Planning Committee Members - Newton County Web view1.A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined

Georgia Department of EducationTitle I Schoolwide/School Improvement Plan

Mr. Richard Woods, State School SuperintendentJuly 2014 ● Page 1 of 25

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SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Fairview Elementary School District Name: Newton County

Principal Name: Dr. LaMoyne Brunson School Year: 2017-2018

School Mailing Address: 3325 Fairview Road, Covington, GA 30016

Telephone: 770-786-2636

District Title I Director/Coordinator Name: Dr. Shelia Thomas

District Title I Director/Coordinator Mailing Address: 2109 Newton Dr. N.E., Cobington, GA 30015

Email Address: [email protected]

Telephone: 770-787-1330 ext. 1250

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

Priority School Focus School

Title I Alert School

Principal’s Signature: Date:

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date:7-12-2017 Revision Date: 8-11-17 Revision Date: 8/24/17

mailto:[email protected]


Planning Committee Members:


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SWP/SIP Components

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

Refer to the 2017-2018 COMPREHENSIVE NEEDS ASSESSMENT – SCHOOL DATA PROFILE report which contains components of the Title I Schoolwide/School Improvement Plan: Section 1.

2. Schoolwide reform strategies that: provide opportunities and strategies to help meet our measurable goals. are directly tied to the comprehensive needs assessment. are scientifically researched based. are based upon effective means of raising student achievement. use effective instructional methods that increase the quality and amount of learning time. 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 school improvement plans.

develop opportunities for all children in the school to meet or exceed Georgia’s Standards of Excellence.

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

Fairview Elementary school provides opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement. Instruction is driven by Georgia Standards of Excellence in reading, ELA, and math and the Georgia Performance Standards in science and social studies. We also follow the Georgia Frameworks and county-written Curriculum Maps and units which guide the implementation of the standards.

District and teacher-developed common assessments will be used throughout the year to monitor student progress.

Teachers use the Daily Five/CAFÉ model of reading instruction in all grades. It is a structure which involves repeated periods of small group and whole group lessons. CAFÉ is a menu style approach to teaching reading strategies during whole or small group instruction. The CAFÉ menu is linked to the Georgia Standards of Excellence.

Teachers use EnVision and the Georgia Department of Education Math Frameworks and Exemplars to provide students with practice of math concepts using a variety of hands-on


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

experiences that enable students to gain mastery of crucial mathematical skills. EnVision Math also incorporates opportunities for students to work in a variety of cooperative learning situations and includes online components which may be used at school or home.

Other instructional items in use at Fairview Elementary School are Houghton-Mifflin Science, Harcourt Health, and social studies materials including Gallopade and Studies Weekly. These materials facilitate student learning and promote investigation of the world around them. A county-provided curriculum map helps to align units of study in these areas with assorted district resources, including trade-books and textbooks. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County.

2(b) Use effective methods and instructional strategies that are based on scientifically based research that:

o strengthen the core academic program in the school.o include strategies for meeting the educational needs of historically

underserved populationsThe following is an overview of the major programs, practices, and strategies that Fairview’s faculty will utilize as a part of its reform efforts. These strategies will strengthen the core academic program in the school. We will primarily focus on reading and math, with special emphasis on identified high risk students, including the lowest performing subgroups.

HIGH IMPACT STRATEGIES FastBridge Learning software is used to guide instruction and provide data for flexible

grouping of students. Research Based Instructional Strategies (RBIS) are used in all classrooms and are evident

through the following and other methods: building background knowledge, Six-Step Process to Teach Vocabulary, small group differentiated instruction, non-linguistic representations, interactive word walls, interactive notetaking, activating strategies, higher order thinking questions, and advanced organizers.

The staff utilizes a variety of other RBIS and methods to address the needs of students, including: findings from Robert Marzano and Mike Schmoker’s work, Dan Mulligan’s staff development sessions, and early numeracy strategies.

Parent involvement activities are used to increase student achievement and support parents in their child’s academic achievement. Fairview’s Title I Contact serves as the liaison between the school and the district. The Title I Contact assists the principal to carry out the requirements of the Parent Involvement Program.

Parents are invited to participate in events which focus on instructional strategies that can be used at home. Parents are notified of these events in advance. A translator is provided for Spanish-speaking families. Invitations and other Title I related documents are translated into the home language using Babylon software and services of translators.


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A district-wide initiative to increase parental involvement will be implemented at Fairview. This program, named Onewton, will encourage participation and parent conference events and other Title I activities for families.

A review of student performance results and other school-wide data is conducted. From the review, the School Leadership Team develops a plan to address areas of identified needs.

Illuminate data is used throughout the year to drive math and ELA/Reading Instruction. These assessments are aligned to the Georgia Standards of Excellence, and they are administered after instruction. Assessment results are disaggregated during grade level meetings. From this data, teachers are able to provide flexible grouping for differentiated instruction as well as identify children at risk, and those eligible for supplemental / remedial services. Teachers print pre-populated answer documents for each student for each assessment. Once students record their answers, the answer document is scored by using a scanner or camera on the computer.

TECHNOLOGYTechnology integration is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology. Technology Integration allows Fairview’s faculty to integrate technology throughout lessons . This includes many hardware and software tools for students. We will use the following methods to integrate technology in our lessons:

o Every classroom in grades K-5 at Fairview has an interactive whiteboard and projector. The interactive whiteboard (some are ActivBoard brand and others are the Lecroy Interactive Panel) is used to promote student engagement and include the use of ActivPens.

o Every classroom has document cameras which display images of documents and real-time live images.

o Classrooms are equipped with ViewPath audio/video recording systems. The audio component of the ViewPath system includes a teardrop microphone which teachers wear, as well as a handheld microphone which students and guests use. Microphones are charged using rechargeable batteries and a wall charger.

o Canvas sites include resources for students and parents to review classroom instruction.

o Our Computer Lab and Project Lab provide permanent locations for computer-based instruction.

o Our iPad carts and laptop carts provide access to computer-based instruction in classrooms as needed. Teachers are strongly encouraged to use these iPads and laptops, and they may check-out individual or sets of iPads or laptops, and they may also check-out an entire iPad cart or laptop cart for whole-class research and instruction.

Differentiated Instruction recognizes that student’s background knowledge, readiness, language, and preferences in learning interests all vary. Differentiated instruction is a process approach to


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teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. We will use the following methods to differentiate instruction during our ELA/Reading block and Math:

ELA/READINGo Traits Writing is a program implemented in Kindergarten through 5th grade. It

includes daily writing lessons, daily writing assignments, and projects for upper grades. Each classroom has a reading library containing books on a variety of interests and Lexile levels. Students have their individual library book collections based on their Lexile and other reading levels (leveled-readers); these individual collections are kept in individual storage bins for each student.

o Manipulatives are used during reading instruction and enhance the learning of phonics skills, letter names and sounds, sight word identification, and other foundational skills related to early literacy.

o Paired texts are used during reading instruction to relate fiction and nonfiction passages about a similar topic. This enhances the students’ abilities to synthesize texts and to analyze topics from different genres.

o Cupp Readers is a research-based program which will be used to provide reading intervention primarily for students in kindergarten and first grade.

o Phonics kits will be used primarily in kindergarten through second grade as an ongoing reading assessment.

MATH o Math Exemplars, Math Tasks, and technology-based instructional strategies will

be used to increase student achievement in areas of identified needs. o A variety of manipulatives are used throughout all grades during math instruction.

PROFESSIONAL LEARNING The two instructional coaches redeliver best practice techniques from the county. They

guide teachers as new instructional strategies are implemented. Their duties include modeling, support, and redelivery.

The two instructional coaches conduct PLCs and other methods of professional learning to address Positive Behavioral Interventions and Supports (PBIS), which increases on-task behaviors of all students, decreases time away from learning due to discipline referrals, and promotes a positive school climate conducive to learning.

Ongoing training for math units will be provided by the district-level personnel. Substitutes will be provided for days throughout the year when teachers will have math

professional learning with instructional coaches. PLCs will be utilized for data review, goal setting, and planning instruction. PLCs will

review common assessment and other data and decide how to meet the needs of students who are not meeting standards. Substitutes will be provided for classroom coverage while teachers participate in PLCs.

Feedback from district-level personnel and various consultants, Dan Mulligan, will be Mr. Richard Woods, State School Superintendent

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used to further enhance the instructional program. All classrooms are equipped with ViewPath, a video/audio system. ViewPath will be

used as a professional development platform for teachers to enhance instruction through personal video.

PARENT AND FAMILY ENGAGEMENT Parent and Family Engagement ongoing research shows that family engagement is a

teaching and learning practice that can help to improve student achievement, reduce absenteeism, and restore parents’ confidence in their children’s education. o We will utilize the efforts of the Title I Parent Contact to serve as the liaison

between the school and the district. The Title I Contact will be used to assist the principal to carry out the requirements of the Parent Involvement Program in order to provide parents with academically based strategies, resources, materials, and tools to help support parent involvement beyond the school day.

o We will provide trainings to our faculty and staff to build capacity for educators to implement and coordinate parent programs, and build ties between parents and the school by purposely planning data-driven meetings that are linked to learning, developmental, relational, collaborative, and interactive.

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

o increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

Differentiated needs-based small group instruction is used in reading and in math to provide practice and reinforcement of concepts and skills based on the needs of the students in each group. Fairview’s 21st Century Afterschool Program is conducted to meet the needs of underachieving students. Fairview’s instructional coaches provide support, modeling, and training to teachers in order to improve the quality of instruction.


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2(d) 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 school-wide 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.

Title I funds will not be used for the assistance with or for field trips.


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

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

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

o the integration of vocational and technical education programs; and

Currently, at Fairview Elementary School, we offer several special service programs that are not Title I funded:

1. “Lady Eagles” and “Born 2B Men”- a mentoring program for students in grades 3-5.2. Pep Squad – an extracurricular program for students across grades to promote confidence

and school spirit.3. Robotics Team - a science and engineering group which learning about coding and

technology.4. Path Project - a partnership that addresses the academic needs of the Hispanic community

zoned for Fairview Elementary.5. Career Counseling - a systematic program provided by the counselor to expose students

to various careers.

The following strategies are in place for those students who are: members of the target population of any of the programs mentioned above; who are low-achieving or at risk of not meeting the state student achievement standards; and who are members of the school’s academic and demographic targeted populations:

21st Century After-School Program – This support is offered to our low-achieving, at-risk population from kindergarten through fifth grade.

PTO parent volunteer program – Parents and others are encouraged to volunteer, tutor, and mentor identified at-risk students.


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

improvement plans, if any. Common assessments District-wide assessment data from sources including GKIDS and Iowa assessments SWIS (School-Wide Information System) student behavior data management software

reports Site-monitoring reports for the 21st Century Program ViewPath usage reports FastBridge reports

3. Instruction from highly qualified professional staffWe will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. 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 Professional Learning Plan (PLP) for teachers who are considered “Not Highly Qualified.” Teachers with a PLP 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 PLP 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.

Fairview Elementary employs 38 certified teachers, all of whom are “highly qualified” under requirements of the federal No Child Left Behind Act (2002). All 15 paraprofessionals meet the highly qualified requirements. Currently, Fairview Elementary School employs 2.5 supplemental teachers. In addition to classroom teachers and paraprofessionals, the staff includes a principal, an assistant principal, one full time counselor, media specialist, 1.5 instructional coaches, school nurse, students record clerk, bookkeeper, cafeteria personnel, and custodial personnel, in addition to district-assigned ESOL teachers and Special Education staff, who all work together to empower children to learn in a safe and nurturing environment.

3(a) Strategies to attract high-quality highly qualified teachers to high-need schools.Many strategies are used to attract highly qualified staff at Fairview Elementary. Teaching positions are posted on the Newton County School System website as well as Teach Georgia.


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Before hiring a candidate, references are checked carefully. Administrators participate in system sponsored job fairs and attend professional association meetings and job fairs specifically to recruit highly qualified teachers. College student teachers who demonstrate outstanding skills during their internship at Fairview Elementary serve as a prime source for attracting highly qualified teachers. Prospective teaching candidates are interviewed by a team that includes teachers in order to give current staff input into the selection process. New teachers are provided a mentor to assist with the transition into teaching at our school.

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

4(a) In accordance with the Newton County School System’s Strategic Plan for Instruction, along with Fairview’s School Improvement Plan, all faculty, including administrators, teachers, specialists, and paraprofessionals, participate in professional learning to address the root causes of our identified needs. The professional learning opportunities are as follows:

Needs: Reading Achievement (with a focus on comprehension and increasing Lexile Levels)Root Causes

Students lack the adequate vocabulary to understand passages as they are read. Challenges with vocabulary prevent students from completely understanding written and

spoken (listening skills) directions. Deficits in background knowledge result in students’ inability to make connections and/or

inferences in the reading.

Professional Development to Address Root Causes Training for teachers and administration on building background knowledge and using high-yield

strategies. Training for teachers on the Six Steps to Vocabulary Development. PLCs facilitated by instructional coaches on higher-order questions and activities to include in

lesson plans. PLCs facilitated by instructional coaches on the use of Lexiles. PLCs facilitated by instructional coaches on the use of Traits Writing, Handwriting Without

Tears, and other district-led initiatives and programs. PLCs facilitated by instructional coaches on writing in the content areas. Daily Five/CAFÉ training. Training on how to effectively use the Dr. Cupp Readers intervention program in kindergarten

and 1st grade. Training on the use of the Phonics Kit for kindergarten-2nd grade and as an intervention for

struggling readers in 3rd – 5th grade. Training on using Words Their Way, a program used to teach phonics, vocabulary, and spelling

across all grade levels.

Needs: Math AchievementMr. Richard Woods, State School Superintendent

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Root Causes Students have not internalized math concepts. These concepts must be practiced consistently,

overtime. Typically, students do not revisit math concepts, unless they are presented in class. The same is true for computation. Students have challenges with advanced computation, particularly in upper grades. A lack of fact fluency schoolwide impacts students’ abilities to compute. Additionally, students struggle when presented with real-world applications and project-based learning.

Professional Development to Address Root Causes Math unit training for all math teachers, provided by instructional coaches and district personnel. Math PLCs for all math teachers, specific to grade-levels, which include content training,

modeling, and observations, to be conducted by instructional coaches and district personnel. Math PLCs, led by instructional coaches, which include training sessions on the effective use of

math exemplars and early numeracy strategies.

4(b) Fairview has aligned professional development with the State’s academic content and student academic achievement standards. Teachers have received training on the Georgia Standards of Excellence. School-level sessions have been offered for teachers to unpack and analyze all state standards. The county utilizes content specialists to create curriculum maps and units of instruction. The content of the maps and units are redelivered to the school level teachers. Teachers also participate in weekly PLC meetings as a grade-levels and with the instructional coaches to create common lesson plans aligned to the state standards and the academic needs of their students based on test data, including common assessments. Training/planning sessions are facilitated by the administrators and instructional coaches to analyze standards/curriculum map and plan collaborative lessons. Additionally, teachers use the ViewPath cameras to record themselves teaching and to discuss their reflections during weekly PLC meetings. Using ViewPath, teachers record lessons to share and discuss instructional strategies observed during the lesson with their teammates at PLC meetings. Administrators attend ongoing professional learning sessions at county leadership meetings.

Administrators attend an annual retreat during pre-planning. Recent topics of study include addressing how poverty affects students; refocusing the work of the school and removing obstacles which affect instruction and student achievement; legal updates; building relationships with students and families; school improvement initiatives, and the use of effective professional learning communities. Administration may also attend leadership conferences to learn new strategies (GAEL, GRESA Summer Conference).

4(c) We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, we use our county-allotted professional learning funds to support professional learning needs which may arise during


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the school year, such as a specific class at Griffin RESA, and to provide substitutes for teachers to be released to attend. We use Title I money to employ 1.5 full-time instructional coaches. We provide common planning time for teachers and allocate time for three weekly PLCs in each grade-level. We have allocated sufficient money to provide appropriate professional development, such as listed above, and resources needed to address the root causes of our academic problems.

4(d) We have included teachers in professional development activities regarding the use of academic assessments, such as Georgia Milestones, Illuminate, GOFAR, Iowa, benchmark assessments, and teacher-created formative 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: (1) Teachers and support staff meet during professional learning communities at the grade levels to review results of student assessment results as the data becomes available; (2) teachers and support staff brainstorm root causes of poor performance and select strategies to address the most probable causes; (3) administrators meet with grade level teams each nine weeks to discuss student performance data and review strategies selected to address individual students’ and groups of students’ weaknesses; (4) administrators and the Leadership Team discuss results of data findings and determine how instructional programs need to be improved; (5) teachers meet weekly (Professional Learning Communities) with the instructional coaches to analyze data and identify student needs, and participate in professional development to increase effective teaching strategies; and (5) continuous review of data by administrators and the Leadership Team results in updates to the school’s improvement plan.

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

5(a) We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of schoolwide programs and the school’s Parent and Family Engagement Policy by inviting parents to attend an annual revision meeting each spring in order to review and update our policy. Additionally, parents will be given surveys at each of the Title I meetings throughout the year for the purpose of offering suggestions and participating in decision making regarding their child’s education. All parent feedback is considered prior to the revision of the plan annually.

5(b) We will update the school’s Parent and Family Engagement Policy periodically to meet the changing needs of parents and the school. The Policy will be distributed to all students at the beginning of the year, and then to students as they enroll. Copies of the Policy will be available on the schools’ website and may also be viewed in the school office. The current Policy will be distributed again at the end of the school year at the annual revision and feedback meeting.

5(c) We will conduct an annual meeting, at a convenient time, to inform parents about the


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school’s Title I program, the nature of the Title I program, the parents’ requirements and the school’s Parent and Family Engagement Policy, the schoolwide plan, and the School-Parent Compact. We will encourage and invite all parents to attend by sending home flyers to all students, and we will advertise the meeting time on our marquee and school’s website.

5(d) We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement by communicating dates and times of Title I events using a variety of methods and in a sufficient time period. Child care is offered at many of our events. In the case that child care is not provided, children are welcome to participate in the activities.

5(e) We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet. We will provide opportunities for regular meetings, if requested by parents, to formulate suggestions. We will participate, as appropriate, in decisions relating to the education of their child, and we will respond to any such suggestions in a timely manner through a review of parents’ surveys at the end of each Title I meeting. Conferences with parents are held twice yearly and also by parent or teacher request. During conferences, parents are informed of the curriculum and academic assessments used to measure student progress. Also, during the conference, the School-Parent Compact is shared. Parent input on the compact is highly encouraged.

5(f) We will jointly develop with parents of participating children a School-Parent Compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. The Compact also includes the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards. We will share the School-Parent Compact with parents at conferences and allow parents’ input on recurring interventions that are in place to help their children. Following each Title I event, parents will be asked to fill out a survey through which they provide feedback for the improvement of the event and the overall Title I program. We will host a feedback meeting at the end of each school year. Following the feedback meeting, parents will be given the opportunity to share their input concerning the entire Title I program.

5(g) We will provide assistance to parents of participating children, as appropriate, in understanding: the state’s academic content standards; the state’s student academic achievement standards; the state and local academic assessments including alternate assessments; the requirements of Title I, Part A; how to monitor their child’s progress; and how to work with educators. We will send home Wednesday folders each week with graded student work so that parents are aware of current standards and strategies. We will maintain Infinite Campus as a tool that parents can use to monitor attendance and grades from their computer, smart phone, or tablet. Parents without internet access at home may use the computers available at the school. Conferences are held twice per year or more often as needed. Also, parent trainings are provided throughout the school year to help parents better understand


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academic standards and prepare for upcoming assessments.

5(h) We will provide materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by providing workshops to target our greatest needs throughout the school year. The scheduled events focus on student achievement in the areas of literacy and math. All parent workshops will be evaluated, and the results will be used to plan future sessions.

5(i) We will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to parents, communicate with them, and work with families as equal partners. We will emphasize: the value and utility of contributions of parents; how to implement and coordinate parent programs; and how to build relationships between parents and the school. These actions will be accomplished by providing annual staff development/professional learning of modules that are specifically designed to provide strategies which help build educator capacity in parent involvement and engagement. Fairview will provide these trainings during faculty meetings or during PLC meetings.

5(j) We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers that encourage and support parents as they participate in the education of their children, by incorporating specific early childhood program transition activities into the school improvement plan. Parents of children coming into Title I schools from local day care programs receive information on expectations and participate in tours of the building. Some children participate in classroom visits. An orderly transfer of records accommodates timely transitions between schools.

5(k) We will take action to ensure information related to the school and parent programs, meetings, and other activities is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by making every effort to send home information in the parent’s native language. Translators are used when necessary.

5(l) We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand, by making every effort to send home information in the parent’s native language. Translators are used when necessary. Also, Fairview Elementary School provides a variety of parent resources to be used at school or home. As much as possible, parent resources are offered in parent’s native language. Parents are involved in multiple activities, including our School Council, PTO Board, academic workshops, and volunteer work.


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

A school wide continuum exists from grade to grade and from home to school, to provide transition services for students. Pre-K teachers hold conferences with parents to provide information on students’ transition to kindergarten. Opportunities will be provided for children attending community-based day care programs and Head Start to visit Fairview’s kindergarten classes. Kindergarten Roundup will be held to provide an open forum for parents to register their children for kindergarten classes. Fifth grade parents will be invited to visit middle schools and will receive pertinent information prior to their children transitioning to their respective middle schools. Fifth grade students will take a trip to their respective middle schools to tour the facilities and receive an orientation to the school. All students at Fairview will be provided with a registration packet. Students who enroll during the school year will be assigned a peer partner in their classroom who will assist with transition to our school.

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

Fairview’s teachers use a variety of assessments to evaluate instructional needs, monitor students’ progress and determine students’ deficits. Data from these assessments provide valuable information to help teachers with planning and guiding instruction for individual students and groups of students. These assessments ensure that students are meeting curriculum standards and reaching grade level benchmarks. Results are used at the grade level by teachers in making decisions regarding changes needed to instructional programs.

The following tests are administered for validation of student progress: Iowa Assessment, Cognitive Abilities Test (CogAT), Georgia Kindergarten Inventory of Developing Skills (GKIDS), and the Georgia Milestones End of Grade (EOG) Assessments. Results of these assessments are used to create flexible instructional groups and to identify students for EIP, RTI and other supplemental services. Subject area and unit tests, quizzes, individual assessments, performance tasks, and other formative assessments are used by classroom teachers to assess students throughout the year to ensure appropriate instruction and differentiation strategies.

Assessments

Fairview Elementary teachers use common assessments on a periodic basis to evaluate student learning. These assessments are comprehensive and standards-based. Formal and informal assessments are conducted on an ongoing basis. The assessments are designed to improve curriculum and instruction. Assessments include Iowa, CogAT, GKIDS, and Georgia Milestones EOGs.

Illuminate will be used for reading/ ELA and math assessments. These assessments are aligned to the Georgia Standards of Excellence, and they are administered after instruction. Assessment results are disaggregated during grade level meetings. From this data, teachers are able to provide


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flexible grouping for differentiated instruction as well as identify children at risk, and those eligible for supplemental / remedial services.

Teachers will use the RTI process to closely monitor underachieving students through grade-level collaborative planning. Remediation and intervention strategies will be integrated based on teacher’s observation of student work and progress monitoring. Accountability will be determined through administrative observations of the data. Administrators and teachers will conference and discuss assessment results. Iowa and CogAT assessment data will be used to inform instructional planning at the beginning of the year.

Teachers will use the state test bank, GOFAR, to create tests for students. Illuminate test bank will also be used. Test results will be used by teachers to assess student progress or to re-teach identified weaknesses, and by students to self-assess.

The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is used to provide teachers with ongoing diagnostic information and instructional support needed by individual students in kindergarten. Throughout the year, teachers assess students’ skills in English/language arts, math, and personal and social development. GKIDS serves both a formative and summative role in assessing students. Data are recorded on students’ report cards each grading period.

All assessment instruments used throughout the county focus on identifying weaknesses and strengths of students in order to provide appropriate delivery of instruction. At the school level, the School Leadership Team and administrators work closely with the teachers to identify school-wide weaknesses using academic assessment results. The school-wide action plans are developed using information derived from assessment results.

Teachers utilize a variety of formative assessment methods including: verbal assessments and anecdotal observations; skills checklists; teacher-created tests and end of unit assessments; authentic assessments that are scored by rubrics, including portfolios, projects, journals, graphic organizers; running records; and records of observations of growth made over time.

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

Every reasonable effort is made to administratively coordinate and integrate federal, state and local programs in order to support learning for all students. Coordination and integration may involve combining service eligibility criteria and funding streams, where legal and feasible. Following are descriptions of various funding sources used to sustain the implementation of programs at Fairview Elementary School.

8(a) List of State and local educational agency programs and other federal programs that will be included. Title I: Supplements the Title I-designated teachers’ salary and purchases supplemental program


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materials; underwrites the cost of selected school improvement activities shown in the school’s Continuous Improvement Plan (CIP).

Title II A Teacher Quality Program: funds have been used to ensure that all teachers meet the highly qualified teacher requirements of No Child Left Behind.

Title II D: Technology provides opportunities to expand and upgrade our technology inventory.

IDEA, Part B: Funds are used to provide professional development for regular and special education teachers on co-teaching students with disabilities, employ special education and related services staff.

Title VI: Instructional Support funds are used to supplement state and local funding available for instructional supports to address the needs of underachieving student groups.

State funds: Used to provide instructional support for struggling students to be served in the Early Intervention Program (EIP).

State and federal funds: Used to serve preschoolers with disabilities in preschool special education programs and non-disabled four-year old preschoolers in a state lottery-funded prekindergarten program.

State ESOL program funds: Used to provide staff and resources to English Language Learners.


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8(b) Description of how resources from Title I and other sources will be used.

Title I resources supplement Title I designated teachers’ salaries, provide funds to purchase supplemental program materials, and underwrite the cost of selected school-wide improvement activities shown in the school’s Continuous Improvement Plan. A brief description is provided above in 8(a) on how other sources of funding will be used.

Title I Part A Line Item Expenditures - Description of Expenditures

Strategies from Component 2 EvaluationDid it work or not?How do you know that this purchase benefit your program?Include Data Source

Instructional Coaches (1.5 paid positions) Instructional coaches redeliver best practice techniques from the county. They guide teachers as new instructional strategies are implemented. Their duties include modeling, support, and redelivery.

Title I Paid Staff Salaries and Benefits Instructional coaches redeliver best practice techniques from the county. They guide teachers as new instructional strategies are implemented. Their duties include modeling, support, and redelivery.

Title I Parent Contact Stipend Parent involvement activities are used to increase student achievement and support parents in their child’s academic achievement. Fairview’s Title I Parent Contact serves as the liaison between the school and the district. The Title I Parent Contact assists the principal to carry out the requirements of the Parent and Family Engagement Program.


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Subs for Title I Paid Teachers PLCs will be utilized for data review, goal setting, and planning instruction. PLCs will review common assessment and other data and decide how to meet the needs of students who are not meeting standards. Substitutes will be provided for classroom coverage while teachers participate in PLCs.

Rechargeable Batteries Classrooms are equipped with ViewPath audio/video recording systems. The audio component of the ViewPath system includes a teardrop microphone which teachers wear, as well as a handheld microphone which students and guests use. Microphones are charged using rechargeable batteries and a wall charger.

Microphone Chargers Classrooms are equipped with ViewPath audio/video recording systems. The audio component of the ViewPath system includes a teardrop microphone which teachers wear, as well as a handheld microphone which students and guests use. Microphones are charged using rechargeable batteries and a wall charger.

Individual Storage Bins Each classroom has a reading library containing books on a variety of interests and Lexile levels. Students have their individual library book collections based on their Lexile and other reading levels; these individual collections are kept in individual storage bins for each student.


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Laptop computers and carts Our iPad carts and laptop carts provide access to computer-based instruction in classrooms as needed. Teachers are strongly encouraged to use these iPads and laptops, and they may check-out individual or sets of iPads or laptops, and they may also check-out an entire iPad cart or laptop cart for whole-class research and instruction.

iPads and iPad carts (and costs related to repair of damaged iPads)

Our iPad carts and laptop carts provide access to computer-based instruction in classrooms as needed. Teachers are strongly encouraged to use these iPads and laptops, and they may check-out individual or sets of iPads or laptops, and they may also check-out an entire iPad cart or laptop cart for whole-class research and instruction.

Document Cameras Every classroom has document cameras which display images of documents and real-time live images.

Colored Paper During PLCs, the two instructional coaches redeliver best practice techniques from the county. They guide teachers as new instructional strategies are implemented. Their duties include modeling, support, and redelivery.

Storage Items The two instructional coaches redeliver best practice techniques from the county. They guide teachers as new instructional strategies are implemented. Their duties include modeling, support, and redelivery.


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Math Tasks Teachers use multiple resources to provide students with practice of math concepts using hands-on experiences which enable students to gain mastery of crucial mathematical skills. These include EnVision, the Georgia Department of Education Math Frameworks, exemplars and math tasks. EnVision Math also incorporates opportunities for students to work in a variety of cooperative learning situations and includes online components which may be used at school or home.

Classroom Libraries Each classroom has a reading library containing books on a variety of interests and Lexile levels. Students have their individual library book collections based on their Lexile and other reading levels; these individual collections are kept in individual storage bins for each student.


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8(c) Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

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.

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

We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards are provided with effective, timely additional assistance. The activities that we provide to students who are experience difficulty mastering standards include needs-based small groups, Title I assistance, conferencing and planned interventions. Effective instruction is provided in a timely manner. Additional activities to monitor progress of students who experience difficulty include FastBridge progress monitoring. Formative assessments are used throughout the year to monitor students’ progress and to inform decisions related to instructional planning.

9(a) Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

Students not meeting standard in reading, language arts, and/or math are provided priority participation in all extended learning. Results of universal screening, progress monitoring, and benchmark assessments are used to identify students requiring additional instruction in areas of weaknesses. Each grade level has an RTI team that assists teachers in identifying specific strategies or interventions to use with struggling or at-risk students. All students in grades 3-5 are given opportunities to participate in standardized test preparation activities in the core subjects. Online resources such as Skubes, GOFAR, and Illuminate practice tests are made available in the computer lab and in classrooms. Regular use of these resources provides teachers with insight about the content with which students are struggling. As a result, teachers are able to provide timely assistance to students in the areas of demonstrated need based on the obtained data from these resources.

When students continue to exhibit academic difficulties, Response to Intervention (RTI) cases are developed using the Pyramid of Intervention (POI) with specific strategies and interventions provided in the classroom. Interventions, data points and modifications are recorded to support the interventions taken. Students continuing to demonstrate a lack of mastery following multiple, intensive interventions by regular classroom teachers may be referred for a psycho-educational evaluation to determine the need for more specialized services in other programs such as Special Education or EIP. ESOL services are provided as needed to students based on related assessment data. The foremost consideration of teachers and staff is that students receive the


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assistance they need as soon as it is established that they require more in-depth instruction to meet proficiency.

9(b) Measures to ensure that student weaknesses are identified on a timely basis.Each grade level meets weekly for the purpose of examining data and students’ work to identify struggling students and to plan appropriate interventions for those students. The results of the interventions are also reviewed to determine if additional interventions are needed. Additionally, teachers meet with the instructional coaches to analyze results of benchmark testing and universal screening and to identify student weaknesses.

9(c) Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses.

The district provides training for school level academic coaches each month. Training is conducted on topics of relevance according to district needs. Fairview utilizes the district’s Academic Coaches to assist us at the school level with conducting professional learning on school level needs. Our needs are determined based on testing data (EOG tests, grade level assessments, etc.). Professional Learning Community meetings are held to address specific topics or student needs at each grade level.

9(d) Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or n the community.

Teachers are required to hold parent/teacher conferences once each semester to address all of their students’ needs. Parent conferences are not limited to two per year; teachers or parents may request conferences as the need arises throughout the year. During conferences, parents are given specific suggestions for helping their children, such as reviewing homework and reading with/to their children. The School-Parent Compact will be reviewed with parents at the required parent conference held in September. At that time, parents will be asked for their input as to what the school, the parent, and the student can do to help with student achievement.

Because of the backgrounds and level of education of many of our parents, our school will host various academically focused parent events throughout the year. Parents are also able to access materials at the Fairview Parent Resource Center. They are also invited to attend workshops on topics pertaining to student performance needs. A list of community resources is provided to parents to assist with accessing additional services and supports, when indicated.

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

All standardized test results including GKIDS and End of Grade Tests are communicated to parents via multiple methods which may include an official letter from our county office. When individual student score reports for the EOGs are released, parents may retrieve them from the school during the summer or results are sent home by students in the new school year. EOG score reports will be discussed during fall conferences if they have been received from the state. If not, they will be sent home, along with an explanation letter, when they arrive. At this time, other assessment results are explained to parents, highlighting their child’s academic strengths


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and weaknesses. A testing meeting is held annually to communicate to parents the rules and regulations regarding passing the EOG tests, what is done at school, and suggestions of what parents can do at home to help their children. Additionally, parents can access students’ assessment results from the county’s student information system, Infinite Campus. Students take home their Wednesday Folder each week containing work samples and assessments for that week.

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

Standardized tests score reports are collected, stored and organized by test and year in notebooks in the school’s office for easy accessibility to teachers (gifted, EIP, etc.). Individual teachers receive updated roster score reports for their students which are used for flexible grouping and programs. Teachers also have access to assessment results through our Student Longitudinal Data System (SLDS).

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

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”. Initial reports of assessment results are downloaded from the GADOE portal and reviewed for accuracy. Relevant information is compared to data found in Infinite Campus to clear-up discrepancies on individual students or subgroups of students. Once results have been reviewed at the school level, they are confirmed in the GADOE portal prior to an official public announcement of disaggregated assessment results.

13. Provisions for public reporting of disaggregated data.Disaggregated data is made available to the public through the Department of Education’s website. 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 posted for review in the school’s data room. Individual student data will be sent home on a weekly basis in students’ Wednesday Folders.

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

Fairview Elementary School was approved by the Georgia Department of Education to be restored to previous school-wide Title I status. Fairview’s Leadership Team (consisting of administrators and staff members from various grades and departments) initiated the development of the School-wide Title I Plan process during summer planning sessions before the 2011-2012 school year. The plan was drafted and finalized during the first month of school. Likewise, the School-wide Title I Plan is revised during the first month of each new school year.


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

Fairview’s Leadership Team is comprised of representatives from every grade level and department. Initially, the Leadership Team met in summer sessions before the 2011-2012 school year to develop its School-wide Title I Plan after an analysis of available data. An overview of the plan was provided to Fairview’s School Council at its first meeting of the school year. The Title I plan has been and will continue to be reviewed and updated yearly, and will include parent involvement in the update process.

16. Plan available to the LEA, parents, and the public.Fairview’s School-Wide Title I Plan is posted to the district SharePoint site and to the StaffShare drive for review by faculty and staff. The plan is discussed at School Council Meetings and is available for review in the school office and on the school’s website. The plan will be updated annually and made available through the process described here.

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

Parents will be notified that the Title I Plan is available in their home language, upon request. Translators are contracted by the district and are available for parent conferences as needed. The Parent and Family Engagement Policy and school-home compact are available in Spanish.

18. Plan is subject to the school improvement provisions of Section 1116.The School-wide Title I Plan for Fairview Elementary School will be reviewed annually by the Leadership Team. The plan will be updated to address corrective actions, if needed. School data is studied for review of strengths and weaknesses. The components of the Title I Plan are also reviewed and modified in the context of overall school improvement planning. Fairview’s CCRPI status is publicized through local media and through the GADOE website.


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Documents

Planning Committee Members - Newton County Web view1.A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined