+ All Categories
Home > Documents > Mt. Zion Elementary School Title I Schoolwide...

Mt. Zion Elementary School Title I Schoolwide...

Date post: 18-Apr-2018
Category:
Upload: hoangxuyen
View: 217 times
Download: 1 times
Share this document with a friend
41
Mt. Zion Elementary School Title I 2014-2015
Transcript
Page 1: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary School Title I Schoolwide Plan

2014-2015

Page 2: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

Table of ContentsFY15

Page NumberSchool Name and LEA Information Form....................................................................................3

Planning Committee Members Form.............................................................................................4

SWP Components

1—Comprehensive Needs Assessment A. Planning Committee/Meeting Information.............................................................5-6 B. Instruments, Procedures, and Processes.....................................................................6 C. Migrant Students (Services Provided)........................................................................6 D. Reflection of Current Achievement Data...................................................................6 E. Overall School Performance on Stated Mandated Test/Subgroup Performance/Domains.................................................................................................7 F. Conclusions Regarding Achievement.........................................................................7 G. Measurable Goals/Benchmarks..................................................................................8

2—Schoolwide Reform Strategies (Scientifically Based)....................................................8 A. Strategies and Programs.........................................................................................8-9 B. Examples...............................................................................................................9-11 C. Increased Learning Time....................................................................................11-12 D. Monitoring Instructional Goals................................................................................12 E. Title I Field Trips......................................................................................................13

3—Highly Qualified Professional Staff (Narrative)..........................................................13 A. HiQ Teachers...........................................................................................................13

4—Professional Development for Staff A. Root Causes/Stakeholders Involvement...................................................................14 B. Alignment of Professional Development.................................................................14 C. Resources.................................................................................................................14 D. Teacher PD to Understand Academic Assessment..................................................14 5—Strategies to Increase Parental Involvement A. Description of Parental Involvement in Schoolwide Planning Process...................15 B. Assessment Results/Availability/Compacts/Checklist.................................................15

1

Page 3: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

6—Student Transitions Into/Out of School A. Plans for Assisting Students as they Transition In/Out of School...........................16

7—Teacher Involvement in the Use of Assessments A. Teacher Involvement..........................................................................................16-17

8—Coordination and Integration of Federal, State, and Local Services and Programs A. Coordination of Federal Programs/Implementation..................................................17 a. List of State/LEA Educational Programs and Other Federal Programs ................17 b. Chart Describing Resources from Title I and Other Sources...........................17-18 c. Plan Developed in Coordination with Other Programs..........................................18

9—Students Experiencing Difficulty Mastery Standards (Effective and Timely Assistance) A. Activities...............................................................................................................18-19 a. Measures to Ensure Student Weaknesses are identified on a Timely Basis...........19 b. Periodic Training for Teachers in the ID of Weaknesses with Appropriate Assistance...............................................................................................................20 c. Teacher-Parent Conferences Details.......................................................................20

10—Description of Individual Student Assessments/Results/Interpretations for Parents. .20-21

11—Collection/Disaggregation of Data on the Achievement and Assessment Results........21

12—Ensure that Disaggregated Assessment Results for Each Category are Valid/Reliable........................................................................................................................................................22

13—Public Reporting of Disaggregated Data........................................................................22 14—Title I Schoolwide Plan Development.............................................................................23

15—Stakeholder Involvement of Title I Schoolwide Plan................................................23-24

16—Availability of Title I Schoolwide Plan to LEA/Parents/Public.....................................24

17—Translation of Title I Schoolwide Plan...........................................................................24

18—Plan is Subject to the School Improvement Provisions of Section 1116........................24

2

Page 4: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

School Name: Mt. Zion Elementary SchoolSchool Mailing Address: 260 Eureka Church Road, Carrollton, GA 30117LEA Name: Carroll County SchoolsLEA Title One Director/Coordinator Name: Dr. Karen StricklandLEA Title One Director/Coordinator Signature: Date:

LEA Title One Director/Coordinator Mailing Address: 164 Independence Dr. Carrollton, GA 30116Email Address: [email protected]: 770-832-3568Fax:

3

Page 5: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

Title I Schoolwide/School Improvement Plan

Planning Committee Members:

NAME POSITION/ROLELindy Altman ParentLucinda Gibson ParentCindy Parker PrincipalTena Musick Assistant PrincipalDrew Veal CounselorShana Hartsfield Media SpecialistCharlene Rogers Kindergarten TeacherRobin Bryant 1st Grade TeacherMary Ann Smith 2nd Grade TeacherStephanie Hodges 3rd Grade TeacherMelissa Trippe 4th Grade TeacherMelissa Dearman 5th Grade TeacherMichaela Ethridge Special Education TeacherRenea Huddleston Paraprofessional

4

Page 6: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

SWP Components

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were Lindy Altman, Lucinda Gibson, Cindy Parker, Tena Musick, Drew Veal, Shana Hartsfield, Charlene Rogers, Robin Bryant, Mary Ann Smith, Stephanie Hodges, Melissa Trippe, Melissa Dearman, Michaela Ethridge, and Renea Huddleston. They were involved through active participation of the Mt. Zion Elementary School Leadership Team (SLT) that consists of a teacher representative from every grade level and every department and parent representative. Team members are selected based on their leadership abilities and enthusiasm for school improvement.

MZE’s SLT meets for a Summer Advance each year to review the School Improvement Plan and make revisions based on data gathered throughout the school year. The Advance is guided by a consultant that attends and facilitates the meeting. Every year the school profile is updated through a needs assessment for the entire school. The SLT works collectively to accomplish the task.

Twice each year the SLT attends a full day planning session to review and analyze data and check the progress of meeting each performance objective. Revisions are sometimes made during these planning meetings and other actions steps may be added as necessary. Administrators meet with the SLT the third Thursday of each month to disseminate and receive information, discuss progress of the CCGPS, and review a portion of the School Improvement Plan and Title I Components. Minutes of these meetings are shared on our Google Drive with the entire faculty. SLT representatives meet weekly with their team to present information from the monthly meetings, gather information regarding needs, and analyze progress towards the School Improvement Plan and performance objectives. School and individual student data is discussed and adjustments are made to instruction at this time. Agendas and minutes of these meetings are shared with administration weekly. The responsibilities of the SLT include a yearly analysis of student performance data and other school performance measures such as surveys from parents, teachers, staff members, and students. The team works with a consultant to determine areas of strengths and weaknesses.

Additionally, all stakeholders are afforded frequent opportunities to contribute and monitor the plan. The plan is reviewed during monthly faculty meetings which provide another opportunity for input from faculty and staff. Grade level teams also attend weekly meetings to monitor both grade level and individual student progress pertaining to school goals and initiatives. The MZE School Council which consists of teachers, community/business partners, and parents meets at least four times each year to provide

5

Page 7: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.recommendations and feedback. The Mt. Zion Elementary School Parent Teacher Organization (PTO) meets with MZE administration regularly to discuss topics pertaining to school improvement. PTO meetings occur at least five times per school year and provide an opportunity for school data and initiatives to be shared with the community and students’ families. Revisions to the plan are made based on the outcome of discussions and regular review of data. Dissemination of information and feedback occur naturally as a result of these (all-inclusive) meetings.

B. We have used the following instruments, procedures, or processes to obtain this information. MZE uses STAR Reading and STAR Math as universal screeners with every student four times a year. We also utilize Edusoft for benchmark assessments (for math, ELA, science, and social studies), GEORGIA MILESTONES data, and reading fluency, DRA reading diagnostic inventories, writing benchmarks, pre/post-tests and GRASP. Teachers examine classroom data gathered through technology devices as well as paper and pencil assignments. Teachers use all of this data to appropriately place students in the multi-tiered Response to Intervention (RTI) process. Student interventions and progress are monitored closely to ensure student success. Teachers record the student data on a Google Drive spreadsheet that is shared with administration.

Grade Level data are compiled, analyzed, and reviewed at grade level meetings. Grade Level members brainstorm strategies to address identified areas of weakness. School data are then compiled and shared during School Leadership/Improvement meetings and faculty meetings. Members of the SLT brainstorm and develop a plan of action to address the identified areas of need. The entire faculty then reviews the action steps in the plan and provides input and suggestions to ensure that the plan addresses all academic areas and factors that may affect achievement.

C. At the current time there are no migrant children enrolled in Whitesburg Elementary School. If a migrant child should enroll, the district will contact the Director of Federal Programs who will contact the migrant consortium to assist the school in providing services to the migrant student. Migrant students will be provided all services for which they qualify.

D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. We have reflected upon current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. On June 17-18, 2014, the SLT conducted a comprehensive needs assessment in which data from state, local, and school assessments was reviewed. MZE data was compared to system and state data. As a result, the SLT identified areas of strength and weakness within our school. Though we experienced a great deal of academic growth, we identified areas for growth in reading, writing, and math.

6

Page 8: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards. While MZE students with disabilities made a gain in the area of reading, they

decreased significantly in the area of math. Across grades 3-5, they showed a 24% decline in their math scores, with the largest drop in Numbers and Operations and Measurement.

Because of the large percentage of economically disadvantaged students, MZE addresses these needs with schoolwide initiatives. RTI interventions are put in place to address the needs of these students.

MZE’s Hispanic population, which is 14%, scored an average in the 90th percentile in reading, but decreased in math and ELA.

Math scores increased in 3rd and 5th grades, but decreased significantly in 4th grade. Students exceeding on the CRCT increased in 3rd math, 4th grade reading, and 5th grade reading and math.

F. The data has helped us reach conclusions regarding achievement or other related data. The major strengths we found in our program were reading in grades 3-5, which

were above the state performance targets. The number of students exceeding on the CRCT also increased in 3rd grade math, 4th grade reading and 5th grade reading and math scores.

The major needs we discovered were reading, math, and writing. The needs we will address are reading skills and vocabulary acquisition in the area

of reading, numbers and operations and measurement in math, and writing throughout the grade levels.

The specific academic needs of those students that are to be addressed in the schoolwide program plan will be reading skills and vocabulary acquisition through the use of Thinking Maps and Reading Eggspress software program, as well as the concentration of literacy standards in non-ELA content standards. We are addressing the needs in math through school level professional learning and a school-wide daily spiral math review. The use of STAR Math and Accelerated Math provided by Renaissance Learning software program will assess, monitor and increase math achievement. In the area of writing, while our 5th grade scores stayed constant, we are addressing writing across the grade levels by implementing writing benchmarks and the use of WriteScore.com to assess benchmarks in grades 3-5. The Vertical Writing Team is aligning rubrics to be used for scoring writing benchmarks.

The ROOTCAUSE/s that we discovered for each of the needs were teacher understanding of the new curriculum (CCGPS), lack of student retention of math skills, lack of support and word exposure at home, and inconsistent writing

7

Page 9: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

expectations. With the implementation of a new state assessment this year (Georgia Milestone),

all teachers will receive instruction on preparing students for constructed response questions in all content areas.

G. With the implementation of a new state assessment (Georgia Milestone), overall scores are expected to dip. Therefore, the measurable goals/benchmarks we have established are to score higher than the state average in all content areas. Benchmark goals to ensure this are 70% in all content areas.

*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards.

The school identified scientifically based strategies that have been effective in addressing our areas of weakness which include ELA, writing, and mathematics, as well as, students with disabilities.

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 . . . (Strategies to be used.)

Class Size Reduction through the hiring of an additional teacher and paraprofessional. Research shows that reducing class size increases student achievement. With a lower pupil-teacher ratio, teachers have a better opportunity to monitor and analyze student data and provide more one-to-one instruction.

Collaborative and Collegial Planning. Collegial planning days will be provided once per nine weeks for all teachers. During the planning sessions, the teachers create unit and lesson plans which implement best practices in order to ensure that all students receive quality instruction in the state’s required curriculum. Data are regularly reviewed to determine individual student needs for meeting and exceeding the desired level of performance. Appropriate differentiation, remediation, and acceleration strategies are designed, as well.

Extended Day Tutoring. Students not meeting standards will be provided the opportunity to receive additional instructional time with a tutor four days per week during school beginning in January. The students will be served during non-instructional times during the day so that they continue to receive full instruction from their teachers. This will allow targeted students to receive 2 segments of

8

Page 10: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

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.

math, reading, or ELA instruction each day. Because many of the students at Mt. Zion Elementary School come from economically disadvantaged backgrounds, they often lack learning opportunities outside of the school environment. The additional tutoring will provide them the opportunity to overcome this barrier, and having the tutoring during school will allow all students to attend without having to have transportation.

Professional Development. Teachers will receive professional development through weekly Professional Learning Communities. The Professional Development will be based on teacher needs to increase knowledge and application of state curriculum and proven teaching strategies. As teachers gain more knowledge and have time to practice, instruction will improve.

Constructed Response Questions. Teachers will receive Professional Development from RESA and state conferences to become more informed of the structure and expectations of constructed response questions on the new state assessment, Georgia Milestones. Teachers will include constructed response questions in daily lessons to prepare students to answer these questions on the state assessment.

STEAM Initiative (Science, Technology, Engineering, Arts, Math). By integrating science, technology, engineering, arts, and mathematics, students will become more engaged in the classrooms and better prepared to solve problems. STEAM requires critical thinking, creativity, and innovation which are all skills necessary in the 21st Century.

Differentiated Instruction and Flexible Grouping. Teachers will use data from various assessments to group students and provide differentiated instruction based on student needs. Differentiated instruction will meet students at their current levels and help them extend to even greater success.

ELT (Extended Learning Time/Power Time) School-wide Extended Learning Time (Power Time) is conducted for a 45 minute segment each day to provide all students remediation and/or acceleration. Grade levels examine data and utilize this time for the students in their grade levels to improve math and reading. This time is used for all students, EIP, SWD, gifted, etc.

Math Manipulatives. All students will use math manipulatives in their mathematics classes to model mathematic content and problem solving. Elementary school students need concrete examples in order to visualize mathematical concepts and gain a greater understanding of math reasoning.

Integration of Technology Across the Curriculum. Current elementary school students must be proficient in technology in order to be college and career ready. Students must be taught how to use technology to find information and solve problems. By integrating technology across all areas of curriculum, students will become proficient and better prepared to become college and career ready.

Daily Spiral Review in Math and Literacy. Research has show that students must continuously review content in order to maintain competence by transferring the knowledge into long-term memory. Daily Spiral Review in math and literacy

9

Page 11: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

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.

classes will provide MZE students with continuous review and practice to increase success and confidence in these areas. Daily Spiral Review will also include constructed response questions to give students daily practice for the new Georgia Milestones assessment.

2(b). Are based upon effective means of raising student achievement.

B. Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies. . (Cite Research to support selected strategies.)

A great deal of research that has been conducted indicates a strong correlation between reduction in class size and student achievement. For example, “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 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). “Follow-up studies through the years have found the students who had been in small classes in their early years had better academic and personal outcomes throughout their school years and beyond” (Krueger, 2001; Sparks, 2011).

In 2007, Goddard and colleagues conducted a study to determine the affects of teacher collaboration on reading and math achievement. They found that promoting teacher collaboration focused on curriculum, instructional practices, and professional development supports greater achievement in reading and mathematics. (Goddard, Goddard and Taschannen-Moran, 2007)

Fuchs, et al. (2008) stated that “Tutoring reduced the prevalence of math difficulty and led to significant academic gains.” Their research also concluded that, “at-risk students who were tutored and received conventional classroom instruction outperformed untutored at-risk students.”

Hayes Mizell (2010) of the Learning Forward Organization concluded that teaching quality and school leadership are the most important factors in raising student achievement. “For teachers and school and district leaders to be as effective as possible, they continually expand their knowledge and skills to implement the best educational practices. Educators learn to help students learn at the highest levels. Professional development is the only strategy school systems have to strengthen educators’ performance levels. Professional development is also the only way educators can learn so that they are able to better their performance and raise student achievement.”

Herman and Baker conducted research on the efficacy of Benchmark Tests. They note, “A test has diagnostic value to the extent that it provides useful feedback for instructional planning for individuals and groups. A test with high diagnostic value will tell us not only whether students are performing well but also why students are performing at certain levels and what to do about it.” Herman and Baker also state that well-designed

10

Page 12: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

Benchmark tests tell us whether or not “students are making adequate progress toward achieving the standards.” (2005)

CARLA (The Center for Advanced Research on Language Acquisition) conducted a study regarding the use of rubrics as a component of writing instruction. They found rubrics to be integral tools in improving student writing. They state, “Rubrics help teachers move away from subjective grading by allowing them and others, including students themselves, to assess work based on consistent, often agreed upon, and objective criteria. Learners receive specific feedback about their areas of strength and weakness and about how to improve their performance.” (2013)

“Learning activities where students practice using integrated skills to solve problems allow for deeper and more meaningful student learning (Wai et al., 2010). Kristy Meyrick’s (2011) research concludes that STEM education improves students’ learning. She states that STEM education “reduces performance gaps among particular ethnicities and socio-economically disadvantaged students by refining student skills. Moreover, learning activities are designed to focus on student engagement, knowledge acquisition, literacy analysis, synthesis, and critical thinking skills that will impact the depth of student learning.”

Baumgartner, Lipowski & Rush (2003) used differentiated approaches in reading which included flexible grouping, student choice of various tasks, increased self-selected reading, and access to various reading materials. They saw improvements in instructional reading levels, number of comprehension strategies used, phonemic and decoding skills, and attitudes toward reading. Tieso (2005) examined the effects of curricular differentiation with between-and-within-class grouping on student achievement. After giving a curriculum-based assessment as a pre- and posttest measure, she inferred that the students with diverse abilities who received differentiated instruction scored significantly higher in mathematics achievement than those students who did not.

The National Center on Time and Learning states, “Expanded learning time can raise achievement by ensuring students have more time to benefit from instruction tailored to meet their individual needs.” (2013)

Boggan, Harper, and Whitmire (2009) concluded that “The most valuable learning occurs when students actively construct their own mathematical understanding, which is often accomplished through the use of manipulatives. The effective use of manipulatives can help students connect ideas and integrate their knowledge so that they gain a deep understanding of mathematical concepts”

There are a number of research studies that give evidence that effective teaching and learning with technology can improve student outcomes. For example, research conducted through the Apple Classrooms of Tomorrow (ACOT) indicates that students who use technology extensively as part of their daily school experience exhibit the following behaviors and characteristics:o Explore and represent information dynamically and in many forms. Become socially

aware and more confident.o Communicate effectively about complex processes.o Use technology routinely and appropriately.

11

Page 13: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

o Become independent learners and self-starters.o Know their areas of expertise and share that expertise spontaneously.o Work well collaboratively.o Develop a positive orientation to the future.

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 scheduling more time for ELA and by incorporating social studies topics into the ELA content. We will also be using the Extended Learning Time (Power Time) to focus on math and reading deficits, providing extended day tutoring, monitoring collaborative planning time, implementing Collegial Fridays (a unique approach to collegial planning that provides more instruction time for students) and utilizing the instructional coach.

ELA and Social Studies Instructional Time: The instructional block of time for ELA and social studies has been increased to 150 minutes for the two subjects. Scheduling more time and cross curricular study of these content areas allows for broader and deeper understanding of curricula that should result in student achievement. Teachers have more time and greater flexibility for grouping and differentiation opportunities.

Power Time: School-wide Extended Learning Time (Power Time) is conducted for a 45 minute segment each day to provide all students remediation and/or acceleration. Grade levels examine data and utilize this time for the students in their grade levels to improve math and reading. This time is used for all students, EIP, SWD, gifted, etc.

Extended Day Tutoring: Students not meeting standards will be provided the opportunity to receive additional instructional time with a tutor four days per week during school beginning in January. The students will be served during non-instructional times during the day so that they continue to receive full instruction from their teachers. This will allow targeted students to receive 2 segments of math, reading, or ELA instruction each day. Because many of the students at Mt. Zion Elementary School come from economically disadvantaged backgrounds, they often lack learning opportunities outside of the school environment. The additional tutoring will provide them the opportunity to overcome this barrier, and having the tutoring during school will allow all students to attend without having to have transportation.

o Effective instructional strategies learned through Professional Learning will be used by teachers: In order to provide teachers with the knowledge and tools necessary to teach the CCGPS curriculum with fidelity using research-based strategies, they will be provided with several professional learning opportunities. Teachers will attend math workshops to gain a better understanding of how to teach the Common Core math standards to their students. In addition, they will

12

Page 14: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

2(c). Use effective instructional methods that increase the quality and amount of learning time.

attend workshops that provide training in the use of our school’s new technology for the purpose of increasing student achievement. The workshops will be held throughout the year at Griffin RESA and West Georgia RESA. Teachers will also be provided on-site professional learning in the areas of math, STEAM, and writing. The system instructional coach will also supply opportunities for professional learning throughout the year related to CCGPS and instructional methodology. Teachers who attend workshops will be provided opportunities to redeliver information to their colleagues so that all MZE teachers and students have the opportunity to benefit from their acquired knowledge.

Implementation of instructional methods discussed during Collaborative and Collegial Planning: Teachers on grade level teams will collaboratively plan a minimum of three times per week. Collegial planning days will be provided once per nine weeks for all teachers. During the planning sessions, the teachers create unit and lesson plans which implement best practices in order to ensure that all students receive quality instruction in the state’s required curriculum. Data are regularly reviewed to determine individual student needs for meeting and exceeding the desired level of performance. Appropriate differentiation, remediation, and acceleration strategies are designed, as well. Administrators will frequently attend and monitor the meetings. To provide further scrutiny, planning documents (agenda, minutes, etc.) will be completed and submitted to the school’s administration.

Implementation of instructional methods presented by the System Level Instructional Coach: A system instructional coach will also provide professional learning and guidance during collaborative and collegial planning times. She will also work with individual teachers by conducting walk through observations and providing needed professional development.

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).

D. Professional Learning Communities, Faculty Meetings, and School Leadership Team meetings will be strategically scheduled to allow for in-depth review of data from all benchmark tests (administered midyear), universal screeners (administered every four weeks), unit assessments (administered at the end of each unit), and state mandated tests (administered annually). The leading data from benchmark tests and universal screeners will be used to adjust instruction and identify at-risk students. The RTI process will be used to move students through the tiers of interventions, receiving specific support through an intervention plan.

13

Page 15: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

We also utilize Edusoft for benchmark assessments (for math, ELA, science, and social studies), GEORGIA MILESTONES data, and reading fluency, DRA reading diagnostic inventories, writing benchmarks, pre/post-tests and GRASP. Teachers examine classroom data gathered through technology devices as well as paper and pencil assignments.

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.

E. The Carroll County School District does not allow Title I, Part A funds to be used for field trips. If this policy should change in the future, MZE will follow all procedures and guidelines set forth by the Carroll County School District.

*3. Instruction by highly qualified professional staff.The goal and intent of Mt. Zion Elementary School is to hire teachers who are “Highly Qualified” in the content area/s of instruction and thus maintain 100% of teachers who are highly qualified. Paraprofessionals must also be highly qualified through two years of post-secondary education or passing the GACE assessment.

*3(a). Strategies to attract highly qualified teachers to high-needs schools.A. Mt. Zion Elementary School implements a variety of strategies, both old and new; in

order to recruit and retain highly qualified teachers and staff.  These strategies have proven to be effective over the years and have ensured that our teacher and staff positions fill quickly and stay filled with minimum yearly turnover.

Recruitment is handled via technology, local resources, or by public relations.  First, technology has become an asset to the recruitment process here at Mt. Zion.  This instant paperless approach is a very effective, efficient way for us to access applications and resumes.  We post our vacancies online where they can be accessed in several ways.  Teach GA is a great link that can be found on the Georgia Public Standards commission website (www.gapcs.com), where resumes can be created or posted and people can find vacancies and apply for jobs for our school.  The Georgia Department of Education website (www.gadoe.org) is also a technological resource that Mt. Zion uses to hire high quality teachers and staff.  Also, many of our teachers seem to come directly to us through our own Carroll County website (www.carrollcountyschools.com), where applicants can go under Human Resources to Employment Opportunity Postings an Applications to apply for jobs in the Carroll County School System or to post resumes.  Second, Mt. Zion works collaboratively with the University of West Georgia by utilizing

14

Page 16: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

*3(a). Strategies to attract highly qualified teachers to high-needs schools.many block/student teachers from the university each year.  Third, public relations are a great way we recruit employees.  Many of our applicants are friends or neighbors of our teachers and staff.  We promote from within and have hired many of our student teachers, many substitute teachers who were certified, and even hired one of our own paraprofessionals who received an education degree.

*4. Professional development for staff to enable all children in the schoolA. We have included teachers, principals, paraprofessionals, and, if appropriate, pupil

services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. All professional learning is directly linked to our School Improvement Plan. Opportunities for professional learning and staff development are ongoing and provided through the school and/or the school district. Staff Development opportunities provided and/or attended this year include:

Constructed Response Questions for Georgia Milestones Thinking Maps Lexile Scores Close Reading TKES Tiered Assignments/Anchor Activities Data Review Literacy/Writing Math Daily Spiral Review Accelerated Math Technology Anchor Activities Focused Teacher Walks

B. Professional Learning Community Topics are selected based on the state’s academic content requirements, CCRPI, and professional learning surveys completed by the faculty.

C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, Mt. Zion Elementary School will use the funds made available to our school through Title I as well as other funding to provide high quality professional development for the school’s teachers. The school system’s instructional coaches will be used to provide staff development in the areas of writing and math. Funds will be used for consultants, registration, travel expenses, substitute teachers, and professional learning materials needed.

D. We have included teachers in professional development activities regarding the use of academic 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. Tena Musick, the MZE testing coordinator, provides training prior to all state

15

Page 17: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

*4. Professional development for staff to enable all children in the schoolmandated testing. Teachers engage in in-depth data analysis facilitated by administration when scores are received. The RTI Vertical Team meets monthly to discuss assessment and progress, enlisting the school psychologist for better understanding and intervention strategies based on the data review.

*5. Strategies to increase parental involvement.

A. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by providing all parents an invitation to participate in the schoolwide planning process with the goal of improving the comprehensive schoolwide plan. Parents are involved in our School Improvement Plan by participating in our School Leadership Team, School Council, and completing parent surveys.  Parent comments and suggestions are discussed at School Leadership Team meetings, Faculty Meetings, and Grade Level Team Meetings. Invitations and notifications to participate in reviewing and revising our school improvement are presented using School Messenger, school newsletter, the MZE website, informational sign, and Facebook, to name a few.

A meeting was held on August 21, 2014, in which parents, teachers, and administrators jointly worked together to develop the School Parent Compact and the Parental Involvement Plan. A draft of the compact and Parental Involvement Plan was provided to parents at the Annual Title I Meeting on August 21, 2014. Parents also had access to review both documents via the school website and in the Parent Center.

B. We have developed a parent involvement policy included in our appendices that includes strategies to increase parental involvement (Family Math Night, Family

Literacy Night, Family Technology Night.) describes how the school will provide individual student academic assessment results,

including a interpretation of those results (Parents are invited to attend a Georgia Milestones meeting to discuss Georgia Milestones results. Teachers also meet with parents individually to go over scores.)

makes the comprehensive schoolwide program plan available to the LEA, parents, and the public through the school website, a copy at the LEA, sent home to each student, and given to each new student who enrolls.

compacts required – include with policy (In Appendix I) Parent Involvement checklist included (In Appendix I)

*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.

Mt. Zion Elementary implements many activities for our students to assure that the transition from one phase to another will be a positive one.  These activities have been in existence for

16

Page 18: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

several years. Mt. Zion Elementary preschool program is advertised.  Brochures are passed out in the community with information concerning our program.  Letters to parents are sent reminding them about registration.  Pre-K has an Open House just before school begins.  At the end of Pre-K, parents of Pre-K students meet with Kindergarten teachers and are shown a presentation detailing what is expected of the students in this grade level. Our Kindergarten students are given a tour of the Kindergarten classrooms when they come for the Brigance test in the spring prior to starting Kindergarten.  Registration is handled by the district.  Dates are posted on the district website and published in the local newspaper.  We also put the dates in our school newsletter, on the school website, and school Facebook page. Mt. Zion also holds a Step-Up Day for all students, Pre-K thru 4th Grade, during the month of May.  Students visit the next grade.  The homeroom teachers preview different aspects of that grade, which may include curriculum, rules, special projects, and etc.  Step-Up packets are sent with the students.  These packets include items such as daily schedules, supply list, or a packet of fun activities the student can do at home, and more.  This transition activity has proven to be a big success at our school.  The students look forward to this every year. In addition to Step-Up Day, our 5th graders have a Transition Day of their own, called Learning to Fly.  They visit the middle school and are given a tour of that school, given information about extra-curricular activities, and expectations and procedures.  The middle school does a great job of welcoming our Mt. Zion 5th graders. Occasionally, we receive students to our school that have been home schooled.  Sometimes we receive students who have never been in a school setting at all, but generally, our home schooled children have been in a school setting before and have only been in a home school setting briefly.  Home schooled students entering Mt. Zion are given the following tests; DRA and STAR math and reading, to determine academic readiness.  All new students meet the teacher on the day of registration.  Parents and students are given a guided tour of our school, answering any questions the parents may have concerning our school, curriculum, and etc.  Students receive relevant information, pamphlets, and many items that our Step-Up Day students received in May.

*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.

All teachers at Mt. Zion Elementary School are involved in key instructional decisions regarding disaggregation of data from academic assessments. To improve academic achievement, we believe the assessment process must be an essential ingredient of overall instruction. Through collaboration and conversation teachers can identify strengths and weaknesses in the curriculum as well as learning gaps for accountability. Student results on criterion referenced assessments such as the Georgia Criterion Referenced Test (CRCT), The Georgia Writing Assessment Test for 3rd and 5th grades, and the CogAT are used as a guidance to plan instruction and to assist teachers in the assessment of learning. Moreover, teachers utilize formative assessment practices such as rubrics, student self

17

Page 19: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

assessments, teacher commentary (descriptive feedback), portfolios, and other performance based assessments to demonstrate knowledge or skills learned.  Teachers use these assessments to adjust instruction during units. Also, teachers utilize standardized test results with other assessment tools such as STAR Reading, DRA, Brigance Inventory, Running Records, STAR Math, , Nine Weeks Benchmark Assessments, teacher composed assessments, and on-going assessments to develop an instructional plan for students. Teachers engage in a rigorous process of analyzing and interpreting CRCT data.Nine Weeks Benchmark Assessments are used to determine student mastery of academic skills and concepts. Results of benchmark assessments provide teachers insight on content and skills to be reviewed. Throughout the year, teachers conduct periodic checks on student progress to ensure the students are making measurable gains. This process allows teachers to modify plans as needed during the school year.

*8. Coordination and integration of Federal, State, and local services and programs.

A chart will be designed that identifies the funding source that addresses all identified needs at the school. The chart will list the funding source and the resources that each specific funding source will provide. This chart will address 8(a), 8(b), and 8(c) when those sources are available to the school.

8(a). List of State and local educational agency programs and other federal programs that will be included.

Mt. Zion Elementary School will coordinate resources from a variety of programs and funding sources. These include: FTE, Title I, Title II, Title III, IDEA, and SPLOST.

8(b). Description of how resources from Title I and other sources will be used.Funding Source Resources providedFTE Teachers, paraprofessionals, other staff, instructional materials and supplies,

software, transportation Title I Teachers, paraprofessionals, instructional materials and supplies, software,

technology, and professional learningTitle II Professional Learning Opportunities in Common Core Standards and writingTitle III Specifically for ELL students – instructional materials and supplies,

technology, teachers, softwareIDEA Specifically for IDEA students - instructional materials and supplies,

technology, teachers, softwareSPLOST iPads for use in EIP, gifted, and SPED classrooms, projectors, network

printers, laptops, and earbudsCarl D Perkins Not Applicable

18

Page 20: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

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.

C. The school does not receive funding from the School to Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, or the National and Community Service Act of 1990.

*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: 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. Faculty and staff implement the following programs, practices, and activities to ensure that student needs are met. 

A. The Early Intervention Program (EIP) provides additional services to all students who did not meet the minimum proficiency standards according to last year’s Criterion Referenced Competency Test, or those three percent of students who qualify based on the state’s criterion checklist.  EIP students at MZES are served through pull-out services for math and/or reading. 

B. Students are identified for special education services through Georgia’s RTI (Response to Intervention) program.  This multi-tiered system provides interventions for students at an increasing intensity as students move up the tiers.  Students who are not successful through classroom interventions are tested for learning disabilities.  Special education services are provided for qualified students through collaborative classes, support services, or consultative services in the regular classroom, or by pull-out classes in an alternative setting. 

C. Students who have language other than English as their primary home language are tested for English Language Learners (ELL) services.  The registrar works closely with the ELL teacher to screen all registration paperwork to ensure students are identified early.  Sudents who qualify for special ELL services are served in pull-out classes.  The ELL teacher is also available to assist with interpreting for parent conferences, and to consult with classroom teachers concerning ELL issues when necessary.  Each qualifying student is provided with a bi-lingual dictionary to use in the regular classroom and is provided with access to additional tutoring utilizing technology. 

19

Phyllis Conn, 09/23/14,
In the following opportunities, please address flexible grouping. If the school has any tutoring other than ELT time, please address that as well.
Page 21: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

D.  The STAR Math test is administered on the computer during exploratory at the beginning of the year and repeated each quarter to assess individual student needs in all grades.  Students scoring below the benchmark are given extra help and interventions during ELT time and exploratory time. These groups are flexible and change each nine weeks depending on the new assessment data. 

E. The STAR Reading test is also administered at the beginning of the year and repeated each quarter in the computer lab.  These results aid teachers in providing all students with reading opportunities at appropriately challenging levels both in guided reading activities and in independent reading. Students scoring below the benchmark are given extra help and interventions during ELT time and exploratory time. These groups are flexible and change each nine weeks depending on the new assessment data.

F. Teachers consistently use assessment data to group students into flexible groups to provide differentiated instruction in the classroom. Student groups are provided interventions, review, and extension activities with these flexible groups.

9(a). Measures to ensure that student weaknesses are identified on a timely basis.A. The STAR Math test is administered on the computer during exploratory at the beginning

of the year and repeated each quarter to assess individual student needs in all grades.  Students scoring below the benchmark are given extra help and interventions during FLEX time and exploratory time.

 B. The STAR Reading test is also administered at the beginning, middle, and end of the year

in the computer lab.  These results aid teachers in providing all students with reading opportunities at appropriately challenging levels both in guided reading activities and in independent reading. Students scoring below the benchmark are given extra help and interventions during Power Time and exploratory time.

 C. Small group guided reading instruction has been incorporated in all classrooms in addition

to the Direct Instruction provided in the Early Intervention Program and special education pull-out classes.  Orton-Gillingham and Animated Literacy are used in kindergarten and 1st grades, as well as, the EIP reading classes to help students gain mastery of phonics and reading readiness.

 D. Teachers routinely meet and analyze test data generated from the CRCT and benchmark

tests to identify and monitor high-impact students.  They are then able to develop strategies to support these at-risk students with the help of the RTI committee, the Student Support Team, and the school psychologist.

 E. Grade level teams meet regularly to discuss student concerns.  Students who step up the

Pyramid of Intervention are more closely monitored.  Teachers and/or parents implement specific interventions, which leads to additional meetings to evaluate and respond to the

20

Page 22: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

interventions.   When necessary, Student Support Teams may be convened to further support the student.

9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses.

B. Tena Musick, the Mt. Zion Elementary School Test Coordinator, provides training prior to all Georgia Milestones, CogAT, and benchmarks. When test scores are received from scoring agencies, teachers are provided with interpretive information to ensure their understanding of the results and provide them with the knowledge necessary to communicate testing data to parents with fidelity. Written summary explanations are also provided to teachers with the intent of sharing these with parents. At the beginning of each school year, the format and types of diagnostic instruments and screeners that will be utilized are reviewed in a faculty meeting. Teachers are instructed in creating data reports. The instructional coach and test coordinator are available to provide help to individual teachers needing assistance with the creation of the data reports. Administrators and the instructional coach review the data reports at grade level meetings and meetings with individual teachers to provide appropriate assistance in the identification of needs improvement areas. Plans of action for remediation and acceleration are created as a result of the data. Results of assessments are also recorded on the Teacher Data Form in Google Drive.

9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or n the community.

C. There are many opportunities for parents to stay informed and involved in their children’s learning. Parent conferences are held throughout the year as needs are identified and when parents and/or teachers request. The School Parent Compact along with a conference agenda are used to guide the conferences. An explanation of the RTI Pyramid of Interventions will be provided to parents of struggling students, and specific interventions will be put into place and monitored on a weekly or biweekly basis. Parents will have the opportunity to provide input and suggestions when determining the interventions that will best meet the needs of their student. Parents are given websites and other resources at these conferences. Parents who would like more or different resources will be directed to the Parent Center to procure resources that might better enable them to provide assistance to their student at home. Attendance at homework workshops and family night activities will also be encouraged. The school counselor will share information about assistance that is available in the community.

10. Description of how individual student assessment results and interpretation will be provided to parents.

Teachers meet with parents at the beginning of each year to discuss the various

21

Page 23: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

assessments, including the CRCT, and how these assessments affect student retention. These assessments and their implications are discussed throughout the year at parent/teacher conferences, SST meetings, and EIP meetings, and IEP meetings. Parents are given individual student CRCT assessment results with interpretation explanations at the end of each year. Each nine weeks parents receive a mid-term progress report and a report card showing their child’s progress. STAR Reading and Math test results are sent home to parents periodically throughout the school year. County benchmark test scores and classroom assessments are shared with parents during parent conferences, in addition to scores being sent home with students. Teachers meet with parents at the beginning of each year to discuss these assessment reports, as well as school-wide and grade level assessments. Parents also receive a letter each nine weeks showing their student’s academic progress on school-wide and grade level assessments. Parents are encouraged to meet with teachers to discuss these results. Teachers use written explanations (in newsletters, agenda notes, and letters to parents), phone calls to parents, and parent/teacher conferences to give parents the results and interpret what these results mean for each child. Parents are provided with a Parent Portal login that allows them to access their student’s academic and attendance information. Faculty members provide training to parents who need assistance on accessing the Parent Portal. Parents are informed about any reports issued by the Department of Education by an automated phone system (or calling post). Once parents are notified, they are allowed to pick up the reports. Scores that aren’t picked up during the summer are sent home with the first nine-week progress report of the following school year.

11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

The state of Georgia collects and disaggregates achievement and assessment data on students in Georgia through the state testing program. These assessments include The CRCT and state writing test. After assessment reports are received from the Georgia Department of Education, a copy is placed in each student’s permanent record, a copy is sent home to the parent, and scores are entered into the school’s Student Information System (Infinite Campus). CRCT scores are used to assist with scheduling placements. CRCT scores are also used for placement into EIP classes and to assist with flexible grouping during ELT Time. The School Leadership Team at Mt. Zion Elementary participates in a Summer Leadership Advance to examine and disaggregate the assessment of data from the previous year. A consultant attends the Advance and leads the dissection of the data. Goals and initiatives are determined based on the data results. The goals and initiatives are reflected in the School Improvement Plan, which is located on the district and school website. An annual data review is done with the entire faculty at the beginning and middle of the school year to determine progress toward goals and initiatives. Teachers make up our Professional Learning Communities and meet weekly. Benchmark data and progress monitoring data are reviewed throughout the year. Strategies and interventions are used based on the data gathered from STAR Reading,

22

Page 24: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

STAR Math, DRA, district benchmarks, and common assessments. The CRCT data is re-rostered according to subgroups and used by teachers for instructional decisions. Charts and graphs are printed and displayed in the school Data Room. These are updated throughout the year as new data is gathered.

12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.MZE has several procedures in place to ensure the validity and reliability of data. Make-up test are administered to ensure that every student is tested so that our student population groups are accurate. Our Infinite Campus data is kept current, showing student ethnicity, race, educational programs, etc. This data is reviewed often to ensure accuracy. This also helps to ensure that our student population groups are correctly represented. We use an Excel spreadsheet to disaggregate the student CRCT scores across a variety of subgroups prior to receiving the state spreadsheet. The percentile scores are double checked before distribution. Once these tasks are completed, we compare our data to the state CRCT data. Throughout the school year, grade levels administer quarterly district and school benchmarks, STAR Reading, and STAR Math assessments. This information is recorded for teachers and administrators to review. This information is also helpful in monitoring the student’s progress. Once this has been done, the data is compared and results are provided to parents and students. By comparing results, we are able to ensure the validity of these assessments.

Rule 160-7-01 “Single State-wide Accountability System” states that all state mandated assessments are considered to be valid and reliable. Georgia Department of Education portal and Infinite Campus/Power School provide data to the school in a secure manner. School administrators and the superintendent sign assurances verifying data accuracy.

13. Provisions for public reporting of disaggregated data.The Georgia School Report Card and the College and Career Readiness Performance Index (CCRPI) reports are available to the public on the website of the Georgia Department of Education. The School improvement plan and balanced scorecards, which includes disaggregated data, are available publicly on the Carroll County School System e-board website. A data room has been created that displays disaggregated data from the Criterion-Referenced Competency Test (CRCT) to share with the School Council, parents, community members, and faculty and staff. Additionally, meetings are held in the data room to review and discuss data on a continuous basis. Teachers also view data vertically so that a better understanding of the upcoming students can be achieved and planning for instruction can occur. The data from year to year can be looked at to compare performance related to stated school improvement goals. Results from assessments are communicated to all stakeholders by using a variety of methods which include the following:

Parents receive a copy of assessment results along with an explanation The local newspaper prints pictures and articles about student academic success Assessment results and updates are shared at all public school meetings including

23

Page 25: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

School Council meetings School Data is displayed and reviewed in the school Data Room Assessment results and updates will be shared and the Mt. Zion Cluster Annual

Report Meeting

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.The Mt. Zion Elementary School revised the schoolwide plan during the 2013-2014 school year. This schoolwide plan is reviewed and updated annually.

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).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 Lindy Altman, Lucinda Gibson, Cindy Parker, Tena Musick, Drew Veal, Shana Hartsfield, Charlene Rogers, Robin Bryant, Mary Ann Smith, Stephanie Hodges, Melissa Trippe, Melissa Dearman, Michaela Ethridge, and Renea Huddleston. They were involved through active participation of the Mt. Zion Elementary School Leadership Team (SLT) that consists of a teacher representative from every grade level and every department and parent representative. Team members are selected based on their leadership abilities and enthusiasm for school improvement. MZE’s SLT meets for a Summer Advance each year to review the School Improvement Plan and make revisions based on data gathered throughout the school year. The Advance is guided by a consultant that attends and facilitates the meeting. Every year the school profile is updated through a needs assessment for the entire school. The SLT works collectively to accomplish the task.

Twice each year the SLT attends a full day planning session to review and analyze data and check the progress of meeting each performance objective. Revisions are sometimes made during these planning meetings and other actions steps may be added as necessary. Administrators meet with the SLT the third Thursday of each month to disseminate and receive information, discuss progress of the CCGPS, and review a portion of the School Improvement Plan and Title I Components. Minutes of these meetings are shared on our Google Drive with the entire faculty. SLT representatives meet weekly with their team to present information from the monthly meetings, gather information regarding needs, and analyze progress towards the School Improvement Plan and performance objectives. School and individual student data is discussed and adjustments are made to instruction at this time. Agendas and minutes of these meetings are shared with administration weekly. The responsibilities of the SLT include a yearly analysis of student performance data and other school performance measures such as surveys from parents, teachers, staff members, and students. The team works with a consultant to determine areas of strengths and

24

Page 26: Mt. Zion Elementary School Title I Schoolwide Planimages.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/… · Web viewMt. Zion Elementary School Title I Schoolwide Plan2014-2015. Mt.

Mt. Zion Elementary SchoolTitle I Schoolwide Plan

weaknesses.

Additionally, all stakeholders are afforded frequent opportunities to contribute and monitor the plan. The plan is reviewed during monthly faculty meetings which provide another opportunity for input from faculty and staff. Grade level teams also attend weekly meetings to monitor both grade level and individual student progress pertaining to school goals and initiatives. The MZE School Council which consists of teachers, community/business partners, and parents meets at least four times each year to provide recommendations and feedback. The Mt. Zion Elementary School Parent Teacher Organization (PTO) meets with MZE administration regularly to discuss topics pertaining to school improvement. PTO meetings occur at least five times per school year and provide an opportunity for school data and initiatives to be shared with the community and students’ families. Revisions to the plan are made based on the outcome of discussions and regular review of data. Dissemination of information and feedback occur naturally as a result of these (all-inclusive) meetings.

16. Plan available to the LEA, parents, and the public.A. The Comprehensive Schoolwide Plan and the Parent Involvement Plan, which is included

in our appendices, is made available to the LEA, parents, and the public through the school website, a copy at the Parent Involvement Plan is sent home to each student, and given to each new student who enrolls.

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.Mt. Zion Elementary School has 14% of parents whose primary language is Spanish. Our Parent Involvement Plan, Parent School Compact, and other school documents are translated to Spanish. We also utilize Google Translate and our school ESOL teacher for translations. At the current time, the percentage of parents whose primary language is Spanish has not deemed it necessary to translate the Title I Schoolwide Plan. If the percentage reaches 30%, the plan will be translated at that time.

18. Plan is subject to the school improvement provisions of Section 1116.This plan is subject to the school improvement provisions of Section 1116 as amended by Georgia’s ESEA waiver approved by the United States Education Department.

25


Recommended