MIDDLE RIDGE ELEMENTARY

TITLE ISchool Wide Program

Initial Plan 2006-2007 Date of Plan Updates: September 2007

October 2008 November 30, 2009

September 15, 2010September 20, 2011September 20, 2012

September 20, 2014November 20, 2014

1 | P a g e

Title I School Improvement Leadership Team Members

Parents who attended the Revision Meeting

Middle Ridge Elementary SchoolDoris GalvanYolanda McDonaldChandra MitchellJeanine WilliamsMarie Petit-FererKristen EmersonAmanda JacksonCorey JacksonMichael ForehandRhonda Battle

Table of Contents

School Summary

1. Comprehensive Needs Assessment Plan Page 5

2. School Reform Strategies that are Scientifically Researched Based Page 6

3. Instructions by Highly Qualified Staff Page 9

4. Professional Development for Staff to Enable Children Meet Standards Page 10

5. Strategies to Increase Parental Involvement Page 11

2 | P a g e

6. Plans for Assisting Preschool Children to Transition Page 12

7. Measures to Include Teachers in Decision Making Page 12

8. Coordination and Integration of Federal, State and Local Services Page 13

9. Activities to Ensure that Students Experiencing Difficulty Page 14

10. Description of How Student Assessment is Provided to Parents Page 15

11. Provisions for the Collection and Disaggregation of Data Page 15

12. Provisions to Ensure that Disaggregation is Valid and Reliable Page 16

13. Provisions for Public Reporting of Data Page 16

14. Plan Developed During One Year Period Page 16

15. Plan Developed with Involvement of Community Page 16

16. Plan Available to LEA, Parents and Public Page 16

17. Plan Translated for Parents in their Primary Language Page 17

18. Plan Subject to School Improvement Provisions of Section 116 Page 17

Every morning, when 750 students walk through the doors of Middle Ridge Elementary School, each are provided with the opportunity to achieve their “great perhaps,” (Green, J. 2012). Through the efforts of the staff of Middle Ridge, focus is concentrated on preparing our students for daily success, as well as productive life beyond the classroom.  Middle Ridge envisions our learners as those of strength, intelligence and determination.  Every child is known to have a “great perhaps” and through the energies of both the student and educator, Middle Ridge strives to assist each child in achieving their aspirations.

                Middle Ridge is located 25 miles east of Atlanta, in Newton County, Ga.  Once identified as the fastest growing county in the United States, it is now designated as the county with the highest number of foreclosures in the country.  Newton County has a population of 100,814.  The Middle Ridge School Community is made up of 690 students.  It is diversely populated with students of all cultures.

                Middle Ridge strives to meet the challenge of our transitory and socially-economically disadvantaged (87.43%) student needs.  As a uniform school, Middle Ridge focuses the learning atmosphere on academics.  Students in need are provided with a daily breakfast.  The school has received a grant that affords all our students with a fruit/vegetable snack daily.  Numerous philanthropic and religious organizations are generous in donating school supplies for our teachers and students. 

3 | P a g e

                A multiplicity of people, programs, ideas, and industry are employed in supporting students in realizing and advancing their possibilities in education.  Building background knowledge for our student population is an essential component to the academic success of Middle Ridge.  As our learners’ world expands in word and knowledge, so does their desire for experience and achievement.  Middle Ridge offers education to students through academic instruction, modeling of successful life skill behaviors, and experiences outside of their own.

                Since its inaugural opening in 1997, Middle Ridge Elementary has endeavored to develop an effective working relationship with its community.  The PTO of the school involves parents daily, volunteering throughout the school.  PTO programs are focused on students, championing them by sharing their achievements through displays of projects and student driven productions.  Community events such as Fall Festivals, Christmas Programs, Community Thanksgiving Dinner, and school fundraisers are customary of the PTO.  At different stages in the history of Middle Ridge, the school has reached out to the community through Adult Literacy Programs, and giving to families in need through our yearly Angel Tree Program. 

                As a Title I school, we have a plethora of technology providing our students with educational proficiencies not otherwise available to them.  Middle Ridge has been the recipient of a 21st Century and Big Lots Technology Grant.  Reading and math goals are a recognized part of the curriculum.  The accelerated reader program is utilized in classrooms and rewarded through a community, year-end, bicycle raffle.  For three years, Middle Ridge was a 21st Century After-School Program recipient.  This allowed the school to provide students with tutoring in math and reading, expounded experiences in science and social studies, and a safe place to be after school.  As the first school to model co-teaching in the county, Middle Ridge’s commitment to meeting all students’ educational needs in the least restrictive environment is recognized to be paramount.  Our identified gifted student ratio has increased exponentially.  Numerous Physical Education grants awarded have provided our school with equipment and expanded health-related programs.

                Middle Ridge became a Positive Behavior Intervention Supports school (PBIS) in the 2009-2010 school year.  This behavior management system was infused to develop within our students a sense of pride in their positive choices and behaviors.  Students and teacher buy-in to this program was overwhelmingly affirmative.  The PBIS program offers students the opportunity to participate in “Mustang Marvelous Parties” and the “Mustang Market” as incentives for their appropriate behavior.  Since its inception, the PBIS program has seen a 70% decrease in office referrals for inappropriate behaviors.

                The staff of Middle Ridge is exceptional.  In 2004, Middle Ridge had an identified county Teacher of the Year.  Our SID/PID teacher was featured on a local TV station focusing on her exceptional work with children.  Administrative and teacher walk-throughs of classrooms are utilized to assist in providing teachers feedback for growth in their instruction.  Professional Learning Communities are the basis for curriculum development, and are supported through weekly professional learning.   Our school went for many years considered as Needs Improvement to being recognized as making Adequately Yearly Progress.  Currently, we are exceeding in 4 out of the 8 categories of Exceeds under our current CCRPI.  Not only are our students defined by our vision of strength and determination, but so too is our staff; which truly makes us worthy of being a school of National Blue Ribbon Status.

Component # 1: Results of Comprehensive Needs Assessment

4 | P a g e

Description of Community and School Population

A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were Tammy Privette, Debra Rivas, Lee Ann Gourlay, Misty Smith, Candice Davey, Casey Spires, Leslie Styles, Tabitha Studdard, Christina Lowe, Jennifer Allen, Rebecca Sizemore, Chandra Mitchell, Michael Forehand, Rhonda Battle. The ways they were involved were: review data, discuss changes based on data results, and leadership feedback.

B. We have used the following instruments, procedures, or processes to obtain this information were Georgia Milestones, ThinkGate/ Gofar, Science Grades, Data Room, Reading/ ELA Plans with Science Integration, Focus Walks, Interactive Notebooks, Conduct and Analyze Common Assessments, Pre and Post Test, Check for Mastery, and Unit Assessments. The Leadership Team reviews and analyzes a variety of performance data annually to determine school-wide needs. Data sets reviewed include: Behavior and Attendance Reports, Classroom Walk-Throughs, Georgia Milestones, GAA, and CCRPI Reports.

C. The Migrant Education Program is part of the Title I Program. Each year, all students receive an Occupational Survey to be completed by the parent or guardian. Once the survey is returned, the school’s designee sends all forms to the Migrant Education Liaison in the Office of Federal Programs. Upon receipt, and review of each survey, the Migrant Education Liaison sends selected surveys to the regional Migrant Education Program office. Newton County is a part of the Migrant Education Consortium which means Georgia Department of Education allows Abraham Baldwin Agricultural College (ABAC) to serve as the fiscal agency. The Migrant Education Program Specialist from ABAC will contact each school to provide support to any student who qualifies for these services. Classroom teachers will implement strategies for any Migrant Education student based on the areas of need.

D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, while reviewing CRCT data, we identified math and science as areas of recommended growth.

Summary of GAPSS Analysis and Needs Assessment Information:A voluntary GAPSS walk was conducted in October 2008. Newton County provided a GAPSS survey team of administrators and teacher leaders from the local schools as well as representatives from the Georgia Department of Education. Middle Ridge Faculty was commended for its focus on:

The implementation of Georgia Performance Standards. Standards are posted in classrooms with teachers and students using the language of the standards during instruction.

The implementation of Learning Focused Schools Strategies instruction as directed by Newton County.

5 | P a g e

Regular use of diagnostic assessments for benchmarks and progress monitoring.

Building relationships with their at-risk students and families within the community through a Community Outreach Program. Teachers and staff visit a local community with many at-risk students. Homework support and extra school instruction are provided.

Student Performance DataSchool level staff, including principal, assistant principal, and the Student Achievement

Committee, analyzes student performance data for overall strengths and weaknesses. The data is disaggregated to show the differences or gaps in ethnic groups, special and regular education students, ELL students, and economically disadvantaged students. At this time final data has not been released by Georgia Department of Education. The data provided in this document is a disaggregated look at preliminary results of grades 3, 4 and 5 Spring 2014 CRCT scores. Reports were analyzed to determine weaknesses and strengths for grade levels.

The most common standardized assessment used in our school is the Criterion- Referenced Competency Test (CRCT). The performance levels used are: does not meet, meets, and exceeds. ‘Does not meet’ indicates that students have not mastered a majority of standards assessed. ‘Meets’ indicates that students were able to master a majority of standards. ‘Exceeds’ is a term used to identify those students who were able to perform above and beyond their peers. Our school considers meets and exceeds acceptable performance levels. However, through Title II A- Teacher Effectiveness, our teachers create high expectations for student achievement each year. We look closely at the performance targets stated in the College and Career Readiness and Performance Index (CCRPI) to set a baseline goal, but we "reach for the stars."

          As a school, we aim to surpass the first three levels of Bloom’s Taxonomy in order to develop rigor in standards. Therefore, it is our goal for students not only to 'know and understand' but also to 'do'. Since our students are expected to apply, evaluate, and create throughout the year, we expect this rigor to lead our students to exceeding standards rather than just meeting them.  Whereas most schools aim to meet standards, our school strives to exceed through rigorous and relevant instruction.  In fact, we have done just that!

          We are proud of our school. In analyzing Middle Ridge’s state criterion-referenced test data, one can see an apparent increase in student achievement from 2007 to 2012. Beginning with third grade mathematics, we saw a thirty-percentile gain between 2007 and 2012. In fact, a forty-six percentile gain is evident between 2007 and 2012 for our special education students. Our socio-economically disadvantaged students (SEDS) enjoyed a thirty-two percentile gain. Our African-American students improved by twenty-two percentile points. Our white students improved by forty-three percentile points over a period of five years. We are also proud of our third grade reading scores. With sixty-nine percent of our students meeting and exceeding in 2008, current data posits eighty-six percent of our students meeting and exceeding standards. We have noted an achievement gap of thirteen percentile points between the test scores of all students and the test scores of special education students. However, over a five-year period our special education students have increased thirty-seven percentile points. In order to close this

6 | P a g e

achievement gap, monthly data meetings are held to discuss appropriateness of educational setting, progress monitoring of IEP goals, and common planning time is given to regular education and special education teacher to collaborate on lesson design and students’ academic needs. As stated above, our teachers expect more from our boys and girls. For third grade mathematics, only thirteen percent of our students exceeded the standard in 2008. Each year the percent of students increased to thirty-one percent of students exceeding the standard. This trend is evident in all subgroups. This trend can also be found in our third grade reading data. In April of 2008, only eleven percent of our students exceed the standards, whereas current data shows thirty four percent of our students exceeding standards. Again, this is evident in all subgroups.

          Remarkable achievement can also be seen in our fourth grade data. In 2007-2008 only forty-four percent of our students met and exceeded standards in mathematics. Our most recent data shows marked improvement with seventy-six percent of our fourth graders meeting and exceeding standards. We are most proud of our gains with our socio-economically disadvantages students (SEDS) and our white subgroup. Data shows a thirty-two percentile gain for our SEDS students and our white subgroup. Fourth grade reading yields excellent data as well. We have seen extensive growth in all subgroups, especially our special education students who achieved a forty-two percentile gain over a period of five years. Our SEDS started at sixty-six percent meeting and exceeding standards, with current data showing eighty- two percent of our students meeting and exceeding the standards. A continuous improvement in the exceeds category across subgroups is evident in reading, as well. For example, the percent of students exceeding over all rose from eleven percent in 2008 to thirty-two percent in 2012. Our African-American subgroup increased from eight percent of students in the exceeds category in 2008 to twenty-eight percent exceeding standards in 2012. The percentage of students exceeding standards in fifth grade remained the same for the 2013-2014 school year. However, the percentage of students meeting decreased by three percent. Students, in fourth grade, experienced a significant decrease in reading and mathematics achievement in both the meets and exceed categories of the CRCT. African-American subgroups increased the percentage of meets and exceeds by two percent, while the white sub-group decreased by eight percent. Third grade students also experienced a significant decrease in meets and exceed categories on the CRCT. There was a decrease of nine percent in exceeds and seven percent in meets and exceeds. In the area of reading students demonstrated a significant increase of at least three percent in both exceeds and meets. Third grade SWD students gained nine percent in the area of meets and exceeds in the area of mathematics. White subgroup students decreased in the area of meets and exceeds by thirteen percent.

          Our fifth grade students also enjoyed tremendous growth over a five year period. In 2008, seventy-seven percent of our boys and girls met and exceeded standards in reading. Present data documents ninety-six percent of all students meeting and exceeding standards.  Remarkable improvement can be seen across all subgroups with a twenty percentile gain with for our SEDS, a twelve percent gain for African-American students, a thirty-four percentile gain for our special education students, and a twenty-five percentile gain for our white subgroup. Our SEDS students increased in the exceeds category from two percent in 2008 to twenty-four percent in 2012. Most notable is a change in the exceeds category for our white subgroup from nineteen percent in 2008 to forty-one percent exceeding in 2012. Similar trends can be found in fifth grade mathematics. A twenty-nine percentile gain is evident from 2008 to 2012 for all students in mathematics. With

7 | P a g e

a thirty-eight percentile gain for our SEDS students. Six percent of our fifth grade students exceeded the standards for mathematics in 2008, which improved to thirty percent in 2012. Trends for exceeding standards can be found across the subgroups. An achievement gap of twenty-three percentage points is noted between all students and special education students, however over a five-year period our special education students have increased by forty-six percentage points. Documentation of our plan to close this achievement gap is presented above. Overall student demonstrated a strong increase in meeting state standards for the 2013-2014 school year. Students exceeding in the area of reading increased from four percent to twenty-five percent; however, the percentage of students meeting standards decreased by nine percent. Fourth grade students demonstrated a gain in meeting reading standards but the percentage of students exceeding standards decreased by two percent. Third grade students showed a significant gain, four percent, in the area of reading in both meets and exceeds. White subgroup students gained eight percent in meets and exceeds.

Students in third through fifth grade made significant gains in science and social studies, compared to the 2012-2013 school year. Fifth grade experienced a nine percent gain in the area of science. We celebrate these gains at Middle Ridge. However, students demonstrated significant deficits in Earth Science with only sixty seven percent of students meeting the standards for Science in third grade. Third grade students demonstrated a remarkable ninety percent pass rate in the area of socials studies.

          We have learned that it doesn't matter what level of student you are, good instruction will move you. The foundation of our success with students lies with the "passionate, inspired teacher" (Hattie, 2012). Our staff places high value on the "ability to influence students' surface and deep learning" by providing an optimal learning environment, feedback and believing in all students' success (Hattie, 2012).   We don't contribute our success to a program, but to our teachers deep and abiding dedication to our students.  With the development of our professional learning communities, over time, our true data-driven instructional focus aims at looking at individual student achievement.  Other factors which contributed to our significant gains include; PLC's, using a balanced literacy model, writer's workshop, using Marzano's instructional strategies, focusing on concrete-representational-abstract sequence of instruction for math, writing across the curriculum, and celebrating ALL achievements through school-wide incentives.  We know that teachers have control of two things; the relationship they have with their students and the work they give their students or the work they encourage them to undertake.  "Effective teachers get students to do the right things, and they design things for them to do that are right for the students they teach" (Schlechty, 2011).  

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards including economically disadvantaged students, students from Major racial and ethnic groups, students with disabilities and students with limited English proficiency.

8 | P a g e

F. The data has helped us reach conclusions regarding achievement or other related data.The major strengths we found in our program were fifth grade writing, reading skills and vocabulary acquisition. The major needs we discovered were in Earth Science, reading for information, research and writing, measurement, and data analysis in mathematics, geography, government and civics for third and fifth graders.The needs we will address are Earth science, reading for information, research and writing, measurement, and data analysis in mathematics, geography, government and civics. The specific academic needs of those students that are to be addressed in the school-wide program plan will be utilization of interactive notebooks to promote Earth science, geography and government and civics standards in all grade levels. Integrate science and mathematical standards in problem based learning segments to improve students' perseverance and problem solving. Incorporate project based learning utilizing media resources and instructional technology to address needs in the area of Research and Writing. The ROOTCAUSE/s that we discovered for each of the needs were students' background knowledge and vocabulary in the areas. Mathematics requires students to know and understand mathematical language as well as basic computation skills. Our students lack basic background knowledge. Middle Ridge has a very transient population that requires more direct vocabulary instruction. Our students also have limited academic life experiences outside of the school building.

G. The measurable goals/benchmarks we have established to address the needs is for seventy percent of students to achieve on track or commendable scores on the Georgia Milestone Assessment.

Mission StatementThe mission of the faculty and staff of Middle Ridge Elementary School is to provide a

strong foundation of challenging educational opportunities using a variety of educational techniques for all children. Believing that it is vital to the total learning experience of the child, we will provide opportunities for parental involvement and community support and guidance. We are dedicated to providing meaningful learning experiences in a disciplined, safe and organized environment. We seek to create life-long learners who demonstrate a feeling of self-worth and a respect for authority and others.

Vision StatementMiddle Ridge Elementary Mustangs: Students of strength, intelligence, and determination.

Beliefs(Developed by MRES Leadership Team 6.3.13)

Students take ownership of their learning.

9 | P a g e

Effective planning provides the key to effective lessons; designing engaging and rigorous work.

All students can learn, but they learn in different ways.

Assessments should be varied, frequent, and should provide feedback that DRIVES instruction.

Poverty should not prevent a student’s ability to learn.

Teachers and staff are advocates for ALL students.

We all have strengths that benefit the whole group.

Students choose to give us their attention and effort.

Component # 2: Reform Strategies

*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards. The following strategies have been chosen after review of research as strategies that would help meet our goals in Math, Reading, and written expression, as well as increase our use of technology which was noted as a growth area from the GAPSS process. The faculty and staff are committed to locating and utilizing results based practices. The following is a list of current reform strategies being implemented at Middle Ridge Elementary. We believe that these combined strategies form a comprehensive approach to school reform that will benefit all our learners.

2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are as follows:Middle Ridge has one gifted teacher affording support for our Level 3 students (exceeds standards) She collaborates with all teachers for enrichment strategies and provides guidance to teachers on the identification of gifted students. She implements the Pull Out model for Gifted classes. Each day she has a different grade level for the entire day. Her focus is on the Curriculum Units developed by the Newton County School System gifted teachers. She affords the regular teacher a smaller group of students to work on intervention as she continues on acceleration with the other students. The number of students qualifying for the gifted program at Middle Ridge is now at 25, with over 10 students to be tested. Additionally, our gifted teacher facilitates mathematical and scientific thinking for third, fourth, and fifth grade students in our MRES Science and Math Lab.

10 | P a g e

Small group reading instruction, supported by the Daily 5 management system, guided by consistent assessment using STAR Reading and Math, Next Steps Guided Reading, and teacher based assessment, such as running records, for a minimum of one hour daily. K-2 includes 30 minutes of direct phonics instruction, as well. All students have monthly Reading goals to meet.

Traits Writing, consisting of a focused mini-lesson, whole group, and independent student writing of choice while the teacher works one-on-one with individual students. The workshop closes with an author’s share time for 10 minutes.

1.5 hours of Math instruction focuses on problem solving and utilizing hands on materials through the CRA method.

Technology brought in to supplement Level 1 and at risk students includes the Active Expressions, Active Votes, iPads, Laptops, Netbooks, ALEKS, Read 180 and Otter Creek.

Special Education teachers are working towards inclusion as frequently as possible with their students. When inclusion is not possible, the same strategies, with modifications which meet the students’ needs, are utilized in the special education classrooms.

A variety of learning modalities are addressed through our teaching strategies which are geared to meet the learning styles of our at risk populations (Special Education, Black, and English Language Learners).

EIP and Special area staff members are utilized as safety nets before school and at other times during the day working with students at risk.

Professional Learning occurs during planning time and Wednesdays after school, based on staff input of needs aimed at supporting our school improvement goals and strategies.

Our school wide discipline plan is RESPECT. Grade levels teach students the MRE Essential 5, PBIS, Olweus and what respect means and then set up their rewards and consequences to guide students toward daily respectful behavior allowing instructional time to be maximized.

Curriculum is based on Common Core Georgia State Performance Standards. Writers’ Workshop addresses the need for differentiation with students as well as

development of vocabulary. Classroom libraries need to be grown so that independent sustained Reading occurs

effectively and consistently. Research recommends 500 books in each classroom. Technology for learning has been stressed with the

use of Video Streaming, Google Earth, LCD Projectors, Activboards, AcitvSlates, ActivExpressions, Dual Pen Software, WRConnect.com and other software that staff has been trained to use this year.

Interventions used are: Dr. Cupp Readers, SRA, Isucceed Math, Read 180, Moby Max, Reading A to Z,

Professional Learning Communities are used to ensure high expectations across the grade levels using common lesson plans, common assessment, and data analysis.

11 | P a g e

Furthermore, the following instructional non-negotiables were developed:

Adopted by Middle Ridge Elementary School Leadership Team 6/3/13

Student Learning Maps should be displayed on classroom walls or in students’ Interactive Notebooks.

Meaningful summarizing throughout the lesson using multiple summarizing strategies. The language of the standards will be used actively during the lesson to address

learning goals. Lesson plans created collaboratively in PLC’s will be followed. After review of student

data, reteach and enrichment plans will be designed and implemented. Flexible strategy skill groups Interactive Notebooks will be utilized for ELA, Mathematics, Science, and Social

Studies. Effective use of My Big Campus as an individual or grade level team as an extension

of the classroom Effective use of anchor charts and/or flipcharts Students will use digital tools/technology to gather, evaluate, and/or use information

for learning. Students will use digital tools/technology to conduct research, solve problems, and/or

create original works for learning. Students will use digital tools/ technology to communicate and work collaboratively

for learning. Teachers will use the Audio Enhancement system daily. Utilization of Marzano’s Six Steps for Direct Vocabulary Instruction in each subject

area.

READING/ELA-Reading and writing should follow workshop model-Conferencing in reading and writing (using the conferencing notebook) to guide instruction-Maintain current running records for each student that demonstrates their “progression up the ladder of text complexity”-Small group/guided reading-Daily use of the Daily 5-Reading should be cross-curricular with science and social studies woven into reading and writing-Every student will write everyday

MATH-Math manipulatives-Always use manipulatives when introducing a new concept.-CRA (Concrete, Representation, Abstract) embedded in everything you do in math.

12 | P a g e

-Math Centers (utilizing CRA)-Math vocabulary will be directly instructed daily using critical vocabulary from the curriculum map.-Number talks and writing will be used to evaluate students’ ability to communicate mathematically.-Utilize the school wide problem solving method on the poster provided to you.

PROFESSIONAL LEARNING COMMUNITIES-Active and positive participation in all PLC meetings.-Implement planned instruction and common assessments developed in PLC.-PLC will assess formative and common assessments to guide instructional development.-Work on ‘the work.’

Surveys at our school indicate that both students and parents believe our discipline needs to be more effective so that behavior does not interfere with learning in the classroom. The Reflection Zone (commonly called opportunity room) personnel is funded for 6 hours daily. This gives administration a resource to keep our students in school, yet not allow them to disrupt regular classroom learning. This also allows the student to remain in school continuing with academic instruction in a more restrictive setting than the normal classroom setting.

Our physical site is supportive of our student population size. GAPSS analysis noted our Physical Plant as Fully Operational and up to date. Our building and grounds are healthy and safe for all occupants. Procedures are effectively followed for the safe operation of our school. According to state regulations, all necessary safety drills are performed. In the 2009-10 school year installation of Activ Boards was completed for all classrooms, except PreK, Music, Art, and PE. In the summer of 2014, the school was equipped with the ViewPath camera system in classrooms to allow teachers to record lessons for the purpose of collaboration to improve teaching strategies. Each teacher has a minimum of two computers in the classroom along with access to a mini computer lab of 10 computers, a lab with 24 computer stations, 2 laptop carts, and Netbook cart and an IPad cart. We also have a computer lab (30 computer stations), which is a part of our music, art, and physical education rotation.

Research References

Research to meet instructional needs:

Mike Schmoker: Results Now Robert J. Marzano: Building Academic Vocabulary and Classroom Instruction that Works

Research to meet English Language Arts needs; specifically written expression and vocabulary development:

Lucy Caulkins: The Art of Teaching Writing and the Writing Workshop Ralph Fletcher: Writing Workshop: The Essential Guide

13 | P a g e

Research to meet Reading Comprehension needs:

Gayle H. Gregory and Carolyn Chapman: Differentiated Instructional Strategies; One Size Doesn’t Fit All Irene C. Fountas and Gay Su Pinnell: Guided Reading; Good First Teaching for All Children ASCD : The Common Sense of Differentiation; Meeting Specific Learner Needs in the Regular Classroom

Research to meet Math needs:

John Van de Walle: Teaching Student Centered Mathematics Marilyn Burns: About Teaching Mathematics, a K-8 Collection and 50 Problem Solving Lessons: The Best from 10 years of Math Solutions Sherry Parrish: Number Talks

2(b). Are based upon effective means of raising student achievement.

Response: Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies. Small group reading instruction, supported by the Daily 5 management system, guided by consistent assessment using STAR Reading and Math, DRA, and teacher based assessment, such as running records, for a minimum of one hour daily. K-2 includes 30 minutes of direct phonics instruction, as well. All students have monthly Reading goals to meet.

Writing Workshop, consisting of a focused mini-lesson, whole group, and independent student writing of choice while the teacher works one-on-one with individual students. The workshop closes with an author’s share time for 10 minutes. Writers Workshop will be enhanced using Write Traits.

1.5 hours of Math instruction focuses on problem solving and utilizing hands on materials through the CRA method.

Technology brought in to supplement Level 1 and at risk students includes the Active Expressions, Active Votes, iPads, Laptops, Netbooks, ALEKS, Read 180 and Moby Max.

Special Education teachers are working towards inclusion as frequently as possible with their students. When inclusion is not possible, the same strategies, with modifications which meet the students’ needs, are utilized in the special education classrooms.

A variety of learning modalities are addressed through our teaching strategies which are geared to meet the learning styles of our at risk populations (Special Education, Black, and English Language Learners).

EIP and Special area staff members are utilized as safety nets before school and at other times during the day working with students at risk.

Professional Learning occurs during planning time and Wednesdays after school, based on staff input of needs aimed at supporting our school improvement goals and

14 | P a g e

strategies. Our school wide discipline plan is RESPECT. Grade levels teach students the MRE

Essential 5, PBIS, Olweus and what respect means and then set up their rewards and consequences to guide students toward daily respectful behavior allowing instructional time to be maximized.

Curriculum is based on Common Core Georgia State Performance Standards. Writers’ Workshop addresses the need for differentiation with students as well as

development of vocabulary. Classroom libraries need to be grown so that independent sustained Reading occurs

effectively and consistently. Research recommends 500 books in each classroom. The Gifted Instructor does a pullout model of service, which has grown our identified

population of gifted students. We have implemented a STEM lab for increasing our math and science achievement.

Technology for learning has been stressed with the use of Video Streaming, Google Earth, LCD Projectors, Activboards, AcitvSlates, ActivExpressions, Dual Pen Software, WRConnect.com and other software that staff has been trained to use this year.

Interventions used are: Dr. Cupp Readers, SRA, Isucceed Math, Read 180 and Moby Max.

Professional Learning Communities are used to ensure high expectations across the grade levels using common lesson plans, common assessment, and data analysis.

Furthermore, the following instructional non-negotiables were developed:

Adopted by Middle Ridge Elementary School Leadership Team 6/3/13

Student Learning Maps should be displayed on classroom walls or in students’ Interactive Notebooks.

Meaningful summarizing throughout the lesson using multiple summarizing strategies. The language of the standards will be used actively during the lesson to address

learning goals. Lesson plans created collaboratively in PLC’s will be followed. After review of student

data, reteach and enrichment plans will be designed and implemented. Flexible strategy skill groups Interactive Notebooks will be utilized for ELA, Mathematics, Science, and Social

Studies. Effective use of My Big Campus as an individual or grade level team as an extension

of the classroom Effective use of anchor charts and/or flipcharts Students will use digital tools/technology to gather, evaluate, and/or use information

for learning. Students will use digital tools/technology to conduct research, solve problems, and/or

create original works for learning. Students will use digital tools/ technology to communicate and work collaboratively

for learning.

15 | P a g e

Teachers will use the Audio Enhancement system daily. Utilization of Marzano’s Six Steps for Direct Vocabulary Instruction in each subject

area.

READING/ELA-Reading and writing should follow Traits WritingConferencing in reading and writing (using the conferencing notebook) to guide instruction-Maintain current running records for each student that demonstrates their “progression up the ladder of text complexity”-Small group/guided reading-Daily use of the Daily 5-Reading should be cross-curricular with science and social studies woven into reading and writing-Every student will write everyday

MATH-Math manipulatives-Always use manipulatives when introducing a new concept.-CRA (Concrete, Representation, Abstract) embedded into mathematics instruction.-Math Centers (utilizing CRA)-Math vocabulary will be directly instructed daily using critical vocabulary from the curriculum map.-Number talks and writing will be used to evaluate students’ ability to communicate mathematically.

-Utilize the school wide problem solving method on the poster provided to you. Research References

Research to meet instructional needs:

Mike Schmoker: Results Now Robert J. Marzano: Building Academic Vocabulary and Classroom Instruction that Works

Research to meet English Language Arts needs; specifically written expression and vocabulary development:

Lucy Caulkins: The Art of Teaching Writing and the Writing Workshop Ralph Fletcher: Writing Workshop: The Essential Guide

Research to meet Reading Comprehension needs:

Gayle H. Gregory and Carolyn Chapman: Differentiated Instructional Strategies; One Size Doesn’t Fit All Irene C. Fountas and Gay Su Pinnell: Guided Reading; Good First Teaching for All Children

16 | P a g e

ASCD : The Common Sense of Differentiation; Meeting Specific Learner Needs in the Regular Classroom

Research to meet Math needs:

John Van de Walle: Teaching Student Centered Mathematics Marilyn Burns: About Teaching Mathematics, a K-8 Collection and 50 Problem Solving Lessons: The Best from 10 years of Math Solutions Sherry Parrish: Number Talks

2(c). Use effective instructional methods that increase the quality and amount of learning time.

1. Response: We will increase the amount and quality of learning time by utilizing a daily 30 minute block of time to focus on interventions. Additionally we will hold an after school program to focus instruction for students not meeting or exceeding the standards.

2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).Response: Middle Ridge Elementary School is driven by data. Professional Learning Communities (PLC) meeting daily are common place around our school. Prior to the opening of the school year, our leadership team disaggregates standardized testing data to evaluate instructional effectiveness. We do not only analyze subgroups, we also analyze content domains for mastery. Our state test reports data for each content domain. Teachers work on vertical teams to analyze content domains and compare achievement to the previous year. This way teachers are able to identify their own areas of strength and challenge. As a team, we collaboratively use subgroup data analysis to develop a school wide plan targeting not only subgroups where there is a weakness, but also subgroups in need of acceleration. Goals developed in the school wide improvement plan are discussed and interventions are planned to remediate each difficulty. Our school improvement plan serves as a guide which helps us to determine how to spend our instructional money. This plan is developed by the leadership team, however we seek feedback from all teachers, staff, parents, and community. The plan is presented to our school council and posted on our school's website for stakeholder access. This data is proudly displayed in our school wide data room, which exhibits data for each grade level and documents progress towards College and Career Readiness Performance Index Targets (CCRPI). Each of the indicators are displayed and reviewed monthly at grade level data meetings. For example, current STAR Reading testing data was converted to Lexile in order to monitor students’ progress toward end of year goals. The school leadership team sets non-negotiable goals which are expectations for teachers in their daily instructional practices.

17 | P a g e

Throughout the school year we look at data constantly. Our executive leadership team (ELT) consisting of the principal, assistant principal, instructional coaches, special education contacts and counselor review data such as instructional strategies noted in classroom observations, discipline referrals per subgroup and benchmarking trends across our school district. We look at student responses to interventions, and discuss student growth towards baseline goals. Data collected during this meeting is used to plan our classroom observations and coaching needs and strategies. Each grade level team works as a professional learning community (PLC) and meets at least three times each week to discuss a variety of data. One PLC meeting each week is used to look at common assessment data. Common assessments are created, administered, and analyzed to evaluate instructional effectiveness. Fast Five assessments are created as formative tools to inform instruction, as well. For example, teachers create these quick assessments on Activ Board technology and use student response systems to collect data. After the completion of each question, data is immediately presented for teachers and students to review. Teachers not only talk to each other about the data, but they also discuss the data with students. On a separate day each professional learning community analyzes student work such as writing samples, multiple choice tests, open-ended responses, student portfolios and has critical discussions about the work. Not only do our regular education teachers meet in professional learning communities, our special education teachers do as well. Co-Teachers have extended planning time to review data and plan instruction. Furthermore, all special education teachers meet monthly with administration to review progress monitoring goals and IEP goals, and specifically progress towards moving students to their least restrictive environment. Data notebooks are used by teachers and encompass student progress monitoring scores, as well as formative and summative assessment data. Additionally, many teachers document anecdotal records and student conferencing notes. Title II A- Teacher Effectiveness goals are housed in this notebook and evidence is stored to show growth towards meeting goals.Data from formative and summative assessments are analyzed immediately to develop flexible small groups geared toward differentiated instruction. Teachers work collaboratively to design lessons and student work that is rigorous and relevant for each students’ academic need. Teachers work diligently to ensure that each assignment is designed in a way that results in student learning. As a district, our students complete an online assessment at the beginning of the year, middle of the year, and end of the year. We compare our data to schools with a population that is similar to ours. We share instructional strategies with our sister schools when our students perform highly in a content domain, and seek guidance from our sister schools when we identify an area that needs improvement. Our grade level teams analyze each question on these benchmark assessments to evaluate why our students did well or why they were unsuccessful. Detailed plans are developed to remediate or extend instruction. 2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.Response: Title I funds will not be used to assist with or for field trips.

18 | P a g e

Component # 3: Instruction by Highly Qualified Teachers. We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. Our staff is 100% highly qualified. We have zero certification deficiencies. Middle Ridge Elementary has 57 certified staff members: two administrators, one counselor, a school psychologist, a music teacher, an art teacher, a physical education teacher, a media specialist, an ELL teacher for three segments, two part-time speech and language pathologists, seven interrelated resource teachers, two self-contained special education teacher, two special needs Pre-K teachers, a gifted teacher, two regular Pre-K teachers, two instructional coaches, three supplemental EIP teachers to reduce class size, and 33 regular classroom teachers.

All of our teachers meet highly qualified status according to NCLB regulations. In the Fall of 2013, Newton County Schools implemented the Teacher Keys Evaluation System (TKES). Each teacher receives data from at least 4 10 minute walk-throughs and two 30 minute formative evaluations. Evaluators rate teachers on ten standards and use the totality of evidence and consistency of practices to rate teacher effectiveness. The county directed Focus Walk form is used as a basis for Focus Walks in our building. This gives all staff feedback on our daily progress toward accomplishing our School Improvement Plan.

The Newton County School System monitors the HiQ assignment of all teachers considering student demographic information for each school. It is the intention of the school system to provide students with highly qualified teachers at each site and ensure that there is an equitable distribution of teachers. At the time of hire, each principal completes a remediation plan for teachers who are considered “Not Highly Qualified”. Teachers with a remediation plan are required to provide information relative to their progress toward becoming Highly Qualified. A component of the plan requires the principal and teachers with a remediation plan to meet three times during the course of the school year to monitor teacher progress toward attainment of HiQ status. Teachers are reimbursed using Title II A funds when they pass the appropriate GACE; additionally, teachers who are seeking certification in critical areas and participate in the Georgia TAPP program receive one half of their TAPP tuition throughout the TAPP-until completion of the program; finally, teachers participate in a variety of professional learning activities to assist in attainment of “Highly Qualified” status.

Description of Strategies Used to Ensure the Recruitment and Retention of High Quality, Highly Qualified Teachers/Staff. The mission of Newton County School System is to provide educational excellence for all students. To accomplish this mission, one of the performance goals stated in the system’s improvement plan is to recruit, employ, and retain highly qualified employees. National research related to teacher retention finds that 20 to 30 percent of teachers leave the profession in the first 5 years. There is additional evidence that the acquisition of skills and knowledge gained with experience enable teachers to become more effective in the classroom setting. With improved effectiveness, student instruction and achievement is positively impacted.

To this end, the Building Excellence and Support for Teachers (BEST) program was designed by Newton County teachers and administrators to address the induction, retention, and professional development of highly qualified teachers. The BEST program provides new to the profession and teachers new to Newton County with support, mentoring, and professional

19 | P a g e

development. This year at Middle Ridge, we are using the BEST program to mentor nine new teachers. Additional support comes from our academic coach in modeling Best Practices in teaching and instructional strategies. Administration gives feedback via quick classroom walkthroughs, observations with formal written feedback as well as informal notes and email comments. School focus walks provide feedback to all staff, as well as new teachers. Administration has also developed an in-house system to monitor teacher certification and highly qualified status.

Our highly qualified staff members also believe in sharing our success with others. Middle Ridge Elementary has worked hard to become worthy of the National Blue Ribbon School status. Throughout the years, we have had various teachers and administrators visit numerous educational functions in an effort to share what has worked for us. “In today’s environment, hoarding knowledge ultimately erodes your power. If you know something very important, the way to get power is by actually sharing it” (Badaracco, 2013). Middle Ridge believes its successes should not be a secret. They must be shared with others in an effort to truly support the education of all students. The following abstract recalls ways in which Middle Ridge Elementary has shared some of its successful strategies with others.

          Middle Ridge’s previous and current administrations are and were proponents of teaching the students the benefits of positive behavior. This administration was influential in implementing our current Positive Behavior Intervention and Supports (PBIS) program. PBIS is designed to reward students for positive behavior rather than punishing negative behaviors (Cregor, 2008). The success of PBIS at Middle Ridge led the assistant principal during the 2008-2009 school year to travel to various schools within Newton County to train teachers and administrators on PBIS execution. He also represented Middle Ridge for three years as a PBIS State Consultant presenting to educators at their annual conferences. Topics ranged from using PBIS to change the culture of a school to transforming its status through an undeniable decrease in discipline referrals.

          Middle Ridge’s focus on data has led to teachers going within and outside of our county to share their success stories. In conducting an analysis of the gaps found in our student academic data, writing was an area in need of improvement. To address this concern, Middle Ridge implemented the Writers’ Workshop Model. This model allows students to spend more time actually writing and getting support in the areas of need. We have had a kindergarten teacher invited to a high performing Cobb County School to share her experiences with Writers’ Workshop. This workshop targeted elementary teachers and included discussions as well as hands-on experiences related to organizing the Writers’ Workshop, managing behaviors, and differentiating lesson content based on student data.

           Our current counselor has visited seminars for preparation of the CCRPI requirements related to the 16 National Career Clusters. She has arranged several real world experiences with our students including a field trip to the Newton College and Career Academy. In addition, each grade level will have the opportunity to meet professional men and women in varying work fields and dialogue with them. Middle Ridge’s counselor has taken what she has learned and shared it with other counselors in the school system. She has assisted them with gaining a deeper

20 | P a g e

understanding of the requirements, as well as creating a plan to successfully complete the requirements.

           The above abstract recalls some of the ways in which Middle Ridge Elementary has shared its successful strategies with others. We believe you must share your successes in order to continuously grow.

Parental support is gained through setting clear expectations from administration and reiterated in the staff handbook. Some of these expectations are:

A school – home compact. The compact outlines mutual responsibilities of parents, teachers, and students for the education of students. The compact can be found in student agendas.

“Five Star Family” Program implemented by PTO and staff, in which students and their families are rewarded and encouraged to attend PTO school functions.

Monthly Title 1 parent workshops are held. Forehand Challenge

Component # 4: Staff Development. Description of High Quality, Ongoing Professional Development Activities for Teachers, Principals, Paraprofessionals, Other Staff, Parents, and Others (Include Use of Results of Annual Professional Development Survey) We 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. For example, we have staff-wide professional learning, professional learning communities, and various trainings available for certified and classified staff. Trainings have included Daily 5, CRA model, math exemplars, and technology. Parent workshops have been provided such as CRCT Readiness and Make and Take. We have aligned professional development with the State’s academic content and student academic achievement standards. We have devoted sufficient resources to carry out affectively the professional development activities that address the root causes of academic problems. For example, we have math and technology instructional coaches. Title I funding has been utilized to purchase various math manipulatives, books for class libraries, and academic web and print resources. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve the achievement of individual students and the overall instructional program in the following ways. Staff-wide professional trainings have been implemented in Daily 5 conferencing, exemplar rubrics, strategy grouping, and technology.

Staff experts on various content needs are utilized to lead staff development along with administration and outside trainers, when necessary. Elementary Leadership meets monthly with

21 | P a g e

our county level directors to keep informed of current information. Our Griffin Regional Educational Support Association offers training and support by coming to our school as well as offering courses at their site for staff. Title I staff hold monthly meetings for Title I parents to offer support information about literacy, Math, and test taking skills. Our school team, consisting of administration and an instructional coach participated in the Georgia Leadership in School Improvement Institute (GLISI) beginning February, 2007. In the summer of 2009, a group of teachers spent a weekend visiting the Ron Clark Academy to gain ideas on how to foster parent support and to learn strategies that could be used to encourage student engagement. Our school wide Title I status affords an academic coach for the staff. The coach provides continuous ongoing professional development in the form of model teaching training as well as professional learning throughout the school year. The counselor and media specialist meet with their counterparts at monthly county wide meetings for professional growth and networking. While we have had some training for our paraprofessionals at the school level, more emphasis needs to be given to training this group in strategies for small group instruction in Reading, written expression and Math. The leadership team at participated in three day retreat in June 2012. The team focused on data analysis, Professional Learning Communities, and scheduling.

          Professional Learning is vital to our continuous growth.  It was a key factor to our improvement and continues to help us adjust with the needs of our students.  Our school goals mirror the district and focus on specific content areas:  increase teacher effectiveness and learning for all students in reading, increase teacher effectiveness and learning for all students in math, and integrate technology. 

          Our approach to professional learning is three pronged.  Teacher leaders have been selected to support implementation of district goals.  These leaders present and document implementation on lesson planning, mentoring new teachers, School Keys to Quality, core subject areas, and technology implementation.  These presentations are given at quarterly half day sessions or in afterschool meetings.  Support for new teachers comes from the Building Excellence and Supporting Teachers Teacher Leader (BEST).  The BEST teacher leader meets with mentors and mentees, offers support and instruction for the new teachers’ first year.  The support continues as needed for the next two years.  As technology is an ever changing piece in education, the technology teacher leader conducts monthly support meetings that highlight devices in a new way or give tips and support for classroom integration.  Ways to use real world applications and create digital products are essential for our students to be college and career ready.

          A second approach that was implemented in 2006, was an instructional coach position.  The instructional coach supports administration by conducting walk throughs and analyzing data with grade level teams.  Data from these sources, as well as curriculum needs, help to determine the topics for weekly professional learning.  This year, English Language Arts Common Core has been a focus.  Data showed that students still needed support in vocabulary instruction.  A series of sessions on creating a risk taking environment, becoming vocabulary conscious, and direct vocabulary instruction vs. indirect instruction were developed using research based articles, video segments of instruction, and peer dialogue.  Administration seeks to increase use of specific learning strategies and increase student learning by giving “Caught Ya Summarizing” slips during walk throughs when summarizing is used. 

22 | P a g e

          A third approach is using consultants.  We have made use of Georgia Regional Educational Service Agency consultants to prepare for unpacking the common core standards.  Consultants have played integral roles in development of foundational math understanding, balanced literacy, interactive notebooks. 

         We recognize that we are the lead learners at our school and cannot expect students to keep growing if we do not.   Our continuous improvement and achievement rely on this.

The principal of Middle Ridge Elementary School serves as the instructional leader of the school and utilizes the strengths of the faculty and staff to maximize student achievement. Every e-mail sent to faculty and staff encompasses the following quote, “Don’t be afraid to fail. If you don’t fail, that means you aren’t trying new ideas, new lessons, new approaches, strategies, and techniques.” Teachers are empowered as professionals and experts in the field, yet are held accountable for student success. We operate with a shared leadership philosophy with the belief that each teacher is an expert in a different area. We utilize the strengths of our experts to grow professionally from each other. Furthermore, both the principal and the assistant principal are transformational leaders who consistently build professional relationships with the faculty and staff through professional learning communities on a daily basis. The principal, assistant principal, instructional coach, and counselor make-up the executive leadership team (ELT). We meet weekly to discuss our classroom observations, strengths, weaknesses, needs, and celebrations. This time is used to plan interventions for struggling students or teachers. We plan celebrations for outstanding achievement and successful teaching. Most importantly, this time is used to review data and create an action plan for advancement. For example, our most recent meeting was used to analyze walk-through data.

           As a team, we divide the grade levels over a two-week period to observe in classrooms and meet with grade-level professional learning communities in order to provide support and feedback to teachers. We bring our observations and discussions back to each other to reflect and plan. Based on 150 walk-throughs, we determined that ‘teacher and student summarizing’ was a challenge for the school overall. Noting the research of Robert Marzano, we were able to identify summarization as an instructional strategy which yields a 34 percentile gain in student achievement when implemented with fidelity and integrity. We decided to make this a goal for our faculty. During our walk-throughs we hand out “caught-ya summarizing” coupons every time we notice effective summarizing happening in the lesson. We will revisit our data to determine the growth in summarizing on a monthly basis. In addition to the ELT, we have a school leadership team consisting of grade level and department chairs. This group meets monthly to review achievement data on benchmark and formative assessments, behavior data, and to discuss opportunities and challenges for each team. This distributed leadership team helps build consensus for the school.

Component # 5: Strategies to Increase Parental and Community Involvement.

A. We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by inviting parents to be involved in Student School Council, Parent Feedback Meeting, Principal's Connection, and PTO.

23 | P a g e

B. We have developed a parent involvement policy (see appendices) that includes information regarding parent involvement nights, workshops, volunteering opportunities, and criteria for becoming a Five Star Family.

C. Middle Ridge will host the following events to build the capacity for strong parental involvement to support a partnership among the school, parents, and the community to improve student academic achievement: Annual Title 1 Orientation/Curriculum Night, Math/Science Curriculum Night, Reading/ELA Curriculum Night, Technology Night, and Title 1 Parent Feedback/Revision Meeting.

Regardless of a family’s socioeconomic status or history, parents that are actively involved in their student’s education are prone to obtain the better grades, attend school regularly, have positive behavior, and attend a postsecondary institution (Henderson & Mapp, 2002). At the start of each school year, Middle Ridge opens its doors to over 600 families. Having only forty-nine teachers, we are aware that we need our parents and community members to help with the education of our students. Middle Ridge has numerous parental involvement activities as well as community events, which help to build a family atmosphere within our school.

          Our parents enjoy volunteering at Middle Ridge. Middle Ridge holds a 5 STAR Family Celebration during the month of May to celebrate the families that have met the qualifications. These are families that have joined PTO, attended all parent- teacher conferences, volunteered a minimum of eight hours at school or home, attended three PTO Meetings, and signed the Teacher-Student Compact. The volunteers work hard to receive this honor and our teachers appreciate the support.

          We believe it is equally important to educate the parents as well as the students. There is a Parent Resource Center where parents can bring their student  to check out family oriented books that they can read together. They are also able to take various pamphlets on topics such as 'parents and stress' and 'getting involved in your child’s education.'

          Parents of Middle Ridge students enjoy seeing their students share their talents, as well as their academic successes. During our PTO meetings, we invite parents to come and see various grade levels perform. Whether it is a multiplication rap, dance, song, or poetry, these nights are a hit at Middle Ridge. Parents are informed of such events through our monthly PTO newsletters.

          Community support is always welcomed at Middle Ridge. Our partners in education along with our school board members visit our school to tutor our students and assist teachers in the classroom. They also volunteer with our site-based spelling bee and book fair each year. Middle Ridge has established relationships with some of the students’ favorite social scenes in the community. We hold Spirit Nights and Stevi B’s, Chick-fil-A, and Waffle House. The local AMF Bowling Alley,  CiCi’s Pizza, McDonald’s, and Longhorns all contribute certificates for free meals and games to our students each month as an incentive to read more books.

          In addition, Golden State Food donates school supplies to our boys and girls each year. They began three years ago with the kindergarten students. Each year they come back and donate to the next grade level, with a goal of supplying those initial kindergarten students with school

24 | P a g e

supplies each school year. The students’ book bags are filled with paper, glue, crayons and many other necessary supplies.

         Middle Ridge is deeply grateful for our parent volunteers, community volunteers, and our partners in education. As the African proverb states- It takes a village to raise a child.

Middle Ridge Elementary School faculty and staff take seriously its obligation to involve parents and the community in educating students. In light of this, the school has established a parent involvement policy (see Attachment). The policy assures parents that their feedback will be sought on the school’s performance and lists specific ways in which parent will be involved. A school-home compact is also used to enlist parents’ support in getting students to meet grade level expectations (see copy of compact in Attachment). The compact is reviewed and discussed at initial conferences and meetings at the beginning of the school year. Signed copies of the compact are referenced repeatedly throughout the school year as appropriate. Parent involvement activities that are on-going at Middle Ridge Elementary include:

PTO nights are held every month. Every other month these meetings are termed family nights in an effort just to get families in the habit of coming to the school for a night activity. The other meetings connect to curriculum in some way to highlight student performance and academics.

The PTO is sponsoring a 5 Star Family award this year. Parents who meet the stipulations of the 5 Star Family contract will be recognized with their child at the Honor’s Day Celebration at the end of the year. We are seeking community support for other awards or prizes to be given to our 5 Star Families. To date, it appears that approximately 50 families may earn the 5 Star Distinctions this school year.

Teachers are encouraged to invite parents to volunteer in their classrooms. A record of parent visitation to the school is being kept to baseline our parents in the building during this current school year.

Parents are encouraged to visit their student’s class by giving the teacher a 24 hour notice as to when they would like to come in and volunteer or observe.

Parent workshop, sponsored by the school in cooperation with the district wide Title I Parent Involvement Coordinator, are held regularly.

Title I meetings are scheduled for parents to receive quarterly updates. Annual parent surveys are conducted and the results are used to address identified

concerns. Communications occur through: student agenda planners, school newsletter, teachers’

correspondence, school marquis, and school website. Weekly Thursday folders are sent home to provide parents with important information

concerning their child’s performance. PTO Board meetings are held quarterly. Parent participation with teachers and business representatives on the School Council

meets four times a year. An Open House is held at the beginning of the school year to orient parents to grade level

expectations. Parent conferences are scheduled throughout the school year.

25 | P a g e

Parent workshop to review summer strategies to use and the book Summer Counts. Books were for grades 3-5.

Component #6: Transition Assistance Activities for Students (e.g. preschool, middle school, etc.).

We have three Pre-Kindergarten classes at Middle Ridge Elementary, one is regular, one is inclusion and the other is special needs. Our Pre-Kindergarten teachers are included in all professional learning activities as well as attending training geared toward their young learners.

Registration for Pre-Kindergarten is advertised via the school marquis, flyers, newspaper, Covington Cable and school newsletter. Families of children served in the Babies Can’t Wait Early Intervention Program participate in transition planning meetings that are coordinated by that agency. We would like to implement at day long camp in summer prior to Pre-Kindergarten beginning for students to orient to the school and classroom. Registration at Kindergarten Roundup provides an activity bag with demonstrations for parents on how to use the activities to as they help their child become prepared for Kindergarten in the fall. Our 5th grade students go to their prospective middle school for a visit, shadowing the sixth grade students. We would like to encourage Middle Schools to provide 5th grade students an opportunity to visit their prospective Middle Schools earlier in the school year and for the focus of the visit to be on academic orientation. Parents are given written information as well as an orientation session at the middle school.

In the month of May all students will participate in a Step Up day. On Step Up day students will spend half a school day in the next grade level. We would like to modify our Step Up day to a full day with a Wacky Day to cover fifth grade to allow for fourth grade to fifth grade involvement. Further, we would like to have Roll Up involve parents by having this day coupled with Family Fun Night and have parents attend their own Roll Up prior to attending Family Fun Night activities. Every student will be placed with a teacher and experience the daily routine of that grade level. This day will provide the students an opportunity to gain an understanding of the expectations for that next grade level. This will also lessen the anxiety level of students being promoted to the next grade level.

Component #7: Measures to Include Teachers in the Decisions Regarding Use of Academic Assessments

The ways that we include teachers in decisions regarding use of academic assessments are through strategic data disaggregation. Our county curriculum directors require that STAR Reading and Math, ThinkGate Benchmark Assessments, Phonics, Scholastic Reading Assessment and the upcoming Georgia Milestones (GM) assessment be followed. Teachers will give formative benchmark assessments three times a year. Each grade level meets with the Administrative team once monthly in the data room to disseminate benchmark data, common assessment data, and progress monitoring data. The data is also used to determine upcoming instruction and any areas for remediation or acceleration. In the yearly Summer Leadership

26 | P a g e

Workshop all data collected during the school year is disseminated and a root cause analyzes is done. This process allows us to assess our student achievement data and analyze the effectiveness of strategies used to plan our school improvement goals for the upcoming school year.

Component # 8: Description of How Federal, State, and Local Programs are Coordinated and Integrated to Support Student Learning (Include programs. supported under NCLB violence prevention programs, nutrition, housing, adult education, Head Start, vocational technical education, and job training)

Our plan has been developed in consideration of the Georgia Department of Education’s College and Career Ready Performance Index (CCRPI) indicators. Currently we are not involved in any federal programs pertaining to vocational, career, work, or community service. Early intervention of student learning is supported by the funding of two Pre-Kindergarten programs at Middle Ridge. The students are selected through a lottery process for this program and may or may not be students who continue their education at Middle Ridge after completing Pre-Kindergarten. Federal funding of special education programs supports the following classes at Middle Ridge Elementary:

2 MOID classroom 7 IRR Co-Teachers 1 SNPK classrooms 1 Inclusive SNPK classroom 1 Gifted Teacher 7 Paraprofessionals to support the special education program numbers.

During the 2014-2015 school year, we are using three EIP teachers to lower class size by opening homerooms in the 3rd, 4th, and 5thgrade levels. Lowering the class size will reduce the pupil to teacher ratio in all homerooms in these grades. One second grade teacher is funded by Title I funds. Two instructional coaches are also funded by Title I. K-8 funds are utilized to support the Language Arts and Math needs of our classroom learners through program materials and professional learning opportunities.The following items are being considered for purchase using Title I Funds for the 2014-2015 school year:

Moby Max Site license (K-5) Mountain Math Ten Frames K-5 Frog Math (K-5) SnagIt Professional Learning

27 | P a g e

Bar Magnets 1,3, 5 Kahoot (1,3,5) Listening Centers Headphones (Listening centers/ technology) Walking Classrooms Laptop\Netbooks Frog Eggs Resources Reading A-Z Science A-Z Reading Eggs Sentence Building K-5 English Language Arts K-5 I have\Who has High Freq Words card sets K High Frequency Word card sets K-2 CVC Letter unifix cubes, including CVC word cards and word family cards K-1 Unifix Blending Cubes K Onset and Rime Cubes K Word families phonics Center - 1 Ink/Paper for instructional interventions Science and Math Equipment/Supplies for integration of math and science into other

content areas Document Cameras Facts4us Database (Technology Integration/Research) Discovery Education Wand Scanners Play Aways audio books Georgia Social Studies Weekly Nystrom Hands-On Activities Listening Center Resources (Tech Integration) Listening Centers Frog Publications Games Vocabulary Cards for all content areas Science kits reorders Interactive Notebook Supplies (journals, ink, glue sticks) Interactive Notebooks Ipad (classroom sets) Mountain Math

Component # 9: Description of Activities Used to Ensure that Students Not Mastering Proficient or Advanced Levels of Academic Achievement Standards are Provided Effective, Timely Assistance

The workshop method of content delivery in Language Arts and Math affords prescriptive, differentiated teaching. After a focused whole group lesson lasting approximately 15 minutes, teachers begin working with students in small skill based groups or one-on-one to

28 | P a g e

assure maximum instruction aimed at achieving academic gains. Students who need more time and practice, as reflected on their Georgia CRCT performance, are offered after school tutoring, supplemental services, and extended instructional services. Parents of these students are invited periodically for informative workshops meant to support their knowledge of what is expected of their children daily and how they can support the learning of their children.

In an effort to provide additional support to our key subgroups, teachers in support and special areas such as art, music, and physical education are used as interventionists. They give consistent and structured tutoring to support classroom instruction during, before, and after school times. As we address issues of school climate, we believe that classrooms will become more conducive to student learning and achievement. Our school has set aside a thirty minute block of time every day to individualize learning to the extreme! Every faculty and staff member in our school will work in small groups with children; we will try some different teaching methods with those who are struggling, and ‘stretch the brains’ of those who need acceleration. The Instructional Focus Period will be held between 1:35 PM and 2:05 PM.

Middle Ridge will provide teachers with training using data from STAR, Next Steps Guided Reading Assessment, Moby Max, Thinkgate Benchmarks, common assessments, and teacher observations every nine weeks on early release days. Each of the electronic resources offers additional support for teachers for instruction based on students’ weaknesses in the areas of reading and mathematics. Teachers will also have the opportunity to work one on one with coaches to develop individual teachers’ needs in the area of identifying weaknesses of students and forming strategy groups throughout the year.Note:

Parent conferences are held twice a year, once in September and once in February, on a school wide basis. The parent conferences are held to address student achievement, benchmarking, progress monitoring, student behavior and expectations. Parent conferences are also held throughout the year to address needs and concerns as they arise. Workshops are conducted throughout the year for parents that focus on how they can provide support at home. The workshops are designed to focus on Math, Literacy, Science, and School Expectations. During the workshops the parents work through a lesson to provide the parent with an example of what is expected at their child’s grade level. Exemplary work is also showcased. School Messenger, our school website, fliers and the school marquee are used to communicate with parents the many opportunities that are provided for them.

Component #10: Using and Publishing Disaggregated Student and School Assessment Data

The Newton County School System requires all schools to administer state-mandated criterion referenced and norm referenced tests consistent with the A Plus Education Act of 2001 and the federal No Child Left Behind Act of 2002. Using information prepared by the Georgia Department of Education, the system’s testing coordinator issues instructions for testing and establishes quality assurances that guarantee parents and the public that results are reliable. Our school administers the state developed and validated Criterion Referenced Competency Tests and the nationally normed Iowa Tests of Basic Skills. Copies of individual students’

29 | P a g e

performance on these tests are provided to parents upon receiving results from Riverside Testing Company. Disaggregated reports on the performance of all major student groups are published on the school’s website, and are disseminated to local newspapers by the County Office. Our school adheres to all assessment and disaggregation guidelines specified in the System’s Consolidated Federal Application, which is updated at least annually and filed with the Georgia Department of Education. A data room will be developed to centrally locate all data.

Component #11: Provisions for Collection and Disaggregation of Data on Achievement and Assessment Results of Students.

Student needs are formally assessed using results of state-mandated testing including GKIDS, ITBS, and Georgia Milestones. The results of these tests come from the state in the fall and late spring of each year. School level staff, including principal, assistant principals, classroom teachers (regular and supplemental –Title I, EIP, Special Education, & Gifted), and members of the Middle Ridge Elementary School Improvement Leadership Committee analyze student performance data for overall strengths and weaknesses. Academic data is disaggregated and examined by student sub groups, gender, subject, and grade levels to make both external and internal comparisons.

Each teacher is involved in data-analysis. The data is used to develop part of the School Improvement Action Plans that address academic needs for each grade level. The administrative staff, with help from classroom teachers, pulls individual test data for each student in developing classroom assignments. Every grade level teacher is required to maintain data for the students in their homeroom. The data sheets tracks all diagnostic measures, and benchmark testing information. Each teacher meets in PLC’s to review the data and progress. Every grade level meets with the Administrative team at least once a month to analyze common assessments, benchmark data, and statewide testing.

In addition to state mandated testing Middle Ridge also uses a number of diagnostic tools mentioned earlier to include: STAR, and OAS,. These scores are used to help focus instruction for teachers and EIP support.

Component #12: Assessment results are valid and reliable.

All state mandated assessments are considered to be valid and reliable from GaDOE. State rule 160-7-01 Single Statewide Accountability System states “The purpose of the Single Statewide Accountability System includes, but it is not limited to, providing valid, reliable accountability determinations at the school, LEA, and state levels that can help promote continuous improvement in raising student achievement and closing achievement gaps”. Further, the principal and school personnel are provided an opportunity to review preliminary results of CCRPI Reports that contain assessment results to ensure that they are accurate.

Component #13: Provisions for Publicly Reporting of Disaggregated Data

30 | P a g e

Disaggregated reports on the performance of all major student groups are published on the school’s website and released to several local newspapers as well as maintained at the school in data notebooks.

Component #14: Period of Development of Title I Plan

Middle Ridges’ initial Title I School-wide Plan was developed over a one-year period with support from a technical assistance provider who is external to the school and district. The Title I Plan is reviewed and updated annually during the school improvement planning process.

Component #15: Involvement of Stakeholders in Development of Title I Plan

A Title I School Improvement Committee comprised of diverse representation of the school community developed the initial Title I plan. Those involved included: teachers from each program area and grade level, administrators, instructional coach, parent representative, community representative, Georgia Department of Education representative, and central office personnel. Final approval of the plan involved all certified staff. The Local School Council and PTO representatives discussed, reviewed and approved the contents of the plan.

Component #16: Availability of Title I Plan

A copy of the school’s Title I Plan is available in the school’s media center and the principal’s office for review by parents and members of the community. Additional copies are filed with the district’s Office of Federal Programs. Any parent or community member desiring a copy of the plan may make a request for a copy through the principal.

Component #17: Translation of Plan

Families whose primary language is other than English may utilize the District level translation services to receive relevant Title I information translated into their primary language. Families who need information translated to Spanish may receive that translation by the ESOL teacher at Middle Ridge Elementary.

Component #18: School Improvement Provisions of Section 1116 of NCLB Act of 2001

The School wide Title I Plan for Middle Ridge Elementary school is subject to the School Improvement Provisions of Section 1116 of NCLB Act of 2001 and Georgia’s Waiver for ESEA Requirements. Each year the Middle Ridge Elementary School Improvement Team, composed of grade level teachers and administrators, meet to develop the school improvement plan. School data is studied for a review of strengths and weaknesses. School wide action plans are developed. Grade level leaders also meet with all teachers to address specific grade level domain concerns that come out of the annual review of data. Action plans are developed to address school-wide weaknesses in the core subjects as reflected by performance on subtest or domains by student subgroups. Each component of the School-wide Title I Plan is reviewed and updated

31 | P a g e

annually in conjunction with the Leadership Team’s deliberations on school improvement. The school’s comprehensive school improvement plan is the same as the Title I Plan and consists of three major parts: School Profile, School Action Plans, and the 18 Components of a Tile I Plan.

STATE CRITERION-REFERENCED TESTSSubject: Mathematics Grade: 3 Test: Criterion-Referenced Competency TestEdition/Publication Year: Georgia Publisher: Department of Education

2013-2014 20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08

Testing Month April Apr Apr Apr Apr AprSCHOOL SCORES

Meets & Exceeds 73 80 75 65 53 50Exceeds 22 31 24 25 11 13Number of students tested 90 64 79 79 95 111Percent of total students tested 100 100 100 100 100 100Number of students alternatively assessed 0 6 3 5 2

Percent of students alternatively assessed 0 7 3 5 2SUBGROUP SCORES1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students

Meets & Exceeds 82 73 64 50 50Exceeds 26 17 14 3 13Number of students tested 42 41 44 39 72

2. African American StudentsMeets & Exceeds 70 71 73 52 51 49Exceeds 14 26 17 14 3 13Number of students tested 59 42 41 44 39 72

3. Hispanic or Latino StudentsMeets & Exceeds 100 92 100 73 70

32 | P a g e

Exceeds 27 0 0 0 9Number of students tested 4 11 17 10 21 22

4. Special Education StudentsMeets & Exceeds 82 73 52 50 57 27Exceeds 18 27 0 0 0 9Number of students tested 11 11 17 10 21 22

5. English Language Learner StudentsMeets & Exceeds 100 91 92 50 55Exceeds 0 36 38 13 18Number of students tested 3 1 11 13 16 11

6. WhiteMeets & Exceeds 80 93 65 74 63 50Exceeds 38 33 30 47 17 12Number of students tested 24 15 20 19 30 26

13GA8

33 | P a g e

 

STATE CRITERION-REFERENCED TESTSSubject: Reading Grade: 3 Test: Criterion-Referenced Competency TestEdition/Publication Year: Georgia Publisher: Department of Education

2013-2014 20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08

Testing Month Apr Apr Apr Apr AprSCHOOL SCORES

Meets & Exceeds 90 86 92 89 80 69Exceeds 37 34 29 23 11 11Number of students tested 90 64 78 79 95 111Percent of total students tested 100 100 100 100 100 100Number of students alternatively assessed 0 6 3 5 2Percent of students alternatively assessed 0 7 3 5 2

SUBGROUP SCORES1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students

Meets & Exceeds 88 91 86 80 66Exceeds 37 23 24 11 10Number of students tested 49 69 66 80 94

2. African American StudentsMeets & Exceeds 90 90 93 82 79 71Exceeds 29 21 22 7 5 8Number of students tested 59 42 41 44 39 72

3. Hispanic or Latino StudentsMeets & Exceeds 100 100 100 73 70Exceeds 50 25 0 20 0Number of students tested 4 2 12 7 15 9

4. Special Education StudentsMeets & Exceeds 73 71 50 57 36Exceeds 1 0 0 0 0Number of students tested 11 17 10 21 22

5. English Language Learner StudentsMeets & Exceeds 100 100 100 81 55Exceeds 0 27 31 25 0Number of students tested 1 11 13 16 11

6. WhiteMeets & Exceeds 87 80 84 95 83 69Exceeds 54 53 37 47 13 23Number of students tested 24 15 19 19 30 26

34 | P a g e

 

STATE CRITERION-REFERENCED TESTSSubject: Mathematics Grade: 4 Test: Criterion-Referenced Competency TestEdition/Publication Year: Georgia Publisher: Georgia Department of Education

2013-2014 20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08

Testing Month April Apr Apr Apr Apr AprSCHOOL SCORES

Meets & Exceeds 69 76 83 67 59 44Exceeds 14 22 32 24 12 4Number of students tested 101 78 66 84 83 102Percent of total students tested 100 100 100 100 100 100Number of students alternatively assessed 4 2 4 3 3Percent of students alternatively assessed 4 2 4 3 2

SUBGROUP SCORES1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students

Meets & Exceeds 71 81 65 56 39Exceeds 15 28 23 14 1Number of students tested 62 57 75 72 77

2. African American StudentsMeets & Exceeds 70 68 84 61 63 41Exceeds 11 16 19 15 10 2Number of students tested 63 50 31 41 49 49

3. Hispanic or Latino StudentsMeets & Exceeds 100 83 54 40 50Exceeds 50 16 23 10 0Number of students tested 6 2 6 13 10 2

4. Special Education StudentsMeets & Exceeds 55 63 61 23 38 33Exceeds 0 6 0 0 10 0Number of students tested 11 19 13 13 21 24

5. English Language Learner StudentsMeets & Exceeds 100 86 67 66 75Exceeds 0 42 17 0 0Number of students tested 4 1 7 12 9 4

6. WhiteMeets & Exceeds 72 95 90 75 60 51Exceeds 18 32 45 42 15 5Number of students tested 28 19 20 24 20 39

13GA8

35 | P a g e

 

STATE CRITERION-REFERENCED TESTSSubject: Reading Grade: 4 Test: Criterion-Referenced Competency TestEdition/Publication Year: Georgia Publisher: Georgia Department of Education

2013-2014 20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08

Testing Month April Apr Apr Apr Apr AprSCHOOL SCORES

Meets & Exceeds 92 84 85 73 78 70Exceeds 30 32 33 18 11 11Number of students tested 101 79 67 85 83 102Percent of total students tested 100 100 100 100 100 100Number of students alternatively assessed 4 2 4 3 3Percent of students alternatively assessed 4 2 4 3 2

SUBGROUP SCORES1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students

Meets & Exceeds 82 83 71 78 66Exceeds 26 28 17 10 10Number of students tested 62 58 76 72 77

2. African American StudentsMeets & Exceeds 91 81 82 64 76 69Exceeds 26 28 24 12 8 8Number of students tested 62 50 33 42 49 49

3. Hispanic or Latino StudentsMeets & Exceeds 100 83 62 80 50Exceeds 50 0 15 0 0Number of students tested 6 2 6 13 10 2

4. Special Education StudentsMeets & Exceeds 100 79 38 43 57 37Exceeds 18 16 0 0 0 4Number of students tested 11 19 13 14 21 24

5. English Language Learner StudentsMeets & Exceeds 100 86 67 65 57Exceeds 0 29 8 5 5Number of students tested 4 1 7 12 9 4

6. WhiteMeets & Exceeds 93 95 90 87 85 69Exceeds 41 35 45 29 20 10Number of students tested 29 20 20 24 20 39

13GA8

36 | P a g e

 

STATE CRITERION-REFERENCED TESTSSubject: Mathematics Grade: 5 Test: Criterion-Referenced Competency TestEdition/Publication Year: Georgia Publisher: Georgia Department of Education

2013-2014 20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08

Testing Month April Apr Apr Apr Apr AprSCHOOL SCORES

Meets & Exceeds 80 83 84 78 74 54Exceeds 30 30 13 16 15 6Number of students tested 80 71 67 81 102 108Percent of total students tested 100 100 100 100 100 100Number of students alternatively assessed 4 5 3 5 7Percent of students alternatively assessed 5 6 3 4 6

SUBGROUP SCORES1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students

Meets & Exceeds 84 84 82 76 72 46Exceeds 23 23 11 18 9 4Number of students tested 62 62 57 68 74 84

2. African American StudentsMeets & Exceeds 75 80 78 81 75 47Exceeds 24 20 12 13 17 4Number of students tested 51 42 41 48 60 78

3. Hispanic or Latino StudentsMeets & Exceeds 80 86 88 84 86Exceeds 25 25 0 0 25Number of students tested 4 5 8 9 5 8

4. Special Education StudentsMeets & Exceeds 61 57 53 67 15Exceeds 0 0 0 0 0Number of students tested 6 18 19 17 21 27

5. English Language Learner StudentsMeets & Exceeds 100 50 75 75 66Exceeds 33 0 0 0 0Number of students tested 2 3 6 8 8 6

6. WhiteMeets & Exceeds 94 100 94 78 69 69Exceeds 31 42 11 30 12 6Number of students tested 6 24 18 23 26 16

13GA8

37 | P a g e

 

STATE CRITERION-REFERENCED TESTSSubject: Reading Grade: 5 Test: Criterion-Referenced Competency TestEdition/Publication Year: Georgia Publisher: Georgia Department of Education

2013-2014 20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08

Testing Month April Apr Apr Apr Apr AprSCHOOL SCORES

Meets & Exceeds 87 96 89 85 87 77Exceeds 25 4 10 7 2 7Number of students tested 79 71 72 81 102 108Percent of total students tested 100 100 100 100 100 100Number of students alternatively assessed 4 5 3 5 7Percent of students alternatively assessed 5 6 3 4 6

SUBGROUP SCORES1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students

Meets & Exceeds 93 93 87 84 86 73Exceeds 24 24 8 7 1 2Number of students tested 59 59 60 68 74 84

2. African American StudentsMeets & Exceeds 81 89 85 83 83 77Exceeds 22 12 7 8 2 4Number of students tested 51 36 41 48 60 78

3. Hispanic or Latino StudentsMeets & Exceeds 100 86 88 84 86Exceeds 25 25 0 0 25Number of students tested 4 4 8 9 5 8

4. Special Education StudentsMeets & Exceeds 78 73 53 67 44Exceeds 6 0 0 0 0Number of students tested 5 20 19 17 21 27

5. English Language Learner StudentsMeets & Exceeds 100 50 75 75 66Exceeds 0 0 12 0 0Number of students tested 2 3 6 8 8 6

6. WhiteMeets & Exceeds 100 100 90 91 96 75Exceeds 27 41 14 9 0 19Number of students tested 15 24 21 23 26 16

13GA8

Student Data

Science3rd All White Black SWD

38 | P a g e

2010 71% 90% 57% 30%2011 74% 75% 96% 36%2012 68% 64% 64% 45%2013 61% 73% 50% 33%2014 67% 80% 59%

Difference +7 +9 +9

4th

2010 68% 92% 57% 46%2011 74% 95% 65% 27%2012 66% 86% 61% 54%2013 74 76 64 NA2014 77% 82% 75%

Difference +3 +6 +11

5th

2010 63% 70% 61% 27%2011 63% 86% 51% 36%2012 74% 92% 62% 38%2013 74% 83% 71% 42%2014 83% 77% 83%

Difference +9 -7 +12

Soc. Studies3rd All White Black SWD

2010 83% 94% 75% 40%2011 75% 75% 67% 36%2012 75% 59% 79% 55%2013 85% 86% 82% 74%2014 90% 92% 87%

Difference +5 +6 +5 +194th

2010 57% 76% 48% 33%2011 71% 91% 60% 27%2012 70% 77% 68% 40%2013 75% 76% 70% NA2014 77% 82% 75%

Difference +2 +6 +5 05th

2010 45% 52% 76% 21%2011 58% 73% 51% 21%2012 81% 92% 71% 50%

39 | P a g e

2013 73% 77% 72% 37%2014 78% 73% 76%

Difference +5 -4 +4 -13

Year TotalEnrollment

%Black

%White % Hispanic %

Asian

% American

Indian

%Multi-Racial

%Male

%Female

2013-2013 696 64% 24% 6% .008% 0% 4.3% 55% 45%2011-2012 689 60% 27% 7% .005% 0% 5.5% 55% 45%2010-2011 545 57% 27% 10% .007% 0% 5.8% 55% 45%2009-2010 571 54% 28% 11% .007% 0% 5.7% 54% 46%2008-2009 652 51% 29% 10% 1% 0% 9% 54% 46%2007-2008 684 56% 29% 7% 7% 0% 6% 56% 44%

2006-2007 653 53% 32% 8.9% .32% 0% 6.2% 55% 45%2005-2006 595 46% 36% 09% 0.6% 0% 06% 51% 47%

Number and Percent of Student Population

11-12#

11-12%

10-11#

10-11%

09-10 #

09-10 %

08-09 #

08-09 %

07-08#

07-08% 06-

07#

06-07%

05-06#

05-06 %

40 | P a g e

Free / Reduced Lunch

463 85% 473 83% 532 81% 541 79% 494 76% 437 73%

Special Education 106 18.5% 107 18.7% 153 23% 160 23% 158 25% 131 22%

ESOL 44 8.07% 64 11.2% 51 8% 47 6.9% 59 09% 43 07%

Gifted Education 48 8.8% 48 8.4% 46 7% 51 7.5% 30 05% 20 03%

41 | P a g e

Title I No Title I Program

Targeted-Assistance Title I Program

School wide Title I Program

2013-2014 -- NO YES2012-2013 -- NO YES2011-2012 - NO YES2010-2011 -- NO YES2009-2010 -- NO YES2008-2009 -- NO Yes2007-2008 -- NO Yes2006-2007 -- YES In progress2005-2006 -- YES Requested

Attendance: % Absent More Than 15 Days – Grades 3-5All

Students%

Black%

White%

Hispanic%

Asian

%Multi-Racial

%Other

%Male

%Female

%SWD

%LEP

%SES

2013-2014

2012-2013

2011-2012

2010-2011 310 4.7% 13.8% 10.3% 10.5% 14.8

%

2009-2010 314 6.3% 13.8% 10.5% 10.7

%

2008-2009 348 6.6% 12.7% 2.9% 11.1% 13.6

%2007-2008 299 67% 30% 3%2006-2007 262 1% 3%

Faculty/Staff Data:

42 | P a g e

Attrition Rate* ofTeachers Number Percent of Teacher

PopulationGrade or Subject with

Greatest Turn-over

2013-2014

2012-2013 4 7.6% 1st

2011-2012 2 4% 1st-4th

2010-2011 2 4% 4th

2009-2010 4 8%

2008-2009 16 28% 5th

2007-2008 8 15%

2006-2007 8 16% Special Ed.

2005-2006 13 26% Primary

*Attrition rate is defined as the number of teachers who leave the profession or transfer to another school from the beginning of the school year to the beginning of the next school year, excluding retirement.

Attrition Rate*of Administrators Number Percent of Administrator

Staff2012-2013 1 502011-2012 1 502010-2011 0 02009-2010 0 02008-2009 1 502007-2008 0 02006-2007 1 502005-2006 0 0

*Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school from the beginning of the school year to the beginning of the next school year, excluding retirement.

Highly Qualified TeachersNumber of

Certified TeachersPercent of Highly Qualified

Teachers Teaching in Field for Number of Core Teachers Teaching

Out of Field for One or More Periods

43 | P a g e

Entire Day During the Day52.2 100% 0

If you have one or more in column 3, add an explanation of your actions to highly qualify the core teacher(s).

AYP Report:

See CCRPI Performance Index Report (attached) *lagging data

Previous Year Report: 2010-2011 Mathematics English Language ArtsMet 95% participation YES YESMet AMO for all students without second look YES YESMet AMO for all students with second look(confidence interval, multiyear average, safe harbor)

YES YES

Did Not meet AMO for the following subgroup(s) YES SWDMet second indicator for all students YES YES

Previous Year Report: 2009-2010 Mathematics English Language ArtsMet 95% participation YES YESMet AMO for all students without second look No NoMet AMO for all students with second look(confidence interval, multiyear average, safe harbor)

No No

Did Not meet AMO for the following subgroup(s) SWD SWDMet second indicator for all students Yes Yes

44 | P a g e

45 | P a g e

46 | P a g e

47 | P a g e

48 | P a g e

49 | P a g e

50 | P a g e

51 | P a g e