Henry County Schools Continuous Improvement Planning ... · 2 | P a g e 05.30.2018 Monitoring Plan: CSIP achievement goals are intended to improve student-learning outcomes. As such,

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Henry County Schools Continuous Improvement Planning Process

2018-19 GUIDANCE:

This plan will guide your Continuous School Improvement work for the next year or more. The purpose of this document is to develop strategic goals & actions for school improvement based on targeted areas identified by longitudinal data analysis of four key data buckets: Perceptions, Student Learning, School Processes, and Demographics. The school leadership team, led by the principal, should complete this document. While Assistant Superintendents are working in conjunction with the Learning and Performance Services and Leadership Departments, your Assistant Superintendent is the best resource to help you complete this form. It is essential that your work include an alignment of the District Strategic Priorities to the fundamental work that will be accomplished at your school:

Unify Henry County around excellence in public education

Strengthen our core business of student learning

Ensure a high performing environment for all students GOALS and STRATEGIES: Start with the end in mind.

What needs are identified by your data (current and historical)?

What do you need to accomplish the learning outcomes you have identified?

Have you identified the root cause?

Goals should be achievement goals to increase student learning.

For example, a measurable achievement goal is there will be a 3% increase (based on your school’s specific data) in developing or proficient for all students in mathematics during the 2018 -19 school year.

All goals should be S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, time-bound). Each goal should have metrics associated with it.

Each achievement goal requires strategic actions to accomplish the goal. Focus these strategic actions around the professional development activities needed to support full implementation of the goal. Remember effective professional development includes four components: constructing knowledge, transferring knowledge into practice, to practice teaching, and to promote reflection. ALIGNMENT: Cohort 15, 16, 17 and 18 personalized learning schools’ CIP goals and strategies must align with those outlined through the school redesign process and articulated in the School Readiness Criteria (SRC) document. Title schools’ plans must align with Title goals and strategies outlined in the Title documents. All schools must align with the Henry County strategic priorities of Unify, Strengthen, and Ensure outlined above.

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Monitoring Plan:

CSIP achievement goals are intended to improve student-learning outcomes. As such, student learning are data points to be monitored as part of the Plan, Do, Study, Act process. Monitoring of Achievement practices should focus on monitoring implementation in the classroom (e.g., walk-throughs, examining student work protocols), not just artifacts that suggest implementation might be occurring (e.g., lesson plans). A process for the monitoring of achievement practices should be developed/articulated (e.g., Focus walk-throughs conducted by Administrators, Leadership team, Department Chairs, Grade Level Chairs, and District Leadership Team members quarterly).

Feedback & Monitoring Loops:

To facilitate schools receiving feedback on their plans, we have developed the following timelines.

Draft #1- Due July 5th, 2018 – Assistant Superintendent will provide feedback not later than July 16th, 2018.

Final Draft of CSIP- Due July 27th- completed Final Draft is due to Assistant Superintendent, which should incorporate/address any concerns/feedback provided on Draft #1.

CSIP Share- Due Preplanning Week- schools are expected to have CSIPs finalized and shared with school staff during preplanning to contextualize the focus of your school’s work for the upcoming year.

Assistant Superintendents of Leadership Services are expected to schedule quarterly visits with schools to participate in the process schools are using to support and monitor implementation of the school’s goals (e.g., conducting walk-throughs, participating in data examination/analysis and needs analysis of next steps, participating in components of PD).

Monthly Performance Review (MPR)-This will occur monthly where each building leader will

meet with the Assistant Superintendents to report status of CSIP actions and 5 x 5 walk-thru results.

All schools with be required to conduct a MPR. The specific schedule for your school is dependent upon your CCPRI score (see your Assistant Superintendent for more details.)

NOTE: All MPR sessions will be held at your school. District Leadership Team from various departments will attend each session.

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Dates Level I – 100 - 80 Level II – 79 - 70 Level III – 69 -60 Level IV – below

60

August 31,2018 MPR MPR MPR MPR

September 28,2018 MPR

October 26,2018 MPR MPR

November 30,2018 MPR MPR

December 13,2018 MPR

January 25,2019 MPR MPR

February 22,2019 MPR MPR

March 29,2019 MPR MPR

April 26,2019 MPR

May 31,2019 MPR MPR MPR MPR

Section A: Where are we now as a school?

What Perceptions data did you use? What did the data tell you? We looked at school climate ratings available on GaDOE, as well as personalized learning surveys. This data shows that students overwhelmingly enjoy school until 3rd grade, with 81.2% reporting that they enjoy school. However, only 58% of our 3rd, 4th and 5th graders report enjoying schools. There is a discrepancy between males and females as well, with females reporting that they enjoy school more and feel they are doing well in school. Also, students self-report that they feel their teachers want them to do well, with 80% or higher reporting that they feel their teachers want them to do well.

What demographics data did you use? What did the data tell you? GMAS data was analyzed by subgroup and it indicated that the achievement gap in ELA and Math between the subgroups and overall population was largest among SWD students. Additionally, there is a large achievement gap in Science between the African American subgroup and overall population.

What student learning data did you use? What did the data tell you? GMAS data over a three year period was analyzed to determine trends. Comparing 3rd grade 2017 scores to 2018 scores there was a significant decline in both ELA and Mathematics in percentage of proficient and distinguished learners.

Section B: Where do we want to be?

Purpose and vision statement: We want a significant increase in our 3rd grade ELA and Math students. Additionally we need to improve our performance among our SWD students and the performance of our African American students in science.

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For Cohort 15, 16, 17 & 18 schools, what are the key personalized learning priorities outlined in your approved School Readiness Criteria (SRC) document for this school year? Reference the Rollout Sequence and Implementation Roadmap sections of your SRC.

How does your vision align with the HCS Strategic Priorities? Explain. We plan on using district wide processes to provide teachers with research based instructional practices that will improve learner outcomes. By strengthening our school-wide instruction through data analysis of subjective and objective assessments (such as balancing IKAN/Gloss and F&P with norm-referenced assessments like MAP), PLC learning communities, blended learning, and personalized learning, while focusing on our 3rd graders, we will ensure a higher performance among all students.

Section C: FY19 Comprehensive Needs Assessment

1. Planning and Preparation

1.1 Identification of Team Members The comprehensive needs assessment team consists of people who are responsible for working collaboratively throughout the needs assessment process. Ideal team members possess knowledge of programs, the capacity to plan and implement the needs assessment, and the ability to ensure stakeholder involvement. Documentation of team member involvement must be maintained.

Position/Role Name

Principal Lisa Travis

EIP teacher Beth Wilson

IRR teacher Daniel Greene

Kindergarten Teacher Nicole Hamrick

1st Grade Teacher Krupal Morjaria

2nd Grade Teacher Laurie Bachelor

3rd Grade Teacher Salecia Akins

4th Grade Teacher Jazmine Dinkins

5th Grade Teacher Tinasha Schuler

Project Manager Jessica Nazario

LILT Patti Paris

MILT Joshua Nelson

Counselor Dalili Brown

Technology Coach Antonia Younge

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1.2 Identification of Stakeholders Stakeholders are those individuals with valuable experiences and perspective who will provide the team with important input, feedback, and guidance. Stakeholders must be engaged in the process in order to meet the requirements of participating federal programs. Documentation of stakeholder involvement must be maintained.

Position/Role Included (Yes/No)

Instructional coaches Yes

Counselors Yes

Parent liaison Yes

Health care providers No

Social workers No

Faith-based community leaders No

School/District based Technology staff Yes

Librarian No

Parents Yes

Students Yes

District Staff No

How did the team ensure that the selection of stakeholders were included in the CSIP?

Parents and students were surveyed. Their feedback was included in our perception data and analysis.

3. Needs Identification and Root Cause Analysis (All Schools must complete)

3.1 Strengths and Challenges based on Trends and Patterns Coherent Instructional System: Summarize the coherent instructional system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to address the various educational needs of your students?

We saw a need for better data analysis and analysis of student work. There was a decline with the onset of one-to-one technology which may indicate that we need to implement a blended learning model with fidelity to ensure student growth. Professional Learning Communities, driven by administrator 5 x 5 inventory/reflections, will be implemented school-wide to strengthen teacher practices and therefore ensuring and clarifying student learning.

Effective Leadership System: Summarize the effective leadership system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you and the administrative team doing to ensure high quality instruction for all classes/students?

Data and student work samples will be routinely analyzed and staff members will hold one another accountable. PLCs will provide the framework and professional learning to unify, strengthen and

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ensure student learning at Cotton Indian Elementary. Additionally, 5 x 5s will be analyzed and reflected upon by our PLC/Leadership Team.

Professional Capacity System: Summarize the professional capacity system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? Do your professional development practices align with the expectations of a PLC? How frequently will the PLC be monitored?

Our PLC will focus on student learning, student outcomes, and differentiation. Professional development will be based upon needs determined by 5 x 5s as well as data analysis. Additional professional development will be based on individual teacher needs. Other opportunities will be provided for teachers to strengthen their practices and redeliver to the staff to build higher professional capacity among our staff. This professional capacity system will be monitored monthly.

Family and Community Engagement System: Summarize the family and community engagement system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to involve the families in improving the academic achievement of the child?

We offer multiple opportunities for families to show involvement and help us improve academic achievement. We have Data Date Nights, Title 1 Nights, Title 1 Lunch and Learns, Coffee with the Principal, School Council, teacher webpages and newsletters, Bring your Parent to School Day, Leadership Day, PTO, parent/teacher conferences, parent resource room, class Dojo and weekly communication folders.

Supportive Learning Environment System: Summarize the supportive learning environment system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to decrease the number of discipline referrals and attendance concerns?

The number of discipline referrals has decreased since the implementation of Leader in Me. We will implement Responsive Classroom practices which include, daily class meetings, peace corner, and leadership roles. Additionally we will provide both a structured and an unstructured daily recess. Counselors recognize perfect attendance daily and hold perfect attendance breakfasts each semester. Our chronic absences have decreased in the past year due to the implementation of these processes.

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Demographic: Summarize the demographic trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What is happening in the following areas (Subgroup data, mobility, remedial/early intervention/alternative/gifted)?

Our English Language Learners has remained at 3-4% for the past 3 consecutive years. Our Students with Disabilities population has remained 13-15% for the past 3 consecutive years. Our African American population has increased 5% from 45% to 50% over the past 3 years. Our white population has decreased 7% from 33% to 26% over the past 3 years. Our Hispanic population has increased 7% from 10% to 17% over the past 3 years. Our economically disadvantaged population has gone up 3-4% for the years 2016, 2017 and 2018. For the 2018 school year, approximately 87% of our students remain in this community for the entire school year and 13% were mobile.

Financial: Summarize the financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What is happening in terms of the financial status of the families?

In 2016 our percentage of students qualifying for Free and Reduced Lunch was 66%. In 2017 our percentage of students qualifying for Free and Reduced Lunch was 70%. In 2018 our percentage of students qualifying for Free and Reduced Lunch was 73%. This is an indication that our families are becoming less financially stable.

Student Achievement: Summarize the student achievement trends (milestones/student subgroups) and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

African American students are not performing as well as our overall population in the area of Science. SWD students are not performing as well as our overall population in ELA and Math. Our gifted population is not performing at a very high level with less than 8% of our 3rd, 4th and 5th grade students scoring at the distinguished level in any content area, despite the fact that approximately 14% of our 3rd, 4th and 5th grade students qualify for gifted services. 35% of 4th graders, 35% of 5th graders and 48% of 3rd graders scored as beginning learners in the ELA section of GMAS. 12 % of 4th graders, 52% of 5th graders and 28% of 3rd grade scored as beginning learners in the Math section of GMAS. These students will be serviced in our EIP program and ESE program for the 2018-2019 school year. Additionally, intentional improvements will be made to strengthen tier 1 instruction.

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3.2 Identification and Prioritization of Identified Needs

Overarching Need

How severe is the need? (High, Medium, Low, Unknown)

Is the need trending better or worse over time? (Better, No Change, Worse, Unknown)

Please identify a root cause. You may list more than one root cause.

Priority order (Number 1-10)

Impacted programs (See list below). Additional considerations (Optional)

Improve tier 1 instruction.

High No change -Teacher mobility -Content knowledge -Teacher self-efficacy -Differentiated Instruction -Student Engagement

1. Content Knowledge 2. Differentiated Instruction 3. Student engagement 4. Teacher self-efficacy 5. Teacher mobility

IDEA – Special Education

Title I, Part A – Improving Academic Achievement

Title I, Part A – School Improvement

Title II, Part A – Improving Teacher Quality

Title IV, Part A – Student Support and Academic Enrichment

Title IV, Part A – Student Support and Academic Enrichment

3.3 Root Cause Analysis (Reference for Title 1 Schools Only) Impacted Programs (Local, Title II, Title III)

- IDEA – Special Education - School and District Effectiveness - Title I, Part A – Improving Academic Achievement - Title I, Part A – Foster Care Program

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- Title I, Part A – Parent and Family Engagement Program - Title I, Part A – School Improvement - Title I, Part C – Education of Migratory Children - Title I, Part D – Programs for Neglected or Delinquent Children - Title II, Part A – Improving Teacher Quality - Title III, Part A – Language Instruction for English Learners - Title III, Part A – Language Instruction for Immigrant Students - Title IV, Part A – Student Support and Academic Enrichment - CTAE – Career, Technical and Agricultural Education

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Section D: School Improvement Plan Required Questions 2018-19

(Title I Schools ONLY) Federal funding options is traditional funding (all Federal funds budgeted separately). Factors used by district to identify students in poverty: Free/Reduced meal applications.

1. In developing this plan, briefly describe how the school sought advice from individuals (teachers, staff, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders) was sought and included. [Sec. 2103(b)(2)] (Was 4a)

Response: We developed our school-wide plan with the participation of the individuals who will carry out the comprehensive school-wide program. The Cotton Indian Elementary Leadership Team/PLC collaboratively worked on the School Improvement plan and input was gathered from each member of the team. Input included parent surveys, student surveys, and school level data. The Leadership Team/PLC used the following instruments, procedures, or processes to obtain this information: Student population data, Data disaggregation sessions, GA Milestones, Continuous Improvement Plan review, MAP, CCRPI. Our plan is based on information and trends relating to the needs of all students in our school and identified students or subgroups who are performing below proficiency on State Academic Achievement Standards in ELA, Math and Science. At this time we do not have migrant students; however, if any migrant students enroll at Cotton Indian, our plans for serving these students would include:

1. Providing parent information in the family’s native language

School-wide Plan Development: Sec. 1114(b)(1-5)

a. is developed during a 1-year period, unless— the school is operating a school-wide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section;

Response: The school was operating a school-wide program on the day before the date of the enactment of the Every Student Succeeds Act.

b. remains in effect for the duration of the school’s participation under this part, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards;

Response: This plan will remain in effect for the duration of the schools participation under this part, except that the plan will be regularly monitored and revised as necessary.

c. is available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand;

Response: The plan will be posted on the schools website.

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2. Developing a guide to community services available to migrant students and their Families

3. Out-reach to community organizations to form partnerships to serve migrant students 4. Conducting surveys, focus groups or one-on-one interviews to assess the needs of

migrant students and families Providing workshops and other parent/family activities based on the input from surveys, focus groups

and one-on-one.

2. Describe how the school will ensure that low-income and minority children enrolled in the Title I school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers. [Sec. 1111(g)(1)(B)] (Was 4b)

Response: All teachers to teach Title 1 identified students hold clear and renewable certificates. Additionally a number of teachers are continuing their education beyond their Bachelor’s Degree.

3. Provide a general description of the Title I instructional program being implemented at this Title I School. Specifically define the subject areas to be addressed and the instructional strategies/methodologies to be employed to address the identified needs of the most academically at-risk students in the school. Please include services to be provided for students living in local institutions for neglected or delinquent children (if applicable). [Sec.1114(b)(7)(ii)] (Was 4c)

Response: The master schedule is a block schedule consisting of 120 minute balanced literacy block and 90 minute math block in Grades K-4. This allows for the necessary support staff to use the push-in model for EIP, ESOL, Gifted and ESE students. According to research on increasing student achievement, block scheduling improves student achievement for all students, especially those most at risk of academic failure. Block scheduling also increases time on task and reduces disciplinary referrals due to less time spent in transitions and lag time situations where many discipline problems tend to occur. Additionally, block scheduling allows teachers and students to form relationships that foster emotional support for those students in need of extra encouragement (NASSP Bulletin, 1997). Moreover, since our school uses a collaborative model for our special education, a block schedule will allow for more effective use of these staff members and their expertise. Grade 5 is unique as these students are required to take ELA, Math, Science, and Social Studies Georgia Milestones assessment. In order to prepare students, this grade level is departmentalized across subject areas.

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Cotton Indian Elementary will have two full-time Title 1 Instructional Lead Teachers and one Title 1 Tutor. These instructional lead teachers work with our staff to implement our continuous improvement goals and best practices in all content areas. The administration, Title 1 Instructional Lead Teachers and Title 1 Tutor will work diligently to identify and remediate areas of concern with the use of data collected by 5 x 5 walkthroughs as well as common formative assessments and district data. We will also use state assessment data as a means to identify and target at risk students. The Instructional Lead Teachers will differentiate instruction via professional learning to ensure best practices in the classrooms at Cotton Indian Elementary. They will present information and best practices for whole group and small group instruction and provide modeling and individual training for teachers in need. As a part of the training, the Instructional Lead Teachers will model and co-teach lessons to help facilitate depth of knowledge in regard to instructional strategies. The modeling will include the use of manipulatives, exemplars, number talks, pictures/diagrams and abstract problem-solving strategies, demonstrations of the correct method for doing running records, the framework for guided reading, the use of picture books to teach literary concepts, Constructed Response strategies, teaching Content Specific Vocabulary, the integration of social studies and science curriculum during the ELA and Math blocks, higher order questioning techniques, writing across the curriculum and data analysis. Leveled readers in all content areas will serve as our means for integrating Science and Social Studies into our ELA block. Professional Development will be provided based on teacher need and/or data gathered and analyzed in the PLC. Writing will be incorporated into all content areas and journals will be used as a tool for conferencing with students as a means for data analysis and flexible grouping of students based on their specific needs. Cotton Indian Elementary will continue to implement Units of Writing (district initiative). Cotton Indian Elementary will also utilize Dream Box to differentiate and promote student agency in Math. For the 2018-2019 SY based on our prioritized needs, Cotton Indian Elementary will use the bulk of its expenditures to purchase classroom libraries. Through the integration of Science and Social Studies in our ELA block, teachers will use non-fiction guided reading text as well as implement STEM Scope in their classrooms. Instructional Focus is part of our daily schedule as well. During this time, students will receive instructional support based on their specific needs. Staff will be involved in providing instructional support for all students based on needs derived from CFA data, pre/post assessments, analysis of student work, and teacher observations. This data will drive the instruction delivered to students during this block of time each day. A certified Title 1 tutor will work collaboratively with teachers to provide additional support to students. They will plan with teachers to inform instruction as well as track data of student progress. Our model will include push in and concentrate to the integration of Science content through literacy. Our Title 1 tutor will meet with identified students 4 days a week in grades 3-5. We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of school-wide programs and the school parental involvement policy by including parents in the preparation of this school-wide planning document. Parents are invited to review the Parent Compact and Title Plan and provide feedback. Our Parent Involvement Paraprofessional will provide monthly Lunch and Learns and we will also have monthly Title 1 Nights focusing on specific content areas. Our Parent Involvement Paraprofessional will also meet with our new parents as they enroll student(s) and showcase the resources that we have available to assist them at home to ensure

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that all students/parents have resources readily available to assist in the collaboration of ensuring academic success for each student.

Within the first month of school we will hold a Curriculum Night where parents will be able to meet with their child’s teacher to discuss curriculum, assessment and an overview of the typical school day. Title 1 Parent Nights, grade level Leadership nights, Coffee with the Principal and Lunch and Learns are a few exciting events that will be provided for parents and students to visit our school and interact with the school faculty and staff. Parent volunteers help with routine duties, such as copying for teachers, working with small groups, participating in teacher appreciation week, and volunteering during various school events. Cotton Indian Elementary will incorporate Take a Vet to School Day as another means for getting parents and community members into the school; as well as Leader of the Month. Opportunities for community involvement in our school have included partners in education and Cotton Indian’s own Jr. Beta Club students donating items to senior citizens. Cotton Indian Elementary’s mentoring program offers an excellent chance for community involvement in our school. While community involvement is still at a minimum, we are currently developing plans for more out-reach and recruitment of community volunteers. Teachers send home monthly newsletters specific to their classes. A school-wide newsletter and parent involvement newsletter is sent out every month. Student led conferences are held at least twice yearly. The school webpage is updated regularly and provides information about upcoming opportunities for parent/family involvement. Teachers and parents communicate regularly through student agendas, email, Class Dojo, and/or by phone. Events are also advertised through the use of parent portal, flyers, daily school announcements, the school webpage, calling posts, and special signs around the community and/or the school marquee board. We recognize that while most of our parents speak and read English, we do have some parents whose native language is not English. Moreover, some of these parents have not become proficient enough in English to effectively understand verbal and/or written communication. In an effort to ensure that school-to-home and home-to-school communications about school-level programs and activities are accessible to these parents, every effort will be made to provide these parents with materials in their native language. This year, parent input will be solicited in a number of formats, including school council, parent surveys, school newsletter and calling posts. Data from the parent survey and information gained during school events will be used to write the Parent Involvement Plan for the 2018-2019 school year. Parental Involvement Initiatives Parent Resource Center has been opened to help parents with materials to aid their children at home. Our PIP will be of service to parents daily from 7:30 to 3:30 to assist them with checking out materials that will align to Henry County Teaching and Learning Standards. FBI- Fathers Being Involved Parent Involvement Paraprofessional (PIP) attends district wide monthly meetings. Cotton Indian Elementary promotes parental involvement by allowing parents to attend workshops & volunteering in the school.

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Parent Involvement Paraprofessional (PIP) attended district-wide monthly meetings. Additionally, the PIP attended all district-level parent events. Cotton Indian Elementary is part of the North cluster. Our PTO is actively seeking membership. We have a teacher on staff who acts as a translator as needed. We are also provide parent flyers and letters in Spanish and other languages upon request. Full-time parent involvement paraprofessional provides outreach to our school community and assists parents in academics as well as other training. Annual Title 1 Parent Input Meeting is held in August as a means to gain parent input in the School-Parent-Student Compact as well as establish relationships for future involvement opportunities. Parent/teacher communication occurs regularly through many means such as, agenda, conferences, email, telephone, Class Dojo, school marquee, IC. Efforts are made to provide parents with materials in their native language. Parent Resource room is available daily for parents to check out materials for their students. Online newsletter outlines up to date events and opportunities for the Cotton Indian Elementary community. It is also available hard copy upon request from parents. Coffee with the Principal is held monthly as an open forum to discuss concerns and share ideas. Surveys are sent out to gauge the need for changes and/or improvements in all efforts of the

school. Parent-student-teacher conferences take places at least twice a year led by students addressing

academic/personal goals. Data Date Nights will take place three times a year, which will also be led by students. Our PIP (Parent Involvement Paraprofessional) has allowed for outreach into the community

and more parent involvement opportunities for Cotton Indian Elementary parents. Parent committee was formed and both the parent compact and parent involvement policy

were up-dated annually as required.

GA Milestones Reading/ELA Prep Workshop and GA Milestones Math Prep Workshop occurred to help parents better prepare their children for the GA Milestones.

A fall parent survey was conducted and the results were used for planning our parent workshops. A spring parent survey will be conducted and used for planning the following school year events.

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

needs of parents and the school and distribute it to the parents of participating children and make the parental involvement plan available to the local community by conducting periodic meetings with parents, asking for feedback through surveys, and distribute through brochures, handouts, webpages, messenger calls, emails.

o We will conduct an annual meeting, at a convenient time, to inform parents about the

school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parental involvement policy, the school-wide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by sending home information sheets, messenger calls, emails, weekly class newsletters, and monthly school-wide newsletters.

o We will offer a flexible number of meetings, such as meetings in the morning or evening,

and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement by informing them of upcoming

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events through information sheets, messenger calls, emails, weekly and monthly newsletters.

o We will provide parents of participating children with timely information about the Title I

program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible during the Title 1 Information Night conducted annually.

o We will jointly develop with parents of participating children a school-parent compact

that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards by working with the parent task force using their feedback to make the necessary changes.

o We will provide assistance to parents of participating children, as appropriate, in

understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress, and how to work with educators, by providing informative academic workshops both during the day and in the evenings, and informative meetings.

o We will provide materials and training to help parents to work with their child to improve

their child’s achievement, as appropriate, to foster parental involvement, by various workshops, sending home reference guides, websites, and links to various webinars to help parents.

o We will provide training to educate the teachers, pupil services personnel, principal, and

other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, by providing professional development on a yearly basis.

o We will take the following actions to ensure that information related to the school and

parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by sending home information in home languages, information sheets, websites, social media, and messenger phone calls.

o We will provide full opportunities, to the extent practicable, for the participation of

parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including

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alternative formats upon request, and, to the extent practicable, in a language parents understand, and by translating documents to specific home languages.

o We will request Title 1 funds to meet the needs of our Parent Engagement Program in FY-

18 Budget for the following items to include but not limited to:

Child Care

FICA

Purchase professional or technical services to work with and assist parents as needed

Supplies (i.e. technology supplies, software, textbooks, consumable instruction, binders, paper clips, etc.)

Expendable equipment (i.e. file cabinets, kindles, laptops, chrome books, furniture (if needed), etc.)

Books

4. List interventions (programs, strategies, activities, software, staff, etc.) you plan to purchase and use in your Title I school program to improve student achievement. Research your program and indicate the evidence-based level. Note that you should only list your strategies and programs that are being paid with your Title I funds. Evidence for ESSA – www.evidenceforressa.org What Works Clearinghouse – https://ies.ed.gov/ncee/wwc/ Best Evidence Encyclopedia Program Review – Johns Hopkins – www.bestevidence.org

(attach a screen shot of the evidence)

Please complete the Logic Model below for each Title I funded evidence-based intervention not found in one of the three clearinghouses listed above.

Statistically significant effect on improving student outcomes or other relevant outcomes based on:

Check one

Evidence-Based Intervention

List Subject: Math, Reading, or Other

Subjects

Strong Evidence

Moderate Evidence

Promising Evidence

Rationale Evidence

http://www.evidenceforressa.org/

https://ies.ed.gov/ncee/wwc/

http://www.bestevidence.org/

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Instructional Lead Teachers English Language Arts and Math

X

https://www2.ed.gov/programs/readingfirst/support/coaching32010.pdf

Tutor English Language Arts and Math

X

https://www.gpo.gov/fdsys/pkg/ERIC0ED4643/pdf/ERIC-ED464343

PIP Parental Involvement X

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC302009/

5. If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify eligible children most in need of services in Title I targeted assistance schools/programs. Please include a description of how the school will develop and implement multiple (a minimum of 2) objective, academic- based performance criteria to rank students for service. Also include a description of the measurable scale (point system) that uses the objective criteria to rank all students. [Sec. 1115(b)(1)]; [Sec.1115(c)(1)(B)] (Was 4d)

Response: Cotton Indian Elementary will use multiple performance criteria to rank our students for service. A Title 1 Tutor will support 3rd grade in the area of Science through the integration of ELA and Math. Students will be ranked using the following criteria: MAP scores, Lexile Levels, IKAN and Gloss and Teacher Recommendation (will be assigned a numerical value) will be utilized to rank the students to determine eligibility for Title Services.

6.Elementary Only: describe how the school will support, coordinate, and integrate services with early childhood programs at the school level, including strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. [Sec. 1114(b)(7)(V)] (Was 4e). Middle School Only: describe how the school will support, coordinate, and integrate services with middle school programs at the school level, including strategies for assisting middle school children in the transition from middle school to local high school programs.












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Response: Cotton Indian Elementary has developed a comprehensive plan to orient parents and rising kindergartners on their new school environment. Parents and families are made aware of the upcoming week in which they can register their child via flyers, calling posts, school’s marquee and school and district websites. Kindergarten Registration week consists of registration and the administration of the CIE’s Kindergarten Placement Assessment. After analyzing the placement assessments, students were invited to attend a 4 day Kindergarten readiness program. Our Parent Involvement Liaison provides information to all our feeder daycares in order to make those parents aware of ways to help their child get prepared for Kindergarten. Information will be shared regarding skills their child should show mastery in prior to entering Kindergarten. This is done is an effort to ensure a successful transition to elementary school.

7. High School Only: describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including:

• Coordination with institutions of higher education, employers and local partners; and • Increased student access to early college high school or dual or concurrent enrollment

opportunities or career counseling to identify student interest and skills. [Se. 1114(b)(7)(II)] (Was 4f)

Response: N/A

8. Describe how the school will support efforts to reduce the overuse of discipline practices that remove students from the classroom, specifically addressing the effects on all subgroups of students. [Sec. 1114(b)(7)(III)] (Was 4g)

Response: School-wide discipline plan: The objective of the plan is to assist students, parents, and faculty in following a reasonable and consistent plan for a learning environment that ensures the safety of students and staff. The school-wide discipline plan is aligned to the Henry County School Systems Student Code of Conduct and developed by the faculty and staff of Cotton Indian Elementary. Cotton Indian Elementary believes in increasing student achievement and creating a safe learning environment through the implementation of a progressive school-wide discipline plan that affords students an opportunity to correct behaviors that hinders success. Behavior matrix: Cotton Indian Elementary teachers will utilize the Cotton Indian Elementary Behavior Matrix to ensure consistent rules throughout the school. The behavior matrix is tied to the 7 Habits of Highly Effective People and is explicitly taught/revisited with students throughout the school year. 5 step discipline plan: Cotton Indian Elementary teachers will utilize the following 5 steps in the discipline process:

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o Step 1: Warning/Redirection o Step 2: Teacher-Student Conference o Step 3: Reflect and Reset (Leader in Me Reflection Sheet) o Step 4: Call Parent o Step 5: Office Referral

MTSS: Multi-Tiered Systems of Support/Response to Intervention (MTSS/RTI) is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying student response data to important educational decisions.” It is important to remember that MTSS applies research based interventions to specific target areas until the threat to learning has been alleviated. Counselors – Counselors provide emotional support to students prior to office referrals as part of the comprehensive school counseling plan. This is done prior to discipline referrals in order to help students develop appropriate coping skills, self-management, appropriate social skills and positive behaviors necessary for success in all academic settings. These skills are provided during classroom guidance lessons, individual sessions, weekly check-ins and small groups. It is believed that provision of mindset and behavior standards will directly decrease student discipline referrals related to peer relationship issues. As a result, students will learn problem solving skills while displaying appropriate behavior therefore improving overall school discipline. Professional Learning – Mindset - The purpose of this training program is to facilitate insight, raise awareness, enhance skills, and ultimately certify professionals in a system of preventing and managing aggressive behavior. All classroom environments will have a designated space for students to reflect (peace corner). Many aspects of responsive classroom will be implemented throughout the school.

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Section E: School Improvement Template

(All Schools Must Complete) (see pg. 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt

Note: Goals for the 18-19 SY must focus specifically on improving student learning outcomes. Personalized learning schools’ goals and strategies should align with those outlined and previously approved in the SRC document. Title schools’ goals should align with the Title I guidance. All schools must align their plan with the HCS Strategic Priorities:

o Unify Henry County around excellence in public education o Strengthen our core business of student learning o Ensure a high performing environment for all students

Goal 1: 3rd grade students will increase their ELA performance on 2017-2018 GMAS from 16.7% scoring proficient or above to 30% scoring proficient or above on 2018-2019 GMAS.

Description of Specific Actions

to Improve Educational Practice

Persons Responsible

Measurement of Strategies How Is It Done?

Measurement of Strategies Timeline

Evaluation How Effective Was It?

Align instruction and materials with the Henry Teaching & Learning Standards (HLTS): Teachers and students will unpack HLTS and follow Henry Learning Progressions.

All staff members

MAP Assessment administered in fall, winter and spring, Performance-Based Assessments aligned with each unit, formative assessments, Guided Reading, Read Alouds, Units of Study, and the Balanced Literacy Framework, Standard deconstruction and Learning Target development

August 2018-May 2019 Weekly Data Talks, Administrator’s 5 x 5 Walk-Thru Results, PLCs, Instructional Focus, Data pulled monthly through STEM Scope and weekly collaboration

Professional development and collaboration: Professional Learning Communities (PLCs), Monthly faculty meetings, district-wide professional development days, coaching cycles.

All staff members, and TOSAs, coaches

Teacher Surveys, 5 x 5 Walk Thru Results, prescribed professional development via Leader in Me (goal setting), and Standard deconstruction and Learning Target professional development.

August 2018-May 2019 Teacher surveys will be administered and analyzed after monthly faculty meetings, and district-wide professional development days. Teacher peer observations and collaboration feedback will be analyzed.

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Goal 2: 3rd grade students will increase their Mathematics performance on 2017-2018 GMAS from 25.5% scoring proficient or above to 40% scoring proficient or above on 2018-2019 GMAS.



Persons Responsible




Align instruction and materials with the Henry Teaching & Learning Standards (HLTS). Teachers and students will unpack HLTS and follow Henry Learning Progressions.

All staff members

MAP Assessment, Performance-Based Assessments, and formative assessments, Cognitively Guided Instructional Practices, Dream Box, Exemplars, GA Frameworks, and Number Talks, Standard deconstruction and Learning Target development

August 2018-May 2019 Weekly Data Talks, Administrator’s 5 x 5 Walk-Thru Results, PLCs, Instructional Focus and weekly collaboration.


All staff members, and TOSAs

Teacher Surveys, 5 x 5 Walk Thru Results, prescribed professional development, and Standard deconstruction and Learning Target professional development.

August 2018-May 2019 Teacher surveys will be administered and analyzed after monthly faculty meetings, and district-wide professional development days. Teacher peer observations and collaboration feedback will be analyzed. .

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(All Schools Must Complete) (see pg 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt



Goal 3: CIE will have 100% of teachers implement a personalized learning framework in Mathematics by the end of the 2018-2019 school year.



Persons Responsible




Align instruction and materials with Georgia the Henry Learning & Teaching Standards (HLTS). Teachers and students will unpack HLTS and follow Henry Learning Progressions.

Certified Staff

Calendar Unit Planning, CREATE stations (Concrete, Representational, Engage in the Real World, Abstract, Technology Infused, Explain), Inquiry/Problem Based learning projects, Performance Based Assessment, Blended Learning Framework, and Unpacking standards and co-creation of Learning Targets.

Tiered Rollout based on teacher readiness throughout the year.

Data collections through 3 student metrics and 1 teacher metric.

Professional development and collaboration. PLCs, Design Team Planning, Collaborative Planning Sessions and Data Talks.

Design Team, Project Manager, Personalized Learning Coach, Technology Coach

Calendar Planning Template , PL Observations, Modeling, Feedback from Personalized Learning Consultant

Tiered Rollout based on teachers’ strengths and weaknesses throughout the year.

Data collections through 3 student metrics and 1 teacher metric.

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Goal 4: 4th grade students will increase their Mathematics performance on 2017-2018 GMAS from 35.1% scoring proficient or above to 50% scoring proficient or above on 2018-2019 GMAS.



Persons Responsible





All staff members

MAP Assessment, Performance-Based Assessments, and formative assessments, Cognitively Guided Instructional Practices, Dream Box, Exemplars, GA Frameworks, Number Talks, and Standard deconstruction and Learning Target development.




Teacher Surveys, 5 x 5 Walk Thru Results, prescribed professional development, Standard deconstruction and Learning Target professional development.


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Goal 5: 5th grade students will increase their Mathematics performance on 2017-2018 GMAS from 15.6% scoring proficient or above to 30% scoring proficient or above on 2018-2019 GMAS.



Persons Responsible





All staff members

MAP Assessment, Performance-Based Assessments, and formative assessments, Cognitively Guided Instructional Practices, Dream Box, Exemplars, GA Frameworks, Number Talks, and Standard deconstruction and Learning Target development.




Teacher Surveys, 5 x 5 Walk Thru Results, prescribed professional development, and Standard deconstruction and Learning Target professional development.


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Documents

Henry County Schools Continuous Improvement Planning ... · 2 | P a g e 05.30.2018 Monitoring Plan: CSIP achievement goals are intended to improve student-learning outcomes. As such,