georgia department of education title i schoolwide/school...

Georgia Department of Education

Title I Schoolwide/School Improvement Plan

Georgia Department of Education April 2015 ● of 29

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Avondale Elementary District Name: DeKalb

Principal Name: Dr. Dontae Andrews School Year: 2015-2016

School Mailing Address:

8 Lakeshore Drive

Avondale Estates, GA 30002

Telephone: 678-676-5202

District Title I Director/Coordinator Name: Mrs. Andrea Farries-Moore

District Title I Director/Coordinator Mailing Address:

DeKalb County School District

1701 Mountain Industrial Blvd

Stone Mountain, Ga 30083

Email Address: [email protected]

Telephone: 678-676-0528

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 (parents must participate) NAME MEMBER’S SIGNATURE POSITION/ROLE

Dr. Dontae Andrews

School Principal

Dr. Candace Sagers

SWP Facilitator

Stephanie Smith Parent Representatives

Dr. Kris Mullis

Community Representatives

Dr. Virginia Lucear Office of Federal Programs

Representative

Dawn Robinson-McDonald School Counselor

Tope Harris Special Education

Representative

Brenda Walker Reading/ELA Chair

Aundrea Whitehead Math Chair

Eric Thomas Science Chair

Bridgette Samuel

Social Studies Chair

Lucretia Ford

Professional Learning Liaison

Kim Siddiqui

IB Coordinator/Gifted

Teacher

Donna Jones

Teacher Librarian




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).

A. We have developed our schoolwide plan with the participation of individuals who will

carry out the comprehensive schoolwide/school improvement program plan. Those

persons involved were: Dontae Andrews, Candace Sagers, Stephanie Smith, Dawn

Robinson-McDonald, Tope Harris, Brenda Walker, Aundrea Whitehead, Eric Thomas,

Bridgette Samuel, Dr. Kris Mullis, and Lucretia Ford. The ways they were involved

include drafting a skeleton of the SWP (Dr. Andrews, Dr. Sagers, Dr. McDonald, Mrs.

Ford, & Ms. Siddiqui. The skeleton version of the SWP was given to the remainder of the

SWP team for additional suggestions and feedback. Finally, the SWP was revised to

reflect the suggestions and feedback given.

Dontae M. Andrews Principal

Candace M. Sagers SWP Facilitator

Stephanie Smith Parent Representative


Tope Harris Special Education Representative



Eric Thomas Science Chairs

Bridgette Samuel Social Studies Chair

Dr. Kris Mullis Community Representative

Lucretia Ford Professional Learning Liaison

Kim Siddiqui IB Coordinator/Gifted Teacher

B. We have used the following instruments, procedures, or processes to obtain this

information . . .

As a part of strategic planning, the Avondale Elementary School Improvement Planning

Committee developed a comprehensive needs assessment by analyzing various types of

data throughout the school year (Georgia Milestones, GKIDS, ACCESS, and Universal

Screener).

Georgia Milestones- The Georgia Milestones measures how well students in grades 3-12

have learned the knowledge and skills outlined in the state-adopted content standards in

language arts, mathematics, science, and social studies.

GKIDS- The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a year-

long, performance-based assessment aligned to the state mandated content standards. The

goal of the assessment program is to provide teachers with information about the level of

instructional support needed by individual students entering kindergarten and first grade.




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




Universal Screener:

STAR Reading- STAR Enterprise assessments use the most sophisticated statistical and

test-creation technology and psychometrics to get more value out of each testing session.

Extensive item calibration determines each test item’s difficulty in relation to thousands of

real students, applying advanced principles of Item Response Theory (IRT) and computer-

adaptive testing.

STAR Early Literacy- STAR Enterprise assessments use the most sophisticated statistical

and test-creation technology and psychometrics to get more value out of each testing

session. Extensive item calibration determines each test item’s difficulty in relation to

thousands of real students, applying advanced principles of Item Response Theory (IRT)

and computer-adaptive testing.

STAR Math- STAR Enterprise assessments use the most sophisticated statistical and test-

creation technology and psychometrics to get more value out of each testing session.

Extensive item calibration determines each test item’s difficulty in relation to thousands of

real students, applying advanced principles of Item Response Theory (IRT) and computer-

adaptive testing.

Currently, we do not have any migrant students enrolled in our school. However, if we

have new enrollees, we would follow the guidelines of Dekalb County School District for

migrant students policies & procedures.

C. Data Analysis Chart: CCRPI 2012-2015

CCRPI Components Indicators

Actual Results

2011-2012

2012-2013

2013-2014

2014-2015

Ach

ieve

me

nt

Content Mastery

Percent of students scoring at proficient or higher on the GA Milestones ELA (required participation rate > 95%)

84.2 79.1 84.0

Percent of students scoring at proficient or higher on the GA Milestones mathematics (required participation rate > 95%)

68.9 78.1 73.9







state student academic achievement standards described in Section 1111(b)(1). Percent of students scoring at proficient or higher on the GA Milestones science (required participation rate > 95%)

61.2 68.4 66.0

Percent of students scoring at proficient or higher on the GA Milestones social studies (required participation rate > 95%)

58.4 65.8 64.9

Post Elementary School Readiness

Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs

76.2 Too Few Student

85.4

Percent of Students with Disabilities served in general education environments greater than 80% of the school day

95.2 95.5 91.3

Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 on the GA Milestones

42.5 54.9 45.5

Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 on the GA Milestones

50.8 58.1 53.6

Ach

ieve

me

nt

Post Elementary School Readiness

Percent of students in grades 1-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters

N/A 0 99.5

Percent of students missing fewer than 6 days of school

95.2 94.8 94.4

Predictor for High School Graduation

Percent of students in grade 5 passing at least 5 courses in core content areas (ELA, mathematics, science, and social studies) and scoring proficient or higher on all GA Milestones

47.1 57.9 54.6

Percent of students scoring at the highest performance level on all GA Milestones

31.7 35.9 34.4

Pro

gres

s

Student Growth Percentiles

Percent of students with SGPs of 35 or more in ELA 71 57 68

Percent of students with SGPs of 35 or more in mathematics

77 73 66

Percent of students with SGPs of 35 or more in science

70 74 76

Percent of students with SGPs of 35 or more in social studies

65 70 62

Ach

ieve

me

nt

Gap

Gap Change

Achievement Gap Change score for ELA 0 1 2

Achievement Gap Change score for mathematics 0 3 1







state student academic achievement standards described in Section 1111(b)(1). Achievement Gap Change score for science 0 3 1

Achievement Gap Change score for social studies 0 2 1

Ach

ieve

me

nt

Gap

Gap Size Achievement Gap Size score for ELA 0 0 0

Achievement Gap Size score for mathematics 0 0 0

Achievement Gap Size score for science 0 0 0

Achievement Gap Size score for social studies 0 0 0

Exce

ed

ing

the

Bar

Exceeding the Bar

Percent of students in grades 3-5 earning a passing score in above grade level core courses (ELA, mathematics, science, social studies) and scoring at proficient or higher on all Georgia Milestones

N/A N/A 0

Percent of students earning a passing score in world language courses or earning a passing score in fine arts courses

.5 .5 .5

Earn/maintain STEM Certification 0 N/A 0

Percent of fifth grade students with a complete career portfolio by end of grade 5 (moves to face of CCRPI in 2016-2017)

N/A 0 0

Percentage of teachers utilizing the Statewide Longitudinal Data Systems -SLDS (50% of teachers generating an average of 50 page hits or more a month)

N/A N/A 0

Exce

ed

ing

the

Bar

Exceeding the Bar

School or LEA-defined innovative practice accompanied by data supporting improved student achievement. Examples include but are not limited to Charter System, Georgia College and Career Academy, Race to the TOP, Striving Reader initiative, dual language immersion program, Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC), Response to Intervention (RTI), Positive Behavioral Interventions and Support (PBIS), local instructional initiatives, etc. Practice must be reported via the CCRPI Data Collection application

N/A N/A N/A







state student academic achievement standards described in Section 1111(b)(1). School or LEA Research/Evidence-based Program/Practice designed to facilitate a personalized climate in the school. Examples include but are not limited to Teachers as Advisors program, mentoring program, Positive Behavioral Interventions & Supports (PBIS), service-learning program, peer mediation, and conflict mediation

N/A N/A N/A

GKIDS: 2014-2015

GKIDS

Year Strand # of Elements

Mean # of Elements

Mean# of Elements Meets/Exceeds

Mean % Elements Meets/Exceeds

2014 Reading 22 22.0 17.8 80.7

2015 Reading 22 22.0 16.1 73.3

2014 Writing 6 6.0 3.8 64.1

2015 Writing 6 6.0 3.2 52.5

2014 Speaking & Listening 3 3.0 2.5 84.2

2015 Speaking & Listening 3 3.0 2.2 73.3

2014 Language 12 12.0 9.1 75.5

2015 Language 12 12.0 7.5 62.8

2014 ELA Total 43 43.0 33.2 77.2

2015 ELA Total 43 43.0 29.0 67.4

2014 Counting and Cardinality

9 9.0 7.8 86.3

2015 Counting and Cardinality

9 9.0 7.5 82.8

2014 Operations and Algebraic Thinking

5 5.0 4.1 82.2

2015 Operations and Algebraic Thinking

5 5.0 3.5 69.8








2014 Numbers and Operations in Base 10

1 1.0 0.7 73.6

2015 Numbers and Operations in Base 10

1 1.0 0.5 45.3

2014 Measurement and Data

3 3.0 2.7 89.7

2015 Measurement and Data

3 3.0 2.4 81.4

2014 Geometry 6 6.0 5.3 87.5

2015 Geometry 6 6.0 5.1 85.3

2014 Math Total 24 24.0 20.6 85.7

2015 Math Total 24 24.0 18.9 79.0

2014 Curiosity & Initiative 3 3.0 2.7 90.5

2015 Curiosity & Initiative 3 3.0 2.3 75.2

2014 Creativity & Problem Solving

3 3.0 2.0 65.6

2015 Creativity & Problem Solving

3 3.0 1.9 64.3

2014 Attention/Engagement 4 4.0 2.4 60.7

2015 Attention/Engagement 4 4.0 2.3 58.4

2014 Approaches Total 10 10.0 7.1 71.1

2015 Approaches Total 10 10.0 6.5 65.2

STAR Reading

Longitudinal Report 2014, 2015

Shows growth over multiple years

Avondale Elementary School - Cross Sectional

Grade

School Year Aug 1 - Sep 30

(Fall)

Percent of Students by District Benchmark

Category Students Tested

40+ PR

25-

39 PR

10-

24 PR

1-

9 PR

Grade








1 2014 - 2015 Grade 1 7

29% 2

14% 1

29% 2

29% 2

2013 - 2014 Grade 1 51

55% 28

14% 7

18% 9

14% 7

Grade 2

2014 - 2015 Grade 2 74

45% 33

15% 11

15% 11

26% 19

2013 - 2014 Grade 2 87

44% 38

17% 15

11% 10

28% 24

Grade 3

2014 - 2015 Grade 3 79

33% 26

19% 15

20% 16

28% 22

2013 - 2014 Grade 3 70

37% 26

13% 9

20% 14

30% 21

Grade 4

2014 - 2015 Grade 4 77

32% 25

14% 11

25% 19

29% 22

2013 - 2014 Grade 4 72

42% 30

22% 16

13% 9

24% 17

Grade

5

2014 - 2015 Grade

5 60

35%

21

28%

17

22%

13

15%

9

2013 - 2014 Grade

5 64

38%

24

11%

7

27%

17

25%

16

STAR Math




Grade

School Year Aug 1 - Sep 30

(Fall)

Percent of Students by District Benchmark

Category Students Tested

40+ PR

25-

39 PR

10-

24 PR

1-

9 PR

Grade 1

2014 - 2015 Grade 1 40

88% 35

3% 1

8% 3

3% 1

2013 - 2014 Grade 1 70

79% 55

10% 7

7% 5

4% 3

Grade








2 2014 - 2015 Grade 2 76

50% 38

16% 12

20% 15

14% 11

2013 - 2014 Grade 2 91

51% 46

16% 15

19% 17

14% 13

Grade 3

2014 - 2015 Grade 3 78

59% 46

15% 12

12% 9

14% 11

2013 - 2014 Grade 3 72

57% 41

14% 10

13% 9

17% 12

Grade 4

2014 - 2015 Grade 4 76

46% 35

20% 15

21% 16

13% 10

2013 - 2014 Grade 4 74

46% 34

16% 12

20% 15

18% 13

Grade 5

2014 - 2015 Grade 5 60

57% 34

17% 10

20% 12

7% 4

2013 - 2014 Grade 5 66

50% 33

12% 8

21% 14

17%

Early Literacy Numeracy




Grade School Year

Aug 1 - Sep 30 (Fall)

Percent of Students by

District Benchmark Category

Students Tested

40+ PR

25-

39 PR

10-

24 PR

1-

9 PR

Kindergarten

2014 - 2015 Kindergarten 98

45% 44

21% 21

21% 21

12% 12

2013 - 2014 Kindergarten 106

57% 60

14% 15

18% 19

11% 12

Grade 1

2014 - 2015 Grade 1 96

66% 63

16% 15

10% 10

8% 8

2013 - 2014 Grade 1 46

67% 31

9% 4

13% 6

11% 5








D. Strengths Identified:

Percent of students scoring at proficient or higher on the GA Milestones ELA

increased 5% from 79.1 in 2014 to 84.0 in 2015.

Percent of students with SGPs of 35 or more in ELA increased from 57% in 2014

to 68% in 2015.

Achievement Gap Change score for ELA increase from 1 in 2014 to 2 in 2015.

Percent of English Learners with positive movement from one Performance Band

to a higher Performance Band increased from 76.2 in 2013 to 85.4 in 2015.

Percent of students in grades 1-5 completing the identified number of grade

specific career awareness lessons increased from 0% in 2014 to 99.5% in 2015.

E. Weaknesses Identified

Percent of students scoring at proficient or higher on the GA Milestones

mathematics decreased 4% from 78.1% in 2014 to 73.9% in 2015.

Percent of students with SGPs of 35 or more in mathematics decreased 7% from

73% in 2014 to 66% in 2015.

Percent of students scoring at proficient or higher on the GA Milestones science

decreased 2% from 68.4% in 2014 to 66.0% in 2015.

Percent of students with SGPs of 35 or more in social studies decreased 8% from

70% in 2014 to 62% in 2015.

Percent of students in grade 3 achieving a Lexile measure equal to or greater than

650 on the GA Milestones decrease 9% from 54.9% in 2014 to 45.5% in 2015.

Percent of students in grade 5 achieving a Lexile measure equal to or greater than

850 on the GA Milestones decrease 4% from 58.1% in 2014 to 53.9% in 2015.

The mean % elements of students meeting/exceeding on GKIDS decreased in

every strand from 2014 to 2015.

2. Schoolwide reform strategies that:

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).

The ways in which we will address the needs of all children in the school particularly

the needs of students furthest away from demonstrating proficiency related to the

State’s academic content and student academic achievement standard are:




Measurable Objectives Addressed

Increase the number of students who meet/exceed in Mathematics on the spring 2016

Georgia Milestones Assessment by 5%.

Reduce the number of Level 1 students in Science on the spring 2016 Georgia

Milestones Assessment by 5%.

Increase the number of students who meet/exceed in Social Studies on the spring 2016


Increase the number of students who meet/exceed in Reading on the spring 2016


Instructional Strategies Chosen To Address Need

Supplemental Title I Funded Staff: Academic Data Coach

Paraprofessional

Providing after school tutorial program

The after school program will be an additional safety net for remediation of standards

in Reading and English Language Arts. The additional reading time will help to

increase literacy comprehension, information and media literacy, and sentence

construction. Maintaining additional math time will help to increase numbers and

operations, measurement and data analysis, geometry, and algebra. The academic data

coach will provide professional learning to the faculty based on assessment needs,

observations, and teacher input on areas that need improvement.

The ways in which we will address the needs of all children in the school, particularly

the needs of students furthest away from demonstrating proficiency related to the

State’s academic content, and student academic achievement standard are as follows:

Examples:

Data analysis from Common Assessments, Early Literacy/Numeracy, and STAR

Math, and other classroom assessments

Common planning

Adjust content, process, product, and learning environment as needed

Differentiation of instruction based on skill level, exceptionality, or learning style

Centers/workstations

Small groups/guided reading and math operations




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

We will increase the amount and quality of learning time by providing after school

tutorials. We will group students not meeting standards according to assessment results

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

Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our

effective methods and instructional practices or strategies.

Targeted Remediation- *Hock, Pulvers, Deshler, & Schumaker (2001). The effects of an

after-school tutoring program for at-risk students: New York, Pearson.

Academic Data Coach-*Knight, J. & Cornett, J. (2007). Studying the Impact of Instructional

Coaches. Kansas Coaching Project, 1-27.

*McGrath, M.Z., Johns, B.H., & Mathur, S.R. (2010). Empowered or overpowered? Strategies

for working effectively with paraprofessionals. Beyond Behavior, 19(2), 2-6.

*United States Department of Education. (2000). Identifying and Implementing Educational

Practices Supported by Rigorous Evidence: A User Friendly Guide. Washington, D.C.

http://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf

Common Core Math training- *Ysseldyke, J. (2008). Use of a Progress Monitoring System

to Enable Teachers to Differentiate Mathematics Instruction: Minnesota, Journal of Applied

School Psychology, vol 24, 1-28

*The National Council of Teachers of Mathematics (NCTM) strongly emphasizes the

importance of manipulatives in math education, particularly at the elementary level, as state in

the publication, Curriculum and Evaluation Standards for School Mathematics.

Provide Early Intervention Prevention- *Supon, V. (2008). High Stakes testing: strategies

by teachers and principals for student success: New York, Journal of Instructional Psychology,

1-3.

Instruction Standard 2: 2.7/ Performance/ Action 2

Performance actions selected from the Georgia DOE School Keys Implementation Resources

are predicated on scientifically based research. In identifying these School Keys, the Division

of School and Leader Quality of the Georgia Department of Education along with its

collaborative partners aligned the School Keys with the research by Dr. Robert Marzano in the

meta-analysis, What Works in Schools (2003), School Leadership that Works, (Marzano,

Waters, and McNulty, 2003), and the Standards of the Southern Association of Colleges and

Schools Council on Accreditation and School Improvement.

http://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf




and assign to safety net instruction which occurs before, during and after school. These

programs will include:

After school tutorial:

- Extending the learning time

Increasing the efficiency of lesson delivery (Academic Data Coach)

Increasing the efficiency of classroom time (Academic Data Coach)

Lesson Planning & Collaboration (extended planning, Academic Data Coach)

Technology – Assessments, Accelerated Reading and REFLEX Math, Technology

Teacher Specialist

Math and Reading with an additional teacher in homerooms with the greatest

identified need.

Morning Study Hall for students needing additional Reading and Math Support.

During school tutorial provided by volunteer tutors.

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

We will address the needs of all children in the school, particularly the needs of low-achieving

children and those at risk by providing the following:

Monthly Character Education program

Monthly IB learner profile/traits incentive

Student of the Month

Monthly Attendance Celebration

Monthly REFLEX Math Champions/classroom winners

Monthly OPEN Book Word Builder Champions

Address how the school will determine if such needs have been met; and o are consistent with, and are designed to implement, the state and local

improvement plans, if any.

We will monitor all students especially the low-achieving students through RTI, data team

meetings, benchmark assessments, end of chapter / unit tests, progress monitoring, SST, OPEN




Book Data Reports, REFLEX Math Data Reports, student portfolios, and teacher made

checklists.

3. Instruction by highly qualified professional staff

Avondale Elementary has 40 teachers and 1 data coach with a range of experience from one year

to twenty-eight years. 100% of the teachers at Avondale Elementary are highly-qualified

according GPSC and GaDOE standards. Educational experience for the faculty is as follows.

Degree Number of People

Bachelor’s 17

Master’s 19

Specialist 2

Doctorate 2

Avondale Elementary develops and maintains policies, procedures, and protocols to ensure a

supportive school environment for each teacher through the following.

Assigns mentors to teachers new to the profession to address concerns, provide

continuous support and feedback through informal observations and Focused Walks.

Assigns mentors to teachers new to the building to address concerns

Provides continuous support and feedback through informal observations and Focused

Walks.

Provides mentors to veteran teachers upon request.

Schedules a formal time for mentors and mentees to meet monthly.

Provides guidelines to mentors regarding how to effectively serve in their roles.

Schedules meetings with the IB coordinator once a month to receive training on effective

implementation of the International Baccalaureate Primary Programme.

Utilizes the Sunshine Committee in building and maintains a positive work environment

through monthly treats.

New teachers will attend New Teacher Orientation and continue support through the Professional

Learning Department with four additional sessions. They will also participate in an orientation

session at Avondale ES conducted by the principal. All other professional learning will be

tailored to the needs of the individual teacher. Furthermore, new teachers will receive additional

support through the Teacher Support Team.

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.








A. We have included teachers, principals, and paraprofessionals and, if appropriate, pupil

services personnel, parents, and other staff in our staff development that addresses the

root causes of our identified needs.

Staff attendance at local, state, and federal conferences

Parent opportunities offered through PTA and other volunteer opportunities

Attendance of staff at staff development opportunities on the local and county level

Participation of the staff working on higher level degrees

Attendance and participation on our local school council, including administration,

teachers, and parents involved in local businesses.

Inclusion of Partners in Education through tutoring, mentoring, volunteering, and

financial support.

Higher-order thinking skills – Inquiry based learning, Depth of Knowledge, Thinking

Maps, Multiple Intelligences in-services.

Differentiated instruction – Online class on differentiated instruction offered through

DCSS and courses offered through Metro RESA.

Students’ personal efficacy and responsibility – Training for parents to help them

support their student.

Training on how to conduct student led conferences.

Training on implementing Thinking Map strategies.

An evening for parents/students to participate in Reading and Math Make-It-Take-It

nights.

Teacher articulation of standards and assessments – training on reading data and how

to implement effective teaching strategies based on the data and peer observation.

Monthly School-wide Professional Learning Communities to analyze student work and

assessment data and generate strategies and engaging lesson plans to address student

learning needs.

Weekly Grade Level Professional Learning Communities - analyze student work and

assessment data and generate strategies and engaging lesson plans to address student

learning needs.

B. We will align professional development with the State’s academic content and student


All of our school’s Title I funded professional development have been aligned with our

needs assessment. Each professional development activity has been reviewed to ensure

the training is related to Georgia’s academic content with the goal of raising student

achievement in content areas identified within our needs assessment.








C. We will devote sufficient resources to carry out effective professional development

activities that are primarily job embedded and address the root causes of academic

problems.

Based on careful examination of past performance, new data, and staff capacity and buy-

in, the following plan of action will be taken for 2015-2016:

o RTI: on-going training will be provided to staff members to assist them on how

to collect data, as well as, how to use the school and other resources to

implement RTI.

The following programs, initiatives, and/or interventions will continue for the 2015–

2016 school year:

o Accelerated Reader (AR)

o STAR Reading

o OPEN Book

o STAR Math,

o REFLEX Math

o Before/After School Tutorial and in class tutorial

o Instructional Teacher Meetings

o Weekly Data Meetings

o International Baccalaureate Program

o Professional Learning Communities

o Parent Communication-Title I Parent meetings, Make and Take It Night,

Parent-Teacher Conferences, Class and School Newsletters

o Professional Book Study

D. We will 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.

Understanding and using assessment data is important to making sound instructional

Decisions. All Professional Learning will be related to our needs assessment.

RTI: On-going training will be provided to staff members to assist them on how to

collect data, as well as, how to use the school and other resources to implement RTI.

Substitute teachers will be secured to cover classes during teacher training.

Accelerated Reading and Early Literacy/Numeracy,.

Professional development: Attend the IB Annual Conference to support teaching and

learning.








Title I funds will only be used to support core content subject professional learning

activities.

E. Schools yearly professional development schedule

2014-2015 Professional Development For: Avondale Elementary School

Month PL Topic Core Academic Area Addressed

Location Estimated Cost Funds planned utilization

August-September

Georgia Standards of Excellence, Differentiation

Mathematics ELA

School-based

Title I Academic Data Coach District Trainer

Title I FY 16

October-November

Lexile & IB All content School-based

Title I Academic Data Coach Teacher Trainer

Title I FY 16

November-December

Interactive Notebook

Science, Social Studies, & Mathematics

School-based

Data Coach Teacher Trainer

Title I FY 16

January-February

STEM and Lexile All content School-based

Teacher Trainer Data Coach

Title I FY16

May-June IB Instructional/Data Summit

All content School-based

Title I Academic Data Coach Teachers

Title I FY 16

Title I funds will only be used to support core content professional learning activities.

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

Avondale Elementary School has been identified as an International Baccalaureate

(IB) School working towards Science, Technology, Engineering and Mathematics




(STEM) certification. Our technology advances include a MAC Lab, Computer Lab,

four laptop carts and many iPods.

To provide support for teachers to maintain high teacher retention. The principal will

schedule one or more individual conferences with all new teachers and administrators

per semester to address teacher concerns and express support. Follow-up regarding

supportive actions will be documented. Teachers also are given opportunities to be

recognized for positive contributions to themselves and others.

Attend job fairs

School mentors for new hires

On site opportunity to earn PLUs

International Baccalaureate Authorized

Staff Stress Management Activities

We will provide instruction by highly qualified teachers who meet the standards

established by the state of Georgia. The Human Resources Department notifies all

teachers that are not highly qualified each year and outlines the requirements that they

must meet. The master schedule is developed so that all teachers teach courses that

they are qualified to teach. If a teacher or paraprofessional is not highly qualified the

parents are notified by letter.

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

family literacy services.

A. We will involve parents in an organized, ongoing, and timely way in the planning,

review, and improvement of school-wide programs and the school parental involvement

policy by working collaboratively with parents through our Annual Title I Meeting,

School Council meetings, PTA meetings, and Parent Workshops. Parents collaborate on

writing the SWP, parent involvement policy, and school-parent compact. Various

community members also work with the school to support and encourage student learning

through volunteering and partnership. Our School Council has worked to improve student

achievement in ways that exemplify the school mission and vision statement.

Thursday Courier – Couriers are sent home to keep parents abreast of information from

the school system, school, PTA, and teacher.

Marquee- Meeting dates are posted on the school’s marquee for parent and community

notification of annual Title meeting

Newsletter – Grade levels send home monthly newsletters to update parents.

Calling Post – The calling post goes out to all parents using numbers from the Infinite

Campus database. This updates them about events going on at the school




B. We will update the school parental involvement policy periodically to meet the changing

needs of parents and the school and distribute it to the parents of participating children

and make the parental involvement plan available to the local community, by creating the

Title I Parent Involvement Policy with the parents during Open House, PTA meetings.

We will make these documents available to parents by posting on the school’s website, as

well as kept in the media center for review upon parent request.

C. We will conduct an annual meeting on October 31, 2015 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 policy, the schoolwide plan, and the school-parent

compact and encourage and invite all parents of participating children to attend by

explaining what the Title I program is and the resources we provide. We provide

opportunities for parents to give input on the creation of the Title I Parental Involvement

Policy, schoolwide plan, and school-parent compact.

D. 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,

community parent meetings or home visits, as such services relate to parental

involvement by parents completing surveys to help us determine times most convenient

for parents; summaries are developed based on the survey data and used accordingly. A

timeline of these meetings is as follows.

August –September: Annual Title I meeting, Coffee Tea & Sympathy

October: Helping Students Have Success at School- In-servicing parents on how

to help their children become better students.

November: Mental Health- Providing information and support for parents with

students who have special needs.

December: International Night- Helping our parents better understand and

participate in the International Baccalaureate (IB) Primary Years Programme

(PYP) and helping their student home.

January: GA Milestones, “Are you smarter than a student – Parents are invited to

learn strategies and become knowledgeable about the Georgia Milestones

Assessment and other assessments that their children will be required to take.

Parents also participate in math make-it/take-it activities to carry home to work

with their children.

March: Science, Technology, Engineering, & Mathematics (STEM) Night:




Parents learn about STEM and participate in STEM activities.

E. 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 conducting parent/teacher conferences. Parents are

notified by using student agendas, emails, teacher websites, school flyers, newsletters,

school marquee, and calling post.

F. 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 compacts. The Parent Compacts is reviewed, revised, and distributed to all

parents prior to October 31, 2015. The principal, teacher, parent(s), and student all sign

the compact. Parents verbally share their input, as well as, complete a parent survey to

finalize the Parental Involvement Policy and school-parent compact. The homeroom

teacher collects and files each compact in the school’s Title I notebook. A signed copy of

the compact is also sent to the Office of Federal Programs.

G. 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 Test Taking Night – Parents are invited to learn

strategies and become knowledgeable about the GA Milestones and other assessments

that their children will be required to take. The assistant principal initially provides

parents with this information during the Annual Title I meeting in October. We send

information letters on the various tests about their purpose and their interpretation to

parents in Thursday’s couriers. We also utilize the calling post to inform parents of

testing dates and informational meetings. Parents may request a meeting/conference with

their child’s teacher any time by calling the front office at 678-676-5202.

H. We will provide materials 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 Make-It/Take It- Parents are invited to come to a




parent meeting and learn strategies that they can use at home to assist their children.

Title I parent meetings for building capacity are scheduled throughout the entire school

year.

I. We will provide training prior to curriculum night conducted by the administrators, 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 providing professional

learning opportunities related to creating and maintaining a class website.

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

involvement programs and activities with feeder schools and district-wide parent resource

centers that encourage and support parents in more fully participating in the education

of their children, by Pre-K – the school provides a three week summer transition Program

if funds are available. During the Spring we host a Pre K/Kindergarten Round Up

especially for Avondale Estates Community. Parent communication is sent home to all

parents in various ways and families are welcome to visit, observe, and schedule

orientation at Avondale Elementary School.

K. 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 using

home language surveys in students’ permanent records to determine whether or not

written information related to the school and parent programs, meetings and other

activities needs to be translated into the parents native language in order to keep them

informed.

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 use of a translator, phone conferences,

school website, agendas, newsletter, calling post, and use of support staff; such as social workers

if requested.




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.

We routinely plan activities for assisting preschool children in the transition from early

childhood programs. We also include transition plans for students entering middle school

or high school and for students entering from private schools including students entering

our school throughout the school year.

New students – They are assigned a classroom buddy to help them get acclimated to the

school.

Pre-K – The Pre-K teacher provides orientation for the parents; the school provides a

three week summer school tutorial, when funds are available.

Kindergarten – The school hosts a Kindergarten Roundup in the spring, when the funds

are available.

Grade Five to Middle School - Students participate in the middle school pre-

registration/transition, middle school visits, and orientations. Grade 5 teachers plan with

grade 6 teachers once per semester.

Special Education – Student needs are identified, an IEP is created, implemented, and

monitored. Accommodations are made as needed to ensure access to the curriculum.

ELL – Students are identified and provided support throughout the school year.

Accommodations are made as needed to ensure access to the curriculum. Students new to the

country in grades 3-5 attend DCSD International Center. ELL students exit the program when

they have achieved a passing score on ACCESS and they are then monitored for two years.

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.

Teachers are given the opportunities to participate in the decision-making process of selecting,

implementing, and monitoring site-based academic assessments, for example through monthly

Professional learning Communities (PLC), the first Wednesday of the month, weekly faculty

meetings on Wednesdays, grade level meetings bi-weekly, and data meetings on Thursdays. In

Language Arts, the school selected Reading and Early Literacy to assess the student’s reading

level. The school also selected Math to assess students’ math performance, in addition to

progress monitoring in all core subjects. The state requires all third, fourth, and fifth grade

teachers to use the Georgia Milestones as an assessment for mastery of grade level standards in

all subjects. The state requires all kindergarten teachers to assess using GKIDS for Kindergarten

readiness. ITBS is a national assessment that is given to first, third and fifth grade students each

year. Teachers select as well as develop common assessments to use to monitor their students’

mastery of the Common core Georgia Performance Standards and the Georgia Standards of

Excellence. Teachers will plan collaboratively to improve students’ mastery of the CCGPS and

identify strategies to ensure students are successfully meeting and exceeding the requirements of

the Georgia Milestones Assessment.

School Wide: Staff analyzes the schools’ performance (CCRPI) and the Georgia Milestones at

the beginning of the school year. Teachers analyze their students’ performance on grade level




common assessments to dictate daily instruction, and on-going classroom and grade-level

assessments. This data shows overall strengths and weaknesses. This allows the grade level to

make adjustments in instruction to cover the gaps. It also allows the current grade level to make

a year-long plan that includes the previous year’s deficiencies and current deficiencies. At the

end of each school year, all assessment data is used between grade levels in the process of

vertical planning. Grade level data is valuable in planning to cover deficient areas.

Individual Classrooms: Each classroom teacher compiles a comprehensive data notebook

which contains assessment results from STAR Reading assessments, STAR Math assessments,

writing prompts, pre-and post- math tests, and all standardized testing. This data helps teachers

to plan for effective and differentiated instruction. These assessment tools help teachers to

address growth and weaknesses and to monitor the achievement of each student on a regular

basis. The standardized tests, like the Georgia Milestones, and Norm Reference Tests, like the

ITBS & CoGAT, give teachers valuable information on each child.

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.

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

proficient or advanced levels of academic achievement standards shall be provided with

effective, timely additional assistance. These activities will be available to all students

with an emphasis on students with the greatest deficits. They will include:

Students at risk are identified by their scores on the Georgia Milestones, ACCESS,

classroom performance, STAR Reading, Early Literacy and STAR Math. Results are

analyzed on an ongoing basis. The Georgia Milestones and ACCESS tests are given

once a year. STAR Reading, Early Literacy and STAR Math are administered each

month in the school year. The data from these tests is reviewed on a weekly basis at

grade level meetings. In addition, all teachers maintain and review Level One Plans

every two – three weeks. Parents, Reading/Math Specialists, ESOL Specialists, Special

Education Teachers, Counselors, and administrators provide input for the completion of

the plans. Teachers also utilize a variety of assessment tools on a daily basis to

effectively identify students who are having difficulty mastering a standard. The

teachers then plan instruction that will allow students’ learning to be differentiated as

needed. All students are provided with Tier 1 standards based instruction. Students that

require more assistance are provided with Tier 2 interventions (extended learning,

tutorial, flexible grouping, additional support). Students that are not successful with Tier

2 interventions are referred to Tier 3.

For students needing additional assistance (Tier 2 and Tier 3 students), there is an after-

school tutorial funded by Title I. The focus is on Reading and Math. Additionally,

before and/or after-school support is provided by Cool Girls and the After School




Extended Day Program. The Accelerated Reader, Open Book, REFLEX Math, and

ALEX are software programs available in the computer lab. Following are the measures

to ensure the identification of students who are having difficulty.

• Reader’s & Writer’s teacher/student conferences (weekly)

• Staff Meetings (preplanning)

• Leadership Team Meetings (monthly)

• Professional Learning Communities (weekly)

• Instructional Teacher Meetings (bi-weekly)

• Reading and Math Unit Test (every 6 weeks)

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

• Title I

Staff (Academic Data Coach & Paraprofessional)

Core Content

Student Consumables & Supplies

Technology

Books

Hands on Manipulatives

Professional Learning Subs

Professional Learning Stipends

• Per Pupil Funds

• PTA

• Partners in Education

Title I Funds support reading and math materials and program supplies; Reading and Math

technology such as Accelerated Math, Accelerated Reading, STAR Math, STAR Reading, and

Open Book, software and other equipment to deliver instruction; student tutorial program,

intensive intervention materials; various professional learning for staff to improve their reading

and math pedagogy.

Per pupil funds are used to support the instructional program in all core content areas.

Principal Discretionary Funds are to support student achievement and professional development.

PTSA and Partners in Education provide student/teacher incentives.

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

parents.

Teachers and administration are able to interpret and effectively articulate assessment results to

stakeholders through assessment training, correspondence, Parent/Teacher Conferences, and




Curriculum Night. Administrators are trained in data analysis during administrative

meetings/workshops. Teachers are trained in data analysis during instructional teacher meetings,

Professional Learning Communities, and staff meetings. Letters are sent home to parent(s) or

guardian(s) that explain the results of standardized tests as well as how the test data should be

interpreted. The School Counselor also host parent meetings to assist parents on how to read

state assessment data reports. Parents are invited to request information on how to interpret test

scores. Parent/Teacher Conferences are a time that teachers share the interpretation and results of

test scores with individual students’ parent(s) or guardian(s). Test results are sent home the first

week of school. A calling post message goes out to each parent letting them know when test

results are coming home. The homeroom teacher, with the assistance of special area teachers,

meets with parents to explain the test results. Teachers also share the test results with students

during teacher/student conferences.

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

of students.

Data is collected and disaggregated for all state mandated test by the state of Georgia

Department of Education. Teachers maintain data notebooks to collect and disaggregate data.

Accountable talks are held in grade level Professional Learning Communities and with the

principal in our data meetings. The state collects and disaggregates data.

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

reliable.

The Georgia Department of Education provides disaggregation of data assessment; therefore, the

disaggregation results are valid and reliable. In addition DeKalb has a protocol for ensuring

assessment data is valid and reliable.

14. Provisions for public reporting of disaggregated data.

Our school will communicate to the widest range of stakeholders the results of the disaggregated

data by providing them with the Georgia Department of Education: Office of Student

Accountability website, the DeKalb County School System website, as well as local newspapers.

The Georgia Department of Education provides a comprehensive report card for each school in

the state of Georgia in which data-disaggregated information is clearly stated. Our school will

communicate the SWP to the widest range of stakeholders by housing a copy in the Parent

Center that is available for stakeholders to view. A copy will also be electronically placed on the

school website. Test results, other school related results, and the SWP will also be discussed

during PTA meetings, school council meetings, and at other school related functions. Data is

posted on local school website, displayed on bulletin boards and school newsletters.

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




The plan was developed during a one-year period in the 2014-2015 school year and has been

updated annually since that date with the 2015 – 2016 revisions included in this plan.

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).

As a part of strategic planning, Avondale Elementary School’s instructionally focused SWP

Steering Committee/Leadership Team developed a comprehensive needs assessment by

analyzing various types of data throughout the school year (Georgia Milestones, GKIDS,

ACCESS, and Universal Screener). The committee meets monthly at the school to discuss the

needs of the school. SWP teams will meet four times throughout the school year to update the

SWP plan (August 2015, September 2015, January 2016, and May 2016). Grade levels meet on

Tuesdays and/or Thursdays during Instructional Teacher Meetings with the Principal, Assistant

Principal, and the Academic Data Coach to analyze school, grade level, and individual student

data. The principal meets regularly with teachers to analyze data, focusing on formative

assessments and student’s mastery of standards. Teachers also meet monthly with Professional

Learning Communities to analyze data. The School Council also meets four times a year to

discuss school improvement.

Committee Members

Dontae M. Andrews Principal

Candace M. Sagers SWP Facilitator

Stephanie Smith Parent Representative


Tope Harris Special Education Representative



Eric Thomas Science Chairs

Bridgette Samuel Social Studies Chair

Dr. Kris Mullis Community Representative

Lucretia Ford Professional Learning Liaison

Kim Siddiqui IB Coordinator/Gifted Teacher

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

The SWP will be available to the parents and public on the school website and in the parent

resource center. Information will be sent home with the students. A copy will remain on file in

the Parent Center and in the principal and assistant principals’ offices. The SWP will be

discussed at all parent meetings including Open House, Curriculum Night, school marquee,

school website, Title I Annual Parent Meeting, PTA meetings, and School Council meetings.

The contact for those who will need additional information or explanation of the SWP will be

Dr. Candace Sagers, Assistant Principal. A copy is on file in the Title I Department of the




DeKalb County School District.

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.

Translation or interpretation of the plan, to the extent feasible, shall be provided for any

language that a significant percentage of the parents of participating students in the school speak

as their primary language. The languages include, but are not limited Spanish, Farsi, Thai, and

Nepali. For assistance getting this plan transmitted we will contact our Title I Representative.

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

This plan is subject to the school improvement provisions of section 1116. The School wide Plan

is based on the needs assessment of the school. This document provides the framework for

improving academic achievement. Teachers and administrators refer to this document when

planning for student instruction as well as professional development.

georgia department of education title i schoolwide/school...

Documents