wnes.newtoncountyschools.org · Web viewWe have used the following instruments to obtain this information . . . Response: Spring Iowa Math and Reading data was used as an informational

DISTRICT STRATEGIC GOALS

Mr. Richard Woods, State School SuperintendentOctober 2017 ● Page 1 of 31

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

wEST nEWTON ELEMENTARY SCHOOL 2019-2020

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: West Newton Elementary School District Name: NewtonPrincipal Name: Ms. Leah Green School Year: 2019-2020School Mailing Address: 13387 Brown Bridge Road Covington, GA 30016Telephone: (770) 385-6472District Title I Director/Coordinator Name: Dr. Shelia ThomasDistrict Title I Director/Coordinator Mailing Address: 2109 Newton DriveEmail Address: [email protected]: 770-784-2973-Dr. Shelia Thomas

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

Comprehensive Support School Targeted Support School

Title I Alert School

Revision Date:6-5-19

Revision Date: 8/20/19

Revision Date:

mailto:[email protected]

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

beyond test scores o Performance Objective C: Increase graduation rate

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

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

staff

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

stakeholders o Performance Objective C: Ensure strong community partnerships

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

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

the strategic plan




Planning Committee Members:NAME MEMBER’S

SIGNATUREPOSITION/ROLE

Mr. Sammy Fudge Principal Ms. Leah Green Assistant PrincipalMrs. Marci Scott Instructional CoachMrs. Maria Wright SPED Team Leader/ParentMrs. Frankie Daughtry 2nd Grade Team LeaderMrs. Leslie Studdard ESOLMrs. Jane White Pre-K Team LeaderMs. Tiffany Slaughter 4th Grade Team LeaderMs. Tori Durrett 5th Grade Team LeaderMrs. Margaret Thompson 1st Grade Team Leader




SWP/SIP Components1. Comprehensive Needs Assessment: Sec. 1114(b)(6)

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

We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were…Response: Sammy Fudge, PrincipalLeah Green, Assistant PrincipalMarci Scott, Instructional CoachMaria Wright, SPEDFrankie Daughtry, 2nd GradeLeslie Studdard, ESOLTori Durrett, 5th GradeTiffany Slaughter, 4th GradeJane White, Pre-KMargaret Thompson, 1st Grade

We have used the following instruments to obtain this information . . .

Response: Spring Iowa Math and Reading data was used as an informational source for identifying areas of needs. All grade levels showed an increase on the Iowa in Reading, ELA, and Mathematics from the Fall to the Spring. Seventy-three percent of all third graders showed an increase on the Spring 2019 administration of the Iowa Test in Reading. Seventy-two percent showed an increase in ELA and Seventy-eight percent showed an increase in Math. Seventy-nine percent of all fourth grades showed an increase in Reading. Eighty-four percent of fourth graders showed an increase in ELA and sixty-nine percent showed an increase in Math. Seventy-seven percent of all fifth graders showed an increase in Reading. Seventy-four percent showed an increase in ELA, while eighty-eight percent showed an overall increase in Math on the Spring Iowa Test. Though we are waiting on the Spring 2019 Georgia Milestones results for Grades 3rd- 5th , Georgia Milestones for 3rd – 5th Grade Spring 2018 indicated that West Newton has a large group of students performing at the beginning and developing level in both ELA and Math. GMAS results also indicated that thirty-three percent of all third graders performed at the beginning level while forty four percent of all third graders performed at the developing level on the Math portion of the GMAS. Whereas, fifty three percent of all fourth graders performed at Developing Level on the Math portion of the GMAS. Forty five percent of all fifth graders performed at the Beginning level while forty two percent of all fifth graders were at the Developing Level on the GMAS portion of the Math state assessment. The same pattern of performance is shown in both Science and Social Studies where roughly Eighty percent of the students




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

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

are performing at the beginning or developing levels in both content areas as indicated by the Georgia Milestones. West Newton subgroup performance indicates that roughly fifty five percent of all Hispanic students performed at the beginning level on the Science and Social Studies GMAS. Twenty three percent of all Hispanic students performed at the Developing Level in Science and Social Studies on the GMAS assessment. Whereas, Forty four percent of all African American students performed at the Beginning Level in the areas of Science and Social Studies on the GMAS. Thirty three percent of all African American students performed at Developing Level on the same assessments.

GMAS Subgroup Data














ELA MATH0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

72%78%

84%

69%74%

88%

IOWA Fall 2018-Spring 2019 Growth Chart

3rd Grade 4th Grade 5th Grade




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

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

MATH GOALWe will show a 1% increase in the area of Math as measured by the GMAS by the end of the 2019-2020 school year

OVERARCHING MATH PROGRAMWest Newton Elementary School teachers use the Georgia Department of Education Math Frameworks and Exemplars to provide students with practice of math concepts using many hands-on experiences that enable students to gain mastery of crucial mathematical skills. Pearson Envision Math is a resource, which can be used to incorporate opportunities for students to work in a variety of cooperative learning situations. Additionally, it provides each student with internet access to many resources that can be used at school or home.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras

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

Timeline for Implementati

on

Funding Source Evaluation Methods

Resources Needed

Math Manipulatives will be integrated into teachers’ daily lesson to lead students from concrete pictorial to the abstract thinking in math.

2019-2020 Title I Funds ObservationsLesson PlansInformal/Formal Assessments

Math Manipulatives

BrainPop/BrainPop, Jr. software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards.

2019-2020 Title I, Part A ObservationsLesson PlansInformal/Formal AssessmentsLogic Model

BrainpopComputersChromebooks






Title I Logic Model: Yes ☒ No☐Computer based and web-based resources will be used to provided struggling learners and at risk learners with the support and instruction they need to improve in based on their academic level. student support in the following content areas.


Educational Galaxy FlocabularyComputersChromebooks

Teachers will implement the research based instructional strategies of Summarizing and Notetaking and Similarities and Differences.

2019-2020 No Funding Source

ObservationsLesson PlansInformal/Formal Assessments

Notebooks, Paper, Colored Pencils, Glue sticks, Ink, Toner

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

We will use research based instructional strategies and fluency strategies to foster student success.


English Learners MigrantOur ESOL teachers will integrate research based instructional strategies and fluency strategies to foster student success with our ESOL students.


Race/Ethnicity/Minority Students With DisabilitiesWe will use research based instructional strategies and fluency strategies to foster student success.

With a focus on small group instruction, teachers will integrate research based instructional strategies to foster student growth and meet students’ individual learning goals.









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

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

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

Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional ParasIntervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)

Timeline for Implementation


Resources Needed

Reading and math tutors will be used to support the implementation of evidence-based instructional practices to provide intensive small group instruction

August 2019-May 2020

Title I, Part A ObservationsLesson PlansInformal/Formal AssessmentsLogic Model

Reading and Math Instructional ResourcesTutors

Instructional Coaches will assist in building teacher capacity and their understanding of instructional practices as related to the Georgia Performance Standards and Data Driven Instruction. The Instructional Coaches will ensure high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers.



Chart PaperPensInkIndex CardsSticky NotesTapeStaples/StaplerPaper Clips

The Title I Parent Contact will serve as the liaison between the school and the district. The Title I Contact will be used to assist the principal in carrying out the requirements of the Parent Involvement Program in order to provide parents with academically based strategies to help



Chart PaperPensInkIndex CardsSticky NotesTape

PARENT AND FAMILY ENGAGEMENT PROGRAMEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods Resources Needed

Parent and Family Engagement workshops will be held to provide parents with academic strategies to assist their children at home.


Title I, Part A Meeting EvaluationsParent SurveyLogic ModelSign-In SheetsAgendas

Light SnacksChart PaperComputersCommunication MethodsPaperPensInk/Toner

Parents Make a Difference and Parent Pointers are research-based newsletters and tip sheets that provide practical, proven information for parents, on a comprehensive array of school success topics. The documents will be posted on our school’s website and located in our parent resource room and main office.


District Funds

Parent SurveyLogic ModelSign-In SheetsAgendas

Communication MethodsPaperPensInk/Toner

We will offer in-person and continuous support and training to teachers to assist


Title I, Part A

Meeting EvaluationsLogic Model

Communication Methods

SOCIAL STUDIES GOALWe will show a 1% increase in the area Social Studies as measured by the GMAS by the end of the 2019-2020 school year

OVERARCHING SOCIAL STUDIES PROGRAMWest Newton Elementary School uses the Gallopade curriculum and Georgia Studies Weekly resources for Social Studies. 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 the Georgia Weekly Studies reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods

Resources Needed

The use of Primary Resources (research based instructional strategies) will be used to teach historical facts.



Social Studies lessons will be integrated into ELA/Reading using non-fiction leveled-readers and Interactive Notebooks to ensure that students have access to the content-rich information for comprehension.

2019-2020 School Year

No Funding Source



Teachers will work with students in small/flexible groups to provide authentic opportunities for students to make connections with self, text, and the world of social studies. Students also are provided opportunities to experience the social studies content in other subjects


No Funding Source

ObservationsLesson PlansInformal/Formal AssessmentsLogic Model

Reading A-Z SoftwareComputersChromebooks

BrainPop/BrainPop, Jr. software is utilized to access videos, games, quizzes, graphic organizers and, lesson

2019-2020 Title I, Part A

ObservationsLesson Plans

BrainpopComputers

SCIENCE GOALWe will show a 1% increase in the area of Science as measured by the GMAS.

OVERARCHING SCIENCE PROGRAMWest Newton Elementary School uses Inspire Science textbook and resources. 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 the Inspire Science reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods

Resources Needed

BrainPop/BrainPop, Jr. software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards.Title I Logic Model: Yes ☒ No☐



Computer based and web-based resources will be used to provided struggling learners and at risk learners with the support and instruction they need to improve in based on their academic level. student support in the following content areas.



Science materials and resources will be used to ensure that students have access to the content-rich information for comprehension of science standards.


Title I, Part A Science Materials

Teachers will work with students in small/flexible groups to provide authentic opportunities for students to make connections with self, text, and the


Title I, Part A ObservationsLesson PlansInformal/Formal

Reading A-Z SoftwareComputers

ELA/READING GOALWe will show a 1% increase in the area of ELA/Reading as measured by the GMAS.

OVERARCHING ELA/READING PROGRAMWest Newton Elementary School teachers utilize the Phonics kits, Next Step Guided Reading, Traits Writing, and county unit plans. These research-based programs encompass all areas of literacy and address the six components of a balanced reading program. These programs link classroom instruction with everyday experiences, authentic literature, and all other areas of the curriculum. County-developed and school level units that coordinate the Next Step Guided Reading with Learning Focused strategies and the Georgia Performance Standards are also used.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras




Resources Needed

Teachers will use Six Step Vocabulary strategy as a means of teaching content specific vocabulary

2019-2020 No Funding Source ObservationsLesson PlansInformal/Formal Assessments

Six Steps Flip Chart

BrainPop Software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards.Title I Logic Model: Yes ☒ No☐








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

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

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

Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional ParasIntervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)



Resources Needed

Reading and math tutors will be used to support the implementation of evidence-based instructional practices to provide intensive small group instruction



Reading and Math Instructional ResourcesTutors

Instructional Coaches will assist in building teacher capacity and their understanding of instructional practices as related to the Georgia Performance Standards and Data Driven Instruction. The Instructional Coaches will ensure high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers.



Chart PaperPensInkIndex CardsSticky NotesTapeStaples/StaplerPaper Clips

The Title I Parent Contact will serve as the liaison between the school and the district. The Title I Contact will be used to assist the principal in carrying out the requirements of the Parent Involvement Program in order to provide parents with academically based strategies to help



Chart PaperPensInkIndex CardsSticky NotesTape

PARENT AND FAMILY ENGAGEMENT PROGRAMEvidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods Resources Needed

Parent and Family Engagement workshops will be held to provide parents with academic strategies to assist their children at home.


Title I, Part A Meeting EvaluationsParent SurveyLogic ModelSign-In SheetsAgendas

Light SnacksChart PaperComputersCommunication MethodsPaperPensInk/Toner

Parents Make a Difference and Parent Pointers are research-based newsletters and tip sheets that provide practical, proven information for parents, on a comprehensive array of school success topics. The documents will be posted on our school’s website and located in our parent resource room and main office.


District Funds

Parent SurveyLogic ModelSign-In SheetsAgendas

Communication MethodsPaperPensInk/Toner

We will offer in-person and continuous support and training to teachers to assist


Title I, Part A

Meeting EvaluationsLogic Model

Communication Methods


SOCIAL STUDIES GOALWe will show a 1% increase in the area Social Studies as measured by the GMAS by the end of the 2019-2020 school year

OVERARCHING SOCIAL STUDIES PROGRAMWest Newton Elementary School uses the Gallopade curriculum and Georgia Studies Weekly resources for Social Studies. 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 the Georgia Weekly Studies reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods

Resources Needed

The use of Primary Resources (research based instructional strategies) will be used to teach historical facts.



Social Studies lessons will be integrated into ELA/Reading using non-fiction leveled-readers and Interactive Notebooks to ensure that students have access to the content-rich information for comprehension.


No Funding Source



Teachers will work with students in small/flexible groups to provide authentic opportunities for students to make connections with self, text, and the world of social studies. Students also are provided opportunities to experience the social studies content in other subjects


No Funding Source

ObservationsLesson PlansInformal/Formal AssessmentsLogic Model

Reading A-Z SoftwareComputersChromebooks

BrainPop/BrainPop, Jr. software is utilized to access videos, games, quizzes, graphic organizers and, lesson

2019-2020 Title I, Part A

ObservationsLesson Plans

BrainpopComputers

SCIENCE GOALWe will show a 1% increase in the area of Science as measured by the GMAS.

OVERARCHING SCIENCE PROGRAMWest Newton Elementary School uses Inspire Science textbook and resources. 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 the Inspire Science reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras



Funding Source

Evaluation Methods

Resources Needed

BrainPop/BrainPop, Jr. software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards.Title I Logic Model: Yes ☒ No☐






Science materials and resources will be used to ensure that students have access to the content-rich information for comprehension of science standards.


Title I, Part A Science Materials

Teachers will work with students in small/flexible groups to provide authentic opportunities for students to make connections with self, text, and the


Title I, Part A ObservationsLesson PlansInformal/Formal

Reading A-Z SoftwareComputers

ELA/READING GOALWe will show a 1% increase in the area of ELA/Reading as measured by the GMAS.

OVERARCHING ELA/READING PROGRAMWest Newton Elementary School teachers utilize the Phonics kits, Next Step Guided Reading, Traits Writing, and county unit plans. These research-based programs encompass all areas of literacy and address the six components of a balanced reading program. These programs link classroom instruction with everyday experiences, authentic literature, and all other areas of the curriculum. County-developed and school level units that coordinate the Next Step Guided Reading with Learning Focused strategies and the Georgia Performance Standards are also used.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Person(s) Responsible: Administrators, Instructional Coaches, Classroom Teachers, SPED, EIP, ESOL, Title Teachers, Instructional Paras




Resources Needed

Teachers will use Six Step Vocabulary strategy as a means of teaching content specific vocabulary

2019-2020 No Funding Source ObservationsLesson PlansInformal/Formal Assessments

Six Steps Flip Chart

BrainPop Software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards.Title I Logic Model: Yes ☒ No☐






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

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

Wildcat Tutorial Program for ELA/Reading and Math Morning Intervention to address deficits identified on the GMAS Mentoring Program with our Business Partners ViewPoint Mental Health Services for students and parents (counselor)

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

Career Day, College Wall, College Days

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

State PBIS Model that focuses on students making positive behavior choices. Tier 1-Teacher working with students and parents to resolve conflictTier 2-Teacher working with parents, guidance, and Behavior Intervention Specialist to resolve conflictTier 3-Administration working with students, teacher, counselor, RTI chair, and parent

d. professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects

We have included teachers, principals, and paraprofessionals, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs.

Root Cause Professional Learning to Address Root CauseVocabulary

Students do not have decoding strategies.

Students do not have time to practice decoding strategies

Parents lack the skill set to support students with reading at home.

Reading Instruction Instructional Coach Classroom Support Educating Faculty and Staff

Parent Academies-Vocabulary




Writing Students lack the knowledge needed

to determine when it is appropriate to use formal vs. informal language

Students need to enhance writing skills

Parents lack the skill set to support students with writing at home

Six Traits Writing Modeling by the instructional coaches Daily Oral Language/Mentor Sentences Educating Faculty and Staff Parent Academies-written expression

Basic Math Students lack understanding of number

sense. Students lack understanding of math

vocabulary. Students lack understanding of basic

math facts. Parents lack the skill set to help students

with math at home

Number Talks Math Strategies 6 Step Vocabulary Process (Math) Instructional Coach Classroom Support Educating Faculty and Staff Parent Academies- Math Strategies

. . . Response . . . Response

We have included teachers in professional development activities regarding the use of academic assessments, to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways. . .

Professional Development and resources to increase students decoding strategies and reading skills.

Professional Development and resources to increase Lexile Levels across all grade levels. Professional Development and resources for Number Talks and Concrete-

Representational-Abstract (CRA) model across all grade levels. Professional Development and resources to improve writing skills across all grade levels. Professional Development and resources to improve basic math facts. Professional Development and resources to close the achievement gap between students

with disabilities and white students in the area of math.

We have devoted sufficient resources to carry out effectively the professional development activities recruit and retain effective teachers, particularly in high need subjects in the following ways. . .




Professional Learning Activity Year(s) Offered

Number of Participants

On-site (school) orOff-site (Central office, conference, or other)

CRA Math Model- Concrete, Representational, Abstract

2013-2020 School-wide On-site/County Level

Math Talks/Number Talks 2013-2020 School-Wide On-site/County Level

Differentiated Instruction 2013-2020 School-Wide On-site/County Level

Learning Focused School Strategies 2001-2020 School-wide On-site/County Level

Common Core Georgia Performance Standards

2004-2020 School-wide On-site and State Level Training for Coaches and administration

Math Strategies for Instructional Improvement

2006-2020 School-wide On-site/Conferences/ Griffin RESA

Co-Teaching 2007-2020 School-wide On-site

Science Strategies for Instructional Improvement

2012-2020 School-wide On-site/County Level/Griffin RESA staff

Research Based Instructional Strategies 2010-2020 School-Wide On-site/County level

6 Step Vocabulary Process 2011-2020 School-wide On-site/County level

Robert Marzano’s Strategies/Professional Development

2010-2020 School-Wide On-site/County level

Standards Based Classrooms 2007-2020 School-wide On-site

TKES/Walkthroughs/Edivate 2007-2020 School-wide On-Site

RTI Training 2007-2020 School-wide On-Site

Implementing GA Frameworks 2009-2020 School-wide On-Site

LFS-KUDS/Student Learning Maps/Concept Maps

2009-2020 School-wide On-Site

Infinite Campus Training 2009-2020 School-wide On-Site

Mindset Training 2009-2020 SPED teachers/parapros

BOE

Early Numeracy/Math Exemplars 2010-2020 School-wide On-site/District Level

Traits Writing 2014-2020 Gr. K-5 District Level

Daily 5/Café 2014-2020 Gr. K-5 District Level

Parent Math Academies 2014-2020 School-Wide On-Site

Dr. Cupp Readers/Jack n Jilly 2012-2020 Gr. K-2 On-Site




Canvas 2016-2020 School-Wide On-Site/District Level

Use of Mentor Sentences to support and improve writing.

2016-2020 School-Wide On-Site

e. strategies for assisting preschool children in the transition from early childhood education

Response: Currently, West Newton has three Pre-Kindergarten classes. Two serve as regular classrooms and one serves as a special needs classroom. Our Pre-Kindergarten staff is included in all the professional development opportunities that take place at the school. Pre-Kindergarten parents attend conferences with the Pre-K staff to gain information on the transition services provided for the students. Community daycares and Head Start Programs are allowed to bring their Pre-Kindergarten students to West Newton to visit our Kindergarten classes. Kindergarten Round-Up is a county initiative that takes place each spring. Kindergarten Round-Up provides parents an opportunity to register their children for Kindergarten classes early. Babies Can’t Wait is an organization designed to provide services to students that have developmental delays works alongside West Newton to make certain that students are provided with adequate and appropriate education services, for example speech.




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

program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section;

Response: West Newton’s leadership team, which is comprised of representatives of all grade levels and departments, as well as community stakeholders met to develop the Title I School-Wide Plan over an entire year when it was initially presented for approval. Subsequently, each year thereafter, the School-Wide Plan is reviewed annually by all stakeholders.

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

Response: The following group of people participated in developing and reviewing West Newton’s Title I School- Wide Plan for the 2019-2020:

Principal Assistant Principal Instructional Coach Title I Planning Team (Leadership team members representative of different grade

levels and department)The groups listed include individuals that will be directly involved in carrying out the implementation of the School-Wide Title I Plan. Our annual process for involving stakeholders in updating the School-Wide Title I Plan includes: Inviting stakeholders to review data and provide input and make suggestions on how the School-Wide Plan/Program is implemented and how parents can be more involved in the educational process and how Title I monies can be best spent throughout the school year.

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

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

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

Response: The School-Wide Title I plan is posted on the schools’ website for our parents and the public to view annually. Copies of the School-Wide Plan are available in the front office and the media center. The Newton County Board of Education’s Federal Programs Office has both an electronic and paper copy of plan available as well.

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

improve student achievement. Sec. 1111(d)(B)Response: We are using evidence-based or other effective strategies to improve student achievement through the use of logic models. See Appendix for Software Logic Model ( All software programs must have a separate logic model)See Appendix for Instructional Coach Logic Model See Appendix for Title I Tutoring Program Logic Model See Appendix for Title I Class Size Reduction Logic Model See Appendix for Title I Supplemental Teacher Logic Model See Appendix for Title I Paraprofessional Logic Model See Appendix for Professional Learning See Appendix for Behavior Logic Model See Appendix for Building Parent Capacity Logic Model See Appendix for Building Staff Capacity Logic ModelSee Appendix for Parent Survey

b. Describe how the school will implement effective parent and family engagement strategies under section 1116; Sec. 1112(b)(7)

All students participating in the Title I, Part A program, and their families will be encouraged and invited to fully participate in all parent and family engagement opportunities. West Newton Elementary School will provide full opportunity for the participation of parents and family members by…

Linked to Learning Meetings We will provide assistance to parents regarding understanding the state standards, state

and local assessments, provide materials and training to help parents work with their children to improve their achievement (including education about the harms of copyright piracy), as appropriate, to foster parent and family engagement using primary and secondary methods.

Annual Title I Parent Orientation Invite all parents in multiple ways to our annual parent orientation meeting, at a convenient time,

to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parent and family engagement policy, the schoolwide plan, and the school-parent compact.

Accessibility We will share information related to school and parent programs, meetings, and other

activities to the parents of participating children (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children) in a format and, to the extent practicable, in a language the parents can understand.

Annual Parent Input Meeting Jointly developing with parents of participating children a school-parent compact that

outlines how parents, the entire school staff, and students will share the responsibility for




improved student academic achievement and the means by conducting an annual parent input meeting and by providing feedback forms on our school’s website, in our front office or parent resource room.

Coordinating Programs Coordinating and integrating parental involvement programs and activities with other

Federal, State, and local programs, including public preschool programs, and conducting other activities, such as parent resource centers, that encourage and support parents to fully participating in the education of their children

Flexible Meeting Times We will offer flexible number of meetings, such as meetings in the morning or evening,

and may provide, with funds provided under Title I, transportation, childcare, or home visits.

Other Reasonable Support

● Providing such other reasonable support for parental involvement activities, as parents may request.

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

Response: West Newton is an elementary schoolii. through increased student access to early college high school or dual or

concurrent enrollment opportunities, or career counseling to identify student interests and skills; Sec. 1112(b)(10)

Response: West Newton is an elementary school

SOFTWARE: BrainPOPMODEL RESPONSESSMART Goal: Increase teacher usage of the BrainPOP software program by 3% by the

end of the 2019-2020 School Year as measured by the usage report.




Name of Intervention/Strategy/Practice:

BrainPOP

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

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

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

https://www.evidenceforessa.org/http://www.bestevidence.org/https://ies.ed.gov/ncee/wwc/

A Study of the Effectiveness of BrainPOP – Executive Summaryhttps://educators.brainpop.com/printable/study-effectiveness-brainpop-executive-summary/The Effectiveness of BrainPOPhttps://educators.brainpop.com/printable/study-effectiveness-brainpop-full-report/RTI and BrainPOPhttps://educators.brainpop.com/funding/research-resources/rti-and-brainpop/Fluency Games and BrainPOPhttps://educators.brainpop.com/printable/fluency-games-brainpop/

Intervention Population: School:WNES

Person Responsible: Principal, Teachers, Instructional CoachesImplementation Plan of Action: 1. Gather baseline data from the BrainPOP software program

usage report. 2. Classroom teachers will use the software program to support

instruction and engage students in the lessons.3. Gather data at mid-year and the end of the year to determine

how much teachers used the software program.

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

Success will be measured from reviewing the teacher usage reports. Participating Schools theorizes that teacher usage will increase by 3%.

What are the outcomes or milestones that will evaluate success?

Mid-Year: The midyear growth will be 11/2 % as measured by teacher usage of BrainPOP software. End of Year: The end of the year growth will be measured by the end of the year usage of the BrainPOP software to show a 3% increase from the beginning of the year.

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

Evidence-Based Evaluation Due: May 24, 2020NCSS Feedback:

SOFTWARE: EDUCATION GALAXYMODEL RESPONSESSMART Goal: Increase the percentage of students by 1% in grades in all content

areas as measured by the IOWA.Name of Intervention/Strategy/Practice:

Education Galaxy





https://educators.brainpop.com/printable/fluency-games-brainpop/

https://educators.brainpop.com/funding/research-resources/rti-and-brainpop/

https://educators.brainpop.com/funding/research-resources/rti-and-brainpop/

https://educators.brainpop.com/printable/study-effectiveness-brainpop-full-report/

https://educators.brainpop.com/printable/study-effectiveness-brainpop-full-report/

https://educators.brainpop.com/printable/study-effectiveness-brainpop-executive-summary/

https://educators.brainpop.com/printable/study-effectiveness-brainpop-executive-summary/

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

http://www.bestevidence.org/

https://www.evidenceforessa.org/

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


Intervention Population: Grades K-5Person Responsible: Classroom Teachers, Instructional Coach, PrincipalImplementation Plan of Action: Gather baseline data (Prettest for grades 1-5) from the Fall

administration of the IOWA. Classroom teachers will review the data and develop interventions

based on content area skill deficits. The Instructional Coach will meet with the teachers to monitor

student progress. Students will take a mid-year benchmark assessment to assess

mid-year growth. Principal will meet with the instructional coach to discuss student

achievement. Gather baseline data (Posttest) from the end-of-year IOWA

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

Success will be measured from progress monitoring and the pre/post assessments from IOWA. WNES theorizes that student skills and knowledge will transfer from Education Galaxy to the GMAS and IOWA.


Mid-Year: The midyear growth will be 1 ½ % as measured by teacher reading/math benchmark End of Year: The end of the year growth will be measured by the IOWA assessment to show a 3% increase.

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

Evidence-Based Evaluation May 24, 2020NCSS Feedback:

SOFTWARE: FLOCABULARYMODEL RESPONSESSMART Goal: Increase the percentage of students by 1% in grades in all content

areas as measured by the IOWA.Name of Education Galaxy




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















SOFTWARE: EDUCATION GALAXYMODEL RESPONSESSMART Goal: Increase the percentage of students by 1% in grades in all content

areas as measured by the IOWA.





Education Galaxy
















TITLE I INSTRUCTIONAL COACHMODEL RESPONSES

SMART Goal: To increase student achievement in all areas by 1% as measured on the IOWA by the end of the school year.

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




Response:

Instructional CoachingBy: Lucy Steiner, Julie Kowal http://www.readingrockets.org/article/instructional-coachingThree Steps to Great Coachinghttp://cabooseit.s3.amazonaws.com/makes_sense_strategies/3-steps-to-great-coaching.pdfMarzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.



Intervention Population: SchoolwidePerson Responsibles: Principal, Instructional Coaches

Implementation Plan of Action: Instructional Coaches are utilized to develop, provide, and monitor on-going professional learning in all

academic areas to support teachers and paraprofessionals. West Newton’s instructional coaches support teachers by modeling high quality standards-based

instruction, gathering important instructional resources and helping teachers understand the benefits. ICs will conduct monthly new teacher classes to help the new teachers gain a more in-depth

understanding of our school data, how to use the data, how to plan for instruction, differentiate the instruction for all learners as well as how to make instructional adjustments when students do not master the content.


Success will be measured from progress monitoring and the pre/post assessments. The school theorizes that student scores on the Spring IOWA assessment will increase by 1%.


Beginning of Year: Gather pretest data from the Fall administration of the IOWA. The first of the year growth will increase by .5 % as measured by teacher benchmarks by midyear.End of Year: The end of the year growth will be measured by the IOWA assessment to show a 1% increase.


Evidence-Based Evaluation Due May 24, 2020NCSS Feedback:

TITLE I TUTORSMODEL RESPONSES

SMART Goal: To increase student achievement in math in grades 3-5 by 1% as measured on the IOWA by the end of the school year.

Intervention/Strategy/Practice: Supplemental Math Class




Current Research Available that demonstrated rationale that suggests it may work: Classroom Instruction That Works by R.J. Marzano, D.J. Pickering, and J.E. Pollock, 2001,

Alexandria, VA: ASCD Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on

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

Alexandria, VA: Association for Supervision and Curriculum Development.Is there an ESSA Rating in place for this software? If so, what is it?


Intervention Population:Person Responsible: Classroom Teacher, Instructional Coach, Principal

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

for classroom implementation. Supplemental teacher will collaborate with the classroom teacher on student progress over identified

areas of weaknesses. Supplemental teacher will administer a midterm benchmark to assess growth. Principal will meet with the instructional coach and supplemental teacher bi-monthly to discuss

student achievement. Supplemental teacher will continue to target areas of weaknesses for each student. Gather baseline data (Posttest) from the spring administration of the IOWA.


Success will be measured from progress monitoring and the pre/post assessments. The school theorizes that student scores on the Spring IOWA assessment will increase by 1%.


Beginning of Year: Gather pretest data from the Fall administration of the IOWA.The first of the year growth will increase by .5 % as measured by teacher benchmarks by midyear. End of Year: The end of the year growth will be measured by the IOWA assessment to show a 1% increase.

Progress Monitoring Dates: Beginning of Year: September, 28, 2019End of Year: May 2020


SOFTWARE: READING A-ZMODEL RESPONSES




SMART Goal: Increase the percentage of students by 1% in grades in all content areas as measured by the IOWA.


Education Galaxy
















PROFESSIONAL LEARNING




MODEL RESPONSESSMART Goal: To increase student achievement in all areas by 1% as

measured on the IOWA by the end of the school year.Intervention/Strategy/Practice: Professional Learning


Five Phases of Professional Development :North Central Regional Educational Laboratory

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

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



Intervention Population: Certified Teachers and Classified Staff

Person Responsible: Administration, Instructional CoachesImplementation Plan of Action:

1. Gather information through walkthroughs, observations, classroom data, and surveys to determine professional learning needs

2. Determine which staff will benefit from the professional learning session3. Identify objectives and measurable evidence for building teacher capacity and student achievement. 4. Specify additional learning opportunities and follow-up sessions to support implementation; plan for

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


We will measure the success through the pre and posttest data from All in Learning, NSGRA Guided Reading, Phonics progression and by 1% growth as measured by the IOWA.


Beginning of the Year: Gather pretest data from the Fall administration of the IOWA.The first of the year growth will increase by .5 % as measured by teacher benchmarks by midyear.End of Year: The end of the year growth will be measured by the IOWA assessment to show a 1% increase.






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

TITLE I PARENT ENGAGEMENT PROGRAMMODEL RESPONSES

SMART Goal: To provide four or more opportunities to build staff capacity to work with parents as equal partners by the end of the 2019-2020 school year.

Intervention/Strategy/Practice:

Building Parent Capacity using Primary and Secondary Methods

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

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


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

Classroom TeachersImplementation Plan of Action:

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

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

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

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

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




academic success.

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

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


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

We theorize that parents will become, supporters, encouragers, monitors, advocates, decision makers, and collaborators in the efforts to increase student achievement.


Higher grades and test scores, high school attendance, greater likelihood of graduating from high school, better chance of postsecondary enrollment, fewer discipline issues,

Evidence-Based Evaluation (Due May 24, 2020)


SMART Goal: To provide four or more opportunities to build staff capacity to work with parents as equal partners by the end of the 2019-2020 school year.


Building Staff Capacity using Primary and Secondary Methods

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

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






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


Primary MethodIn-Person Faculty Meeting

1st Nine Weeks

Due by August 31 of each school year

Powerful Partnerships:Staff Parent and Family Engagement Orientation

*Secondary MethodHandouts, Tip Sheets, Videos

2nd Nine Weeks

Due by the end of the 2nd nine weeks

(December 1, 2019)

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

Primary MethodIn-Person Faculty Meeting

3rd Nine Weeks

Due by January 31 of each school year

Powerful Partnerships:Building Powerful Partnerships: School Parent Compacts

*Secondary MethodHandouts, Tip Sheets, Videos

4th Nine Weeks

Due by the end of the 4th nine weeks (May 10, 2020)

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


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

We theorize that our faculty and staff will provide high-quality customer service, honor and recognize families’ funds of knowledge, connect family engagement to student learning, and create a welcoming and an inviting school culture


Parents and the school will be able to work with each other as equal partners in the efforts to increase student achievement.

The students’ education will become a shared responsibility.

Evidence-Based Evaluation (Due May 24, 2020)NCSS Feedback:





SMART Goal: To have at least 33% of parents that offer input on our Title I Parent and Family Engagement Program as measured by the 2019-2020 Parent and Family Engagement Survey.


Parent Survey

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

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

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


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

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

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

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

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

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




culture Collaborators

2018-2019 Student Enrollment

2018-2019 # of Parents who took the survey

2019-2020 Student Enrollment

2019-2020 # of Parents who took the survey




Documents

wnes.newtoncountyschools.org · Web viewWe have used the following instruments to obtain this information . . . Response: Spring Iowa Math and Reading data was used as an informational