Oakland Elementary School 2014-2015 School Improvement Plan · software programs ScootPad, Brain Pop, and USA TestPrep and require teachers to document their use of these programs

Oakland Elementary

School

2014-2015

School Improvement Plan

Name: Oakland Elementary Principal Name: Walter Shields School Year: 2014-2015

Continuous School Improvement Plan page 2 of 30

Title I Schoolwide Plan

2014-2015 School Year

551 Highway 81 West McDonough, Georgia 30253

770.954.1901

Revision Date: 9/10/14



Henry County School System Mission

Committed to Ensuring Success for Each Student

Henry County School System Vision from GOOD ...Ensuring Each Student Meets or Exceeds Grade Level Performance Standards

to GREAT ... Ensuring Each Student Graduates High School Prepared for Further Learning

Henry County School System 2011-2016 Strategic Plan Goals

Focus Area Strategic Goal 1 Strategic Goal 2

Student Achievement Increase the high school graduation rate and improve achievement on indicators

of college and career readiness

Ensure student mastery of Georgia Performance Standards and

increase achievement at advanced levels of proficiency

Culture, Climate and Community Create a safe, orderly and supportive environment for learning and teaching

Strengthen communication and collaboration with employees,

students, parents and the community

Quality Assurance

Build the capacity of teachers, leaders and support personnel to produce continuous

improvement in student, school and district performance

Maximize the impact of district resources upon student

achievement and ensure responsible and transparent stewardship

Henry County Schools Board Members

Dr. Pam Nutt, Chair Mr. Erik Charles, Vice Chair

Mr. Ryan Davis, Board Member Dr. Pam Nutt, Board Member

Mr. Charles Vickery, Board Member Mr. Rodney Bowler, Superintendent



Statement of Quality Assurance

Effective and timely use of data allows systems to make decisions to best utilize those interventions that are having a positive impact on student achievement. To ensure that school improvement stakeholders have a common understanding regarding the development and implementation of the Continuous School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its entirety.

http://www.smartdraw.com/specials/flowchart.asp?id=288425



Integration of AdvancED (SACS CASI) and Georgia DOE School Keys The following standards are incorporated and adhered to in this CSIP document

AdvancED (SACS CASI) Accreditation Standards

Vision and Purpose Governance and Leadership

Teaching and Learning Documenting and Using Results Resources and Support Systems

Stakeholder Communications and Relationships Commitment to Continuous Improvement

Georgia School Key Strands

Curriculum Assessment Instruction

Planning and Organization Student, Family and Community

Professional Learning Leadership

School Culture

Georgia Department of Education

Title I Schoolwide/School Improvement Plan

Dr. John D. Barge, State School Superintendent

May 2012 ● Page 6 of 30

School Improvement Plan Team Members

Name Position/Title

Walter Shields Principal

Philena Johnson Assistant Principal

Marianne Spann Kindergarten Teacher

Amy Roberson 1st Grade Teacher

Melanie Laurence 2nd Grade Teacher

Melinda Gilbert 3rd Grade Teacher

Laticia White 4th Grade Teacher

Tiffany Hunter 5th Grade Teacher

Stacy Marshall Counselor/EIP

Cheryl Kelly Professional Learning Chairperson

Stephanie Hodges Literacy Coach

Gemma Erickson Math Coach

Renee McFarlane Parent




May 2012 ● Page 7 of 30

School Mission, Vision, and Goals

Vision What is our image of a successful school for our stakeholders?

Guidance: At Oakland Elementary we expect excellence, value diversity, and embrace family and community involvement. We are guided by our motto: O.W.L.S.: Opportunities for Wisdom, Leadership, and Success

Mission How will we make our vision a reality?

Guidance: Oakland Elementary prepares each student for academic and personal success in an ever-changing global community by creating opportunities for every child to excel every day!

Goals What standards guide our mission?

Guidance: We Believe……. -All students can learn and succeed. -All students deserve a level playing field through dedicated teaching of the CCGPS. -All students deserve a safe, orderly, nurturing and risk-free learning environment. -Diversity is valued and celebrated. - All students are deserving of highly qualified professional educators. -It takes all stakeholders to ensure the success of every student.




May 2012 ● Page 8 of 30

Focus Area: Student Achievement: Increasing student achievement through the use of instructional technology

Measureable Goal(s): As a result of the increased use of instructional technology in the classroom, at least 60% of students will show gains

on the midyear administration of F&P and IKAN/Gloss and 80% or more will show gains on the end-of-year administration of F&P and

IKAN/Gloss. Students in grades 3-5 will show at least a 3% gain on the EOGs in science, social studies, and math.

School Keys

Strands and

Standards

Actions, Strategies, and

Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible

Evaluation of Implementation of Strategies

and Impact on Student Learning

Artifacts Evidence

Instruction

2,3,4

Assessment

1, 4

Require teachers to use

Accelerated Reader and First

in Math with their students.

Install projectors in all

homeroom classrooms.

Provide grades k-1 with an

Ipad cart of 20 Ipads loaded

with instructional apps

appropriate for reinforcement

in reading and math.

Purchase the web-based

software programs ScootPad,

Brain Pop, and USA TestPrep

and require teachers to

document their use of these

programs in the classroom.

Require teachers to

incorporate the use of

technology in the each of the

4 core areas at least twice a

week in their lesson plans.

Aug ‘14 –

May ‘15

Accelerated

Reader: Purchased

with Title I funds

($3000)

First in Math:

Purchased with

county funds

ScootPad

(3031.60):

Purchased with

Title I funds

Brain Pop

($2095):

Purchased with

Title I funds

USA TestPrep

($2850):

Purchased with

Title I funds

Purchase and

installation of

projectors

($10,559.08):

Purchased with

Title I funds

Triumph Learning

ELA: Purchased

with County funds

Teachers

EIP Teachers

Sp. Ed.

Teachers

Title Teachers

MILT

LILT

TAG Teacher

Administration

Unit and lesson

plans

Math journals

Math Calendars

Related math

literature

Performance

Based Projects

CFA data

Reading journals

Content

interactive

notebooks

Observations

Rubrics and

checklists.

Science Fair

projects

BrainPop

quizzes

Math achievement and

student learning will

increase.

Student journals will

reflect their ability to

summarize new math

concepts.

Student lexile levels will

increase.

Students will

demonstrate increased

science and social

studies knowledge




May 2012 ● Page 9 of 30





School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Professional

Learning 1, 3,

6

Provide teachers with

professional learning on the

effective use of instructional

technology in the classroom.

Aug. ’14 -

May ‘15

Accelerated

Reader: Purchased

with Title I funds

($3000)

First in Math:

Purchased with

county funds

ScootPad

(3031.60):

Purchased with

Title I funds

Brain Pop

($2095):

Purchased with

Title I funds

USA TestPrep

($2850):

Purchased with

Title I funds

Purchase and

installation of

projectors

($10,559.08):

Purchased with

Title I funds

Triumph Learning

ELA: Purchased

with County funds

MILT

LILT

TAG Teacher

Administration

Observations

Skill and usage

reports pulled

from software

programs

Student engagement will

increase in content

specific areas.

Student engagement in

technology based

homework activities will

increase in content

specific areas.




May 2012 ● Page 10 of 30





School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Instructional

Standards

2,3,4

Require students receiving

Tier 4 services in math to

have additional support with

the web-based software

program ALEKS

Aug. ‘14 -

May ‘15

ALEKS

(Funded by

Special

Education)

Teachers

Technology

performance

based

mathematics

tasks and

student work.

CFA data

ALEKS reports

Students will increase

their understanding and

knowledge of

mathematical concepts

through the use of

technology.




May 2012 ● Page 11 of 30

Focus Area: Student Achievement: Math

Measureable Goal(s):

For the 2014-2015 School Year

K-3: 80% will meet or exceed the expected growth model on the IKAN/GLoSS (SLO’s)

3-5th Grade: 83% of students will meet or exceed the expectation for “end of the year assessment” (EOG-GA Milestones)

School Keys

Strands and

Standards


Interventions

Timeline

Estimated Costs

and Funding

Sources, and

Resources

Person(s)

Responsible

Evaluation of Implementation of Strategies and

Impact on Student Learning

Artifacts Evidence

Curriculum

Planning

1, 2, 3

Math instruction will be

taught based upon the use of

the Georgia Frameworks and

the CCGPS, Number Talks,

NZ Maths Project, 3-Act

Tasks, exemplars, hands-on

activities, and other standards-

based resources.

Aug. ‘14 -

May ‘15

ALEKS

(Funded by

Special

Education)

Teachers

EIP Teachers

Sp. Ed.

Teachers

Title Teachers

MILT

Unit Plans

Manipulatives

Math Journals

Math Calendars

Math Corners

Related Math

Literature

Performance

Based Projects

CFAs/CSAs

Math achievement and

student learning will

increase.

CFA/CSA data

Rubrics and checklists

Student journals will

reflect their ability to

summarize new math

concepts.

Assessment

1, 2, 3, 4, 5

#18 Component of Title 1:

Plan is subject to the school

improvement provisions of

section 111 entitled

academic Assessment and

Local Educational agency

and School Improvement

Aug. ‘14 -

May ‘15

Teachers

Leadership

Team

Administrators

Data

Henry County

Strategic Plan

Agendas

Surveys

Working Continuous

Improvement Plan




May 2012 ● Page 12 of 30






School Keys

Strands and

Standards


Interventions

Timeline

Estimated Costs

and Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Instruction

1, 2, 3, 4, 5, 6,

7

Technology will be used to

effectively enhance the

mathematics curriculum.

#8 Component of Title

1:Coordination and

integration of Federal, state,

and local services and

programs


Plan developed during a one

year period

Aug. ‘14 -

May ‘15

ALEKS

(Sp. Ed.)

First In Math

First In Math

ScootPad

BrainPop

IPads

COW

Carts/Laptops

(each grade

level)

Installed

Projectors/Sma

rt Boards

Teachers

Technology

performance

based

mathematics tasks

and student work.

Data Reports from

Online Programs

Graphs placed

outside of

classrooms to

track FIM class

usage and Top

Players

Students will increase

their understanding and

knowledge of

mathematical concepts

through the use of

technology.

CFA/CSA data

ALEKS reports

First In Math usage will

increase showing an

increase in student skills.




May 2012 ● Page 13 of 30






School Keys

Strands and

Standards


Interventions

Timeline

Estimated Costs

and Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Curriculum

Planning

1, 2, 3

Assessment

1, 2, 3, 4, 5

Instructional Focus called

Wise Time

Teachers will plan with MILT

biweekly during Wise Time

Planning and weekly during

grade level meetings to

implement Wise Time IF

Students will have the

opportunity to participate in

Saturday School to receive

additional instruction in

mathematics

Aug. ‘14 -

May ‘15

Teachers

($2160)

Title 1 funding

Teachers

MILT

Principal

Leadership

Team

Selected

Teachers

Wise Time

Lesson Plans

Math Journals

Master Schedule

CFAs/CSAs

IKAN/GLOSS

data

POINT data

Bulls Eyes

(GLOSS data

visual)

Pre-Test/Post

Test

Students’ math abilities

will increase.

Students will show

increased achievement on

state assessments.




May 2012 ● Page 14 of 30






School Keys

Strands and

Standards


Interventions

Timeline

Estimated Costs

and Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Professional

Learning

2, 3, 4, 5, 6

Teachers that attended the

GCTM conference will share

best practices and new

concepts with the staff.

Engage teachers in best

practices in mathematics

through job embedded

professional learning.

Feb. 15

April ‘15

Oct. ‘14

May ‘15

September

‘14 through

May ‘15

($1,120)

PL funds

Substitutes for

collaborative

planning at

least 2 times

during the

year.

($3,536) Title

1 will cover 2

of these days

MILT

Conference

Attendees

MILT

Administrators

Consultants

Professional

Learning

Receipts

Handouts

Presentation

Notes

Agendas

Teachers will be better able

to differentiate instruction

and be equipped with

additional strategies to teach

mathematics effectively.

Teachers will show

evidence of the

implementation of the best

practices through lesson

plans.

Teachers will facilitate

various activities through

the sharing of best

practices in collaborative

planning meetings.




May 2012 ● Page 15 of 30






School Keys

Strands and

Standards


Interventions

Timeline

Estimated Costs

and Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Assessment

1, 2, 3, 4, 5


School wide reform

strategies that are

scientifically researched

based and provide

opportunities for all

students to exceed on the

standards

Teachers will include

differentiated instruction in

math lessons plans at least

90% of the time.

Teachers will have the time to

share a best practice idea

through monthly collaborative

PL meetings.

September

‘14-‘15

Aug. ‘14 -

May ‘15

Teachers

Teachers

MILT

Administrators

Student work

samples

Teacher

Reflections

IKAN/GLOSS

CFAs/CSAs

Math Workshops

Lesson Plans

Classroom

Instruction

Student

Engagement

Lesson Plans

Teacher

Student Work

Teachers will show evidence

of the differentiated

instruction through lesson

plans

Classroom Observations




May 2012 ● Page 16 of 30

Focus Area: Student Achievement: Writing Across the Curriculum

Measureable Goal(s): All students will increase their achievement in Writing Across the Curriculum. School-wide writing benchmark

assessments will show a minimum 3% growth from the initial writing assessment to the end of year writing assessment. Students will also

show a 3% gain on Georgia Milestones Assessment (EOG) in ELA and Math.

School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Curriculum

Planning 1, 2,

3

Teachers will plan with LILT

biweekly during WISE time

planning and weekly during

grade level meetings to

implement Writing Across the

Curriculum strategies.

Aug. ‘14 –

May ‘15

Teachers

LILT

Administrators

WISE time

planning notes

Grade level

meeting notes

Teachers shared

understanding of writing

across the curriculum will

increase.

Students’ ability to write in

the content areas (across the

curriculum) will increase.

Leadership 2,

3, 4, 5, 7

Administration will attend

grade levels meetings weekly

and WISE time planning

meetings periodically to

ensure curriculum is planned,

data driven, and implemented

properly.

Aug. ‘14 –

May ‘15

Teachers

LILT

Administrators

WISE time

planning notes

Grade level

meeting notes

Support will be established

to maintain a data-driven,

collaborative school

environment.

Student achievement in

writing across the curriculum

will increase.




May 2012 ● Page 17 of 30





School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Instruction 1,

2, 3, 4, 9

Students will engage in more

non-fiction writing and

writing from nonfiction

sources.

Teachers will implement

Writing Across Curriculum

Block in daily schedule.

Teachers will implement the

Writing Process with fidelity

integrating

science/math/social studies

content and incorporating

differentiated strategies and

interventions to address the

needs of all learners.

Teachers will incorporate

technology in the Writing

Across the Curriculum block

to enhance students’

understanding of this skill.

Aug. ‘14 –

May ‘15

Nonfiction texts

Explorer E-

Books (already

purchased by

Henry Co office

of ELA)

IPads (already

purchased)

Classroom

computers,

projectors, and

document

cameras (already

installed)

Teachers

LILT

Media

Specialists

Student work

samples

Journals

Portfolios

Writing

benchmark

assessments

Master schedule

Classroom writing

assessment scores will

improve.

Writing benchmark

assessments will show

growth.

Teachers will be better able

to differentiate writing

instruction for students.

Students will produce

writing samples that have

been enhanced through the

use of technology.




May 2012 ● Page 18 of 30





School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Instruction 5,

6, 8,

Teachers will provide

students with effective

feedback on their writing

using the language of the

standard during writing

conferences.

Students, with teacher

guidance, will establish

writing learning targets

aligned with grade level

expectations.

Teachers will help students

increase lexile levels and

reading comprehension

through the use of AR and

ScootPad to facilitate

higher order thinking and

writing capabilities.

Aug. ‘14 –

May ‘15

Writing

journals/folders

Accelerated

Reader (already

purchased)

ScootPad

(already

purchased)

Teachers

Students

LILT

Rubrics/

Checklists

Conferencing

logs

Peer evaluations

Self-evaluations

AR point goal

Data from

ScootPad

software

Data Bullseye

Exemplary writing with

feedback in the language

of the standard will be

displayed throughout the

building and in

classrooms.

Students will reach 9week

AR goals




May 2012 ● Page 19 of 30





School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Assessment

1, 2, 3, 4, 5

Students will engage in

writing assessments both at

the classroom and school-

wide level.

Teachers will provide

students with effective

feedback on their writing

using the language of the

standard during writing

conferences.

Aug. ’14 –

May ‘15

Henry County

Office of ELA

Resources

(mock writing

prompts,

writing rubrics,

writing pacing

guides)

LILT

Literacy Focus

Team

Members

Teachers

Portfolios

Writing

benchmark

assessments

Rubrics/

Checklists

Conferencing

logs

Classroom writing

assessment scores will

improve.

Writing benchmark

assessments will show

growth.

Professional

Learning 1,

2, 3, 4, 6

Professional learning will

be provided by LILT and

ELA Coordinator based on

staff and student needs.

Aug. ’14 –

May ‘15

Professional

Learning

materials

provided by

LILT and ELA

Coordinator

LILT

ELA

Coordinator

Professional

Learning

Chair

Handouts and

notes from

presentations

Teachers will have a better

understanding of

instructional strategies for

writing across the

curriculum.




May 2012 ● Page 20 of 30

Focus Area: Student Achievement: Science

Measureable Goal(s): Grades 3 -5 will increase their EOG scores by a minimum of 3% in Science and Grades K-2, 80% will meet the

expectation on the unit posttest.

School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Instruction

1, 2, 3, 7

Teachers will increase

achievement in science

through hands-on science

experiments, classroom

activities, and helping

students build content

vocabulary through the

process of inquiry.

Science will be integrated into

ELA to increase student

exposure to nonfiction text.

Technology will be used to

enhance science instruction

Aug. ‘14 -

May ‘15

Adding a SILT

GA

Frameworks

Unit

Integrated

Technology

Leveled

Readers

DVDS

Brainpop

USA Test prep

ScootPad

OAS

Time For Kids

Textbooks as a

resource/e-

books

Science Kits

Teachers

Title 1 SILT

Administrators

Title 1 Tutors

Word Wall

Writing Across

the Curriculum

Response to

Science Literature

blogs

Notebooks

CFA’s

Science fair

projects

Student work will be

displayed on bulletin

boards for being

exemplary.

Reading comprehension

and content vocabulary

will increase.

EOG

CFA’s

Teachers will show

evidence of the

differentiated instruction

through lesson plans.

Teachers will facilitate

various activities through

the sharing of best

practices in collaborative

planning meetings.




May 2012 ● Page 21 of 30




School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Curriculum

Planning 1, 2, 3

Collaborative planning

meetings will focus on

identified areas of need as

identified by teachers through

their self-assessments.

Collaborative (PLCs)

planning will be an integral

part of daily instruction

Teachers will work in vertical

teams to promote professional

growth which will enhance

student achievement.

Teachers will engage in

professional learning to

positively impact student

achievement.

Aug. ‘14

May ‘15

Substitutes for

collaborative

planning at

least 2 times

during the

year.

Title 1 will

cover 2 of

these days.

Grade Level

Collaboration

Administrators

MILT

LILT

SILT

Grade Chairs

Leadership

Team

Teachers

Grade Level

Minutes

Lesson Plans

Sign-In sheets

Faculty Meeting

Agendas

Instruction for students

will be improved.




May 2012 ● Page 22 of 30




School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Professional

Learning

1,2,3,4, 5, 6

Science professional learning

that focuses on effective

instructional strategies will be

provided a minimum of three

times throughout the year in

order to improve student

achievement.

Aug ‘14 -

May ‘15

Griffin-Resa

professional

Learning and

on-site training

Vertical

Teaming

Grade Level

Chairs

SILT

Teachers

Administrators

Minutes

Agendas

POINT data

Lessons will become more

engaging.

Lesson plans will become

seamless.

Students will be better

prepared for the next grade

level.

Teachers can articulate

areas of student need

based upon the data.




May 2012 ● Page 23 of 30

Focus Area: Student Achievement: Attendance

Measureable Goal(s): By the Spring of 2015, the percent of students absent: 16 or more days will decrease from 10% to 5%.

11-15 days will decrease from 16% to 11%.



School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

School

Culture 2, 4

Instruction 6

Monitor the attendance of

students who missed 10 or

more days based on data from

2013-2014

Celebrate weekly when the

above mentioned students

remain stable

Weekly and monthly reports

will be generated to monitor

daily attendance

Celebrate every 4 ½ weeks

with the class on each grade

level that highest percentage

of students present

Display the names of students

on the NBA board (Never

Been Absent) who has perfect

attendance for each grading

period

Aug. ‘14 -

May ‘15

$350 for

attendance

incentives

Counselor

MTSS

Facilitator

Attendance

Clerk

IC data reports Improvement of student

grades

Improved state

assessment scores




May 2012 ● Page 24 of 30

Focus Area: Student Achievement: Attendance

Measureable Goal(s): By the Spring of 2015, the percent of students absent: 16 or more days will decrease from 10% to 5%.




School Keys

Strands and

Standards


Interventions

Timeline

Estimated

Costs and

Funding

Sources, and

Resources

Person(s)

Responsible



Artifacts Evidence

Teachers will call the parent

of any student who misses 3

days of school to inquire

about reasons impacting

attendance

Attendance clerk will mail

letters home to parents when

students miss 4 days

Attendance clerk will mail

letter number 2 home to

parents when student has

missed 5 days

Counselor will contact parent

to sign an attendance contract

upon 8 absences

Counselor will refer student to

the Social Worker when child

has missed 10 days of school

Aug. ‘14 -

May ‘15

Counselor

MTSS

Facilitator

Attendance

Clerk

IC

IC

IC

IC

IC

Teacher contact logs

Attendance Letter

Attendance Letter 2

Signed Attendance

Contract

Truancy meeting

minutes




May 2012 ● Page 25 of 30

TITLE I PARENTAL INVOLVEMENT POLICY OAKLAND ELEMENTARY SCHOOL

2014 - 2015 Revised September 10, 2014

School Policy for Shared Student Achievement

What is it? This is a policy that describes how Oakland Elementary will provide opportunities to improve parent engagement

to support student learning. Oakland Elementary values the contributions and involvement of parents in order to establish an

equal partnership for the common goal of improving student achievement. This policy describes the different ways that

Oakland Elementary will support parent engagement and how parents can help plan and participate in activities and events to

promote student learning at school and at home.

How is it developed? Oakland Elementary School welcomes parent input and comments at any time regarding the policy. All

parent feedback will be used to revise the policy for next year. The policy is posted on our school website for parents to view

and post feedback throughout the year. We also distribute an annual survey to ask parents for their suggestions on the policy

and the use of funds for parent involvement. Parents can also give feedback during our annual Title I Parent Meeting and the

Parent Leadership Team meeting to revise the policy for the upcoming school year.

Who is it for? All students and their families are encouraged and invited to fully participate in the opportunities described in

this policy. Oakland Elementary will provide full opportunity for the participation of parents with limited English, parents with

disabilities and parents of migratory children.

Where is it available? At the beginning of the year, once the Policy is accepted, it will be distributed to all students. Parents

can also retrieve a copy of the policy in the Parent Resource Center.




May 2012 ● Page 26 of 30

What is Title I?

Oakland Elementary is identified as a Title I school as part of the Elementary and Secondary Education Act of 1965 (ESEA). Title

I is designed to support State and local school reform efforts tied to challenging State academic standards in order to

reinforce and enhance efforts to improve teaching and learning for students. Title I programs must be based on effective

means of improving student achievement and include strategies to support parental involvement. All Title I schools must

jointly develop with all parents a written parental involvement policy.

2014 - 2015 School Goals

For the School Year 2014 - 2015:

ELA Academic Goals:

o ELA-K-5th: 80% of students will meet or exceed the expected growth model on the Fountas and Pinnell (SLOs).

o 3rd – 5th: 90% of students will meet or exceed the expectation on the Georgia Milestones Assessment (EOG) in Spring

2015.

Math Academic Goals:

o K-3: 80% will meet or exceed the expected growth model on the IKAN/GLoSS (SLO’s)

o 3-5th Grade: 83% of students will meet or exceed the expectation on the Georgia Milestones Assessment (EOG) in

Spring 2015.

Science Academic Goals

o 3-5th Grade: 75% of students will meet or exceed the expectation on the Georgia Milestones Assessment (EOG) in

Spring 2015.

School-Parent Compacts

As part of this policy, Oakland Elementary and our families will develop a school-parent compact, which is an agreement that

parents, teachers, and students will develop together that explains how parents and teachers will work together to make sure

all our students reach grade-level standards. The compacts will be reviewed and updated annually based on feedback from

parents, students and teachers during our Title I Parent Meeting and the Parent Leadership Team planning. The school-parent

compacts are kept with each child’s teacher, if parents need a copy.




May 2012 ● Page 27 of 30

Let’s Get Together!

Oakland Elementary 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 I Parent Meeting – August 26, 2014 at 6:00 p.m.

We invite you to an evening of learning and sharing about our Title I program including our parent involvement policy,

the Title 1 budget, the school-parent compacts and the parents’ requirements. Invitations will be sent via students,

posted on the marquee, posted on the website, in the school newsletter and reminder phone calls, emails and texts.

PTO/Parent Workshop - Workshop – September 23, 2014 at 6:00 p.m.

Learn about academic and classroom expectations for the year and how to help your child with homework.

PTO/ Parent Workshop Reading Night – October 14, 2014

Families that read together…succeed together. Join us for a fun evening of reading and succeeding.

Parent Workshop Bullying – September 18, 2014 Time TBA (AM Session)

Learn about bullying and how to keep your child safe

Student Led Conferences (OWLS Conferences) – September 22nd – October 2nd

Scheduled updates on your child’s progress

PTO/ Parent Workshop Math Night – November 11, 2014

Learn how to make math fun at home with your children.

PTO/Parent Workshop Social Studies - Family Multicultural Night – January 13, 2015

Celebrating Diversity and gaining knowledge of the many cultures that make up OKE. Students will learn about different

countries through social studies activities.

Student Led Conferences (OWLS Conferences) – February 2nd – 12th

Scheduled updates on your child’s progress

PTO/Parent Workshop Georgia Milestones (EOG) Test Prep – February 10, 2015

Learn where to go for resources and practice for the Georgia Milestones Assessment.

PTO/Parent Workshop Science Night – March 10, 2015

Explore science with your children at the OKE Science Fair.




May 2012 ● Page 28 of 30

Parental Involvement

Oakland Elementary believes that parent involvement means the participation of parents in regular two-way, and meaningful

communication involving student academic learning and other school activities, including ensuring –

That parents play an integral role in assisting their child’s learning;

That parents are encouraged to be actively involved in their child’s education at school;

That parents are full partners in their child’s education and are included, as appropriate, in decision-making and on

advisory committees to assist in the education of their child;

The carrying out of other activities as described in this plan.

Oakland Elementary is Branching Out!

Oakland Elementary will take the following measures to promote and support parents as an important foundation

of the school in order to strengthen the school and reach our school goals. We will –

Ensure that all information related to school and parent programs, meetings, and other activities is published in

both English and Spanish, and posted on the school website and included in the monthly school newsletter for

all parents.

Teachers use REMIND to send communications to parents

Conduct staff development on parent involvement practices and effective strategies for staff to communicate

and build partnerships with parents.

Partner with Head Start and Early Reading programs to share school information about parent engagement

activities that will help prepare parents and their child for kindergarten and improve school transition.

Share information in English and Spanish on the school website and in the school newsletter for parents to

understand the school’s academic standards and assessments as well as the ways parents can monitor their

child’s progress and work with educators.

Communicate with all families and the community on a regular basis regarding school wide events and

activities, such as phone messages, social media, and flyers.

Work with our parents to develop relevant trainings and helpful presentations to educate our staff on the

importance of parental involvement.




May 2012 ● Page 29 of 30

Provide necessary materials for parents at conferences, meetings, and activities to help parents work with their

child to improve their child’s achievement.

Collaborate with community leaders and business groups to increase participation and awareness of the school

parental involvement plan and activities.

Listen and respond to parents’ requests for additional support for parental involvement activities.

Parent Involvement Standards

Oakland Elementary and our parents have adopted the National PTA Standards for Family-School Partnerships

as the school’s model in engaging parents, students, and the community. These standards are –

1. Welcoming All Families

2. Communicating Effectively

3. Supporting Student Success

4. Speaking Up for Every Child

5. Sharing Power

6. Collaborating with Community

Parent Leadership Team (School/Community Council)

Oakland Elementary invites all parents to join the School Community Team to share ideas and ways to involve other parents

to build partnerships with school, families, and the community. The team will meet at least twice during the school year, but

parents can also submit their ideas or suggestions during all activities and meetings as well as through our parent surveys and

website. If you would like to learn more about the School Community Team, please contact our Parent Liaison, April Worley at

(770)) 954-1901 or [email protected]

mailto:[email protected]




May 2012 ● Page 30 of 30

Parent Leadership Team (School/Community Council)

□ Yes, I am interested in joining the Parent Leadership Team

□ Yes, please contact me so I can learn more about the Parent Leadership Team.

□ Yes, this sounds like a great idea, please keep me posted about future meetings

Name: ____________________________________________________________

Child’s Name and Grade: ________________________________________

Address: __________________________________________________________

Phone Number: __________________________________________________

Email address: ____________________________________________________

Share Your Thoughts

We want to hear from you. If you have any suggestions or if there is any part of this plan that you feel is not satisfactory with

the students’ and the school’s goals for academic achievement, please provide us with your comments in the space provided

and leave this form in the Main Office:

Name: (optional) _______________________________________________________________________________

Telephone Number: (optional) _________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

Oakland Elementary is committed to helping our parents attend the parental activities listed in this plan. Please call

or email us if you need assistance with childcare or transportation in order to participate in our programs.

(770) 954-1901

[email protected]

mailto:[email protected]

Documents

Oakland Elementary School 2014-2015 School Improvement Plan · software programs ScootPad, Brain Pop, and USA TestPrep and require teachers to document their use of these programs