Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 1 of 55 1/21/13
School Name: Anderson-Livsey Elementary School
School Mailing Address: 4521 Centerville Highway
LEA Name: Gwinnett County Public Schools
LEA Title One Director Name: Carol Grady
LEA Title One Director Signature:
Date:
Telephone: (678) 301-7060
Fax: (678) 301-7058
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 2 of 55 1/21/13
SWP/SIP Template Instructions
Notes:
All components of a Title I 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.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 3 of 55 1/21/13
Title I Schoolwide/School Improvement Plan
Planning Committee Members:
NAME POSITION/ROLE
Wubisha Tilahun Geda Parent
Stella Walton Teacher
Michelle Getta Parent
Gwen Brown Community Leader
Robin Briggs Community Leader
Tonya Johnson Parent
Sharon Fort Parent
David N Mitchell Community Leader/Parent
Rachael Hennington Parent
Tim Hennington Parent
Rachel M Dill Parent
Talmara Stanley Parent
Brenda Christian Parent
Jasmine Wells Parent
John Pitre Parent
Melvin Jackson Parent
Shanee Berry Parent
Gabriela Mendoza Parent
Quintonya Robinson, MBA Parent
Julie Alford Media Specialist
Pat Roling LSTC
Janice W. Warren Principal
Kristy Hendricks Asst. Principal
Jessica McMenomy Teacher
Holly Acton Teacher
Deborah Browning Teacher
Diane Steele Teacher
Leander Bryant 4th
grade teacher
Gina Lawrence Teacher
Cecilia Anderson Teacher
Donna Kane Counselor
Wesane Abiy Parent
LaTrisha Echols Parent
Terri Newsom Parent
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 4 of 55 1/21/13
SIP Components of Anderson-Livsey Elementary School
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Response:
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 staff, parents and community stakeholders. The ways they were
involved were through parent and staff surveys, Title 1 Planning Meeting and document
review, email and face-to-face input.
B. We have used the following instruments, procedures, or processes to obtain this
information:
The Anderson-Livsey School Wide Plan was developed as a collaborative effort of
the individuals responsible for its implementation including the principal, parents,
teachers, school, and stakeholders representing a cross-section of the entire school
community. The Parent Surveys were administered in February of 2012. Results
were collected and analyzed. Email and face to face communication is collected
continuously through an open door policy between the school and community
The Title I Planning Meeting was held August 16th
, 2012 to develop a shared vision
for increasing student achievement. Parents, school administrators, community
members and staff representing various disciplines within the school began this
process with a review of the Purpose of Title 1 funding, a comprehensive review of
current and longitudinal data was shared and analyzed. Results of surveys provided
information on non-academic areas as well. Feedback and input was generated by all
stakeholders through brainstorming ideas that would increase student achievement in
the four core content areas. Ideas to be funded were collected through sharing at the
meeting and on feedback forms.
Through a review of the data, the committee developed a comprehensive plan to
meet the specific academic needs of all student subgroups. This School Wide Plan is
considered a critical component of an ongoing process focused on improving student
achievement. This process will ensure annual review of progress toward goals and
the subsequent revision of plans to meet the needs of Anderson-Livsey’s students.
The Anderson-Livsey staff, instructional leadership team and administrative team as
well as the parent community will work together to carry out this plan.
C. Working with the Title I migrant program liaison at the district level, we will ensure that
identified migrant students are receiving all services for which they are eligible. Migrant
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 5 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
and homeless students attending Anderson-Livsey will benefit from all
resources/programs utilizing Title I funds. Additional services may include, but are not
limited to:
before/after school tutoring
in home tutoring
summer school
in-home learning for pre-school age children (3-5 years old);
supplemental learning materials;
counseling
minor health services
transportation to and from school events.
We have taken into account the needs of migrant children by adhering to Common Core
Standards so that students will have a consistent education. Additional services may
include extended learning time, small group support, summer school, and counseling. We
monitor student progress and attendance closely and have a Parent Support Plan in place
to provide extensive resources and education of our most at risk students, which may
include our migrant students.
D. We have reflected on current achievement data that will help the school understand the
subjects and skills in which teaching and learning need to be improved. In developing the
School wide Title I Needs Assessment, Anderson-Livsey faculty, staff, parents and
community stakeholders reviewed the following data:
Non-academic data including:
Student Ethnicity
Lunchroom Data
Discipline Data
Parent Survey Results
Performance Data
2012 CRCT Scores
2011 ITBS Scores
2012 5th
Grade Writing Test Data
2 year trend data
Local School Assessment Data
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 6 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
SuccessMaker: Strand Scores, Prescriptive Schedules, class performance
summaries
Classroom Profile Data Sheets
Teacher RBES results
Fountas and Pinnell Reading Levels
Study Island Reports
Other Assessment Data
CoGAT Results: Verbal, Quantitative, Non-Verbal and Composite
Interim scores
EL: ACCESS and WAPT Scores
a. 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 [the Common Core Georgia Performance Standards
(CCGPS)] and the State student academic achievement standards including
Economically disadvantaged students
Students from Major racial and ethnic groups
Students with disabilities
Students with limited English proficiency
Enrollment data
The current student enrollment at Anderson-Livsey is 702 students. Kindergarten is our
largest grade level with 133 students. The average class size at Anderson-Livsey is 25
students per class, due to the five teachers funded by Title 1. Otherwise, it would be
significantly higher. The average for each grade level is shown below. Among our
population, 9% are served in EL, 7% are in special education and 5% are in the gifted
program. 72% of our students receive free or reduced lunch. We are a diverse student
body, 69% Black, 16% Hispanic, 10% White, 3% Multiracial and 1% Asian.
Average Class size 2012-2013
Kindergarten 27
First Grade 23
Second Grade 22
Third Grade 24
Fourth Grade 22
Fifth Grade 23
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 7 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Program Enrollment Data
Enrollment Percentage ELL 64 9%
Special Education. 49 7%
Gifted 32 5%
Other 547 79%
Student Ethnicity
Ethnicity Student Count Percentage
Black 445 68%
Asian/Pacific Islander 7 1%
Hispanic 114 17%
Multiracial 23 4%
White 63 10%
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 8 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Socio Economic Data
Socio Economic Status Students Percentage
Free/Reduced Lunch 499 72%
Other 193 28%
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 9 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Surveys
Parent and student perception surveys were acceptable in all areas. The school climate is
positive and the administrative team is committed to a professional environment,
conducive to academic achievement. Discipline concerns have been addressed by the new
administration through the implementation of a school wide discipline plan, positive
behavior plan that includes school-wide expectations and “starbuck” reward system,
clearly defined cafeteria and hallway behavior expectations, and the use of “star cards”
behavior logs.
Though local school surveys, parents requested books to practice a specific skill,
programs such as Extended Learning Time and more computer resources to support their
students at home, such as Study Island. Parents requested additional support in
understanding the types of writing skills the students are learning, finding community
resources that support learning, and understanding instructional strategies to use at home.
Parents also indicated that they would benefit from training in computer skills and
Leadership Academy and would prefer to receive trainings from the school during
evening hours. Parent indicated that email and phone calls are the best form of
communication between school and home. During the course of several meeting and
conversations with administration, parents have requested enrichment opportunities for
above average, economically disadvantaged students.
The staff was also surveyed on their knowledge of the AKS and programs to support the
AKS. Staff indicated that they would like additional professional learning in the areas of
Guided Reading and Math.
Class Schedules
Class schedules at Anderson-Livsey are primarily standard elementary school schedule
from 8:15-2:45. Students have specials daily including Art, PE, Music, and Science. We
also incorporate Successmaker twice a week. Star time (CQI) is from 8:25-8:55 daily
focused on targeted skills in Reading and Math. In addition, we offer EIP program for
struggling students and Advanced Content Mathematics for those performing above
grade level.
Academic Performance for 2012-2013
In developing the School wide Title I Needs Assessment, the following data was
reviewed:
Non-academic data including:
Student Ethnicity
Lunchroom Data
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 10 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Discipline Data
Parent Survey Results
Performance Data
2012 CRCT Scores
2011 ITBS Scores
2012 5th
Grade Writing Test Data
2 year trend data
Local School Assessment Data
SuccessMaker: Strand Scores, Prescriptive Schedules, class performance
summaries
Classroom Profile Data Sheets
Teacher RBES results
Fountas and Pinnell Reading Levels
Study Island Reports
Other Assessment Data
CoGAT Results: Verbal, Quantitative, Non-Verbal and Composite
Interim scores
EL: ACCESS and WAPT Scores
Due to budget restraints, CRCT was not given in grade 1 and 2, so Instructional
Assessments were given as a local score and scores were examined.
On the Interim tests, students in grades 1 and 2 scored below the GCPS average in all
areas except for Reading, which students scored slightly above the GCPS average. Scores
may be partly attributed to differentiated instruction, Guided Reading, and peer
collaboration.
Average scores in all CRCT subtests, grade 3-5 fell below the GCPS average, showing
the need for significant improvement in all academic areas. School wide, the most
significant area of weakness is mathematics.
Math Achievement by Subgroups
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 11 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
All
Students
SWD ELL Economically
Disadvantaged
% # % # % # % #
2011 82.9 301 60.4 32 77.8 28 80.9 222
2012 84.1 309 71.4 35 61.7 34 79.9 234
Anderson-Livsey students continue to underperform in the area of mathematics. Based on
2012 results, there is a slight increase in scores overall, with the greatest gains in SWD.
This can be attributed to supports in place including a target parent support plan through
our Parent Center. Of great concern, ELL students showed a significant drop in math
achievement. However, upon further review, the decline is isolated to our fourth grade
students. 94.7% of third and fifth grade ELL students performed at the meets/exceeds
level whereas only 23% of the fourth grade ELL students met/exceeded. We have made
changes to the support staff working with these students, including new ELL and EIP
teachers. As these students enter 5th
grade, they will require a focused effort on
improvement. Our economically disadvantaged population remained constant, showing a
minimal decline. Overall, the need for improvement in all subgroups is evident from the
data.
Reading/Language Arts Achievement by Subgroups
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 12 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
All
Students
SWD ELL Economically
Disadvantaged
% # % # % # % #
2011 90.9 330 67 35.5 73.6 26.5 89.6 258
2012 89.5 315 76.1 42 73.5 34 88.1 240.5
Reading achievement remained constant, showing a minor decline with the exceptions of
students with disabilities. As with math, Anderson-Livsey SWD students showed marked
improvement on the 2012 administration of CRCT-M. In both 2011 and 2012, there is an
obvious achievement gap concerning SWD and ELL students compared to the rest of the
population, including economically disadvantaged. These are areas we will continue to
focus resources.
Math Achievement by Ethnicity
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 13 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
All
Students
White African
American
Hispanic Multi-
Racial
% # % # % # % # % #
2011 82.9 301 92.3 24 82.8 222 80.4 45 75 9
2012 84.1 309 81.0 37 80.6 222 71.7 39 90.9 11
Due to our homogenous population, ethnicity data is difficult to analyze. Not included in
the data are 2 Asian students. There was a significant increase in performance of multiracial
students. However, based on the small number representing that subgroup, the statistics are not
significant. Our White and African-American groups both showed decrease, more significant
among the white population, and perform virtually the same. Our Hispanic population causes
greatest concern. They are consistently our lowest performing group.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 14 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Reading/Language Arts Achievement by Ethnicity
All
Students
White African
American
Hispanic Multi-
Racial
% # % # % # % # % #
2011 90.9 330 96.2 25 91.8 248 83.9 47 91.7 11
2012 89.5 315 96.2 26 89.3 238 61.8 55 100 10
Again, while other subgroup performance remained steady, we saw a dramatic decline
with our Hispanic population, our lowest performing subgroup. Our highest performing
subgroups are white and multi-racial.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 15 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Math Achievement for Economically Disadvantaged Students
All
Students
White African
American
Hispanic Multi-
Racial
% # % # % # % # % #
2011 83 208 93.3 15 81.1 159 88.0 25 85.7 7
2012 73.8 187 93.75 16 78.2 170 75.0 44 100 11
When examining the math acheivement for all economically disadvantaged students,
there is an increase in performance for multi-racial students. White student performance
remained constant and we saw a decrease in performance for African American students
and Hispanic Students. The overall result is a decrease in performance for disadvantaged
students. Since 76.6% of our population is economically disadvantaged, this data closely
mirrors school-wide results.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 16 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Reading/Language Arts Achievement for Economically Disadvantaged Students
All
Students
White African
American
Hispanic Multi-
Racial
% # % # % # % # % #
2011 92.3 208 100 16 92.8 154 100 25 100 7
2012 88.3 187 93.7 16 88.3 122 77.3 44 100 5
Following the school-wide trend, performance fell, yet remained relatively constant for
all subgroups except Hispanic students, which fell dramatically.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 17 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Reading ELA Math
1st 87 84 84
0
10
20
30
40
50
60
70
80
90
100
% o
f st
ud
en
ts p
rofi
cie
nt
1st Grade Instructional Assessment Data 2011-2012
There is no comparison data. The Instructional Assessment is a local school assessment given in
May 2012 through Georgia OAS.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 18 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Reading ELA Math
2nd 98 92 91
0102030405060708090
100
% o
f st
ud
en
ts p
rofi
cie
nt
2nd Grade Instructional Assessment 2011-2012
Second Grade performed well in all areas. The Instructional Assessment is a local school
assessment given in May 2012 through Georgia OAS.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 19 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
LanguageTotal
Math Total Core TotalSocial Studies
TotalScience Total
CompleteComposite
3rd 41 51 45 45 51 47
5th 43 50 45 47 48 46
0102030405060
Nat
ion
al P
erc
en
tile
ITBS Summary October 2011
On the ITBS administered in October of 2011. Anderson-Livsey students performed slightly
below the national average.
Reading/ELA
Math ScienceSocial
Studies
2011 89 72 80 80
2012 87 82 77 80
020406080
100
% P
rofi
cie
nt
3rd grade CRCT 2012
Third grade showed significant gains in Math, results in Social Studies remained constant,
Reading/ELA and Science showed a minor decrease.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 20 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Reading/ELA
Math ScienceSocial
Studies
2011 90 80 82 80
2012 89 80 80 79
72
74
76
78
80
82
84
86
88
90
92
4th grade
% P
rofi
cie
nt
Fourth grade scores remained constant. There was a minimal decrease in proficiency in
Reading/LA, Science and Social Studies.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 21 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Reading/ELA Math Science Social Studies
2011 92 80 82 78
2012 95 80 70 67
0
20
40
60
80
100
% P
rofi
cie
nt
5th grade
Fifth grade showed gains in Reading/ELA, remained constant in Math and showed a significant
decrease in Science and Social Studies proficiency.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 22 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Fifth Grade Writing Assessment
Level 1 Level 2 Level 3
2011 4 79 17
2012 8 78 14
0102030405060708090
% o
f st
ud
en
ts
F. The above data has helped us reach the following conclusions regarding achievement or
other related data.
In summary, the major strengths we found in our program were the
increase in proficiency among third grade students specifically in numbers
and operations and geometry. Increase in proficiency in reading and math
among students with disabilities shows the effectiveness of our Special
Education Interventions and our Parent Support Plan targeting parent of
SWD. In addition, fifth grade reading comprehension is a strength.
The major needs we discovered is the need to increased proficiency in all
core content areas. We will address these needs by focusing on integrating
non-fiction text based on the science and social studies content into our
reading instruction and focusing on weak strands in math including
computation. The low performance of our Hispanic students is a
significant concern. The lowest performing group of Hispanic students
was our current Fifth graders.
The needs we will address are increasing performance across all area. The
data will be used for planning instructional activities for students as well
as professional learning opportunities for teachers.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 23 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Reading/Language Arts
This content area is a relative strength for students at Anderson-Livsey. Our performance
in the meets and exceeds categories are close to the county average.
Writing has become a standard for promotion in Gwinnett County at all three levels:
elementary, middle, and high. It is important for students to be proficient in writing in all
grades and will become a priority for teachers in all grades and across content areas. In
2012-2013, we will work to increase the percentage of students performing in the exceeds
category and minimizing the number of students that score level 1.
We will continue to focus on reading/language arts instruction with an emphasis on
reading for information, vocabulary acquisition, and the research and writing
process/literary comprehension. Writing across content areas will be implemented across
all grade levels with all students. Emphasis will be placed on integrating non-fiction
literature into Language Arts instruction focusing on Science and Social Studies content.
Reading/Language Arts is a critical need for our Hispanic. As a result, we will provide
additional support for these students and frequent assessments, closely monitoring
progress to ensure continuous improvement is made throughout the year. Through our
Parent Support Plan, we will also provide additional support for parents of our most at
risk students identified through data analysis
Mathematics
Math is a critical area of need for our students. Data reviewed in this content area
identifies this as a need across grade levels and subgroups, even though third grade
showed significant gains in proficiency. We will work to provide students numerous
opportunities for students to develop their math skills so they may become confident
problem solvers. We will develop a solid foundation in mathematical operations. We
will have a continued focus on Math improvement through month assessment cycles that
include computation and problem-solving.
Science and Social Studies
Based on data and standardized assessments, these content areas are a challenge area for
the upper grades. These content areas will be supported with reading and writing across
the content areas and integrating content related non-fiction literature into Language Arts.
We will continue to support Science Enrichment as a Special.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 24 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
The specific academic needs of those students that are to be addressed in
the schoolwide program plan will be increased achievement in the four
core content areas. We will increase achievement by lowering class size to
better support our students. Classroom teachers and support staff will
implement research based instructional strategies including balanced
literacy with a focus on nonfiction literature and balanced numeracy.
Morning workbooks and data notebooks are implemented school wide.
Morning workbooks provide a consistent, spiral review based on the
content of each grade level in reading and math. Data Notebooks provide
common assessments in math computation and problem solving and
writing and provide resources for students to track progress.
Administration will monitor for consistent, quality instruction in every
classroom, every day.
The ROOTCAUSES that we discovered for each of the needs were a
result of poverty and the accompanying stresses, lack of student
background knowledge, lack of vocabulary acquisition. In some cases
there is a lack of home support. In our upper grades, an increased
complexity and abstract reasoning in math and the necessity to read to
learn provides additional challenges for students that already need to learn
basic skills. Teachers need to be better prepared to meet the unique needs
of our student population. Smaller class sizes will allow teachers to better
serve these students. Parents need training to provide support for students
at home. Parent support is provided by our Parent Instructional Support
Coordinator (PARENT INSTRUCTIONAL SUPPORT
COORDINATOR). Engaging instructional resources and extended
learning time are also necessary interventions for our at risk students.
G. The measurable goals/benchmarks we have established to address the needs were:
Literacy:
All students at Anderson-Livsey Elementary will demonstrate proficiency as measured by
interim assessments and the CRCT in the areas of reading for information, research and
writing process, vocabulary acquisition and literary composition.
Math:
The faculty at Anderson-Livsey Elementary will work collaboratively to increase the
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 25 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
mathematical academic achievement for all students. Numerous opportunities will be
provided for all students to increase their skills in mathematics which will enable them to
become confident and competent problem solvers. All students will develop a solid
foundation in mathematical operations which include geometry and measurement. We will
measure our success through grade level assessments, Interim, and CRCT results.
Science:
Students in grades K-5 will become scientific problem solvers by utilizing the scientific
methods and processes consistently and pervasively in all classrooms resulting in
increased performance on classroom assessments, Interims, and CRCT.
*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the
comprehensive needs assessment and academic standards.
Response:
At Anderson-Livsey, our high needs population requires smaller class size in order to address the
needs of our students. After the completion of a comprehensive needs assessment, it has been
determined that Title I funds will be used to fund additional teachers in the four core academic
areas. We are funding a Kindergarten, Second Grade, Fourth Grade, Fifth Grade and Science
Specials Teacher. This will allow us to reduce class size and provide greater individualized
interventions for students. We are funding a PARENT INSTRUCTIONAL SUPPORT
COORDINATOR to train parents to better support their students at home. Supplemental learning
activities will be provided to support the four core content areas.
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 hiring
teachers to lower class size and utilizing research based, quality instruction such as
guided reading emphasizing non-fiction text, balanced numeracy, and writer’s
workshop.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 26 of 55 1/21/13
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.
Our goal is to close the achievement gap between subgroups through a process of
Continuous Quality Improvement (CQI). CQI follows a “Plan, Do, Check, Act”
model to help schools target weaknesses in academic achievement. To assist in this
process, Anderson-Livsey will track progress through use of the GCPS Interim
Assessment Program. This will allow teachers and administrators to regularly
determine the amount of progress each student has made toward mastery of each
Academic Knowledge and Skills (AKS) which are aligned with the Common Core
Georgia Performance Standards (CCGPS).
Areas of strength and weakness will be identified, and instruction will be modified to
meet specific student needs. Effective and explicit instruction will be planned using
formative and summative data and common instructional calendars. This data will be
frequently disaggregated and analyzed to ensure that the remediation, enrichment, and
acceleration needs of all students are addressed through differentiated instruction. The
Literacy and Math Coach will supplement instruction in regular classrooms so that
students will not only meet, but also exceed standards. Additionally, the Literacy and
Math coach will provide guidance in the use of research-based instructional practices to
the teaching staff of Anderson Livsey to ensure quality instruction in every classroom,
every day. To meet the rigor of Common Core, we have a school-wide focus on non-
fiction, content based literature. Regular use of the technology lab, SuccessMaker lab and
the Media Center provide opportunities for enrichment, remediation and acceleration for
all students. Support for gifted, EL and Special Education students is available in a
resource program and through differentiated instruction in cluster classrooms. Depending
on the students’ needs described in Individual Education Plans (IEPs), or EL
Modification Plans (ELP’s), students with disabilities and English language learners
receive support both in and out of the regular classroom. In addition, students may
qualify for Early Intervention Program (EIP) or other support through the RTI process.
The strategies listed below have been closely linked with student success and
achievement, and will be the teaching strategies most utilized. Based on the research of
Robert Marzano, the GCPS Quality-Plus Teaching Strategies have been proven to lead
students to skill mastery in all content areas. These strategies are also effective in meeting
the needs of English Language Learners and Students with Disabilities. Through
Continuous Quality Improvement efforts, Anderson-Livsey will provide a world class
education to all its students.
The staff at Anderson-Livsey Elementary School will provide world-class instruction by
adhering to, and applying rigor to the Academic Knowledge and Skills (AKS), and the
Common Core Georgia’s Performance Standards (CCGPS) which are the Gwinnett
County Public Schools curriculum. In addition, the faculty will provide a consistent
focus on ensuring that the Gwinnett County Public Schools’ Quality-Plus Teaching
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 27 of 55 1/21/13
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.
Strategies are implemented in every aspect of teaching learning that occurs at Anderson-
Livsey Elementary. These strategies include:
Assessment
Non-verbal representations
Modeling and practice
Vocabulary
Summarizing
Collaborative learning opportunities
Literacy
Goal-setting
Problem solving
Questioning/cuing
Background knowledge
Comparing and contrasting
Technology
Extended Learning Time
WIDA
The WIDA Consortium’s English Language Proficiency Standards for ELs (grades P-12)
includes the following:
the Social and Instructional Language
the Language of Language Arts
the Language of Math
the Language of Science
the Language of Social Studies
The WIDA ELP Standards are designed to serve as a curriculum & planning tool to assist
educators in determining the ELP levels of children and how to appropriately challenge
them to reach higher levels.
By following the Gwinnett County instructional calendars, teachers will ensure that
students are working on appropriate learning activities in a well-defined learning
sequence.
The Anderson-Livsey Title I Committee has comprised the following list of
Implementation Strategies:
Data Notebooks to allow for continuous common assessments and student goal-
setting in Math and Literacy.
Morning Workbooks to provide consistent spiral reviews in Literacy and Math.
School-Wide CQI Program to be implemented by all stakeholders in the building.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 28 of 55 1/21/13
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.
CQI will follow the instructional calendar and allow students to have an
uninterrupted team-time learning approach presented and supported by staff
members.
Learning-Focused School Strategies focusing on
Essential Questions to identify learning focus and guide instruction.
Activating Strategies to engage Students
Teaching and reteaching for understanding
Summarizing to ensure mastery of concept
Literacy and Math Coaches – The coaches will support teachers through
professional development and modeling of effective instructional strategies.
The implementation of a Mentoring program for new teachers. This program will
offer support to new teachers in classroom management techniques and best
instructional practices.
Peer Observations (Model Classrooms). This will provide an opportunity for
teachers to learn from each other and observe the implementation of research-
based strategies.
EL/SPED Inclusion – Co-teaching Staff Development. We will support the
inclusion model for our subgroups. In order to ensure that this is implemented
effectively, professional learning opportunities on best practices related to co-
teaching will be offered to EL and Special Education teachers.
Extended Learning Time is offered on Saturday and after school to provide
additional support in reading and math.
As other means of supporting student achievement, we will encourage student
participation in clubs that enrich academic and social development. We will also
encourage faculty, staff, and community volunteers to support our students.
2(b). Are based upon effective means of raising student achievement.
B. Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting
our effective methods and instructional practices or strategies.
Class size is a heavily debated topic in education. Results relating to the positive
effect of reduced class size were recently published in Education Week. “A 2001
evaluation of the Student Achievement Guarantee in Education, or SAGE, class size
reduction program by researchers at the University of Wisconsin-Milwaukee found
that a five-year-old program of class-size reduction in Wisconsin resulted in higher
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 29 of 55 1/21/13
achievement for children living in poverty. Research from Columbia University
Teachers College in New York showed the context of class-size reduction can affect
its success in improving student achievement (Ready, 2008). Similarly, Charles M.
Achilles, one of the original principal researchers on the STAR study, has said
researchers and policymakers will have difficulty replicating the improvements seen
in the STAR study without including key elements of that program, such as early
intervention and small class sizes of three years or more (Achilles, 2008).”
Within all classrooms at Anderson-Livsey, teachers and faculty will use a variety of
methods to provide instruction related to state standards. According to the Thomas
Guskey, “If assessments provide information for both students and teachers, then they
cannot mark the end of learning. Instead, assessments must be followed by high-quality,
corrective instruction designed to remedy whatever learning errors the assessment
identified.” To ensure we are making the necessary corrections in teaching and learning
we utilize data notebooks that allow for monthly review of common assessments in the
area of math and literacy. Students and teachers utilize the data for goal setting and to
adjust instruction.
Research suggests that parental involvement has a positive impact on all levels of
academic achievement (Jeynes, 2003). It is not surprising therefore that parent
involvement has emerged as one of the most important topics in education circles
(Jeynes, 2003). Additional research suggests that parental involvement is particularly
important in the primary grades (Rasinki, 2003). Dr. Joyce Epstein (1991) developed the
framework of six types of Involvement to assist educators in developing school and
family partnership programs. The purpose is to “help all families establish home
environments to support children as students. Design effective forms of school-to-home
and home-to-school communications about school programs and children's progress.
Recruit and organize parent help and support. Provide information and ideas to families
about how to help students at home with homework and other curriculum-related
activities, decisions, and planning. Include parents in school decisions, developing parent
leaders and representatives. Identify and integrate resources and services from the
community to strengthen school programs, family practices, and student learning and
development. Our Parent Instructional Support Coordinator assists parents and organizes
support to adhere to this framework.
As a faculty, we will also be focused on integrating reading and writing strategies in all
curriculum areas, and implementing high levels of questioning strategies to increase
reading comprehension in all curriculum areas. Teachers will utilize Balanced Literacy,
Guided Reading, and Flexible Math Groups.
The SuccessMaker program is an additional way in which we measure student progress
in the areas of reading and mathematics. Students must be provided with a technology-
rich environment to become proficient in math skills, basic reading skills, and reading
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 30 of 55 1/21/13
comprehension skills to succeed. Research shows that students benefit from
SuccessMaker when consistently used at school, and home use serves as an added
supportive benefit.
"Our nation's schools are seeking solutions that enhance the achievement of at-risk
learners. The results from this independent study confirm that SuccessMaker provides
teachers with a highly effective tool that determines each student's individual learning
level and continuously adapts instruction to meet his or her needs," said Marcy
Baughman, Pearson's Director of Academic Research. "Pearson conducts rigorous
efficacy studies to inform our next-generation educational resources and to ensure that
teachers, students and parents have access to the best and most effective learning
programs."
We also realize that in order to accomplish our goal of sustained increases in
mathematics, reading and science achievement, instruction must be meaningful and class
size must be limited. As a team, we recognize the need for students to be able to apply
the knowledge they learn and become problem solvers in the real world. Therefore, we
are additionally focused on ensuring that we have several teachers on the faculty
including teachers who have received their Gifted and EL Endorsements, to serve the
needs of students. The strategies used with these groups are good for all students,
especially those who may be academically at-risk.
In an effort to provide students with additional opportunities needed to enhance their
critical thinking skills, we will reduce class size by funding five additional classroom
teachers.
Achilles, C.M., (2008) Class Size: New Research, Beyond STAR, Is Needed.
Epstein, J.L. and Dauber, S.L. (1991), School programs and teacher practices of parent
involvement in inner city elementary schools. The Elementary School Journal.
91(3) pp. 289-305.
Guskey, T.R. (2003). Using Data to Improve Student Achievement. 60(5). How Classroom
Assessments Improve Learning.
Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority
children's academic achievement. Education and Urban Society, 35(2), 202-218.
Rasinski, T. (2003). Parental involvement: key to leaving no child behind in reading. The
New England Reading Association Journal, 39 (3), 1-5.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 31 of 55 1/21/13
Ready, D., Class-Size Reduction: Policy, Politics, and Implications for Equity. Education
Week, April 9, 2008.
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 providing before school
intervention programs including Successmaker Club and Writing Intervention. We also
provide our Intervention Students with Language Arts and Science instruction during
Specials time. Our students participate in Summer School as needed. If Wish List funds
become available we will also provide Afterschool and Saturday ELT Programs to
support reading and math.
The strategies that shall be used at Anderson-Livsey Elementary School to educate all our
students were derived from the following sources:
Classroom Instruction that Works (Marzano et al. 2001)
Marzano and his colleagues present the nine most successful learning strategies
which have the highest correlation to student achievement. These learning strategies
are the basis of the thirteen Quality-Plus Teaching Strategies teachers at Anderson-
Livsey will employ every day to teach our students. The strategies featured in the
book are the following: summarizing and note taking, reinforcing effect and
providing recognition, homework and practice, non-linguistic representations,
cooperative learning, setting objectives and providing feedback, generating and
testing hypotheses, and questions, cues, and advanced organizers.
The thirteen Gwinnett County Public Schools’ Quality-Plus Teaching Strategies shall
be the centerpiece of teaching at Anderson-Livsey Elementary. Based on Marzano’s
meta-analysis “Classroom Instruction that Works,” these strategies are employed
everyday by our teachers to educate children at all levels. When administration and
faculty and parents visit the classrooms at Anderson-Livsey, they will look for
evidence of these strategies.
Closing the Achievement Gap (Davenport and Anderson, 2002)
Closing the Achievement Gap provides the foundation for Continuous Quality
Improvement (CQI). CQI is an eight-step model to help schools identify and target
weaknesses in academic achievement. The eight steps are data disaggregation,
development of instructional calendars, direct teaching of standards, assessment on
specific strands, maintaining current levels of achievement, providing tutorials for
identified students, providing enrichment for identified students, and monitoring on
the part of the administration.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 32 of 55 1/21/13
2(c). Use effective instructional methods that increase the quality and amount of
learning time.
Our instructional calendars are based on the Gwinnett County Public Schools
Academic Knowledge and Skills (AKS) curriculum; this curriculum will provide the
basis for what is taught in classrooms on a daily basis. The instructional calendars are
tied to the GCPS Benchmark Assessments. Anderson-Livsey will monitor student
learning frequently by offering students at Anderson-Livsey the opportunity to
participate. With these assessments, teachers will verify that students have learned
what has been taught and can pinpoint areas of weakness. In addition, Benchmark
data will allow staff to have yearlong professional learning on analyzing data to guide
instruction. As funds become available, we will purchase additional paper to create
common assessments to support student learning.
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).
Response:
Anderson-Livsey Elementary School shall address the needs of all students who attend
our school in an equitable manner. Our Local School Plan for Improvement addresses
goals for all students, including EL students and students with disabilities. In reading,
Anderson-Livsey Elementary will utilize Balanced Literacy and provide Guided Reading
groups consistently and pervasively in all classrooms. All students will also benefit from
a 30-minute AKS/CQI model daily with ongoing assessments to guide and alter
instruction when necessary. The EIP program will be available for students
demonstrating weaknesses in Reading and Math. The Reading Specialist and Math
Specialist will also support the needs of all students in the building.
In Math, Anderson-Livsey will utilize Flexible Math Groups that offer differentiated
instruction to meet the needs of all at-risk students as well as innovative teaming.
Teachers will teach students using hands on techniques and manipulatives.
All students, including EL and students with disabilities will be given additional
opportunities to participate in the SuccessMaker program. Each class is equipped with a
workstation and the school has a number of labs to offer additional support. Students
needing additional at home support will be offered a SuccessMaker kit for home use that
parents may check out through the Parent Center. SuccessMaker Club will be offered to
students in Grades 3-5.
Accelerated students will be provided enriching opportunities through Guided Reading
and conferring in the classroom. In addition, students will be given opportunities to serve
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 33 of 55 1/21/13
as peer leaders, student council members, and BETA club members. Students will also be
provided with non-fiction and fiction leveled readers to spark interest in all areas of
literacy. Advanced Content Math classes will be provided to students who qualify in
Grades 3-5.
2(e). Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
schoolwide plan and must be connected to the support of assisting students to
achieve proficiency or advanced status in relation to the State Academic content
standards. Documentation must be provided during the budget approval process.
Required based on FY12 US ED monitoring.
Response:
Currently, no field trips are planned utilizing Title I funds.
*3. Instruction by highly qualified professional staff.
Response:
Anderson-Livsey Elementary is committed to fulfilling the No Child Left Behind
(NCLB) mandate by ensuring that all students receive instruction from highly qualified
teachers. The NCLB Act defines a highly qualified teacher as one who has a bachelor’s
degree or higher and is certified to teach in the subject area he/she is assigned to teach.
Anderson-Livsey Elementary currently has 45-1/2 teachers, each with a bachelor’s
degree or higher and who are also certified to teach in the subject area they are assigned
to teach. Approximately 76% of the teaching staff has six or more years of teaching
experience.
(11 teachers with less than 6 years of experience and 34.5 with more than 6 years)
The certified teaching staff includes the following:
3 Administrators (Warren, Hendricks, Moore)
1 Counselor (Kane)
1 Media Specialist (Alford)
1 Technology Coordinator (Roling)
32 regular education teachers
o 7 Kindergarten
o 5 First Grade
o 5 Second Grade
o 5 Third Grade
o 5 Fourth Grade
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 34 of 55 1/21/13
*3. Instruction by highly qualified professional staff.
o 5 Fifth Grade
4 Special Education teachers - we have 4 teachers but have 8 certified in
Special Education (Benson, Hyatt, White, Carr, Anderson, Boyce, Dudley,
Rodriguez)
1 Speech and Language Pathologist (Price)
1 Gifted teachers (Russell)
11 teachers with Gifted Endorsements (Anderson, D. Brown, Fielder,
Lawrence, Roling, Russell, Steele, Friend, Hendricks, Hackett, Toney)
2 Teachers with Teacher Support Specialist Endorsements (Lawrence,
Morrow)
1 half time EL teacher (Toledo)
1 Reading Specialist (Hravatic)
1 Math Specialist (McMenomy)
4 Special Areas teachers - (Thomson, Dudley, Blanchard, Tucker)
1 Parent Instructional Support Coordinator (Boyce)
7 and 1/2 Teachers with EL Endorsements (Anderson, Askew, A. Brown,
Clifton, Mulligan, Carr, Guppy, and Toledo 1/2)
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 35 of 55 1/21/13
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
A. Response: We will provide instruction by highly qualified teachers who meet the standards
established by the state of Georgia. (Use HiQ Report and school staff roster. Indicate how
certification deficiencies are being address.)
At Anderson-Livsey Elementary, we understand the importance of attracting and
retaining highly-qualified teachers. Currently, all teachers are highly qualified. Should
the need arise to hire a teacher or long term substitute that is not highly qualified, a letter
will be sent to the parents of impacted students. GCPS Human Resources has a plan for
working with teachers and substitutes that are not highly qualified. Various studies have
shown the following elements to be effective in attracting and retaining highly-qualified
teachers:
A positive and supportive work environment
A supportive administration that encourages and provides professional growth
Providing and emphasis on teacher leadership
Providing an opportunity for teachers and staff to receive consistent and high
quality professional development
Ability of the school’s staff to provide a high level of support and expertise to
incoming teachers. Provision of teacher support will be accomplished through
our mentoring program, structured learning teams, and weekly collaborative
planning times.
The recruitment strategy of Gwinnett County Public Schools (GCPS) and Anderson-
Livsey Elementary includes all of these elements. It is an ongoing policy of GCPS and
Anderson-Livsey Elementary to disseminate information about these elements via
websites and job fairs.
In addition, Anderson-Livsey Elementary will ensure a safe and positive working
environment. Anderson-Livsey Elementary will have an effective school-wide student
discipline plan which is developed and implemented by the staff. Anderson-Livsey
Elementary will also ensure that teachers are given appropriate teaching assignments;
adequate time to work with their colleagues and students, and transparent access to
information, materials, and technology.
The administration at Anderson-Livsey Elementary will also ensure that staff members
are supported by providing them with ongoing quality professional development
opportunities. New teachers are provided with additional support through the New
Teacher Induction Program. Highly qualified, content-specific mentors will be used to
support new teachers. Mentees are given opportunities to observe research-based
instruction and effective classroom management strategies.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 36 of 55 1/21/13
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
In addition, to funding from Title I, teachers are also offered loan forgiveness for
teaching in a Title I School for five or more years.
*4. Professional development for staff to enable all children in the school
A. Response: We have included teachers, administrators, and, if appropriate, pupil services
personnel, parents, and other staff in our staff development that addresses the root causes
of our identified needs.
We identified the root causes of poverty and the accompanying stresses, lack of student
background knowledge, lack of vocabulary acquisition. In some cases there is a lack of
home support. Teachers need to be better prepared to meet the unique needs of our
student population. Therefore, to better prepare our staff we will have all professional
staff participate in monthly, afterschool staff development opportunities throughout the
2012-2013 school year guided by the GCPS Quality Plus Teaching Strategies and the
Learning Focused Schools Model. Grade level staff development is held each Tuesday.
The focus rotates weekly between Math, Literacy, Science/Social Studies and Data. The
faculty meets each Thursday after school as well. In addition, all instructional faculty
members will meet weekly in collaborative planning sessions in which each team
member will provide input in regards to planning lessons, assessing students, and
participating in additional staff development activities. All professional staff
development opportunities will focus on implementing the Gwinnett County Quality Plus
Teaching Strategies to promote positive student engagement, as well as, student
achievement at the proficient and exceeds levels.
Anderson-Livsey staff participated in the following staff development during the summer
prior to the school opening in the fall:
Literacy Institute
Math Institute
eClass Training
EL endorsement
Language Arts Staff Development
All professional staff will be engaged in developing and implementing a Balanced
Literacy Model at Anderson-Livsey Elementary School. All professional staff will be
involved in prioritizing and sequencing the Balanced Literacy components in terms of
staff development presentations based upon student data and needs. All Language Arts
staff development will focus on ensuring that all students are proficient or exceed in
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
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Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 37 of 55 1/21/13
*4. Professional development for staff to enable all children in the school
Language Arts on the state and county assessments.
Language Arts staff development will include formal writing workshops relating to
Gwinnett County and state writing assessments. All Language Arts staff development
will include lessons that will support student writing achievement across all content areas
and at all grade levels.
Language Arts staff development will focus on positive student engagement to help
ensure that Anderson-Livsey students will indeed become life-long readers and writers.
All Language Arts staff development will focus on modeling best practices in reading
and writing by the school Reading Specialist, which will include the establishment of a
model classroom.
Math Staff Development
Math staff development will include Exemplar Training, Math Counts, Math Workshop,
Everyday Counts Calendar Math, use of manipulatives and accessing and utilizing the
Math Online Communication Center. An additional staff development plan will include
the establishment of a model classroom which will be facilitated by the Math Specialist.
If available, staff will also participate in the Math Institute. Teachers, students and
parents will be provided training to utilize the online math tutorials. We have requested
additional support, in the form of staff development, from the county math department.
Science Staff Development
Science staff development will include implementing hands-on experiments in the
classroom, integrating science with literacy, questioning skills and accessing and utilizing
the Science Communication Center. Since science interaction requires many different
kinds of equipment and materials, it is imperative that the room be organized to
accommodate the activity approach to science. To support resource-based learning, we
will also have in place a variety of instructional resources and support materials.
Social Studies Staff Development
Social Studies staff development will focus on economic Concepts and accessing and
utilizing the Social Studies Online Activities and Resources. Supplemental materials and
resources to support social studies may be utilized to support student achievement.
Technology Staff Development
When students are using technology as a tool or a support for communicating with others,
they are in an active role rather than a passive role of recipient of information transmitted
by a teacher, textbook, or broadcast. The student is actively making choices about how to
generate, obtain, manipulate, or display information. Technology use allows many more
students to be actively thinking about information, making choices, and executing skills.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
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Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 38 of 55 1/21/13
*4. Professional development for staff to enable all children in the school
Therefore, the faculty at Anderson-Livsey Elementary will actively be involved in
technology related staff development that will include use of the Mimeos in every
classroom, Successmaker, Go Gwinnett Portal, Elements, IG Pro, classroom
technologies, school and teacher websites, and site licenses such as BrainPop and
Education City. Staff will also be trained on making instructional posters for classroom
and school use. A Poster Maker and supplies will be provided for staff use as funds
become available.
Staff Development Evaluation will be based on:
Analysis of Formal and Informal student assessment data, which includes Student
achievement scores on the CRCT, Gwinnett County Interims, and student
progress reports.
Evidence of implementation of best practices by staff and students
Staff needs assessments
To further support school wide goals, staff will receive funding for subs for release days and
stipends.
B. We have aligned professional development with the State’s academic content and student
academic achievement standards. All professional staff will participate in monthly,
afterschool staff development opportunities throughout the 2012-2013 school year guided
by the GCPS Quality Plus Teaching Strategies and the Learning Focused Schools Model.
Grade level staff development is held each Tuesday. The focus rotates weekly between
Math, Literacy, Science/Social Studies and Data. The faculty meets each Thursday after
school as well. In addition, all instructional faculty members will meet weekly in
collaborative planning sessions in which each team member will provide input in regards
to planning lessons, assessing students, and participating in additional staff development
activities. All professional staff development opportunities will focus on implementing
the Gwinnett County Quality Plus Teaching Strategies to promote positive student
engagement, as well as, student achievement at the proficient and exceeds levels.
Anderson-Livsey staff participated in the following staff development during the summer
prior to the school opening in the fall:
Literacy Institute
Math Institute
eClass Training
EL endorsement
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 39 of 55 1/21/13
*4. Professional development for staff to enable all children in the school
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 scheduled time for professional learning, if wish list funds become available, we
will provide release time for professional learning/collaborative planning, and our staff
takes advantage of GCPS professional learning. We have a weekly staff development
schedule that designates each Tuesday during planning for professional development in
addition to Thursday afternoons from 3:15pm-4:00pm. Anderson-Livsey Elementary
School will continue to provide high quality and on-going professional development
opportunities for all staff enabling all students to meet Gwinnett County and state student
academic achievement standards, as well as national achievement standards at the
proficient or exceeds levels. All staff development in the content areas and across all
grade levels will be based on student strengths and needs identified through county and
state student achievement data. The opportunities for professional learning that are
scientifically based will be provided by Gwinnett County staff, as well as by the
Anderson-Livsey Elementary School instructional leadership team and staff members.
We have two Instructional Coaches to provide daily, classroom embedded development.
D. We have included teachers in professional development activities regarding the use of
academic assessments such as common assessments to enable them to provide
information on, and to improve, the achievement of individual students and the overall
instructional program in the following ways:
Ensure teachers have the necessary skills to properly analyze data to make
instructional decisions.
Use frequent, informal assessments to assess student learning.
Develop common assessments to guide instruction.
*5. Strategies to increase parental involvement.
Response:
A. We have involved parents in the planning, review, and improvement of the
comprehensive schoolwide program plan by recognizing the importance of parental
involvement and will facilitate on-going opportunities to increase the involvement of our
families. We advertise in a variety of ways including flyers, on our website, and posters
to recruit parents.
Research suggests that parental involvement has a positive impact on all levels of
academic achievement (Jeynes, 2003). It is not surprising therefore that parent
involvement has emerged as one of the most important topics in education circles
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 40 of 55 1/21/13
(Jeynes, 2003). Additional research suggests that parental involvement is particularly
important in the primary grades (Rasinki, 2003).
The administrative team, faculty, and staff of Anderson-Livsey Elementary School have met
and jointly developed this Title I Parent Involvement Policy in conjunction with parents. This
policy describes the school’s expectations for parent involvement. The planning meeting
agenda included: o School Status(Priority/Focus Schools) o School Data o Needs Assessment/Parent Survey Results o School Wide Plan Revision o Parent Involvement Policy o Action Plan o School-Parent Compact o Budget o Prioritized “Wish List”
o Opportunity to provide feedback
o
We use the School Parent Involvement Policy Checklist when developing your Title I
Parent Involvement Policy. It will be distributed to parents of all students. The term
parent in this policy refers to parents/guardians of students attending Anderson-Livsey
Elementary School. In addition, we have a Parent Involvement Action Plan, and a
School-Parent Compact. We adhere to a transparent process, where all parents are
encouraged to be involved.
We also have a Parent Support Plan to provided extra assistance to our EL parents. This
support will include additional workshops and individual contact. The purpose of this
plan is to improve the home-school connection necessary for student success. The
involvement of the PARENT INSTRUCTIONAL SUPPORT COORDINATOR is
imperative to provide training for parents so that they may better support their children
academically.
B. We have developed a parent involvement policy included in our appendices that
includes strategies to increase parental involvement (such as family literacy services)
describes how the school will provide individual student academic assessment results,
including a interpretation of those results
makes the comprehensive schoolwide program plan available to the LEA, parents,
and the public (internet, newspaper, newsletters)
compacts required – include with policy
Parent Involvement checklist included
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 41 of 55 1/21/13
*6. Plans for assisting preschool children in the transition from early childhood programs to
local elementary school programs.
Response:
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.
Transition from Pre-K to elementary school is such a big change for students; having a
transitional program in place will provide students with the confidence and overall
information to feel comfortable about the new change. Scheduled meetings for upcoming
Kindergarten parents will focus on the academic needs of kindergarteners as well as provide
parents with necessary information about the daily operations of the school.
Working with childcare centers and parents
We will invite Pre-K teachers, students, and parents to visit Anderson-Livsey to experience a
“Day in the Life of a Kindergartener”. This visit would include the opportunity to tour the
school, visit a kindergarten classroom, walk through the cafeteria, and view other areas of
interest within the school.
In addition we will provide opportunity for area preschool directors and Pre-K teachers to
participate in vertical planning to help students be prepared for kindergarten.
We will provide parents with resources to help their children be ready for school. These may
include early language strategies, reading strategies, technology resources, and community
resources.
Advertise to invite students/parents to K registration
Beginning early Spring, we will send information to current Anderson-Livsey families as
well as to our feeder childcare centers regarding kindergarten registration. Registration
information will also be easily-accessible on the school’s website.
Kindergarten Registration
During Kindergarten registration, parents will fill out all necessary registration forms and
provide all necessary documents. The Kindergarten teachers will administer an assessment
for each child, and at the end will enjoy a bus ride. In addition, during the summer, we will
offer three days of “Kinder Camp” designed to prepare our most at risk rising
kindergarteners.
Transition to Middle School
Fifth grade students will also visit to the middle school in preparation for sixth grade as well
as have a guest speaker and mentor visits from the middle school. We will disseminate
information provided by the middle school to inform parents about meeting and facilitate the
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 42 of 55 1/21/13
transition.
*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.
Response:
A. The ways that we include teachers in decisions regarding use of academic assessment are
shared decision making, Building Leadership and LSPI committees. At Anderson-Livsey
Elementary School our goal is to inspire learning that lasts a lifetime. Anderson-Livsey’s
Local School Plan for Improvement (LSPI) will be created through continuous analysis
of our student achievement data. In order to ensure that Anderson-Livsey Elementary is
achieving this mission, the school’s Building Leadership Team (BLT), comprised of
representation from each grade level or department, will meet annually to develop the
LSPI. In conjunction with the LSPI, each teacher and administrator will create an annual
goal for achievement in the form of a Results Based Evaluation System (RBES). Each
individual RBES will be aligned with the goals set forth in the LSPI. This process
ensures that our instructional staff is working to improve achievement levels in the
identified areas of weakness.
Anderson-Livsey Elementary School will use the Continuous Quality Improvement
(CQI) model as we work towards reaching the highest level of student achievement.
Teachers will deliver the Academic Knowledge and Skills (AKS) by following the
timelines created by the district instructional calendars. Teachers will employ both
locally created and district created assessment to track the progress of the students toward
mastering the AKS for their grade level. Using Elements software, teachers are able to
disaggregate data from district-created Interim Assessments. This data will guide the
Continuous Quality Improvement (CQI) schedule as teachers target those AKS that have
not been previously mastered in the areas of Language Arts and Math. Lessons will be
developed to remediate students who show weakness in skills previously taught. At the
same time, students who have shown mastery in those skills will receive enrichment to
ensure that they are being moved forward. A CQI team will be developed, consisting of
grade level and administrative representation, in order to monitor strengths and
weaknesses by grade level.
Each grade level is provided with a common planning time to allow for collaboration.
This time allows teachers to discuss current and historical data as a means to guide daily
instruction. The teachers will work together to make any modifications to instructional
strategies. This collaboration will allow Anderson-Livsey to meet the needs of all
learners.
At Anderson-Livsey, teachers as well as students in grades 1-5, will keep data notebooks.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 43 of 55 1/21/13
Teacher notebooks will house teacher historical data and individual student achievement
data. This will allow for quick reference as the teacher continues to guide and improve
instruction. Student notebooks will include data and work samples for the individual student.
The notebooks will be maintained throughout the year and will be reviewed by the student
and teacher regularly. This will allow students to take ownership of their individual strengths
and weaknesses. In collaboration with the teacher, the student will set personal goals for their
academic achievement.
MATHEMATICS AND SCIENCE
Local school assessments, such as mathematics/science benchmarks and exemplars will also
be utilized to help guide quarterly instruction planning and focus on mathematics problem
solving skills. These assessments will be discussed with teachers as administrators conduct
Kid Talk sessions. Additional math and science materials will be purchased as funds become
available.
READING
Local school assessments, like reading Fountas and Pinnell Levels, reading standards,
reading comprehension and fluency, will be utilized to help guide quality instructional
planning and focus on reading skills. These assessments will be discussed with teachers as
administrators conduct walk-throughs and the literacy coach gives feedback on observations.
The LSPI will be created by a committee including representation from each grade level.
Staff will review and give input regarding LSPI to ensure everyone is involved in the
creation of the plan and, therefore, has ownership of the plan.
Each educator will complete a RBES goal that is aligned with the LSPI. Benchmark tests
will be given throughout the year to assess student progress. Teachers will use Elements to
disaggregate data.
Teachers and students will participate in AKS CQI. Bi-weekly mini-assessments will be
graded and evaluated on each grade level which will allow teachers to track progress. This
allows an opportunity for enrichment, as well as, remediation. Grade levels will meet weekly
to plan collaboratively.
Students will also be provided with test prep books to give additional opportunities to boost
scores on standardized testing.
*8. Coordination and integration of Federal, State, and local services and programs.
Response:
Migrant and homeless students attending Anderson-Livsey will benefit from all
resources/programs utilizing Title I funds. Additional services may include, but are not limited
to Extended Learning Time, at home resources that can be checked out through the Parent
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 44 of 55 1/21/13
Center, transportation accommodations, and translated conferences if needed.
8(a). List of State and local educational agency programs and other federal programs that will be
included.
Response:
In addition to the coordinating efforts listed in Anderson-Livsey’s Local School Plan,
Anderson-Livsey Elementary will also participate in the following programs:
a. Title I
b. Title II ~ Eisenhower funds for Math and Science Professional Learning
c. Title III-English for Speakers of Other Languages (EL)
d. Gifted Program
e. Special Education Programs
f. Free and/or Reduced Lunch for Families that Qualify
g. Gwinnett County Public Schools IE2 Flexibility Contract
h. PTA
i. Be There National Campaign
j. Gwinnett County Public School Staff Development Funding related to district
initiatives and our local school’s plan of improvement
k. Gwinnett County Public Schools Summer School
l. Department of Family and Children Services
m. Parent Involvement/PARENT INSTRUCTIONAL SUPPORT
COORDINATOR
n. Migrant Education
o. Students living in Institutions for Neglected Children
p. Education of Homeless Children and Youth
Gwinnett County Public School’s Staffing Allotments based on Anderson-Livsey
Elementary School’s enrollment, poverty, and mobility rate include:
a. Early Intervention Program
b. School Nurse
c. School Counselor
d. School Psychologist
e. Transition Program for students failing the fourth grade Gateway requirements
f. Support from the School Resource Officer
g. School Social Worker
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 45 of 55 1/21/13
8(b). Description of how resources from Title I and other sources will be used.
Response:
Items to be funded from Title I resources:
School wide Title I Fund 410 Budget Additional Details
Teaching Positions: Salaries/Benefits $200,439
Parent Instructional Support Coordinator, 4th grade teacher, 5th grade teacher
Direct Instruction $ 70,013
Books for the bookroom, math and science equipment, supplemental toner and paper, software renewals, supplemental printing, math and science materials, Extended Learning Time Programs
Instructional Support $10,391
Release days for collaborative planning, stipends for Professional Development, Professional Resources,
Transportation $7,145 Transportation for Extended Learning Time
Parent Involvement $5,124
Interpreters and Childcare for Parent Workshops, Resources for Parent Checkout, Kindercamp
TOTAL ALLOCATION $293,112
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 46 of 55 1/21/13
68%
24%
4% 2% 2%
Teaching Positions: Salaries/Benefits
Direct Instruction
Instructional Support
Transportation
Parent Involvement
If additional funds are allocated, the following items will be funded from Title I resources:
A detailed budget template and narrative was prepared and submitted to the Title I office
for approval.
Local and federal funds will be combined to support the expenditures outlined above.
In addition, should additional funds become available, our wish list that was developed as
a result of the Title I Planning Meeting is as follows:
Additional ELT funding to support reading and math
Additional books for the book room
Educational games
Parent Center-educational materials and storage
Traveling trunks
Professional Library resources
Instructional Manipulatives
Coach Books
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 47 of 55 1/21/13
8(c). Plan developed in coordination with other programs, including those under the School-to-
Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology
Act, and National and Community Service Act of 1990.
Response:
This does not apply to Anderson-Livsey Elementary.
*9. Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
Response:
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 include weekly grade level
meetings to evaluate the effectiveness of instruction. There will also be periodic grade
level meetings to discuss curriculum and units. At these meetings teachers will analyze
benchmark assessments and other classroom data to identify strengths and weaknesses in
order to guide instruction. This data will drive Continuous Quality Improvement Model
(CQI). This program groups students by ability based on assessments of specific
standards. These groups are flexible based on how students perform on any particular
standard. We have provided five additional teachers in grade K-5 to lower class size and
better support students. With smaller class sizes, students are better able to implement
and collect data on RTI interventions, differentiate instruction, provide small group
support and there are more opportunities for co-teaching with Special Education and EL
teachers.
The Building Leadership Team (BLT) will meet bi-monthly to discuss progress towards
school goals. Regular staff development will be required of all staff members to provide
an opportunity for growth in teaching techniques and subject mastery in all critical areas.
A rigorous reading program will be implemented under the supervision of our full time
reading coach. Materials such as leveled readers and coach books will provide test prep
practice for students in grades 1-5. Students will use the Successmaker Program as
additional practice in core subjects. Other programs such as Brain Pop, Education City
and United Streaming will be available technology sources for students in our three
computer labs. Teachers also have access to two wireless computer carts for use in
classrooms. In addition, teachers have at their disposal additional technology such as the
new Stratologica Map System, mimeo boards and digital document imagers.
Data notebooks will be maintained by teachers and students who will be evaluating their
own progress. A writing folder will be maintained for each student with writing samples
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 48 of 55 1/21/13
throughout the year for each genre scaffolding our intense reading program. Writing
samples will be sent to the University of Georgia for evaluation prior to the mandated 5th
grade writing assessment. All students will also have agenda books to keep track of
materials and homework. Parents will be notified via a school calling system to inform
parents of important events. This will enable parents to continuously monitor their child’s
progress and enhance school involvement. Students will also be provided with daily cards
to track work habits. The cards along with agenda books will provide information
regarding student progress regularly and ongoing. Parents can also monitor progress
online through the Parent Portal. Parents will be able to check out instructional material
from the Parent Center to support all core academic areas.
We provide additional intervention programs including EIP, EL, Morning Writing Help
Sessions, Successmaker Club, Intervention help classes during specials, and if funds are
available, afterschool and Saturday support programs.
Students who experience difficulty during the school year and receive either a D or a U on
their report card in any of the core academic areas will receive an Academic Contract in
November. This contract outlines for the parent the academic knowledge and skills (AKS)
that are still in need of improvement as well as interventions that the school, parents and
student should focus on to improve in that area. The contract is updated in January/February
and then a final contract is given in April. If the student has not progressed in their learning,
the final contract outlines the recommendation that the student attend summer school. Since
promotion is based on performance on state testing, the student's attendance in summer
school is only a recommendation.
9(a). Measures to ensure that student weaknesses are identified on a timely basis.
Response:
Anderson-Livsey utilizes numerous measures to ensure student weaknesses are identified in a
timely manner. School-wide, the following data is collected:
Annually:
CoGAT
ITBS
CRCT
State Writing Test
Quarterly:
Interims Assessments
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 49 of 55 1/21/13
Three times a year:
Fountas and Pinnell Reading Levels
Monthly:
Big 20’s
Exemplars
Computation Tests
Writing Assessments
Successmaker Data
Ongoing:
CQI Assessments
Teacher Observation
Classroom Performance
Grade Level Unit Assessments
RTI interventions
Differentiation of instruction
Small groups
Co-teaching
9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance
for identified weaknesses.
Response:
Teachers will participate in ongoing professional development to better support
students. Professional development will be provided to assist teachers in data driven
decision making and documenting the Response to Intervention Process. Math and
Literacy coaches are available to support teachers and model lessons. Ongoing staff
development will provide support in all academic areas using the Quality Plus
teaching strategies to ensure the success of all students at Anderson-Livsey
Elementary. Staff Development, including data reviews, are held each Tuesday,
Wednesday and Thursday.
In addition, Kid Talk meetings bi-monthly. Kid talks allow teachers to collaborate
and develop strategies for students having academic difficulties. After implementing
strategies from Kid Talk meeting, students experiencing difficulty may be
recommended for SST at which time additional strategies and intervention will be
implemented and monitored. Strategies offered at SSTs may include RTI.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 50 of 55 1/21/13
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 in the community.
Response:
Parent-Teacher conferences will be offered to all parents twice per year (October and
February) to discuss student progress. Student led conferences will be utilized. Academic
Contracts will be created with parents, student, and teacher when students are demonstrating
below grade level performance in any core academic area. Evening parent informational
sessions will be provided for the parents of all students to raise student achievement. Staff
and Parent informational sessions regarding the Parent Portal and Elements Reports training
will assist in identifying student weaknesses.
Parents are involved in the monitoring of their child’s progress on the AKS/CCGPS through
weekly work folders, behavior checklists/ S.T.A.R cards, mid-term progress reports, Student
Support Team meetings, and parent teacher conferences which occur twice each year. For
students who are not meeting standards, Academic Contracts are developed and shared with
parents. These contracts identify specific AKS/CCGPS that have not been met. They are an
instructional roadmap which outlines strategies and activities for parents and teachers to
follow to ensure students make progress towards skill mastery.
Through the Parent Center and the Parent Involvement Policy, the Parent Instructional
Support Coordinator will provide parents the opportunity to learn about resources available
in the Parent Center. They are also provided access to technological resources such as
interactive homework help sites and programs to help practice for state tests. Through
workshops and other events, parents are provided information about: state and local
assessments; state and county curriculums; literacy and math skills; monitoring academic
progress; accessing resources from the parent center. Additionally parents are invited to learn
about and prepare for transitions into, between, and from one school level to the next.
The Parent Instructional Support Coordinator is available daily to meet with parents to
discuss student progress, and to assist in selecting and checking out materials and resources
for home use. Parents are invited and encouraged to participate in Parent Center activities,
workshops and meetings. A Parent Center calendar of events is published in the student
handbook, on the school website, and provided to students in hard copy at regular intervals
throughout the school year. Finally, the GCPS Parent Portal provides parents with instant,
real-time access to student assessments and grades.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 51 of 55 1/21/13
10. Description of how individual student assessment results and interpretation will be
provided to parents.
Response:
Parents of Anderson-Livsey Elementary will receive individual student assessment
results for GCPS and other locally required tests. For state tests, individual student
results are sent to Anderson-Livsey Elementary, where the results will be given to the
parents in hard copy form. Explanations of results will be provided through
conferences, placed in student folders, or mailed to the student's home. Interpretations
of test results will be sent with the student scores. Whenever possible, letters explaining
results are translated in the home language. In addition, parent workshops will provide
parents with skills to support their children.
11. Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
Response:
Disaggregated results for state assessments are provided by the vendor in hard copy form.
The Georgia Department of Education provides disaggregation of data on state
assessments. Data will be used for student assessment and achievement. This data will
be collected and disseminated through the Go Gwinnet Portal to My Students, My
School, My District, and Elements. Teachers and administrators at Anderson-Livsey
Elementary will view the results for both aggregated school information, as well as,
current classroom and individual student results.
Teachers and administrators of Anderson-Livsey Elementary will also be able to view
historical data for their school, class, or student disaggregated into subgroups.
Disaggregated data are used by teachers to identify strengths and challenges for their
students. Teachers will receive data analysis training and will participate in on-going
data talks, and in depth “data days” meetings. After analysis, the teachers use the data to
focus on student achievement and improve delivery of instruction so that it meets the
needs of the students.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 52 of 55 1/21/13
12. Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response:
The Georgia Department of Education provides disaggregated assessment information on
CRCT and Writing Test results on their website (www.gadoe.org), which is maintained for
5 years. GCPS provides training of test data interpretation at the required Local School Test
Coordinator meetings and during “Y’all Come” sessions. Anderson-Livsey Elementary’s
Local School Test Coordinator will attend these training sessions, which are held at least
three times during the school year. Training is also provided for the Leadership Team and
individual teachers at
Anderson-Livsey Elementary on utilizing test data stored in My Students and Elements. Test
data and results are used to implement staff development sessions, curriculum planning, and
instructional strategies. My Student Portal and Elements allows Anderson-Livsey
Elementary to chart progress by school grade level, teacher, grade specific content areas,
school-wide content areas, and by subgroups. Once achievement gaps have been identified,
Anderson-Livsey Elementary will work towards closing those gaps based upon targeted
areas of need.
13. Provisions for public reporting of disaggregated data.
Response:
The State Accountability Report is provided to every parent and to interested community
members. The report includes trends in data and highlights programs that schools are
implementing to increase student achievement. The State Accountability Report is also
available to parents and the community on the Georgia Department of Education website
(www.doe.k12.ga.us).
Each Gwinnett County Public School publishes district accountability reports annually.
The most recent version is included with this school wide plan. The local school
accountability report is also available on the Gwinnett County Public Schools website
(www.gwinnett.k12.ga.us).
School status information, including disaggregated results is shared during specific parent
meetings, such as Title I Annual Orientation, Title I Planning meetings, math/literacy
events, and school council meetings and is displayed at the school.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 53 of 55 1/21/13
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.
Response:
The School wide program was revised during the August of 2012 for Anderson-Livsey
Elementary School. The revision was based on data collected throughout the previous year
from sources including the Parent Survey, feedback forms and open door communication.
The Title I Planning Meeting was held on August 16th
, 2012. The agenda of the Title I
meeting consisted of:
Overview of Title I Program
Status Report
Data Review
Needs Assessment
School Learning Focus
School-wide Plan Revision
Budget Overview/Breakdown /Wish List
Review, Revise and/or Edit the following documents
Parent Involvement Policy
Parent Involvement Action Plan
School-Parent Compact
Feedback
The 2011 plan was available for review and revision. In addition, the 18 components of the
Title I School wide Plan were discussed. Participants worked in small groups to determine
student, parent and school responsibilities as it related to the Local School Parent Involvement
Policy. Parent Involvement components were also reviewed at the Planning Meeting.
Although, originally the school wide plan was developed following an abbreviated time
frame, data is collected continuously. The School-wide Plan will be reviewed and revised
annually, at a minimum, to ensure that it continues to address the needs of the student body.
Agendas, sign-in sheets, and minutes from the Title 1 Planning Meeting are kept on file and
submitted as part of the Parent Involvement Program Documents.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 54 of 55 1/21/13
15. Plan developed with the involvement of the community to be served and individuals who
will carry out the plan including teachers, principals, other school staff, and pupil service
personnel, parents and students (if secondary).
Response:
The Anderson-Livsey School Wide Plan was developed as a collaborative effort of the
individuals responsible for its implementation including the principal, parents, teachers, school,
and stakeholders representing a cross-section of the entire school community. The Title I
Planning Meeting was held August 16th
, 2012 to develop a shared vision for increasing student
achievement. Parents were invited to attend by flyers that were sent home, information on our
website, stickers sent home on the children’s shirts, and posters in the school. Parents, school
administrators, community members and staff representing various disciplines within the school
began this process with a review of the school’s mission and vision. A comprehensive review of
current and longitudinal data was shared and analyzed. Results of surveys provided information
on non-academic areas as well. Feedback and input was generated by all stakeholders. Through
a review of the data, the Title I Planning Meeting attendees developed a comprehensive plan to
meet the specific academic needs of all student subgroups. This School Wide Plan is considered
a critical component of an ongoing process focused on improving student achievement. This
process will ensure annual review of progress toward goals and the subsequent revision of plans
to meet the needs of Anderson-Livsey’s students. The Anderson-Livsey staff, instructional
leadership team and administrative team as well as the parent community will work together to
carry out this plan.
16. Plan available to the LEA, parents, and the public.
Response:
A copy of Anderson-Livsey Elementary School’s revised School wide Plan is available to the
LEA in the Federal & Special Programs Office at the Gwinnett County Public schools
Instructional Support Center. Additional copies of the revised School wide Plan are available to
parents and the public in our school’s front office, the assistant principal’s office, the Parent
Center and on our school’s website. Parent Involvement documents were distributed to all
parents.
17. Plan translated to the extent feasible, into any language that a significant percentage of
the parents of participating students in the school speak as their primary language.
Response:
If requested, Parent Involvement documents and portions of the school wide plan will be
translated into another language to the extent feasible.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 55 of 55 1/21/13
18. Plan is subject to the school improvement provisions of Section 1116.
Response:
The revised school wide plan of Anderson Livsey Elementary School is subject
to the school improvement provisions of section 1116.
As stated in the GA ESEA Flexibility Waiver, Georgia is no longer held accountable for
requirements of the Elementary and Secondary Education ACT (ESEA) section 1116(b) that
require LEAs to identify schools for improvement, corrective action, or restructuring when
they have not made AYP for two or more years. The Georgia ESEA Flexibility Waiver
instead requires the SEA to identify Title I schools as having a Priority, Focus, Alert, or
Reward status.
The ESEA requirement for parent involvement and parent notification has not changed. There
are specific requirements for parental notification of a Title I school’s status as Priority, Focus
or Alert. Title I schools that are identified as Priority or Focus are required to provide
Flexible Learning Programs (FLPs) to increase time spent on learning. Priority and Focus
schools are required to invite all parents to be involved in the design of the FLP. In addition,
these schools are required to notify parents of their child’s eligibility to participate in FLPs.
Furthermore, Priority and Focus schools are required to develop a Memorandum of
Agreement (MOA) between the LEA and the SEA. Memorandums of Agreement have
multiple requirements as outlined in the Georgia ESEA Flexibility Waiver.
Anderson-Livsey Elementary School has not been identified as a Priority, Focus, or Alert
School for the 2012-2013 school year and is therefore, not required to provide a Flexible
Learning Program at this time.