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Title I School wide Plan for

Belmont Hills Elementary

Written/Revised during theSchool Year: 2014- 2015 for the 2015-2016 School Year

Plan Submitted:June 30, 2015

Principal’s Signature

Title I School Wide Plan

Planning Committee Members for School wide Plans ReviewDate of Meeting: 5/28/15 Name of School: Belmont Hills Elementary

NAME POSITION/ROLE/PARENT SIGNATURE

Bertha Nelson Principal

Matt Freedman Assistant Principal

Melissa Weatherford Science Lab Teacher

Tresa Snow Academic Coach

Devon Chodos Math Lab Teacher

Jordan Hirst Special Needs Pre-K

Karen Webb EIP Teacher

Lashaun Lee 2nd Grade Teacher

Kristen Church 3rd Grade Teacher

Tiffany Davis Counselor

Ida Solomon Educational Program Specialist

Ashley Owenby 1st Grade Teacher

Martha Petitpre- Harris Special Education Teacher

Abigail Peek ESOL

Amelia Cain ESOL

Danielle Engle 4th Grade Teacher

Patrice Hill Kindergarten Teacher

Table of Contents

Pages

1. Comprehensive Needs AssessmentA. Participation of Individuals……………………………………………B. Instruments, Procedures, or Processes…………………………………C. The Needs of Homeless, Neglected, and Migrant Children……………D. Current Achievement Data……………………………………………..E. Information about All Students………………………………………...F. Data, Conclusions (Summary of Needs)………………………………G. Measurable Goals/Benchmarks………………………………………...H. H.2. School wide Reform Strategies That Are Scientifically ResearchedA. School wide Reform Strategies That Provide Opportunities For All

Children………………………………………………………………..B. Effective Means of Raising Student Achievement…………………….C. Effective Instructional Methods That Increase Learning Time………...D. Address the Needs of All Children……………………………………..

3. Instruction by Highly Qualified Professional StaffA. Strategies to Attract Highly Qualified Teachers……………………….B. School Status of Highly Qualified Teachers…………………………...

4. Professional Development For StaffA. Include Teachers, Principals, Paraprofessionals, and Others…………B. Aligned Professional Development with the State’s Academic

Content…………………………………………………………………C. Professional Development Activities that Address the Root Causes…..D. Include Teachers in Professional Development Activities Regarding

the Use of Academic Assessments……………………………………..E. Schools Yearly Professional Development Schedule………………….

5. Strategies to Increase Parental InvolvementA. Involved Parents in the Planning of the Comprehensive Schoolwide

Program………………………………………………………………...B. Parent Involvement Policy and Parent Compact………………………

6. Plans for Assisting Preschool Children in the Transition From Early Childhood Programs and/or Students Entering Middle School or High School………………….

7. Measures to Include Teachers in the Decisions Regarding the Use of Assessment……………………………………………………………………..

8. Coordination and Integration of Federal, State, and Local Services and Programs

A. List of State and Local Educational Agency Programs and Other Federal Programs that will be Included………………………………

B. Description of How Resources from Title I and Other Sources will be Used……………………………………………………………………

C. Plan Developed in Coordination with Other Programs………………..

9. Activities to Ensure that Students who Experience Difficulty Mastering Standards shall be Provided with Effective , Timely Assistance

A. Measures to Ensure that Students’ Difficulties are Identified on a Timely Basis……………………………………………………………

B. Periodic Training for Teachers in the Identification of Difficulties……C. Teacher-Parent Conferences……………………………………………

10. Description of how Individual Student Assessment Results will be Provided to Parents……………………………………………………………………….

11. Provisions for the Collection and Disaggregation of data…………………….

12. Provisions to Ensure the Disaggregated Assessment Results are Valid and Reliable…………………………………………………………………………

13. Provisions for Public Reporting of Disaggregated Data………………………

14. Plan Developed During a One-Year Period…………………………………...

15. Plan Developed with the Involvement of the Community to be Served………

16. Plan Available to the LEA, Parents, and the Public…………………………...

17. Plan Translated………………………………………………………………...

18. Plan is Subject to the School Improvement Provisions of Section 1116 ……...

1. Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

A. Belmont Hills Elementary has developed our school wide plan with the participation of

individuals who will carry out the comprehensive school wide/school improvement program plan. Teachers, parents, and administrators were involved in providing input to the Belmont Hills Elementary school wide plan for 2015-2016. The Building Leadership Team worked together to revisit the initiatives and interventions of our school. We

developed position statements to support the plan. The plan was drafted by the school principal and distributed to all stakeholders for feedback/input. Revisions will be made and then distributed to stakeholders for review, i.e.: school council and Building Leadership Team. The plan will be submitted to the Belmont Hills Elementary staff for approval and implementation. The implementation of the plan will be monitored by the Building Leadership Team.

B. We brainstormed how to use the information gathered from the following instruments, procedures, or processes:

Georgia Assessment of Performance on School Standards Feedback Stakeholder Perceptual Data Analysis: Review of the survey data to ensure that the

staff perceptions match the perceptions of all stakeholders and where there are differences explore rationale

CCRPI Results: Review of how the CCRPI is calculated and areas within the index where Belmont Hills needs to make growth.

Universal Screeners: Grade level specific and standard/standards specific—then use of formative post tests

Developmental Reading Assessments: Formal DRA given in Spring and in Fall to new students as baseline data; on-going running records and comprehension checks to be reported monthly

Quarterly Writing Focus at each grade level; mini lessons focus on writing genre at each grade level with rubric assessments and collaborative scoring

1st/2nd Semester Science and Social Studies Assessment- Pre/Post assessments are administered to students during the first and second semester. Teachers are provided with collaboration time to analyze the results from these assessments and adjust their instruction accordingly.

Locally developed formative and summative test results: Grade level teams have daily collaboration to share results as well as to continue to develop the assessments

Performance Tasks linked to the Common Core Standards: Each grade level has performance tasks aligned with Common Core standards integrated into all content areas—reading, writing, math, science and social studies

Data teams meet weekly for analysis of Reading/Writing/Math data and weekly for analysis of Math Universal Screenings: Data analysis is used to inform instruction, modify instruction, and develop assessments and to make instructional adjustments.

C. Belmont Hills Elementary takes into account the needs of homeless, neglected and migrant children. At the present time we do not have any migrant children enrolled. We do have identified homeless students and the following extra provisions are made for our homeless students (these provisions would be followed if we had migrant children):

Area Social Worker meets with parents/guardians and students to help make a plan to utilize community resources to support their needs

Title I Homeless Liaison is notified and sets up adequate transportation for students A tutor is assigned to the student

All extra extended day programs are offered and transportation is provided by the school district

Grade level collaboration that meets on a daily basis on identified additional support avenues for the students

TIP-Truancy Intervention Panels meet with parents to help with making sure the students have transportation to come early or stay late for extra tutoring

D. Belmont Hills has reflected on current achievement data that will help us understand the subjects and skills in which teaching and learning need to be improved.

Mathematics % Meeting/Exceeding Standard on CRCTCobb County

All Students Black White Hispanic Asian American

IndianMulti-racial SWD LEP Econ

Disadv

2010-2011 87 66 70 80 67 50 60 50 64 672011-2012 86 82 79 85 84 100 50 71 82 822012-2013 89 81 74 93 83 67 72 77 812013-2014 87 83 75 100 84 0 0 100 58 71 82

Indicator 2013 2014Achievement Points 8/10 8.6/10Progress Points .67 .78Gap Size 1 1Gap Change 1 2

GKIDS-Math2012 (%meets/Exceeds) 2013 (%meets/Exceeds) 2014 (%meets/Exceeds)78.6 82.8 81.4

Belmont Hills’ math trends over the past 5 years indicate a need for a continued focus on math. Recent CCRPI achievement and progress percentages indicate growth from 2014-2015. Achievement points over the past two years increased from 8/10-8.6/10. It is also evident based on the CCRPI that the achievement gap between our lowest 25th percentile and the state average is closing. Specifically, there needs to continue to be an additional focus on our SWD and ED subgroups as indicated by our CCRPI performance flags. Math will remain a focus for Belmont Hills.

Reading % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2010-2011 94 77 80 83 72 71 80 46 67 762011-2012 94 90 86 100 92 100 67 78 88 902012-2013 96 85 88 92 85 67 58 81 85

Reading % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2013-2014 95 94 92 100 94 0 0 100 58 71 82

DRAGrade August 2014 May 2015

Kindergarten EXCEEDS - 0MEETS – 24%DNM – 76%

12%17%71%

1st EXCEEDS – 20%MEETS – 20%DNM – 60%

30%7%63%

2nd EXCEEDS – 9%MEETS – 23%DNM – 68%

22%8%70%

3rd EXCEEDS – 8%MEETS – 27%DNM – 65%

6%35%59%

4th EXCEEDS – 15%MEETS – 29%DNM – 56%

48%7%45%

5th EXCEEDS – 33%MEETS – 23%DNM – 44%

47%6%47%

CCRPI- ReadingIndicator 2013 2014Achievement Points 9/10 8.9/10Progress Points .68 .69Gap Size 0 0Gap Change 1 2

GKIDS-Reading2012 (%meets/Exceeds) 2013 (%meets/Exceeds) 2014 (%meets/Exceeds)73.3 80.6 80.6

Belmont Hills saw steady growth according to the CRCT in students' reading achievement from 2010-2014. Recent CCRPI reading data shows a slight decrease in achievement points over the last two years. This year’s DRA data shows that many students exhibited growth throughout the year but are still below grade level. While reading has been a relative strength for Belmont Hills, focus needs to be directed towards providing differentiated reading instruction for students in order to continue to

close the achievement gap.

ELA % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2010-2011 87 66 78 87 76 100 60 30 69 752011-2012 86 82 90 85 90 100 60 70 88 892012-2013 94 87 83 100 88 67 81 83 872013-2014 93 92 100 100 91 0 0 100 91 81 92

5th Grade Writing % Meeting/Exceeding Standard on CRCT

Cobb County



Disadv

2010-2011 622011-2012 672012-2013 82 65 44 75 24 362013-2014 84 45

GKIDS-Writing2012 (%meets/Exceeds) 2013 (%meets/Exceeds) 2014 (%meets/Exceeds)81.1 78.0 72.5

Writing Benchmark Data 2014-2015Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4

KindergartenExceedsMeets

ApproachingDNM

Pre:00100%0

Post:053%47%0

Pre:053%47%0

Post:075%25%0

Pre:024%63%13%

Post:073%27%0

Pre:022%71%7%

Post:077%22%1%

1st

ExceedsMeets

ApproachingDNM

Pre:003%97%

Post:054%29%17%

Pre:09%27%64%

Post:057%27%16%

Pre:017%24%59%

Post:069%28%3%

Pre:033%29%38%

Post:15%66%11%8%

2nd

ExceedsMeets

ApproachingDNM

Pre:2%2%9%87%

Post:019%17%64%

Pre:06%14%80%

Post:2%24.5%24.5%49%

Pre:09%6%85%

Post:6%23%23%48%

Pre:012%21%67%

Post:2%34%38%26%

3rd

ExceedsMeets

ApproachingDNM

Pre:04%12%98%

Post:04%37%59%

Pre:06%12%82%

Post:029%27%44%

Pre:019%21%60%

Post:020%41%39%

Pre:053%29%18%

Post:4%36%32%28%

4th

ExceedsMeets

ApproachingDNM

Pre:002%98%

Post:2%30%32%36%

Pre:2%36%24%38%

Post:10%30%44%16%

Pre:010%24%66%

Post:047%30%23%

Pre:033%36%31%

Post:2%42%32%24%

5th

ExceedsMeets

ApproachingDNM

Pre:04%8%88%

Post:2%9%15%74%

Pre:04%4%92%

Post:08%25%67%

Pre:011%30%59%

Post:2%23%23%52%

Pre:04%18%78%

Post:031%8%61%

Writing is the area of greatest need at Belmont Hills. Our scores dropped significantly last year and still not where they should be. We will continue to implement the Lucy Calkins units of study writing program next year. This will help support the continued implementation of writing across the curriculum. Writing will continue to be a primary focus in all content areas for Belmont Hills.

Science % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2010-2011 80 66 59 86 72 66 60 24 65 672011-2012 82 73 65 64 76 100 60 45 69 722012-2013 85 62 62 86 74 67 43 71 722013-2014 83 71 50 67 74 0 0 100 91 81 92

Science 2014-2015 Benchmark Assessment Data1st Semester 2nd Semester

Kindergarten Pre: Meets – 63%Approaching – 24%DNM – 13%

Post:93%7%0

Pre:Meets – 36%Approaching – 33%DNM – 31%

Post:97%03%

1st Pre: Meets – 20%Approaching – 46%DNM – 34%

Post:75%19%6%


Post:57%38%5%

2nd Pre: Post: Pre: Post:

Meets – 15%Approaching – 34%DNM – 54%

61%35%4%

Meets – 4%Approaching – 51%DNM – 45%

30%50%20%

3rd Pre:Meets – 10%Approaching – 25%DNM – 65%

Post:46%32%22%

Pre:Meets - 0Approaching – 8%DNM – 92%

Post:65%20%15%

4th Pre:Meets – 2%Approaching – 25%DNM – 73%

Post:33%30%37%


Post:48%19%33%

5th Pre:Meets - 0Approaching – 9%DNM – 91%

Post:4%38%58%

Pre:Meets - 0Approaching - 0DNM – 100%

Post:8%20%72%

CCRPI- ScienceIndicator 2013 2014Achievement Points 7.3/10 7.5/10Progress Points .76 .74Gap Size 0 0Gap Change 1

Belmont Hills science trends indicate a need for continued focus on science. Although scores have grown over the past four years the students’ scores are well under the state and district level. Science continues to be an area of need which we will target and focus on this year.

Social Studies % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2010-2011 78 61 62 53 64 83 60 29 58 612011-2012 82 78 72 64 82 100 60 55 74 782012-2013 85 76 67 86 79 100 57 77 772013-2014 86 83 71 67 85 0 0 100 54 74 83

Social Studies 2014-2015 Benchmark Assessment Data1st Semester 2nd Semester

Kindergarten Pre: Meets – 4%Approaching – 33%DNM – 63%

Post:71%25%4%

Pre:Meets – 7%Approaching – 29%

Post:85%10%5%

DNM – 64%1st Pre:

Meets - 0Approaching - 0DNM – 100%

Post:33%36%31%


Post:47%29%24%

2nd Pre:Meets - 0Approaching – 10%DNM – 90%

Post:21%3841%%


Post:25%31%44%

3rd Pre:Meets - 0Approaching – 10%DNM – 90%

Post:44%27%29%


Post:33%33%34%

4th Pre:Meets - 0Approaching - 0DNM - 100

Post:21%17%62%


Post:10%21%69%

5th Pre:Meets - 0Approaching – 8%DNM – 92%

Post:014%86%


Post:4%22%74%

CCRPI- Social StudiesIndicator 2013 2014Achievement Points 7.9/10 8.5/10Progress Points .81 .70Gap Size 1 1Gap Change 0 1

Belmont Hills’ social studies scores have grown over the past four years. The students’ scores are still under the district level. The number of students that exceeded standards increased by 5% in the 3rd and 4th grade. However, there is a gap in achievement of 31 points between our highest subgroup (Hispanic) and our lowest (SWD) sub-group students. This is an area that needs to be addressed.

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including

Economically disadvantaged students…… Students from Major racial and ethnic groups…..

Students with disabilities…… Students with limited English proficiency……

F. The data has helped us reach conclusions regarding achievement or other related data.

The major strengths we found in our programs are…

Reading and ELA have become a major strength for Belmont Hills. The students have scores that compare to the state and district averages.

The major academic needs we discovered and will address are….. Real world application of content material

The ROOTCAUSE that we discovered for each of the needs are… Lack of fidelity and integration of content across the curriculum Lack of depth of knowledge in the content being taught.

Summary of Needs:

After analyzing the data from 2015 CCRPI scores in Math, Social Studies, Science and 2014 Writing Assessment scores, we determined improving these skills should continue to be a priority. Although students showed gains in reading, language arts, and partially in math, these areas continue to be our focus as state demands increase and as educational researchers continue to point to their importance

for children. Max Thompson and Doug Reeves, educational researchers, have zeroed in on the fact that by increasing students’ proficiency in reading and writing, we can increase their level of understanding of all subjects. Our school will benefit from training in the workshop format and writing across the curriculum. We will strengthen the needs of all students in the area of mathematics by incorporating Number talks into the math curriculum. Additionally the school will continue its STEM initiative which will increase the exposure of the students to hands on science activities.

G. The measurable goals/benchmarks we have established to address the needs are… Goal #1: Increase the number of students in all subgroups that meet and/or exceed in content areas with a special emphasis on Math, Science and writing as determined by benchmark assessment data. By the end of the school year:

a. 80% of all students will meet or exceed benchmark standards in Math.b. 80% of all students will meet or exceed benchmark standards in Science.c. 80% of all students will meet or exceed benchmark standards in Writing.

Goal #2: Continue the use of the research based workshop model into the reading, writing, math, science, and social studies curriculum. By the end of the school year all teachers will utilize the research based workshop model in reading, writing, math, science and social studies as determined by administrative walk-throughs.

Goal #3: Increase the level of Parental involvement as determined by the number of families/parents in attendance for the following events:

a. Annual Title I/Parent Policy and Compact Meeting. Goal = More than 50 parentsb. Parent Literacy Day. Goal = More than 75 parentsc. Engineering Night. Goal = More than 75 parentsd. GA Milestones Assessment System Night. Goal = More than 50 parentse. Title I/ Parent Policy and Compact Review and Input Meeting. Goal = More than 50

parents

2. School wide Reform Strategies that are scientifically researched based.

A. School wide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

Title I funds will support the following supplemental strategy/initiative so that all children have the opportunity to meet or exceed standards

Academic Goal Addressed Cost

Academic Coach The Academic Coach position is used as a resource for teachers, students, and parents. The coach is able to assist teachers in lesson planning, provide resources, led data teams, and plan staff

$82,000.00

development trainings based on the needs of the teachers. The coach is also able to work with students to help address their specific needs in the areas of reading, writing, and math. The coach also works with parents by facilitating classes for parents, attending parent conferences, as well as assisting parents through the EIP process.

Science lab Materials Materials will be purchased and utilized in the science/math labs to help engage students in higher-order thinking in the areas of science, math, and writing. Teachers will receive workbooks to aid in instruction and lesson planning.

$1,000.00

Parent Liaison The parent liaison is a link between the parents and school. She provides needed resources for parents such as: workshops, materials they can check out and take home to use, as well as translating oral and written pieces of communication.

$33,500.00

Lucy Calkins Reading Units of study

These are literacy lessons, which will help the teachers have an added resource when planning reading lessons. These lessons will be used during guided reading instruction as well as to help, integrate science and social studies standards.

$5,000.00

Kinder Camp Kindergarten Camp to help the students learn rituals and routines of Kindergarten. This transitional program will help the school promote CCRPI indicator #s 1 – 7. This

$6000.00

program will be open to all registered incoming kindergarten students.

Scholastic Core Clicks Scholastic Core Clicks is a digital nonfiction reading program specifically designed to build the close-reading skills required by academic standards. Interactive instructional units guide whole classes or small groups through multiple “reads” of high-quality informational texts, going more in depth with each encounter.

CCRPI indicator #s 1, 2, 5, & 9.

$900.00

Flocabulary Flocabulary is an online tool that enhances vocabulary skills in students with a hip-hop twist. It provides teachers a library of songs across all content areas to use to increase student learning but also student participation and motivation. This resources helps promote all of the CCRPI indicators.

$380.00

IXL IXL is a comprehensive online tool that helps students practice all math skills. It is aligned with common core standards and teachers can set the students on a plan that matches their individual needs. This tool helps promote CCRPI Indicator #s3, 4, & 5.

$2400.00

Time for Kids TIME For Kids is a weekly classroom news magazine that motivates kids to read! Issues

$1300.00

cover a wide range of real-world topics. It builds reading and writing skills and is easily integrated across your curriculum, including social studies, science and math. This resource covers and promotes CCRPI indicator #s 1 – 11.

Survey Monkey Survey Monkey is an online resource that will be used for teacher walk-throughs and parent involvement. This tool provides an easy way to stay connected and collect valuable data about our school. This resource promotes all of the CCRPI indicators.

$300.00

Student Agendas Student agendas will be used in grades 3 – 5. This is an organizational tool that helps students with life-long lessons on being prepared and responsible for their own learning. This accountability tool enables students to record their own homework assignments, set goals for themselves on a weekly basis, and has a space for parental communication.

$500.00

Parental Involvement $2,000.00Staff Development $7,500.00

Total $133,280.00Proposed Budget $160,600.00

B. Are based upon effective means of raising student achievement.

1. Science and Math initiative Schools designed around science and/or mathematics can engage

students in rich and rigorous learning, set high expectations for their participation and performance, prepare them for success in college and careers, and encourage the pursuit of advanced careers.

Science labs provide opportunities to increase the rigor and depth of learning. This combination affords opportunities for motivating students to advance into special classes, including taking college classes in high school and receiving college credit for advanced classes taught during high school (Wai, Lubinski, Benbow, & Steiger, 2010) The advantage to integrating curriculum into all content areas at all grade levels is that it provides students with informal practice creatively solving problems long before they need to decide on a course of study for college. The opportunity to practice and understand engineering skills opens up a world of possibilities whereby students already have some experience and prior knowledge as to what their careers may be like. Using engineering design principles to complete hands-on, problem-based projects also deepens the student’s understanding of processes and emphasizes many of what we now call 21st Century Skills (e.g., collaboration, critical thinking, and interpersonal communication). Furthermore, integration can become a seemingly typical part of the learner’s educational experience on a daily basis, removing emphasis on gender lines and closing achievement gaps as students hone and master critical thinking skills.

2. Academic Coach

Promote a knowledge base of effective strategies Assist teachers by demonstration and modeling Practice strategies and provide feedback through peer coaching Plan with teachers Facilitate on‐site professional learning Participate in on‐going and extensive professional development Wenglinsky’s (2000) analysis of National Assessment of Educational

Progress (NAEP) data, summarized in his report, How Teaching Matters: Bringing the Classroom Back Into Discussions of Teacher Quality, provides evidence of the importance of professional development for teachers. The study uncovered that professional development is an important factor in predicting higher student achievement. For example, students in math classes that were taught by teachers who received professional development in working with different student populations outperformed their peers by 107% on the NAEP. Coaching shifts professional learning from direct instruction outside the context of practice (such as workshops and conferences) to more varied opportunities to improve discipline-specific practice. Most studies show that coaching leads to improvements in instructional capacity. For instance, teachers apply their learning more deeply,

frequently, and consistently than teachers working alone; teachers improve their capacity to reflect; and teachers apply their learning not only to their work with students, but also to their work with each other (Neufeld and Roper 2003).

3. Lucy Calkins: There is research evidence which suggests that volume of reading is linked to attaining higher-order literacy proficiencies (Allington, 2012; Brozo et al, 2008, Cipielewski & Stanovich, 1992). Anderson, Wilson, and Fielding (1988) researched the relationship between the amount of reading done and reading achievement. When young people are explicitly taught the skills and strategies of proficient reading and are invited to live as richly literate people do, carrying books everywhere, bringing reading into every nook and corner of their lives, the results are dramatic (Atwell 1998; Calkins 1994).

4. Kinder Camp:Ensuring that children start school ready to learn requires that attention be paid to one of the most complex and significant changes they will experience-transition to kindergarten. The literature on early intervention provides a strong rationale for the importance of continuity in the transition from early childhood to school age settings. Children often have difficulty adjusting to classrooms where the rules, routines, atmosphere, or philosophy may differ dramatically from preschool and child care settings (Shore, 1998).

5. Scholastic Core Clicks:Besides having basic literacy skills, today's students also need technology skills for communicating, investigating, accessing and using information, computing, thinking critically about messages inherent in new media, and understanding and evaluating data. In literacy instruction, technology has both traditional and authentic uses (see Singh & Means, 1994). A traditional use of technology is skills reinforcement; for example, students who need additional practice in reading might work individually on computers equipped with reading-comprehension software. An authentic use of technology is using it as a tool to accomplish a complex task; for example, students who are creating a written report might use the Internet for research, word-processing software to write and format the text, and hypermedia software to add images.

6. Flocabulary:Vocabulary knowledge is critical to successful reading comprehension and academic achievement (National Reading Panel, 2000; Baker, Simmons, & Kaméenui, 1995a). A student’s ability to make sense of grade level texts is dependent upon having an adequate vocabulary (Baumann & Kaméenui, 1991; Stahl & Fairbanks, 1986). When students encounter texts with too

many unfamiliar or challenging words, they have difficulty both comprehending that text and developing the skills and strategies they need to grow as readers (Snow, Burns, & Griffin, 1998). In fact, failure in school can be linked to deficiencies in vocabulary growth (Baker, Simmons, & Kaméenui, 1995a). Without an adequate vocabulary, a student’s ability to comprehend texts and to make adequate academic progress can both be severely compromised.

7. IXL:At the core of any math program is its content—the actual math problems it presents to a child as practice and reinforcement. IXL's goal is to help students’ gain true understanding of a concept, thus ensuring long-term skill retention. In this spirit, we considered a vast amount of academic research on how children learn. A vast number of researchers have come to emphasize the role of assessment in improving the learning experience for students. The most effective form of assessment is ongoing assessment. “...[E]ffective teachers employ formative assessments at the beginning of instruction to determine prior knowledge, and they assess regularly throughout the unit or course of study to obtain information to help them adjust their teaching based on the learning needs of students” (McTighe and Ferrar. In addition, Web-based technologies in particular have been cited as having a positive impact on student learning. Because of the flexibility and independence offered to online learners, Web learning can result in improved critical thinking and overall computer skills (NACOL Research Committee).

8. Time For Kids: For children to become competent lifelong learners, they must learn how to use nonfiction materials to expand their knowledge base, solve problems, and make decisions. That point was made by Edward F. DeRoche, dean of the School of Education at the University of San Diego in his book The Newspaper: A Reference for Teachers and Librarians (ABC-CLIO, Inc., 1991). A large body of research supports the use of newspapers and current events as teaching tools, says DeRoche. Among the research he sites: Students who use newspapers tend to score higher on standardized achievement tests, particularly in reading, math, and social studies. Newspapers help teach students to be effective readers. And help develop and improve student vocabulary, word recognition skills, and comprehension. Newspapers are effective tools for teaching many math concepts, particularly fractions, decimals, currency, and averages. In surveys, students overwhelmingly support the use of newspapers in the classroom and have a positive attitude toward reading newspapers.

9. Survey Monkey: Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Research about feedback

emphasizes the importance of meeting with certain delivery conditions such as timing and report format. Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).

10. Student Agendas:As students move through the grades and meet greater organizational demands and higher expectations, the consequences of poor organization, time management, and planning (OTMP) skills become more and more serious. The Center for Effective Parenting, in which Edwards (2001) states, that one of the most common reasons for poor grades is disorganization. Edwards mentions many key strategies such as organization and planning ahead are learned skills. Students who are given the support necessary to develop these skills early in life hold a great advantage over their peers. Basic lessons in tracking assignments, managing materials, and time and task planning can impart a foundation that sets students up for success at all stages of their lives.

C. Use effective instructional methods that increase the quality and amount of learning time. The teachers at Belmont Hills will utilize the workshop model to provide effective instruction for students. This model allows teachers to utilize a strong instructional framework (opening, work, session, and closing), differentiated instruction, and balanced assessments to meet the needs of students and monitor progress. Teachers will create common assessments and meet regularly to review student progress and adjust instruction accordingly. These meetings will allow for rich discussion and conversations related to best practices. In writing, teachers will also utilize the Writers Workshop model. Current research states, “Just as professional writers have a process for developing their work, young, apprentice writers also benefit from a clear process through which to develop their writing. (Atwell 1998; Calkins 1994; Elbow 1981; Fletcher 1993; Graves 1994; Murray 1984)

D. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). According to recent CCRPI/ IOWA data, students at Belmont Hills have shown minimal growth in the content areas. Specific student groups such as English Language Learners, Hispanic students and students with special needs showed deficits in math reading, writing, math and social studies. In order to monitor students in those groups, the teachers at Belmont Hills will participate in weekly data team meetings to guide their instruction. Formative and summative assessments will be analyzed to determine instructional effectiveness and student growth. Teachers will receive support in the implementation of the workshop model as well as specific content related instructional strategies that include Number Talks, the development of

balanced assessments, writing across the curriculum and STEM integration. The implementation of effectiveness of these instructional interventions will be monitored by the school leadership team.

3. Highly Qualified Professional Staff.

A. Strategies to attract highly qualified teachers to high-needs schools.

Recruit teachers at all District Level Job Fairs We have produced a brochure about our school and an ABC Book

outlining the innovative programs we have that attract and retain highly qualified teachers.

We provide a summer professional development class for all new teachers and other staff that want refreshers to help them set up for success. They are introduced to the Mission and Vision of the school and how they take part in the School Improvement Process. The class continues once a month throughout the school year.

Teachers have instructional support all year long with weekly whole staff continuous differentiated professional development.

Teachers have daily collaborative planning time for 1 hour with their team to plan for students and to refine lessons and common grading practices.

Students from Kennesaw State Urban Ed program, complete their internship requirements at and volunteer their services at Belmont Hills

B. School status of highly qualified teachers to high-needs schools.

Belmont Hills currently has 100% of its teachers identified as highly qualified. Any teachers not currently highly qualified will be placed on a monitoring plan that lists the specific areas of certification that are missing. Due dates for completing the requirements will be listed and both the teacher and administrator must agree on the timeline for the teacher to become highly qualified. The administrator will monitor the progress of the teacher at three different times throughout the year to ensure compliance.

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

A. We have included teachers, principals, paraprofessionals and others, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example:

Continued training and support in the instructional frameworks model; particularly in the work session.

Training in writing across the curriculum. Training in Number Talks/ Peer to peer observations Training in Science and Math

B. We have aligned professional development with the State’s academic content and student academic achievement standards by providing training in the Common Core Georgia Performance Standards.All of our school’s Title I funded professional development have been aligned with our needs assessment. Each professional development activity has been reviewed to ensure the training is related to Georgia’s academic content with the goal of raising student achievement in content areas identified within our needs assessment.

C. We have devoted Title I resources in collaboration with Title II A and local school funds to carry out the professional development plan designed for Belmont Hills Elementary School. During the year we provide for teacher collaboration and training during the school day on a quarterly basis. We use substitute teachers to allow our teachers this extended collaboration/ training time.Additionally, teachers also have weekly professional development after school every Wednesday that will focus on the workshop model and other specific areas of need for the staff.

D. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways:

• 1 hour daily grade level collaboration to analyze student work and to collaborative score performance tasks with rubrics

• Math universal screeners which enable teachers to group and regroup students for math instruction according to performance levels.

E. Schools yearly professional development schedule

2015 - 2016 Professional Development For:

Belmont Hills Elementary

Month PL TopicCore Academic Area Addressed Location

Estimated Cost

Funds planned

utilization2015-2016

Workshop Model: Effective teaching strategies to bridge the learning gaps for all students.

All Academic area

Belmont Hills $7,000.00 Title I

2015-2016 Building effective relationships with all stakeholders

All Belmont Hills

$1,500.00 Title II

August 2015 Parent Contribution presentation

Parent involvement

Belmont Hills

None N/A

2015-2016 Lucy Caulkins Reading program Reading

Belmont Hills N/A

November/FebruaryScience/ Math Strategies

Science, math, literacy

Metro RESA $1,000.00

Title II

May 2015 Review of School wide plan, compact and compact

Parental Involvement

Belmont Hills None

N/A

* Travel Forms and Performance Contracts must be Completed Six Weeks in Advance!

5. Strategies to increase parental involvement

A. We have involved parents in the planning, review, and improvement of the comprehensive school wide program through surveys, school council, PTA, conferences, and collaboration.

Title I funds a full time and part time parent liaisons for Belmont Hills. Their job responsibilities include but are not limited to :

Works with teachers, parents and community members to coordinate and facilitate family involvement; works toward improving the measures of students’ academic achievements; improves the communication between school personnel and non-English speaking parents.

Coordinates and collaborates with supervisors to implement appropriate parental activities

Facilitates workshops and educational activities Participates as an interpreter during Teacher- Parent conferences Maintains appropriate records to include documentation of all coordinated

and/or facilitated events and activities Plans and develops parental classes for English Language Learners Collects parental involvement data for monitoring purposes

B. We have developed a parent involvement policy included in our appendices that

Includes strategies to increase parental involvement Strategies for 2015 - 2016:

WORKSHOP

DESCRIPTION OF WORKSHOP Building CapacityStandard Addressed

DATE TIME Cost

Meet and Greet Standards1,2,4,5 July 30 10am-2pm 0

Open House Standards 1,2,4,5 Sept 3 6-7:30pm 0

Annual Title I/Parent Policy and Compact Meeting

Standards1 Sept 3 4-5 pm 0

The contributions of parents training for staff

Standard 3 Oct7 2:45pm 0

Parent Literacy Day Standards1,5 Nov 19-20

10- 12pm 0

Engineering Night Standards1,5 Feb 4 6-7:30pm 0

GAMAS (GA Milestones Assessment System) Night

Standards1, 2 March 24 6-7:30pm 0

Title I/ Parent Policy and Compact Review and Input Meeting

Standards 1 March 24 4-5pm 0

6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs and/or students entering middle school or high school

• Kindergarten pre-registration includes a brochure for each parent and a take home learning packet with activities to help preschoolers and parents work together to have skills necessary for success in Kindergarten.

• Rising 6th grade students participate in several transitioning opportunities in the spring of each year including a middle school shadow day, interviews of students, and a presentation from the Middle School Principal and counselor.

• Principals of different level schools meet to plan for seamless articulation and collaboration.

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.

• The School Governance Model: This model is structured so teachers have input in decisions on grade level as well as through vertical alignment. The model comes under the leadership of the Building Leadership Team. The Building Leadership Team is made up of the Principal, Assistant Principal, Academic coach, Media Specialist, Counselor, grade level chairs, nurse, office rep, and special area representatives.

• Collaborative Planning Process: Teachers will have daily collaborative planning meetings. A Building Leadership Team representative (grade level chair) facilitates this meeting. Collaboration minutes are published on a template provided by the BLT. An administrator will also be present at these meetings as necessary.

• The Building Leadership Team makes up the school Strategic Planning Team that is responsible for writing and helping to implement the Title I Plan and the School Strategic Plan for Belmont Hills.

8. Coordination and integration of Federal, State, and local services and programs This component requires a description of how the school will implement the

programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the school wide plan.

A. List of State and local educational agency programs and other federal programs that will be included

B. Description of how resources from Title I and other sources will be used.

Funding Source Funding UseFTE Funds Instructional staff (teachers, parapros),

consumable supplies, technology, expendable equipment, professional learning

SPLOST Funds Technology, expendable equipmentTitle I, Part A Class size reduction, Instructional staff

(teachers, parapros) consumable supplies, technology, expendable equipment, professional learning, academic coaches

Title II, Part A Professional LearningFederal Food Grant Fruits and Vegetable snack program

C. Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins vocational and Applied Technology Act, and National and Community Service Act of 1990.

The Arbys Foundation Weekend Backpack buddies program- weekend nutrition program

C&S Pavingo Sponsor back pack programo Provides resources to improve the school environment ie: gardening

materials for student vegetable gardens, landscape for nature trailo Supports our reading program through monitary donations and Scholastic

book donations

Hands on Atlanta Community outreach projects

Smyrna Optimist Supports our reading program through monitary donations and Scholastic

book donations Mt Paran Church

Provides book bags for students at the beginning of each year Provides dinner boxes for student families Provides gently used uniforms for students in need

9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

A. Measures to ensure that student’ difficulties are identified on a timely basis.

Belmont Hills Elementary ensures that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Additional instructional assistance is provided through small group instruction, tutoring, mentors, extended school day, Engineering Lab to increase HOTS, Family Literacy, and Family Learning Nights.

B. Weekly training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

Belmont Hills Elementary implements monthly RTI meetings to ensure that students’ difficulties are identified on a timely basis. Student data information is updated monthly indicating specific areas of strength/weakness. Students who consistently struggle begin the RTI process. Professional learning opportunities are consistent throughout the school year to assist teachers in the identification of student weakness appropriate strategies for remediation, and the workshop model\

C. Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, additional assistance available to the student at the school or in the community.

Includes strategies to increase parental involvement

Strategies for 2015-2016:

Our parents are involved in the decisions regarding how the 1% reserved fund will be used for parental involvement.

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

Parents are invited to attend teacher/parent conferences during the scheduled October conference week set by the county Parents are also encouraged to communicate with the classroom teacher on a regular basis to ensure student success. Academic Alerts are sent home to parents at the 4 ½ weeks notifying them of specific concerns. Report cards are sent home every nine weeks to parents as well as accompanying assessments. Phone calls and written correspondence are a part of daily communication by our teachers. Parents are free to schedule conferences as appropriate during non-instructional hours. Our parent liaisons, Gladys Fernandez and Marilyn Valenzuela are available to assist with translations as needed.

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

Data is collected and disaggregated by the Georgia Department of Education.

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

The Georgia Department of Education has verified the validity and reliability of the disaggregated data.

13. Provisions for public reporting of disaggregated data.

The GaDOE and CCSD publish disaggregated data for each school on their respective websites. Test data is also provided at the request of stakeholders and is also posted on our webpage.

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.

The plan was developed during a one-year period in the 2014-2015 school year for the 2015-2016 school year and has been revised as needed.

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

The Title I, School wide Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, and parents.

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

The School-wide Plan and The School Strategic Plan are available on Belmont Hills Elementary local school website. Copies are also available upon request from the school principal.

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.

Our plan will be translated by Gladys Fernandez, our parent liaison. She will be available to answer any questions parents may have regarding revisions

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

This school wide plan is subject to the school improvement provisions of Section 1116.

Documents

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