives for those who participate. During the conferences/sessions parents are informed of the programs the school offers as support to students (RTI, EIP, tutoring, remediation, intercession, math/ela camp, math for intervention, ALEKS). They are also informed of how they can support students helping with homework and projects, encouraging their children to do their best, attending parenting sessions and being involved in parent and volunteer organizations. Parents may also be encouraged to contact the local Family Connections Office and Touching Taliaferro With Love Committee for services offered through these community-based organization. 10. Description of how individual student assessment results and interpretation will be provided to parents. Elementary: Parents and students are invited to the final PTA prior to the end of the school year where individual student assessment sheets are given out and explained. Teachers and/or the testing coordinator share with them some target areas that they should work on. Those who have to retest in grades 3, 5 and 8 are informed and modifications and requirements that have to be met prior to retesting are explained. April 2011 Page 21 of 25

22 Middle: Parents and students are invited to the final PTA prior to the end of the school year where individual student data sheets are given out and explained. Teachers and/or the testing coordinator share with them some target areas that they should work on. Those who have to retest in grades 3, 5 and 8 are informed and modifications and requirements that have to be met prior to retesting are explained. High: Parents and students are invited to the final PTA prior to the end of the school year where individual student data sheets are given out and explained. Teachers and/or the testing coordinator share with them some target areas that they should work on. Those who have to retest for GA Milestones EOC, are informed and modifications and requirements that have to be met prior to retesting are explained. 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Elementary: Student benchmark, framework assessment, and standardized testing data is organized and disaggregated by grade level by the leadership team and per child by the classroom teacher. This process has been facilitated through use of the statewide Student Longitudinal Data System and a contracted math consultant. The process will also be enhanced by the purchase and implementation of the Schoolnet assessment system. Data charts serve as a tools used to determine next step strategies that will ensure that students are adequately prepared for standardized testing. Middle: Student benchmark, framework assessment, and standardized testing data is organized and disaggregated by grade level by the leadership team and per child by the classroom teacher. This process has been facilitated through use of the statewide Student Longitudinal Data System and a contracted math consultant. The process will also be enhanced by the purchase and implementation of the Schoolnet assessment system. Data charts serve as a tools used to determine next step strategies that will ensure that students are adequately prepared for standardized testing. High: Student benchmark, framework assessment, and standardized testing data is organized and disaggregated by grade level by the leadership team and per child by the classroom teacher. This process has been facilitated through use of the statewide Student Longitudinal Data System and a contracted math consultant. The process will also be enhanced by the purchase and implementation of the Schoolnet assessment system. Data charts serve as a tools used to determine next step strategies that will ensure that students are adequately prepared for standardized testing. 12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. April 2011 Page 22 of 25

23 Elementary: Data disaggregation is completed by individual teachers, groups of teachers, the leadership team and a contracted math consultant. Any discrepancies are carefully discussed and resolved to ensure the validity of the data. The purchase of the Schoolnet assessment system will also allow us to organize both standardized and informal testing results data in one system. The will also support data validity. Middle: Data disaggregation is completed by individual teachers, groups of teachers, the leadership team and a contracted math consultant. Any discrepancies are carefully discussed and resolved to ensure the validity of the data. The purchase of the Schoolnet assessment system will also allow us to organize both standardized and informal testing results data in one system. The will also support data validity. High: Data disaggregation is completed by individual teachers, groups of teachers, the leadership team and a contracted math consultant. Any discrepancies are carefully discussed and resolved to ensure the validity of the data. The purchase of the Schoolnet assessment system will also allow us to organize both standardized and informal testing results data in one system. The will also support data validity. 13. Provisions for public reporting of disaggregated data. Elementary: Public reporting of standardized data is left to the Superintendent s Office. An official report is not published until the final CCRPI report is released and it states the official report or findings of our school. An official letter is mailed home for parents that may not receive a local newspaper. Parents are also encouraged to review CCRPI reports on the Georgia Department of Education website. Middle: Public reporting of standardized data is left to the Superintendent s Office. An official report is not published until the final CCRPI report is released and it states the official report or findings of our school. An official letter is mailed home for parents that may not receive a local newspaper. Parents are also encouraged to review CCRPI reports on the Georgia Department of Education website. High: Public reporting of standardized data is left to the Superintendent s Office. An official report is not published until the final CCRPI report is released and it states the official report or findings of our school. An official letter is mailed home for parents that may not receive a local newspaper. Parents are also encouraged to review CCRPI reports on the Georgia Department of Education website. 14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program. April 2011 Page 23 of 25