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2018-2019

Mt. Zion Elementary School

Title I School-wide Plan

Revision Date:July 26, 2018

Approval Date _________

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Mt. Zion Elementary SchoolCarroll County Schools

School-wide Plan

COMPREHENSIVE NEEDS ASSESSMENT

I. The Comprehensive Needs Assessment—Sec. 114(b)(6)is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency;

A. We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were Monica Browning, Cindy Parker, Melissa Dearman. Drew Veal, Shana Hartsfield, Michaela Ethridge, and Renea Huddleston. They were involved through active participation of the Mt. Zion Elementary School Leadership Team(SLT). The School Leadership Team consists of a teacher representative from every grade level and department. One parent representative is also selected to participate in the SLT. Team members are selected based on their leadership abilities and enthusiasm for Mt. Zion Elementary. The SLT meets during the summer each year to review the School Improvement Plan and make revisions based on data gathered throughout the school year. The Summer Advance is guided by administration that attends and facilitates the meeting. Every year the school profile is updated through a needsassessmentfor 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 1 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 individuals a 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

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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 strength 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 student progress pertaining to school goals and initiatives, recommendations and feedback. The Mt. Zion Elementary School Parent Teacher Organization (PTO) meets with school 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. Mt. Zion Elementary uses STAR Reading and STAR Math with every student four times a year to monitor progress and diagnose student needs. We also utilize Illuminate for common assessments (for math, ELA, science, and social studies), classroom formative assessments, GEORGIA MILESTONES data, reading fluency, writing Assesslets, and pre/post-tests. 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 support system 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 complied, analyzed, and reviewed at grade level meetings. Grade Level members brainstorm strategies to address identified areas of weakness. School data are then complied and shared during School Leadership/Improvement meetings and faculty meetings. Members of the SLT brainstorm and develop a plan of action to address 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 Mt. Zion 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.

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D. We have reflected over current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, our analysis of the Georgia Milestones Assessment System for grades 3-5 in ELA and Math indicates that math and literacy are areas of improvement. Our students need improvement in math, reading, and writing in grades 3-5. We have only made improvement in 1 out of 8 testing subjects, there is much room for improvement.

MZES CountyRanking

Proficient + Distinguished State 2018(6/8)

2016 2017 2018 (1/8)

3rd ELA 11th 32% 45% 37% 37%

4th ELA 10th 43% 46% 45% 41%

5th ELA 11th 28% 45% 34% 41%

3rd Math 11th 35% 58% 46% 46%

4th Math 9th 51% 46% 52% 47%

5th Math 8th 44% 60% 43% 39%

5th SC 8th 46% 62% 46% 39%

5th SS 11th 27% 44% 29% 30%

Student writing scores on the Georgia Milestones Assessment System show that we have room for improvement on the extended response and narrative writing sections. This data indicates that we have a large need in the area of writing.

GRADELEVEL

Extended ResponseIdeas(3+4)

Extended ResponseConventions

(2+3)

Narrative(3+4)

2016 2017 2018 2016 2017 2018 2016 2017 2018

3rd Grade 17% 17% 15% 65% 65% 51% 20% 18% 11%

4th Grade 15% 14% 12% 49% 60% 71% 25% 45% 18%

5th Grade 27% 46% 39% 66% 84% 81% 28% 17% 28%

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Our STAR Reading assessment indicates that we still have around 30%-40% of our students needing intervention in the area of reading and reading comprehension. The STAR Reading assessment also indicates that our students are showing less than a year’s worth of growth in each grade level. STAR Math data indicates that we have between 25%-30% of our students needing intervention in the area of math. Our students showed a little over a year’s growth in most grades. Fourth Grade math showed less than a year’s worth of growth. 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 including the following:

Students from major racial and ethnic groups met some of the state targets. Students in the multi-racial subgroup continue to outperform all other racial subgroups. Students in black subgroup continue to be an area of focus for continued improvement.

Students with disabilities scored significantly lower than their peers on the Georgia Milestones Assessment System EOG.

F. The data has helped us reach conclusions regarding achievement or other related data. The major strengths we found in our program were in 4th and 5th grade writing,

specifically Extended Response. The major needs we discovered were reading &Lexiles 3rd, 4th, and 5th, 3rd, 4th, and 5th grade ELA and Math, and 5th Science and Social Studies.

The needs we will address are reading skills and vocabulary acquisition in the area of reading, number operations and measurement in math, and writing throughout the grade levels. need for additional technology (document camera, chromebooks, laptops and

LCD projectors. 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 MyOn, Flocabulary 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 provided by Renaissance Learning software program will assess and monitor math achievement.

In the area of writing, we are addressing writing across the grade levels by school-wide assessments that will monitor the students’ progress. Write Bright will be used to enhance our current writing program and achieve higher writing scores. Brainpop is also a software with short video clips of instructional topics to supplement the Science and Social Studies areas.

G. For the GA Milestones, the measurable goals/district common assessments 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.

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H. In order for students at MZES to have adequate time on STAR Math and Reading and other software programs available for student use, additional Chromebooks need to be purchased.

Comprehensive Needs Assessment Planning Committee

Name RoleMonica Browning ParentCindy Parker PrincipalMelissa Dearman Assistant PrincipalDrew Veal CounselorShana Hartsfield Media SpecialistCharlene Rogers KindergartenStephanie Holt 1st Grade TeacherHarmonie McMahan 2nd Grade TeacherStephanie Hodges 3rd Grade TeacherChastity Benefield 4th Grade TeacherLeslie Pruitt 5th Grade TeacherMichaela Ethridge Special Education TeacherRenea Huddleston FEC /ParaprofessionalMary Ann Smith Gifted Teacher/Aspiring Leader

Academic Achievement Data CollectionInstrument Used Content Area Process/ProcedureEX: Star Reading ELA How it was used to determine at

risk studentsStar Reading

Appendix 1

ELA Data was analyzed to determine the students who were reading below grade level throughout the year.

Star Math

Appendix 2

Math Data was analyzed to determine the students we were testing below grade level throughout the year.

Georgia Milestones Assessment

Appendix 3

ELA, Math, Science, and Social Studies

Data was used to analyze overall performance for all students, subgroups, and specific domain data for each content area.

**Please add all data supporting the instruments, processes, and pr

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SCHOOLWIDE REFORM STRATEGIES

II. School-wide Reform Strategies Sec. 1114(b)(7)(A)(i-iii) that theschool will be implementing to address school needs, including a description of how such strategies will

A. Provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards;

B. Use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded

The school identified scientifically based strategies that have been effective in addressing our areas of weakness in ELA/Literacy, Math, Writing, and the academic performance of students with disabilities.

A. Mt. Zion Elementary is providing opportunities for all children including subgroups of students through:

· Small Group Instruction in Math- Smaller class size allows teachers to better meet the needs of students who are at risk.

· Extended day tutoring- Creates additional learning time focusing on specific areas of need for at risk students.

· Tutoring during the school day- provides immediate intervention based on student need.

· Collaborative and collegial planning- Allows teachers to analyze data and make instructional decisions to help students who are at risk.

· Professional development on best teaching practices and technology integration- Focused and strategic professional development on best teaching practices and technology integration.

· Guided Reading-Teachers instruct students in small groups on their reading level to maximize learning.

· Instructing students using Lexile level data at their instructional and independent level.

· Thinking Maps- Provides student a visual pattern for thinking and working with complex ideas and situations.

· Phonics instruction- Provides building blocks for students to learn how to sound out words and read

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· Math manipulatives –The use of manipulatives allows struggling students to visualize concepts.

· Extended Learning Time- Students practice specific skills that are areas of weakness

· Write Bright Writing Program-The use of a structured program to increase writing achievement.

· Integration of technology across the curriculum- Provides a different modality for students to access information, produce information, learn information, and research information.

· Computer software/interactive websites-(Renaissance, Brainpop, Flocabulary, Starfall, and writing practice) Provides practice and short lessons on curriculum topics. Many offer individualized learning paths.

· Math journals/writing across the curriculum- Students justify their answers while writing in their math journal and allows students an opportunity to practice writing in all subject areas.

· ELA and Math Spiral Review- Material is revisited repeatedly over a period of time.

· Targeted Skills Reading, Math, and Writing materials- scaffolds instruction and student practice to help students master Reading, Math, and Writing standards.

· Number Talks- Provides students and opportunity to work with computation in a meaningful way. Students describe strategies used to solve problems.

· Writing feedback and writing instruction professional development. Feedback and professional development will help our students improvement writing skills and will help our teachers improve writing instruction.

· Reading Consultant to increase Lexile scores and reading achievement through small group instruction.

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MATH

Subgroup by Grade Level

Math% BeginningLearners

Math% DevelopingLearners

Methods and Instructional Strategies to Strengthen Academic Program

(Specify Grade Level if intervention is not applicable to all grade levels.)

Resource

Local, Title I, Title III, Title IV, IDEA, Other)

Economically Disadvantaged3rd or 6th 10% 52% Extended Day tutoring, tutoring during the day, collegial planning for

staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, IXL, Flocabulary, Starfall, Ed Galaxy, and writing practice.

Local, Title I, Other, Title I, Title I

4th or 7th 10% 44% Extended Day tutoring, tutoring during the day, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, Flocabulary, Starfall, , and writing practice.




White3rd or 6th 6% 40% Extended Day tutoring, tutoring during the day, collegial planning for

staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, Flocabulary, Starfall, , and writing practice.






Black3rd or 6th 10% 80% Extended Day tutoring, tutoring during the day, collegial planning for







Hispanic3rd or 6th 18% 71% Extended Day tutoring, tutoring during the day, collegial planning for

staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop,


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Flocabulary, Starfall, , and writing practice.4th or 7th 4% 42% Extended Day tutoring, tutoring during the day, collegial planning for





American Indian/Alaskan3rd or 6th N/A N/A Not Applicable-too few students N/A4th or 7th N/A N/A Not Applicable-too few students N/A5th or 8th N/A N/A Not Applicable-too few students N/A

Asian/Pacific Islander3rd or 6th N/A N/A Not Applicable-too few students N/A4th or 7th N/A N/A Not Applicable-too few students N/A5th or 8th N/A N/A Not Applicable-too few students N/A

Multi-Racial3rd or 6th 29% 57% Extended Day tutoring, tutoring during the day, collegial planning for







English Learners3rd or 6th 18% 71% Extended Day tutoring, tutoring during the day, collegial planning for







Students with Disabilities3rd or 6th 29% 43% Extended Day tutoring, tutoring during the day, collegial planning for



4th or 7th 56% 44% Extended Day tutoring, tutoring during the day, collegial planning for Local, Title I,

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Other, Title I, Title I



ELA


ELA% BeginningLearners

ELA% DevelopingLearners



Resource


Economically Disadvantaged3rd or 6th 36% 31% Extended Day tutoring, tutoring during the day, collegial planning for







White3rd or 6th 25% 34% Extended Day tutoring, tutoring during the day, collegial planning for







Black3rd or 6th 60% 30% Extended Day tutoring, tutoring during the day, collegial planning for





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Hispanic3rd or 6th 35% 24% Extended Day tutoring, tutoring during the day, collegial planning for







American Indian/Alaskan3rd or 6th N/A N/A Not Applicable-too few students N/A4th or 7th N/A N/A Not Applicable-too few students N/A5th or 8th N/A N/A Not Applicable-too few students N/A

Asian/Pacific Islander3rd or 6th N/A N/A Not Applicable-too few students N/A4th or 7th N/A N/A Not Applicable-too few students N/A5th or 8th N/A N/A Not Applicable-too few students N/A

Multi-Racial3rd or 6th 29% 43% Extended Day tutoring, tutoring during the day, collegial planning for







English Learners3rd or 6th 35% 24% Extended Day tutoring, tutoring during the day, collegial planning for





5th or 8th 25% 42% Extended Day tutoring, tutoring during the day, collegial planning for staff, technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance,


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Brainpop, Flocabulary, Starfall, , and writing practice.Students with Disabilities3rd or 6th 43% 43% Extended Day tutoring, tutoring during the day, collegial planning for







Science


Science% BeginningLearners

Science% DevelopingLearners



Resource


Economically Disadvantaged5th or 8th 17% 16% Extended Day tutoring, tutoring during the day, collegial planning for



White5th or 8th 18% 20% Extended Day tutoring, tutoring during the day, collegial planning for



Black5th or 8th 45% 27% Extended Day tutoring, tutoring during the day, collegial planning for



Hispanic5th or 8th 25% 38% Extended Day tutoring, tutoring during the day, collegial planning for



American Indian/Alaskan

5th or 8th N/A N/A Not Applicable-too few students N/A

Asian/Pacific Islander5th or 8th N/A N/A Not Applicable-too few students N/A

Multi-Racial5th or 8th 22% 22% Extended Day tutoring, tutoring during the day, collegial planning for Local, Title I,

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English Learners5th or 8th 25% 38% Extended Day tutoring, tutoring during the day, collegial planning for



Students with Disabilities5th or 8th 58% 8% Extended Day tutoring, tutoring during the day, collegial planning for



Social Studies


Social Studies% BeginningLearners

Social Studies% DevelopingLearners



Resource


Economically Disadvantaged5th or 8th 23% 49% Extended Day tutoring, tutoring during the day, collegial planning for staff,

technology integration teaching best practices, Use of computer software for instruction to include: (Renaissance, Brainpop, Flocabulary, Starfall, , and writing practice.


White5th or 8th 15% 34% Extended Day tutoring, tutoring during the day, collegial planning for staff,



Black5th or 8th 45% 36% Extended Day tutoring, tutoring during the day, collegial planning for staff,



Hispanic5th or 8th 25% 25% Extended Day tutoring, tutoring during the day, collegial planning for staff,



American Indian/Alaskan5th or 8th N/A N/A Not Applicable-too few students N/A

Asian/Pacific Islander5th or 8th N/A N/A Not Applicable-too few students N/A

Multi-Racial5th or 8th 67% 0% Extended Day tutoring, tutoring during the day, collegial planning for staff, Local, Title I,

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English Learners5th or 8th 25% 25% Extended Day tutoring, tutoring during the day, collegial planning for staff,



Students with Disabilities5th or 8th 50% 25% Extended Day tutoring, tutoring during the day, collegial planning for staff,



C. Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include—

1. Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;

2. Small Group Instruction through the hiring of two additional teachers and 2 paraprofessionals

3. Collaborative and Collegial Planning4. Extended Day Tutoring 5. Professional Development6. Writing Benchmarks7. Common Assessments8. Constructed Response Questions9. STEM Initiative (Science, Technology, Engineering, Math)10. Differentiated Instruction and Flexible Grouping11. ELT (Extended Learning Time/Power Time)12. Math Manipulatives13. Integration of Technology Across the Curriculum14. Daily Spiral Review in Math and Literacy15. Response to Intervention16. Rubrics17. PBIS18. Learning Lab19. Small Group Instruction for reading

Provide a narrative of how you will use the above strategies for ALL students, particularly the

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needs of the most at-risk.

Counseling services at Mt. Zion Elementary include crisis counseling for students with immediate needs, individual and group counseling for students who are presenting with ongoing problems, classroom guidance lessons that focus on prevention, and consultation with teachers and parents regarding strategies to improve students' overall emotional, behavioral, and academic success, and connecting them with appropriate community resources.

A. 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.

Math: The instructional block of time for Math is 90 minutes. Scheduling more time and cross curricular study of this content area 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 30 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, ED, EL, 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 an opportunity to overcome this barrier, and tutoring during the school day will allow all students to attend without having to have transportation.

Professional Learning: 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 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

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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 supplyopportunities for professional learning throughout the year related to CCGPS and instructional methodology. Teachers who attend workshops will be provided opportunities to re-deliver information to their colleagues so that all WES teachers and students have the opportunity to benefit from their acquired knowledge

Collaborative and Collegial Planning: Teachers on grade level teams in grades K-2 will collaboratively plan a minimum of three times per week. Teachers in grades 3-5 will plan by department. 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.

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.

20. Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

Provide a summary if applicable of how you prepare students for the next level, postsecondary education, and workforce.

The college and career awareness program at Mt. Zion elementary includes classroom lessons based on all 17 career clusters to improve awareness of potential career paths, 5th grade portfolios to encourage college and career exploration, advisement lessons and field trips to foster knowledge of educational options, and exposure to career professionals through career day.

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21. Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);

Discuss PBIS or other behavioral program being implemented at your school. Discuss the RTI Process at your school. Discuss your EIP program.

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.

The Early Intervention Program (EIP) provides additional services to all students who did not meet the minimum proficiency standards according to last year’s GA Milestones Assessment 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 or an EIP reduced class model.

Students are identified for special education services through Georgia’s MTSS (Multi-Tiered 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.

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. Students who qualify for special ELL services are served in pull-out classes. The ELL teacher is available to consult with classroom teachers concerning ELL issues when necessary. Each qualifying student is provided with a bilingual dictionary to use in the regular classroom and is provided with access to additional tutoring utilizing technology.

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 Extended Learning Time (ELT) and exploratory time.

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

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time. 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.

Common Unit Assessments are administered to each student according to the Carroll County Guidelines. Assessment data is analyzed after each unit assessment. Remediation is planned based on the data.

The Assistant Principal formed a PBIS school team of six to eight members that has a broad representation including teachers (general education, special education and special areas), support staff and other pertinent personnel.

The PBIS Team identifies positive school climate and discipline practices as priorities in the local school improvement plan. They review the school Student Code of Conduct to determine how current discipline practices alignwith a positive, preventative discipline framework.

During preplanning the team presents the PBIS plan to the faculty. The expectation is that each teacher will use the PBIS lesson plans created by the

team to teach the students about the positive behavioral program: SOAR. Eagle Expectation Matrices are displayed in hallways, restrooms, near the

playground, cafeteria and near buses to remind students of behavior expectations. Each grade level created their own reward system with their students. Students

earning SOAR tickets are rewarded and acknowledged every Monday on the morning broadcast.

Students receiving Positive Office Referrals are recognized every Friday afternoon. Class Dojo is used as means to communicate student behavior to parents.

22. Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects;

PL Opportunities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data:

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. To support and assist all staff members, professional learning at MZE is job embedded and sustainable. The results of an annual professional development survey, coupled with the results of the analysis of student performance data, are used to determine the type and intensity of professional development activities to be offered. District-wide initiatives also determine professional development activities. Staff development is provided by the school,

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school district, and outside agencies. All professional learning is linked to our school improvement plan. Staff Development opportunities provided and/or attended this year include:

· Teacher Keys Effectiveness System Orientation· Eureka Math Training · Best Practice in Writing Instruction· Grade Level Content Collegial Planning· Content Area Collegial Planning with Bowdon Elementary· Writing and Literacy from DOE seminar· Co-teaching strategies· STEM Seminars and Workshops· MTSS training· Integration of Instructional Technology in the Classroom· Instructional Software Training· Best Practices of Instructional Strategies.· School Improvement Planning (will provide stipends to attend)· Collegial Planning

Efforts to recruit and retain effective teachers in high need content areas:

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 and Applications to apply for jobs in the Carroll County School System or to post resumes. Secondly, Mt. Zion works collaboratively with the University of West Georgia by utilizing 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 subs that were certified, and even hired several of

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our own paraprofessionals that received their education degree.

23. Strategies for assisting preschool children in the transition from early childhood education (elementary schools only).Middle Schools will indicate an N/A.

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 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. Registration is handled by the district. Registration 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.

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SCHOOLWIDE PLAN DEVELOPMENT

III. The Title I School-wide PlanSec. 1114(b)(1-5)is developed during a 1-year period, unless— the school is operating a school-wide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section;

Explain how the Title I School-wide Plan is reviewed and revised annually. When the meeting occurs. How often the plan is reviewed within the year.

The Mt. Zion Elementary developed the school-wide plan during a oneyear period. This school-wide plan was updated upon completion of the 2017-18 school year for implementation during the 2018-19 school year. The Summer Leadership Advance occurred July 26, 2018. The plan was reviewed by the SLT and changes were made based on data analysis that occurred during the meeting. The plan is then presented to the entire faculty during Preplanning on August 7, 2018. Each Dynamic Team and School Improvement Team is charged with reviewing the plan at the monthly meetings. The SLT also reviews and updates the plan month. Each monthly faculty includes review of a piece of the plan with changes made as necessary.

A. The Title I School-wide Plan is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school;

Explain how parents and community members are involved in the development of the Title I School-wide Plan. Include how other stakeholders such as principals, other school leaders, teachers, paraprofessionals, and central office staff is involved in the development of your Title I School-wide Plan.

We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were Monica Browning, Cindy Parker, Melissa Dearman, Drew Veal, Shana Hartsfield, Charlene Rogers, Stephanie Holt, Harmonie McMahan, Stephanie Hodges, Chastity Benefield, Leslie Pruitt, Michaela Ethridge, MaryAnn Smith 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

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every department and parent representative. Team members are selected based on their leadership abilities and enthusiasm for school improvement. A stakeholder input meeting was held to gather input from stakeholders on the development of the plan.

B. The Title I Schoolwide Plan remains in effect for the duration of the school’s participation under this part, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards;

Explain how often the plan is reviewed within an academic year. How the plan is updated when there is a budget amendment or shift in student academic needs.

Each Dynamic Team and School Improvement Team is charged with reviewing the plan at the monthly meetings. The SLT also reviews and updates the plan month. Each monthly faculty includes review of a piece of the plan with changes made as necessary.

Dynamic Teams: 4th Thursday of every month 3:15-4:15

SIP Teams: 3rd Thursday of every month 3:15-4:15

Leadership Team: 2nd Thursday of every month 3:15-4:15

Faculty: 1st Thursday of every month 3:15-4:15

C. The Title I School-wide Plan is available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

Explain how your Title I School-wide Plan is made available to the school system, parents, and public. Explain how your plan is in a language and format that is easy for parents to read and understand.

The school-wide plan is available for parents on the school website, at the Carroll County Board of Education, in the parent resource center, front office, and at every PTSO meeting. At the current time Mt. Zion does have a significant percentage of parents whose primary language is a language other than English. This school-wide plan is translated into that language.

ESSA REQUIREMENTS TO INCLUDE IN YOUR SCHOOLWIDE PLAN

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IV. Define how your interventions are evidence-based; or other effective strategies to improve student achievement. Sec. 1111(d)(B)

Statistically significant effect on improving student outcomes or other relevant outcomes based on:

Check one Resource(Attach)Evidence-Based

InterventionList Subject: Math, Reading, or Other

Subjects

Strong Evidence

Moderate Evidence

Promising Evidence

Rationale Evidence

Small Group Instruction All Content Areas x What Works Clearinghouse

Tutoring/Extended Learning by Title I paid paraprofessional

All Content Areas x What Works Clearinghouse

Renaissance Learning (reading and math)

Reading and Math X Core Progress for ReadingCore Progress for Math

Brainpop All Content Areas X Improving student science and English skills

Flocabulary All Content Areas X Word Up Project

Chromebooks for student one to one technology and blended learning

All Content Areas X What Works Clearinghouse

Write Bright Literacy X Write Bright Research

Reading Eggspress Literacy X Action Research Study

Reading Consultant Literacy X LIteracy Worldwide

School Improvement Planning

All Content Areas X Educational Leadership

Collegial Planning All Content Areas X Taylor & Francis Online

A. Describe how the school will use and implement effective parent and family engagement strategies under Section 1116, Sec. 1112(b)(7), and Sec. 1112(e)(3)(C) for parents of English Learners.

Specify your strategies to work with the parents of English Learners

Mt. Zion Elementary has all school-wide communication translated before sending home. Translators are also available at all Curriculum Nights.

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https://www.tandfonline.com/doi/abs/10.1207/s15430421tip4503_6

http://www.educationalleader.com/subtopicintro/read/ASCD/ASCD_408_1.pdf

https://www.literacyworldwide.org/docs/default-source/where-we-stand/reading-specialist-position-statement.pdf

https://readingeggs.com/about/research/

http://www.writebrightstation.com/

https://ies.ed.gov/ncee/edlabs/regions/midatlantic/app/Docs/Events/171/Blended_learning_in_practice_webinar_transcript.pdf

https://www.flocabulary.com/results/

https://ph3kb4dyoeq41h5262h06b6n-wpengine.netdna-ssl.com/wp-content/uploads/2017/12/A-Study-of-the-Effectiveness-of-BrainPOP-2008.pdf

https://ph3kb4dyoeq41h5262h06b6n-wpengine.netdna-ssl.com/wp-content/uploads/2017/12/A-Study-of-the-Effectiveness-of-BrainPOP-2008.pdf

http://doc.renlearn.com/KMNet/R00552482161352C.pdf

http://doc.renlearn.com/KMNet/R0053985FA6D567F.pdf

https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf

https://ies.ed.gov/ncee/edlabs/regions/appalachia/askarel/aar10.asp

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2. Through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills. Sec. 1112(b)(10)

Middle Schools: Discuss opportunities for students to take high school courses and career counseling opportunities for students.

Elementary Schools: Discuss opportunities for students to take advanced courses and career counseling opportunities for students.

At Mt. Zion Elementary School students are offered QUEST courses for acceleration into middle school content areas. Students who qualify for gifted services are provided 6 segments of accelerated courses a week in kindergarten through fifth grade.

This plan was reviewed and updated for the current school year. The content of the plan will be used to budget Title I funds. A review of the plan will be conducted as student achievement data is reviewed throughout the year.

10/12/2018Principal Date

______________________________ ______________________________Title I Specialist Date of Approval

______________________________ ______________________________Director of Federal Programs Date

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______________________________ ______________________________Superintendent Date

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