georgia department of education title i …...ms. breangela west school environment focus team...

Georgia Department of Education

Title I Schoolwide/School Improvement Plan

Georgia Department of Education April 2015 ● of 25

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: EXCEL Academy District Name:

Principal Name: Dr. Kimberly Anderson School Year: 2016-2017

School Mailing Address: 330 E. Tomlinson Street, McDonugh, GA 30253

Telephone: 770-975-4101

District Title I Director/Coordinator Name: Dr. Sandra Moore

District Title I Director/Coordinator Mailing Address: 33 N. Zack Hinton Parkway, McDonough, GA

30253

Email Address: [email protected]

Telephone: 770-957-7189

ESEA WAIVER ACCOUNTABILITY STATUS

(Check all boxes that apply and provide additional information if requested.)

Priority School Focus School

Title I Alert School

Principal’s Signature:

Date:

Title I Director’s Signature:

Date:

Superintendent’s Signature:

Date:

Revision Date: Revision Date: Revision Date:




SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan

must be addressed. When using SWP and SIP checklists, all components/elements

marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section

1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in

this document.




Planning Committee Members

NAME MEMBER’S SIGNATURE POSITION/ROLE Dr. Kimberly Anderson Principal

Mr. James Thornton Assistant Principal

Dr. Lisa Gray English Department Chair

Ms. Angel Howell Mathematics Chair

Mr. John Behr Science Chair

Ms. Cherri Patterson Social Studies Chair

Mr. Don Dunlap CTAE Chair

Mr. Eric Benton ESE Co-Chair

Ms. Phalese Powers ESE Co-Chair

Ms. Lora Shelton Counselor

Mr. Matthew Taylor Social Worker

Dr. Greg Clanton School Psychologist

Mr. John Coody Graduation Coach

Ms. Patricia Farmer Professional Development Focus Team

Mr. Alfred McAllister PBIS Focus Team

Ms. Breangela West School Environment Focus Team




SWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account

the needs of migratory children as defined in Section 1309(2)) that is based on information which

includes the achievement of children in relation to the state academic content standards and the

state student academic achievement standards described in Section 1111(b)(1).

Response:

Our schoolwide plan has been developed with the participation of individuals who will carry out

the comprehensive schoolwide program plan. The people involved were teachers, parents, and

local administration. Involvement included teacher and parent surveys and interviews. The

committee also collected, reviewed and interpreted data.

The following instruments, procedures, or processes were used to obtain objective information:

Brainstorming

School Improvement Plan

Teacher Opinion Survey

Parent Opinion Survey

Student Opinion Survey

Student achievement data: GRASP, iReady, ST Math, Georgia

Milestones EOC, Georgia Milestones EOG

GAPSS analysis data

TKES Observation data

EXCEL Academy is designed to accommodate the needs of all students. EXCEL Academy does

not currently serve any migrant students. However, should migrant students be in attendance,

they would go through the Orientation process and a needs-assessment would be facilitated by

the social worker. Further, if EXCEL Academy had migrant students, we would take into

account their needs by:

Meeting with incoming students and their parents/guardians;

Reviewing and discussing school procedures and policies and answering

questions;

Determining if the student/parent/guardian has specific needs (i.e.,

clothes, references, housing);

Making contact with our social workers to let them know that we have a

migrant student and to share detailed, specific needs;

Meeting with teachers, counselors, school psychologist and support staff

to create an ongoing plan to ease the transition into our school;

Providing extra tutorial services for our students as needed;

Place the student at the top of the priority list to receive Title I services as

needed;

Providing counseling and group sessions as needed;




1. A comprehensive needs assessment of the entire school, (including taking into account




To the extent feasible and appropriate, coordinating and integrating parent

involvement programs and activities with the Academic Coordinator at A

Friend’s House that encourage and support parents in more fully

participating in the education of their children.

The plan for EXCEL Academy is based on information related to the needs of all students in our

school including those students who have not met State Academic Content Standards and the

State Student Academic Achievement Standards in all areas and those students with disabilities

(ESE). Specifically, we evaluated and reflected on our use of interventions and current

achievement data to help school personnel understand subjects and skills where teaching and

learning needed to be targeted.

For example, we considered the percentage of students who demonstrated proficiency on the

Georgia Milestones: *Preliminary 2016 Data – ELA

6th Beginning Learner

Developing Learner

Proficient Learner

Distinguished Learner

Distinguished Learner and

above

Proficient Learner and

above

2015 N/A N/A N/A N/A N/A N/A

2016 50.00% 37.50% 12.50% 0.00% 50.00% 12.50%


Developing Learner

Proficient Learner



above


above

2015 52.6% 47.4% 0% 0% 47.4% 0%

2016 50.00% 43.75% 6.25% 0.00% 50.00% 6.25%


Developing Learner

Proficient Learner



above


above

2015 51.9% 40.7% 7.4% 0% 48.1% 7.4%

2016 43.24% 45.95% 8.11% 0.00% 54.05% 8.11%

*Preliminary 2016 Data – Mathematics


Developing Learner

Proficient Learner



above


above


2016 50.00% 37.50% 12.50% 0.00% 50.00% 12.50%







state student academic achievement standards described in Section 1111(b)(1). 7th Beginning

Learner Developing

Learner Proficient Learner



above


above

2015 52.6% 42.1% 5.3% 0 47.4% 5.3%

2016 43.75% 37.50% 12.50% 6.25% 56.25% 18.75%


Developing Learner

Proficient Learner



above


above

2015 70.4% 22.2% 7.4% 0 29.6% 7.4%

2016 51.35% 35.14% 8.11% 0.00% 43.24% 8.11%

*Preliminary 2016 Data – Science


Developing Learner

Proficient Learner



above


above


2016 62.50% 37.50% 0.00% 0.00% 37.50% 0.00%


Developing Learner

Proficient Learner



above


above

2015 68.4% 26.3% 5.3% 0 31.6% 5.3%

2016 68.75% 31.25% 0.00% 0.00% 31.25% 0.00%


Developing Learner

Proficient Learner



above


above

2015 70.4 % 22.2% 7.4% 0 29.6% 7.4%

2016 81.08% 13.51% 2.70% 0.00% 16.22% 2.70%

*Preliminary 2016 Data – Social Studies


Developing Learner

Proficient Learner



above


above


2016 75.00% 25.00% 0.00% 0.00% 25.00% 0.00%


Developing Learner

Proficient Learner



above


above

2015 68.4% 21.1% 10.5% 0 31.6% 10.5%

2016 56.25% 31.25% 12.50% 0.00% 43.75% 12.50%









Developing Learner

Proficient Learner



above


above

2015 60% 40% 0 0 40% 0

2016 62.16% 29.73% 0.00% 0.00% 29.73% 0.00%

*Preliminary 2016 Data - Spring

American Lit Beginning Learner

Developing Learner

Proficient Learner



above

Proficient Learner

and above

2015 68% 29% 4% 0% 32% 4%

2016 79% 21% 0% 0% 21% 0%

9th Grade Lit Beginning Learner

Developing Learner

Proficient Learner



above

Proficient Learner

and above

2015 71% 23% 6% 0% 29% 6%

2016 69% 27% 4% 0% 31% 4%

Analytic Geometry

Beginning Learner

Developing Learner

Proficient Learner



above

Proficient Learner

and above

2015 79% 19% 2% 0% 21% 2%

2016 62% 36% 3% 0% 38% 3%

Coordinate Algebra

Beginning Learner

Developing Learner

Proficient Learner



above

Proficient Learner

and above

2015 79% 19% 2% 0% 21% 2%

2016 67% 31% 2% 0% 33% 2%

Biology Beginning Learner

Developing Learner

Proficient Learner



above

Proficient Learner

and above

2015 80% 12% 8% 0% 20% 8%

2016 77% 15% 9% 0% 23% 9%

Physical Science

Beginning Learner

Developing Learner

Proficient Learner



above

Proficient Learner

and above

2015 67% 25% 6% 0% 32% 6%

2016 76% 24% 0% 0% 24% 0%








US History Beginning Learner

Developing Learner

Proficient Learner



above

Proficient Learner

and above

2015 68% 25% 6% 1% 33% 8%

2016 75% 23% 3% 0% 25% 3%

Economics Beginning Learner

Developing Learner

Proficient Learner



above

Proficient Learner

and above

2015 73% 19% 8% 0% 27% 8%

2016 71% 18% 12% 0% 29% 12%

The data helped us reach conclusions regarding the achievement of our students and a starting

point to reflect on changes in practices. The major strengths we found in our program were the

teachers’ use of differentiated instruction, blended learning opportunities, the ability of students

to recover credits at a quicker pace, and communication with parents about how their students

are progressing. Further, the program at EXCEL Academy is one where teachers are able to

provide struggling students with one-on-one instruction. Teachers also utilize online programs

in order to provide immediate feedback. Qualified students benefit from free literacy tutoring

before, during and after school from retired teachers that have volunteered their time.

All students are given GRASP screeners at the beginning of the school year, as they enter the

school during orientation, and again during the first week in December. The screener is used to

measure achievement in reading and math. This year, we will also use the MAP test to assess the

progress of students. The MAP assessment will be given three times during the school year.

Beginning on the first day of Orientation, when parents must attend with their student, parents

are made aware of student expectations and available school resources. At the end of the

orientation process, parents meet with their student’s team of teachers to discuss learning

expectations, differentiation strategies, and potential concerns. From the onset, student

achievement is viewed as a team effort between the student, parent(s), and the school staff.

Data analysis revealed several needs at EXCEL Academy. The needs discovered were:

Student need for remediation in all content areas, with the root cause area being

reading comprehension. Students arrive at EXCEL Academy lacking adequate

grade-level knowledge and reading at a low level as show on the GRASP

Assessment.








More relevant professional learning topics. In a teacher survey, they expressed

the need to be involved in determining the type of professional learning

opportunities provided to them.

Students need for instruction on behavior, character education, and social skills.

Approximately 60% of students enroll at EXCEL Academy because they have

been expelled from all other Henry County Schools for failure to comply with the

rules and regulations set forth by the BOE.

The needs we will address are:

Increased focus on reading comprehension

Improved student attendance

Increased focus on a social skills curriculum

Which led us to the development of the school goals:

Goal # 1: To move 95% of the students positively towards the next instructional

band on the GRASP assessment in the areas of reading and mathematics, within a

nine-week period.

Goal # 2: To decrease the total number of referrals related to insubordination,

disrespectful behavior, and behavior detrimental to learning by 3% as compared

to corresponding months in the prior school year.

Goal # 3: To increase the monthly attendance rate of EXCEL students by 3% as

compared to corresponding months in the prior school year.

2. Schoolwide reform strategies that:

Response:

We will address the needs of all children in the school, and specifically target the needs of

students furthest away from demonstrating proficiency related to the State’s academic content

and student achievement standards.

To address the literacy needs of our students, EXCEL Academy educators will implement

several reform strategies including a school wide literacy plan, reading labs, differentiated

instruction, and blended learning opportunities. Additionally, to meet the character education

needs of our population, a Social Skills curriculum is being developed for implementation during

the school year 2016-2017.





Schoolwide Literacy Plan

A Schoolwide Literacy Plan will be developed as a tool to guide teachers in the instructional

process to promote the Literacy Standards. The plan is based on research based strategies and

includes the components of an effective adolescent literacy plan: The plan also includes the

artifacts and evidence necessary to promote each of those components.

Direct, explicit comprehension instruction

Motivation and self-directed learning

Text-based collaborative learning

Strategic tutoring

Diverse texts

Intensive writing

Technology

Ongoing formative assessments

Ongoing Professional Development

Teacher Teams, and

Leadership (Biancarosa and Snow, 2004).

Literacy and Learning

Reading tutorial sessions will be developed as a collaborative effort between Title I tutors and

classroom teachers to promote student learning, as well as to meet the needs of struggling

readers. According to Georgia’s Literacy Conceptual Framework for Birth-to-Grade to grade 12

(as quoted by Dole, Duffy, Roehler, and Pearson, 1991), there are Seven Habits of an Effective

Reader: making connections, visualizing, questioning, inferring, predicting, determining

importance and synthesizing/creating. These “seven habits” will be merged into content area

learning as well as skill specific learning (main idea, context clues, fact and opinion, etc.) The

goals of Literacy and Learning Reading Labs are to:

Provide instruction to those students who struggle to making meaning from text

Engage in critical thinking and reflection as they read

Discuss, and respond to fiction and nonfiction texts

Reshape and add onto their understanding as they construct meaning with other

readers, and

Have a deeper understanding of what they read through structured discussion and

extended written and artistic response.





Standards-Based Grading: Mathematics

Curriculum mapping in math, which is provided by the Henry County Schools Mathematics

Coordinator, is used to ensure that all students are practicing all of the standards. Further,

EXCEL Academy teachers will pre-assess each student upon arrival in order to measure prior

knowledge. EXCEL Academy teachers will also use a standards monitoring system to track

each students growth towards mastery within each standard. Teachers use the State of Georgia

Board of Education Mathematics Frameworks and Tasks as a teaching tool.

Differentiating Instruction

Our scheduling helps to accommodate all learners at EXCEL Academy Academies. Because of

our smaller teacher to student ratio, teachers are able to provide more one-on-one instruction and

remediation. Also, students are able to work more at their individual pace.

Teachers use a variety of resources to differentiate instruction and to provide remediation and

enrichment. Computer based programs utilized by the middle school include ……

Math Support

We currently offer a Math Support classes for students who have been identified as needing to

review, preview, and reinforcement math skills. Instruction is focused on previewing and

reviewing skills that support a more thorough understanding of the Georgia mathematics

curriculum for that course level.

Provide opportunities for all children to meet the state’s proficient and advanced levels of

student academic achievement described in Section 1111(b)(1)(D).

Response:

Students will participate in a personalized, technology integrated approach to learning that is

flexible and geared to meeting the needs of each learner. Students will have multiple pathway

choices to advance their learning at their own pace through rigorous content with opportunities

to connect learning with individual interests, academic goals, and aspirations. Students will

have rigorous assignments that include problem solving, critical thinking, and enrichment

activities that enhance the learning process. To ensure that this happens, teachers are required to

meet weekly with their content peers. The purpose of meeting is to share ideas, data, and best-

practice strategies.

We have adapted our schedule to provide and instructional focus time during school for

remediation and progress monitoring. This time allotted allows for small group instruction to

create an environment more conducive to learning for students and targeted support. Also,

students that need additional assistance (such as oral testing, extended time, and small group

instruction by ESE teachers) are relocated to alternative classrooms when needed.






Family Time

EXCEL Academy will use Family Time to help students learn common school expectations, set

and monitory goals, and focus on character building activities via skill streaming activities.

Students will work with their family teacher to develop academic and behavioral goals supported

by an action plan to monitor the achievement of the goals.

Benefits for Students:

Creates, implements, and monitors individualized learning goals

Builds positive relationships with teachers and class mates

Provides a platform to share ideas and concerns

Helps to realize learning potential through their own strengths

Provides the opportunity to improve their weaknesses

Correlates goals and aspirations to a success plan

Builds character and integrity

Benefits for Teachers:

Builds and maintains relationships with students

Assists each student meet personalized goals

Assists students to build on strengths and to improve weaknesses

Monitors affective, behavioral, and academic data

Benefits for Principals:

Provides insight to the whole child

Builds capacity among teachers

Provides information about how to better serve the community

Provides parents opportunities for involvement

Study Island (Reading and Math Tutorial, Social Studies Classes)

Study Island will be used to help tutor students in the area of reading, mathematics and as an

instructional tool in Social Studies classes. Study Island’s data-driven standards mastery and

formative assessment solutions are designed to help students master the content and improve

performance. Study Island’s high-impact, high-value learning programs provide quality

academic support, practice, and real-time assessment data. The immediate feedback and built-in

remediation, coupled with the actionable data, enable educators to easily monitor student

progress and differentiate instruction.






Benefits for Students:

Provides digital content targeted at personalized learning

Allows remediation and based on need

Benefits for Teachers:

Provides a tool to individualize learning

Provides a tool to help students where they are deficient and need more one-on-one

assistances

Collects data for individual and groups of students to determine strengths, weaknesses,

and patterns to determine the appropriate interventions needed

Benefits for Principal:

Monitors student progress

Allows for the monitoring of the tutorial program’s effectiveness

Mathematics

Teachers monitor student progress with the use of ST Math and MAP assessment results to make

sure students are meeting standards. The ST Math program will be used to supplement

classroom instruction and/or fill gaps in learning periodically during the content class and daily

in the Instructional Focus class. Teachers will also use various manipulatives to help students

visualize and apply abstract content learned. Study Island will be used for tutorial purposes.

Teachers will tutor before and after school to help students enhance their content knowledge.

Literacy

Struggling students (i.e. students whose iReady/GRASP data reveals significant weaknesses,

who are failing their regular ELA class, or who are recommended by teachers) will have

additional literacy instruction during their elective class period, Instructional Focus Time, or

Title I tutorial time with a teacher who specializes in focusing on individual student needs.

Students will focus on vocabulary development and reading comprehension with authentic

literature, and write responses to their reading of text.

Teachers will use iReady to address reading deficiencies. iReady is a comprehensive reading

intervention software program that helps improve reading proficiency, vocabulary skills, reading

comprehension, and writing. As a comprehensive reading intervention program, iReady’s

instructional strategies are extensive. Scholastic provides specific programs and activities that

support growth in these areas: phonemic awareness, phonics and syllabication, fluency,

vocabulary, comprehension, spelling, and writing. iReady provides targeted skills instruction for

the core subjects of reading and is correlated to state standards. Targeted students will participate

in iReady on a daily basis during the Instructional Focus Time.






English teachers will focus on building student comprehension skills by selecting high interest

books to encourage students to read and analyze text. Teachers will tutor before and after school

to help students enhance their content knowledge.

Science

The science teachers will continue to use the Georgia Performance Standards to guide their

instruction. All lessons will be designed using Depth of Knowledge and will be made relevant to

students. Science teachers are responsible for implementing effective progress monitoring,

literacy in science, and writing in the science content. Teachers will also use various

manipulatives and labs to help students visualize and apply abstract content learned. Teachers

will tutor before and after school to help students enhance their content knowledge.

Social Studies

Social studies teachers will focus on the areas of higher order thinking, reading comprehension,

and writing. The use of Study Island will help teachers work with students to monitor high order

thinking, reading comprehension and writing for constructed responses in their classes. Teachers

will tutor before and after school to help students enhance their content knowledge.

Technology

Teachers currently incorporate technology into their lessons to emphasize the Georgia

curriculum to help students master content knowledge and related skills. In addition, USA Test

Prep, Study Island and Odysseyware are used to provide standardized test practice and to

determine student’s strengths and weaknesses in designated content domains. All students will

have a laptop assigned to them daily resulting in one-to-one technology as a way to meet

students’ individual academic needs.

Title I Tutorial

Tutorial will also during the Instructional Focus Time and other times during the school day.

Tutorial opportunities may also occur before and/or after school as need. Tutors will use

IREADY to target their specific areas of need to help them close the achievement gap in the area

of reading. Title I tutors will also work with assigned students in their classes to provide

additional academic support.

Use effective methods and instructional strategies that are based on scientifically based research

that:

o strengthen the core academic program in the school.

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 include strategies for meeting the educational needs of historically underserved

populations




Response:

Meaningful learning does not occur without a purpose or intent to accomplish a meaningful

task. The most meaningful task that requires and engages meaningful learning is problem

solving. Every learning activity in every class in every grade should engage students in

problem solving because it leads to better understanding and better retention of knowledge

and skills (David Jonassen, 2006).

The following research articles provide support for the use of technology to enhance learning

experiences in the classrooms. With computers, students are able to engage in simulation

tasks and practice specific skills and strategies while receiving prompt feedback. Research

shows that students are more engaged when technology is incorporated into learning.

E. Klopfer, S. Osterweil, J. Groff, & J. Hass. (2009). Massachusetts Institute of Technology, The Education Arcade.

Using the Technology of Today, in the Classroom Today: The Instructional Power of Digital Games, Social

Networking, Simulations and How Teachers Can Leverage Them. Accessed at

http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf .

The U.S. Department of Education (September, 2010). Evaluation of Evidence-Based Practices in Online Learning: A

Meta-Analysis and Review of Online Learning Studies. Accessed at

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf .

The following are examples of the scientifically based research supporting our effective

methods and instructional practices or strategies.

Biancarosa, C., & Snow, C.E. ( 2004). Reading next-A vision for action and research in middle and high school

literacy: A report to the Carnegie Corporation of New York. ( 2nd ed). Washington, DC: Alliance for

Excellent Education

Georgia Literacy Plan Task Force (2010). Georgia’s Literacy Conceptual Framework for Birth-to-Grade 12: Georgia

Literacy Plan: The “Why.” Georgia Department of Education.

Leinwand, Steven. (2009). Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement.

Portsmouth, NH.

Leinwand, Steven. (2000). Sensible Mathematics: A Guide for School Leaders. Portsmouth, NH.

Steedly, K.M., Schartwz, A., Levin, M, and Luke S.D. ( 2008). Social Skills and Academic Achievement. National

Dissemination Center for children with Disabilities ( NICHCY) Volume III. Issue II (pp 1-8).

http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf




Include strategies to address the needs of all children in the school, but particularly the needs of

low-achieving children and those at risk of not meeting the state student achievement standards

who are members of the target population of any program that is included in the schoolwide

program which may include:

o counseling, pupil services, and mentoring services;

o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which

may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

Response:

Social skills can have a big impact on a child’s ability to succeed in an academic setting. The

classroom is one such environment children must learn to navigate and interact closely with

teachers and peers. Therefore, the classroom becomes both a training ground for development of

social skills and an arena in which those skills are practiced (Steedly, Schwartz, Levin, & Luke,

2008).

In an effort to address the needs of the student population that we serve, EXCEL Academy will

address the importance of building character through the implementation of a schoolwide Social

Skills class. The Social Skills class curriculum will outline those character traits that are essential

for academic success and the successful transition into adulthood.

According to research, even the best interventions may fall short in achieving desired outcomes

without a well-defined systematic framework and should be embedded into a larger context that

considers cultural and environmental issues that may be important factors in contributing to

overall success (Steedly, Schwartz, Levin, & Luke, 2008 as quoted by Greenberg, Domitrovich,

& Bumbarger, 1999; Reed, Feibus, & Rosenfield, 1998). EXCEL Academy is implementing

Positive Behavior Intervention and Supports (PBIS) to address those factors that may affect

student achievement.

Address how the school will determine if such needs have been met; and

Are consistent with, and are designed to implement, the state and local improvement

plans, if any.

Response:

EXCEL Academy is committed to providing quality education to each of our students by

establishing high standards and accountability. We aim to close the achievement gap between

groups of students by providing each student with a fair and equal opportunity to achieve an

exceptional education as mandated by the Education Act of 1964 (ESEA). Guided by their

analysis of student data, teachers will plan with a purpose, develop and revise instruction during

a designated planning time that includes meaningful dialog.

We also do the following:

Implement differentiation and flexible grouping strategies to increase student

achievement.




Provide each student with a benchmark assessment to determine specific need(s).

Based on the benchmark cut scores, the student will receive an intervention to address the

specific need and close the achievement gap.

Progress monitor each student every two weeks, using the GRASP assessment tool, to

determine if the intervention helped to increase the achievement of the student in the

particular area of need.

If the intervention does not prove to be effective, an alternative intervention will be

provided to the student followed up with a GRASP probe to determine student academic

growth.

3. Instruction by highly qualified professional staff

Response:

EXCEL Academy will provide instruction by highly qualified teachers who meet the standards

established by the state of Georgia. All teachers at EXCEL Academy are highly qualified.

4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional

development for teachers, principals, and paraprofessionals and, if appropriate, pupil services

personnel, parents, and other staff to enable all children in the school to meet the state’s student

academic achievement standards.

Response:

We will include teachers, principal, assistant principal, paraprofessionals, parents, and other staff

in our professional development sessions that addresses the root causes of our identified needs.

Professional development is on-going and is offered in the following areas:

Depth of Knowledge (Rigor and Relevance)

Odysseyware

Dealing with Difficult Students

Mindset

Goal Setting

Learner Profile

MTSS/504

LANS School

Wrap Around Service (Supporting our students’ emotional well-being)

5. Strategies to attract high-quality highly qualified teachers to high-need schools.

Response:

EXCEL Academy has a number of opportunities to attract highly qualified teachers. Faculty

positions are posted on AppliTrax, an online system, supported by the county’s human resource

department. Through the screening process, the applicants’ certification, references, and work

history are reviewed by the principal and interview panel. All potential faculty and staff

members must hold a certificate issued by the Georgia Professional Standards Commission

(GPSC). Applicants must hold a value Georgia certificate in the field in which they are seeking




employment. Teachers are only scheduled to teach in areas where they are highly qualified. A

panel interview procedure is used for the selection of highly qualified and effective teachers.

New teachers are mentored by veteran teachers that have demonstrated effective teaching

strategies and the ability to increase student achievement.

6. Strategies to increase parental involvement in accordance with Section 1118, such as

family literacy services.

Response:

We will involve parents in the planning, review, and improvement of the comprehensive

schoolwide program plan by including parents in the preparation of this document and through

interpretation of parent survey results.

We have developed a parent involvement policy that includes strategies to increate parental

involvement and describes how the school will provide individual student academic assessment

results. In an effort to increase parental involvement, parents are greeted by the PIP daily in

order to establish a working relationship and provide information regarding school events and

parent workshops. Since bus transportation is not provided to approximately 80% of our student

populations, the PIP is able to make contact with the majority of parents on a daily basis.

We have developed a parent involvement policy which:

includes strategies to increase parental involvement

describes how the school will provide individual student academic assessment results,

including an interpretation of those results

makes the comprehensive schoolwide program plan available to the LEA, parents,

and the public

includes the School-Parent Compact

The Parent Involvement Paraprofessional coordinates parental involvement via telephone, email,

and face-to-face- communication and will use a camera to document parent participation.

EXCEL Academy also recognizes the importance of developing and maintaining effective

program-parent communication. Information about the school and parent programs, meetings,

and other activities are sent to parents in the appropriate language upon request. Thus, we

communicate to parents through the following mediums:

Automated phone system

Periodic mailings of Title I information

Open House, Annual Title I Meting, parent conferences, instruction night meetings

Student Orientation Process (every Monday), followed by parent, teacher, student

conference

EXCEL Academy Web Page

Remind messages

Flyers/Letters passed out by PIP




We will conduct an annual 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

parental involvement plan, the schoolwide plan, and the school-parent compact and encourage

and invite all parents of participating children to attend by sending invitation by the various

modes of communication mentioned above. All parents are encouraged to participate and

provide input in all decision regarding the school.

We will offer a flexible number of meetings, such as meetings in the morning or evening, and

may provide, with funds provided under Title I, transportation, child care, or home visits, as such

services relate to parental involvement. The parent meetings, times, and topics are scheduled

based on parent surveys and verbal input in meetings.

We will provide parents of participating children with timely information about the Title I

program, a description and explanation of the curriculum in use at the school, the forms

of academic assessments used to measure student progress, and the proficiency levels students

are expected to meet, and provide 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 following up

with parents as needed and providing communication via the various modes mentioned above.

We will jointly develop 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 which the school and parents will

build and develop a partnership to help children achieve the state’s high standards by meeting

with parents via the Task Force in order to obtain parent input, feedback and necessary changes.

We will provide assistance to parents of participating children, as appropriate, in understanding

the state’s academic content standards, the state’s student academic achievement standards, the

state and local academic assessments including alternate assessments, the requirements of Title I,

Part A, how to monitor their child’s progress, and how to work with educators, by surveying

parents on the type of workshops are needed and then providing various workshops throughout

the year. We will also provide information to parents via the various modes of communication

mentioned above.

We will provide materials, resources and training to help parents to work with their child to

improve their child’s achievement, such as literacy training and using technology, as appropriate,

to foster parental involvement, by surveying parents on the type of workshops are needed and

then providing various workshops throughout the year. We will also provide information to

parents via the various modes of communication mentioned above.

We will provide training to educate the teachers, pupil services personnel, principal,

and other staff in how to reach out to, communicate with, and work with parents as equal

partners, in the value and utility of contributions of parents, and in how to implement and

coordinate parent programs, and build ties between parents and the school, by surveying parents




on the type of workshops are needed and then providing various workshops throughout the year.

We will also provide information to parents via the various modes of communication mentioned

above.

We will, to the extent feasible and appropriate, coordinate and integrate parental involvement

programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool

Youngsters, the Parents as Teachers Program, and public preschool and other programs, and

conduct other activities, such as parent resource centers, that encourage and support parents in

more fully participating in the education

of their children.

We will take the following actions to ensure that information related to the school and parent

programs, meetings, and other activities, is sent to the parents of participating children in an

understandable and uniform format, including alternative formats upon request, and, to the extent

practicable, in a language the parents can understand, by providing parents timely information in

eight different ways. The communication will be ongoing.

We will provide 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 under section 1111 of the ESEA in

an understandable and uniform format and including alternative formats upon request, and, to the

extent practicable, in a language parents understand, by making sure that we provide parents with

translated copies in the appropriate language. We will maintain a list of families and the

preferred language that they need information in order to communicate with the school.

7. Plans for assisting preschool children in the transition from early childhood programs,

such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to

local elementary school programs.

Response:

Following are our plans for assisting students who are transitioning from middle to high school

and also, those who will be transitioning back to their base school. The PIP coordinated a

workshop to assist parents and students with the process of transitioning back to their base

school. The counselors also invite parents and counselors from the students’ home school for the

student to lead a conference to focused on academic progress, behavioral performance,

parent/student interaction, and provided information to the students to take back to their home

school.

8. Measures to include teachers in the decisions regarding the use of academic assessments

described in Section 1111(b)(3) in order to provide information on, and to improve, the

achievement of individual students and the overall instructional program.

Response:

Teachers are included in the decisions regarding use of academic assessment and have been

provided staff development training. Teachers develop and administer standards-based tests to

analyze teacher and student performance. Each teacher is also trained prior to the




administrations of any standardized tests. Special education teachers work with inclusion

teachers on assessment development, accommodations, and modifications.

9. Activities to ensure that students who experience difficulty mastering the proficient or

advanced levels of academic achievement standards required by Section 1111(b)(1) shall be

provided with effective, timely additional assistance, which shall include measures to ensure that

students’ difficulties are identified on a timely basis and to provide sufficient information on

which to base effective assistance.

Response:

We are providing activities to ensure that students who experience difficulty mastering proficient

or advanced levels of academic achievement standards by providing effective and timely

additional assistance. Mathematics and Reading students receive before and after school tutoring

to work on areas of weaknesses. The tutors pretest students to identify areas of weaknesses and

strengths. Tutors use the data to tailor their instruction to meet the needs of these students.

Data collection is an ongoing process to accurately assess the effectiveness of the tutoring

program. One way that we collect data is through student attendance. The reading and math

tutors take attendance each day. At the end of each month, they tally the total amount of days for

each student's attendance. Another way that data is collected is through the use of ongoing

assessments. Ongoing assessments will serve as evidence for student growth. The tutors use the

Intervention Forms to document those skills (areas of weaknesses) that are being addressed

during tutoring. Tutors give pre- and post-assessments, as well as use probes throughout the

week. The data from each of these areas allows the Instructional Coaches and the tutors to make

the correlation between student growth and the effectiveness of the Tutoring Program.

We believe that parents play a major role in the academic success of their child/children. With

this in mind, we plan to address the role of parents in the educational process. Training session

for parents in conferencing with teachers, helping with homework, grade-level standard and

other areas of interested as identified on a recent parent survey have been planned for the next

year. A parent compact that outlines the school’s, parent’s, and students responsibilities for high

expectations and student achievement standards has been developed and will serve as the

centerpiece in all of our assistance efforts.

New students enter our program every Monday. Upon arrival of these students, the instructional

coaches gather data to identify those students who may need additional assistance in the areas of

reading and math. Once those students are identified, the coaches prepare eligibility letters and

participate in weekly parent conferences to obtain parental permission to provide the students

with additional services.

EXCEL Academy provides teachers with ongoing training to address the needs of the school.

The training topics were created to support the School Improvement Plan. During preplanning,

teachers participated in break-out sessions to receive an overview of Multiple Intelligence, True

Colors, and Cultural Diversity to address the social and sensitivity needs of the students. Cultural

Diversity Training is A EXCEL Academy initiative that allows teachers to self-reflect and

prepare the teachers to better understand and address the student population that we serve.

During the school year, teachers received county level and school-based level address state-




standards, writing in the content areas, literacy and math support, differentiation, teacher

commentary, data collection and data disaggregation trainings to help improve our instructional

programs.

Each student attending EXCEL Academy must go through an orientation process. This process is

designed to help students become familiar with how EXCEL Academy differs from the

traditional setting. The students are assigned to a team to provide a nurturing environment

designed to foster good relationships. The idea is to keep the teams as balanced as possible and

to encourage diversity.

After each student completes orientation, they are placed on a team. The team concept works

well for the students since they are able to get to know students and interact with teachers in a

way that may not be possible in a traditional setting. Mandatory initial conferences are

scheduled with the team. These parent/teacher initial conferences are mandatory and must be

held before a student can receive their class schedule. These are student led conferences. The

teachers have the opportunity to learn about the student through a series of assessments (True

Colors, Learning Style, and Multiple Intelligences). This will allow the teachers to differentiate

their syllabi to better meet the needs of the student. Additionally, at this conference, the teachers

will assist the student in developing a schedule that could change weekly (and sometimes daily)

depending on the needs of the student.

10. Coordination and integration of federal, state, and local services and programs, including

programs supported under this Act, violence prevention programs, nutrition programs,

housing programs, Head Start, adult education, vocational and technical education, and

job training

Response:

We coordinate with a variety of federal, state, and local services and programs to support our

students academically, socially/emotionally, and nutritionally. Further, to extent our instructional

program, we use the funds to provide the necessary training for staff and resources to focus on

increasing student achievement. Funds are from state sources, Title I, district funds via staff

development sources, and school-based funds. Specific funding sources are: IDEA, Carl D.

Perkins, McKinney-Vento, Title I, Part C (Migrant), Title I, Part D (Neglected and Delinquent),

Title III, Part A (ESOL), Title IIA, Teacher Training). Finally, 82% of our students receive free

and reduced lunch, where they receive breakfast and lunch daily.

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

parents.

Response:

Teachers regularly communicate assessment results and interpretations to the parents. Methods

of communication include progress reports and report cards, individual conferences, software

notifications, phone calls, emails, providing commentary on student work and requesting parent

signature, and providing parents with monitoring capabilities (blended classes).




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

of students.

Response:

EXCEL Academy uses a number of methods for collecting and disaggregating data. The

leadership team is instrumental in the collection and disaggregation of school wide data, such as

graduation data, suspension data, attendance data, and state assessment data.

Teachers use a variety of data collection methods. For example, some teachers regularly use

www.USAtestprep.com which gives the overall score on a benchmark, as well as how well the

student did in each domain. The teacher is then able to base individual assignments on each

student’s needs. Other programs that are used for data collection and interpretation include

GRASP, ST Math, iReady, and Read Theory.

After assessments are given, teachers collaborate to look at specific score reports pertaining to

skills and concepts that need to be addressed. More specifically, teachers will develop item

analyses and work with the instructional coaches to develop strategies that will ensure mastery of

the assessed standards and skills. Data collection occurs frequently so that teachers can continue

to make modifications that will address student needs. Additional provisions for the collection

and disaggregation of achievement data includes weekly-grade level meetings and data talks,

mandatory lesson plan collaboration (bi-weekly), monthly department meetings, and weekly

team meetings.

Additionally, data is also used to identify weaknesses that need to be addressed, as well as

provide additional assistance through Multi-Tiered Student Support (MTSS) for students who

need clear, specific instructional strategies and Tier IV notebooks for special education students.

When students are identified, teachers provide tailored learning strategies through Tier II and

Tier III stages of the MTSS. During the MTSS, the MTSS team (teachers, counselors, school

psychologists and administrators) meet to discuss specific methods of addressing individual

student needs.

13. Provisions to ensure that disaggregated assessment results for each category are valid and

reliable.

Response:

All formal data collected from the Georgia Milestones has been certified by either the state or the

county and is deemed to be statistically sound in all areas. State and local assessments are

routinely reviewed for psychometric quality - including but not limited to analyses of validity

and reliability. When data from these assessments is disaggregated for local school use,

consistency is ensured through multiple reviews of the process by the leadership team and

classroom teachers.

Informal assessments have been administered consistency from teacher to teacher due to the

present of a common administration procedure. Individual teachers are encouraged to use

http://www.usatestprep.com/




collaboratively developed assessments at each grade level. Informal item analysis of these

assessments is also encouraged. Also, the use of district developed assessment is encouraged

due to how those assessment tools are vetted.

14. Provisions for public reporting of disaggregated data.

Response:

Annual Title I Meeting

Parent letters mailed home

School website

Teacher website

Title I Schoolwide Plan

Parent/Teacher Conferences

School Council

PTO Meetings

Student Led Conferences

Parent Meetings and Workshops

Provisions for the reporting of student achievement data include a yearly state of school meeting,

Title I compliance letters detailing academic progress, school-level and county websites and

information regarding achievement on the Georgia DOE website. Additionally, teacher

newsletters, parent-teacher conferences and school-wide notices are used for communicating

information with our parents.

District-level data is reported through principals meetings, school board meetings and by the

superintendent of schools. All requests for information from media sources are routed through

the district. All individual student records are considered confidential and strict confidentiality

standards are maintained at EXCEL Academy; therefore, information about the achievement of

individual students is released only to parents or agencies directly involved in the student’s care

and well-being.

Data will be collected from multiple sources and at various checkpoints. The multiple sources of

data will help ensure validity and reliability because of the triangulation of the data, which is

both qualitative and quantitative. The school improvement plan will be evaluated by a number

of assessments including the use of the Georgia Milestones, End of Course Test (EOCT),

ACCESS for ELL (English Language Learners), MAP testing in mathematics and reading,

multiple observations, and surveys completed by students, staff, and parents.




15. Plan developed during a one-year period, unless the LEA, after considering the

recommendation of its technical assistance providers, determines that less time is

needed to develop and implement the schoolwide program

Response:

The Title I Schoolwide plan is developed, reviewed, and revised as needed throughout the school

year by a team of educators and parents. It is also monitored monthly to make sure goals and

student needs are met.

16. Plan developed with the involvement of the community to be served and

individuals who will carry out the plan, including teachers, principals, other school staff,

and pupil service personnel, parents, and students (if secondary).

Response:

Our Title I Schoolwide Plan was developed with the participation of individuals who will assist

with the implementation of the plan. Monthly meetings are held to monitor the progress of the

plan. An annual Title I review meeting and two Parent Task Force meetings will be held for

parents, community members and stakeholders to review, revise, and provide input for the

Parental Involvement Policy, Compact, and other Title I information.

17. Plan available to the LEA, parents, and the public.

Response:

The Schoolwide Plan will be placed in Parent Resource Room, teacher classrooms, on our

school website, front office, and Media Center.

18. Plan translated, to the extent feasible, into any language that a significant

percentage of the parents of participating students in the school speak as their primary

language..

Response:

Our school improvement plan will be translated to the extent feasible, into any native language

that is spoken by a significant percentage of participating students or as needed as outlined by

HCS. These are times when materials are sent home in other languages.

19. Plan is subject to the school improvement provisions of Section 1116.

Response:

Our Title I plan is based on assessments and strategies to help students meets standards outlined

by the State. The planned team collaborates to plan and analyze assessment data to determine

strategies and programs to helps students meet required standards. The team has members that

correlate with grade levels, subject areas, specialty areas (i.e., special education, connections),

parents, and students. Members take disseminated information to their respective subject areas,

grade levels, or committees where meaningful conversations and further desegregation and

planning take place. The schools Title I plan and school improvement plan is one document

designed to assist students in meeting and achieving academic success. This Title I Plan is

subject to school improvement provisions of section 1116.

georgia department of education title i …...ms. breangela west school environment focus team...

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