Title I Target Assisted Plan for. Powder Springs Elementary School

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1 Title I Target Assisted Plan for Powder Springs Elementary School Written/ School Year:

2 Title I Target Assisted Plan Table of Contents PAGES DESCRIPTION OF INSTRUCTIONAL STRATEGIES AND PROGRAM WHICH COORDINATE WITH AND SUPPORT THE REGULAR PROGRAM... 3 DESCRIPTIONS OF METHOD STUDENTS WITH THE GREATEST NEED ARE SELECTED... 4 DESCRIPTION OF STRATEGIES FOR PROFESSIONAL DEVELOPMENT AND PROVISIONS FOR INSTRUCTION BY HIGHLY QUALIFED STAFF... 5 DESCRIPTION OF STRATEGIES PLANNED TO INCREASE PARENT INVOLVEMENT BASED ON THE LEA PARENT INVOLVEMENT POLICY... 6 PROCEDURES FOR THE COORDINATION OF TITLE I RESOURCES WITH LOCAL, STATE AND FEDERAL RESOURCES... 7 PROCESS FOR REVIEWING PROGRESS MADE BY PARTICIPATING CHILDREN AND PROCESS FOR REVISING PROGRAM WHEN NEEDED... 8 PROCEDURES FOR ANNUAL ASSESSMENT OF STUDNETS

3 DESCRIPTION OF INSTRUCTIONAL STRATEGIES AND PROGRAMS WHICH COORDINATE WITH AND SUPPORT THE REGULAR PROGRAM GRADES AND SUBJECT AREAS TO BE SERVED Powder Springs Elementary School serves approximately 800 students in grades kindergarten through fifth. Our long-range student achievement goal is: Students will perform at or above grade level in Math, Reading and English Language Arts. After analyzing data from the CRCT scores from 2010, we determined that improving these skills continued to be a priority. The 2010 CRCT did show tremendous gains in Math, but a decline in reading in certain subgroups, which is why reading was added to our school priority for this year. Our students will benefit from the training of teachers in Guided Math and Guided Reading from the Cobb County Academic Coaches. Our teachers will be better able to identify the specific weaknesses of our students through the analysis of data and then monitor progress through the use of assessments. Differentiating instruction through Guided Math, graphic organizers, Fastt Math, Fraction Nation and Study Island will facilitate the students learning of strategies and standards in the areas of mathematical computation and problem solving. Differentiating instruction through Guided Reading, Accelerated Reader, and Study Island will facilitate the students learning of strategies and standards in the areas of Reading and English Language Arts. Cobb County Math and Literacy Coaches will be coming to Powder Springs to facilitate training in best practices in math and reading instruction. Powder Springs will also have a math and half-day literacy coach to assist both students and teachers daily with proper reading and math standards implementation. The math lab teacher and computer teacher will also implement and extend reading and math standards daily during specials rotations through the use of Study Island, Fastt Math, Fraction Nation and Go-Solve. INSTRUCTIONAL STRATEGIES TO BE USED AND SUPPLEMENTAL ACTIVITIES The Title I Math and Literacy Coaches along with Cobb County Math and Literacy Coaches will facilitate Guided Math and Guided Reading Training. Teacher leaders will be asked to facilitate staff development using the Math Workshop and guided math and guided reading models. The computer lab teacher will implement Study Island in Reading, English Language Arts, and Math daily and tie his instruction to classroom teachers lessons to extend and refine students learning and mastery of the standards daily. The Math lab will also be an extension for students in grades 3-5 during specials daily. Since Powder Springs Elementary did not make adequate yearly progress (AYP) for the past two Spring CRCT test administrations, eligible students will also be able to receive supplemental educational services from outside tutoring agencies. SCHEDULEING MODELS TO BE USED Students will visit the math lab twice every seven days. Students will receive direct hands-on instruction for a grade level targeted skill. Grade level teams will meet to 3

4 analyze grade level and individual data. The skills that are identified as a weakness will be reviewed and remediation will take place in the math and computer labs as well as in grade level classrooms. Academic coaches will also work with grade level teams and students to identify the targeted skills and strategies for remediation. Students will also have the opportunity to be remediated in the After School Program and After School Tutoring. DESCRIPTION OF THE METHOD STUDENTS WITH THE GREATEST NEED ARE SELECTED (MUST BE MULTIPLE SELECTION CRITERIA WITH CRCT BEING ONE OF THOSE) Elementary School Multiple Selection Criteria Kindergarten Letter Recognition Math Data Points Teacher Recommendation Grades 1-2 DRA A-2 (below level)=3pts 3-4 (acceptable)=2pts 6 or above=1pt IMI 74 or above=1pt 47-73=2pts 46 or below=3pts Teacher Recommendation Grades 3-5 CRCT Math, Reading, & ELA =1pt =2pts =3pts =4pts =5pys =6pts =7pts 779-below=8pts Teacher Recommendation Selectors SWD=5pts Selectors SWD=5pts Selectors SWD=5pts Students in Kindergarten with points 11 or higher are being served by Title 1. Students in grades 1-2 with points 8 or higher are being served by Title 1. Students in grades 3-5 with points 15 or higher and students who scored between on their CRCT are also being served by Title 1. Students, who receive special education services and/or failed the CRCT, are automatically Title 1 students. DESCRIPTION OF PROVISIONS MADE TO SERVE ALL ELIGIBLE CHILDREN, INCLUDING ECONOMICALLY DISADVANTAGED, DISABLED, MIGRANT, LEP, HOMELESS CHILDREN OR THOSE WHO RECEIVED SERVICEW FROM AN N & D (NEGLECTED AND DELINQUENT) INSTITUTE DURING THE PREVIOUS TWO YEARS 4

5 Powder Springs Elementary currently serves students with disabilities in either a selfcontained setting or through an inclusion model of co-teaching. We currently have two, primary-grades K-2 and secondary-grades 3-5, self-contained classroom for students who quality for the Emotional/Behavior Disorders program. There are 10 co-taught classrooms where a Special Education Teacher and a General Education Teacher is either in the classroom for the full day together, or for half of the day with a Paraprofessional helping out for the other half of the day. Students who are at risk for failing the Georgia CRCT are served through the Early Intervention Program. Three classrooms are considered self-contained EIP classrooms where they have a maximum of 16 students in their classrooms. The ESOL students are also served through an inclusion setting or small group pull out. In cases where student(s) reside in Neglected and Delinquent Residential Facility, a representative from that Facility can serve as a proxy for the parents. DESCRIPTION OF STRATEGIES FOR PROFESSIONAL DEVELOPMENT AND PROVISIONS FOR PROFESSIONAL DEVELOPMENT AN D PROVISIONS FOR INSTRUCTION BY HIGHLY QUALIFIED STAFF Powder Springs Elementary 800 Kindergarten through Fifth Grade students. We began the school year with 99 staff members, 68 certified and 31 classified. Forty- Five of our certified staff members have an advanced degree. Our faculty distribution is as follows: 6 Kindergarten teachers, 6 First Grade teachers, 5 Second Grade teachers, 5 Third Grade teachers, 5 Fourth Grade teachers, 5 Fifth Grade teachers, 6 specialists (1 Art, 1 Music, 2 Physical Education, 1 Technology, and.5 Title I Math Lab), 12 Special Education teachers, 1 Advanced Learning Program teachers, 1 ESOL teacher, and 2 Guidance Counselors. For the school year Powder Springs has added 1.5 full time instructional coach position. This has been filled by two teachers, 1 math coach and ½ Literacy coach. HIGHLY QUALIFED TEACHERS Number of Certified Teachers Percent of Highly Qualified Teachers Teaching in Field for Entire Day Number of Core Teachers Teaching Out of Field for One or More Periods During the Day

6 Professional Development Guided Math training with Academic Coaches Guided Reading training with Academic Coaches Teacher collaboration/data teams Go Solve Training FASTT Math Training Fraction Nation Training Accelerated Reader Training Study Island Training 2011 National Conference on Education 2011 ASCD Annual Conference 2011 National Title I Conference After teachers have been trained in the different professional development areas, they then go back to their classrooms and incorporate them into their daily classroom instruction and lesson plans. DESCRIPTION OF STRATEGIES PLANNED TO INCREASE PARENT INVOLVEMENT BASED ON THE LEA PARENT INVOLVEMENT POLICY WHICH COULD INCLUDE A CALENDAR OF SCHEDULED ACTIVITIES (ATTACH THE POLICY AND COMPACT TO THIS TA PLAN) Powder Springs has a parent liaison as part of our Title I program. The Parent Liaison works closely with the administrative team, academic coaches, and teachers to identify specific students in need of additional assistance in academic areas, and what needs to the parents have. The parents will have the opportunity to attend sessions on topics are of interest to them. The Parent Liaison sent out a survey to the parents of the student at Powder Springs Elementary to determine their interests. CRCT Information Session Georgia Performance Standards Math Night/Bingo/math rap Parenting sessions How to help your child become a better problem solver Parent-Teacher Conferences 6

7 Ways to build children s vocabulary Create Educational Games Movie Night Homework and Home Learning Becoming Active at Powder Springs Various school events are planed to increase parental involvement. These events will build student, staff and community relationships. Donut for Dads Muffins for Moms Curriculum Night Family Nights Black History Program Men In Math Fall Festival PROCEDURES FOR THE COORDINATION OF TITLE I RESOURCES WITH LOCAL, STATE AND FEDERAL RESOURCES TO ENABLE CHILDREN SERVED TO MEET THE STATE CONENT AND PERFORMANCE STANDARS The school community of Powder Springs Elementary School strives for excellence. Implementation of programs and activities promote this endeavor with support from a variety of sources. Our Powder Springs Parent Teacher Association works with administrators, staff, and parents to maintain a safe, secure, learning environment while extending and enriching the curriculum. The PTA works diligently to support Powder Springs in providing quality educational opportunities. This support can be evidenced by the PTA s monetary donations to all teachers, administrators and support specialists enriching educational resources and materials. In addition to the support of Powder Springs PTA, teachers at Powder Springs will have the opportunity to write grants to purchase resources that supports the curriculum areas. Monies from these grants will be used to purchase Math resource materials, including manipulatives to support remedial instruction. Hands-on Math resources are also available for teachers to take advantage. Powder Springs benefits from its strong partnerships with local businesses, churches, and the Powder Springs Business Association. The Powder Springs Business Association supports the school by honoring the teachers with a welcome back breakfast, teacher and student recognition, and a once a year monetary donation. Powder Springs has established a partners committee that meets once a month. All partners are invited to attend and discuss the up coming calendar to se how they can help. 7

8 At Powder Springs state funds support Extended Day tutoring program. Extended Day Tutoring is offered to remediate students who need additional support in math. Powder Springs offers these services to all students who are at risk of not meeting standards on the CRCT. In the school year Powder Springs required that every student get math and reading instruction at their level everyday. Staff members were given the opportunity to receive additional training in guided math and guided reading through Staff Development and Academic coaches. Several staff members participated in the training and the entire staff was trained in additional guided math and guided reading during pre-planning of the school year. Additional training will continue throughout the school year in both Guided Reading and Guided Math. All students in grades K-5 will be implementing the use of agendas. The agendas will be used to teach and promote organizational skills, responsibility and home/school communication. The school year will be Powder Springs second year as a Title I targeted assistance school. As such Powder Springs was able to hire a teacher for a ½ day Mathematics Lab and a paraprofessional to incorporate into the Specials rotation for grades 3-5 and provide additional math resources for teachers in the primary grades. The students at Powder Springs now receive additional hands on problem solving math lessons targeted at the grade level standards every 6 days. Powder Springs also hired a parent liaison as part of our Title I program. The Parent Liaison works closely with the administrative team, academic coaches, and teachers to identify specific students in need of additional assistance in academic areas, and what needs the parents have. The parents will have the opportunity to attend sessions on topics that are of interest to them. The Parent Liaison sent out a survey to the parents of the students at Powder Springs Elementary to determine their interests. PROCESS FOR REVIEWING PROGRESS MADE BY PARTICIPATING CHILDREN ON AN ONGOING BASIS; AND THE PROCESS FOR REVISING THE PROGRAM AS NEEDED TO PROVED ADDITIONAL ASSISTANCE TO ENABLE THESE CHILDREN TO MEET THE STATE CONTENT AND STUDENT PERFORMANCE STANDARDS Classroom teachers and support staff are thoroughly trained and participate in the Collaborative Data Teaming process. Teachers review assessments, both summative and formative, to pinpoint specific weaknesses as a grade level. Data Teams teen use the data to highlight weaknesses, collect pre test data, pinpoint specific skills and areas, and collaborate on strategies and interventions to produce mastery of those skills, and then collect and analyze post test data to determine the effectiveness of the strategies. Data is tracked on each student and progress is monitored to increase success for all learners. This data also assists teachers in targeted struggling learners. Once these students are targeted, classroom teaches begin implementing interventions and strategies thought 8

9 the Tier 2 or Tier 3 Response to Intervention Process. Using the RTI process and framework, teachers collaborate and develop lists of interventions to use for struggling learners, as well as receive needed support for those learners, such as Extended Day Tutoring (will provide afternoon transportation with CCSD buses), Early Intervention Support, and also support from support staff, such as ESOL teachers, Speech teachers, Academic Coaches, Psychologist, counselors, Administration, etc. PROCEDURES FOR ANNUAL ASSESSMENT OF STUDENTS FOR MEETING STATE AND LOCAL EXPECTATIONS Each year, test results from numerous assessment pieces are analyzed to identify specific strengths and weaknesses in student performance. This information is used to redirect teaching strategies and guide instruction. Data is collected from ITBS, CogAT, CRCT, Georgia Writing Assessments for grades 3 and 5, fourth grade writing assessment, Achievement Series Test, ACCESS for ELL (English Language Learners), County Benchmark Assessments, portfolios, student writing samples, IMI s (Individual Math Inventories),and the DRA. Each grade level meets with the math coach or literacy coach monthly during their planning period to discuss data. As a grade level, they look at the growth that each class has made as well as obstacles they need to work on. 9