live oak elementary school 2018-2019 · Web viewlive oak elementary school 2018-2019 live oak elementary school 2018-2019 live oak elementary school 2018-2019 Mr. Richard Woods, State

Mr. Richard Woods, State School SuperintendentOctober 2017 ● Page 1 of 83

NCSS Office of Federal Programs-Revised 5/7/18

live oak elementary school 2018-2019

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Live Oak Elementary District Name: Newton County SchoolsPrincipal Name: Ericka Anderson School Year: 2018-2019School Mailing Address: 500 Kirkland RoadTelephone: (678)625-6654District Title I Director/Coordinator Name: Dr. Shelia ThomasDistrict Title I Director/Coordinator Mailing Address: P.O. Box 1469 Covington, GA 30016Email Address: [email protected]: (770)787-1330

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

Comprehensive Support School Targeted Support School

Title I Alert School

Revision Date: 6/17/19 Revision Date: Revision Date:

DISTRICT STRATEGIC GOALS

Strategic Goal Area I: Student achievement and success o Performance Objective A: Increase student mastery of standardso Performance Objective B: Increase opportunities for students to demonstrate success

beyond test scores o Performance Objective C: Increase graduation rate

Strategic Goal Area II: High-quality workforce o Performance Objective A: Recruit a high-quality workforceo Performance Objective B: Increase capacity of staff to deliver and support high-quality

instructiono Performance Objective C: Retain high-quality personnel by cultivating and supporting

staff

Strategic Goal Area III: Culture. Climate, & Communication o Performance Objective A: Provide an equitable and inclusive learning environmento Performance Objective B: Provide opportunities for two-way communication with all

stakeholders o Performance Objective C: Ensure strong community partnerships

• Strategic Goal Area IV: Organizational and operational effectiveness o Performance Objective A: Ensure a systemic culture of safetyo Performance Objective B: Provide high-quality operational and instructional supportso Performance Objective C: Utilize professional learning communities to improve

performance o Performance Objective D: Utilize performance management strategies aligned to

the strategic plan




Planning Committee Members:

NAME MEMBER’S SIGNATURE POSITION/ROLEEricka Anderson PrincipalCiji Merritt Assistant PrincipalTyler Smith Assistant PrincipalMillicent Crews Assistant PrincipalTaMisha Kimble Instructional CoachCicely Keller PreK TeacherBeth Nolan Kindergarten TeacherJasmine Howard 1st Grade TeacherRoxanne Levy 2nd Grade TeacherBrandi Page 3rd Grade TeacherStephanie Muhammad 4th Grade TeacherMorgan Boulware 5th Grade Teacher Karen Prather Special Education TeacherTomeka Stringer Counselor




1. Comprehensive Needs Assessment: Sec. 1114(b)(6)1. A comprehensive needs assessment is based on a comprehensive needs assessment of the entire

school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; Sec. 1114(b)(6)

Live Oak developed the school wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement program plan. Those persons involved were teachers from each grade level/department, counselor, Instructional Coach, and school administrators.

Live Oak’s process of determining the comprehensive needs of the school has many facets and includes input from all stakeholders. The district’s school improvement planning process requires each school to conduct both formative and summative assessments to determine school wide strengths and areas of improvement as a part of the annual review of school wide data.

The following data sources were used to obtain information to assist in writing the plan: Milestones Reports (2018-2019), CCRPI report (2018), and SWIS Behavior Reports (2018-2019).

The Title I Planning Team analyzed current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved.

Based on a comparison of IOWA Data (Fall, 2018 – Spring, 2019), 1st, 2nd, and 3rd grade children have an opportunity to grow in the area of ELA. The achievement data suggests that student performance is variable without a consistent trend that can be noted. Fifth grade students have consistently seen an upward trend in the area of ELA.






Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade0

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IOWA-ELA- % Students with NPR > 25

NPR

Based on a comparison of IOWA Data (Fall, 2017 – Spring, 2019), 1st-5th grade children have an opportunity to grow in the area of Math. The achievement data suggests that student performance is variable without a consistent trend that can be noted.

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade0

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40

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IOWA-Math- % Students with NPR > 25

NPR






.






Based on the Spring IOWA data, 1st grade students’ area of strength was Reading and Vocabulary. Content areas that are opportunities for growth are Mathematics and Math Computation.






Based on the Spring IOWA data, 2nd grade students’ area of strength was Math Computation and Language. Content areas that are opportunities for growth are Reading and Listening.






Based on the Spring IOWA data, 3rd grade students’ area of strength was Mathematics and Vocabulary. Content areas that are opportunities for growth are Conventions of Writing and Written Expression.






Based on the Spring IOWA data, 4th grade students’ area of strength was Written Expression and Vocabulary. Content areas that are opportunities for growth are Reading, Mathematics, and Math






Computation.






Based on the Spring IOWA data, 5th grade students’ area of strength was Written Expression and Conventions of Writing., Reading, Vocabulary, and Mathematics. Content areas that are opportunities






for growth are Math Computation and Social Studies.

2015 2016 2017 2018 20190

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3rd Grade ELA Achievement Levels 3 & 4




GA Milestones – Math Achievement Level Comparison 3rd

GA Milestones – ELA Achievement Level Comparison 3rd Grade



2015 2016 2017 2018 20190

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3rd Grade Math Achievement Levels 3 & 4

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2015 2016 2017 2018 20190

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4th Grade ELA Achievement Levels 3 & 4

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GA Milestones – ELA Achievement Level Comparison 4th Grade Levels 3 & 4



2015 2016 2017 2018 20190

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4th Grade Math Achievement Levels 3 & 4

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GA Milestones – Math Achievement Level Comparison 4th Grade Levels 3 & 4

GA Milestones – ELA Achievement Level Comparison 5th Grade Levels 3 & 4



2015 2016 2017 2018 20190

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5th Grade ELA Achievement Levels 3 & 4

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2015 2016 2017 2018 20190

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5th Grade Math Achievement Levels 3 & 4

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GA Milestones – Math Achievement Level Comparison 5th Grade Levels 3 & 4



2015 2016 2017 2018 20190

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5th Grade Science Achievement Levels 3 & 4

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GA Milestones – Science Achievement Level Comparison 5th

Grade Levels 3 & 4

GA Milestones – Social Studies Achievement Level Comparison 5th Grade Levels 3 & 4



2015 2016 2017 2018 20190

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5th Grade Social Studies Achievement Levels 3 & 4

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Overall (3rd-5th) Performance Summary in ELA Comparison from 2017 to 2019



Based on a review of the Georgia Milestones data, the percentage of 3rd-5th grade students who earned the designation of “prepared” in ELA decreased by 4%. The percentage of 3rd-5th grade students who earned the designation of “prepared” in Math decreased by 14%.

ELA EOG Subgroup Performance Data Subgroup-African American Students




Overall (3rd-5th) Performance Summary in Math Comparison from 2017 to 2019








ELA EOG Subgroup Performance Data Subgroup-Hispanic Students






ELA EOG Subgroup Performance Data Subgroup-White Students











Math EOG Subgroup Performance DataSubgroup-African American Students






Math EOG Subgroup Performance DataSubgroup-Hispanic Students











Math EOG Subgroup Performance DataSubgroup-White Students






ELA Subgroup Performance DataSubgroup-Economically Disadvantaged











Math Subgroup Performance DataSubgroup-Economically Disadvantaged






Parent Survey Data


























Why are students not performing well in Math?ROOT CAUSE HOW TO ADDRESS CONCERNSTeacher and student unfamiliarity with GaDOE Achievement Level Descriptors (ALD)

Utilize Instructional Coach to facilitate professional learning opportunities focused on ALDs

Triangulate ALDs with assessments and lesson plans to ensure that the “taught, tested, and prescribed” standards are in place for all students

Review and provide feedback regarding lesson plans that reflect Level 3 / Level 4 instruction (based on ALDs)

Low student engagement Utilize online resources to assist in instruction and goal setting regarding student achievement (programs such as, but not limited to Mindplay, Achieve 3000, Dream Box Learning, USA Test Prep)

Utilize Instructional Coach to facilitate professional learning opportunities focused on student engagement strategies

Conduct focus walks (administrative and via Instructional Coach) to monitor and provide feedback regarding the implementation of student achievement strategies

Use CSR Teachers and paraprofessionals to provide supplemental instruction regarding, students by goal setting/setting objectives, providing feedback, and proving explicit opportunities for practice-which will also impact student engagement

Limited content knowledge (teacher) Utilize Instructional Coach and Teacher Leaders to facilitate professional learning sessions in which teachers preview/practice teaching the






lesson, focus on specific aspects of the content, and to anticipate student responses during instruction

Limited acceleration for advanced students Provide flex grouping to provide accelerated instruction for students whose data reflects that acceleration is needed

Limited foundation (or prerequisite) skills Provide remediation in small groups to provide targeted support for students whose data reflects that re-teaching is needed

Limited vertical planning amongst teachers Provide set aside time for teacher teams to plan and review student data vertically

Limited student vocabulary Implement DVI (Direct Vocabulary Instruction) strategies on a consistent basis

Inconsistent planning and use of math assessment data among grade level teams


Planning of instruction is not differentiated for learners.

Utilize Instructional Coach and Teacher Leaders to facilitate planning meetings in which teachers create scaffolded lessons that meet the needs of underperforming, advanced, and on-target learners.

Limited knowledge and application of math strategies in problem solving

Utilize Instructional Coach and Teacher Leaders to facilitate professional learning sessions in which teachers practice how to teach math problem solving strategies

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. Increase the percentage of students by 3% in 1st-5th grade performing at 50% NPR or higher as measured by the IOWA.

Why are students not performing well in ELA/Reading?ROOT CAUSE HOW TO ADDRESS CONCERNSTeacher and student unfamiliarity with GaDOE Achievement Level Descriptors (ALD)


Triangulate ALDs with assessments and lesson plans to ensure that the “taught, tested,






and prescribed” standards are in place for all students


Utilize online resources to assist in instruction and goal setting regarding student achievement (programs such as, but not limited to Flocabulary, Moby Max, USA Test Prep)


Limited knowledge and application of comprehension strategies

Utilize Instructional Coach and Teacher Leaders to facilitate professional learning sessions in which teachers practice how to teach reading comprehension strategies

Limited student background knowledge Utilize online resources to assist in instruction and goal setting regarding student achievement (programs such as, but not limited to Mindplay, Accelerated Reader, Moby Max, USA Test Prep)

Implement virtual field trips Implement free discussion strategies Implement carousel walks Implement anticipation/prediction guides

prior to instruction Increase community interaction with students

(aligned with focus standards) Increase the amount of classroom reading

library Use CSR Teachers and paraprofessionals to

provide supplemental instruction regarding, students by goal setting/setting objectives,






providing feedback, and proving explicit opportunities for practice-which will also impact student engagement

Limited word recognition knowledge Increase explicit instruction on the following strategies:

*Word Chunking*Common Phonics Rules*Connecting to Known Words*Recognizing Syllable Patterns*Using Picture Cues*Looking for Word Chunks


Why are students not performing well in Science?ROOT CAUSE HOW TO ADDRESS CONCERNSTeacher and student unfamiliarity with GaDOE Achievement Level Descriptors (ALD)





Limited instructional resources Research and purchase instructional materials/resources that are aligned with the GSE

Utilize online resources to assist in instruction and goal setting regarding student achievement (programs such as, but not limited to Inspire Science Online, USA Test Prep)

Increase amount of STEM activities Limited background knowledge Teach key concepts in categories






Teach key concepts by similarities and differences

Increase the use of analogies regarding key concepts

Increase the use of picture books, content specific guided reading materials


Why are students not performing well in Social Studies?ROOT CAUSE HOW TO ADDRESS CONCERNSTeacher and student unfamiliarity with GaDOE Achievement Level Descriptors (ALD)





Limited instructional resources Research and purchase instructional materials/resources that are aligned with the GSE

Utilize online resources to assist in instruction and goal setting regarding student achievement (programs such as, but not limited to GA Expertrack, USA Test Prep)






Limited background knowledge Teach key concepts in categories Teach key concepts by similarities and

differences Increase the use of analogies regarding key

concepts Increase the use of picture books, content

specific guided reading materials


Why are students not performing well in Behavior?ROOT CAUSE HOW TO ADDRESS CONCERNSLimited soft skills and awareness of the relationship between “ready to learn” behavior and student achievement

Increase explicit instruction given to students and parents regarding the relationship between “ready to learn” behavior and student achievement

Implement a peer mentoring group to increase affective engagement among students

Increase opportunities to recognize students who exhibit “ready to learn” behavior

Lack of resources to implement Tier 1 and Tier 2 interventions and support

Research, purchase and implement program such as the PBIS Rewards to support students at the Tier 1 and Tier 2 level

Limited knowledge and application of preventive or de-escalation strategies (student & teacher)

Research, purchase and implement program such as the PBIS Rewards to support students at the Tier 1 and Tier 2 level

SMART Goal: Decrease the percentage of OSS Dispositions by 3% (when comparing SWIS Data from the 2017-2018 school year to the 2018-2019 school year).







2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii)2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards;

2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education

MATH GOAL Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia

Milestones test by 3%. Increase the percentage of students by 3% in 1st-5th grade performing at 50% NPR or higher as measured by the IOWA.

OVERARCHING MATH PROGRAMLive Oak Elementary School teachers utilize the GaDOE Math Frameworks tasks, Newton County Exemplar Tasks, Envision Core Program, and Learnzillion supplemental math program. These research-based programs encompass all areas of number sense, numeration, data, and measurement, and problem solving. These programs link classroom instruction with everyday experiences and all other areas of the curriculum.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators

Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)

Timeline for Implementation

Funding Source

Evaluation Methods

Resources Needed

Literacy strategies will be used strengthen literacy, inquiry, and problem-solving skills. Students will be connected with high-quality nonfiction and informational books and classroom magazines with a strong emphasis in science, technology, engineering, and math.

Title I Logic Model: Yes ☒ No☐

August, 2019-May, 2020

Title I, Part A

Provide flex grouping to provide accelerated or remedial instruction for students whose data reflects that acceleration or remediation is neededTitle I Logic Model: Yes ☒ No☐


Title I, Part A





2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded educationDreambox Learning, USA Test Prep, Moby Max, and Georgia Expertrack will be used to assist in instruction and goal setting regarding student achievement.Title I Logic Model: Yes ☒ No☐


Title I, Part A

Supplemental Supports: What supplemental action steps will be implemented for these subgroups?Economically Disadvantaged Foster And Homeless

We will provide additional support to students based on individual student needs via supplemental academic programs.

We will work with the Foster Care and Homeless Liaison will work with schools to support the goals of improving educational outcomes for homeless and foster care students.

English Learners MigrantELs will be served by an ESOL-endorsed teacher. Supplemental resources and materials will be purchased using Title III-LEP funds

We will work with the District’s Migrant Liaison will work with the schools to support the goals of improving educational outcomes for migratory students. We currently do not have any Migrant students in our school.

Race/Ethnicity/Minority Students With DisabilitiesWe will provide additional support to students based on individual student needs via supplemental academic programs

Targeted interventions for SWD will be used. IEPs will be implemented with fidelity to provide support on an individual basis in the least restrictive environment.



ELA/READING GOALIncrease the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. Increase the percentage of students by 3% in 1st-5th grade performing at 50% NPR or higher as measured by the IOWA.

OVERARCHING ELA/READING PROGRAMLive Oak Elementary School teachers utilize the Phonics kits, Next Step Guided Reading, and Traits Writing. These research-based programs encompass all areas of literacy and address the six components of a balanced reading program. These programs link classroom instruction with everyday experiences, authentic literature, and all other areas of the curriculum. County-developed and school level units that coordinate the Next Step Guided Reading with Learning Focused strategies and the Georgia Standards of Excellence are also used. Resources within the Comprehensive Reading Solution platform provides useable and clearly organized units that incorporate all the elements needed to provide effective student instruction.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators



Funding Source Evaluation Methods

Resources Needed

Implement DVI (Direct Vocabulary Instruction) strategies on a consistent basis


Title I, Part A

Increase use of instructional strategies that build student background knowledge (ex: virtual field trips, free discussion strategies, carousel walks, anticipation/prediction guides prior to instruction, and community interaction with students (aligned with focus standards)Title I Logic Model: Yes ☒ No☐


Title I, Part A

Increase explicit instruction on the following strategies:*Common Phonics Rules*Connecting to Known Words*Recognizing Syllable Patterns*Using Picture Cues*Looking for Word Chunks


Title I, Part A

SCIENCE GOALIncrease the percentage of 5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. Increase the percentage of students by 3% in 1st-5th grade performing at 50% NPR or higher as measured by the IOWA.

OVERARCHING SCIENCE PROGRAMLive Oak Elementary School teachers utilize McGraw-Hill Science Core Program as the primary instructional resource. Supplemental instructional resources are provided via the GaDOE Science units and guidance/reference materials.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators


Timeline for Implementatio

n

Funding Source

Evaluation Methods Resources Needed

Increase explicit instruction regarding concepts that can be used to build students’ background knowledge including the following instructional strategies: teach key concepts in categories, teach key concepts by similarities and differences, increase the use of analogies regarding key concepts, increase the use of picture books, content specific guided reading materialsTitle I Logic Model: Yes ☒ No☐


Title I, Part A

Literacy strategies will be used strengthen literacy, inquiry, and problem-solving skills. Students will be connected with high-quality nonfiction and informational books and classroom magazines with a strong emphasis in science, technology, engineering, and math.Title I Logic Model: Yes ☒ No☐


Title I, Part A

Implement DVI (Direct Vocabulary Instruction) strategies on a consistent basis


Title I, Part A

USA Test Prep will be used to assist in August, 2019- Title I, Part

SOCIAL STUDIES GOALIncrease the percentage of 5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. Increase the percentage of students by 3% in 1st-5th grade performing at 50% NPR or higher as measured by the IOWA.

OVERARCHING SOCIAL STUDIES PROGRAMLive Oak Elementary School teachers utilize Georgia Weekly Readers as the primary instructional resource. Supplemental instructional resources are provided via the GaDOE and NCSS units and guidance/reference materials.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators



Funding Source

Evaluation Methods

Resources Needed

Implement teaching strategies designed to increase students’ background knowledge (ex: teach key concepts in categories, teach key concepts by similarities and differences, increase the use of analogies regarding key concepts, increase the use of picture books, content specific guided reading materialsTitle I Logic Model: Yes ☐ No☒


Title I, Part A

Implement DVI (Direct Vocabulary Instruction) strategies on a consistent basisTitle I Logic Model: Yes ☐ No☒


Title I, Part A

Use supplemental resources (Gallopade Georgia Experience/Expertrack) aligned to Social Studies Georgia Standards of ExcellenceTitle I Logic Model: Yes ☒ No☐


Title I, Part A

USA Test Prep will be used to assist in instruction and goal setting regarding student achievement.Title I Logic Model: Yes ☒ No☐


Title I, Part A

Supplemental Supports: What supplemental action steps will be implemented for these subgroups?Economically Disadvantaged Foster And Homeless

We will provide additional support to students based on individual We will work with the Foster Care and Homeless Liaison will work

PARENT AND FAMILY ENGAGEMENT PROGRAMEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators



Funding Source


Provide quarterly training and /or value tips to faculty and staff on the importance of building effective partnerships with parents.


Title I, Parent Involvement

Offer writing, math, reading parent family engagement workshops that provide parents opportunities to acquire necessary information, knowledge, and skills to support their children’s education at home



Send home grade-specific newsletters (in a format and language that parents can understand) that provide essential information to parents and foster a connection between the classroom and the home.



Host a Parent Resource Room Day with the Parent Involvement Coordinator that invites parents to our parent resource room to connect parents and families with the tools to help their child at home.



Host Family Engagement Workshops that are designed to build capacity with parents to support families with instructional strategies that may be used at



OTHER INSTRUCTIONAL METHODS Use effective instructional methods that increase the quality and amount of learning time.

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 increase the amount and quality of learning time, such as class-size reduction teachers, supplemental teachers, paraprofessionals, etc.

Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators, Title I Teachers, EIP Teachers

Intervention/Strategy/Practice (If Title I Funded, a Logic Model is

required.)


Funding Source


The Class Size Reduction Teachers will be used to support the implementation of research-based instructional practices by creating a reducing classroom size. Through the reduced classroom model, students across the grade level will be able to receive more intensive instruction due to the decrease in the number of pupil to teacher ratio. Title I Logic Model: Yes ☒ No☐

August 2019-May 2020 Title I, Part A

Supplemental Paraprofessional Support will be used to support the implementation of research-based instructional practices by assisting the efforts of the classroom teacher. By having the supplemental paraprofessional supporting the class, students will have additional opportunities to receive instructional support targeting their academic

August 2019-May 2020 Title I, Part A



2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education



TECHNOLOGY EQUIPMENT TO SUPPORT THE CORE CURRICULUMEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators, School Technology



Funding Source


iPads and Laptops will be used as a part of classroom rotations by using Math and ELA Apps that are grade-level specific in the efforts to build basic foundational skills and remediation skills through interactive learning.


Title I, Part A

Document Cameras will engage the students in the learning process. Teachers are able to use cameras to display work samples, ELA/Reading and Math exemplars, error analysis, and as a means to address multiple learning styles during ELA/Reading and Math instruction.


Title I, Part A

Utilize online resources to assist in instruction and goal setting regarding student achievement (programs such as, but


Title I, Part A

PROFESSIONAL LEARNINGEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators



Funding Source Evaluation Methods Resources Needed

Teachers will receive training and incorporate strategies from the Reading Strategies Book by Jennifer Serravallo and The New Art and Science of Teaching by Robert Marzano


Title I, Part A

Utilize Instructional Coach and Teacher Leaders to facilitate professional learning sessions in which teachers preview/practice teaching the lesson, focus on specific aspects of the content, and to anticipate student responses during instruction


Title, Part A

Utilize Instructional Coach to facilitate vertical planning sessions in ELA and Math


Title I, Part A

Utilize Instructional Coach to August, 2019-May, Title I, Part A




TECHNOLOGY EQUIPMENT TO SUPPORT THE CORE CURRICULUMEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators, School Technology



Funding Source


iPads and Laptops will be used as a part of classroom rotations by using Math and ELA Apps that are grade-level specific in the efforts to build basic foundational skills and remediation skills through interactive learning.


Title I, Part A

Document Cameras will engage the students in the learning process. Teachers are able to use cameras to display work samples, ELA/Reading and Math exemplars, error analysis, and as a means to address multiple learning styles during ELA/Reading and Math instruction.


Title I, Part A

Utilize online resources to assist in instruction and goal setting regarding student achievement (programs such as, but


Title I, Part A

PROFESSIONAL LEARNINGEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Instructional Coach, Teachers, Administrators



Funding Source Evaluation Methods Resources Needed

Teachers will receive training and incorporate strategies from the Reading Strategies Book by Jennifer Serravallo and The New Art and Science of Teaching by Robert Marzano


Title I, Part A

Utilize Instructional Coach and Teacher Leaders to facilitate professional learning sessions in which teachers preview/practice teaching the lesson, focus on specific aspects of the content, and to anticipate student responses during instruction


Title, Part A

Utilize Instructional Coach to facilitate vertical planning sessions in ELA and Math


Title I, Part A

Utilize Instructional Coach to August, 2019-May, Title I, Part A


2a.iii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include:

a. counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas

Live Oak offers several special service programs that are not Title I funded. These programs include: Intervention/Extension Program-A flex grouping program which provides targeted remediation for under-performing students and acceleration for students who have mastered standards. Flex groups are created based on common assessment data, Newton Mentoring Program- A mentoring program that pairs identified students with a staff member or community volunteer in the school for support, Book Buddies-Homeroom classes are paired together to perform sustained silent reading activities with each other in which students read to self, read with others, or read independently, Career Readiness Classroom Guidance Lessons- School guidance counselors lead all students in college and career awareness activities culminating students creating a career project and participating in the school wide Career Day. The following strategies are in place for those students who are members of the target population of any of the programs mentioned above who are under performing, at risk of not meeting the state student achievement standards, and who are members of the targeted population: Extended Learning Opportunity –Extra afterschool support for those students who need extra content specific support with a classroom teacher. Content area teachers are have designated days that they remain after school for one-hour after school each Tuesday and Thursday to offer support to those students who may need additional assistance in mastering grade-leveled standards. This support is offered on a first-come first serve basis. Students must sign up for services.

b. preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

To increase exposure to postsecondary education and the workforce, Live Oak emphasizes a College of Week-which is highlighted on morning announcements. A video link is sent to teachers to show students a short video introducing the College of the Week. The school also participates in school-wide College Gear Days, in which staff and students wear college/university. A Career of Week is highlighted each week on morning announcements as well. The school’s counselors implement an annual Career Day, in which students receive information and exposure regarding career paths. Fifth grade students create a career portfolio based on a career pathway of their choice.

c. implementation of a school wide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);

Live Oak is a PBIS School, which includes Tier 1, 2, 3, and 4 initiatives and interventions to prevent and address problem behavior. These supports are coordinated via the District’s Student Services Division and Special Education Department.

d. professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to




recruit and retain effective teachers, particularly in high need subjectsWe have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs.

The school has included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example, on-going professional learning for teachers, paraprofessionals, and administrators is considered as an integral component in our goal to increase student achievement. ROOT CAUSE HOW TO ADDRESS CONCERNSTeacher and student unfamiliarity with GaDOE Achievement Level Descriptors (ALD) in Reading and Math




Limited content knowledge (teacher) Utilize Instructional Coach and Teacher Leaders to facilitate professional learning sessions in which teachers preview/practice teaching the lesson, focus on specific aspects of the content, and to anticipate student responses during instruction

Utilize professional learning through GCA to increase teachers’ content knowledge.

Limited vertical planning amongst teachers Provide set aside time for teacher teams to plan and review student data vertically

Low student engagement Utilize Instructional Coach to facilitate professional learning opportunities focused on student engagement strategies

Conduct focus walks (administrative and via Instructional Coach) to monitor and provide feedback regarding the implementation of student achievement strategies

Integrate programs such as ExperTrack & Moby Max into the daily instructional activities to increase student achievement in content areas

Limited knowledge and application of math Utilize Instructional Coach and Teacher




strategies in problem solving Leaders to facilitate professional learning sessions in which teachers practice how to teach math problem solving strategies

Limited knowledge and application of comprehension strategies

Utilize Instructional Coach and Teacher Leaders to facilitate professional learning sessions in which teachers practice how to teach reading comprehension strategies

Integrate classroom readers in content areas and utilize reading comprehension programs to supplement existing instructional tools

A professional learning needs assessment was conducted by all teaching staff in order to determine a starting point for the school based professional learning program. Live Oak’s professional learning plan was also correlated to address the known areas that need to be improved according to the school profile data.

e. strategies for assisting preschool children in the transition from early childhood educationA system wide continuum exists from grade to grade and from home to school, to provide transition services for students. Pre-K conferences are held with parents to provide information on students’ transition to Kindergarten. Opportunities are extended for children attending community based day care programs and Head Start to visit Live Oak Kindergarten classes. Kindergarten Roundup is held to provide an open forum for parents to register their children for Kindergarten classes. Fifth grade parents are invited to visit middle schools and receive pertinent information prior to their children transitioning to their respective middle school. Fifth grade students take a trip to their upcoming middle school(s) to tour the facilities and receive an orientation to the school. The local Babies Can’t Wait Early Intervention Program staff also works closely with Live Oak’s Special Needs Pre-K staff to provide transition services for students as needed. Live Oak will conduct school wide transition opportunities such “Step-Up Day”, in which students receive accelerated instruction from teachers. Vertical team meetings also take place across grade levels to ensure continuity of behavioral and academic expectations among all staff members.

To assist students entering Live Oak from private schools or students who enter the school throughout the school year, Live Oak will employ the following: provide outreach to educate parents about minimizing the negative effects of mobility, create a "buddy system" by partnering new students with current students, implement the district-wide and state-wide standardized curricula, develop efficient student record-tracking systems between schools and our district




3. Schoolwide Plan Development: Sec. 1114(b)(1-5)a. is developed during a 1-year period, unless— the school is operating a schoolwide

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;

Live Oak’s Leadership Team (composed of grade level teachers and administrators) developed the original School-wide Title I Plan during the first four months of the 2009-2010 school year. Annually, the leadership team revisits the Title I Plan to ensure the validity of the plan, with the most recent revision during the summer of 2019.

b. is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school

Live Oak’s Leadership Team (composed of grade level teachers and administrators) utilized available data to draft the Title I Plan. Feedback on the draft was solicited and received from the Local School Council, representatives from the PTO, and faculty. It is also reviewed at the Annual Revision and Development Meeting. Final approval of the plan involved all certified staff.

c. 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;

We will monitor our Title I Plan regularly by reviewing data to and making adjustments to prioritize our needs with input from all stakeholders. The Title I Plan will be posted on our school’s website to give all stakeholders the opportunity to review and give input. Copies of the Title I plan will be made available at the request of any stakeholder. All stakeholders will be invited to our annual Title I input meeting where they may give feedback on the Title I Plan.

d. 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;

The school-wide Title I Plan is e-mailed and uploaded to the district’s SharePoint program for review by the NCSS Title I Director and the NCSS Central Office staff. The plan is discussed at School Council Meetings, PTO Meetings, and a copy is available for review in the school office and Media Center. The plan will be updated annually and made available through the process described here.

3. ESSA Requirements to Include in your Schoolwide Plan a. Define how your interventions are evidence-based; or other effective strategies to

improve student achievement. Sec. 1111(d)(B)b. Describe how the school will implement effective parent and family engagement

strategies under section 1116; Sec. 1112(b)(7)Response: See Appendix for Software Logic Model See Appendix for Instructional Coach Logic Model See Appendix for Title I Tutoring Program Logic Model See Appendix for Title I Class Size Reduction Logic Model See Appendix for Title I Supplemental Teacher Logic Model See Appendix for Title I Paraprofessional Logic Model See Appendix for Professional Learning See Appendix for Behavior Logic Model See Appendix for Building Parent Capacity Logic Model See Appendix for Building Staff Capacity Logic ModelSee Appendix for ELA/Reading Logic Model See Appendix for Math Logic ModelSee Appendix for Science Logic ModelSee Appendix for Social Studies Logic Model

c. If a middle or high school, 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, if applicable—

i. through coordination with institutions of higher education, employers, and other local partners; and

ii. through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills; Sec. 1112(b)(10)




SOFTWARE: Moby MaxMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math. Moby Max is a research-driven solution that differentiates instruction in foundational reading skills and accelerates student achievement – all in an engaging, interactive, online learning environment. The program continuously evaluates each student’s exact skill level, learning temperament, and learning pace. Based on this information, the adaptive content system automatically delivers the right level of skill instruction and practice to keep learners in the zone of proximal development.

Current Research Available that demonstrated rationale that suggests it may work:

Is there an ESSA Rating in place for this software? If so, what is it?

Strong Evidence ☐ Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: ☒

Intervention Population: Selected K-5th grade studentsPerson Responsible: Teachers, Administrators, School

Technology AssistantImplementation Plan of Action:

1. Gather baseline data (Prettest) from the fall administration of the IOWA. 2. Classroom teachers will review the data and develop intervention to target weak skills. 3. The Instructional Coach to meet with the teachers to monitor student progress and

model strategies that can be best used in the Moby Max program.4. Classroom teachers will collaborate with the Instructional Coach and each other on

student progress over identified areas of weaknesses. 5. Lexile growth will be benchmark on a consistent basis to measure student growth6. Principal will meet with the instructional coach and teachers bi-monthly to discuss




student achievement.7. Gather baseline data (Posttest) from the spring administration of the IOWA.

How will the success be measured? What is the school’s theory of change for this intervention?

Success will be measured using the IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math. The Title I Planning Team theorizes that paraprofessional support will help to increase student achievement by implementing small group and research-based instructional strategies.

What are the outcomes or milestones that will evaluate success?

Success will be evaluated based on the meeting of the SMART Goals in Reading, Math, Social Studies, & Science.

Progress Monitoring Dates: End of Year: May, 2020

Evidence-Based Evaluation (Due May, 2020)NCSS Feedback:

SOFTWARE: USA Test PrepMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in math.USA Test Prep is a web-based computer-assisted instruction approach that uses artificial intelligence to provide students with instruction and assessment at their level and pace of learning.


Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.


Strong Evidence ☐ Moderate Evidence☐ Minimal Evidence☒No ESSA Rating Exist: ☐

Intervention Population: Selected 3rd - 5th grade students




Person Responsible: Teachers, Administrators, School Technology Assistant

Implementation Plan of Action:1. Gather baseline data (Prettest) from the fall administration of the IOWA. 2. Classroom teachers will review the data and develop intervention to target weak skills. 3. The Instructional Coach to meet with the teachers to monitor student progress and

model strategies that can be best used in the USA Test Prep program.4. Classroom teachers will collaborate with the Instructional Coach and each other on






Success will be evaluated based on the meeting of the SMART Goals in Math.

Progress Monitoring Dates: Beginning of the Year: December, 2019End of Year: May, 2020


TITLE I INSTRUCTIONAL COACHMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3% (Reading & Math). Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured the Georgia Milestones test by 3% (Social Studies & Science). IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math.

Is there an ESSA Rating in place for this Strong Evidence ☐




software? If so, what is it? Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: ☒

Intervention/Strategy/Practice: Instructional CoachCurrent Research Available that demonstrated rationale that suggests it may work:

Response: Instructional CoachingBy: Lucy Steiner, Julie Kowal http://www.readingrockets.org/article/instructional-coaching

Three Steps to Great Coachinghttp://cabooseit.s3.amazonaws.com/makes_sense_strategies/3-steps-to-great-coaching.pdf

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.

Intervention Population: All teachers and paraprofessionalsPerson Responsible: Administrators

Implementation Plan of Action:The Instructional Coach is used to assist Live Oak in providing support to teachers with instructional strategies to assist students who are struggling, low-performing and/or at risk of not meeting the state’s standards. Live Oak’s Instructional Coach is not the person totally responsible for Live Oak’s professional learning. Live Oak’s Instructional Coach supplements the professional learning provided to all staff by sharing strategies to help the under-performing students.

The school has included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs and to support reform strategies listed above. For example, on-going professional learning for teachers, paraprofessionals, and administrators is considered as an integral component in our goal to increase student achievement. How will the success be measured? What is the school’s theory of change for this intervention?



Beginning of the Year: Fall IOWA ReportsEOG Milestones Reports (2019)End of Year: Spring IOWA ReportsEOG Milestones Reports (2020)




http://cabooseit.s3.amazonaws.com/makes_sense_strategies/3-steps-to-great-coaching.pdf

http://www.readingrockets.org/article/instructional-coaching

Progress Monitoring Dates: Beginning of the Year: September, 2019End of Year: May, 2020


TITLE I TUTORING PROGRAMMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3% (Reading & Math). Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured the Georgia Milestones test by 3% (Social Studies & Science). IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math.



Intervention/Strategy/Practice: Title I Tutoring ProgramCurrent Research Available that demonstrated rationale that suggests it may work:

The Effectiveness of Afterschool Tutoring Programs on Student Achievement.https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/45666/IsikEffAftTut.pdf?s

The Effects of an After-School Tutoring Program on the Academic Performance of At-Risk Studentshttp://journals.sagepub.com/doi/10.1177/074193250102200305Intervention Population: Selected 3rd-5th grade studentsPerson Responsible: Administrators

Implementation Plan of Action:1. Gather baseline data (Prettest) from the fall administration of the IOWA. 2. Classroom teachers will review the data and develop intervention to target weak skills. 3. The Instructional Coach to meet with the teachers to monitor student progress and

model strategies for classroom implementation.4. Class-size reduction teacher will collaborate with the classroom teacher on student

progress over identified areas of weaknesses. 5. Class-size reduction teacher will administer a midterm benchmark to assess growth.6. Principal will meet with the instructional coach and class-size reduction teacher bi-




http://journals.sagepub.com/doi/10.1177/074193250102200305

https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/45666/IsikEffAftTut.pdf?s

monthly to discuss student achievement.7. Class-size reduction teacher will continue to target areas of weaknesses for each

student. 8. Gather baseline data (Posttest) from the spring administration of the IOWA.




Beginning of the Year: Fall IOWA ReportsEOG Milestones Reports (2019)End of Year: Spring IOWA ReportsEOG Milestones Reports (2020)



CLASS SIZE REDUCTION TEACHERMODEL RESPONSES

SMART Goal: Increasing the percentage of students by 3 percentage points in 2nd and 4th grade performing at the proficient level as measured by the IOWA.

Intervention/Strategy/Practice: Class-size Reduction ClassCurrent Research Available that demonstrated rationale that suggests it may work: Classroom Instruction That Works by R.J. Marzano, D.J. Pickering, and J.E. Pollock, 2001, Alexandria,

VA:ASCD

Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R.J. and Pickering, D.J. (2005).Building Academic Vocabulary Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development.



Intervention Population: Students in 4th GradePerson Responsible: Classroom Teacher, Instructional Coach, Principal

Implementation Plan of Action:




1. Gather baseline data (Prettest) from the fall administration of the IOWA. 2. Classroom teachers will review the data and develop intervention to target weak skills. 3. The Instructional Coach to meet with the teachers to monitor student progress and

model strategies for classroom implementation.4. Class-size reduction teacher will collaborate with the classroom teacher on student

progress over identified areas of weaknesses. 5. Class-size reduction teacher will administer a midterm benchmark to assess growth.6. Principal will meet with the instructional coach and class-size reduction teacher bi-

monthly to discuss student achievement.7. Class-size reduction teacher will continue to target areas of weaknesses for each

student. 8. Gather baseline data (Posttest) from the spring administration of the IOWA.


Success will be measured from progress monitoring and the pre/post assessments. The school theorizes that student scores on the Spring IOWA assessment will increase by 3%.


Beginning of Year: The first of the year growth will increase by 1½ % as measured by teacher benchmarks by midyear.End of Year: The end of the year growth will be measured by the IOWA assessment to show a 3% increase.

Progress Monitoring Dates: Beginning of Year: September, 2019End of Year: May, 2020

Evidence-Based Evaluation (Due May 24, 2019)NCSS Feedback:

TITLE I PARAPROFESSIONAL MODEL RESPONSES

SMART Goal: Increase reading and math in grades K-5 by 3% as measured by the IOWA by the end of the 2019-2020 school year.

Intervention/Strategy/Practice: Supplemental Paraprofessional for Pull out and Push In Small Group Instruction for math and reading





Ask A REL West at WestEd. (2016). Paraeducator training and student outcomes. Retrieved from https://relwest.wested.org/system/documents/pdfs/440/original/REL_West_Memo_Paraeducator_training_and_outcomes_1015.pdf?1446145423

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.Is there an ESSA Rating in place for this software? If so, what is it?


Intervention Population: Selected K-5 studentsPerson Responsible: Classroom Teacher, Paraprofessional, Administration

Implementation Plan of Action:1. Planning

o The teacher and paraprofessional collaborate to prepare the lesson, identify who the lesson is for, and the objectives and purpose of the lesson.

2. Working with Studentso The paraprofessional implements the lesson prepared by the teacher; support the instruction

delivered by the classroom teacher such as providing small group support or assisting with classroom management to promote learning using Marzano High Yielding Strategies.

3. Communicating the Performance of Students to the Teachero The paraprofessional records the student performance and communicates this information to

the teacher.4. Communicating the Performance of Paraprofessional to the Principal and Teacher

o The principal will meet the para each month to discuss instructional log and the teacher as needed to assist the paraprofessional self-assesses their success in teaching the lesson including their interactions with the teacher and students during the planning, working with students, and communicating the performance of students to the teacher.





Progress Monitoring Dates: Beginning of Year: September, 2019End of Year: May, 2020





https://ies.ed.gov/transfer.asp?sec=true&location=relwest.wested.org/system/documents/pdfs/440/original/REL_West_Memo_Paraeducator_training_and_outcomes_1015.pdf?1446145423

https://ies.ed.gov/transfer.asp?sec=true&location=relwest.wested.org/system/documents/pdfs/440/original/REL_West_Memo_Paraeducator_training_and_outcomes_1015.pdf?1446145423

PROFESSIONAL LEARNINGMODEL RESPONSES

SMART Goal: IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math.

Intervention/Strategy/Practice: Provide professional learning on content knowledge, ALD alignment with assessment and instruction, direct vocabulary instruction, and effective reading strategies

Current Research Available that demonstrated rationale that suggests it may work:Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.

Five Phases of Professional Development :North Central Regional Educational Laboratory

http://www.readingrockets.org/article/five-phases-professional-development



Intervention Population: Teachers and ParaprofessionalsPerson Responsible: Instructional Coach and Administrators

Implementation Plan of Action:1. Gather information through walkthroughs, observations, classroom data, and surveys to

determine professional learning needs2. Determine which staff will benefit from the professional learning session3. Identify objectives and measurable evidence for building teacher capacity and student

achievement. 4. Specify additional learning opportunities and follow-up sessions to support implementation;

plan for differentiated opportunities when necessary5. Identify and allocate resources to properly support professional learning6. Determine how professional learning will be evaluated


Success will be measured using the IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math. The Title I Planning Team theorizes that paraprofessional support will help to increase student achievement by implementing small group and research-based instructional




strategies.What are the outcomes or milestones that will evaluate success?







INSTRUCTIONAL RESOURCE: Lindamood Phoneme Sequencing (LIPS)

MODEL RESPONSESSMART Goal: Increase the percentage of 3rd-5th grade

students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading.The Lindamood Phoneme Sequencing® (LiPS®) program (formerly called the Auditory Discrimination in Depth® [ADD] program) is designed to teach students the skills they need to decode words and to identify individual sounds and blends in words. LiPS® is designed for emergent readers in kindergarten through grade 3 or for struggling, older readers.

Current Research Available that demonstrated rationale that suggests it may work:Gunn, B. K. (1996). An investigation of three approaches to teaching phonological awareness to first-grade students and the effects on word recognition (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9706736)

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56. Is there an ESSA Rating in place for this software? If so, what is it?

Strong Evidence ☒ Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: ☐

Intervention Population: Selected 1st - 5th grade studentsPerson Responsible: Teachers, Administrators, School


1. Gather baseline data (Prettest) from the fall administration of the IOWA. 2. Classroom teachers will review the data and develop intervention to target weak skills. 3. Classroom teachers will collaborate with the Instructional Coach and each other on







Success will be measured using the IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading. The Title I Planning Team theorizes that paraprofessional support will help to increase student achievement by implementing small group and research-based instructional strategies.


Success will be evaluated based on the meeting of the SMART Goals in Reading.



TITLE I PARENT ENGAGEMENT PROGRAMMODEL RESPONSES

SMART Goal: To increase achievement in all subject areas by 3% by as measured by IOWA by the end of the 2019-2020 school year

Intervention/Strategy/Practice:

Building Parent Capacity

Current Research Available that demonstrated rationale that suggests it may work:Parent involvement strategies in urban middle and high schools in the Northeast and Islands Region https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009069.pdf

Partners Education in A Dual Capacity-Building Framework for Family–School Partnerships https://www2.ed.gov/documents/family-community/partners-education.pdfIntervention Population: ☒K-5 ☐ 6-8 ☐9-12Person Responsible: Principal, Instructional Coach, Title I Parent Contact, Classroom




https://www2.ed.gov/documents/family-community/partners-education.pdf

https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009069.pdf

TeachersImplementation Plan of Action:

1. Convene an annual parent orientation that informs parents about the Title I Program, the parents’ requirements, the school parent and family engagement policy, the schoolwide plan, and the school-parent compact.

2. Provide parents opportunities to acquire necessary information, knowledge, and skills to support their children’s education at home and at school by implementing purposely-designed parent and family engagement opportunities that impact student achievement. .

3. Review grade-level content area data and determine the skills/focus areas to strengthen school-improvement goals. Use the parent and family engagement planning forms to develop workshops that shares strategies and activities linked to the skills/focus areas in the efforts to build the capacity of the parents to complete the strategies/activities with their child effectively.

4. Provide continuous communication to parents via / flyers / handouts / weekly folders/ brochures/emails / text messages / social media posts / website / parent portal or newsletter that shares links to video / tip sheets / that promotes effective school-parent partnerships.

5. Host school wide parent-teacher conference days to share student progress at school, share academic and/or behavioral strategies and activities to propel students towards academic success.

6. Inform and invite parents to our Parent Resource Room that provide parents and families with a variety of materials and resources to help support specific academic needs.

7. Convene an annual parent input meeting to gather feedback on the Title I Program, school and LEA parent and family engagement policies, the school wide plan, and the school-parent compact, building staff capacity, 1% parent budget, and the CLIP.


We will use the feedback gathered from parent meeting evaluations, stakeholder meetings, and the parent surveys to evaluate the effectiveness of our Parent and Family Engagement Program.

The Title I Planning Team theorizes that parents will become, supporters, encouragers, monitors, advocates, decision makers, and collaborators in the efforts to increase student achievement.


Beginning of Year: Parent Involvement Workshop Evaluation Forms, Title I Parent Surveys, Annual Title I Revision Meeting


Evidence-Based Evaluation (Due May 24, 2019)




CORE SUBJECT AREA EVALUATIONS OF TOOLS AND STRATEGIESMODEL RESPONSES

SMART Goal: To increase ELA/Reading achievement by 3% by as measured by IOWA by the end of the 2019-2020 school year

Intervention/Strategy/Practice: The Overarching Core Subject Areas Intervention Population: K-5Person Responsible: Principal, Assistant Principal, Instructional

Coach, Classroom TeachersTools and Strategy Evaluation

We will use iPads, laptops/Chromebooks and accessories such as: laptop carts, surge protectors, computer chargers, adapters, mice, headphones as part of classroom rotations by using Math and ELA Apps/websites that are grade-level specific in the efforts to build basic foundational skills and remediation skills through interactive learning.

TITLE I PARENT ENGAGEMENT PROGRAMMODEL RESPONSES

SMART Goal: To provide four or more opportunities to build staff capacity to work with parents as equal partners by the end of the 2018-2019 school year.


Building Staff Capacity

Current Research Available that demonstrated rationale that suggests it may work:Parent involvement strategies in urban middle and high schools in the Northeast and Islands Region https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009069.pdf

Partners Education in A Dual Capacity-Building Framework for Family–School Partnerships https://www2.ed.gov/documents/family-community/partners-education.pdf




https://www2.ed.gov/documents/family-community/partners-education.pdf

https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009069.pdf

Intervention Population: ☒K-5 ☐ 6-8 ☐9-12Person Responsible: Principal, Instructional Coach, Title I Parent Contact,

Classroom TeachersImplementation Plan of Action:

Primary MethodIn-Person Faculty Meeting

1st Nine Weeks Due by August 31 of each school year Powerful Partnerships:Staff Parent and Family Engagement Orientation

*Secondary MethodHandouts, Tip Sheets, Videos

2nd Nine Weeks Due by the end of the 2nd nine weeks (December, 2019)

Optional tools to address topics identified with the assistance of parents.

Primary MethodIn-Person Faculty Meeting

3rd Nine Weeks Due by January 31 of each school year Powerful Partnerships:Building Powerful Partnerships

*Secondary MethodHandouts, Tip Sheets, Videos

4th Nine Weeks Due by the end of the 4th nine weeks (May, 2020)

Optional tools to address topics identified with the assistance of parents


We will measure the success of by having each participating complete an evaluation form after the building staff capacity professional learning sessions. We will also collect feedback after each secondary method on how we can use the strategies shared to enhance our parent and family engagement program.

Live Oak’s Title I Planning Team theorizes that our faculty and staff will provide high-quality customer service, honor and recognize families’ funds of knowledge, connect family engagement to student learning, and create a welcoming and an inviting school culture.


End of Year: May, 2020



TITLE I PARENT ENGAGEMENT PROGRAM




MODEL RESPONSESSMART Goal: To have at least 33% of parents that offer input on our Title I

Parent and Family Engagement Program as measured by the 2019-2020 Parent and Family Engagement Survey.


Parent Survey

Current Research Available that demonstrated rationale that suggests it may work:Partners Education in A Dual Capacity-Building Framework for Family–School Partnerships https://www2.ed.gov/documents/family-community/partners-education.pdfIs there an ESSA Rating in place for this software? If so, what is it?

Strong Evidence ☐ Moderate Evidence☐ Minimal Evidence☐ No ESSA Rating Exist: ☒

Intervention Population: ☒K-5 ☐ 6-8 ☐9-12Person Responsible: Principal, Instructional Coach, Title I Parent Contact,

Classroom TeachersImplementation Plan of Action:

1. Offer ongoing opportunities to build the capacity of parents and staff to work together as equal partners by focusing on the following areas:

Communication Building Parent Capacity Parent Involvement Workshops/Conferences/Activities Flexible Meeting Times Title I Parent Involvement Funds Building Staff Capacity

2. The Parent and Family Engagement Survey is designed to be a tool that produces family and staff capacity outcomes for Effective Family-School Partnerships that support student achievement and school improvement.

How will the success be measured? What is the school’s theory of change for this intervention?We will measure the success of these sessions by at least 33% of our parents and family complete survey and the end of the 2019-2020 school year. We theorize that parents and the school will be able to work with each other as equal partners in the efforts to increase student achievement. The students’ education becomes a shared responsibility.What are the outcomes or milestones that will evaluate success?Family and Staff Capacity OutcomesSchool and Program Staff Who Can: Honor and recognize families’ funds of

knowledge Connect family engagement to student learning Create a welcoming and an inviting school

culture

Families who can negotiate multiple roles Supporters Encouragers Monitors Advocates Decision Makers Collaborators




2018-2019 Student Enrollment

2018-2019 # of Parents who took the survey

2019-2020 Student Enrollment

2019-2020 # of Parents who took the survey

INSTRUCTIONAL RESOURCE: Lexia Core 5 ReadingMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring




administration assessment in reading.Lexia Core5® Reading® is a blended learning program that accelerates the development of fundamental literacy skills for students of all abilities in grades pre-K-5. Core5 provides explicit, systematic instruction through personalized learning paths. Core5 adapts to target skill gaps as they emerge and equips teachers with the data and instructional resources they need to personalize instruction for every student. Embedded assessment provides ongoing, actionable data to help teachers prioritize and plan offline instruction. The online student dashboard encourages students to take ownership of their learning, for an experience that’s motivating and engaging for students and teachers alike.


Macaruso, P., Hook, P. E., & McCabe, R. (2006). The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading, 29(2), 162–172. Is there an ESSA Rating in place for this software? If so, what is it?

Strong Evidence ☐ Moderate Evidence☒ Minimal Evidence☐No ESSA Rating Exist: ☐







Success will be measured using the IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading. The Title I Planning Team theorizes that




paraprofessional support will help to increase student achievement by implementing small group and research-based instructional strategies.





INSTRUCTIONAL RESOURCE: Early Reading InterventionMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an




increase by 3% from the fall to the spring administration assessment in reading.Early Reading Intervention (ERI) is a supplemental reading intervention for kindergartners who are at risk for reading difficulties. Students receive 126 30-minute daily lessons in groups of 3 to 5. These focus on phonological awareness, phonics, writing, and spelling.


Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L., Johnson, C., … Crevecoeur, Y. C. (2011). Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners’ Response. Exceptional Children, 77(2), 207–228.Is there an ESSA Rating in place for this software? If so, what is it?












Evidence-Based Evaluation (Due May, 2020)




NCSS Feedback:

INSTRUCTIONAL RESOURCE: Dream Box LearningMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade




students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in math.DreamBox Learning is an adaptive, online math program designed to complement classroom instruction. The program is available in grades K-8, but the only qualifying study involved grades K-1. Combining a motivating, game-like environment with a rigorous, standards-aligned curriculum, it responds to learners’ actions and decisions by continuously adapting to support student competency with math concepts and promoting strategies for fluency and application.

Current Research Available that demonstrated rationale that suggests it may work:Wang, H., & Woodworth, K. (2011a). Evaluation of Rocketship Education's use of DreamBox Learning's online mathematics program. Menlo Park, CA: SRI International.

Wang, H., & Woodworth, K. (2011b). A randomized controlled trial of two online mathematics curricula. SREE fall 2011 conference.


Strong Evidence ☒ Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: ☐




student progress over identified areas of weaknesses. 4. Principal will meet with the instructional coach and teachers bi-monthly to discuss



Success will be measured using the IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading. The Title I Planning Team theorizes that




paraprofessional support will help to increase student achievement by implementing small group and research-based instructional strategies.





INSTRUCTIONAL RESOURCE: FlocabularyMODEL RESPONSES




SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math.Flocabulary is an online program that supports core instruction in reading and math. The program includes text to speech, peer discussion prompts, and vocabulary integration.


Farr. R., Conner, J. Haydel, E., Munroe.K. (2009). The word up project: Multisensory instructional to building vocabulary proficiency and reading skills. Is there an ESSA Rating in place for this software? If so, what is it?



















INSTRUCTIONAL RESOURCE: Vocabulary/Spelling CityMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math.Vocabulary/Spelling City is an online program that supports core instruction in reading and math, with specific focus on vocabulary integration.


Arens, Shelia, Mace, K. (2017). Efficacy Study: Vocabulary Spelling City Proven to Increase Vocabulary Retention and Reading Comprehension Is there an ESSA Rating in place for this software? If so, what is it?



















INSTRUCTIONAL RESOURCE: Education GalaxyMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math.Education Galaxy is an online program that supports core instruction in reading and math, with specific focus on vocabulary integration.


Arens, Shelia, Mace, K. (2017). Efficacy Study: Vocabulary Spelling City Proven to Increase Vocabulary Retention and Reading Comprehension Is there an ESSA Rating in place for this software? If so, what is it?



















INSTRUCTIONAL RESOURCE: Writing by DesignMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math.Writing by Design is an explicit direct instructional program used to supplement Live Oak’s core program with a focus on implementing the 6 traits writing process in daily instruction.










Success will be measured using the IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading. The Title I Planning Team theorizes that paraprofessional support will help to increase




student achievement by implementing small group and research-based instructional strategies.








INSTRUCTIONAL RESOURCE: Easy GrammarMODEL RESPONSES

SMART Goal: Increase the percentage of 3rd-5th grade students designated as “prepared” (Level 3 or 4) as measured by the Georgia Milestones test by 3%. IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in reading and math.Easy Grammar is an explicit direct instructional program used to supplement Live Oak’s core program with a focus on implementing grade level grammar standards in daily instruction.










Success will be measured using the IOWA assessment by showing an increase by 3% from the fall to the spring administration assessment in




reading. The Title I Planning Team theorizes that paraprofessional support will help to increase student achievement by implementing small group and research-based instructional strategies.








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