1.cdn.edl.io · Web viewThis is score included the writing portion of the test. There were 44% of the students scored below grade level and 56% were at or above grade level. There

Stephanie Morrow Principal

Moranda EagletonAssistant Principal

Joanna Hand Assistant Principal

Annie Belle Clark Primary School1464 Carpenter Road

Tifton, GA 31793Phone: (229) 387-2410 Fax: (229) 386-1044

Georgia Department of EducationTitle I Schoolwide/School Improvement Plan

Annie Belle Clark Primary School “Where Great Teachers Work With The Best Little Bulldogs In All Of Georgia”

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Annie Belle Clak Primary School District Name: Tift

Principal Name: Stephanie Morrow School Year: 2015-2016

School Mailing Address: 1464 Carpenter Road

Telephone: 229-387-2410

District Title I Director/Coordinator Name: Dr. Alan Smith

District Title I Director/Coordinator Mailing Address: 207 North Ridge Ave., Tifton, GA 31793

Email Address: [email protected]

Telephone: 229-387-2400

ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)

Priority School Focus School X

Title I Alert School

Principal’s Signature: Date:

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

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Revision Date: 8-16-15 Revision Date: Revision Date:

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SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

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

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Planning Committee MembersNAME MEMBER’S SIGNATURE POSITION/ROLEStephanie Morrow PrincipalJoanna Hand Assistant PrincipalMoranda Eagleton Assistant PrincipalEmily McGill Literacy CoachLisa Brown Literacy CoachAmy Lever Literacy CoachPatti Dean TeacherSherri Coarsey TeacherCynthia Lawrence TeacherWendy Dawson TeacherAmanda Arant Math CoachBeth Sellars Technology ChairDeirdre Nixon GuidanceCasey Pollock TeacherJulie Fortson TeacherLauren Pate ParentMelissa Brannen ParentDianne Johnson ParentSharonda Corbin ParentTom Pritchett ParentRose Wilhite Parent Coordinator

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SWP/SIP Components1. A comprehensive needs assessment of the entire school, (including taking into account

the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Student AchievementAnalyzing student data is the driving force behind the decision-making process at Annie Belle Clark. Kindergarten teachers administer the GKIDS assessment instrument each year to each student, which covers the state standards. Our third grade students were administered the Ga. Milestones assessment in the Spring of 2015, which was one piece of data used to determine achievement grade level standards. All grade levels administer formative and summative assessments across the curriculum. Lastly, the 2014 CCRPI data was analyzed to glean a comprehensive view of student needs. While the achievement points were slightly lower than the points earned in 2013, the number of achievement gap points were considerably low for the 2014. In 2013, Annie Belle Clark earned 5 points. The school earned one point for the 2014 school year.

In the event students are not able to master grade- level standards and experience difficulty learning through Tier I, standards-based classroom instruction, students will be referred to the Response to Intervention team which makes intervention suggestions to classroom teachers. The Pyramid of Intervention’s tiered system provides a framework for teachers to ensure students are receiving appropriate interventions that promote student success.

o We have developed our school wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement plan. Those included were the administration, grade level teacher representatives, academic instructional coaches, media specialist, special education teacher representative, guidance counselor, physical education teacher, EL teacher, Reading Recovery teacher representative, and parents. Involvement included an ongoing review of the plan throughout the school year. The team reviewed system and school initiatives, school data, interventions, and parent and school needs assessment data.

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1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).o We have used the following instruments, procedures, or processes to obtain this

information. Writing Data CCRPI data Observation Survey Benchmark Data End of Module Assessment Parent Involvement Needs Assessment Surveys Math Summative Assessments Running Records

o We have taken into account the needs of migrant children by ensuring our Migrant Education Teacher reviews students’ academic performance and provides necessary resources to ensure we are supporting them. Our plan is designed to reflect the needs of all students at Annie Belle Clark. This includes, but is not limited to identified students and groups of students who are at-risk for meeting State Academic Content Standards and State Student Academic Achievement Standards.

o The 3rd grade standardized achievement data (GA Milestones) will not be available until the Fall of 2015, but we reflected upon the 2014 CCRPI data as well as local assessment data to help the school understand the subjects and skills in which teaching and learning need to be improved(delete this sentence). Third grade GA Milestones data was analyzed to help the school understand the subjects and skills in which teaching and learning need to be improved.

o and guided rWe have based our plan on information about all students in the school and identified subgroups who are not yet achieving to the State Academic content standards (GSE/GPS). These groups include:

Economically disadvantaged students African American Caucasian

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1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Male/Female Asian Students with disabilities Students with limited English proficiency

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

The major strengths we found in our program were in the area of Reading and Social Studies.

The major needs we discovered were math, science, writing, and reading Lexile levels. The needs we will address are science, writing, numbers and operations, and Lexile’s.

GKIDS Trend Data2011 2012 2013 2014 2015

ELA 81.1 81.6 80.1 79.8 85Math 90.1 90.4 82.6 82.4 85.6Approaches 78.2 83.6 86.3 84.5 79.4P/S Development 79.9 87.5 89.6 85.7 83

GA Milestones Data2015 2016 2017 2018 2019 2020

ELA 56%Math 67%

Science 66%Soc. Stud. 71%

GA Milestones percentages are based on the combination of Level 2 (Developing), Level 3 (Proficient), and Level 4 (Distinguished).

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3rd Grade Lexile measure equal to or greater than 650

2012 2013 2014 2015 2016 2017 2018 2019 202060 59 51.4

The specific academic needs of those students that are to be addressed in the school wide program plan will be Math, including the following:

Kindergarten- Addition and subtraction to 5 fluently 1st Grade- Addition and Subtraction within 10 fluently 2nd Grade- Using graphs to answer questions (line plots, drawing/labeling x axis, increments,

scale key 3rd Grade- Addition and subtraction within 1000 Life Science will also be a focus for all grade levels. Teachers will be able to monitor Lexile levels using IStation data. The ROOT CAUSE/s of our academic needs are a need for more time to focus on the

science standards, a need for more science resources to provide hands- on experiences for the students to understand the science standards, research based resources on supporting students in meeting their Lexile targets, more time spent on number talks/corner to work on numbers and operations. In addition, the lack of math intervention programs to support students who struggle in math was evident as the data was analyzed as well as inconsistent math programs/frameworks used to teach the standards. The implementation of the Flexible Learning Program will support the students who struggle in math. .

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Achievement Gap Description*ABC had every subgroup represented. The data revealed that there were 196 students tested and 49 students represented the bottom quartile.

Male Female B W H Asian SWD ELReading 26 23 33 8 8 0 9 5ELA 31 18 34 10 4 1 8 4Math 26 23 35 10 4 0 8 4Science 23 26 33 10 6 0 5 3Soc. Stud. 24 25 35 9 5 0 10 3

27 of the 49 students passed the Reading portion of CRCT 12 of the 49 students passed the ELA portion of the CRCT17 of the 49 students passed the Soc. Stud. portion of the CRCT

CCRPI Achievement Gap

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6 5 1

and math?? ….Curriculum and Instruction The staff of Annie Belle Clark Primary School implements the Georgia Standards of Excellence (GSE) specific to the grade level in which they teach. The standards are presented in an organized manner and staff utilizes an instructional schedule that provides the teachers with the subject areas and approximate amount of time to spend on each subject. Our school also utilizes curriculum mapping documents provided by the school district. Our school leadership team reviews data to determine academic needs and successes. The team identifies goals in which our school can focus for the school year, including timelines, resources, and evaluation measures. In addition, there are clear expectations and regulations for students. When students attend successful schools, they have a tendency to have better behavior. The third way our school promotes high expectations for student achievement is by exhibiting high levels of student participation. Our teachers encourage students to participate in lessons through peer tutoring, small groups, and cooperative centers. Lastly, our staff encourages our students to visit our school media center, engage in computer lab activities, music class, and physical education activities. These extra-curricular activities are embedded into the daily schedule. Our school implements a school-wide discipline plan to promote positive behavior.

As teachers and administrators review summative and formative student data, they are able to determine if students are grasping concepts taught in the classroom. There are a variety of teaching methods embedded into instructional frameworks that are established at the school site. Prior to implementing specific teaching methods and adopting district initiatives, our district curriculum director collects data and research from other systems to ensure our intended methods are valid. All teachers are expected to use the Literacy Collaborative Framework during the Language Arts block. This model involves teachers engaging students in flexible learning groups where the students are heterogeneously and sometimes homogeneously grouped. To ensure teaching methods are effective, teachers and administrators must collect and review data that directly relates to the methods.Revised 12-16-15








In an effort to improve instruction, teachers participate in site-based professional learning. During the 2014-2015 school year, our teachers engaged in literacy, math, and technology training. The training was led by our school and district coaches. In raising the expectations of the staff, administration challenges the teachers to set goals/expectations, set up classroom observations, assess the performance of the teachers, and create a timeline to make corrections or celebrate. Each year, teachers are expected to set student achievement goals for the year using selected pre and post data.

Professional Development

Classroom teachers, Reading Recovery teachers, and Special Education teachers will participate in monthly ongoing technology, reading, writing, and math professional learning opportunities. These courses are derived from district level needs as well as results from the site based needs assessment results. After each professional learning opportunity, teachers are expected to transfer the knowledge gained into the classroom. The goals of the professional learning opportunities are to support student achievement, sustain school improvement, and build teacher capacity. Administrators attend the professional learning with the teachers and are able to use the new concepts during focused observations. During the professional learning opportunities, teachers are able to collaborate with their grade level team members. Grade level team minutes are the major instrument that is used to assess the team collaboration. To further promote and enhance teacher collaboration, teachers are encouraged to continue working together to review the grade level curriculum that supports knowledge and skills each student should acquire. In addition, teachers review IStation reading data and common assessments to monitor each student’s learning on a monthly basis. With the assessments, teachers analyze results identify strengths and weaknesses. Teachers work in helping each other develop and implement strategies to improve current levels of student learning.

Formative and summative common assessments for Language Arts and Mid and End of the Year Revised 12-16-15








Modules for Math are provided to teachers to administer to students. The teachers are provided a curriculum mapping document that includes an estimated date range of when these assessments should be administered to the students. Teachers have the ability to determine any other assessments needed for individual students or programs. The teachers use the collaborative team meetings to discuss assessments that they administer to students and the results. In addition, teachers/ staff provide input about assessments to the instructional math and reading coaches during professional learning.

Family and Community Development Each year our parents complete a parent involvement survey that reflects the following areas: School Planning School Home Communication Helping Your Child with School Parent Information

The parent survey suggested the following implementation steps for the 2015-2016 school year:

Break down Title I Programs and highlight them during parent meetings and corrorrespondence throughout the school year.

Increase communication on ways to become an “Involved Parent.” Conduct an “I Can Play a Role” campaign. Increase the number of parent forums held throughout the school year. Increase parent participation by “Adopt a Class” parent groups created for classroom needs

with parent leadership. Conduct meetings to sign-up new parents for the “Parent Portal” to Infinite Campus. Videos of Parent Meetings, Instructional Tutorials and access to on-line academic help. Parent Meetings dealing with math, homework skills, and reading. (“Math Spring Fling”

math games and activities centered on math concepts specific to each grade level.) Science information programs were also requested (Science Parent Nights—Activities for

K-1 parents in relation to Earth Science and another meeting for 2-3 parents in relation to

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Life Science. Parent meetings planned for different times throughout the day. Some meetings will be

repeated so that more parents will have the opportunity to participate. Instructional Tutorials

Our school has an active school council and Parent Teacher Organization who play a role in supporting student learning at Annie Belle Clark Primary School. Once data is presented to the staff and groups, parents are able to provide input in activities that they would like to see their children engaged in during the school year. All parents have the opportunity to make suggestions throughout the school year using the suggestion box in the front office or through notes, phone calls, email, etc. In preparation for the 2015-2016 School-Home Compact, parents provided input about the goals and activities for the 2015-2016 school year.

Correspondences are translated to support the languages that are spoken in the home. The services that are available to parents address the demographic groups that are represented in the school. The services also address those students who have special needs, physical and academic. Each year, we take precautions to ensure that we meet the needs of our migrant students by asking parents to complete an occupation survey upon enrollment at our school. We have a teacher that visits our school each week to help meet the needs of migrant students and to offer suggestions to classroom teachers. Our district translator is available to help these parents communicate with the classroom teacher if the native language is Spanish. TRANSACT is used to provide information for parents who speak additional languages. The planned parent involvement activities address the needs in which the parents identify through the needs assessment survey. The school will provide meetings that address specific parenting skills or educational opportunities if those areas are denoted as areas of possible need. Our goal is to address the specific needs of our parents at Annie Belle Clark Primary School. School Context and Organization

Our school district curriculum department provides each building level principal an instructional

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schedule where each subject area is represented with the suggested time frame. Mathematics is currently an area of needs improvement. Presently, the teachers spend at least 60-90 minutes in the area of math. In addition, the school will utilize a new math program, Eureka, to support teachers in teaching the math standards. Our school utilizes a Leadership Team to help with the decision making process. The Leadership Team has grade level representatives who give input on behalf of themselves and the grade level. In addition, administration practices “open door policy” where teachers and staff are welcome to provide input on school decisions. In addition to our Leadership Team, our school utilizes a Technology Team, Safety Team, Student Council, and Media Committee. These team members do not overlap with the Leadership Team and the same procedure for input is used. The school committees are vital in obtaining staff and stakeholder input. assessm End of Yeato teachers toFunding Priorities

After reviewing the data, funding priorities should be focused on the areas of Math, Science, and Reading. The GKIDS and CRCT results revealed a decline in math scores. GKIDS math results showed a 7.7% decrease from 90.1% in 2001 to 82.4 % in 2014. The CRCT results showed a 23% decline from 88% in 2010 to 65% in 2014. In Reading, GKIDS revealed a slight decrease from 81.1% meets and exceeds to 79.8 % in 2014. The CRCT scores revealed a 3% decline from 94% meeting/exceeding in 2010 to 91% meeting and exceeding in 2014. The 2015 GA Milestones revealed that 67% of the students scored at Levels 2 through 4 in Math. In the area of Science, 66 % of the students scored at Levels 2 through 4. In the area of Social Studies, 71% of the students scored at Levels 2 through 4. In the area of reading, 56% of the students scored at Levels 2, 3, and 4 in ELA. This is score included the writing portion of the test. There were 44% of the students scored below grade level and 56% were at or above grade level. There were 44% below the Lexile stretch band (520), 40% within the Lexile Stretch band (520-820), and 16% were above the stretch band (above 820).

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The measureable goals/benchmarks that we have established to address the needs were in science, reading and math. With the participation of students, parents, teachers, and administrators, our plan of action was developed. By the end of the 2015-2016 school year,65% of 3rd grade students will etsProficieor Distinguished or exceeds on Milestones 1. By the end of the 2015-2016 school year, 70% of 3rd grade students will score Proficient or

Distinguished on the math Ga Milestones. 2. By the end of the 2015-2016 school year, 70% of 3rd grade students will score Proficient or

Distinguished on the Science Ga Milestones.3. By the end of the 2015-2016 school year, 75% of 3rd grade students will score Proficient or

Distinguished on the Social Studies Ga Milestones. 4. By the end of the 2015-2016 school year, 90% of the FAY students will be present 175 days

or more.5. Increase staff, teacher, and leader attendance.6. Increase CCRPI score7. Increase the number of Achievement Gap points earned8. By the end of the 2015-2016 school year, 57% of the 3rd grade students will achieve a Lexile

of 650 or more.9. By the end of the 2015-1016 school year, K-3 students will increase guided reading levels:

K-78%1st- 72%2nd-64%3rd-60%

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2. Schoolwide reform strategies that: Annie Belle Clark implements Reading Recovery and Leveled Literacy Instruction to assist struggling readers in grades 1-3. Reading Recovery matches a trained teacher with at-risk first grade student for 12 to 20 weeks. The Leveled Literacy Intervention Program (LLI) provides a highly skilled literacy teacher to teach three at-risk students for 12-18 weeks. Reading Recovery and Leveled Literacy Intervention teachers participate in continual professional development throughout the school year. Annie Belle Clark participated in a research study with Lesley University and the University of Memphis to analyze the overall effectiveness of LLI. Research also targeted effectiveness with English Language Learners and Special Education students.

Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

We address the needs of all children in the school, particularly the needs of our most at-risk students is through a concentrated focus on incorporating best practices and data driven decision- making, while meeting the goals of our on -going school improvement process. Our school utilizes the Fountas and Pinnell benchmarking system to help identify students that are reading below grade level. Our Literacy Collaborative Framework requires us to provide daily reading instruction in a small group format. Reading levels are evaluated each nine weeks. In addition, students are administered formative assessments in Language Arts.

Math Fact Fluency benchmarks, IStation interventions, Eureka mid module, and end of module assessments are also used as a reform strategy. Students that are demonstrating academic difficulty are referred to the Response to Intervention (RTI) team. This team consists of

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Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

counselors, teachers, and other content specialists. Parents are also a vital part of the team. The team brainstorms potential interventions to best support the academic progress of each child.

Our school utilizes math and literacy instructional coaches to provide support to all classroom teachers. The coaches provide training, model effective instructional strategies, and assist the teachers in disaggregating data to support student learning in their academic area of expertise.

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

o strengthen the core academic program in the school.o increase the amount and quality of learning time, such as providing and extended

school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

o include strategies for meeting the educational needs of historically underserved populations

In our appendices are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies.

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Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

The faculty and staff of Annie Belle Clark work diligently to meet the needs of our students. We believe all students should be entitled to an appropriate education. The building principal and assistant principals lead the staff by initially analyzing test scores to determine if targeted populations are meeting state and local requirements. The CCRPI (College and Career Readiness Index) score was 59.6 out of 100. In addition to the instruction provided by classroom teachers, the goal is to utilize resource personnel, including math/reading instructional specialists to improve the achievement, progress, and gaps that were reflected on the 2014 score.

CCRPI Score

2012 2013 2014 2015 2016 2017 2018 201972.5 71.9 59.6

The EL students' general education teachers use test results as tool to inform their daily lessons. The general education teachers utilize the Can Do Descriptors to validate the areas in which the students are efficient and implement the Model Performance Indicators (MPI's) to support the learning in the classroom.

Our Response to Intervention Team meet frequently to address the needs of students in Tier 2 and Tier 3. Our Special Education lead teacher is charged with making certain that all our

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Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

Individualized Educational Plans (IEP) are current and being implemented according to regulations. Our school registration process includes measures to assist in identifying ELL, Migrant, and students with IEP’s.

Guidance counselors assist students with personal and social needs as needed. In addition, we have a school nurse who assists students with medical and physical needs when appropriate.

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

plans, if any.

3. Instruction by highly qualified professional staffAll certified staff members at Annie Belle Clark are highly qualified according to the requirements of the No Child Left Behind Act. All teachers teach within their certified areas. Teachers and paraprofessionals participate in continuous professional development at the district and school level.

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4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

A. Teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff participate in our staff development that addresses the root causes of our identified needs.

Weekly planning pods- Teachers work with small pods of grade level members during planning time to discuss lesson plans, data, and resources for daily instruction.

Monthly grade level collaborative planning- Teachers analyze data, review curriculum mapping document, and plan for instruction.

Monthly professional learning- Certified teachers work with math and reading instructional coaches on identified teaching strategies.

Tift County Professional Learning- Teachers and Staff have the opportunity to participate in professional learning opportunities available.

B. We have aligned professional development with the State’s academic content and student academic achievement standards. During the 2015-2016 school year, our K- 3rd grade teachers will participate in the math and reading site-based professional learning. The reading and math coaches work with grade levels to assist with curriculum pacing and continuing to provide support with the teachers in teaching the standards.

C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. Instructional coaches will conduct training during the 2015-2016 school term. Professional development sessions are focused on specific instructional needs such as the GSE, Math Fact Fluency, Eureka Math, Curriculum Mapping, EL strategies for the general education teachers, and Writing. Our academic schedule is designed so that substitutes are not required in order to have quality professional development. This is an advantage for a school that houses approximately 880 students.

D. We have included teachers in professional development activities regarding the use of academic assessment, therefore, enabling them to evaluate and improve achievement of

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4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

individual students and the overall instructional program. Teachers receive periodic training on how to best implement and utilize the results obtained from running records, formative and summative assessments, as well as system benchmarks. Training is provided on how to interpret results to assist with small group and individualized instruction. Teachers disaggregate data from state administered tests to determine students' instructional strengths and weaknesses. Pre and post measures are analyzed in the area of mathematics to focus on student growth.

5. Strategies to attract high-quality highly qualified teachers to high-need schools.We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. The Human Resource Director for the system participates in job fairs across the state and encourages building principals to be aware of the certification of all future employees through the use of TeachGeorgia.

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

We have involved parents in the planning, reviewing, and improving of the comprehensive schoolwide program plan by: Involving parents in the planning meetings Providing copies of the schoolwide plan in draft form to the parents in the parent resource

center, front office, school website, and media center School Parent Liaison assists in planning and facilitating parent workshops on topics that

are requested from the needs assessment survey

We have developed a parent involvement policy included in our appendices that:* Shares information on how our school will involve parents in the planning, review, and

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improvement of the Title I programs* Explains how the school will invite and encourage parents to attend the annual meeting* Shows how the school will offer a flexible number of meetings about parental involvement* The school will take action in jointly developing the school-parent compact

* Shows the variety of ways that the school will build the school's capacity for strong parental involvement

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

The following are the plans for assisting preschool children in the transition from early childhood programs to the primary school programs, and the subsequent elementary school programs: The Tift County Pre-K director coordinates transition meetings with our school liaison to ensure a smooth transition for the identified Pre-K students. Area pre-school facilities visit our campus each spring to become acclimated to the primary school environment. Our Kindergarten teachers visit all of the local Pre-K programs to meet prospective kindergarten students, to assist parents with the registration process and administer entrance assessment to the students.

In an effort to provide a smooth transition for the third grade class, the feeder elementary school visits to share information about their school. This will provide the students with an opportunity to observe the next grade division.

8. Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

We include teachers in decision making regarding use of academic assessment through leadership team meetings, periodic professional development sessions, and faculty meetings to analyze and develop assessments. Teachers participate in grade level meetings

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where they collaborate about effective instructional strategies and make plans using the GSE and GPS. Grade level representatives share this information with the leadership team in an effort to build a stronger team base.

Additionally, teachers actively participate in Response to Intervention meetings to discuss appropriate interventions and modifications for the identified students. This is a continuous process at Annie Belle Clark Primary.

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

A. We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Those activities include but are not limited to:

Flexible grouping within the Literacy Collaborative framework Reading Recovery services for identified 1st grade and Special Education students Leveled Literacy Instruction for identified K-3 students Response to Intervention Math Fact Fluency Eureka Lessons Number Talks Literacy benchmarks Flexible EIP classes EL students use additional technology to support language concepts Parent workshops conducted by Parent Liaison Extended Learning Time Reading Buddy Program IStation Moby Max Fitness Gram Additional certified personnel to support reading/math

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Write Score assessment Career Awareness lessons aligned to Georgia’s 17 Career Clusters Literacy Lessons

Measures that in place to ensure that students difficulties are identified in a timely manner: Bi weekly Leadership Team discussions Literacy benchmarks and Observation Surveys conducted on periodic basis Observational surveys and running records conducted on frequent basis Mid-quarter reports and report cards every 4.5 weeks Parent conferences (mandatory at the end of the 1st 9 weeks) Math mid module and end of module assessments Response to Intervention meetings Monthly grade level meetings to discuss student work Weekly individual running records to assess student progress in reading Schlagal Fall/Spring data Coaching with LC and Math coaches Write Score Assessment results IStation Reports Moby Max data Reading Recovery data Fitness Gram Anecdotal Notes (Math and Reading) Analysis of common science assessments for 2nd and 3rd grade

10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training

Tift County Schools coordinate all programs in accordance with federal, state, and local mandates. The school system employs a full time Title Director to oversee the Title One program. Annie Belle Clark receives and earns funds to support student achievement and to help meet the needs of at- risk students. Programs are organized and coordinated by:

Hiring highly qualified teachers and paraprofessionals Hiring a Parent Liaison

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Establishment of a Parent Resource Center Hiring an intervention specialist to support emergent readers Hiring Reading Recovery and Leveled Literacy Instruction teachers to help meet the

needs of struggling readers Hiring of instructional coaches for both Reading and Mathematics Offering Early Intervention Program (EIP) to reduce class sizes Purchasing resources to supplement the school’s instructional plan Professional Learning

The following are our listings of Federal, State, and local services and programs and an explanation of how we are coordinating and integrating those services and programs at Annie Belle Clark Primary:

QBE/LEA – based on the FTE count of students. These funds will be used to provide salaries, supplies, and equipment for the teaching staff.

Title V (1) – this funding may be used to for instructional materials. Title I – salaries and supplies for classroom teachers. Reading Recovery teachers and

Literacy coaches are funded through these monies. Title 1 also supplies and materials for the parent resource center, staff development funds for parent involvement. Instructional supplemental materials and technology are also funded through Title One.

Title II (A) – funds are focused toward the staff development, recruitment, and retention of highly qualified teachers and paraprofessionals.

Title II(D) – travel funds for professional development Title VI (B) – funds for professional development and educational technology RESA – RESA provides professional development opportunities for school leaders.

Consultants are available for various aspects of school improvement PTO – helps in the funding of instructional field trips, supplemental materials, and

student incentives. We utilize Title One funding for the following:

Support the salaries of three literacy coaches Support the salaries of seven Reading Recovery teachers Support the salary of our Parent Liaison Provide materials and supplies for our Parent Resource Center Support Professional Development Supplemental Resources- Write Score Assessment, Social Studies Weekly,

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Technology

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

All parents are required to attend a parent conference at the conclusion of the 1st 9 weeks. During the conference, teachers have an opportunity to review nine week standards and expectations. Teachers will also be able to share assessment information and previous assessment results.

Mid-quarter reports are sent home every 4 1/2 weeks. Report cards are sent home at the conclusion of each 9 week grading period. Parents are invited to attend Response to Intervention meetings to discuss student progress and assessment results. Minutes from each meeting are mailed home if parents are unable to attend and transportation is provided. Translated minutes are available if necessary.

Classroom teachers send home weekly folders to share student work on formal and informal classroom tasks. Additional parent conferences are scheduled throughout the school year.

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

The Georgia Department of Education as well as our RESA consultants provides disaggregated data to the school.The math and literacy instructional coaches of Annie Belle Clark also play a primary role in organizing, disaggregating, and disseminating achievement and assessment data. Examples include:

Teachers and literacy coaches organize and track student progress on specific benchmarks. Guided Reading benchmark levels will be correlated with Ga Milestones scores to assist teachers in recognizing at risk students prior to testing.

Reading Recovery teachers share data reports with teachers Data is discussed in collaborative grade level meetings.

During the 2015-2016 school year, the math coach will facilitate professional learning communities to support classroom teachers in analyzing formative and summative assessments

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to determine strengths and weaknesses.

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

Test developers who represent the Georgia Department of Education take necessary steps to ensure that the measures such as the Georgia Milestones, GAA, GKIDS to ensure that they are valid and reliable.

14. Provisions for public reporting of disaggregated data.The Georgia Department of Education as well as the Tift County School district provides disaggregated data to the schools. Results from the CRCT/Georgia Milestones and the CCRPI report are posted on the district and school's website, newsletters, student handbook, and shared at the Title I parent meeting. The principal also shares the results of the scores with teachers and during parent meetings.

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

Annie Belle Clark’s 2015-2016 Title One Plan is developed by the Leadership Team in conjunction with members of the School Council. The plan is reviewed and revised annually by each group. Revisions are based on identified improvement goals gleaned from surveys and instructional data.

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

The Leadership Team at Annie Belle Clark is responsible for supporting the implementation of the Title One plan. The team consists of administrators, academic coaches, teachers, and support staff. The school council, which is made up of faculty and stakeholders, also supports the development and implementation of the Title One plan.

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17. Plan available to the LEA, parents, and the public.Annie Belle Clark’s Title One Plan and Parent Involvement Plans are made available to parents at our annual Title One Parent Meeting, on our school website, in our parent resource center, and in our media center.

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

English is the primary language of the majority of students and parents at Annie Belle Clark Primary. Our school translator translates all Title One and Title Three information into Spanish. Translations in other languages are available upon request.

19. Plan is subject to the school improvement provisions of Section 1116.Annie Belle Clark’s Title One Plan is subject to school improvement Provisions of Section 1116. Annie Belle Clark has continued to make progress as required by ESEA. Annie Belle Clark has been a Title One Distinguished School.

Feedback/CommentsParents: Please review the updates and provide comments to help us continue to provide

ABC students with the best academic experience possible!!!Thank you!

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Documents

1.cdn.edl.io · Web viewThis is score included the writing portion of the test. There were 44% of the students scored below grade level and 56% were at or above grade level. There