KANAWHA COUNTY SCHOOLS 039 231 GRANDVIEW ELEMENTARY SCHOOL 959 WOODWARD DRIVE CHARLESTON WV 25312 AllPlans Plan Plan submitted: April 23, 2013 Grandview Elementary is an inner city school with a diverse population. The poverty rate has risen in the last ten years from approximately 50% to 76%. The school and it's families demonstrate needs in many areas. Grandview has a strong Title I program with 4 teachers, and a full time counselor funded by the program. The school population varies between 230 and 250 students. Kanawha county provides a part time music, P.E., and art teacher. There is a full time speech therapist and part time nurse at the school. Grandview is fortunate to have a preschool progam in place and a full time special education program. Page 1 of 43
Grandview Elementary is an inner city school with a diverse population. The poverty rate has risen in the last ten years from approximately
50% to 76%. The school and it's families demonstrate needs in many areas. Grandview has a strong Title I program with 4 teachers, and a
full time counselor funded by the program. The school population varies between 230 and 250 students. Kanawha county provides a part
time music, P.E., and art teacher. There is a full time speech therapist and part time nurse at the school. Grandview is fortunate to have a
preschool progam in place and a full time special education program.
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Planning CommitteeName Title RepresentationAda German Secretary *Service Personnel Amber Matty 1st Grade Teacher *Teacher Amber Nichols Parent *Parent Angela Abbott 5th Grade Teacher *Teacher Ann B. Edele Title I Reading *Title I Ashlee Keeney Title I Basic Skills *Title I Heather King 4th Grade Teacher *Teacher Jennifer Hart Community Member *Other JoAnn Ellison Resource Teacher *Special Education Kelli Ellis Librarian *Teacher Krista Trabert Title I Math *Title I
Loren Friend 21st CCLC Director,Bob Burdette Center
*Business Community
Michelle Settle Principal *Administration Paula Atkinson Parent *Parent Stacy Lazo-Deiss Preschool Teacher *Early Childhood Susan White Title I *Title I *Technology
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the plan.Input from parents was taken from Title I parent surveys. Staff input through a staff culture survey and informal discussion. The planning committee reviewed the information and worked together tocreate the 2012-2013 school year plan. Parent and staff input was given and updates and were made throughout the year through Faculty Senate (6 meetings), LSIC (4 meetings), and PTO Meetings (8meetings), as well as Strategic Planning Meetings (2 meetings). The 2012-2013 plan was agreed upon by the planning members and the plan was submitted online. The plan was also reviewed through apeer review process.
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Core Beliefs
All Staff must work together to help students achieve their highest ability.1.
All Students will reach their personal best (academic/social).2.
Parents and community school involvement is essential for student success.3.
Grandview Elementary School will provide a safe and caring environment.4.
Mission Statement
The vision of Grandview Elementary School is to provide a high-quality, world-class education that ensuressuccess for every student through excellence in teaching and learning to accomplish our mission -"Grandview Elementary School...Whatever it Takes for our students to be successful!"
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Data Analysis
Data Analysis for the Strategic Plan
The Five-Year Strategic Plan drives the instructional planning, collaboration of staff members and meeting the needs of our students. Our
ultimate goal is to improve student achievement in reading, math, and writing. Grandview staff consistently monitors, uses various
assessments, and benchmarks to differentiate instruction. The testing data and assessments are frequently reviewed and analyzed to enhance
overall student achievement.
The following data is analyzed on a monthly basis through PLC meetings and collaboration/progress monitoring meetings: DIBELS,
Pearson, SMART Goal Pre/Post Tests, Acuity, SMI, Saxon Assessments, WV Writes, and Everyday Unit Assessments. At these meetings
interventions are adjusted to meet the individual needs of students.
External Trend Data
Socio economic conditions
Grandview's poverty level has increased dramatically in the last ten years; from around 50% to the current level of 96%. This impacts the
learning environment due to the instability of the students and the needs of the families affected by doubling this number.
*The economic stability of our county is declining due to the relocation of jobs outside of the state. This also affects Granview's
population in that many of the families must leave the area to seek employment or become unemployed and sometimes, homeless.
Transportation needs also play a role in this as more become unemployed, vehicles/transportation is lost. Therefore, gaining new
employment is affected.
*Families are sharing homes with grandparents and other relatives resulting in multi-generational homes. We are seeing an increase in
grandparents raising the grandchildren. We are also seeing an increase in single parent homes. The single family home is no longer the
norm in Grandview's attendance area. The impact of multiple families and Grandview students living in such close proximity to one
another can create additional stressers.
*The major implication of technological change is the limited access at home. Due to being a very high poverty area, web access is not
accessible to all, approximately less than half of Grandview's population has computers or internet access. Although cell phones seem to be
quite common, it is an increasing issue that many are disconnected and parents are out of touch. Not only can computers not be used for
academics, no school communication or Edline grade system can be accessed.
*The area has seen an increase in violence and drug related arrests, as well as domestic violence issues, including restraining orders.
Students come to school feeling fearful, distressed or distraught. This is well documented how this affects education and Grandview is
greatly impacted.
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Needs Summary:
Students need additional help in basic skills to prevent future school drop-outs. Grandview needs to continue to offer support to families in
need and give outside agency help. The members of the planning committee recognize these factors as major concerns and possible
roadblocks to the area children's education. The LSIC and the Family Involvement Council have addressed these concerns and have
planned activities and events to involve more members of the community. Students are and will continue to receive character education to
assist them in difficult choices that lay ahead. 21st Century Skills are a priority at Grandview and will provide a solid foundation for this
area's future citizens.
Student Achievement Data
The committee examined the WESTEST data from 2007 to 2012 and several areas of concern were identified. Although Grandview made
AYP for the first three years, AYP was not met in 2011 and 2012. Confidence Interval was met in Reading, but AYP was not attained in
mathematics.
Needs Summary:
This information has made the Goals and Objectives of Grandview's 5 Year Strategic Plan the highest priority of the planning and
implementation of our county-wide instructional programs. SMART Goals will be developed in both reading and math to correct these
deficiencies. Intervention Groups will be developed for all targeted and intensive students in both reading and mathematics. Professional
Development will be provided in the areas of: improving math instruction, improving reading instruction, higher DOK, and higher levels
of student engagement, etc.
Other Student Outcomes:
Grandview's attendance rate remains stable and is consistently above 90%.
A large number of students received discipline referrals in the past, but this has steadily improved with the implementation of a
school-wide Positive Behavior Support Program.
· ESL - 0 students
Needs Summary:
We will continue to address the behavior issues with the Grandview Elementary school-wide Positive Behavior Support program and the
implementation of ABE.
Attendance is not a concern. We will continue to monitor student attendance and encourage continued success in this area with incentives
and rewards.
Analysis of Culture, Conditions and Practices
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The Planning Committee looked at all available data to form a plan for the 2012-2013 year. Surveys were completed through TItle
I Questionaires. The parents voiced strong opinions about extended time education. They favored extended day programs. Parent
involvement and home-school communication were a high priority.
*Grandview's staff did see quite a significant staff turnaround after the 2011-2012 school year. This was due to attrition and transfers.
This made an exceptionally poistive change in the environment and work climate. Current staff has a willingness to work together and do
whatever is needed to help in the school. Staff works more cohesively together and interacts as wells as collaborating and coteaching on a
daily basis.
Needs Summary:
The staff felt that additional instructional time in reading and math was a priority and would increase student achievement. We will achieve
this through Title I funded extended day programs. The staff at Grandview will continue focusing their attention on research based
strategies, staff develpment (PLCs focusing on establishing and implementing SMART Goals, developing higher levels of student
engagement, and higher Depth of Knowledge), attending workshops, and intense monitoring and assessment.
21st Century Skills will also continue to be a priority. Teachers will study using higher DOK and higher levels of student engagement
through PLCS as well as a book study. 21st Century Teaching tools will also be purchased with Title I funds to support this need.
The OEPA Checklist should be one source of data to assess school or county needs as you prioritize your strategic issues.There are no negative consequences to checking “No” to a high quality standard since the checklist is not used for changing accreditationor approval status or selection for on-site reviews.
OEPA Analysis
Prioritized Strategic Issues
1. Increase student achievement in mathematics.
2. Increase student achievement in reading.
3. Pofessional Development for new staff.
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To decrease the drop-out rate in the Capital High School area through KCS drop-out prevention efforts.
1.1 Early identification of at-risk students will occur via Student Assistance Team and Monthly Monitoring Meetings.
1.2 Student-school based adult connections will be made with at-risk students.
All teaching staff will participate in the KCS student connection intiative.Title I Parental Involvement
Hold SAT Meetings and Monthly Monitoring Meetings to identify students that are exhibiting academic, attendance, or behavior problems.
Teaching staff will participate in a book study, "Research-Based Strategies: Narrowing the Achievement Gap for Under-Resourced
Students" by Ruby Payne to improve student reationships.
Title I Parental Involvement
Teaching staff will participate in a book study, "Working wih Parents: Building Relationships for Student Success" by Ruby Payne to
improve student and parent relationships.Title I Parental Involvement
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To improve student achievement,enhance student learning, and improve 21st Century skills through the integration of technology.
Objective: To ensure that all teachers have access to a computer to provide 21st century instruction and assessment. Teacher:computer ratio 1:1 As measured by: 2008 Teacher to Computer Ratio (based on XP and above and 10/08 survey)
School Year Teacher: computer 1:1 ratio
2008-2009 Not Available
2009-2010 2.95:1
2010-2011 1:1
2011-2012 1:1
2012-2013 1:1
Objective: To ensure that all students have access to a computer to provide 21st century instruction and assessment. As measured by: 2008 Student to Computer Ratio (based on XP and above and 10/08 survey)
School Year Student:computer 3:1 ratio
2008-2009 4.11:1
2009-2010 2.15:1
2010-2011 1.3:1
2011-2012 1:1.8
2012-2013 1:1.8
Objective: To ensure that all students are technology literate.As measured by TechSteps report
To Provide the computers and software necessary for all teachers and students to develop twenty-first century skills. Measure Digital Divide Survey Base 45.00 Target 100.00 1. To increase the percentage of teachers who have received a minimum of 16 hours of professional development in the use and integration of twenty-first century tools and skills. Measure Digital Divide Survey Base
10.00 Target 90.00 2.To provide every classroom with an electronic whiteboard and data projector Measure Digital Divide Survey Base 0.00 Target 60.00
3. Pre-K-5 curriculum, instruction, and assessment will reflect 21st century skills. Measure program enrollment, 21st century walk-through checklists, DIBELS, various usage reports, 21st Century CSO usage. Base 0.00 Target 100.00 4.
TECH/4: Provide increased access for students and teachers to 21st century tools and resources.
Core Plan Technology
SMARTboards and projectors through levy funds.Airliners, laptops for teachers/students, Quizdom, digital cameras, and SMART Document cameras.Riverdeep, Tech-Steps, Kidspiration, Everyday Math,Acuity Implement Grade QuickWeb for teacher grades and attendance
Discovery Streaming
TECH/1: Provide 21st century hardware and a stable, state-of-the-art 21st century infrastructure for the
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TECH/1: Provide 21st century hardware and a stable, state-of-the-art 21st century infrastructure for theeffective use of technology.
Core Plan Technology
Replacement of Windows XP computers with Windows 7Purchase of SMART Boards
Purchase of wireless equipment, access points
New switches
Fiber BackboneSmart UPS Rack mount
Laptops for Mobile Lab
SMART Document Cameras
TECH/2: Focus on 21st century technology tools and resources that improve achievement of all students,with a special emphasis on high need and low SES students.
Core Plan Title I Technology
Incorporate 21st century skills and strategies through the use of Technology enhanced assessments-WVDE Online Writing Assessment, PearsonSuccessnet, DIBELS, TechSteps (K-8), Acuity, ScholasticMath Inventory (SMI), Achieve 3000 (2-5), RiverDeep, EMGames, Kidspiration and Teach 21 Website.Integrate adopted text resource to instruct and assess for student learning.Review data from county benchmarks, WESTEST 2, and Writing Assessment to adjust instruction basedon student need.Incorporate Tech-Steps into classroom curriculum.
Review data from various assessments (DIBELS, county benchmarks, Writing Assessment and other assessments
used by school and district) to adjust instruction based on student need
Provide information to all teachers about the technology resources available for their use
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Incorporate 21st century skills and strategies through the use of Acuity, WV Writes,achieve 3000, and Discovery
education Streaming.
Encourage the use of Intel Thinking with Technology tools to help in the development of problem-solving, critical
thinking, organizational and collaborative skills.
Utilize RiverDeep Math and Reading, Achieve 3000, SMI, EM Games, and RAZ kids, to target identified student
deficiencies in basic skills
TECH/3: Provide the telecommunications and internal connections necessary for student learning
Core Plan Title I Technology
Provide access to the Internet, the WAN, and WVEIS throughout the schools.
Provide telephone, walkie-talkie, cell, and pager services to the school.
Provide funding to install, repair or replace network cabling and switches as needed.
Provide cellular, paging, local and long distance telephone service to the school.
Provide access to the Internet, Parent Link, and WVEIS to the schools.
Provide Parent Link Services to the school community for mass deployment of messages.
Purchase wireless access points throughout the building.
Use KCS email and access email for proferssional communications with school and county staff, students, parents, and community.
TECH/5: Utilize innovative strategies for providing rigorous and specialized courses that may not be availablewithout the use of 21st century tools and resources.
Core Plan Technology
Teachers will take students on virtual field trips and other innovative sites to provide curriculum nototherwise available. Provide online course offerings to Elementary students through the use of River Deep Reading and Math
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curriculium.
TECH/6: Promote parental involvement and improved collaboration with community/home through the user of21st century tools and resources
Core Plan Technology Parental Involvement
Continue to use Edline for home/school communications
Continue to use of wide area rapid notification system for emergency situations- Parent Link.Continue to use the school website (Edline Homepage) for home/school/community
Staff will use the KCS Intranet to obtain employee information, access staff development, forms, and documents.
Provide and support Grade Quick in schools
Use the KCS website for school and district information, announcements, school calendars
Make staff email addresses avaialble to parents to enable electronic communitation.
TECH/7: Provide professional development for using the telecommunications network for training teachersand administrators to improve the integration of 21st century tools and resources
Core Plan Technology
Continue to use PLC's and the KCS web-based PLC reporting tool for planning and creatingschool-based professional learning communitites
Provide professional develpment on Tech-Steps, Acuity, WV Writes, Pearson SuccessNet,Kidspiration, Discovery Streaming, RiverDeep, Achieve 3000, Scholastic Math Inventory, Think ThroughMath, and other programs available to elementary teachers. Provide professional development on 21st Century learning strategies and assessment analysis(DIBELS)Provide online professional development for all employees using WebCT
Provide professional development on DIBELS, 21st Century learning strategies, and assessment analysis
Implement the use of an online interface for planning and creating SMART Goals through school-based
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professional learning communities
Provide professional development on integration of 21st century tools and resources ( Smartboard, Wikis,
Blogging,PowerPoint, Word, Excel, WV Writes, Troubleshooting, Acuity, TechSteps, data projectors, and other
topics as the need arises)
Encourage teacher to participate in the Intel Thinking with Technology and Intel Essentials professional
development
TECH/8: Maintain and repair all 21st century tools and internal connectionsCore Plan Technology
The school-based computer specialist will serve as the single-point-of-contact for technology issues and concerns at
the school.
Utilize the KCS online technology work order system to report all hardware, software and networking concerns for
classroom/lab computer issues
Provide basic technology troubleshooting information to all teachers
Use vendors for warranty work on hardware as needed.
WVEIS for Adminstration, Resa III, Pomeroy
KCS and RESA techs will support all hardware/software and networks.
TECH/9: To collaborate with adult literacy providers to provide 21st century skills for community Core Plan Technology
Collaborate with adult literacy providers to share technology resources in support of adult learning
Collaborate with RESA III on adult learning opportunities
Title I math or reading/math teacher(s) will receive materials and training on 21st Century tools to enhance math instruction in the
classroom. They will share this knowledge through co-teaching strategies.Core Plan Title I
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To increase the percentage of all students achieving mastery and above in mathematics on the WESTEST 2.
The percentage of students achieving mastery in math as measured on the WESTEST 2 will increase by 3% annually. Measure:
WESTEST2 Monitoring: monthly collaboration with classroom teachers, resource, and Title I Teachers.
Grandview Elementary staff will utilize technology to enhance instruction in math.Core Plan Title I
Students will use EM Games online and RiverDeep Math.
IXL Math and Think Through Math will be used to reinforce specific targeted math skills.
Acuity site will be utilized with students in grades 3-5. Teachers will adminster benchmark assessments as well as use a daily Acuity
question to prepare for WESTEST.
SMI will be used as an assessment tool for students in grades grades 2-5.
Origo Math will be used for intervention groups.
Teachers will use SMARTBoard activities to engage students during core and intervention lessons.
Grandview Elementary will implement research based strategies for improving student achievement and the staff will participate in
research based sustained professional development. Core Plan Title I
K-5 will implement "Number Talks" in the core math block.
Next Generation Standards will be implemented in grades K and 1.
Teaching staff will participate in a book study titled, "Research-Based Strategies: Narrowing the Achievement Gap for Under
Resourced Students"
Selected Teachers will participate in the Carnegie Math Academy.
New teachers will participate in the KCS sponsored Everyday Math Training.
Marzano strategies will be used during instruction.
21st Century Instruction and DOK Level 2-3 will be studied and implemented this year.
Grandview Elementary's PLCs will establish SMART Goals focused on an increase in Math Achievement.
Staff will deconstruct identified CSOs and create Mastery Matrix Charts. Teachers will then teach students lessons from these charts.
Grandview Elementary will integrate services and programs with the aim of upgrading the entire educational program and helping all
students reach proficient and advanced levels of achievement.Core Plan Title I
Students and parents are advised of county-wide instructional opportunities for summer school programs and additional tutoring
through other agencies.
Grandview staff will disaggregate the WESTEST2, Acuity, and SMI data in order to guide differentiated instruction in the classroom
Grandview staff will hold monthly monitoring meetings in order to review student data and make decisions on activities planned in
the classroom and intervention groups.
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Students who struggle academically will be referred to the Student Assistance Team
Staff will collaborate weekly in teams and with TItle I to discuss targeted students and skills to cover.
Students in grades 3 - 5 who score at the novice or partial mastery level on math on the WESTEST2 will be targeted for extra
assistance. Staff will use the following high-yield strategies: small group instruction, extended day tutoring, cooperative learning,
co-teaching, and differentiated instruction.
Grandview Elementary Students in grades 1-5 are offered tutoring through the school's extended day program in math.
Grandview Elementary students will participate in Math Field Day.
90 minute math blocks are scheduled in grades K-5 with a daily 30-minute "Guided Math" block for intervention and
differentiation.
Grandview Elementary will provide parent involvement activities that strengthen parents' understanding of child development, child
rearing, and a means of assisting their child with academics and working with educators.Core Plan Title I
Grandview Elementary School will hold the annual Title I Open House/Parent Orientation which will allow staff the opportunity to
explain the curriculum and CSO's, academic assessments used to measure student progress, and the profeciency levels students are
expected to meet. DIBELS and WESTEST2 data will be discussed.
Parent involvement activities such as Parent Technology Night and Family Math Night are provided for parents to monitor their
child's progress and work with educators to improve the achievement of their children in the area of Math.
A Parents to School Day will allow parents to observe and take part in a EveryDay Math lesson with students.
Grandview Elementary School provides information to each parent on the level of achievement of the child in each of the State
Academic assessments through regularly sent reports (SMI, WESTEST2, Acuity Benchmarks, etc.)
Teachers will utilize formative assessment instruments and progress monitoring to measure student progress, impact classroom instruction,
and identify students who need additional learning time to meet standards.Core Plan Title I
At-risk students will be identified through WESTEST, benchmark tests, and classroom assessments which will be utilized in all K-5
math classrooms.
Grandview Elementary will utilize an instructional intervention team to review monthly, the results of benchmark testing to
determine interventions needed for students to achieve proficiency.
Title I and special education teachers' schedules are based on assessment data.
Title I, special education teacher, and teachers' classroom instructional strategies will be adjusted based on the results of formative
assessments discussed during collaboration.
Extended day services will be provided to provide an extra 60 minutes of small group targeted instruction 3 days per week.
Grades K-5 will have an extra 30 minutes of differentiated Guided Math Groups outside of the 60 minute math block. Interventions
will take place at this time also.
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To increase the percentage of all students achieving mastery and above in English/Language Arts on the WESTEST 2.
1. The percentage of students achieving mastery in reading as measured on WESTEST 2 will increase 3% annually. Measure: WESTEST 2 Monitoring: Monthly Collaboration
with classroom teachers, Title I, and special education
2. 75% of Grandview Elementary students in grades K-3 will score at or above benchmark in DIBELS. Measure: End of the Year
Benchmark Assessment in DIBELS
3. To improve student achievement in writing, teachers at all grade levels will implement on-going instruction in the 6+1 Writing Traits.
4. Teachers will cover the WV Content Standards and Objectives throughout the school year.
5. Students will be guided through the writing process to include prewriting, writing the first draft, self-checking, and conferencing with
the teacher and final draft.
6. Students in grades 2 - 5 will use Writing Roadmap at least once a month during the school year.
Grandview Elementary will implement research based strategies for improving student achievement and the staff will participate in
research based sustained professional development.Title I
The goals and activities of Grandview Elementary have been based on the results of a comprehensive needs assessment through DIBELS and WESTEST Data Analysis, WV Report Card, Effective Schools Inventory, grades, parent questionnaires, teacher
questionnaires, WVEIS data on discipline and attendance and the WV Writing Assessment.
Grandview addresses the high yield practices through the use of Marzano's Strategies for improved daily instruction, and staff will
share strategies used in the classroom at each staff meeting.
Grandview Elementary will review and implement 21st Century Instruction and DOK Level 2-3.
Grandview Elementary will focus on DIBELS to monitor reading achievement and adjust reading instruction in grades K-3. Students
in grades 3-5 who score at the novice or partial mastery level on reading on the WESTEST will be targeted for extra assistance. Staff
will use the following high yield strategies: small group reading instruction, extended day tutoring, coorperative
learning, co-teaching, differentiated instruction, and guided reading groups.
The Core Program as well as targeted and intensive instruction will be implemented at grades K-5.
A "Walk to Intervention" model will be implemented in grandes K-4
The Next Generation Standards will be implemented in grades K and 1.
PLC teams will establish a SMART Goal which will focus on improving reading achievement.
Teaching staff will participate in a book study titled, "MisGuided Reading" to improve reading instruction.
Teaching staff will participate in a book study titled, "Research-Based Strategies: Narrowing the Achievement Gap for Under
Resourced Students" to improve instruction.
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Resourced Students" to improve instruction.
Teachers will utilize formative assessment instruments and progress monitoring to measure student progress, impact classroom
instruction and identify students who need additional learning time to meet standards.
At-risk students will be identified through DIBELS, Saxon assessments for K-2, benchmark tests, classroom assessments and Quick
Phonics Screener and progress monitoring which will be utilized in all K-5 reading classrooms.
At Grandview Elementary an intervention is in place, which supports student academic growth by regularly monitoring growth and
responding to individual need
Grandview Elementary will utilize an instructional intervention team to review, monthly, the results of benchmark testing and
progress monitoring to determine interventions needed for students to achieve proficiency.
Title I and special education teacher schedules are adjusted based on assessment data.
Title 1, special education teacher, and teachers’ classroom instructional strategies will be adjusted based on the results of formative
assessments discussed during collaboration.
Extended day services will be provided by three teachers providing an extra 60 minutes of small group targeted instruction 2 days a
week.
Data notebooks will be used as a form of formative assessment
Grandview Elementary staff will utilize technology to enhance instruction in reading.
Teachers utilize the SMARTBoard to engage students during both core and intervention lessons.
Students will use Achieve3000 and Riverdeep
Acuity site will be utilized for students 3-5 for both benchmark assessments and daily instruction through a Acuity question of the
day.
Students will utilize the Accelerated Reader Program, with opportunities to earn incentives.
Grandview Elementary will integrate services and programs with the aim of upgrading the entire educational program and helping all
students reach proficient and advanced levels of achievement.
Core Plan Title I Parental Involvement
Accelerated Reading Program.- The exsisting program will be strongly emphsized in the 2012-2013 academic year with
incentives and prizes.
Students and parents are advised of county-wide instructional opportunities for summer school programs and
additional tutoring through other agencies (including university and library affiliations).
Grandview staff will disaggregate the WESTEST data and DIBELS data in order to guide differentiated instruction in
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the classroom.
Grandview staff will hold monthly monitoring meetings and PLC meetings in order to review student data and make
decisions on activities planned in the classroom and intervention groups.
Grandview will focus on DIBELS to monitor reading achievement and adjust reading instruction in grades K-3.
Students in grades 3-5 who score at the novice or partial mastery level on reading on the WESTEST will be targeted
for extra assistance. Staff will use the following high yield strategies: small group reading and extended day
tutoring, cooperative learning, co-teaching, differentiated instruction, and guided reading groups.
Core, Targeted, and Intensive Instruction will be implemented in grades K-5.
Grandview Elementary will provide parent involvement activities that strengthen a parent’s understanding of child development, child
rearing and a means of assisting their child with academics and working with educators.
Core Plan Title I Parental Involvement
Grandview Elementary School will hold the annual Title I Open House/Parent Orientation which will allow staff the opportunity to
explain the curriculum and CSO's, academic assessments used to measure student progress, and the profeciency levels students are
expected to meet. DIBELS and WESTEST2 data will be discussed.
Technology Training will be provided to parents for our programs such as: Achieve 3000, Pearson Successnet, and RAZ Kids on
our Family Reading Night.
Parent involvement activities such as Parent Technology Open House and Family Reading Night are provided for parents to monitor
their child's progress and work with educators to improve the achievement of their children in the area of Reading.
A Parents to School Day will allow parents to observe and take part in a Saxon Phonics Guided Reading lesson with students.
Grandview Elementary School provides information to each parent on the level of achievement of the child in each of the State
Academic assessments through regularly sent reports (DIBELS Benchmarks, WESTEST2, Acuity Benchmarks, etc.)
Review of 6 +1 Writing Rubric and sample writing prompls on WVDE's Teach 21. Utilize the computer programs WV Writes and
Achieve 3000.Title I Technology
Demonstration teacher, JT Martin, will work with 3rd-5th grade students and teachers on the 6 + 1 writing process.
Grandview students in grades 2-5 will participate weekly in the lab using WV Writes program and teachers will provide feedback
through conferencing.
Grandview students will utilize the Achieve 3000 program on a weekly basis.
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Teachers in First through Fifth grade will us Scholastic's Trait Crate to involve students in writing practices every week.Core Plan
Teachers: K- 2nd grade will use the Scholastic's 6+1 Traits of Writing Book for Primary Grades to involve students in writing practices
every month. Weekly journal will be used.Core Plan
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Beginning Date Ending Date Other Date Related Goal(s) Topic Audience Mode Funding Source(s) Local UseOctober 2012 Reading WV Phonemic
Awareness ProjectNew Kindergarten,First, Title I, andSpeech
Trainer Led Title I
On going on ISE Days2012-2013
Reading, Math, andWriting
4th and 5th GradeNext GenerationStandards
4th and 5th GradeTeachers
Trainer Led KCS
On-Going --Monthly Reading, Mathematics Higher DOK,Engagement,Reading and MathAchievement, NextGen Standards
All Teachers Professional LearningCommunities
KCS
Second Semester(2012)
Reading MisGuided Reading All Teachers Book Study TItle I
Jo Hartley Music Teacher Music Education PreK-ADLT
Angelina Ashley Art Teacher Art Education PreK-ADLT
1b. Highly Qualified Teachers: Describe the strategies utilized by the school to attract and retain highly qualified teachers.
Explain
how
the school will ensure highly qualified professional staff are employed in a manner that best enhances the schoolwide plan. What is the
principal's involvement in the hiring process?
Describe the strategies utilized by the school to attract and retain highly qualified teachers (e.g., hiring incentives, collaborative teams,
mentoring program etc.)
Grandview Elementary encourages highly qualified teachers and paraprofessionals to apply for openings at theschool by providing our employees with access to 21st Century technology and learning skills. The principal establishsan interview committee to interview perspective employees and find compatibility.
Our staff utilizes a wide variety of scientifically research based strategies. Staff development encourages theongoing utilization of these strategies through monthly Professional Learning Communities, multiple opportunites forafter school workshops, and Book Studies. Students are monitored weekly and collaboration between teachers isplanned ongoing through daily common planning times, weekly collaboration meetings, and monthly progress monitoringmeetings.
2. Staff utilization: List the number of Title I funded staff members for each subject area or position. Describe the utilization of each Title I funded staff including the
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2. Staff utilization: List the number of Title I funded staff members for each subject area or position. Describe the utilization of each Title I funded staff including the
model of delivery for Title I services and grades served (e.g. in-class, pull out, interventionist for Tier 2 or Tier 3 instruction).
Name of Title I Funded TeacherAssignment (Reading or Mathematics or
Reading/Mathematics)Description of Title I Staff Member Utilization
Susan White Title I ReadingServing K, 1st, 2nd, 4th, and 5th---co-teaching and
interventions
Krista Trabert Title I MathServing K, 1st, 2nd, 3rd, 4th, and 5th-- Co-teaching
and Interventions
Ann Edele Title I ReadingServing K, 1st, 2nd, 3rd, 4th, and 5th --co-teaching
and interventions
Ashlee Keeney Title I Basic SkillsServing K, 2nd, 3rd, and 4th-- Co-teaching and
Interventions
Grandview Elementary will have four Title I teachers for the 2012-2013 school year.
The two reading teachers will provide core reading support, and intervention group support. Core program support will
be offered during the reading blocks in order to implement guided reading groups. Teachers will co-teach during this
time, thereby lowering the pupil-teacher ratio. Interventions will be provided both during the guided reading block and
as pull-outs at a separate time of the day. This will provide additional instructional time for targeted and intensive
students. Targeted students will receive 30 minutes of reading intervention daily. Intensive students will receive an
additional 45-60 minutes of reading instruction daily. Students will be grouped using all available assessment data
by the classroom, Title I Reading, and resource teacher.
All K-3 classroom, Title I, and special educationteachers have received training in the use of DIBELS. The Quick
Phonics Screener will be administered, student progress will be monitored, and corrective actions will be determined in
collaborative progress monitoring meetings held once a month.
Title I reading teachers will reinforce kindergarten and 1st grade skill development through the use of WVDE of
Phonemic Awareness Program. First grade students will be assessed by the end of September and the program will begin
in October. Kindergarten students will participate in the 2nd semester.
The data from the WESTEST, Pearson Success Net, Acuity, Achieve 3000, and SMART Goal Pre/Post Test
Data will be used to form targeted groups in fourth and fifth grades.
Grandview Elementary has one Title I math teacher and a Title I basic skills teacher. These teachers will serve K -
5th Grade Students. These teachers will co-teach in 2nd Grade, 3rd Grade, 4th Grade, and 5th grade classrooms. These
teachers will also provide interventions to the K-5th grade students during "Guided Math" times. Targeted and
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teachers will also provide interventions to the K-5th grade students during "Guided Math" times. Targeted and
intensive students will be identified by the following data: WESTEST, SMI, Acuity, EveryDay Math Assessments,
IXL, and SMART Goal Pre/Post Test Data.
The counselor, Screening Referral Agent, Principal, Title I, resource, and classroom teachers will collaborate weekly
as needed and at least once a month during collaborative progress monitoring meetings to plan and discuss student
progress, skills needs, and placement in intervention groups.
Supervisory aides will work under direct supervision of their assigned classroom teacher.
3. Program Overview: Provide a description of how the school will implement a program that addresses the needs of all children in the school, but particularly the
needs of low-achieving children and those at risk of not meeting the State student academic achievement standards. Include plans for extended time.
The Title I school wide program will impact the entire educational environment by allowing increasedflexibility in the use of funds and personnel. This will thereby provide additional opportunities for all Grandview students to grow toward meeting or exceeding the state’s high standards for academicperformance. The program will continue to encourage parental involvement through programs and personnelthat are intended to provide assistance and training for Grandview parents.
The Title I plan focuses on three main areas of curriculum. The plan centers on writing, reading andmath skills. The focus will be on comprehension, vocabulary, math basic skills, problem solving, 6+1 WritingSkills, and 21st Century Learning Skills. The staff at Grandview will utilize small group instruction,demonstration/modeling, co-teaching, small group interventions/tutoring, and scientifically-based researchbased intervention strategies to meet the needs of highest risk students. Classroom, SpecialEducation/Resource, and Title I teachers will be required to implement Twenty-First Century Literacy Skills. DIBELs (K-3), the Quick Phonics Screener (K-5), WESTEST (3-5), and Acuity (3-5), PearsonSuccessNet(1-5), SMI (2-5), Achieve 3000 (2-5), and SMART Goal Pre/Post Test scores/results will be analyzed toimplement the SPL process.
PLCs will have the opportunity to study and use scientifically proven instructional strategies to developlessons that enhance both reading and math skills. This year the PLC groups will focus on establishing andimplementing data based SMART Goals as well as a focus on developing and implementing lessons that willutilize higher Depth of Knowledge and high engagement. PLCs will meet and share ideas at least monthlyon early dismissal days.
Grandview Teachers will participate in several other professional development opportunites suchas: Achieve 3000 Training, Number Talks Training, a book study to increase parent involvement "Workingwith Parents" by Ruby Payne, a book study to increase reading achievement, "Misguided Reading", and a
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with Parents" by Ruby Payne, a book study to increase reading achievement, "Misguided Reading", and abook study titled "Research-Based Strategies: Narrowing the Achievement Gap for Under ResourcedLearners", John Strebe training, and various other county-provided opportunities.
The School Referral Agent, Principal, counselor, Title I, Special Education/Resource and classroomteachers will collaborate weekly as needed, and at least once a month to monitor progress and plan. Title Ireading, math, and basic skills teachers will work with Kindergarten through fifth grade teachers to reinforceskill development and address deficiencies of targeted and intensive students based on our needsassessment data from the WESTEST (those achieving the non-mastery level in reading and/or math in 3-5),Quick Phonics Screener, PearsonSuccess Net, Acuity, and DIBELS assessments (K-3). Special educationstudents will be addressed through IEPs, curriculum meetings, progress monitoring meetings, PLCs, andSATs.
The needs of “at risk students” will also be met though an Extended Day Program. Targeted andintensive students will be the focus for extra assistance. The Extended Day program will begin inJanuary and End in May. The program will run two days a week. The program will offer students extrareading and math instruction.This program will be paid for with Title I funds.
Technology will be used to address the learning needs of Grandview students through several avenues.In the classrooms, software will provide reinforcement and/or enrichment to individual students on basic skillsin mathematics, reading, listening, and language arts. Software programs that support this projectinclude: Achieve 3000, IXL Math, Accelerated Reader, RiverDeep, WV Writes, Acuity, TechSteps, andadditional skills-based software tailored to each grade level’s curriculum. Integrating technology with thecurriculum at Grandview will enhance positive attitudes toward learning, motivate students to succeed, andincrease achievement.
Additionally, Grandview will offer the following programs which will in turn help our “at risk students”;
Accelerated Reader books for the library Accelerated Reader tests and incentives to encourage reading Family math night with free dinner Family reading night with free dinnerSpring Parent-Teacher Conferences to increase parental involvement Student progress monitoring and collaboration/planning for teachersTake home folders/envelopes and student planners for parent communication
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Title I funded professional development for teachers in the areas of: Technology Integration,Higher-Level Thinking Skills, Reading and math skills, providing engaging instruction, etc.
4. Transition Plan: If applicable based on the school's grade configuration, describe the assistance provided for preschool children in the transition from the WV Pre K
- System to elementary school programs.
Using a collaborative model, Grandview staff will transition students from WV Pre-K/Headstart tokindergarten. Throughout the second half of the school year, the kindergarten & preschool teachers will worktogether to plan activities in which the preschoolers can visit the kindergarten classrooms. Preschool parentsare invited to tour the school library, computer lab, and other facilities, participate in parent workshops, andall parent involvement activities. This will help them feel at home in the building. Parents of enrolled preschoolstudents are invited to a Kindergarten Transition Meeting, which will be held in the spring. At that time theteachers of preschool, kindergarten, & Title I will provide information about curriculum and skills,expectations, schedules, activities to use during the summer, and supplies needed for school and home.Students and parents will also be provided with a "Take Home Packet" that will include materials to assiststudents in preparing for school (ex. paper, crayons, book, etc.). During kindergarten round up, kindergartenteachers will assist health nurses and the speech teacher with screening enrollees and provide orientation toparents. At this time, Title I teachers will screen enrollees. 5. Parent Involvement:
Grandview Elementary encourages parents to participate in their child's education. Teachers and administration make sure they are available to all parents andguardians. Workshops are planned to assist parents with their childen's education. There will be a math night, a reading night, two parent-teacher conferences, andtwo parent to school days. Parents are encouraged to monitor their child's progress and communicate with teachers through Edline. Parents will also be invited tothe school to visit their child's classroom and oberve a reading and math lesson. Monthly newsletters are sent home with students and posted to Edline. Parents'opinions are valued, and a yearly survey is the basis for the planning of the next year's Title I progam.
Title of Session Presenter Date (subject tochange)
Open House/TIOrientation
Ms. Michelle Settle andTitle I Teachers
8/16/12
PreK Open House Mrs. Lazo Deiss andAttendance Director
8/22/12
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Parents to School Day(Reading focus)
Classroom Teachers 8/19/12
Parent TeacherConferences
Classroom Teachersand Title I Teachers
9/16/12
Family Math Night Title I Math andClassroom Teachers
11/15/2012
Christmas Concert Students (K-5) 12/13/12
Parents to School Day(Math focus)
Ms. Michelle Settle 1/30/13
Parent TeacherConferences
Classroom Teachersand Title I Teachers
3/21/13
Family Reading /Make aBook Night
Title I Reading 2/28/13
Pre-School TransitionMeeting
PreK Teacher/TitleI/Kindergarten
April 2012
Spring Concert Students (K-5) 5/9/13
6a. Parent Involvement Policy: Enter the school's parent involvement policy that includes the required components from NCLB §1118(b)(1) and §1118(c)(1-5). The
WVDE Title I template is initially provided but must be customized for your school.
Grandview Elementary School
PARENT INVOLVEMENT POLICY
2012-2013
PART I. GENERAL EXPECTATIONS
Grandview Elementary School agrees to implement the following requirements:
The school will put into operation programs, activities and procedures for the involvement of parents, consistent with section 1118 of
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The school will put into operation programs, activities and procedures for the involvement of parents, consistent with section 1118 of
the Elementary and Secondary Education Act (ESEA). Those programs, activities and procedures will be planned and operated with
meaningful consultation with parents of participating children.
Consistent with section 1118, the school will assure that its parent involvement policies meet the requirements of section 1118 (b) of
the ESEA, and each include, as a component, a school-parent compact consistent with section 111(d) of the ESEA.
The school will incorporate the school parental involvement policy into its school plan developed under 1112 of the ESEA.
In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school will provide full
opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory
children, including providing information and school reports required under section 1111 of the ESEA in an understandable and
uniform format and, including alternative formats upon request, and, to the extent practicable, in a language parents understand.
If the plan for Title I, Part A, developed under section 1112 of the ESEA, is not satisfactory to the parents of participating children,
the school will submit any parent comments with the plan when the school district submits the plan to the state Department of
Education.
The school will involve the parents of children served by Title I Part A in decisions about how the funds reserved for parental
involvement are spent.
The school will be governed by the following statutory definition of parental involvement, and will carry out programs, activities and
procedures in accordance with this definition:
The school will notify parents that they have the right to request and receive timely information on the professional qualifications of
their children’s classroom teachers.
Parental involvement means the participation of parents in regular, two way, and meaningful communication involving student
academic learning and other school activities, including ensuring….
(A) that parents play an integral role in assisting their child’s learning;
(B) that parents are encouraged to be actively involved in their child’s education at school;
(C) that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory
committees to assist in the education of their child;
(D) the carrying out of other activities, such as those described in section 1118 of the ESEA.
PART II. DESCRIPTION OF HOW THE SCHOOL WILL IMPLEMENT REQUIRED PARENTAL INVOLVEMENT POLICY
COMPONENTS
The following components (Section 1118(a)(2), ESEA) include actions/activities which satisfy statutory requirements.
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1. Grandview Elementary School will take the following actions to involve parents in the joint development of its parent involvement plan
under section 1112 of the ESEA:
Title I Planning Day for 2013-2014 with parent representatives- (March 2013)
2. Grandview Elementary School will take the following actions to involve parents in the process of school review and improvement under
section 1116 of the ESEA:
Title I Planning Day for 2013-2014 with parent representatives- (March 2013)
Open House/TI Orientation- (August 16, 2012) Title I Introduction and Explanation of Services
Annual Title I Parent Survey of needs, opinions and expectations of Grandview's Title I program- (March 2013)
3. Grandview Elementary will provide the following necessary coordination, technical assistance, and other support in planning and
implementing effective parental involvement activities to improve student academic achievement and school performance:
PTO- (September 13, 2012) Title I Introduction and Explanation of Services
ISE Days- (Monthly)
Parents to School Day (Reading)- (September 19, 2012)
6b. School-Parent-Compact: Enter the school's School/Parent Compact that includes the required components from NCLB §1118. The WVDE Title I School-Parent
Compact is initially provided but must be customized for your school.
Grandview Elementary School, and the parents of students participating in activities, services, and programs funded by Title I, Part A of the Elementary and
Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the
responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help
children achieve the State’s high standards.
This compact is in effect during the 2012-2013 school year.
REQUIRED COMPACT PROVISIONS
School and Teacher Responsibilities:
Grandview Elementary School will:
1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the
participating children to meet the State’s student academic achievement standards as follows:
(The following description tells how we will provide high quality curriculum and instruction and do so in a supportive and effective
learning environment).
Instruction will be based on WVCSO’s and Common Core Standards using the KCS Prioritized Curriculum Guides.
Co-Teaching will provide extra support for special education and Title I students.
After- school program will be available to targeted students.
A school wide character education program and Positive Behavior Support program will contribute to a safe, healthy environment.
Continue to use the county adopted curriculum and research based programs such as Saxon Phonics, Guided Reading, Thinking Math, 6+1 Writing, and
Standards based math instruction.
Continue to monitor, encourage and recognize student attendance.
Closely monitor student achievement through the SAT process, Benchmark tests, WESTEST2, DIBELs, and etc.
Differentiate instruction as needed
Provide Title I support to all targeted students
Continue to use research based instruction strategies to enhance instruction.
Provide math enrichment activities to interested, high achieving math students.
2. Hold parent-teacher conferences at least annually, during which this compact will be discussed as it relates to the individual
child’s achievement.
(The parent conferences will be held on the dates stated below).
· Conferences may be scheduled between 8-10 AM on ISE days at the request of the parent/guardian.
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· Parent/Teacher Conferences will be held from 12 pm – 8 pm on October 16, 2012 and 5pm -8pm on March 21, 2013.
3. Provide parents with frequent reports on their child’s progress.
(The reports to be provided are listed below).
· Midterms and report cards are sent home every nine weeks.
· Parents can access their child’s grades using www.edline.net/pages/Grandview_Elementary_School with account activation.
· Annual WESTEST and WV Writing Assessment results are sent home in September.
4. Provide parents reasonable access to staff.
(Specifically, staff will be available for consultation with parents as follows).
Assignment books are given to each 2-5 grade student to facilitate daily communication between home and school (PK-1 grade students receive take home
folders).
Notes and phone calls from parents are returned in a timely manner.
Conferences may be scheduled before school, after school or during school when arranged in advance.
School website lists email addresses for all teachers and the principal.
Teachers are also available to conference on ISE days.
5. Provide parents opportunities to volunteer and participate in their child’s class/school, and to observe classroom activities as
follows:
(When and how parents may volunteer, participate and observe classroom activities).
· FIC/PTO committees
· LSIC
· Homeroom Parent
· Read Aloud
· Library helper
· Strategic Plan committee
· Family Nights
· Parent to School Days
Title of Session Presenter Date (subject to change)
Open House/TI OrientationMs. Michelle Settle/Title I
Staff8/16/2012
Parents to School Day
(Reading)Classroom Teachers 9/19/2012
Family Math Night Title I Math Teachers 11/15/2012
7. Describe how parents are involved in the planning, implementation, and evaluation of the Title I program.
In January, parents are asked to complete a Title I Survey. The survey is used to determine what parents felt best facilitated their students' needs. The survey iscompliled and used to indicate what our needs are for the following year. A committee is established involving parent representatives. The committee meets priorto submission of the plan to decide what programs and strategies will be implemented for the following school year. The committee also selects how the Title I fundswill be allocated for the upcoming school year. At this time, the committe, along with the LSIC reviews the Title I Parent Involvement Policy and Parent Compact andmakes appropriate revisions for the upcoming school year. The LSIC is also a decision-making forum for the Strategic Plan.
Once the Strategic Plan, Parent Involvement Policy, and Parent Compacts are completed. Parents are notified via newsletter. Copies of the Parent InvolvementPolicy and Parent Compacts are sent home with each student and are available on the Grandview Elementary Website. The Strategic Plan is available for viewingboth at the school and on the Grandview Elementary School website, also. 8. Describe how the school coordinates and integrates federal, state and local services and programs with the school's Title I program.
Grandview Elementary School will, to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities withHead Start and Parents as Teachers Program, and public preschool and other programs, and conduct activities, through the parent resource center thatencourages and supports parents in more fully participating in the education of their children. Other integration of programs includes the funding of the schools PLC Facilitators and training through Title II funds, special education programs atthe school (resource room teacher), and our school counselor. We also coordinate parent volunteers through PTO and our local police officers often serveas mentors to students. 9. Describe the procedures the school utilizes to include teachers in the decisions regarding the use of academic assessments (both summative and formative) to improve
the overall instructional program and ensure effective timely assistance to students experiencing academic difficulties.
The Federal, State and local guidelines mandate that all relevant information be collected and facilitate best practice in coordinating the educational needs ofstudents. Assessments used at Grandview include:
Quick Phonics ScreenerEvery Day Math AssessmentsWESTSEST 2 Acuity BenchmarksScholastic Math InventorySMART Pre/Post TestsStudent Self-Assessment (Data Notebooks)
Teachers meet as grade level PLC teams monthly to set SMART Goals and look at student data listed above. At this time decisions are
made as to which intervention groups students will be placed. Also, once per month each grade level team meets with the principal, Title
I, and special education. To look at specific students with strong academic needs . At this time, it is determined if further intervention is
required, referral to SAT should be made, etc.
Teachers also meet in weekly collaborative meetings to make minor curriculum decisions, discuss intervention strategies, data notebooks,
etc.
10. Describe how the school annually evaluates the implementation of and the results achieved by the school wide program using the State assessment and other
indicators to revise the plan to ensure continuous improvement.
The WESTEST results are disaggregated by the staff each fall when scores are received and item analysis is used to indicate weaknesses. These results are usedto shape curriculum, form intervention groups, etc. Formative Assessments are used regularly in each classroom. The teachers andinterventionists use the assessment results to guide their instruction and reinforce areas of weaknesses. Following is a list of assessments used to guide instructionand intervention needs:
DIBELS (K-5)Saxon AssessmentsScott Foresman Selection TestsScott Foresman Benchmark TestsFresh ReadsQuick Phonics ScreenerEvery Day Math AssessmentsWESTSEST 2 Acuity BenchmarksScholastic Math InventoryStudent Self-Assessment (Data Notebooks)Reading AssistantInformal Reading Inventory
The Annual Title I Schoolwide evaluation is conducted each spring, along with a teacher survey completed in January to determineand address the needs of teachers.
All of this information is compared to the school's goals and objectives, trend data, and principal walkthrough results todetermine goals, objectives, prioritized issues, and action steps for the next year. 11. Professional Development: Describe how the school provides sustained, ongoing professional development for teachers, principals, and other pertinent school staff.
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11. Professional Development: Describe how the school provides sustained, ongoing professional development for teachers, principals, and other pertinent school staff.
(e.g., professional learning communities, collaborative planning, coaching). The description should indicate how often these activites occur and how the outcomes of the
activities are monitored and evaluated for effectiveness.
Describe how the school trains teachers to work with parents.
The school provides sustained and ongoing professional development for teachers through the following: Professional Learning Communities, countywide math and reading workshops, countywide math and reading workshops, Demonstration Teachers Coaching, State and County SPL Training, DIBELS Training, TechStepTraining , Achieve 3000, Training, 21st Century Technology standards. The staff co-plans and collaborates weekly and there areplanned monthly progress monitoring meetings. The Principal attends Curriculum meetings, PLC Trainings, county trainings, and Title 1 Meetings. ThePrincipal monitors lesson plans monthly to assure the skills are being implemented. Walk throughs, DIBELS Progress Monitoring, and Benchmarks arealso monitored. Student Data Notebooks are also kept for each student.
Describe how the school trains teachers to work with parents: Teachers receive trainings from the county Title I office to assist with communication with parents. The principal at Grandview Elementary will providetrainings on how to work with parents via book study. The staff will read and review Ruby Payne's "Working with Parents" in 2012-2013.
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The technology program at Grandview Elementary has grown a great deal over the years. Grandview has one stationary lab, classroom
computers, and three mobile laptop labs. All classrooms have access to a computer lab (scheduled daily). Students in K-2 and 3-4 share
two of the mobile labs and the 5th grade classrooms share the third. All labs are able to utilize programs such as; Pearson Success Net,
Achieve 3000, AR, EM Games, SMI, Acuity, WV Writes, RiverDeep, TechSteps, Read, Write and Type, Kidspiration, and Microsoft
Office programs. These programs are also available on classroom computers. Along with having classroom computers, teachers at
Grandview were supplied a laptop computer to aid in presenting lessons to students, access to edline (online grading program), electronic
lesson planning, and email provide seamless productivity between school and home. Each classroom has an Interactive (SMARTboard)
Whiteboard to aid in lesson presentation and teachers were trained over the summer in how to integrate them into their daily teaching.
Grandview recently became a wireless enabled building which provides both teachers and students eacy access to the Internet.
Grandview’s school web site is frequently updated and contains many links to the sites students and teachers use daily and school
information. The web site also operates as a link between home and school. Teachers are able to upload student grades and parents can log
into their account to check their child’s progress weekly.
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Schools and counties should analyze digital divide survey reports as a needs assessment for technology planning. Digital Divide Summarize concerns from the analysis of the survey.
Our previous goal of obtaining the IXL web-based math program has been met over the past year. We are now setting some new
technology goals for our school. We would like to obtain i-pads for each teacher to use for small group instruction and interventions.
Though we have three mobile laptop labs, we would eventually like to have enough laptops for each student at Grandview Elementary.
Another goal is to purchase probeware and robotics kits to allow students more opportunities during hands-on science and math
experiences. As far as software, we would still like to purchase Animation software for the school.
Section 1: Profile Information1.1 School Profile - Please type in the total numbers within your school for the following locations
Location TotalNumber
Classrooms: 17
Buildings: 1
Administrative Offices: 5
Non-Instructional Offices: 1
Library Media Center: 1
Stationary Computer Lab: 1
Mobile Computer Lab: 3
Students: 237
Grade Configuration: Pre-Kindergarten - Grade 05
School Web Page Address:http://www.edline.net/pages/Grandview_Elementary_School
DefinitionsClassrooms Any room where instruction takes place on a regular basis
Buildings For E-Rate purposes indicate the number of buildingsat this location
Administrative Offices e.g., Administrators, Guidance Counselors, School SupportPersonnel
Instructional Offices e.g., Teacher offices or instructional workrooms
Stationary Computer LabsFixed locations containing multiple computers for sign-up use by classes or groups of individuals (not a lab where classes are assigned to meet every day - count this as a classroom)
Mobile Computer Labs Portable carts containing multiple labtop computers that can be transported to a variety of locations
Section last modified 11/21/2012 09:11 by MRS39231
Classroom Connectivity InformationNetwork Connectivity in Classrooms Complete the table below indicating the total number of classrooms for each different type of network connectivity listed. Number of Classrooms with these types of Network Connectivity
Number of Classrooms with Internet Access 17
Number of Classrooms without Internet connectivity 0Connectivity Consider all computers (desktops and laptops) in the school to answer the following:Total Number of Computers (desktops and laptops) Number of Computers with Network Connectivity
Number of computers (desktops and laptops) in the school with Internet access 196
Number of drops in the school (drops are defined as wired connections that access the Internet) 108
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Do you have wireless connectivity in the school? Yes No
How many computers in the school can connect to the wireless network? 196
Section last modified 11/21/2012 09:11 by MRS39231
Section 3 and 4: Desktop, Notebook and Netbook Computers
Windows XPWindows
Vista Windows 7 Apple OSX Linux Totals
AdministrativeComputers
Desktops 2 0 0 0 0 2
Notebooks 1 0 0 0 0 1
Netbooks 0 0 0 0 0 0
Non-InstructionalComputers
Desktops 5 0 0 0 0 5
Notebooks 1 0 0 0 0 1
Netbooks 0 0 0 0 0 0
Classroom/StudentComputers
Desktops 36 0 9 0 0 45
Notebooks 0 0 0 0 0 0
Netbooks 0 0 0 0 0 0
Classroom/TeacherComputers
Desktops 1 0 0 0 0 1
Notebooks 18 1 4 0 0 23
Netbooks 0 0 0 0 0 0
Library MediaCenters
Desktops 4 0 0 0 0 4
Notebooks 0 0 0 0 0 0
Netbooks 0 0 0 0 0 0
StationaryLab
Desktops 0 0 30 0 0 30
Notebooks 0 0 0 0 0 0
Netbooks 0 0 0 0 0 0
MobileLab
Desktops 0 0 0 0 0 0
Notebooks 25 0 58 0 0 83
Netbooks 0 0 0 0 0 0
Totals 93 1 101 0 0 195Section last
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Section lastmodified11/21/201209:11 byMRS39231
Section iPads: iPads
iPads
AdministrativeComputers 0
Non-InstructionalComputers 1
Classroom/StudentComputers 0
Classroom/TeacherComputers 1
Library MediaCenters 0
StationaryLab 0
MobileLab 0
Total Number ofiPads in School 2
Section lastmodified12/03/201212:12 byMRS39231
Section 5: ConnectivityConnectivity Consider all computers (desktops and laptops) in the school to answer the following:Total Number of Computers (desktops and laptops) Number of Computers with Network Connectivity
Number of computers (desktops and laptops) in the school with Internet access 196
Number of drops in the school (drops are defined as wired connections that access the Internet) 108
Do you have wireless connectivity in the school? Yes No
How many computers in the school can connect to the wireless network? 196
Section last modified 10/28/2009 10:10 by CCC39231
Section 6: Equipment CountHow many rooms in the school have telephone drops (service)? Count all rooms including administrative and offices.
6
Of these rooms, how many of these classrooms in the school have telephone drops (service)? 1
Projection Devices Complete the table below indicating the total number of projection devices (i.e., Data Projectors, LCD panels, etc. Does notinclude overhead projectors) for each category.
Mounted
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Projection Devices Mobile MountedPermanently
Totals
Projection Devices 11 14 25
Electronic White Boards 2 17 19
Section last modified 05/30/2012 15:05 by MRS39231
Section 7: Professional Development
WV is required by E-rate (the federal funding that provides Internet access in the schools) to track the amount of professional development course thatWV teachers have taken in order to use technology to improve student achievement. Courses could include the following BSCE training, SUCCESS training, Reinvent training MARCO POLO, Connected University, EETT training course,EdVenture training courses, technology planning seminars, etc.In order to answer this question, the teachers may need to be surveyed individually or by a show of hands at a faculty sentate/or faculty meeting. Asurvey to use is available.
Estimate the number of teachers in the school in the previous school year that have received training in technology integration to improve studentachievement.
7.1 Number of teachers in the school. 20
7.2 Number of teachers trained for 0 hours. 0
7.3 Number of teachers trained for 1-5 hours. 5
7.4 Number of teachers trained for 6-15 hours. 9
7.5 Number of teachers trained for 16-25 hours. 3
7.6 Number of teachers trained for 26-50 hours. 2
7.7 Number of teachers trained for more than 50 hours. 1
7.8 Total number of teachers trained in the school (Should match 7.1). 20Click here for survey that can be distributed to teachers in mailboxes/or questions thatmaybe asked at a faculty senate meeting. Digital Divide Teacher Survey
Section last modified 11/25/2012 11:11 by MRS39231
