title i cj hicks elementary schoolwide plan · created: (december 2007) modified: (august 2016) 1....

of 23

Title I

CJ Hicks Elementary Schoolwide Plan

Origination: December 2007 Revised: August 11, 2016

of 23

Title I Team Members

1. Tiwon Toney Principal

2. Sonya Mosely Assistant Principal

3. Yolanda Lewis Assistant Principal

4. Cussandra Martin Counselor

5. Stetina Haines-Williams EIP Teacher

6. Monique Connole PreK Teacher

7. Leeya Cockfield Language Lab

8. Ailia Gilbert Parent

9. Breana Vining-Brown 4th Grade Teacher

10. Whitney Searcy 4th Grade Teacher

11. Dawn Smith 5th Grade Teacher

12. Tawanna Barron Parent

13. Dornalie Henry-Antoine ESOL Teacher

14. Anna Burdett Media Specialist

15. Donna Price Digital Learning Specialist

16. Anna Burdett Media Specialist

17. Vanessa Foster Parent and Community Engagement Coordinator

18. Kayneisha Richmond Parent

19. Leo Nelson Parent

20. Cloirs Samuels Parent

21. Kadian Samuels Parent

22. Darrell McFadden Parent

23. Shauntee Onley Parent

of 23

Table of Contents Page Number

1. Comprehensive Needs Assessment 4

2. Scientifically Research Based Schoolwide Reform Strategies 6

a. Opportunities For All Children 7

b. Based On Effective Means 8

c. Effective Instructional Methods 10

d. Address All Children 13

3. Instruction by HQ Professional Staff 14

a. Strategies Used to Attract HQ Teachers 14

4. Professional Development for Staff 15

5. Strategies to Increase Parental Involvement 16

6. Transition Plans 18

7. Measures to Include Teachers in Decisions regarding Assessments 19

8. Coordination and Integration of Federal, State, and Local programs 20

a. List Of State and Local Programs 21

b. How Resources From Title I and Others Are Used 21

c. Plan Developed in Coordination With Other Programs 25

9. Activities That Ensure Mastery of Standards 26

a. Measures to Identify 26

b. Periodic Training for Teachers 26

c. Teacher-Parent conferences 27

10. How Assessment Information is Shared with Parents 27

11. Collection and Disaggregation of Data 27

12. Valid and Reliable Results 28

13. Public Reporting 28

14. Plan Developed During One Year Period 28

15. Involvement of Stakeholders in Plan Development 29

16. Plan Available to LEA, parents, and public 29

17. Plan Translated 29

18. Plan subject to Section 1116 29

of 23

School Wide Title I Plan CJ Hicks Elementary School

Created: (December 2007) Modified: (August 2016)

1. Comprehensive Needs Assessment

C.J. Hicks Elementary School continues to be eligible for Title I school wide services. C.J. Hicks Elementary staff and stakeholders met as vertical and horizontal professional learning communities to review and discuss options for the best possible service for the students. An analysis of our educational program was conducted to include close review of formative and summative test data, demographic information, student enrollment and withdrawal trends, parental surveys, teacher observations and students’ classroom performance. The analysis concluded that the need for comprehensive school wide reform strategies is needed in order to continue to meet (and exceed in some cases) state and local academic expectations and meet the unique academic needs of our student population. Our schoolwide plan is written for all students in the school based on the following areas of need:

The academic performance of economically disadvantaged students as determined by

formative and summative local, state and international assessments

A lack of parental involvement in various school and classroom instructional activities

An increase of students displaying behavioral issues, both major and minor

Targeted areas of need for professional growth for certified and instructional support staff

A need to develop and maintain collegial, reflective and pedagogically sound staff

An analysis of summative and formative assessment data that indicates the following

academic foci for our students:

o Use of higher order thinking processes

o Interpret, synthesize and apply knowledge across all academic areas

o Solve multistep words problems in the area of mathematics

o Increase student knowledge in the areas of science and social studies

o Utilize writing across the curriculum to foster content area understanding, curriculum

connections and hone writing abilities

o Increase writing stamina and engagement for all students

of 23

The following Data Supports the information listed above: 2016-2017 Summative Data

Milestones

2016 2015

ELA:

% Beginning Learner

% Developing Learner

% Proficient Learner

% Distinguished Learner

% Beginning Learner




Grade 3 18 43 31 8 39 35 16 9

Grade 4 26 38 29 7 24 38 33 5

Grade 5 25 35 35 5 20 42 33 6

Math

% Beginning Learner




% Beginning Learner




Grade 3 16 37 38 10 22 39 33 6

Grade 4 11 43 35 11 14 32 47 8

Grade 5 23 40 29 9 15 43 31 11

Science

% Beginning Learner




% Beginning Learner




Grade 3 5 39 39 17 22 53 20 6

Grade 4 25 37 27 10 22 33 36 9

Grade 5 30 30 34 5 19 48 29 4

SS

% Beginning Learner




% Beginning Learner




Grade 3 13 44 28 15 32 49 13 6

Grade 4 27 36 26 11 30 39 20 11

Grade 5 23 50 23 3 16 66 14 4

of 23

Parent Participation 2015-2016 # of Families for 2015-2016 (900-940)

Event # of Families Represented

Open House 730

Title I Annual Meeting 52

Title I Math Night 75

Title I Literacy Night 115

As a result of the needs assessment and implementation of our schoolwide Title I plan, the benefits to the students, staff, parents and community of C.J. Hicks will include:

An increase in students use of higher order processes, depth of curricular understanding and

reflection on learning

A focus on behavior through character development and student engagement

An increase in collaboration and collegiality among teachers, staff members, parents and

students to improve student achievement

A reduction in class size due to the availability of all human resources

An increase in parent and community participation

An increase in participation by the faculty and staff in vertical alignment professional learning

activities focusing on the above academic foci in addition to Dual Language Immersion;

looping; content area integration, inquiry based instruction

A need to develop the current staff through the increase in collaborative analysis of student

work through vertical and horizontal professional learning communities

The C.J. Hicks Elementary School Title I Schoolwide plan has been created with consideration given to school-wide data (as listed above), the Strategic Plan, the most recent Strategic School Improvement Plan, and the current self-evaluation of the AdvancED accreditation. Thought has also been given to all staff members having access to the resources and materials provided by Title I funds to assist all students. Dialogue between all stakeholders will continue to take place as we work to meet the needs of all students.

2. Scientifically Research Based Schoolwide Reform Strategies School reform and continuous improvement is an expectation at C.J. Hicks Elementary. We make a concentrated effort to systematically analyze our total school instructional program, identify strengths and weaknesses, improve present programs, and implement new strategies and innovative ideas that will help us to improve instruction and attain academic goals set forth by the school, district and state. C.J. Hicks has always provided its students with a comprehensive school program that accelerates learning in a caring, safe environment. The challenges of meeting the needs of a diverse student body, the need for more parent involvement, and the need for the improvement of instruction and thus yielding students who think critically and an increased percentage of students exceeding on standardized tests are areas of focus.

of 23

Administration and the Building Leadership Team (comprised of administrators, teachers, and paraprofessionals) will guide staff members in continuing our implementation of the schoolwide Title I program to address the needs of our students. Students, staff members, and parents will be surveyed to determine the needs of our children and community. Schoolwide reform strategies will be put in place to assist our students in achieving their highest level of academic potential. As a school, the instructional schedule will be organized to provide for more collaboration among team members and support teachers. Small group instruction, intervention sessions, Global Studies, and one-to-one technology will be utilized daily. All resources will be directed toward maximizing the use of instructional resources and reducing class sizes. Funds will be allocated for paraprofessionals and support certificated staff in the areas of science and mathematics. Furthermore, the paraprofessional schedule will be organized to allow for maximum instructional benefit. Paraprofessionals will be in classrooms facilitating small group instruction. For the 2016-2017 school year, the Building Level and Vertical Leadership teams have been designed to lead the initiative of providing our students and teachers ways to progress monitor the effectiveness of our total instructional program. The teachers in the Early Intervention Program will also serve as a part of the RTI Tier 2 and 3 team which will meet twice per month. The Academic Coach, Assistant Principal, and Counselors will provide additional support and guidance to classroom teachers, while facilitating interventions, enrichments and progress of both students and teachers in the RTI processes. An emphasis will be placed on integrated, inquiry-based instruction and schedules reflect this process though our main instructional workshops: integrated reading workshop, integrated writing workshop and math workshop. Writing and reading across the curriculum is the expectation. A focus on writing mini-lessons and literacy during mathematics will be conducted for teachers in the use of the Writer’s and Math Workshop Models and best practices based on the state curriculum. Our reform strategies include the hiring of certified teachers as tutors to work alongside the classroom teacher to provide small group instruction within the classroom, targeting remediation or extension of standards of focus. The small group plan will provide for more individualized instruction and feedback for students. Students will participate in monitoring their daily progress. Often they will conduct their own data analysis of their quarterly benchmark and Summative scores in grades one and two and the GA Milestones in grades three through five. Students will participate in conferences with their teachers and will be trained in giving feedback on their own work. Further, students will be trained in leading student-led conferences and goal setting during the 2016-2017 school year to further their analysis of their progress. Students identified as needing acceleration and/or enrichment strategies for academic success will be referred to Tier 2 and/or 3 for further academic, behavioral, and emotional support.

a. Opportunities for all children in the school to meet/exceed Georgia’s proficient and advanced levels of student performance

CJ Hicks Elementary has always provided its students with a comprehensive school program that accelerates learning in a caring, safe environment through stretch learning. The challenges of

of 23

meeting the needs of a diverse student body, the need for more parent involvement, and the need for the improvement of instruction and thus yielding improved test scores are areas of focus each day. The school plans to continue programs that are effective and add new programs and incentives that will encourage and accelerate students’ learning. Some of the present stretch learning opportunities include:

Accelerated Reader

Fabulous Falcon of the Month

Mentoring programs for identified students

CHAMPS (Choosing Healthy Activities and Methods Promoting Safety)

4-H

School Council

Chorus

Drama Club

Fitness Club

Safety Patrols

Science Club/Showcase

Chess

Math 24 Competition

Spelling Bee

Young Georgia Author’s Writing Competition

Young Ladies of Distinction (YLOD)

DUDES (Dynamic Upright Determined Esteemed Students)

Helen Ruffin Reading Bowl

Junior Beta Club

Media Festival

Social Studies Fair

Honors Day Programs (Quarterly)

Flying Falcons After School Tutorial Program

Technology Fair and Showcase

Art Club

Honors Chorus

Girl Scouts

Achieve 3000

Accelerated Math 2.0

b. Based upon effective means of raising student achievement Our goals and activities support the district’s strategic goals of increasing student achievement, effective and efficient use of resources, and stakeholder satisfaction. In addition, the goals and activities are aligned with the AdvancED Quality School Improvement Continued Accreditation Process. Specific goals this year include academic achievement, quality instruction, and parental involvement. The staff continues to examine the effectiveness of each program and initiative.

of 23

Teachers will meet weekly to analyze formative and summative assessment data (GA Milestones, county benchmarks, pretests/posttests, mid-quarter checkpoints, and weekly common assessments), identify strengths and weaknesses, create an instructional plan of action, and implement research-based instructional strategies in the classroom. Student success in reading and math will be documented using county benchmarks, mastery checklists, progress reports, report cards, ITBS results for 3rd grade, performance-based assessments, and weekly assessments. All CJ Hicks students will participate in curricular activities to master the Common Core and Georgia Performance Standards. The staff continues to examine the effectiveness of each program and initiative. Improvements that have been indicated include the following:

C.J. Hicks teachers are skillfull in data analysis. Teachers analyze various data throughout the academic year both vertically and horizontally. For the 2016-2017 school year, we will focus heavily on developing teachers skillset in the area of writing, creating rubrics for constructed response tasks, creating formative assessments that align with state exepectations, inquiry-based learning, the newly adopted Georgia Standards of excellence in ELA and Math, and science instruction in an effort to increase quality of learning and systematically address the needs of all children. Student success in reading, math, science, and social studies will be documented using county benchmarks, mastery charts, checklists, progress reports, report cards, performance-based assessments, and weekly assessments. All C.J. Hicks students will participate in instructional activities to meet and/or exceed the state curriculum standards as set by the state of Georgia. Teacher Data Analysis Overview 2016-2017 July-August 2017

Grade level teams will congregate to review 2014-15 summative data (Benchmark III, GKIDS, and SLO) to develop grade level school improvement goals.

Instructional teams will congregate to review data for their specific team/content area and create goals

Schoolwide school improvement goals are created from grade level and instructional team goals.

August 2016-May 2017

Collaborative Planning o Grade level teams will begin meeting weekly during collaborative planning to review

common assessments (Pre/Posttest; literacy/content area and numeracy common assessments; 4.5 mid quarter assessments; writing prompts; STAR; and Achieve3000)

o Teachers identify strengths and weaknesses in teaching, create an instructional plan of action, and implement research-based instructional strategies in the classroom

Targeted Team Data Planning o Grade level teams will begin meeting during TEAM planning to review common

assessments for math and one identified grade-level hot spot.

Extended Planning o Grade level teams will collaborate 3 times each month for extended planning. This

extended planning was created to support the collaborative planning process, particularly the formative assessment process and Intervention/Enrichment Blocks.

o This extended planning time affords teachers with time to collaboratively analyze student work and engage in collegial discussions about student common assessment data

of 23

o Teachers identify strengths and weaknesses in teaching, create instructional plan of action and grade level flexible groups.

o Lastly, teachers will implement research-based instructional strategies through our Math Intervention/Enrichment and ELA skills building block

September 2016; December 2016; March 2017

Teachers will come together as grade level teams to analyze district benchmarks in the areas of ELA, Math, Science, and Social Studies (grades 3-5). Teachers will utilize the CJH Data Analysis Protocol and meet with the administrators to discuss data and develop next steps.

c. Effective instructional methods that increase the quality and amount of learning time C. J. Hicks Elementary School provides our students a quality educational program accredited by AdvncED. The educational program motivates and challenges students to prepare them for future responsibilities and experiences by setting high expectations. The school motto, Helping Individual Children Know Success = HICKS, reflects a commitment to all students at C.J. Hicks Elementary School. The philosophy is that all students can experience success. This success is dependent upon a comprehensive educational program that includes students, parents, faculty, and the community at-large working in a collaborative and supportive environment. This is accomplished best when students work in a positive, nurturing setting in which they are active participants in their learning. The curriculum is focused and developed using the Georgia Performance Standards. Instructional Frameworks Classroom instruction will follow the instructional framework as adopted by our school. Each lesson will consist of a targeted standard and element, an essential question, an opening, a work period, and a closing. The work period will contain an emphasis on planned small group instruction and an opportunity to demonstrate understanding of the targeted standard and element (via differentiated instructional task) as well as retention of previously learned standards. Teachers will also assess continually to allow for further reflection on student needs. English/Language Arts Framework Georgia Standards of Excellence Georgia Standards of Excellence (GSEs) provide a consistent framework to prepare students for success in college and/or the 21st century workplace. It is imperative that Georgia Standards of Excellence are taught in all classrooms to ensure that students meet or exceed academic expectations as set forth in the standards and for GA Milestone and Sumamtive preparation. English/Language Arts The K-5 CCGPS Standards define what students should understand and be able to do by the end of each grade. Essentially, students in grades K through 5 are focused on developing comprehension strategies that will enable them to manipulate grade-level texts of appropriate complexity, and communicate successfully both in writing and in speaking. Students will begin to anchor their inquiries and responses firmly to the text, whether literary or informational, using increasingly detailed and relevant evidence to support their claims and inferences. Students’ analytical skills will extend to identifying main idea/theme, understanding character and plot development, and evaluating the impact of word choice. Additionally, students will identify structural elements in text such as scenes and chapters, distinguish narrative voice, understand the impact of aesthetic elements, and make

of 23

logical connections. A key component of the CCGPS is the expectation of appropriate grade level complexity in text choices. COLLEGE AND CAREER READINESS ANCHOR STANDARDS (CCR) The College and Career Readiness Anchor Standards (CCR) anchor the Geoargia Standards of Excellence in basic terms and define general, cross-disciplinary literacy expectations that must be met for students to enter college and workforce training programs ready to succeed. Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely linked. Reading The GSEs will prepare students for college, workforce training, and life in a technological society, students will learn how to gather, comprehend, evaluate, synthesize, and report on various literary information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. Writing To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing, for example, to use narrative strategies within argument and explanation within narrative to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. Speaking/Listening In the integrated classrooms students are afforded ample opportunities to take part in a variety of rich, structured conversations either as part of a whole class, in small groups, and with a partner these conversations are built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Language In order for students to have a firm control over the conventions of standard English, students must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words for example, that have similar denotations but different connotations. The goal is to build a comprehensive, researched-based, school-wide (K-5) English/Language Arts framework /approach that is aligned vertically (grade level-to-grade level) and horizontally (class-to-class within grade level). The Workshop Approach naturally aligns to standards-based instruction and its essential lesson components. Additionally, the Workshop Approach lends itself to implementing Learning Focused Strategies. In the Workshop Approach, the teacher is the coach and gradually

of 23

releases learners. The teacher models, gives students guided-practice, students have multiple opportunities to apply new learning. Most importantly, students are exposed to the natural relationship that exists between reading and writing. Students are explicitly taught and actively engaged in authentic reading and writing tasks. Students are learning to read and write by reading and writing. Content Area Integration with the ELA Framework

Social Studies o Social Studies GPS focuses on teaching historical, geographic, government/civic and

economic understandings. Additionally, map and globe skills and information processing skills are included.

Science o Earth, physical science, and life sciences are included in the curriculum. Science

instruction for all students is hands-on, inquiry-based, and student-centered so that students may understand the nature of science.

Mathematics Framework The goal is to build a comprehensive, researched-based, school-wide (K-5) Mathematics framework/approach that is aligned vertically (grade level-to-grade level) and horizontally (class-to-class within grade level). Like the ELA Framework, the Mathematics framework also adheres to the workshop approach. Mathematics instruction is taught through the use of the implementing research-based math strategies, implementing performance tasks, encouragement of higher- order mathematical thinking/communicating and the Harcourt Math Series. The Georgia Standars of Excellence for Mathematical Content is a balanced combination of procedure and understanding. In the GSEs Standards for Mathematical Practice the following expertise should be developed in all students in order for students to be career and college ready. The practices are as follows:

Make sense of problems and persevere in solving them; Reason abstractly and quantitatively; Construct viable arguments and critique the reasoning of others; Model with mathematics; Use appropriate tools strategically; Attend to precision; Look for and make use of structure; Look for and express regularity in repeated reasoning.

The GSE K-5 standards are organized using domains, overarching ideas that connect topics across the grades, clusters that illustrate progression of increasing complexity from grade to grade and standards which define what students should know and be able to do at each grade level. These standards include skills and knowledge – what students need to know and be able to do, as well as mathematical practices – habits of mind that students should develop to foster mathematical understanding and expertise. The K-5 standards are organized in the following domains: counting and cardinality; operations and algebraic thinking; number and operations in base ten; number and operations, fractions; measurement and data; and geometry.

of 23

Specialty Curriculum In addition to academic core subjects, K-5 students receive instruction in physical education, music, art, German language, Spanish language, scientific exploration, and culture and technology. Students have the opportunity to work in computer, math, literacy, and science labs and visit the media center on a daily basis.

-Professional Learning- Professional learning activities will focus on an analysis of student assessment data, state and county initiatives, and staff needs. Programs steeped in best practices and research will be provided and will reflect our philosophy and mission statement. Training in reading, writing math, science, student discipline, diversity, the Instructional Framework, and vertical teaming are all areas planned for professional growth during the upcoming school year.

-Parent/Community Involvement-

Participation by the entire community of learners which includes students, teachers, parents and community members is vital in achieving our identified goals. Specific activities that will involve parents and the community are:

School Council

PTA

Parent Workshops/Quarterly Curriculum Nights

Mentoring Programs

Parent Resource Center

Parent Liaison

Career Day

d. Address the needs of all children, particularly targeted populations, and address how needs have been met and are consistent with improvement plans approved under Educate America Act

Administration and the Instructional Vertical Teams will guide staff members in continuing our implementation of the schoolwide Title I program to address the needs of our students. Students, staff members, and parents will be surveyed to determine the needs of our children and community. Schoolwide reform strategies will be put in place to assist our students in achieving their highest level of academic potential. As a school, the instructional schedule will be organized to provide for more integration. During the 2009-2010 school year after receiving feedback from the teachers and administration, the schedule was created to allow for blocks of uninterrupted instructional time. Instructional strategies will include an emphasis on standards-based instruction. Small group instruction, tutoring sessions, technology and parent volunteers will be utilized daily. All resources will be directed toward maximizing the use of instructional resources and reducing class sizes. Funds will be allocated for paraprofessionals and certified tutors. Furthermore, the paraprofessional schedule will be organized to allow for maximum instructional benefit. Paraprofessionals will be in classrooms facilitating small group instruction. The teachers in the Early Intervention Program will also serve as Intervention Specialists for the school, modeling interventions for teachers and assisting struggling students to close the achievement gap. A Response to Intervention facilitator, the counselor, is on staff to provide additional support

of 23

and guidance to classroom teachers, while facilitating the interventions and progress of students in the RTI process. All at-risk students will be identified. Interventions for those students will include Flying Falcons After School Tutorial, and during the school day interventions to include our Acceleration/Enrichment block, before school enrichment camp tutorial, small group instruction, tutoring, mentoring, and EIP. Students’ progress will be monitored closely through grade level teachers, the Response to Intervention Team, and school-wide Instructional Teams. A plan of remediation will be created for these students, and parents will be involved in writing the goals and objectives, as well as the implementation of the plans. ESOL students will receive services from an ESOL trained teacher to help accelerate their use and understanding of the English language. Supplemental resources provided by Reading Wonders and Saxon Phonics will be utilized for additional literacy support. Students will participate in monitoring their daily progress. They will conduct their own data analysis of their quarterly benchmark, mid-quarter assessments, and GA Milestones scores in grades three through five. Grades one through two will not participate in GA Milestones but will take the end of year Summative assessment (SLO). The maintenance of a parent resource center and the hiring of a parent liaison will enhance our attempts to include parents as members of our learning community. Parent workshops, PTA programs, a parent volunteer program, parent-teacher conference days, student agendas, school-home communication folders, School Messanger phone calling system, and extended-day programs will encourage parent participation in our schoolwide plan.

3. Instruction by highly qualified professional staff Teachers and paraprofessionals attend professional learning sessions and professional learning communities centralized on curriculum, assessment, instruction, classroom management, technology and school and county initiatives which develops their capacity to instruct our students at a high level. Current initiatives include training for the workshop approach, higher order thinking processes, brain based instruction, looping, inquiry and integrated instruction, performance tasks, classroom management/character development, differentiated instruction, and Response to Intervention (RTI). Staff members are encouraged to attend and present at workshops to enhance their instructional skillset, facilitation skills and teacher leadership. Additionally, our teachers are given the opportunity to conduct peer observations utilizing the CJH Peer Observation Protocol. This form of professional learning is both reflective for the observer and observee and allows for teachers to continue to collaborate in a non-evaluative, but, supportive, collegial manner both within and across grade levels. Rockdale County Public Schools follows the state of Georgia’s guidelines in implementing the Teacher Keys Effectiveness System (TKES). Instructional evaluations are administered and supervised by the school administration. Teacher progress is monitored and developed through the administration, academic coach, Instructional Teams, and Teacher Support Specialists. In addition, Rockdale County teachers will utilize teacher growth plans as a means of individual professional learning. This supplement will assist in the transition of further usage of the TKES this academic year

a. Strategies used to attract highly qualified teachers to high-needs schools

of 23

Each year, C.J. Hicks Elementary actively seeks and employs high quality, highly qualified and highly professional educators to instruct and serve the CJH community. An interview team consisting of grade level members and administrators carefully interview prospective candidates with intensive questions to assure a meshing of experiences, philosophy, instructional skill set and commitment to high-needs students. Teacher candidates are attracted to CJ Hicks by recommendations from current and former staff members, information found on our school website and face-to-face meetings with school personnel at job fairs. Once a part of the CJH family, new employees are thoughtfully inducted into the culture of RCPS and C.J. Hicks Elementary School. The administrative team takes pride in developing teachers here at C.J. Hicks through teacher induction programs, mentorship programs, professional learning, supportive leadership, and teacher collaboration opportunities during the school day. Our school has found the aforementioned successful in recruiting, developing and retaining a highly qualified and professional staff. The district provides a Teacher induction Program (TIP) throughout the school year for newly hired employees. This induction program is designated for first year teachers and experienced teachers. All new teachers to C.J. Hicks are enrolled and actively participate in this program. In addition to the district, C.J. Hicks implements a teacher induction program at the school level. Newly hired personnel are assigned to a certified teacher support specialist that will mentor and provide 1:1 assistance and support throughout the school year. Teacher support specialists and mentee teachers meet on a monthly basis as a professional learning community with a focus on promoting collegiality and professional learning on various instructional topics. Additionally, our novice teachers with 0-3 years of experience stay in the induction program for three years to ensure that they have began their teaching careers with a strong start. Not only are newly hired staff members given a mentor, but existing staff are given the opportunity to have a mentor and participate in a professional learning community if they are changing a grade levels or teaching a new content. This allows for sustainability and interest in school initiatives and further cultivates teacher leadership. .

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

When determining professional learning goals for the 2016-2017 academic year, a synthesis of data was utilized and reviewed. The administrative team analyzed SAI data, academic data, Georgia School Standards Professional Learning Strand, CJH Strategic Plan initiatives, a needs assessment of new teachers, and TKES data to create professional learning topics for the upcoming school year. Based on our synthesis, CJH’s professional learning is constructed on the instructional needs of our students and teachers capacity to meet their needs. Our students need rigorous instruction and assessment in order to meet academic targets. As we collaboratively work together, our foci is to implement with fidelity brain-based strategies, higher order, inquiry based instruction that fosters questioning, deeper levels of students learning and interdisciplinary connections to make learning lasting, global and relevant. Lastly, we will delve deeper into the utilization of formative assessments, particularly analysis of student work and intervention/enrichment interventions via flexible grouping.

of 23

This year, we will devote Mondays for professional learning. When we come together in our various learning communities (staff, grade level or vertical teams) our focus on strudent growth will be reinforced throughout and applied to the appropriate context.

2016-2017 Professional Learning Target Areas- Vertical Learning Communities:

◦ Collaboration

◦ Support TKES Standards 3, 4, 7, and 8

◦ Researched Based instructional strategies

◦ Examining Student Work Learning:

◦ Transdisciplinary teaching

◦ Writing across all content areas

◦ Mathematics, Science, and Social Studies Reading Integration (informational text) Quality Teaching:

◦ Integrated, Inquiry based instructional program

◦ Customized Instruction

Professional Learning Evaluation Component

TKES and Professional Growth Plans

Peer Observation Protocol

Examination of Student Work Protocol

CJH Teacher Created Survey and PL Evaluations

SMART Team Goals

Instructional Team Feedback

PLC Survey

5. Strategies to increase parental involvement At C.J. Hicks Elementary, we exude a stakeholder friendly environment. Through the use of our needs assessment and surveys, we have determined need for more parental involvement and the type of need. The goal is to make available volunteer opportunities, resources, and training so that school and home can establish a partnership. Communication with parents takes place in the form of agendas, newsletters, conferences, School Messanger messages, progress reports, report cards, curriculum nights, social media, and the school’s web site. Curriculum Nights/Instructional Support Events 2016-2017

Month Curriculum Night Topic

July 28, 2016 Open House

August 30, 2016 Annual Title I Informational/Parent Meeting

August30, 2016 Curriculum Night Event

October 11, 2016 Reading Literacy Night

November 9, 2016 Math Literacy Night

December 13, 2016 Intervention Night

January 10, 2017 Digital Learning Night

of 23

March 14, 2017 Study Skills and Test Season Preparation (GA Milestones)

-Parental Engagement Opportunities-

Parents are encouraged to participate in school activities such as career day, PTA meetings, School Council, Honors Day programs, Field Day and other classroom events. During the 2016-2017 school year, we hope to strengthen our volunteer program as we invite more parents to serve as room parents, field trip chaperones, tutors, and mentors.

Dress for Success

New Parent Meetings

Volunteer Program

Room Parents

Club Sponsors

Academic Recognition Ceremonies

Spirit Nights

All Pro Dads

M.O.M.s (Moms on a Mission)

Grandparent’s Day

Fabulous Falcons

Jump Rope for Heart

Picture Day

Kindergarten Transition Team

Strategic Planning Team

Mother/Son Dance

Father/Daughter Dance

Campus Beautification

Student Mentoring Program

KinderCamp Workshops

-Parent Curriculum Nights- Parents have the opportunity to attend Open House, four curriculum nights, and 3 instructional meetings to gain insight in the curriculum and daily instruction of students across all content areas this academic year. GA Milestones/Testing workshops are provided to give parents information in preparing their students for this state-mandated evaluation. This is also a time for relationship building amongst students, parents and teachers. For the 2016-2017 academic year, parent training sessions will focus on strategies and resources that will assist in student understanding of grade level curriculum as well as parent requested topics per parent surveys. We will also provide training to parents on the Homeowrk help and supporting instruction in the classroom. Instructional activities, manipulatives, and web sites will be made available to parents

-Parent Resource Center- Through the continuation of a parent resource center and parent liaison, staff members believe that a strong connection will be made between the school and parents. The liaison will be able to make home visits, participate in parent conferences, make parents aware of how they can participate in their child’s school career, and involve community members. The resource center will provide parents with materials that they need in helping their child be successful at school.

of 23

Parent involvement will culminate each year in an annual celebration of recognition for their participation in school events. Staff members will demonstrate their appreciation to parents for supporting our goals for students at C.J. Hicks.

-Volunteer Hours- CJ Hicks would like to partner with parents, community, and teachers to increase student achievement and to promote better cooperation between home and school. As such, for the 2016-2017 academic year, parents and/or legal guardians are encouraged to volunteer at least 10 hours per household per school year. These hours will be dedicated to students and school’s success through both “in” and “out” of school volunteer opportunities. C. J. Hicks will ensure that these volunteer opportunities are available during the day, evening, and weekends to accommodate the busy schedules of our families. Parent involvement will culminate each year in an annual celebration of recognition for their participation in school events. Staff members will demonstrate their appreciation to parents for supporting our goals for students at CJ Hicks Elementary.

6. Plans for assisting preschool children in the transition from early childhood programs to Kindergarten

During the 2016-2017 academic year, CJ Hicks will have two state-funded Pre-Kindergarten programs. Our site based “early learning center” is comprised of two Pre-K inclusion classrooms. Each Pre-K class has one lead teacher and paraprofessional. An inclusion paraprofessional has been assigned in both Pre-K classes to support special education students identified. The transition of our Pre-Kindergarten students into elementary school is of utmost important as we are shaping and starting the educational career for the children. During the 2009-2010 academic year, the CJH Early Learning Kindergarten Transition team was created. This team consisted of various stakeholders (school based administrator and early learning teachers, parents, private Pre-K provider) that met monthly to develop a series of transition activities for upcoming Pre-k students and parents. We also worked diligently to establish relationships with private Pre-K teachers and students. During our meetings, the transition members concluded that our team would focus on the transition of Pre-K and Kindergarten to ensure a complete transition cycle into elementary school. -2016-2017 Early Learning Transition Team Timeline-

Transition Team Meeting

General Transition Activities

Parental Involvement Transition Activities

Private Provider Transition Activities

July KinderCamp

October 1st Thursday @ 2:30

November

December 1st Thursday @ 2:30

January

of 23

February 1st Thursday @ 2:30

Private Pre-K Visits to CJH Kindergarten classrooms (Feb-May)

March Spring Snack and Chat Forum

April 1st Thursday @ 2:30

Spring Step-Up Days for PreK and K students

CJH PreK/K Parent Meeting: What to expect in Kindergarten/1st Grade?

May 1st Thursday @ 2:30

Spring Step-Up Days for PreK and K students Kindergarten Round Up

Kindergarten Round Up KinderCamp Parent Meeting CJH Family Fun Day-invite future PreK parents

7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program

C.J. Hicks is a professional community of learners. Our school culture is grounded in collegiality, collaboration and data analysis which fosters an environment focused on continuous improvement and high scholastic aspirations. This level of teacher leadership and problem solving is expected and intentionally developed. Alongside the administration and Academic Coach, teachers at C.J. Hicks use a variety of assessment data to reflect, discuss and make instructional decisions through our collaborative planning, instructional team and strategic planning processes. Teachers are given the autonomy to create individual, small-group and grade level and vertical team instructional plans to optimize student achievement. This contributes to the improvement of our overall instructional program. The teachers at CJ Hicks Elementary School use a variety of test data to plan for instruction in order to optimize student achievement. Weekly, teachers meet in grade level teams to develop strategies to increase student performance and analyze common assessments. Bi-weekly, teachers progress monitor math data from acceleration and enrichment groups, and quarterly data analysis meetings are also held to review county benchmark results and plan accordingly based on students’ needs. Each grade level utilizes the county generated curriculum maps to guide instruction and to target specific skills taught within the timeline set. Strengths and weaknesses on standardized tests are and will continue to be analyzed to determine skill areas that need to be addressed during the school year. Standardized tests provide a measurement for determining if the school is meeting the instructional objectives. Other forms of

of 23

measurement used to monitor student progress include: common assessments, chapter tests, performance tasks, daily work, portfolios, written assignments, individual projects, and teacher input. Administrators monitor instruction and ongoing achievement by observing in classrooms in order to assess the effectiveness of instructional strategies and the use of resources. They review test scores, demographics and other data to identify and enhance changes in students’ needs. Professional learning opportunities and collaborative meetings are scheduled for teachers to share ideas and materials with each other. Weekly collaborative data analysis and planning by each team creates a continuous evaluation of programs and assessments by teachers. They actively determine appropriate standards of focus as well as common assessments to be utilized by each class. Then during the following week’s collaborative planning, the data is analyzed to allow teachers to make appropriate changes in instruction in response to student needs.

8. Coordination and integration of Federal, State, and local services and programs

The staff of CJ Hicks Elementary is committed to student success. When students are experiencing difficulty, teachers respond to that need. Students are at-risk based on the following criteria:

Academic achievement falling or remaining below academic potential

Scoring in performance level 1 on the GA Milestones and/or Summative assessments in reading and/or math

Little or no home support

Recent dramatic life changes

Chronic absenteeism

IQ range is below normal range

Demonstration of aberrant behavior patterns

Referral to the school’s RTI, guidance counselor, social worker, and/or administration We understand the need to continue to plan for the educational needs of these struggling students, as well as for the entire student population. It is our vision to have the students who are exceeding in education to continue to be successful, and also promote academic success with the at-risk students receiving the intensive assistance from the school that will accelerate their educational success. The school will continue to provide individual and small group instruction for struggling students using paraprofessionals, volunteers, parents and student interns. Instructional assistance is also provided through EIP, Special Education, and ESOL services. Students are recommended to be serviced by a certified tutor in order to receive instruction and direct preparation for the GA Milestones in the areas of reading and math. We will continue to plan for Flying Falcon Intervention for third, fourth and fifth graders to reinforce grade level standards. In addition, we will increase the non-fiction inventory in our media to assist in building stamina. To create an acceleration of instruction for students in the early elementary grades, E-Camp will be initiated to assist students in becoming confident and fluent readers. We want to meet individual needs as quickly as they can be identified, and we believe that an early literacy initiative will be one component of accomplishing that goal.

of 23

Students who are at-risk are referred to Tier 2 or 3 in RTI. In the areas of difficulty, RTI members will create an intervention plan that will assist the classroom teacher in providing support to the student. Consistent monitoring of progress will be a critical part of this plan. This process follows the Pyramid of Interventions model as outlined by the state and begins at each grade level as individual teachers discuss student concerns and seek strategies from fellow teachers. Parents, the community and the school must encourage and provide assistance to struggling learners. Our plan is to encourage all caretakers and stakeholders of the school to actively participate. This involvement includes students, parents, staff members, community members and the Rockdale County Public Schools’ personnel. Staff members will maintain open communication with parents on the progress of their students, how we are serving their needs, and what additional ways the school and parents can assist. Ultimately we are all responsible for each student’s achievement and success.

a. List of state and local educational agency programs and other federal programs include C.J. Hicks will continue to provide individual and small group instruction for struggling students using paraprofessionals, volunteers, parents and student interns through federal, state and local programs. Parents, the community and the school must encourage and provide assistance to struggling learners. Our plan is to encourage all caretakers and stakeholders of the school to actively participate. This involvement includes students, parents, staff members, community members and the Rockdale County Public Schools’ personnel. Ultimately we are all responsible for each student’s achievement and success. Federal/State Programs

Response to Intervention (RTI) Process

English Speaker of Other Languages (ESOL) (Tier 4)

Special Education (Tier 4)

Early Intervention Program (EIP) (Tier 2)

Free/Reduced Meal Program

Local Programs/Process

Daily Intervention/Enrichment Block in Math

Daily skills building block in ELA

Saturday School

After school tutorial (Flying Falcons)

Breakfast Club Tutorials

KinderCamp

Unlocking Text Complexity Grades 3-5

Learning In The Fast Lane: 8 High-Impact Strategies for Student Success in Grades 3-5 Mathmatics

Charting the Course for ELA Milestones' Writing for Grades 3-5

Ramp Up Teacher and Student Success in Kindergarten: Building Number Sense Through Counting & Cardinality and Operations and Algebraic Thinking

http://www.ciclt.net/sn/resa/recl_application.aspx?CL_ID=405190&ClientCode=griffin





of 23

Ramp Up Teacher and Student Success in 2nd Grade:Building Number Sense Thru Counting & Cardinality, Number and Operations in Base-Ten & Op & Alg Expr

Using Games to Teach Mathematics

Using Informational Text Structures for Reading and Writing (Grades K-5)

Ramp Up Teacher & Student Success in 3rd Grade:Building Number Sense Thru Operations & Algebraic Thinking, Number and Operations in Base-Ten and Fract

From Freaky to Fearless: Fractions for Grades 3 through 5

"Let it go, let it go": Behavior Increased Engagement for Students With Disabilities

Focus on Teacher and Student Success in 3rd Grade Geometry & Measurement

Responsive Readers' Notebooks Gr K-5

Supporting All Students with Effective Interventions in Behavior, Math, & Literacy

Focus on Teacher and Student Success in 1st Grade Geometry and Measurement













title i cj hicks elementary schoolwide plan · created: (december 2007) modified: (august 2016) 1....

Documents