County Line Elementary Improvement Plan

County Line Elementary Improvement Plan School Year 2014-2015 Principal Shawanna Stevens Title 1 - Schoolwide Title 1 - Targeted Assistance Non-Title 1 Y N N Date of Title 1 Parent Informational Meeting Date of Federal Program Stakeholder Needs Assessment 8/14/2014 State of Georgia Accountability Status 3/11/14 3/28/14 Reward - Highest Performing N Date of Approval by School Governance Team 9/25/2014 Reward - Highest Progress N Date of Initial Submission to BOE 1/13/2015 Priority School N Date of BOE Feedback 1/13/2015 Focus School N Date of Submission to Partner School 7/22/2014 Graduation Alert School N Date of Final Approval by Executive Cabinet 9/12/2014 Subgroup Alert School N Signatures 9/23/2014 Shawanna Stevens Date Principal 9/17/2014 Dr. David Beeland Date Title 1 Director 9/12/2014 Dr. Chris McMichael Date Superintendent Caring and Learning to achieve Excellence brings Success

District Strategic Goal Area District Performance Object 1 : A - Ensure mastery of Common Core Georgia Performance Standards District Performance Objective 2 (if needed) District Performance Objective 3 (if needed) Charter Area of Focus Effective Written & Oral Communication Document the Goal in the Cell Below Writing data from 2013-2014 shows that our students continue to have difficulty meeting grade-level expectations in writing. As a result of these findings, we will School Keys Strands Actions, Strategies, Interventions Timeline Estimated Costs Person(s) Evaluation of Implementation and Impact on Student Learning I-3, PL-1 CP-1, A-2 A-3, A-5, I-9, PL-1, PL-4, PL-5, PL- 6 Lucy Calkins Units of Study in Opinion, Information, and Narrative Writing: Teachers will implement the program in their classrooms as recommended. There are four units of study per grade level that are organized around the three types of writing mandated by the Common Coreopinion, information, and narrative writing. Each unit lays out six weeks of instruction and includes all of the teaching points, mini-lessons, conferences, and small-group work needed to teach a comprehensive workshop curriculum. Mock Writing Assessments in Grades K-1 will take place 2 times during the school year and Grades 2-5 will take place 3 times during the school year Writing Data Teams on Mock Writing Assessments as well as on samples turned in by teachers 2014-2015 School year October 21 Grades 2-5, February 11 K-5, May 5, K-5 October 29, 2-5, February 25, K- 5, May 13, K-5 $0 K-5 Classroom Teachers, Coach $0 K-5 Teachers, Coach $0 K-5 Teachers, Coach Artifacts Student writing, Lesson Plans Sample of mock writing assessment Evidence Data collected from mock writing assessments and Georgia Milestones Data collected on mock writing assessments Sign-in sheets, Writing Data Analysis, data meeting minutes (how does meeting minutes this affect instruction) CP-1, PL-2, PL-3, PL-4 I-1, I-2, Specific, differentiated November 18, professional learning in writing 2nd and 5th, based on needs indicated in Data November 19, Teams 3rd and 4th grade, March 16, K-5 May 22, K-5; 2 hours will be alloted for each grade level on each specified day Every child will have the opportunity to write for a minimum of 30 minutes a day. $0 K-5 Teachers, Coach Daily $0 K-5 Teachers, Administration Professional Learning Plan Teacher Schedules, Lesson Plans sign in sheets and meeting minutes Observations, Writing Journals

Goal District Strategic Goal Area Writing data from 2013-2014 shows that our students continue to have difficulty meeting grade-level expectations in writing. As a result of these findings, we will continue to work collaboratively to build a community of writers by focusing on the improvement of writing instruction, analysis of writing data using the data teams model, writing remediation, and developing a school-wide writing program that addresses the needs of our learners. Performance Objective Performance Measure 2012 2013 2014 Target 2015 Actual 2015 Ensure mastery of content area standards 80% of K students will score a an average of "3" or greater on the grade level writing rubric on the May Mock Writing Assessment 80% of 1st grade students will score a an average of "3" or greater on the grade level writing rubric on the May Mock Writing Assessment 80% of 2nd grade students will score a an average of "3" or greater on the grade level writing rubric on the May Mock Writing Assessment 80% of 3rd grade students will score a an average of "3" or greater on the grade level writing rubric on the May Mock Writing Assessment 80% of 4th grade students will score a an average of "3" or greater on the grade level writing rubric on the May Mock Writing Assessment 80% of 5th grade students will score a an average of "3" or greater on the grade level writing rubric on the May Mock Writing Assessment Baseline TBD Baseline TBD Baseline TBD Baseline TBD Baseline TBD Baseline TBD

District Strategic Goal Area District Performance Object 1 : A - Ensure mastery of Common Core Georgia Performance Standards District Performance Objective 2 (if needed) : B - Increase mastery of mathematics standards District Performance Objective 3 (if needed) : C - Close the achievement gap between subpopulations Charter Area of Focus Problem Solving Document the Goal in the Cell Below Math CRCT data from 2013-2014 shows that our students continue to have difficulty meeting grade-level expectations in math. We will continue to find ways to School Keys Strands Actions, Strategies, Timeline Estimated Costs Person(s) Evaluation of Implementation and Impact on Student Learning I-2, PL-2 CGI training in grades K-3 & implementation of CGI in grades K-3- Teachers will provide opportunities for students to solve CGI problems and have discussions about strategies a minimum of 3 times a week. PL-1 Data Teams in K-5 to analyze Common Formative Assessment data I-2 Math interventions for struggling learners in grades 3-5 Three times per week as indicated on K-3 teacher schedules Data teams will meet the Wednesday following the date CFA data is due-see Common Formative Assessment testing windows and due dates spreadsheet Daily $60 per teacher per day for new teachers and 3rd grade teachers. Title II funds Teachers, Coach, Martie Hutchens (RESA) Jennifer Squires, Coach s Salary Ellen Petree, Hollie McDaniel, Jennifer Snipes, Kristi Johnson, Andrea Mason, Kerry Daniel, Jill Cook, Administration, Classroom Teachers K-5 2 ½ Title Paraprofessional salaries (Ellen Petree, Hollie McDaniel, and a New Hire) and EIP Teachers Salaries (Jennifer Snipes, Kristi Johnson, Andrea Mason, Kerry Daniel) Ellen Petree, Hollie McDaniel, New Hire, Jennifer Snipes, Kristi Johnson, Andrea Mason, Kerry Daniel, Jennifer Squires Artifacts Lesson Plans/Teacher Schedules Intervention Group Lists/Common Formative Assessment Spreadsheets Lesson Plans/Group Lists/EIP Teachers' Schedules Evidence Common Assessments to include 2 CGI problem types per common assessment Sign-in sheets, Lesson Plans, data meeting minutes (how does this affect instruction) GEORGIA MILESTONES Math Results, Grade Level Common Assessment Results, Weekly Ticket Out The Door Results

Goal District Strategic Goal Area Math CRCT data from 2013-2014 shows that our students continue to have difficulty meeting grade-level expectations in math. We will continue to find ways to differentiate our instruction to meet the needs of all students and provide interventions for students when they are not successfully meeting grade level expectations. Performance Objective Performance Measure 2012 2013 2014 Target 2015 Actual 2015 Ensure mastery of content area standards Increase mastery of mathematics standards % of K students will meet the Student Growth Percentile Measure of 35% on the Student Learning Objective. 90% % of 1st grade students will meet the Student Growth Percentile Measure of 35% on the Student Learning Objective. 90% % of 2nd grade students will meet the Student Growth Percentile Measure of 35% on the Student Learning Objective. 90% % of 3rd grade students will meet or exceed in math on the Georgia Milestones assessments 84% 85% % of 4th grade students will meet or exceed in math on the Georgia Milestones assessment 79.40% 85% % of 5th grade students will meet or exceed in math on the Georgia Milestones assessment 84.30% 85%

District Strategic Goal Area District Performance Object 1 : A - Ensure mastery of Common Core Georgia Performance Standards District Performance Objective 2 (if needed) : C - Close the achievement gap between subpopulations District Performance Objective 3 (if needed) Charter Area of Focus Effective Written & Oral Communication Document the Goal in the Cell Below Reading CRCT data from 2013-2014 shows that a high percentage of our students are meeting grade level expectations in reading, however student Lexile levels in 3rd and 5th School Keys Strands Actions, Strategies, Timeline Estimated Costs Person(s) Evaluation of Implementation and Impact on Student Learning Artifacts Evidence I-2 Implement a consistent phonics program in K-2 Daily Paid for by the district K-2 Teachers, Coach Lesson Plans Dibels Reading Results, Scholastic Reading Inventory Data I-2, PL-2 Provide guided reading job embedded professional learning (modeling) throughout the year by the instructional coach. I-2 Implement differentiated reading boxes as a Tier 2 intervention for struggling students in grades K-3 As needed based on teachers' needs Identified students will be served 2-4 days per week Coach s Salary Funded by the Reading Mentor Program Administration, Teachers, Coach Cary Moore (reading mentor), Jennifer Squires, Ellen Petree, Hollie McDaniel, Jennifer Snipes, Kristi Johnson, Andrea Mason, Kerry Daniel, Jill Cook, Administration, Classroom Teachers K-3 Lesson Plans, Sign-in sheets, Coach's Calendar Lesson Plans, Intervention group lists GEORGIA MILESTONES Reading Results, Dibels Reading Results, Scholastic Reading Inventory Data Dibels Reading Results, Scholastic Reading Inventory Data

District Strategic Goal Area District Performance Object 1 : A - Ensure mastery of Common Core Georgia Performance Standards District Performance Objective 2 (if needed) : C - Close the achievement gap between subpopulations District Performance Objective 3 (if needed) Charter Area of Focus Effective Written & Oral Communication Document the Goal in the Cell Below Reading CRCT data from 2013-2014 shows that a high percentage of our students are meeting grade level expectations in reading, however student Lexile levels in 3rd and 5th School Keys Strands Actions, Strategies, Timeline Estimated Costs Person(s) Evaluation of Implementation and Impact on Student Learning Artifacts Evidence PL-1 PL-1 Data Teams in K-3 to analyze Dibels and Scholastic Reading Assessment data Data Teams in K-5 to analyze Common Formative Assessment data Dibels: August 20th, January 5th, May 22nd Scholastic: October 1st (K- 5), January 14th, March 18th, May 22nd October 22nd, January 14th, March 25th (K- 2), May 22nd Coach s Salary Coach s Salary Cary Moore (reading mentor), Jennifer Squires, Ellen Petree, New Hire, Hollie McDaniel, Jennifer Snipes, Kristi Johnson, Andrea Mason, Kerry Daniel, Administration, Classroom Teachers K-3 Jennifer Squires, Ellen Petree, Hollie McDaniel, Jennifer Snipes, Kristi Johnson, Andrea Mason, Kerry Daniel, Jill Cook, Administration, Classroom Teachers K-5 Intervention Group Lists/Dibels & Scholastic Data Intervention Group Lists/Common Formative Assessment Spreadsheets Sign-in sheets, Lesson Plans, data meeting minutes (how does this affect instruction) Sign-in sheets, Lesson Plans, data meeting minutes (how does this affect instruction)

District Strategic Goal Area District Performance Object 1 : A - Ensure mastery of Common Core Georgia Performance Standards District Performance Objective 2 (if needed) : C - Close the achievement gap between subpopulations District Performance Objective 3 (if needed) Charter Area of Focus Effective Written & Oral Communication Document the Goal in the Cell Below Reading CRCT data from 2013-2014 shows that a high percentage of our students are meeting grade level expectations in reading, however student Lexile levels in 3rd and 5th School Keys Strands Actions, Strategies, Timeline Estimated Costs Person(s) Evaluation of Implementation and Impact on Student Learning Artifacts Evidence I-2 Reading interventions for struggling learners Identified students will be served 2-4 days per week 2 ½ Title Paraprofessional salaries (Ellen Petree, Hollie McDaniel) and EIP Teachers Salaries (Jennifer Snipes, Kristi Johnson, Andrea Mason, Kerry Daniel, Jill Cook) Ellen Petree, Hollie McDaniel, Jennifer Snipes, Kristi Johnson, Andrea Mason, Kerry Daniel, Jill Cook, Jennifer Squires Lesson Plans/Groups GEORGIA MILESTONES Reading Results, Grade Level Goal Data

Reading CRCT data from 2013-2014 shows that a high percentage of our students are meeting grade level expectations in reading, however student Lexile levels in 3rd and 5th grade are well below expectations and below the county average. Reading Dibels and Lexile data show a continued need for interventions in specific areas of reading to ensure our Georgia Milestones data does not decrease and our Lexile levels increase. A continued focus in this area, especially with our subgroup populations, will be necessary to sustain a high level of success in reading. Goal District Strategic Goal Area Performance Objective Performance Measure 2012 2013 2014 Target 2015 Actual 2015 Ensure mastery of content area standards Increase the % of Kindergarten students will be on or above a level D by May 2015 59% 70% Increase the % of 1st grade students will be on or above a level J by May 2015 77% 85% Increase the % of 2nd grade students will be on or above a level M by May 2015 73% 80% Increase the % of 3rd grade students will be on or above a level P by May 2015 67% 75% Increase the % of Kindergarten students will be green on the Dibels assessment by May 2015 72% 80% Increase the % of 1st grade students will be green on the Dibels assessment by May 2015 61% 70% Increase the % of 2nd grade students will be green on the Dibels assessment by May 2015 69% 80% Increase the % of 3rd grade students will be green on the Dibels assessment by May 2015 68% 80% Increase the % of 3rd grade students will meet or exceed in reading on the Georgia Milestones assessments 92.40% 95% Increase the % of 4th grade students will meet or exceed in reading on the Georgia Milestones assessment 86.60% 95% Increase the % of 5th grade students will meet or exceed in reading on the Georgia Milestones assessment 94.10% 95% Increase the % of students at or above expected Lexile range in 3rd grade 78.60% 80% Increase the % of students at or above expected Lexile range in 4th grade 72.40% 75% Increase the % of students at or above expected Lexile range in 5th grade 61.80% 65%

District Strategic Goal Area District Performance Object 1 : E - Adequately prepare students to be post-secondary and/or work ready District Performance Objective 2 (if needed) Goal Area 3 - Organizational Effectiveness: C - Expand 21st Century learning environments District Performance Objective 3 (if needed) : A - Ensure mastery of Common Core Georgia Performance Standards Charter Area of Focus Effective Use of Technology Document the Goal in the Cell Below Barrow County has established five areas that need greater focus since becoming a charter system. They are: Effective Written and Oral Communication, Critical School Keys Strands Actions, Strategies, Timeline Estimated Costs Person(s) Evaluation of Implementation and Impact on Student Learning Artifacts Evidence C-1, I-2, PO-2 PL-1, PL-2 L-2, I-2 The weekly computer lab special will provide meaningful instruction in the areas of keyboarding and Microsoft Office products in grades K-5. Moby Max will also be utilized to provide remediation for students who are struggling in a particular area. Weekly during specials Provide professional 1st Tuesday of learning to teachers on every monthvarious apps that students Spend the first can use to create 15 minutes of meaningful products during every faculty monthly faculty meetings meeting and monthly professional demonstrating learning opportunities. the use of an app and sharing products from the previous month's demonstration. Purchase apps related to Math, Reading, ELA, Science and Social Studies that support the implementation of the CCGPS and critical thinking/21st century skills. As needed throughout the year Michelle Stowe's Salary (computer lab parapro) Michelle Stowe, Jennifer Squires Lesson Plans $0 Administration, Sign In Jennifer Squires, Sheets/Agendas Dina Padgett, Cathy Mason $500 Jennifer Squires, Lauren Carter Increase in typing abilities and student products using Microsoft Office Sample products created by students that teachers bring back to share with the rest of the faculty.? Sample products created by students that teachers bring back to share with the rest of the faculty.

District Strategic Goal Area District Performance Object 1 : E - Adequately prepare students to be post-secondary and/or work ready District Performance Objective 2 (if needed) Goal Area 3 - Organizational Effectiveness: C - Expand 21st Century learning environments District Performance Objective 3 (if needed) : A - Ensure mastery of Common Core Georgia Performance Standards Charter Area of Focus Effective Use of Technology Document the Goal in the Cell Below Barrow County has established five areas that need greater focus since becoming a charter system. They are: Effective Written and Oral Communication, Critical School Keys Strands Actions, Strategies, Timeline Estimated Costs Person(s) Evaluation of Implementation and Impact on Student Learning Artifacts Evidence I-2 Teacher will plan and implement a minimum of one project each month that yields a product using technology and 21st century skills. Monthly $0 K-5 Teachers, Jennifer Squires, Administration Lesson Plans Sample products created by students that teachers bring back to share with the rest of the faculty.

Barrow County has established five areas that need greater focus since becoming a charter system. They are: Effective Written and Oral Communication, Critical Thinking Skills, Problem Solving Skills, Effective Uses of Modern Technology, and 21st Century Literacy Skills. All of these can be addressed through the effective use of technology. County Line is participating in the Bring Your Own Technology initiative during the 2014 school year, thus training for teachers and students will be necessary to ensure successful implementation. Goal District Strategic Goal Area Goal Area 3 - Organizational Effectiveness Performance Objective Performance Measure 2012 2013 2014 Target 2015 Actual 2015 Ensure mastery of content area standards Increase the number of teachers participating in BYOT 6% 50% Expand 21st Century learning environments Teachers will provide opportunities for students to collaboratively create a product using a Web 2.0 tool 2% 100% Increase the % of students in Grades 3-5 using Google Apps 0% 40%

Professional Learning Plan County Line Elementary 2014-2015 CLES School Wide Professional Learning Plan Section 1: Description Provide a paragraph describing the purpose of the course. Identify the school improvement goal(s) addressed by this PL course. Identify the student achievement goals that will be addressed. The workshops are designed to enhance and support student learning through individualized instruction in a positive learning environment. Teachers will gain knowledge from the updates and presentations for the required training of Mandated Reporter, MVP, EL, Special Education, and Gifted. Teachers will acquire practical information and application of TKES, Data Analysis, Dibels, and technology. The teachers may also use Professional Learning Communities as a catalyst for book study discussions, collaboration of student work (writing, common assessments), RTI, differentiation strategies, and further data analysis. For the book studies, teachers can choose books based on individual need or desire. Teachers will use Professional Learning Communities as an avenue to focus on improving student learning through the use of best practices including differentiation, feedback, and assessment. -Writing data from 2013-2014 shows that our students continue to have difficulty meeting grade-level expectations in writing. As a result of these findings, we will continue to work collaboratively to build a community of writers by focusing on the improvement of writing instruction, analysis of writing data using the data teams model, writing remediation, and developing a school-wide writing program that addresses the needs of our learners. -Math CRCT data from 2013-2014 shows that our students continue to have difficulty meeting grade-level expectations in math. We will continue to find ways to differentiate our instruction to meet the needs of all students and provide interventions for students when they are not successfully meeting grade level expectations. -Reading CRCT data from 2013-2014 shows that a high percentage of our students are meeting grade level expectations in reading, however student Lexile levels in 3rd and 5th grade are well below expectations and below the county average. Reading Dibels and Lexile data show a continued need for interventions in specific areas of reading to ensure our Georgia Milestones data does not decrease and our Lexile levels increase. A continued focus in this area, especially with our subgroup populations, will be necessary to sustain a high level of success in reading. Section II: Improvement Practices/Competencies to be Demonstrated List the instructional practices that should be enhanced or improved as a result of participation in this course. What will teachers learn/be able to do as a result of these professional learning activities? How will student achievement be improved as a result of these professional learning activities? 1. Examine and review Gifted Education, Special Education, and EL guidelines.

2. Use data from Dibels to differentiate and provide strategies for progress monitoring. 3. Renew knowledge and updates about Mandated Reporter Training and MVP. 4. Participate in book study to gain practical knowledge on an area to enhance. 5. Obtain and implement innovative formative assessment approaches. 6. Participate in RTI trainings. 7. Use student work and other data to guide instruction. 8. Use Differentiation, Feedback, and Assessment to improve student learning. Section III: Please check all areas this proposal addresses Required Training X Field of Certification School/District Improvement Plan X Annual Personnel Evaluation State/Federal Requirements X Data Analysis Utilized X Section IV: Activities and Timeline See attached table in subsequent tab of workbook Section V: On the Job Performance Verification Prodecure/Follow-up Activities Describe procedures for evaluating the impact of this professional learning activity on student achievement and teacher effectiveness. Sign-In sheets from meetings, PLC minutes, and book study documentation will be kept on file with Professional Learning Coordinator.

Section VI: Mastery Verification Include the statement: Competencies will be addressed by the instructor(s) during the course activities. Competencies will be addressed by the instructor(s) during the course activities. Proposal submitted by: School: CLES Date: 10-3-14 Shawanna Stevens, Principal Proposal submitted by: School: CLES Date: 10-3-14 Joyce Spiler, CLES PLC Approval Dates & Signatures Principal PL Coordinator Shawanna Stevens Joyce Spiler SGT Designee Dena McElhannon Review Date 9/25/2014 School CLES Submission Date 10/3/2014 Barrow PL Coordinator Meggan McNally Approval Date 10/28/2014

2014-2015 Professional Learning Opportunities for Faculty and Staff List activities, workshops, etc. with dates, times, location and consultants/facilitators. Be specific. Activities and timeline should accurately reflect the description provided in section I. The PL course should not exceed 60 contact hours. Include the statement: "Based on 10 Contact hours, participants will earn a minimum of 1 PLU and a maximum of 2 PLUs" Date Title Instructor Participants Location/Time Contact Hours 7/30/2014 TKES: Differentiation, Assessment Strategies, Assessment Uses Shawanna All certified staff, support Media Center 8:00 2.5 Stevens, Lauren Carter 7/31/2014 Mandated Reporter Colura Lindsey All certified staff, support 8/5/2014 Ethics Shawanna Stevens Media Center 8:00 1 All staff Media Center 7:15 1 9/2/2014 MVP Jennifer Justice All staff Media Center 7:15 1 9/16/2014 Technology Apps: Chatterpix, Kahoot It!, Puppet Pals Dina Padgett All certified staff, support Media Center 7:15 0.5 9/17/2014 Data Analysis Lauren Carter, All certified staff Data Room during specials 0.5 Jennifer Squires 9/24/2014 Data Analysis Lauren Carter, All certified staff Data Room during specials 0.5 Jennifer Squires 10/13/2014 Technology Apps: Chatterpix, Kahoot It!, Puppet Pals Dina Padgett All certified staff, support 10/13/2014 TKES: Professionalism, Positive Learning Environment, Academically Challenging Environment Shawanna All certified staff, support Stevens, Lauren Carter Media Center 7:15 0.5 Media Center 8:00 1 10/22/2014 Common Assessment Lauren Carter, All certified staff Data Room during specials 0.5 Jennifer Squires 10/28/2014 TKES: Communication, Professional Knowledge, Planning, Strategies 11/4/2014 Gifted & EL Updates Dina Padgett, Cathy Mason, Peggy Gilbert, Angie Engstrom, Amy Morris, Kathy Henry Shawanna All certified staff, support Stevens, Lauren Carter All certified staff, support Media Center 7:15 1 Media Center 7:15 1 11/5/2014 Data Analysis Lauren Carter, All certified staff Data Room during specials 0.5 Jennifer Squires

2014-2015 Professional Learning Opportunities for Faculty and Staff List activities, workshops, etc. with dates, times, location and consultants/facilitators. Be specific. Activities and timeline should accurately reflect the description provided in section I. The PL course should not exceed 60 contact hours. Include the statement: "Based on 10 Contact hours, participants will earn a minimum of 1 PLU and a maximum of 2 PLUs" Date Title Instructor Participants Location/Time Contact Hours 11/12/2014 Data Analysis Lauren Carter, Jennifer Squires All certified staff Data Room during specials 0.5 11/18/2014 Technology Technology Committee All certified staff, support Media Center 7:15 0.5 11/19/2014 Data Analysis Lauren Carter, All certified staff Data Room during specials 0.5 Jennifer Squires 12/2/2014 Special Education Updates Steve Smith, All certified staff, support Media Center 7:15 1 Mandy Coleman, Patty Bardwell, Maomi Casteel, Tyler Roberts, Monica Lisk, Jamie Gruber, Bobbi Bowers, Jennifer Squires 12/3/2014 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 12/10/2014 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 12/10/2014 Collaborative Planning, unit and lesson plan construction Jennifer Squires all 4th grade teachers Scope Room 4 1/12/2014 Collaborative Planning, unit and lesson plan construction Jennifer Squires all 5th grade teachers Scope Room 12/16/2014 Technology Technology Committee All certified staff Media Center 7:15 0.5 1/15/2015 Dibels Data/TKES Jennifer Squires All certified staff, support Media Center 8:00 and then by grade level for 45 minutes throughout the day 1/14/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 1 1/14/2014 Collaborative Planning, unit and lesson plan construction Jennifer squires All 2nd grade teachers Data Room 4

2014-2015 Professional Learning Opportunities for Faculty and Staff List activities, workshops, etc. with dates, times, location and consultants/facilitators. Be specific. Activities and timeline should accurately reflect the description provided in section I. The PL course should not exceed 60 contact hours. Include the statement: "Based on 10 Contact hours, participants will earn a minimum of 1 PLU and a maximum of 2 PLUs" Date Title Instructor Participants Location/Time Contact Hours 1/16/2014 Collaborative Planning, unit and lesson plan construction Jennifer squires All 5th grade teachers Data Room 4 1/20/2015 Technology Technology Committee All certified staff, support Media Center 7:15 0.5 1/21/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 1/21/2014 Collaborative Planning, unit and lesson plan construction Jennifer Squires All Kindergarten teachers Data room 4 1/28/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 1/30/2014 Collaborative Planning, unit and lesson plan construction Jennifer Squires All 1st and 3rd grade teachers Data Room during specials 4 2/4/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 2/11/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 2/17/2015 Technology Technology Committee All certified staff, support Media Center 7:15 0.5 2/18/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 2/25/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 3/4/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 3/11/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 3/16/2014 Technology Technology Committee All certified staff, support Media Center 7:15 0.5

2014-2015 Professional Learning Opportunities for Faculty and Staff List activities, workshops, etc. with dates, times, location and consultants/facilitators. Be specific. Activities and timeline should accurately reflect the description provided in section I. The PL course should not exceed 60 contact hours. Include the statement: "Based on 10 Contact hours, participants will earn a minimum of 1 PLU and a maximum of 2 PLUs" Date Title Instructor Participants Location/Time Contact Hours 3/18/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 3/25/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 4/22/2015 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 4/28/2014 Technology Technology Committee All certified staff, support Media Center 7:15 0.5 4/29/2014 Data Analysis Jennifer Squires All certified staff Data Room during specials 0.5 TOTAL CONTACT HOURS 26.5