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Fairview Elementary School

Title I School-Wide

Plan

Date Revised

September 6, 2013

Dr. Naomi Cobb, PrincipalMr. LaMoyne Brunson, III, Assistant Principal

Title I School-wide Improvement Leadership Team

Fairview Elementary School Title 1 School-Wide Plan

Name Position Amanda Chiappetta Pre-K TeacherPatricia Stansfield Special Education TeacherLori Banks Special Education TeacherJan Hudson Kindergarten TeacherAngie Dean 1st Grade TeacherYolanda Canty 2nd Grade TeacherJessica Brown 3rd Grade TeacherJulie Thompson 4th Grade TeacherEbony Smith 5th Grade TeacherDonna Harris P.E. TeacherChristina Malcolm Title I CoordinatorSue Falkman Supplemental TeacherPeter Card Instructional/Technology CoachJuanita Hosch-Martin CounselorMatt Osborn Media SpecialistLaMoyne Brunson III Assistant PrincipalNaomi Cobb Principal

Parents who attended the Revision Meeting

See Appendix A for copies of sign-in sheets.


TABLE OF CONTENTSTitle I Plan Components

1. Comprehensive Needs Assessment.............................................................42. Reform Strategies to be Used.....................................................................113. Instruction by Highly Qualified Teacher......................................................134. Professional Development for Staff............................................................135. Strategies to Increase Parental Involvement..............................................136. Description of Transition Assistance Activities for Students.......................147. Measures to Include Teachers in the Decisions Regarding

Use of Academic Assessments...............................................................148. Coordination and Integration of Federal, State, and Local

Programs................................................................................................169. Activities to Ensure That Students Who Experience Difficulty

Mastering Standards Are Provided Effective and Timely Assistance.....1710. Description of How Individual Student Assessment Results and

Interpretations Will be Communicated to Parents................................1811. Provisions for the Collection and Disaggregation of Data on the

Achievement and Assessment Results of Students...............................1812. Provisions to Ensure That Disaggregated Assessment Results

for Each Category Are Valid and Reliable...............................................1813. Provisions for Public Reporting of Disaggregated Data..............................1914. Description of Plan Development Over One-Year Period...........................1915. Description of Individuals Involved in Plan Development..........................1916. How Plan is Made Available to the LEA, Parents, and Public......................1917. Translation of Plan into Language(s) Spoken by Significant

Numbers of Parents of Participating Students.......................................1918. How Plan Meets School Improvement Provisions of Section 1116............20

AppendicesAppendix A.............................................................................................21Appendix B.............................................................................................27Appendix C.............................................................................................28Appendix D.............................................................................................31Appendix E.............................................................................................33


School-Wide Title I Plan - Components

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

Brief description of school population

Fairview Elementary School, located in Newton County, Georgia, is a Pre-K thru Fifth grade school, which was re-established in school year 2011-2012. The school offers a variety of academic programs including special education, ESOL, gifted education, supplemental services, music, art, P.E., media, computer lab, and science lab, as integral parts of the overall instructional design. Fairview’s faculty offers extra-curricular activities such as 4th/5th Grade Chorus, Art Club, Kids’ View, Reading Bowl, Junior Beta Club, Lady Eagles, and Young Men of Fairview to enhance the skills and self-esteem of our students.

Fairview Elementary currently has a diverse student population. The largest racial/ethnic groups are African American (50.5%), Caucasian (22.6%), and Hispanic (20.3%). The other 6.6 % of the population include students various racial, ethnic, and national origin groups including multi-racial, Asian, and American Indian. Current enrollment shows the population to be 49.5% male and 50.5% female.

Additionally, in FY2013, 82% of Fairview’s students participated in the federal free and reduced lunch programs. Students With Disabilities (SWDs) make up 13.2% of Fairview’s overall population and receive academic support through the Special Education program. Fairview also has a fairly large ESOL program, with English Learners (ELs) accounting for 14.5% of the student population. See Appendix B for additional demographic information on students enrolled at each grade level.

Needs assessment process

Fairview operates under a shared governance leadership concept. The leadership team consists of staff from every grade level/department and also plays an integral role in determining the organizational aspects of the school. The leadership team also serves as the School Improvement Committee and was responsible for designing and leading the needs assessment process that led to the development of the is Title I School wide Plan. Fairview’s process of determining the comprehensive needs of the school has many facets and includes input from all stakeholders. The leadership team utilized the annual school improvement planning process required by the district to review and synthesize both formative and summative assessment results in order to determine school wide strengths and areas of improvement. In examining achievement data from the 2012-2013 school year, we were able to identify areas of strengths and needs.


Student performance data

Student performance data from the Spring 2012 and Spring 2013 administration of the CRCT and GKIDS were analyzed. OAS data were not available for 2012-2013. The resulting profile of academic achievement is shown below.

School Profile Data – Fairview Elementary School

OAS Scores - Percent of 1st graders who met or exceeded standards

2011-2012

2012-2013

English Language Arts 77%Not

Available

Reading 78% Not Available

Mathematics 78% Not Available

OAS Scores-Percent of 2nd graders who met or exceeded standards

2011-2012

2012-2013

English Language Arts

74% Not Available

Reading 80% Not Available

Mathematics 73% Not Available

Criterion-Reference Competency Test (CRCT) Scores – Percent of 3rd graders who met or exceeded standards

2011-2012

2012-2013

English Language Arts 84% 88%

Reading 84% 93%

Mathematics 68% 67%

Science 57% 72%

Social Studies 75% 80%


Criterion-Reference Competency Test (CRCT) Scores – Percent of 4th Graders Who Met or Exceeded Standards

2011-2012

2012-2013

English Language Arts

80% 86%

Reading 90% 88%

Mathematics 65% 74%

Science 64% 86%


Criterion-Reference Competency Test (CRCT) Scores – Percent of 5th Graders Who Met or Exceeded Standards

2011-2012

2012-2013

English Language Arts (ELA)

92% 93%

Reading 91% 93%

Mathematics 68% 78%

Science 74% 76%


OAS scores were not available for first and second grade. The above profile shows that, on a whole, the majority of our third, fourth, and fifth grade students met or exceeded the standard in the areas of reading and ELA on the CRCT. Third grade increased by four percentage points, fourth grade increased by six points, and fifth grade increased by one percentage point in ELA. In reading, third grade went up nine percentage points, fourth grade decreased by two points, and fifth grade went up two percentage points in reading. There was a significant increase in science and social studies scores in third and fourth grades, with an increase of 15 percentage points in science in third grade and a five point increase in social studies. Fourth graders showed a 22 percentage point improvement in science and a23 point gain in social studies. Fifth grade had a small gain of two percentage points in science and a one percent gain in social studies. Math is the subject that requires consistent improvement across all grade levels—particularly in third grade where the pass rate decreased from a 68% pass rate in 2011-12 to a 67% pass rate in 201-13. Although the pass rate was low in fourth and fifth grades for math,


scores did increase by nine percentage points in fourth grade and 10 percentage points in fifth grade.

5th Grade Writing TestPercent of 5th Graders Who Met or Exceeded Standard

2011-2012 2012-2013

86% 73%

GKIDS

Year Grade Reading Writing Listening, Speaking,Viewing

Lang. TotalELA

Approaches to Learning and Personal / Social Development

2011-2012 K 84.7% 65.4% 90.3% N/A 82.1%

Approaches to LearningCuriosity & Initiative: 83.1%Creativity & Problem Solving: 29.5%Attention / Engagement: 76.6%Approaches Total: 64.4%Personal / Social DevelopmentPersonal: 90.3%Social: 91.4%P/S Total: 91.0%

2012-2013 K 82% 69.5% 85% 77.9% 78.9%

Approaches to LearningCuriosity & Initiative: 75.8%Creativity & Problem Solving: 64%Attention / Engagement: 76%Approaches Total: 72.3%Personal / Social DevelopmentPersonal: 80.7%Social: 84.3%P/S Total: 83%

2012-2013

Grade Numbers &Operations

Measurement Geometry Data

Analysis Math Total

K 80.0% 94.0% 90.8% 81.3% 87.3%

2012-2013

GradeCounting

and Cardinality

Operations & Algebraic

Thinking

Numbers & Operations in Base 10

Measure-ment and

DataGeometry Math

Total

K 89.2% 78.0% 68.6% 88.1% 87.4% 85.1%


As can be seen from GKIDS results, 78.9% of our current first graders were found to demonstrate appropriate skills in ELA and 85.1% in Math. This is a slight drop from the 2011-2012 school year. The largest increase in scores was in the Approaches to Learning section, Creativity and Problem Solving, where the scores went from 29.5% passing to 64%. Language was a new area tested in 2013 and was also the area in which the students scored the lowest (77.9%). The overall math scores dropped from 87.3% passing to 85.1%. Numbers and Operations in Base 10 was the weakest area with 68.6% of the students passing. Operations and Algebraic Thinking was relatively low with 78% of the students passing. The students scored strong in Counting and Cardinality (89.2%), Measurement and Data (88.1%), and Geometry (87.4%).

Below is a table listing the percent correct for 3rd-5th graders in each domain tested in all content areas on the CRCT. The weakest areas are highlighted. Student subgroups with the most students not meeting or exceeding standards in the core subjects include EL and SWD.

Weakest Domains by Subject and Grade Levels

3rd R

eadi

ng

DOMAIN Weight 2011-2012 % Correct

2012-2013 % Correct

Literary Comprehension 53% 68% 75%Reading for Information 27% 66% 53%Reading Skills and Vocabulary Acquisition 20% 75% 75%

3rd E

LA

DOMAIN Weight GOAL MetricsGrammar and Sentence Construction 60% 65% 65%Research and Writing Process 40% 69% 69%

3rd M

ath


2012-2013 % Correct

Number and Operations 50% 65% 64%Measurement and Data Analysis 30% Measurement-54%

Data Anal./Prob. – 64% 64%Geometry 10% 70% 74%Algebra 10% 66% 67%

3rd S

cien

ce


2012-2013 % Correct

Earth Science 34% 52% 52%Life Science 33% 58% 61%Physical Science 33% 66% 68%

3rd S

ocia

l DOMAIN Weight 2011-2012 % Correct

2012-2013 % Correct

History 53% 68% 72%Geography 27% 62% 65%


Studies

Government/Civics 20% 47% 58%Economics 20% 65% 66%

4th R

eadi

ng


2012-2013 % Correct

Literary Comprehension 42% 77% 77%Reading for Information 38% 63% 65%Reading Skills and Vocabulary Acquisition 20% 79% 79%

4th E

LA


2012-2013 % Correct

Grammar and Sentence Construction 50% 70% 70%Research and Writing Process 50% 73% 71%

4th M

ath


2012-2013 % Correct


Data Anal./Prob.-79% 62%Geometry 16% 54% 54%Algebra 10% 79% 74%

4th S

cien

ce


2012-2013 % Correct


4th S

ocia

l Stu

dies


2012-2013 % Correct

History 50% 56% 61%Geography 15% 57% 64%Government/Civics 20% 61% 72%Economics 15% 42% 59%


5th R

eadi

ngDOMAIN Weight 2011-2012

% Correct2012-2013 % Correct

Literary Comprehension 40% 63% 64%Information & Media Literacy 40% 66% 63%Reading Skills and Vocabulary Acquisition 20% 82% 83%

5th E

LA


2012-2013 % Correct

Grammar & Sentence 50% Grammar & Sentence Construction-70% 72%

Research & Writing 50% Research & Writing Process-74% 73%

5th M

ath


2012-2013 % Correct


Data Anal./Prob.-79% 55%Geometry 15% 63% 68%Algebra 10% 64% 67%

5th S

cien

ce


2012-2013 % Correct


5th S

ocia

l Stu

dies


2012-2013 % Correct

History 50% 64% 64%Geography 15% 66% 59%Government/Civics 20% 48% 54%Economics 15% 65% 59%

Needs based on data conclusionsThe above summary of student achievement results were augmented by teacher perception data to yield the following prioritized listing of needs that will be the focus of school-wide improvement at Fairview: Academic Needs

Underachieving Subgroups – EL and SWD Math – Numbers and Operations (3rd), Geometry (4th), Measurement & Data Analysis (3rd

& 5th), Numbers & Operations (K) Reading – Reading for Information (3rd & 4th), Literary Comprehension (5th), Information

& Media Literacy (5th) ELA – Grammar & Sentence Structure (3rd & 4th), Research and Writing Process (4th) Science – Earth Science (3rd, 4th, & 5th)


Social Studies – Government/Civics (3rd & 5th), Economics (4th) Writing (All Grades)

2. School wide reform strategies that are scientifically researched based

Each year, following a review of student performance results and other school-wide data, the School Leadership Team develops a plan to address areas of identified needs. The staff utilizes a variety of scientifically-based research methods and instructional strategies to address the needs of students. Research–based strategies from Learning- Focused Schools, Robert Marzano and Mike Schmoker’s work, Dan Mulligan’s staff development sessions, early numeracy strategies, Math Exemplars, and technology-based instructional strategies are used to increase student achievement in areas of identified needs. Following is an overview of the major programs, practices, and strategies that Fairview’s faculty will utilize as a part of its reform efforts. We will have a primary focus on math and writing, while ensuring continued achievement in reading for all students with special emphasis on identified high risk students, including the following subgroups: EL and SWD.

Curriculum / practices / strategies to improve Math and Writing Skills and Maintain Reading Skills

Instruction is driven by the Common Core Georgia Performance Standards in reading, ELA, and math and the Georgia Performance Standards in science and social studies.

Georgia Frameworks and county-written Curriculum Maps and units will guide the implementation of the standards.

County and/or state-constructed, as well as teacher-constructed common assessments, will be used throughout the year to monitor student progress.

STAR Math and Reading, Early Literacy and Thinkgate benchmark testing are used as assessments to guide instruction and provide data for flexible grouping of students.

Learning-Focused Schools’ Strategies (LFS-Max Thompson): Based on 15 years of research, LFS Schools strategies provide a framework for implementing a variety of exemplary strategies/practices that have been found to improve student achievement and reach all learners. All teachers at Fairview utilize specific LFS strategies in every subject. The LFS framework provides the foundation for the curriculum and its delivery.

High-Impact Strategies that will be implemented include building of background knowledge, Six-Step Process to Teach Vocabulary, small group differentiated instruction, non-linguistic representations, interactive word walls, Interactive Notebooks, activating strategies, higher order thinking questions, and advanced organizers.

Fairview’s faculty strives to use Technology-based instructional strategies which include many hardware and software tools for students to use. Accelerated Reader and STAR promote reading at appropriate independent reading levels. BrainPop is an online program that helps with student acceleration and remediation. Every classroom in grades K-5 at Fairview has an ActivBoard (Interactive White Board). The ActivBoards will be used to promote student engagement and include the use of ActiVotes (used in grades K-2) and ActivExpressions (used in grades 3-5) and document cameras. Teachers’ My Big Campus sites include resources for students to review classroom instruction. Our Computer Lab, Project Lab, Mini-Lab, iPad carts and laptop carts provide access to computer-based instruction.


Supplemental instructions / interventions / approaches

There is a collaborative effort between supplemental and classroom teachers who meet regularly to plan instructional objectives and discuss student progress. Lesson plans for each teacher are posted on My Big Campus. Flexible grouping, scaffolding and collaborative instruction is provided for all learners.

Quest (an enrichment program for gifted students) is designed to extend instruction in math, economics, geography, reading, vocabulary, and knowledge of the global world. Students in grades 1-5 create projects using higher level thinking skills, based on error analysis, experimental inquiry, investigation, problem solving, etc.

EL (English Learners) students are served through both the push-in and pull-out models of instruction. EL instruction is implemented across the curriculum in four domains: reading, writing, listening, and speaking.

Students with special needs may be served in co-teaching classes, resource classes, self-contained classes or through consultation. Special Education Teachers may use a pull-out or a push-in model depending on the needs of the students. All models support student success and monitor progress based on individual needs of identified special needs students. Our goal is to increase the amount of time that SWD are educated in co-taught classrooms for the core subjects.

Supplemental teachers meet the needs of underachieving learners through flexible, differentiated and small group instruction in reading and math. Supplemental programs will include the following leveled readers: Rigby Readers, Jack and Jilly Readers, Houghton Mifflin Readers, and grade level novels. Phonemic awareness instruction in Kindergarten will be provided through Road to the Code. Supplemental math will include the Harcourt intervention program, Fishin’ for Addition Series, Subtraction in Action, Rhymes and Times, Divide and Slide, and the use of math manipulatives. The NCSS phonics assessment will be used in grades K-2 to identify areas of weakness, which will be targeted using the NCSS Phonics Kits.

Science and social studies will be integrated into other subjects. Leveled readers in science and social studies are available for teachers to use in integrating science and social studies into their reading/language arts instruction. Weekly Readers periodicals will be incorporated to provide content-related text which will be used during the reading block of instruction. Teachers will plan collaboratively within their grade levels to effectively incorporate science and social studies into other subjects (i.e., math), as well. In addition, specialty area teachers (art, music, computers, P.E.) will collaborate with homeroom teachers to include science and social studies in their classes. Writing assignments will include topics related to science and social studies content.

3. Instruction by highly qualified professional staff.


Fairview Elementary employs 37 certified teachers, with everyone being “highly qualified” under requirements of the federal No Child Left Behind Act (2002). All 16 paraprofessionals meet the HiQ requirements. Currently, Fairview Elementary School employs 2 Title I teachers. In addition to classroom teachers and paraprofessionals, the staff includes a principal, 1 assistant principal, one full time counselor, school nurse, student records clerk, bookkeeper, cafeteria personnel, and custodial personnel who all work together to empower children to learn in a safe environment. All teachers and staff are evaluated for effectiveness on an annual basis. Individuals not demonstrating competence are placed on professional development plans and observed for targeted improvements.

Strategies to attract highly qualified teachers to Fairview include the following: Job Fairs are sponsored by the School District’s Human Resources Department Human Resources Department posts job vacancies on Teach Georgia website and NCSS

website. School uses team interview process for determining compatibility of prospective staff.

4. Professional development for staff to enable all children in the school to meet performance standards.

In accordance with the Newton County School System’s Strategic Plan for Instruction, along with Fairview’s School Improvement Plan, all faculty, including administrators, teachers, specialists, and paraprofessionals, will participate in Professional Learning Communities (horizontal and vertical teams), to address a variety of professional learning topics. A county-wide professional learning initiative is delivered by Dr. Dan Mulligan, focusing on the research of Dr. Robert Marzano for effective classroom instruction. Monthly professional learning is held at the district level for administrators, prior to redelivering to teachers. Professional Development opportunities also include PD360 online professional learning service. Our Instructional Technology Coach, Peter Card, will conduct professional learning opportunities throughout the year to include topics such as Building Background Knowledge, Technology Integration, Research-Based Practices, and Math Exemplars. In horizontal PLCs, the focus will include examining student work, developing the grade-level site, and developing common assessments. As appropriate, administrators, teachers, specialists, and paraprofessionals will participate in PD offered through Griffin RESA.

5. Strategies to increase parental involvement.

Fairview Elementary School faculty and staff take seriously its obligation to involve parents and the community in educating students. The school, along with parents, has established a parental involvement policy (see Appendix C). The policy assures parents that their feedback will be sought on the school’s performance and lists specific ways in which parents will be involved. The staff uses a School-Home Compact (see Appendix D) to solicit the support of parents and school staff in sharing responsibility for student’s success.

Numerous activities are scheduled throughout the school year to educate parents, encourage their involvement in their child’s education, and to promote the development of a relationship between parents and children (See Appendix E). Fairview’s staff will deliberately involve parents in every aspect of their children’s education. Fairview will form a parental involvement


committee that will serve as the primary touch point in the school’s work with parents. Opportunities will be provided for parents to participate in training and informational sessions to enhance student performance and providing opportunities for parents and community members to participate in school governance, decision-making and problem solving.

Informational Title I parent meetings will be specifically tailored to assist parents in aiding students in increased academic achievement. Other parent involvement activities such curriculum night and technology night will provide increased parent involvement and participation. Teachers will provide parents with access to their class My Big Campus website. The website is a valuable resource which keeps parents up to date on their child’s curriculum.

Parents are given the opportunity to be elected and serve on the Local School Council (LSC). The LSC members are involved in the decision making process for school matters in an advisory manner. The PTO Board also meets once a month and provides advice to the administration concerning school business.

6. Description of transition assistance activities for students

A school wide continuum exists from grade to grade and from home to school, to provide transition services for students. Pre-K conferences are held with parents to provide information on students’ transition to Kindergarten. Opportunities will be provided for children attending community based day care programs and Head Start to visit Fairview’s Kindergarten classes. Kindergarten Roundup will be held to provide an open forum for parents to register their children for Kindergarten classes. Fifth grade parents will be invited to visit middle school and will receive pertinent information prior to their children transitioning to their respective middle school. Fifth grade students will take a trip to their respective middle school(s) to tour the facilities and receive an orientation to the school.

All students at Fairview will be provided with a registration packet. Students who enroll during the school year will be assigned a peer partner in their classroom who will assist with transition to our school.

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

Fairview Elementary School teachers use a variety of assessments to evaluate instructional needs, monitor students’ progress and determine students’ deficits. Data from these assessments provide valuable information to help teachers with planning and guiding instruction for individual students and groups of students. These assessments ensure that students are meeting curriculum standards and reaching grade level benchmarks. Results may be used at the grade level by teachers in making decisions regarding changes needed to instructional programs.

The following tests are administered for validation of student progress: STAR Early Literacy, STAR Reading, STAR Math, Cognitive Abilities Test (CogAT), Georgia Kindergarten Inventory of Developing Skills (GKIDS), and the Georgia Criterion-Referenced Competency Test (GCRCT). Results of these assessments are used to create flexible instructional groups and to identify students for EIP, RTI and other supplemental services. Subject area and unit tests, quizzes,


individual assessments, performance tasks, and other formative assessments are used by classroom teachers to assess students throughout the year to ensure appropriate instruction and differentiation strategies.

Assessments

Fairview Elementary teachers use common assessments on a periodic basis to evaluate student learning. These assessments are comprehensive and standards- based. Formal and informal assessments are conducted on an ongoing basis. The assessments are designed to improve curriculum and instruction. Assessments are administered using STAR (Standardized Test for the Assessment of Reading), STAR Math, GKIDS, and GCRCT.

Thinkgate system for reading, language arts, math, science and social studies in grades

1-5. These assessments are aligned to the CCGPS and GPS, and they are administered after instruction. State frameworks tests in math are also administered after students complete their framework units. Benchmark and frameworks results are disaggregated during grade level meetings. From this data, teachers are able to provide flexible grouping for differentiated instruction as well as identify children at risk, and those eligible for Title services.

Teachers will use the RTI process to closely monitor at risk students through grade level collaborative planning. Remediation and intervention strategies will be integrated based on teacher’s observation of student work and progress monitoring. Accountability will be determined through administrative observations of the data. Administrators will meet with grade levels on a regular basis to discuss assessment results.

STAR Reading tests are used to quickly and reliably determine a student’s reading level by establishing a Zone of Proximal Development (ZPD). The scores are used as an indication of achievement at a specific point in time within the school year. Teachers are able to match students with the appropriate reading materials.

The Thinkgate Assessment System has a twofold purpose of GCRCT preparation and enhancement of instruction. The system contains practice tests in reading, English/ language arts, math, science and social studies for first through fifth grade students. Teachers are able to use the system to create individual tests for students or use tests on the system. Test results are used by teachers to assess student progress or re-teach identified weaknesses and by students to self-assess.

The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is used to provide teachers with ongoing diagnostic information and instructional support needed by individual students in kindergarten. Throughout the year, teachers assess students’ skills in English/language arts, math, science, social studies and personal and social development. GKIDS serves both a formative and summative role in assessing students. Data are recorded on students’ report cards each grading period.


STAR Math is used in first through fifth grades to assess students’ math skills. This screening tool helps teachers in creating effective skills groups for differentiation of instruction with focus on eliminating weaknesses.

All assessment instruments used throughout the county focus on identifying weaknesses and strengths of students in order to provide appropriate delivery of instruction. At the school level, the School Leadership Team and administrators work closely with the teachers to identify school wide weaknesses using academic assessment results. The school wide action plans are developed using information derived from assessment results.

Teachers utilize a variety of informal, day-to-day assessment tools including the following: oral assessments and skills checklists, teacher-created tests and end of unit assessments, authentic assessments that are scored by rubrics including portfolios, projects, journals, and graphic organizer, and running records and records of observations of growth made over time.

8. Coordination and integration of federal, state, and local programs

Every reasonable effort is made to administratively coordinate and integrate federal, state and local programs in order to support learning for all students. Coordination and integration may involve combining service eligibility criteria and funding streams, where legal and feasible. Following are descriptions of various funding sources used to sustain the implementation of programs at Fairview Elementary School.

Title I funds teachers’ salaries, underwrites the cost of selected school improvement activities such as books for book studies, Dan Mulligan, technology initiatives, etc.

Title II A Teacher Quality Program , funds have been used to ensure that all teachers meet the highly qualified teacher requirements of No Child Left Behind.

Title II D Technology provides opportunities to expand and upgrade our technology inventory.

IDEA, Part B funds are used to provide professional development for regular and special education teachers on co-teaching students with disabilities, employ special education and related services staff.

Title VI Instructional Support funds are used to supplement state and local funding available for instructional supports to address the needs of at risk, underachieving student groups.

State funds are used to provide instructional support for struggling students to be served in the Early Intervention Program (EIP).


State and federal funds are used to serve preschoolers with disabilities in preschool special education programs and non-disabled four-year old preschoolers in a state lottery-funded prekindergarten program.

State ESOL program funds are used to provide staff and resources to English Language Learners.

9. Activities to ensure that students who experience difficulty mastering standards are provided effective and timely assistance

Measures to Ensure Student Difficulties are Identified in Timely MannerStudents scoring 790 to 810 on the CRCT in reading, language arts, and/or math are provided priority participation in all extended learning. Results of quarterly benchmark assessments are used to identify students requiring additional instruction in areas of weaknesses. The Effective Behavioral and Instructional Support (EBIS) Leaders, which consist of school counselor, assistant principal and grade level team leaders, assist teachers in identifying specific strategies or interventions to use with struggling or at-risk students. All students in grades 3-5 are given opportunities to participate in CRCT test preparation activities in the core subjects. A variety of CRCT Coach books and on-line materials such as Thinkgate are made available in the computer lab and in classrooms. Regular use of these practice test materials provides teachers insights about the content with which students are struggling. As a result, teachers are able to provide timely assistance to students in the areas of demonstrated need.

When students continue to exhibit academic difficulties, Individual Action Plans are developed using the Pyramid of Intervention (POI) with specific strategies and interventions provided in the classroom. Interventions, data points and modifications are recorded to support the interventions taken. Students continuing to demonstrate a lack of mastery following multiple, intensive interventions by regular classroom teachers may be referred for a psycho-educational evaluation to determine the need for more specialized services in other programs such as Special Education, ELL, EIP, etc. The foremost consideration of teachers and staff is that students receive the assistance they need as soon as it is established that they require more in-depth instruction to meet proficiency.

Periodic Training for Teachers in Identification of Difficulties and Assistance with Difficulties

In order to assist our teachers in continuously meeting the needs of struggling students, including identifying students as early as possible for interventions, we will utilize the district’s subject matter Academic Coaches to conduct periodic training on relevant topics. Professional Learning Community meetings will also address topics on the needs of struggling students.

Teacher-Parent Conferences and Additional Assistance Available to ParentsTeachers are required to hold parent/teacher conferences once each semester to address all of their students’ needs. Parent conferences are not limited to two per year; teachers or parents may request conferences as the need arises throughout the year. During conferences, parents are given specific suggestions for helping their children, such as reviewing homework and reading with and to their children.


Because of the backgrounds and level of education of many of our parents, our school will host a Make and Take Workshop, Technology Night and Curriculum Night throughout the year. Workshops provide parents with tangible ideas on how to help their children at home. Parents are also able to access materials at the district-wide parent center and to attend workshops on topics pertaining to student performance needs. A list of community resources is provided to parents to assist with accessing additional services and supports, when indicated.

10. Description of how individual student assessment results and interpretations will be communicated to parents

All standardized test results including GKIDS, Georgia Writing Assessments and CRCT are communicated to parents via an official letter from our county office. When individual student score reports for the CRCT are released, parents may retrieve them from the school during the summer or results are sent home by students in the new school year. CRCT score reports are discussed during Fall conferences. At this time, other diagnostic reports such as STAR Reading, Thinkgate, and STAR math are explained to parents, highlighting strengths and weaknesses. A Promotion and Retention Meeting is held annually to communicate to parents rules and regulations regarding passing the CRCT, what is done at school, and suggestions of what parents can do at home to help children. Additionally, parents can access students’ assessment from the county’s student information system, Infinite Campus. Students bring home their Wednesday Folder each week containing work samples and assessments for that week.

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

Standardized tests score reports are collected, stored and organized by test and year in notebooks in the school’s office for easy accessibility to teachers (gifted, EIP, etc.). Disaggregated and subgroup reports are housed in Ms. Card’s Professional Learning room and are referenced there when data are needed for meetings, analysis and discussions. Individual teachers receive updated roster score reports for their students which are used for flexible grouping and programs.

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

All state mandated assessments are considered to be valid and reliable from GA DOE. State rule 160-7-01 Single Statewide Accountability System states “The purpose of the Single Statewide Accountability System includes, but it is not limited to, providing valid, reliable accountability determinations at the school, LEA, and state levels that can help promote continuous improvement in raising student achievement and closing achievement gaps”. Initial reports of assessment results are downloaded from the GADOE portal and reviewed for accuracy. Relevant information is compared to data found in Infinite Campus to clear-up discrepancies on individual students or subgroups of students. Once results have been reviewed at the school level, they are confirmed in the GADOE portal prior to an official public announcement of disaggregated assessment results.


13. Provisions for public reporting of disaggregated data

Disaggregated data is made available to the public through the Department of Education’s website. Disaggregated reports on the performance of all major student groups are published on the school’s website and released to several local newspapers as well as posted for public review in the school’s data room. Individual student data will be sent home on a weekly basis in students’ Wednesday Folders.

14. Plan developed during a one year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the school wide program.

Fairview Elementary School was approved by the Georgia Department of Education to be restored to previous school-wide Title I status. Fairview’s Leadership Team (composed of grade level teachers and administrators) initiated the development of the School-wide Title I Plan process during summer planning sessions before the 2011-2012 school year. The plan was drafted and finalized during the first month of school. Likewise, the School-wide Title I Plan is revised during the first month of each new school year.

15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and public service personnel, parents and students (if secondary).

Fairview’s Leadership Team is comprised of representatives from every grade level and department. Initially, the Leadership Team met in summer sessions before the 2011-2012 school year to review and update its School-wide Title I plan after an analysis of available data. An overview of the plan was provided to Fairview’s School Council at its first meeting of the school year. The Title I plan has been and will continue to be reviewed and updated yearly, and will include parent involvement in the update process.

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

Fairview’s School-Wide Title I Plan is posted to the district SharePoint site for review by faculty and staff. The plan is discussed at School Council Meetings and is available for review in the school office and Media Center. The plan will be updated annually and made available through the process described here.

17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language.

Parents will be notified that the Title I Plan is available in their home language, upon request. Translators are contracted by the district and are available for parent conferences as needed. The parent involvement policy and school-home compact are available in Spanish.

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


The School-wide Title I Plan for Fairview Elementary School will be reviewed annually by the Leadership Team. The plan will be updated to address corrective actions, if needed. School data is studied for review of strengths and weaknesses. The components of the Title I Plan are also reviewed and modified in the context of overall school improvement planning. Fairview’s CCRPI status is publicized through local media and through the GADOE website.


Appendix A Parent Feedback / Input Meeting Sign-In Sheets


Appendix B Student Population GroupsPercentages Within Grade Levels

Grade Level

Total Enrollment Black White Hispanic Multi-

racial SWD EL

Pre-K 51 45.1% 25.5% 23.5% 3.9% 23.5% 0K 61 36.1% 31.1% 27.9% 3.3% 13.1% 35.3

168

45.6% 23.5% 20.6% 8.8% 13.2% 19.1

278

53.8% 24.4% 15.4% 5.1% 9.0% 17.9

3 65 44.6% 26.2% 23.1% 6.2% 6.2% 15.44 72 62.5% 11.1% 19.4% 6.9% 18.1% 12.55 74 60.8% 18.9% 14.9% 5.4% 13.5% 13.5


Appendix C Parent Involvement Policy

FAIRVIEW ELEMENTARY SCHOOLTITLE I PARENTAL INVOLVEMENT POLICY

2013-2014Revised Aug. 15, 2013

Fairview Elementary School faculty and staff take seriously its obligation to involve parents and the community in educating students. The school, along with parents, has established a parental involvement policy (see below). The policy assures parents that their feedback will be sought on the school’s performance and lists specific ways in which parents will be involved.

Numerous activities are scheduled throughout the school year to educate parents, encourage their involvement in their child’s education, and to promote the development of a relationship between parents and teachers. Fairview’s staff deliberately involves parents in every aspect of their children’s education. Fairview has formed a parental involvement committee that will serve as the primary touch point in the school’s work with parents. To maximize the success of our students, the following requests and activities have been planned to involve parents at Fairview:

Parents are requested to sign and adhere to the home-school compact that will be sent home during the first month of school. The expectations and responsibilities of all partners are referenced and reinforced throughout the school year during meetings and/or conversations with parents.

Activities are offered to parents at a variety of times to accommodate parent schedules. All workshops are evaluated.

The county-issued agendas are used daily to communicate with parents. Parents are encouraged to use the agenda as a means of communication with teachers.

Parents are notified of their child’s progress frequently. In addition, parents have access to their student’s grades at any time via the parent portal on Infinite Campus, Newton County’s student information system.

Parents will have access to classroom lesson plans and activities through grade level My Big Campus sites.

Teachers are required to hold two teacher-parent conferences (face-to-face or by phone) so parents can visit with the teacher, discuss the student’s progress, strengths and weaknesses, and develop strategies to aid the student’s success. Early release dates are provided on September13th and February 28th for this purpose.

PTO meetings are scheduled to provide parents the opportunity to interact with teachers and administrators in a public forum.

Parents and community members are elected to serve on the School Council. The School Council meets four times per year to receive reports pertaining to school improvement and to make recommendations.

Positive relationships with community members are developed and nurtured through various PTO/ Title I activities held throughout the year.


FAIRVIEW ESCUELA PRIMARIATITLE I POLÍTICA DE PARTICIPACIÓN DE LOS PADRES

2013-2014Revisado 15 de agosto 2013

Facultad de la Fairview Escuela Primaria y el personal de tomar en serio su obligación de involucrar a los padres y la comunidad en la educación de los estudiantes. La escuela, junto con los padres, se ha establecido una política de participación de los padres (ver más abajo). La política asegura a los padres de que sus observaciones serán buscados en el rendimiento de la escuela y muestra las formas específicas en que los padres van a participar.

Numerosas actividades están programadas a lo largo del año escolar para educar a los padres, fomentar su participación en la educación de sus hijos, y para promover el desarrollo de una relación entre padres y maestros. El personal de Fairview deliberadamente involucra a los padres en todos los aspectos de la educación de sus hijos. Fairview se ha formado un comité de participación de los padres, que servirá como punto de contacto principal en la obra de la escuela con los padres. Para maximizar el éxito de nuestros estudiantes, las siguientes peticiones y las actividades se han planificado para involucrar a los padres de Fairview:

Los padres deben firmar y cumplir con el pacto de hogar y la escuela que serán enviados a casa durante el primer mes de clases. Las expectativas y las responsabilidades de todos los socios de referencia y reforzado durante el año escolar durante las reuniones y / o conversaciones con los padres.

Las actividades se ofrecen a los padres en una variedad de horarios para acomodar los horarios de padres. Todos los talleres son evaluados.

El Condado emitidos por el orden del día se utilizan a diario para comunicarse con los padres. Los padres son animados a utilizar el programa como un medio de comunicación con los profesores.

Los padres son notificados de los avances de su hijo con frecuencia. Además, los padres tienen acceso a las calificaciones de sus estudiantes en cualquier momento a través del portal de los padres en el Campus Infinito, el sistema de Newton del Condado de información de los estudiantes.

Los padres tendrán acceso a planes de lecciones y actividades de clase a través de sitios de nivel de grado “My Big Campus”.

Los maestros están obligados a celebrar dos maestros / padres (conferencias cara a cara o por teléfono) para que los padres pueden visitar con el profesor, hablar sobre el progreso del estudiante, las fortalezas y debilidades, y desarrollar estrategias para ayudar el éxito del estudiante. Fechas de salida temprana se proporcionan en 13 de septiembre y 28 de febrero para este propósito.

Las reuniones de toma de fuerza están programadas para proporcionar a los padres la oportunidad de interactuar con los maestros y administradores en un foro público.

Los padres y miembros de la comunidad son elegidos para servir en el Consejo Escolar. El Consejo Escolar se reúne cuatro veces al año para recibir los informes relativos a la mejora de la escuela y para hacer recomendaciones.

Las relaciones positivas con los miembros de la comunidad se desarrolló y alimentó a través de varias PTO / Título I las actividades celebradas a lo largo de el ano.


Appendix D School-Home Compact


Appendix E Calendar of Events

FAIRVIEW ELEMENTARY SCHOOLTITLE I Calendar of Events

2013-2014August20 Parent Orientation Meeting 6:00pm - 7:30pm

Curriculum NightTitle I overview, Explanation of CCRPI, Title I funding, Title I Parent Activities. Presentation by Title I Coordinator includes explanation of coordinator position and contact information. Grade level presentations to follow including Q & A and a make and take. Q & A to include an overview of grade level curriculum and syllabi. Make and take grade level dependent with emphasis on some form of manipulative that can be used in LA, Math and/or Science throughout the school year.

October29 Math Night 6:00pm – 7:30pm

“Mary, Mary, tell me clearly. How does that standard grow?” Parents get a look at how a math standard grows and expands as it rises up the grades. Emphasis on what we can do to keep children on pace with rising expectations, and why it really does matter what the lower grades students know. Events to include standards related performances by grades Pre-K to 2

November21 and 22 Our Wonderful World of Reading To follow grade level lunch times

Parents will enjoy some time to read and listen to stories with their children following our Thanksgiving lunch. Media Center discussions on how to choose books and tap into the children’s natural interest in reading. Visitor lunches to be paid for in advance by parent/guardian.

January Test Prep Night 6:00pm – 7:30pm14 Preparing for Evaluation in Reading and Mathematics

Focus on technology in preparation of students for standardized testing with emphasis on the language of assessments/the effect of reading comprehension in all academic areas. Parents will hear about testing expectations and consequences emphasizing strategies and resources for preparing students for success.This event will include testing related performances by grades 3-5.

January 25 - Saturday School 10:00am – 12:00 pm weekly

March 29 Nine weeks of fun activities for kids, grades 2-5, and parents on a variety of topics relating to reading and writing, learning strategies, technology, et al. Set up in a “so what do you mean we are learning stuff?” environment, Saturday school allows students and parents alike to explore learning in ways that often do not occur in the average school day.

May 13 Parent Involvement Input Meeting 6:00pm (to precede choral concert)

Review drafts of Parent Involvement Policy, Parent/Teacher/Student compact, Parent volunteer opportunities and enrichment opportunities for the 2014-15 school year.


Communication Methods for all events will include, but may not be limited to: invitational flyers, agenda notes, school messenger, school marquee, school website, My Big Campus, and direct contact with Title I Coordinator. All messages will be distributed in English and Spanish. Translators will be available at all Title I events. Spanish translator will be available at all evening Title 1 events, and Saturday school as needed.


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