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SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: East Newton Elementary District Name: NewtonPrincipal Name: Dr. Kim Coady School Year: 2018-19School Mailing Address: 2286 Dixie Road, Covington, Georgia 30014Telephone: 770-784-2973District Title I Director/Coordinator Name: Dr. Shelia ThomasDistrict Title I Director/Coordinator Mailing Address: 2109 Newton Drive N.E., Covington, GA 30014Email Address: [email protected]: 770-787-1330

ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)

Comprehensive Support School ☐ Targeted Support School ☐

Title I Alert School ☐

Revision Date: 06/01/2018 Revision Date: Revision Date:

Mr. Richard Woods, State School SuperintendentOctober 2017 ● of 38

DISTRICT STRATEGIC GOALS

Strategic Goal Area I: Student achievement and successo Performance Objective A: Increase student mastery of standardso Performance Objective B: Increase opportunities for students to demonstrate success beyond

test scores o Performance Objective C: Increase graduation rate

● Strategic Goal Area II: High-quality workforce

o Performance Objective A: Recruit a high-quality workforceo Performance Objective B: Increase capacity of staff to deliver and support high-quality

instructiono Performance Objective C: Retain high-quality personnel by cultivating and supporting staff

● Strategic Goal Area III: Culture. Climate, & Communication

o Performance Objective A: Provide an equitable and inclusive learning environmento Performance Objective B: Provide opportunities for two-way communication with all

stakeholders o Performance Objective C: Ensure strong community partnerships

• Strategic Goal Area IV: Organizational and operational effectivenesso Performance Objective A: Ensure a systemic culture of safetyo Performance Objective B: Provide high-quality operational and instructional supportso Performance Objective C: Utilize professional learning communities to improve performance o Performance Objective D: Utilize performance management strategies aligned to the

strategic plan


Planning Committee Members:

NAME MEMBER’S SIGNATURE POSITION/ROLEDr. Kim Coady PrincipalDr. Geri Hawkins Assistant PrincipalDenise Reich Instructional CoachLisa Moore First Grade TeacherChristina Hart Second Grade TeacherPam Allen Third Grade TeacherKerri Helm Fourth Grade TeacherJulie Thompson Fourth Grade TeacherLea McDonald Fifth Grade TeacherMary Ivie Fifth Grade TeacherKerry Parker Instructional ParaprofessionalAlisha Durand Special EducationStephanie Almand Gifted Teacher


SWP/SIP Components1. Comprehensive Needs Assessment: Sec. 1114(b)(6)

1. A comprehensive needs assessment 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; Sec. 1114(b)(6)

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…Response: 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: Lisa Moore (First Grade Teacher), Christina Hart (Second Grade Teacher), Pam Allen (Third Grade Teacher), Kerri Helm, Julie Thompson (Fourth Grade Teachers), Mary Ivie, Lea McDonald (Fifth Grade Teachers), Denise Reich (Instructional Coach), Alisha Durand (Special Education Teacher and Technology Teacher Leader), Stephanie Almand (Gifted Teacher), Kerry Parker (Instructional Paraprofessional), Dr. Geri Hawkins (Assistant Principal), and Dr. Kim Coady (Principal). All were involved in analyzing data and identifying strengths, weaknesses, root causes, and proposing potential research-based improvement strategies. Administrators, teachers, program specific specialists, parents, and other stakeholders assisted in reviewing and modifying the draft plan for school-wide improvement during scheduled planning sessions.

We have used the following instruments to obtain this information . . .


Response:

● Demographics/Free-Reduced Lunch/School Mobility Rate

● Attendance

● GKIDS

● GMAS

● IOWA

● Reading Progression

● NSGR Levels

● CCRPI

● Behavior

Demographics% Asian % Black %

Hispanic% Multi-

Racial%

WhiteTotal

Students2015-2016

School-Wide6% 32% 5% 3% 60% 512

2016-2017 School-Wide

1% 32% 6% 4% 58% 549

2017-2018 School-Wide

1% 34% 6% 4% 55% 552

School-Wide Females Males Total Students

2015-16 Percentages 49% 51% 100%2015-16 Actual Number 250 262 512



Free and Reduced DataYear Percentage2018 50.372017 49.912016 49.272015 49.252014 53.96


2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii)2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantaged 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;

2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies 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 education

MATH GOALIncrease extended reasoning skills by 3% as measured by IOWA by the end of the 2018-2019 school year.

OVERARCHING MATH PROGRAMEast Newton Elementary School teachers use the Georgia Department of Education Math Frameworks, Exemplars, FrontRow, and EnVision to provide students with practice of math concepts using many hands-on experiences that enable students to gain mastery of crucial mathematical skills. EnVision Math also incorporates opportunities for students to work in a variety of cooperative learning situations and provides each student with internet access to many resources that can be used at school or home.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.

Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)

Timeline for Implementation

Funding Source

Person(s) Responsible

Small groups meet daily and will vary from day to day. This method of instruction provides for more accountability for the students and teachers. Purchase of apps for iPads to practice extended reasoning. Title I Logic Model: Yes ☒ No☐

August 2018-May 2019

Title I, Part A Administration, Instructional Coach, and classroom teachers, Media Specialists, Technology Specialist, School Technology Assistant

Students will work independently to address deficit areas in math. The use of specific IXL standards and Canvas for student practice on reasoning concepts.Title I Logic Model: Yes ☐ No☒


PTO Funds Administration, Instructional Coach, and classroom teachers


Intervention Blocks are designed to address the needs of struggling students based on areas of identified needs. Teachers will use Math differentiated practice books and CRA models to reinforce problem solving and math strategies based on identified student needs in the areas of math. Title I Logic Model: Yes ☒ No☐


Title I, Part A Administration, Instructional Coach, and classroom teachers

Small group instruction for math will include Ready-made student activity sets for practice and application to improve the areas of measurement and data in grades K-5.Title I Logic Model: Yes ☒ No☐



Students will keep an interactive notebook for Math to help them record, organize, and process new information and concepts learned.Title I Logic Model: Yes ☒ No☐



Supplemental Supports: What supplemental action steps will be implemented for these subgroups?Economically Disadvantaged Foster And Homeless

We will provide additional support to students based on individual student needs via supplemental academic programs.

We will work with the Foster Care and Homeless Liaison will work with schools to support the goals of improving educational outcomes for homeless and foster care students.

English Learners Migrant

ELs will be served by an ESOL-endorsed teacher. Supplemental resources and materials will be purchased using Title III-LEP funds.

We will work with the District’s Migrant Liaison will work with the schools to support the goals of improving educational outcomes for migratory students. We currently do not have any Migrant students in our school.

Race/Ethnicity/Minority Students With Disabilities

We will provide additional support to students based on individual student needs via supplemental academic programs

Targeted interventions for SWD will be used. IEPs will be implemented with fidelity to provide support on an individual basis in the least restrictive environment.

ELA/READING GOALIncrease vocabulary acquisition and use by 3% as measured by IOWA by the end of the 2018-2019 school year.

OVERARCHING ELA/READING PROGRAMEast Newton Elementary School teachers utilize the Phonics kits, Wilson Fundations Literacy Program, Next Step Guided Reading, Traits Writing, and county unit plans. These research-based programs encompass all areas of literacy and address the six components of a balanced reading program. These programs link classroom instruction with


everyday experiences, authentic literature, and all other areas of the curriculum. County-developed and school level units that coordinate the Next Step Guided Reading with Learning Focused strategies are also used. This provides usable and clearly organized units that incorporate all the elements needed to provide effective student instruction.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.



Funding Source


Guided Reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies. Each student participates in guided reading for at least 15 minutes a day. All teachers will use Scholastic Leveled texts for classroom libraries to carry out this practice.Title I Logic Model: Yes ☒ No☐

August 2018-May 2019 Title I, Part A

Administration, Instructional Coach, and classroom teachers

Literacy Blocks allow teachers to model reading strategies and the writing process using the gradual release method. Teacher and student resources (chart paper, easel, markers, paper, index cards, sticky notes, etc.) will be used to carry out this practice. Title I Logic Model: Yes ☒ No☐



Florida Center for Reading Research--The FCRR explores all aspects of reading research—basic research into literacy-related skills for typically developing readers and those who struggle. FCRR provides printable instructional activities that ENES teachers can use to effectively increase the language and reading comprehension skills of children for students in grades K to 5th grade. Glue sticks, card stock, printing paper, and lamination film or sleeves will be used to carry out this strategy. Title I Logic Model: Yes ☒ No☐



Activating strategies are teaching strategies that prepare students for learning. Students are prepared for learning by activating an overview of the upcoming learning experience, their prior knowledge, and the necessary vocabulary. We will use BrainPop as one way to activate the learning process. BrainPop is a group of educational websites with short animated movies and other materials are designed to engage students and assist teachers; they are aligned to state education standardsTitle I Logic Model: Yes ☒ No☐




Literacy Blocks allow K-2 students to practice reading strategies and build background in informational content using the PebbleGO website curriculum. Title I Logic Model: Yes ☒ No☐



Students will keep an interactive notebook for ELA/Reading to help them record, organize, and process new information and concepts learned.Title I Logic Model: Yes ☒ No☐












SCIENCE GOALIncrease informational text scores by 3% as measured by IOWA by the end of the 2018-2019 school year.

OVERARCHING SCIENCE PROGRAMEast Newton Elementary School will use McGraw-Hill Science. This is a new Science program for the 2018-19 school year. These materials facilitate student learning and promote investigation of the world around them. A county-provided curriculum map helps to align units of study in these areas with the Houghton Mifflin reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.



Funding Source


Science Centers are activities created to deepen students’ content knowledge in science through the use of their literacy skills. The


Title I, Part A and

Administration, Instructional


tasks provide opportunities to practice reading, writing, listening, and speaking through the use of nonfiction print resources. They also provide opportunities for students to think in different ways, make connections within the content area, and engage in the work that scientists do when studying topics and materials in order to draw conclusions.

Title I Logic Model: Yes ☒ No☐

Media Funds

Coach, and classroom teachers

Students will keep an interactive notebook for science to help them record, organize, and process new information and concepts learned. Title I Logic Model: Yes ☒ No☐


Title I, Part A

Administration, Instructional










SOCIAL STUDIES GOALIncrease informational text scores by 3% as measured by IOWA by the end of the 2018-2019 school year.

OVERARCHING SOCIAL STUDIES PROGRAMEast Newton Elementary School are Houghton-Mifflin Social Studies. These materials facilitate student learning and promote investigation of the world around them. A county-provided curriculum map helps to align units of study in these areas with the Houghton Mifflin reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.



Funding Source


Social Studies Centers are activities created to deepen students’ August 2018- Title I, Administration,


content knowledge in social studies through the use of their literacy skills. The tasks provide opportunities to practice reading, writing, listening, and speaking through the use of nonfiction print resources. Title I Logic Model: Yes ☒ No☐

May 2019 Part A and Media Funds

Instructional Coach, and classroom teachers


Students will keep an interactive notebook for social studies to help them record, organize, and process new information and concepts learned. Title I Logic Model: Yes ☒ No☐


Title I, Part A



Title I Logic Model: Yes ☐ No☐Title I Logic Model: Yes ☐ No☐





PARENT AND FAMILY ENGAGEMENT PROGRAMEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.



Funding Source


Parents Still Make a Difference and Middle school Parent Pointers are research-based newsletters and tip sheets that provide practical, proven information for parents, on a comprehensive array of school success topics. The documents will be posted on our school’s website and located in our parent resource room and main office.

August 2018- May 2019

Title I, Part A

Title I contact/s and classroom teachers

Parent Resource Room will be open to parents during the school day and during parent nights. The Parent Resource Room provides parents with resources for check-out that reinforces those skills that students may need to improve achievement.

August 2018- May 2019

Title I, Part A



OTHER INSTRUCTIONAL METHODS

Use effective instructional methods that increase the quality and amount of learning time.o increase the amount and quality of learning time, such as providing and extended

school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

o increase the amount and quality of learning time, such as class-size reduction teachers, supplemental teachers, paraprofessionals, etc.

Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Intervention/Strategy/Practice

(If Title I Funded, a Logic Model is required.)


Funding Source


Afterschool Program are offered to provide academic support in all subject areas. Title I Logic Model: Yes ☐ No☒


General Funds

Admin, Instructional Coaches, All Teachers

An instructional coach will bring evidence-based practices into classrooms by working with teachers and other school leaders.Title I Logic Model: Yes ☒ No☐


Title I Admin, Instructional Coaches, All teachers

EIP Teachers will provide additional instructional support to students who are performing below grade level in reading, obtain the necessary academic skills to reach grade level performance Title I Logic Model: Yes ☐ No☒


General Funds

Admin, Instructional Coaches, All teachers

Parent Orientation Meeting/ Curriculum Night August 16, 2018 Title I, Part A


Parent/Teacher Conferences September 2018 January/February 2019

Title I, Part A

Classroom Teachers

Family Literacy Night October 18, 2018

Title I, Part A

Title I contact/s and classroom teachers (Hart, Allen, Hawkins, Moore)

Family Academy Make and Take January 17, 2019 Title I, Part A

Title I contact/s and classroom teachers (Almand, Durand, Parker)

Family Math Night February 21, 2019

Title I, Part A

Title I contact/s and classroom teachers (Ivie, Thompson, McDonald, Helm)

Annual Title One Input and Revision Meeting March 14, 2019 Title I, Part A


Supplemental Supports: What supplemental action steps will be implemented for these subgroups?All students participating in the Title I, Part A program, and their families will be encouraged and invited to fully participate in all parent and family engagement opportunities. East Newton Elementary will provide full opportunity for the participation of parents and family members by…

● Providing assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the challenging State academic standards, state and local academic assessments, the requirements of this part, how to monitor a child’s progress, and work with educators to improve the achievement of their children

● Inviting all parents in multiple ways to our annual parent orientation meeting, at a convenient time, to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parent and family engagement policy, the schoolwide plan, and the school-parent compact.

● Providing materials and training to help parents work with their children to improve achievement, such as literacy training and using technology, the harms of copyright piracy as appropriate, to foster parental involvement.

● Providing training to teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents. This includes how to reach out to, communicate, and work with parts as equal partners, implement and coordinate parent programs and build ties between parents and the school by hosting two professional development trainings a year, sharing tips to all school staff, and gathering input on parents on suggested topics of these trainings and tips.


● Providing full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand.

● Providing opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible, by hosting two schoolwide days of parent conferences.

● Jointly developing with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by conducting an annual parent input meeting and by providing feedback forms on our school’s website, in our front office or parent resource room.

● Coordinating and integrating parental involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conducting other activities, such as parent resource centers, that encourage and support parents to fully participating in the education of their children We will, to the extent feasible and appropriate.

● Offering a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, childcare, or home visits.

● Providing such other reasonable support for parental involvement activities, as parents may request.

PROFESSIONAL LEARNINGEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.

Intervention/Strategy/Practice (If Title I Funded, a Logic Model is

required.)

Timeline for Implementatio

n

Funding Source


The Instructional Coach will assist in building teacher capacity and their understanding of instructional practices as related to the Georgia Performance Standards and Data


Title I, Part A

Principal, Instructional Coach, K-5 Teachers


Driven Instruction. The Instructional Coach will ensure high-quality instruction in the classrooms through modeling, co-planning, co-teaching and providing feedback to teachers.Professional development in methodology including CRA models.


Title I, Part A

Administration, Instructional Coach, Teachers, and Staff

Contract district coaches from Newton County or Griffin RESA to lead professional development.


Title I, Part A


Professional learning in the area of Phonics and phonemic awareness using Fundations

August 2018-2019

None needed


Professional development on Class Dojo. The use of ClassDojo for behavioral monitoring.


None needed


New Teachers will participate in district-funded BEST Teacher Program to work with a school-based mentor in the efforts to assist with day-to-day routines in addition to providing job-embedded professional learning that focuses on new teacher issues.


General Funds

Principal, Instructional Coach, BEST teacher leader

Contract professionals from Griffin RESA to lead professional development and/or substitutes for teachers to attend in all content-areas.


Title I Part, A


Common Planning days are set aside for meetings for teachers in the same subject or grade level to develop a focus and learning environment that proactivity identify and address the diverse and changing needs of all learners.


Title I Part, A



TECHNOLOGY EQUIPMENT TO SUPPORT THE CORE CURRICULUMEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.


required.)


Funding Source Person(s) Responsible

We will use Ipads for independent practice or classroom rotations by using Math Apps that are grade-level specific in the efforts to build fluency with number operations.


Title I , Part A Principal, Instructional Coach, Teachers, Media Specialist, Technology Specialist, School Technology Assistant

Student laptops and Bluetooth keyboards for practice and application of research and writing.


Title I, Part A Principal, Instructional Coach, Teachers, Media Specialist, Technology Specialist, School Technology Assistant

Purchase of apps for iPads to practice extended reasoning.

August 2018-2019


Interactive notebooks, printable leveled-passages, and FCRR activities will be used in literacy practices. Printers and ink will be used carry out these practices.

August 2018-2019


Interactive Whiteboards provide ways to show students anything, which can be shown on a computer. Additionally, interactive whiteboards allow teachers to record instruction and post the material for review by students later. This is a very effective instructional strategy for students who benefit from repetition.

August 2018-2019


STUDENT BEHAVIOR/ATTENDANCEEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.


required.)

Timeline for Implementatio

n

Funding Source



Committee, with staff input, will develop a school wide discipline plan.

August 2018-2019

None needed


Professional development on ClassDojo. The use of ClassDojo for behavioral monitoring.


None needed


Ron Clark Essential 55 book study. August 2018-May 2019

None needed


BUILDING FAMILY FRIENDLY SCHOOLSIn the section below, describe strategies to build family-friendly schools by providing a high quality customer service.Front Office Staff:Use professional, welcoming tone in all communications with families. Prompt acknowledgement of visitors in the office.Updated information for visitors posted in the office.Administrators:Use professional, welcoming tone in all communications with families. Be inclusive of all families as some may or may not have had prior experiences and/or involvement in school.

Classroom Teachers:Use professional, welcoming tone in all communications with families. Phone families and welcome them to open house, and other school functions and activities.Use multiple modes of communication (phone, email, notes, websites, text) to keep families informed.Counselors:Use professional, welcoming tone in all communications with families. Provide programs and resources for students with various emotional, personal, educational needs as well as supports for their family needs.Other Faculty/Staff:Use professional, welcoming tone in all communications with families. Clear directions/signage for visitors in the building.Updated information for visitors posted throughout the building.


2a.iii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will 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:

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

East Newton strives to meet the needs of all students through the implementation of a staff/student mentoring program. The counselor has established specific needs based groups, as well as monthly classroom lessons to meet student needs. The counselor also holds individual and group based sessions as needed.

b. 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);

The counselor provides students with opportunities and information regarding careers in a variety of settings through Career Day and Transportation Day. She also provides instruction to support career choices through classroom guidance lessons, such as career portfolios in the upper grades.

c. 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.);

East Newton implements academic deficiencies, behavior, and speech through the Response to Intervention program, which includes open communication with parents. We offer support through counselor, local agencies, mentoring, EIP services, and special education services. Mentoring services include, but are not limited to school staff, parents and community members.

d. 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

● 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.

East Newton strives to include teachers, principals, paraprofessionals, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. Teacher evaluations continue to show improvement in instruction. Goals and professional learning are aligned with the needs assessed in the SIP. Staff also utilizes half day professional development days, grade level PLCs, Summer Academy, and Wednesday afternoons to attend staff development training. Administrators attend trainings to become experts as well.

Root Cause Professional Learning to Address Root CauseStudents are at an economic Professional learning for increasing vocabulary


disadvantage and do not have adequate background knowledge and experiences at home. There is a lack of targeted, explicit academic vocabulary instruction.

include:

● Wilson Fundations Literacy Program

● Instruction using nonfiction leveled texts

● Vocabulary and background knowledge

● Phonics Kits

● Lexile Level Knowledge/leveled texts

● Research based instructional strategies

There is a lack of consistent, specific instruction and practice in math problem solving.

Professional learning for math problem solving will include:

● Math problem solving strategies

● Number Talks

● CRA math model

● Research based instructional strategies

● 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. . . East Newton includes all teachers, paraprofessionals, and other staff members in professional development activities regarding the use of academic assessments such as Georgia Milestones,CRCT Cogat, Illuminate, GKIDS, Iowa, FastBridge, and Formative 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: (1) teachers and support staff meet during professional learning communities at the grade levels to review results of student assessment results as the data becomes available; (2) teachers and support staff brainstorm root causes of poor performance and select strategies to address the most probable causes; (3) administrators meet with grade level teams each nine weeks to discuss student performance data and review strategies selected to address individual students’ and groups of students’ weaknesses; (4) administrators and the Leadership Team discuss results of data findings and determine how instructional programs need to be improved; (5) teachers meet weekly (Professional Learning Communities) with the Instructional Coach to analyze data and identify student needs, and participate in professional development to increase effective teaching strategies; and (5) continuous review of data by administrators and the Leadership Team results in updates to the school’s Continuous Improvement Plan (CIP) which is included in appendix C.


● We have devoted sufficient resources to carry out effectively the professional development activities recruit and retain effective teachers, particularly in high need subjects in the following ways. . .

o A full time instructional coach will provide professional development for the academic areas that have been identified on the School Wide Plan. Assistance will be given to classroom teachers to continually improve their planning and instruction based on the academic assessments.

o Teachers have an instructional planning time built within each day to allow for professional learning and collaboration.

o Title I funds and other school funds will be used to obtain resources needed for all professional learning activities.

e. strategies for assisting preschool children in the transition from early childhood education

Prior to entering Pre-K, many children attend daycares, Head Start, and Babies Can’t Wait programs. The school works with these organizations so that families know about Pre-K registration for the lottery funded classes. Pre-K students are assessed using developmental skills checklists so that children needing support such as speech, EIP, etc. can be identified before going to kindergarten making their transition into kindergarten much smoother. Pre-K students also visit the kindergarten classrooms and are introduced to the teachers prior to the end of the year in order to ensure that the students are acquainted with Kindergarten teachers, classrooms, and expectations. The school conducts a Kindergarten Roundup to pre-register students for Kindergarten and to assess student readiness for kindergarten skills that are not currently enrolled in the Newton County Pre-K program.

Transition from one grade to another is a priority as well. Students will be exposed to next year’s teachers and/or classrooms through a school wide “move up” day where students will visit the next grade level for a period of time one day. Promotion to the next grade depends on mastery of skills outlined on the skills-based report card issued to each student in Kindergarten, first grade, second grade, and third grade. Students are either promoted fully into the next grade level or placed with additional academic services. Parents and students are made aware of grade level expectations for moving to the next grade.

Transition to Middle School B. Fifth grade students are provided with a variety of opportunities to make a smooth transition to

middle school. Students currently take a field trip to their county assigned middle school during late spring. This field trip is led by middle school students and includes a tour of the school, courses offered, schedules, and other information specific to middle school.

Transition from Private Schools and Enrollment Throughout the School YearStudents who enroll at East Newton Elementary from private schools and those entering throughout the school year are provided an orientation to the school, including a tour of the facility. Students and their parents meet with an administrator to review school policies and the students’ records, if available, to determine grade level placement. In the absence of academic records, these students are given a screening test using grade level benchmarks in order to determine placement. Students are introduced


to their grade level homeroom teacher and are assigned a peer assistant, if desired.

3. Schoolwide Plan Development: Sec. 1114(b)(1-5)a. is developed during a 1-year period, unless— the school is operating a schoolwide

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;

Response: The initial draft of the School-wide Title I Plan was completed in one school year (2018-19) by the Leadership Team. The planning process was facilitated by Dr. Kim Coady (ENES principal), Dr. Geri Hawkins (ENES assistant principal), and Denise Reich (ENES Instructional Coach/Title I). The 2018-19 School-wide Title I Plan was created by the East Newton Elementary School Title I team with feedback obtained by all stakeholders including teachers, parents, school council members, and community members.

b. 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

Response: The following groups of people participated in developing and reviewing the East Newton Elementary Title I School Wide Plan:

● Principal

● Assistant Principal

● Parents

● Title I Planning Team (representatives from each grade level and special programs)

● PTO Officers

● East Newton Elementary School CouncilThe list includes individuals who will be directly involved in carrying out the plan and other stakeholders, such as parents and business representatives, that have a vested interest in the school educating all students to high standards. Our annual process for involving others in updating the SWP includes: Inviting all stakeholder groups to provide input and make suggestions regarding how the Title I School-wide Program is implemented, what programs


are implemented, how parents can be more involved in the educational process, and how Title I funds can be spent.

c. 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;

Response: We will monitor our Title I Plan regularly by reviewing data to and making adjustments to prioritize our needs with input from all stakeholders. ENES will post the Title I Plan will be posted on our school’s website to give all stakeholders the opportunity to review and give input. Copies of the Title I plan will be made available at the request of any stakeholder. All stakeholders will be invited to our annual Title I input meeting where they may give feedback on the Title I Plan.

d. 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;

Response: The School-wide Title I Plan is posted on the school’s website for parents and the public to access after it is updated annually. Copies of the plan are available in the school office. The Newton County Board of Education’s Federal Programs Office has both an electronic and paper copy of the plan available as well.

4. ESSA Requirements to Include in your Schoolwide Plan a. Define how your interventions are evidence-based; or other effective strategies to

improve student achievement. Sec. 1111(d)(B)b. Describe how the school will implement effective parent and family engagement

strategies under section 1116; Sec. 1112(b)(7)Response: See Appendix for Software Logic Model See Appendix for Instructional Coach Logic Model See Appendix for Title I Tutoring Program Logic Model—N/ASee Appendix for Title I Class Size Reduction Logic Model—N/ASee Appendix for Title I Supplemental Teacher Logic Model—N/ASee Appendix for Title I Paraprofessional Logic Model—N/ASee Appendix for Professional Learning See Appendix for Behavior Logic Model—N/ASee Appendix for Building Parent Capacity Logic Model See Appendix for Building Staff Capacity Logic ModelSee Appendix for ELA/Reading Logic Model See Appendix for Math Logic ModelSee Appendix for Science Logic Model


See Appendix for Social Studies Logic Modelc. If a middle or high school, describe how the school will implement strategies to

facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including, if applicable—

i. through coordination with institutions of higher education, employers, and other local partners; and

Response: East Newton is an elementary schoolii. 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)

Response: East Newton is an elementary school

Logic Models

SOFTWARE: PebbleGOMODEL RESPONSES

SMART Goal: Increase vocabulary acquisition and use, social studies, and science by 3% as measured by IOWA by the end of the 2018-2019 school year.

Describe Intervention/Strategy/Practice that this software will be used as a resource:

PebbleGO

Current Research Available that demonstrated rationale that suggests it may work:

Response:

https://www.techknowledge.me/files/theme/KC/PebbleGo/PebbleGowhitepaper.pdf

Is there an ESSA Rating in place for this software? If so, what is it?

Strong Evidence ☐ Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: X

Intervention Population: K-2 (3-5 when needed)


Person Responsible: AdministrationInstructional CoachTeachersInstructional ParasOther Support Staff

Implementation Plan of Action:PebbleGo will be implemented in the classroom and the Learning Commons to address the following areas: Science, Social Studies (including but not limited to animals and biographies). PebbleGO will support Research to Build and Present Knowledge. How will the success be measured? What is the school’s theory of change for this intervention?

The success of PebbleGO will be measured by independently assessing the effectiveness of PebbleGO through IOWA beginning of the year and end of the year scores. The school’s theory of change for this intervention is that it will increase student achievement in extended reasoning by 3% based on IOWA scores.

What are the outcomes or milestones that will evaluate success?

Beginning of Year: Pre Iowa scoresEnd of Year: Post Iowa scores

Progress Monitoring Dates: Beginning of Year: August 2018End of Year: May 2019

Evidence-Based Evaluation (Due May 25, 2019)NCSS Feedback:

SOFTWARE: BrainPopMODEL RESPONSES

SMART Goal: Increase teacher usage of the BrainPop software program by 3% by the end of the 2017-2018 School Year as measured by the usage report.

Describe Intervention/Strategy/Practice that this software will be used as a resource:

BrainPop

Current Research Available that demonstrated rationale that suggests it may work:

A Study of the Effectiveness of BrainPOP – Executive Summaryhttps://educators.brainpop.com/printable/study-effectiveness-brainpop-executive-summary/The Effectiveness of Brain Pop


https://educators.brainpop.com/printable/study-effectiveness-brainpop-full-report/RTI and Brain Pophttps://educators.brainpop.com/funding/research-resources/rti-and-brainpop/Fluency Games and BrainPOP https://educators.brainpop.com/printable/fluency-games-brainpop/

Is there an ESSA Rating in place for this software? If so, what is it?

Strong Evidence ☐ Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: X

Intervention Population: K-5 Person Responsible: Administration

TeachersInstructional ParasOther Support Staff

Implementation Plan of Action:

1. Gather baseline data from the BrainPop software program usage report. 2. Classroom teachers will use the software program to support instruction and engage

students in the lessons.3. Gather data at mid-year and the end of the year to determine how much teachers used the

software program.How will the success be measured? What is the school’s theory of change for this intervention?

The success of BrainPop will be measured from reviewing the teacher usage reports. East Newton Elementary theorizes that teacher usage will increase by 3%.


Mid-Year: The midyear growth will be 1½ % as measured by teacher usage of BrainPop software.End of Year: The end of the year growth will be measured by the end of the year usage of the BrainPop software to show a 3% increase from the beginning of the year.

Progress Monitoring Dates: Beginning of Year: August 2018End of the Year: May 2019

Evidence-Based Evaluation (Due May 25, 2019)

Due May 25, 2019

NCSS Feedback:


TITLE I INSTRUCTIONAL COACHMODEL RESPONSES

SMART Goal: Increase IOWA data by 3% in the areas of vocabulary acquisition and use and extended reasoning

Intervention/Strategy/Practice: Instructional CoachCurrent Research Available that demonstrated rationale that suggests it may work:

Response:www.casel.orgArticle: “Professional Learning”Intervention Population: K-5 teachers and instructional parasPerson Responsible: Administration

Implementation Plan of Action:The Instructional Coach will assist in building teacher capacity and their understanding of instructional practices as related to the Georgia Performance Standards and Data Driven Instruction. The Instructional Coach will ensure high-quality instruction in the classrooms through modeling, co-planning, co-teaching and providing feedback to teachers.How will the success be measured? What is the school’s theory of change for this intervention?

Success will be measured by the IOWA pre- and posttest scores.


Beginning of the Year: IOWA pretestEnd of Year: IOWA posttest

Progress Monitoring Dates: Beginning of the Year: August 2018End of Year: May 2019


Professional LearningMODEL RESPONSES

SMART Goal: To Increase student achievement in all content areas by 3% as measured by IOWA


Intervention/Strategy/Practice: School based Instructional Coach, District Coaches and Griffin RESA staff will provide professional development to classroom teachers in all content areas.

Current Research Available that demonstrated rationale that suggests it may work:https://casel.org/Article “Professional Learning in Schools”

Intervention Population: K-5Person Responsible: Administration, Instructional Coach,

Classroom TeachersImplementation Plan of Action:

How will the success be measured? What is the school’s theory of change for this intervention?

Success will be measured by the IOWA pre-and posttest scores to see if there is a 3% gain in Science and Social Studies.





TITLE I PARENT ENGAGEMENT PROGRAMMODEL RESPONSES

SMART Goal: To increase achievement in all subject areas by 3% by as measured by IOWA by the end of the 2018-2019 school year

Intervention/Strategy/Practice: Building Parent CapacityCurrent Research Available that demonstrated rationale that suggests it may work:

Parent involvement strategies in urban middle and high schools in the Northeast and Islands Region https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009069.pdf

Partners Education in A Dual Capacity-Building Framework for Family–School Partnerships https://www2.ed.gov/documents/family-community/partners-education.pdfIntervention Population: ☒K-5 ☐ 6-8 ☐9-12Person Responsible: Principal, Instructional Coach, Title I Parent Contact, Classroom

TeachersImplementation Plan of Action:


1. Convene an annual parent orientation that informs parents about the Title I Program, the parents’ requirements, the school parent and family engagement policy, the schoolwide plan, and the school-parent compact.

2. Provide parents opportunities to acquire necessary information, knowledge, and skills to support their children’s education at home and at school by implementing purposely-designed parent and family engagement opportunities that impact student achievement.

3. Review grade-level content area data and determine the skills/focus areas to strengthen school-improvement goals. Use the parent and family engagement planning forms to develop workshops that shares strategies and activities linked to the skills/focus areas in the efforts to build the capacity of the parents to complete the strategies/activities with their child effectively.

4. Provide continuous communication to parents via / flyers / handouts / weekly folders/ brochures/emails / text messages / social media posts / website / parent portal or newsletter that shares links to video / tip sheets / that promotes effective school-parent partnerships.

5. Host schoolwide parent-teacher conference days to share student progress at school, share academic and/or behavioral strategies and activities to propel students towards academic success.

6. Inform and invite parents to our Parent Resource Room that provide parents and families with a variety of materials and resources to help support specific academic needs.

7. Convene an annual parent input meeting to gather feedback on theTitle I Program, school and LEA parent and family engagement policies, the schoolwide plan, and the school-parent compact, building staff capacity, 1% parent budget, and the CLIP.


We will use the feedback gathered from parent meeting evaluations, stakeholder meetings, and the parent surveys to evaluate the effectiveness of our Parent and Family Engagement Program.

East Newton Elementary theorizes that parents will become, supporters, encouragers, monitors, advocates, decision makers, and collaborators in the efforts to increase student achievement.


Beginning of Year:

Progress Monitoring Dates: End of Year:

Evidence-Based Evaluation


(Due May 24, 2019)

TITLE I PARENT ENGAGEMENT PROGRAMMODEL RESPONSES

SMART Goal: To provide four or more opportunities to build staff capacity to work with parents as equal partners by the end of the 2018-2019 school year.

Intervention/Strategy/Practice: Building Staff CapacityCurrent Research Available that demonstrated rationale that suggests it may work:

Parent involvement strategies in urban middle and high schools in the Northeast and Islands Region https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009069.pdf

Partners Education in A Dual Capacity-Building Framework for Family–School Partnerships https://www2.ed.gov/documents/family-community/partners-education.pdf

Intervention Population: ☒K-5 ☐ 6-8 ☐9-12Person Responsible: Principal, Instructional Coach, Title I Parent Contact,

Classroom TeachersImplementation Plan of Action:

Primary MethodIn-Person Faculty Meeting

1st Nine Weeks

Due by August 31 of each school year Powerful Partnerships:Staff Parent and Family Engagement Orientation

*Secondary MethodHandouts, Tip Sheets, Videos

2nd Nine Weeks

Due by the end of the 2nd nine weeks (November 16, 2018)

Optional tools to address topics identified with the assistance of parents.

Primary MethodIn-Person Faculty Meeting

3rd Nine Weeks

Due by January 31 of each school year Powerful Partnerships:Building Powerful Partnerships

*Secondary MethodHandouts, Tip Sheets, Videos

4th Nine Weeks

Due by the end of the 4th nine weeks (April 29, 2019)

Optional tools to address topics identified with the assistance of parents

How will the success be measured? We will measure the success of by having each


What is the school’s theory of change for this intervention?

participating complete an evaluation form after the building staff capacity professional learning sessions. We will also collect feedback after each secondary method on how we can use the strategies shared to enhance our parent and family engagement program.

East Newton Elementary theorizes that our faculty and staff will provide high-quality customer service, honor and recognize families’ funds of knowledge, connect family engagement to student learning, and create a welcoming and an inviting school culture.


End of Year:

Progress Monitoring Dates: End of Year:



MATH LOGIC MODEL


ELA/READING LOGIC MODELMODEL RESPONSES

SMART Goal: Increase vocabulary acquisition and use skills by 3% as measured by IOWAby the end of the 2018-2019 school year.

Intervention/Strategy/Practice: Overarching ELA/Reading ProgramCurrent Research Available that demonstrated rationale that suggests it may work:

Leveled Literacy Intervention Report- Beginning Readinghttps://ies.ed.gov/ncee/wwc/Study/78712

Intervention Population: K-5Person Responsible: Administration, Instructional Coach,

Classroom Teachers, and Instructional ParasImplementation Plan of Action:

Title I Funded Tools and Resources EvaluationScholastic Leveled ReadersInteractive NotebooksFCRRLeveled Passages


The success of the Guided Reading Level Texts will be measured by the student use of leveled text within the classroom. Evidence of the success will be measured by a 3% increase as measured by IOWA.


Beginning of the Year: IOWA Pre-test: Vocabulary acquisition and useEnd of Year: IOWA Post-test: Vocabulary acquisition and use



MODEL RESPONSESSMART Goal: Increase math extended reasoning skills as

measured on IOWA by 3%.Intervention/Strategy/Practice: Overarching Math Program

Current Research Available that demonstrated rationale that suggests it may work:https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf Article: The effects of increased learning time on student academic and nonacademic outcomes: Findings from a meta-analytic reviewIntervention Population: K-5 studentsPerson Responsible: Administration, Instructional Coach,

classroom teachers, instructional paraprofessionals


Title I Funded Tools and Resources EvaluationReady-made student activity sets for extended reasoning in the area of measurement and dataInteractive NotebooksCRA Manipulatives


IOWA assessment






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

SCIENCE LOGIC MODELMODEL RESPONSES


Intervention/Strategy/Practice: Overarching Science ProgramCurrent Research Available that demonstrated rationale that suggests it may work:

https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf Article: The effects of increased learning time on student academic and nonacademic outcomes: Findings from a meta-analytic reviewIntervention Population: K-5 studentsPerson Responsible: Administration, Instructional Coach,



Title I Funded Tools and Resources EvaluationNonfiction print resources Interactive Notebooks


IOWA assessment




Evidence-Based Evaluation (Due May 24, 2019)



NCSS Feedback:

SOCIAL STUDIES LOGIC MODELMODEL RESPONSES


Intervention/Strategy/Practice: Overarching Social Studies ProgramCurrent Research Available that demonstrated rationale that suggests it may work:

https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf Article: The effects of increased learning time on student academic and nonacademic outcomes: Findings from a meta-analytic reviewIntervention Population: K-5 studentsPerson Responsible: Administration, Instructional Coach,



Title I Funded Tools and Resources EvaluationNonfiction print resources Interactive Notebooks


IOWA assessment



Progress Monitoring Dates: Beginning of the Year: August 2018



End of Year: May 2019Evidence-Based Evaluation (Due May 24, 2019)NCSS Feedback:


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