DEKALB COUNTY SCHOOL SYSTEM · 2016. 1. 25. · School Name: Stone Mountain Elementary School...

DeKalb County School System

Stone Mountain Elementary School

Consolidated School Improvement Plan

2012-2013

School Name: Stone Mountain Elementary School Principal: Dr. Angela Hairston Plan Year: 2012-2013

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DeKalb County School System

CONSOLIDATED SCHOOL IMPROVEMENT PLAN 2012-2013

Title I School Wide Plan 2012-2013

The Consolidated School Improvement Plan (CSIP) contains and/or is aligned with the following guidelines and mandates:

No Child Left Behind Act of 2001 Federal and State mandate

Required for all DeKalb County Schools

AdvancEd (SACS CASI) Required for District-wide Accreditation

Georgia Department of Education Annual School Improvement Plan

AYP Addendum (as appropriate)

___NI School Improvement Focus (NI-1 and NI-2)

___Corrective Action (NI-3 and NI-4)

___Restructure (NI-5+)

Georgia DOE mandate


NI, Corrective, and Restructuring Plans must

be implemented in the same year written with a

two-year plan required. Revisions may be

made as new data becomes available.

Title I

___New Title I School-wide Plan

_X_ Annual Addendum

___Targeted Assistance Plan

Required for all Title I DeKalb County Schools

New School-wide Plans require a stakeholder

survey and an intensive year-long research and

planning process

DeKalb County School System Departmental Action Plans

X____Professional Learning

X____Library-Media

X____School Climate

X____Teacher Retention

X____Health and Wellness


Copy to individual departments


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CSIP Table of Contents

Section Page #

Statement of Quality Assurance (NCLB Mandate) 3

Integration of AdvancEd (SACS CASI) and Georgia DOE School Standards 4

Establishing a CSIP Facilitator, Committee, and Subcommittees 4

Steering Committee Members and Signatures 6

Mission and Vision (NCLB Mandate) 7

Developing a Comprehensive Needs Assessment (NCLB Mandate) 8

Leadership and Governance (NCLB Mandate) 10

Instruction by Highly Qualified Teachers (NCLB Mandate) 16

Teacher Involvement in Decisions Regarding the Use of Academic Assessments (NCLB Mandate) 18

Providing Students with Effective, Timely Additional Assistance to Meet Student Needs (NCLB Mandate) 19

Plans for Assisting Students during Transitions (NCLB Mandate) 21

Support Services for Student Learning (NCLB Mandate) 23

Strategies to Increase Parental Involvement (NCLB Mandate) 24

Stakeholder Communication (NCLB Mandate) 28

Scientifically Based Research (NCLB Mandate) 29

Coordination and Integration of Federal, State, and Local Services and Programs (NCLB Mandate) 31

Reading/ELA Action Plan (NCLB Mandate) 34

Math Action Plan (NCLB Mandate) 40

Science Action Plan 45

Social Studies Action Plan 48

2nd

Indicator – Attendance/Graduation Rate Plan (NCLB Mandate) 51

Library-Media Action Plan 53

Professional Learning 56

School Climate Action Plan (NCLB Mandate) 59

Teacher Retention Action Plan 62


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Statement of Quality Assurance

To ensure that school and district stakeholders have a common understanding regarding the development and implementation of the

Consolidated School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its

entirety. By his or her signature on this page, each party attests to the fact that he or she approves of the plan.

I hereby certify that, to the best of my knowledge, the information contained in the attached Consolidated School wide Improvement

Plan (CSIP) is correct, complete, addresses all components required under Federal, State, and district laws, policies, and regulations,

and that all specified assurances have been and/or will be met within the operating period of this plan.

Principal:

Dr. Angela Hairston

Date:

Area Assistant Superintendent:

Dr. Kenneth Bradshaw

Date:

The Consolidated School Improvement Plan (CSIP) contains and/or is aligned with the following guidelines and mandates:

Elementary and Secondary Education Act (ESEA) of 1965

(Formerly known as ESEA)

Federal and State mandate


AdvancEd (SACS CASI) Required for District-wide Accreditation

Georgia Department of Education Annual School Improvement Plan

AYP Addendum (as appropriate)

___NI School Improvement Focus (NI-1 and NI-2)

___Corrective Action (NI-3 and NI-4)

___Restructure (NI-5+)

Georgia DOE mandate


NI, Corrective, and Restructuring Plans must

be implemented in the same year written with a

two-year plan required. Revisions may be

made as new data becomes available.

Title I

___New Title I School wide Plan

_X__Annual Addendum

___Targeted Assistance Plan

Required for all Title I DeKalb County Schools

New School wide Plans require a stakeholder

survey and an intensive year-long research and

planning process

DeKalb County School System Departmental Action Plans

_X__Professional Learning _X__Library-Media

_X__School Climate _X__Teacher Retention

___Career Technology (Middle and High Schools)



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Integration of AdvancED (SACS CASI) and Georgia DOE School Keys

The following standards are incorporated and adhered to in this CSIP document:

AdvancED (SACS CASI) Accreditation Standards

Vision and Purpose

Governance and Leadership

Teaching and Learning

Documenting and Using Results

Resources and Support Systems

Stakeholder Communications and Relationships

Commitment to Continuous Improvement

Georgia School Key Strands

Curriculum

Assessment

Instruction

Planning and Organization

Student, Family and Community

Professional Learning

Leadership

School Culture

Establishing a CSIP Facilitator, Steering Committee, and Subcommittees

The principal will appoint a CSIP Facilitator and ensure that the Steering Committee (SC) is representative of all stakeholders. This

includes school administrators, teachers, classified staff members, parents, and community members. High schools must have at

least one student representative. The CSIP Facilitator is responsible for oversight of the CSIP throughout the planning process and

the submission of the final document to the principal for approval. The SC is comprised of the CSIP Facilitator and the chairpersons

of all subcommittees. The SC and subcommittees are responsible for the development, on-going monitoring, and implementation of

the CSIP. The SC will make necessary revisions to the Plan, collect evidence files for Quality Assurance and perform the End-of-Year

Review of the school’s success in implementing the Consolidated School Improvement Plan.


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School Council Approval Form

Purpose of Meeting: According the 2009 Georgia School Code, all school improvement plans (CSIP) must be submitted to the local

School Council for "review, comments, recommendations, and approval".

The signatures below indicate that the Consolidated School Improvement Plan for the school above has been approved by the

school’s local School Council.

Printed Names of Council Members Signatures of Council Members Date Signed

1. Dr. Angela Hairston, Principal

2. Ms. Yolanda Parsons, Parent

3. Chantel Douglas, Parent

4. Ms. Cynthia Champa, Teacher

5. Ms. Dorethea Hunter-Holt, Teacher

6. Ms. Barbara Clanton, Community Representative

7. Sonja Griffin, Parent

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

A copy of this document must be maintained at the school and available for monitoring by the State and federal agencies.


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CSIP Steering Committee Members

Participant/Role Printed Name Signature Date

School Principal

Dr. Angela Hairston

SWP Facilitator

Ms. Devora Spear

*Parent Representatives

(can not be a school employee)

Ms. Yolanda Parsons

*Student Representatives

(required for High School)

N/A

Community Representatives

(can not be a school employee)

Mr. Richard Mailman

Office of Federal Programs

Representative

Dr. Virginia Lucear-Johnson

School Counselor

Ms. Teresa Moore

Special Education Representative

Mrs. Nesbitt-Smith

Reading/ELA Chair

Mrs. Hightower-Jones

Math Chair

Ms. Dorethea Hunter-Holt

Science Chair

Ms. Crystal Pounds

Social Studies Chair

Ms. Karen Biagas

Professional Learning Liaison

Ms. Summer Perry

School Principal

Dr. Angela Hairston

SWP Facilitator

Ms. Devora Spear


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School Mission and Vision

DeKalb County School System School

Vision

What is our image of a successful school

for our stakeholders?

“Premier DeKalb Schools” – Setting the

standard for Excellence through unity and

purpose.

All students are successful and productive

in a global society.

Mission

How will we make our vision a reality?

The mission of the DeKalb County School

System is to form a collaborative effort

between home and school that maximizes

students’ social and academic potential,

preparing them to compete in a global

society.

The mission of Stone Mountain

Elementary is to teach the total child

within a collaborative effort between

home, school, and community to ensure

academic success in a safe and nurturing

learning environment.

Values

What beliefs and standards guide our

mission?

Value and promote parent

involvement

Regard quality public education as

essential

Honor universal human rights

Contribute to the common good of our

community

Hold high expectations for ALL

All students can learn and achieve.

The teaching profession is built

around personal integrity, professional

loyalty, technical knowledge and

skills that develop responsible, caring,

and productive students who will

contribute positively into our society.

Learning is a life-long activity


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Developing a Comprehensive Needs Assessment (NCLB Mandates #1 and #11 – must be updated annually)

1) Provide a brief description of your school and community. Include the following information:

Stone Mountain Elementary has a long, proud history as part of the local community and DeKalb County. The first school dates back

to the 1800's and was a private school. The first public school was built in 1907. The current Memorial Drive location has been the site

of several buildings and subsequent additions since 1925. The newest addition to the campus is a multipurpose building known as

"Pirates Cove". This building was completed in May 2003. The school has undergone many positive changes since its public

education beginnings nearly 100 years ago.

Enrollment Enrollment Demonstrated Strengths

Economically

Disadvantaged

500 Attendance

Students from Major

Racial & Ethnic

Groups

Asian- 0 N/A

Black- 482 Some students in grades 3-5 showed an increase

in reading and writing.

Hispanic- 19 Some students in grades 3-5 showed an increase

in reading.

White- 7 Some students in grades 3-5 showed an increase

in reading.

Students with

Disabilities.

19 Some students in grades 3-5 showed an increase

in reading.

Students with

Limited English

Proficiency

(ELL)

4.5 Some students in grades 3-5 showed an increase

in reading.

2) Describe how the school stakeholders and the CSIP Steering Committee developed a comprehensive needs assessment.

Include the following information:

We have developed our School-wide plan with the participation of individuals who will carry out the comprehensive School-wide

Improvement Program Plan. Those persons involved were . . .

School Principal- Angela B. Hairston


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SWP Facilitator-Devora Spear

Parent Representative- Yolanda Parsons

Community Representative- Richard Mailman

Title I Representative- Dr. Virginia Lucear-Johnson

School Counselor- Teresa Moore

Special Education Representative-Shelia Hunt-Jones

Reading/ELA Chair-Joi Williams/Lena Hightower-Jones

Math Chair- Dorethea Hunter-Holt

Science Chair-Crystal Pounds

Social Studies Chair-Karen Biagas

Professional Learning Liaison-Summer Perry

Data is collected, disaggregated, and reported on a consistent basis. During the summer the School-wide Improvement Plan Team,

which included administrators, counselors, grade level representatives, instructional coach, Special Education coordinator, and

parents, began looking at year end data (Spring CRCT and State Assessment results, benchmark data, RTI data, Report Card data and

school-wide attendance) in preparation for the upcoming year. The team was divided into groups to brainstorm and identify common

trends. Goals were developed at this time know in that they may change when the official AYP report is released at the end of July.

At the beginning of the school year the team met to incorporate the Spring CRCT/State Assessment results into the analysis. The

group brainstormed again to see if the strategies needed to be adjusted. During this time, targets were identified for improvement and

results were shared with the faculty and parents. Parents and community stakeholders received data information during the System-

wide Parent Involvement Meetings. These meetings are held twice a year through Title-I Program.

Stone Mountain Elementary (SME) provides information to parents through newsletters, parent conferences, teacher meetings,

emails, and calling post. Parental Involvement Policies and School Improvement Plan are shared with parents and community

stakeholders on an ongoing basis. Data results are located in the Comprehensive Needs Assessment and School-wide Improvement

Plan. Teachers gather and analyze data from formative and summative assessments every six weeks. This data is used to drive the

instruction of the learning environment and develop individual student level plans to increase academic success.

A. We have used the following instruments, procedures, or processes to obtain this information . . .

Brainstorming as a means to correlate our needs assessment and strategies as well as the best practices that enable us to

work methodically and strategically.

Student data concerning attendance is gathered from the school’s student information system.

CRCT scores are also compiled to determine which, if any, remedial programs should be offered in order to group students

in programs designed to meet their academic needs.

Benchmark testing is used to evaluate students every six weeks. Test scores are analyzed and used to drive instruction.


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Response to Intervention (RTI) information is available through the Counselor’s Office.

Information is maintained in guidance records on individual students. This is used for individual counseling and for

developing instructional plans that meets a student’s needs.

The Special Education Department utilizes progress monitoring to track student achievement student’s Individual

Educational Plan (IEP).

3) Identify data used to complete your Comprehensive Needs Assessment. Check all that apply:

Outcome/Summative Data Demographic Data Process/Formative/Perception Data

School Report Card X Enrollment (include ethnicity & gender) GaDOE GAPSS Review

School AYP Report X Students with Disabilities OSI GAPSS Review

X Georgia Criterion Referenced Test X Language Proficiency America’s Choice DAT Review

Georgia High School Graduation Test X Free/Reduced Lunch Rate X School Self Assessment

Georgia High School Writing Test X Discipline Data X Benchmark Scores

X Georgia Writing Assessment X Attendance X Focus Walk Results

End of Course Tests Graduation Rate X Staff Surveys

X Iowa Test of Basic Skills X Gifted Education X Student Surveys

SAT, ACT, and AP Exams X Parent/Community Surveys

Note: The outcome/summative assessment data utilized in the development of this plan is derived from both state and national

assessments that have been validated and administered state-wide and nation-wide (NCLB Mandate #12).


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Leadership and Governance (NCLB Mandate #1 – must be updated annually)

4) Write a narrative summarizing your school’s strengths. Data sources from comprehensive needs assessment must be

included in the narrative to support findings.

The Instructional staff has gone beyond expectations for our students. The Staff has provided numerous strategies to enhance the

learning environment of all students. Tremendous gains were made in all subject areas on the CRCT.

Student Attendance Rates

The attendance of SME School exceeds the expectations of Annual Yearly Progress, District and State of Georgia Percentage rates.

However, this need could not have been met without the 2011-2012 School Improvement Plan addressing attendance. Our

administrative staff monitored the student attendance daily by printing attendance reports and compiling them weekly to track

obsessive absences. When obsessive absences were noted, the Counselor, Prevention Intervention Specialist, and the School Social

Worker collaborated to address those student’s needs with a specific program called NBA (Never Been Absent Program). Other

resources that contributed to our student attendance success were parent notification letters sent home and the Countywide Connect

System which notifies parents of student’s absences, accumulations of tardiness, by calling them at work and via email. Evidence of

successful student attendance rates were exemplified through increase scores in Reading/ELA and Math scores.

Teacher Attendance Rate

The teacher at SME School collaborated as a team weekly to create and implement lesson plans that produced learner outcome and

student achievement. When a teacher was absent these plans were self explanatory for the substituting individual to follow and the

students continued to excel academically.

Due to high expectation set on staff attendance, the percentages of days missed by teachers were 5.5% for the 2011-2012 school year

(SY).

Promotion Retention Rates

To increase and maintain student success in the learning community, the teachers at SME foster positive relations with parents and

guardian of the students. This relationship is nurtured through encouraging letters sent home, via email, positive phone calls, progress

reports, and Parent/Teacher Conferences. Students that show deficits in a given area or areas of academics are identified and addressed

with a Level I plan, tutorial, Success For All (SFA), and reduction of classroom size. Student achievements on grade level or above


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were honored on the Principal’s List, Honor Roll, Pirate Award (Special Needs), and other forms of merit during the 2011-2012.

Evidence of student success is graphed on the 2011-2012 CRCT in all academic areas.

5) Write a narrative summarizing your school’s challenges. Data sources from comprehensive needs assessment must be

included in the narrative to support findings.

We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning

need to be improved. As a school, we need to build on recently taught material by activating prior knowledge with the use of

technology, media, and real life experiences. Along with those components the learning environment is in need of hands-on

manipulatives to stimulate our student’s intellectual state, increase teacher expectations, student achievement, and foster a nurturing

learning community. Our Special Needs students will benefit from an array of differentiated instruction to include Smart Boards,

IPads, software materials, and Support Staff. These additives assist in the student’s retention of information, grasping of new

concepts, and promote student collaboration thereby increasing learner outcomes.

The major needs we discovered were . . .

Although students of SME have improved academically, it is evident that improvement is still warranted in the areas of Reading,

English/Language Arts (ELA), Math, Social Studies, and Science. On the Spring 2011 CRCT, 3rd

graders scored at Level I in the

following areas: 24% in Reading, 29% in Language Arts, 45% in Math, 48% in Science, and 40% in Social Studies. Fourth graders

scored at Level I in the following areas: 15% in Reading, 26% in ELA, 29% in Math, 41% in Science, and 45% in Social Studies.

Fifth graders scored at Level I in the following areas: 28% in Reading, 26% in ELA, 38% in Math, 49% in Science, and 56% in Social

Studies. For the 2012-2013 SY, SME teachers and students will work diligently to increase student learning outcome in all areas of

weaknesses reflected for the previous year.

The needs we will address are deficits in all academic areas: Reading, English Language Arts, Math, Science, Social Studies, and

Writing for grades Kindergarten through 5th.

What specific needs will your interventions address?

The specific academic needs of these students will be determined by analyzing data from test, observation, and benchmarks. After a

pre-assessment test, students will be placed accordingly into groups. They will also have extended math lessons during the day, and a


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special tutorial session after school. Additional tutorial sessions will also be offered after school for support in the areas of Reading,

Science, and Social Studies.

Several community leaders will volunteer on a weekly basis to give support to those students who have been identified as students

who need extra support in their specific area of need.

During the 2012- 2013 SY, SME will work diligently with all stakeholders to meet the needs of students in the following areas of

deficit; Reading /ELA, Math, Science, and Social Studies.

These needs will be addressed in afterschool tutorial, SUCCESS for ALL Reading, teacher in-services, Administrative Grade level

meetings, Grade Level team planning, and Parent Wednesdays (a parent volunteer program at SME).

SME Title-I funds will be used to purchase the following materials: Smart Boards, IPads, Coach Books in Reading, Math, and

Science, Remedial Software and hands-on manipulatives. Students will be exposed to real-life experiences through field trips which

broaden their visual perspective and accommodate their academic needs

The ROOTCAUSEs that we discovered for our student’s academic weaknesses were partly due to SME School’s transient population.

A student not being able to receive the additional support from home that is needed to reinforce what is being taught during the school

day. On a daily basis, SME teachers will continue give additional support to students as the needs present themselves.

6) List the professional development needed to address the challenges summarized above.

We have included teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in

our staff development that addresses the root causes of our identified needs.

Teachers are actively involved in professional learning every year. Their trainings include Curriculum Mapping, Rigor/Relevance

Framework and Relationship Model, and the Georgia Assessment of Performance on School Standards (GAPSS) Analysis. All staff

members work collaboratively to implement the new Common Core Georgia Performance Standards (CCGPS). Teachers are also

given opportunities to attend subject-specific workshops and conferences to improve classroom management and organizational skills.

SME develops initiatives by training Race to the Top master teachers who redeliver instruction in faculty meetings, grade level

meetings, and on cross-curricular staff development workdays where substitute teachers are shared among several teachers. Faculty

members are exposed to the best practices in increasing student achievement. The SFA trainers lead new and experienced teachers,

through detailed professional development opportunities in order to strengthen the solid foundation for the reading program at SME.

The SFA facilitator, teachers, and administrative team meet regularly throughout the year to discuss the strengths and weaknesses of


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the program and refine their strategies. Professional learning opportunities are not limited to teachers. Paraprofessionals are given

numerous opportunities to participate in school and district trainings to enhance their skills. The principal and assistant principal

attend leadership trainings designed to increase their knowledge and understanding of DeKalb County School District’s initiatives and

programs. Similar training and redelivery techniques will be used

We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of

academic problems.

Teachers at SME School attend in-services throughout the year to keep them abreast of all new teaching techniques, strategies, and

trends. Selected teachers in grades K-5 and special education teachers will be offered needed workshops through the Professional

Learning Department. Appropriate assistance for at-risk students is offered to Special Education teachers through professional

learning. Additional training may include redelivery of CCGPS training and selected redelivery from conferences, testing workshops,

teacher collaboration, and guest speakers. The training is provided by the Academic Coach and teacher attending the workshop,

training, and/or in-service. We have aligned professional development with the State’s academic content and student academic

achievement standards.

We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide

information, to improve the achievement of individual students, and the overall instructional program in the following ways:

Our professional development programs and activities provide task that are delegated to reach a greater number of faculty members.

Administration promotes common planning, curriculum meeting and common assessments. Professional development occurs

frequently during planning with a cross curricular audience and teacher leaders as presenters

We have aligned professional development with the State’s academic content and student academic achievement standards that have

been directly related to improve instruction and increase student achievement data from standardized test, CRCT, School Keys,

Teacher Keys, Leader Keys, Common Core Georgia Performance Standards. Teachers are given priority for staff development

opportunities to enhance their knowledge and skills on the curriculum, Success for All and other research based programs that support

academic success. The principal, assistant principals, Teacher Support Specialist, Teacher Mentor, and the Academic Data Coach

provide numerous in-services for teachers based on their assessed needs. The in-services take place during grade level meetings and

after school at faculty meetings. The Academic Data Coach also works with teachers one-on-one to review data of student’s

weaknesses. District office personnel also plays a critical role in helping the instructional process by providing curriculum guides /

pacing charts, sample lesson plans, course syllabi, many different activities, templates, CCGPS for all subjects, formative

assessments, best teaching practices, etc. in the dynamite Curriculum Center. The district office personnel also analyze assessment

data and share results with respective schools, lesson plans, course syllabi, many different activities, templates, CCGPS for all


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subjects, formative assessments, best teaching practices, etc. in the dynamite Curriculum Center. The district office personnel also

analyze assessment data and share results with respective schools to implement the Race to the Top Framework and Relationship

Model, the Georgia Assessment of Performance on School Standards (GAPSS) Analysis initiatives and the Standards Based

Classroom Model.

We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of

academic problems.

Specific professional learning opportunities and human/material resources that are needed to support any interventions selected that

directly address the challenges of your school:

Workshops on differentiated instruction

Workshops that educate administrators, teachers and parents on Success For All

Workshops on Common Core Curriculum Georgia Professional Standards

Workshops on Teacher Keys

Strategies that address ELL needs

Parental Involvement Programs (Parent Passport program, curriculum night, six school based parental involvement

programs or workshops, monthly coffee and curriculum conversation meetings with parents)

Workshops for parents pertaining to math and reading

CRCT Parent Workshop

Parent Student academic achievement meeting

Interactive smart board in-services

IPAD training

Science and Math Training

Teacher retreats to discuss the curriculum, data and student academic success


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Instruction by Highly Qualified Teachers (NCLB Mandate #3)

7) Describe the process the school will use to recruit highly qualified and effective teachers.

The Human Resource Department conducts a preliminary screening of all candidates using an electronic application system (Paperless

Applicant Tracking System -PATS). The Principal post positions on PATS and qualified candidates apply for the job. The Principal

interviews the highly qualified candidates and make a selection after the interview. The Staff Services Department works with

candidates to make sure they comply with the federal mandates of being highly qualified. The Human Resources Department sends

certification information to the school principal. That information is used to schedule teachers appropriately.

For teachers and paraprofessionals who do not meet the Highly Qualified (HQ) status, the Human Resources Department develops a

Professional Learning Plan (PLP) to address their needs. Title II A funds may be used to assist the candidate in meeting the

requirements. Individual schools are made aware of the PLP.

Based upon each teacher’s certification from the Department of Education and the Human Resources of DeKalb County Schools the

master schedule is developed. Teachers are assigned to administer instruction to their area of qualification. Opportunities for teachers

to teach in additional areas are offered when additional courses or training has been completed and certification in that specific area is

acquired.

Stone Mountain Elementary School is proud to acknowledge that several paraprofessionals have become regular classroom teachers

after continuing their education to earn their degrees, and become certified as Highly Qualified.

The staff (all) of Stone Mountain Elementary School (SMES) is highly qualified (HQ) and hold a current Georgia teaching certificate.

Parents are notified of the HQ status of our staff via a newsletter.

Social team building through our Sunshine Committee. This provides opportunities for recognition, social interaction

and personal interaction.

8) List strategies that the school employs to retain highly qualified and effective teachers.

Stone Mountain Elementary retains and attracts highly qualified teachers by:


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Teacher Support Staff (TSS) - provides mentoring , school orientation of routines and duties and procedures

Professional learning opportunities are provided on Common Core Georgia Performance Standards, teaching strategies

and data analysis

Leadership Opportunities – Career Growth Path Plan for teachers interested in becoming leaders, Leadership Team

provides opportunities for teachers to be a grade level leaders

Planning Time – Opportunities for grade level, cross curriculum and vertical planning are provided.

The Stone Mountain Elementary School Teacher Support Specialist (TSS) along with the committee hold periodic meeting with new

teachers. Each new teacher is paired with two experienced teachers as mentors (one on grade level and another teacher on staff). The

mentors offer assistance with curriculum needs, classroom management and the education of our students. They meet regularly to and

serve as a sounding board discussing concerns and answer any questions that may arise during the school year. The Teacher Support

Specialist, the committee and new teachers build a working bond that is valuable for teachers, students and the school for many years

to come.

9) Describe the professional development activities that will be implemented to support new highly qualified teachers.

A major responsibility of the administrative team is to work one-on-one with teachers to implement standards based instruction and

use best practices that result in improved teaching and learning opportunities for students. The administrative team utilizes formal

observations, for example, GTOI, and informal observations (focus walks) to ensure standards based curriculum delivery.

The principal, assistant principals, Teacher Support Specialist, Teacher Mentor, and the Coach provide numerous in-services for

teachers based on their assessed needs. The in-services take place during grade level meetings and after school at faculty meetings.

The Title I coach also works with teachers one-on-one to remediate teachers’ weaknesses and enhance their strengths. District office

personnel also plays a critical role in helping the instructional process by providing curriculum guides / pacing charts, sample lesson

plans, course syllabi, many different activities, templates, Common Core for all subjects, formative assessments, best teaching

practices, etc. in the dynamite Curriculum Center. The district office personnel also analyze assessment data and share results with

respective schools.


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Teacher Involvement in Decisions Regarding the Use of Academic Assessments (NCLB Mandate #7)

10) Describe how teachers are involved in the decision-making process of selecting, implementing and monitoring site-based

academic assessments.

The School Improvement Team (SIP) consists of administrators, grade chairpersons, Success for All Facilitator, Academic Coach, and parents. Our SIP Team

meets once a month. School-wide data from the Criterion Referenced Competency Tests (CRCT), 3rd

and 5th

Grade

Writing Assessments, Local and District Benchmarks, Star Reading and Star Math Universal Screeners is presented at the monthly meetings and carried back to

the to each grade level for further discussion regarding assessments, overall performance and instruction.

The ways that we include teachers in decisions regarding use of academic assessments are:

Grade Level Teams met on a regular basis to plan for academic progress which includes reviews of assessment data that apply specifically to their grade

level. Teachers review the Common Core Georgia Performance Standards (CCGPS), Local and District Benchmarks, Student Work, Standardized

Assessments such as the CRCT and Iowa Test of Basic Skills (ITBS).

This data review allows teachers to determine what instructional strategies are needed to increase student achievement. This process allows teachers to

make decisions from these assessments on how their students should be grouped, RTI Placements, and Success for All Reading Groups. It also helps

them plan Differentiated lessons with higher order processing experiences for struggling students as well as high achievers.

The Principal, Assistant Principal and Academic Coach meet with each grade level monthly for Data Talks. Teachers discuss their student data, identify

strengths and weaknesses in each content area and inform the team of instructional strategies that will be used to address the deficits.

11) Identify the types of academic assessments employed by teachers and explain how they are used to inform and revise daily

instruction.

Data drives the instruction at Stone Mountain. Teachers begin the school year with data from the end of the year CRCT and add

information from the benchmark assessments, SFA assessments, and math pretests. Individual classrooms use teacher-made

assessment as well as appropriate assessments and benchmarks from textbook series and system level. This provides the basis for the

teacher to plan differentiated lessons and higher order processing experiences. Flexible grouping is also established based on data.

Conferencing and high order questions help teachers to increase achievement.


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Providing Students with Effective, Timely Additional Assistance to Meet Student Needs (NCLB Mandate #9)

12) Describe the procedures in place to identify students who need additional assistance on a timely basis.

We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic

achievement standards shall be provided with effective, timely additional assistance. Those activities are . . . (Especially for those

students who are struggling.)

SMES is providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic

achievement standards shall be provided with effective, timely additional assistance. Those activities are . . .

1. RTI Tiers II – IV

a. Success for All (SFA) – Direct instruction in small reading groups based on benchmark (August) assessments. Students

are tested weekly/quarterly and placed in appropriate reading groups.

b. SFA – Tutorial is provided daily upon teacher recommendation.

c. On-going individualized and group instruction in all content areas as needed.

d. Morning review in all content areas

e. After school tutorial for students scoring low on standardized test, local and district benchmarks in the area of

Mathematics.

13) Describe how and when data are reviewed to ensure that student progress is occurring.

Ongoing assessments and data analysis is highly exercised at Stone Mountain Elementary. During the summer, the Leadership Team

observes criterion referenced and norm referenced tests. Collaborative planning takes place with all grade level teachers and special

area teachers to identify strengths and weaknesses. Plans are prepared to support students at every performance level. This includes

differentiating instruction, accelerated instruction, and any additional instructional support needed. Benchmarks results are recorded

every semester in math and ELA. Item analyses are observed to tailor needs for instruction.

The following measures will be used to determine students’ difficulties:

Progress monitoring of students in math and ELA

Progress monitoring of students in RTI process

Progress monitoring of SWD

4 ½ week progress reports

9 week report card

State Assessment results (CRCT)


20

ITBS results

STAR Reading and Math

District Benchmarks

Local School Benchmarks

14) List professional learning opportunities provided to teachers in the analysis of data and the identification of student

difficulties.

SMES faculty participates in ongoing professional development based on need determined by student data, recommendations made by

teachers and professional observations done by administrative staff.

Professional learning opportunities can be accessed through the IDMS (informational Data Management System) which offers classes,

workshops and videos. On-site staff development is provided to staff members by the profession development liaison personnel.

15) Describe how the school provides opportunities for parent-teacher 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 student at the school or in the

community.

Parent-teacher conferences are scheduled four times per year. For the parents who are not able to attend the scheduled conference, the

teachers will meet with them at the parents’ convenience. There are several parent workshops provided in how to work with their

child at home in reading, math and language arts. The school will be utilizing their Title I funds to begin to build a Parent Resource

Center at the school. It will house computers, periodicals, instructional materials and books for the parents to check-out.

SMES teachers communicate with parents using the Parent Portal in ESIS, websites, emails, weekly courier information, student

agendas and phone calls.

Parent-teacher conferences are scheduled four times per year. Teachers will review current data with the parent and explain strategies

that are being implemented to improve student progress. Suggestions will be made for struggling students to attend after school

tutorial and strategies will be given to parents for successful homework completion.

For the parents who are not able to attend the scheduled conference, the teachers will meet with them at the parents’ convenience.

There are several parent workshops provided in how to work with their child at home in reading, math and language arts. The school

will be utilizing their Title I funds to begin to build a Parent Resource Center at the school. It will house computers, periodicals,

instructional materials and books for the parents to check-out.


21

Plans for Assisting Children during Transitions (NCLB Mandate #6)

16) Describe your plans for assisting all other levels of student transition (new students, PreK to Kindergarten, elementary to

middle, middle to high, early childhood programs, Special Education, English Language Learners Program, group home

participants, etc.).

With a transient rate of 57% “new student transitions,” practices are important. The office staff welcomes new students and their

parents by processing registration as quickly as possible. New students are taken to class to be welcomed by teachers and students.

Parents are encouraged to visit classrooms and/or to call if they have any questions.

Throughout the year Reading and Math specialists have in place a procedure for testing and evaluating new students soon after their

arrival. Parents are informed if students will be receiving EIP/Title I support.

Onsite Pre-K students are included in all school activities. Parents come to an end- of- the year meeting with Kindergarten teachers to

learn about expectations. Visitation by community daycare and Head Start programs is encouraged to help those students have an

easier transition into kindergarten.

ESOL students are transitioned according to the ESOL curriculum guide. The curriculum guide overlaps the DeKalb curriculum using

reading and math with explanations about American culture. Referral to SST program is done as needed. Students are prepared for

the new state required test (ACESS for ELL) which will determine if they are ready to transition into the regular classroom full time.

To help create a smooth transition from grade to grade teachers encourage parents to attend Open House in August to learn

expectations for the new grade level. Parents will observe how teachers foster positive attitudes towards learning while creating

independent workers who possess learning and organizational skills necessary for the next grade level. This also provides teachers

with the opportunity to give suggestions and strategies for parental support at home, as well as making parents aware of any academic

issues that may affect student learning.

At the end of the second semester, teachers incorporate skills that will be taught at the beginning of the next grade level. At the

beginning of the following year the teacher will review skills that were introduced to students at the end of the previous school year.

To aid student transition from fifth grade to middle school, students, parents, teachers, and administrators meet in April to plan for

students’ middle school schedules. Students are encouraged to become more independent and work on organizational skills. Students

will visit Stone Mountain Middle School for a tour of the facility and observe students switching classes. Middle School counselors

visit Stone Mountain Elementary to answer student questions.


22

To aid the transitions of Special Needs students into the classroom, (prior to the students’ arrival), teacher(s) attend an Individualized

Education Program (IMP) meeting. The meeting informs the teacher(s) of the child’s special needs and how to effectively arrange the

room for student learning and accessibility. The teacher then follows the IMP objectives and helps accustom the child to the schedule.

After new students have enrolled in Stone Mountain Elementary, teachers plan for a parent-teacher-student conference. During the

conference teachers inform the parent and student of academic and behavioral expectations. The teachers closely observe students and

make academic and behavioral notes as needed. The students are assigned a peer mentor to help them adjust to the new environment.


23

Support Services for Student Learning

17) Identify how the school provides support through counseling and academic advisements that provides access to an adult

advisor, mentor, or counselor. Check all that apply:

Career Counseling X Student Support Team (SST) X Parent/Teacher Conferences

X Mentoring Programs X Community Agencies X Parent/Administrator Conferences

X Group Counseling X School Psychologists X Student Support Specialists

X School Counselors X School Social Workers Graduation Coaches

18) Describe how the following student support personnel work with the district office and outside agencies to meet student

needs.

School Counselors: Small group and individual counseling are provided through referrals from teachers, parents and students. At Stone

Mountain Elementary, we have a mentoring program available for at-risk students. Additionally, counselors and the Student Support

Specialist maintain a regimen of classroom guidance to address a myriad of critical topics, school-wide and grade level assemblies to

address areas of concern; school wide incentive programs; character education initiative; parent conferences; consultation with teacher s

and community agencies; assigning mentors to students; individual counseling; participation in and/or chairing SST referral process

Psychologists: Consultation with staff and parents; professional learning activities; presentations to staff; consultation at 504 meetings,

serve on evidentiary hearings

Student Support Specialists: Drug education, social-emotional learning classroom activities, Title I PASSPORT training, Parenting for

Prevention classes; referrals to community agencies

Social Workers: Consultation with staff and parents; presentations to staff; interpretation services at school sponsored meetings; serve

on evidentiary hearings; support referrals to external agencies

School Nurses: Consultation with community agencies, check shot records; dispenses medication, provide referrals to external

agencies


24

Strategies to Increase Parental Involvement (NCLB Mandate #5)

19) Identify how the school provides parents and community outreach/support through activities and initiatives. Check all that

apply:

X Site-based Parent Centers/Information Stations Title I Parent Resource Centers and Facilitators

X Parent Lending Libraries X Pre-K Family Resource Specialists

X Parental Involvement Workshops X Title I Parental Involvement Conferences

X Parental Involvement Survey/Summary Others (list here)

20) Describe how the school uses the strategies checked above to increase parental involvement.

We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by the

following:

Parents are involved in planning through their participation in various school committees such as SST, Title I, CSIP, School

Council, and various PTA committees. Surveys are used to obtain information concerning specific issues. SME maintains an

open door policy and parents are always welcome to visit and give input into the school program.

Parents and community members play a vital role in developing the SWP. Through PTA, concurrent communication sessions,

and various instructional forums, parental input and involvement are encouraged. This input is then considered in the planning,

writing, and consequent implementation of the SWP.

The strategies mentioned below are used to increase parental involvement.

Site-based Parent Centers/Information Stations

Parent Lending Libraries

Parental Involvement Workshops

Parental Involvement Survey/Summary


25

County Wide Title I Parent Resource Centers and Facilitators

Title I Parental Involvement Conferences

Parent and Teacher Association (PTA)

21) Identify how the school communicates with parents as partners in education. Check all that apply:

X Parental Involvement Handbook for Parents X Newsletters

X School Website X Calling Post

X DCSS Website/Community.Net X Parent Portal

X Parent Right to Know Letter (NCLB Mandate) X AYP Status Letter (NCLB Mandate)

X Title I Parent, Student, Teacher, and Principal Compact (Title I Mandate)

X DCSS and School Parental Involvement Policy (Title I Mandate)

22) Describe how parents and community members are involved in the school decision-making process and the development of

the Consolidated School Improvement Plan (CSIP).

Parents are involved in planning through their participation in various school committees such as SST, Title I, CSIP, School Council,

and various PTA committees. Surveys are used to obtain information concerning specific issues. Stone Mountain maintains an open

door policy and parents are always welcome to visit and give input into the school program.

Parents and community members play a vital role in developing the CSIP. Through PTA, concurrent communication sessions, and

various instructional forums, parental input and involvement are encouraged. This input is then considered in the planning, writing,

and consequent implementation of the CSIP plan.


26

23) Describe the process used for developing and implementing Title I compacts and Parent Involvement Policies (if

applicable).

We have developed a parent involvement policy included in our appendices that

includes strategies to increase parental involvement (such as family literacy services0

describes how the school will provide individual student academic assessment results, including a interpretation of those

results

makes the comprehensive school-wide program plan available to the LEA, parents, and the public (internet, newspaper,

newsletters)

compacts required – include with policy

Parent Involvement checklist included

Parents receive the Title I Parent Involvement Policy and the Compact:

The Title- I School-Parent Compact gives parents an opportunity to show their support for their child and the school and helps the

parent to understand how the school is working to help their child. The compact clearly specifies the role of parents, students, and the

school. At the beginning of the year during Open House all students and their parents receive the Compact when they register. The

main goal of the Compact is for parents and the school to work collaboratively to improve student achievement. The Compact is a

pledge signed by the parent, student, and teacher which lists the duties/responsibilities. Each Compact will provide guidelines to

ensure a successful school year for all stakeholders. The school staff and parents will review the Compact periodically to keep it

current and effective. This document is developed and signed by the principal, teacher, parent, and child for every child served in a

Title-I school. All documents must be collected and filed in a secure place. One signed copy must be submitted to the Office of

Federal Programs for all School-wide Title-I schools.

In addition, this year students were asked to set goals for themselves to be achieved by the end of the school year. Teachers reviewed

these goals with students and parents at the beginning of the year. Goals were reviewed at the beginning of the second semester and

students will celebrate their success in achieving the goals at the end of the school year. PTA meetings are four times a year, however,

a wide variety of opportunities are given to parents throughout the year to extend their learning and assist the school. Several

reminders are sent to parents to encourage participation. PTA publishes a monthly newsletter which includes class news, instructional

updates and activities. The monthly newsletter encourages and informs parents to be more involved as mentors and tutors in various

classrooms and other activities throughout the school year. Parents will be provided SFA reading progress reports at the same time

that students receive their DCSS progress reports.

During registration, parents are asked to sign a Compact Parental Support Contract that outlines how parents, the entire school staff,

and students will share the responsibility for improved student achievement. Parents are also asked to volunteer to assist at least three


27

hours per semester with at least one school based project/activity. These may include, completing bulletin boards, providing cafeteria

duty, helping with school parties, participation in Career Week and Ethnic Awareness Week, reading to a class, serving as chaperones

as needed, tutoring, working in the Media Center, assisting with clubs, and any other activities as needed. At the first P.T.A./Open

House meeting, parents are encouraged to volunteer in the classroom and/or at school. Parents are invited to read to a class for Dr.

Seuss’ Read-Across America Day. Student Agendas are provided for each student to promote good school home connections. The

Parental Involvement Policy provides parents with an overview of the parental involvement programs that are available. As a Title-I

school, there are six or more Parental Involvement activities conducted each year.


28

Stakeholder Communication (NCLB Mandate #10)

24) Describe how individual student assessment results will be provided to and interpreted for parents.

Administrators are trained on how to analyze data at the Summer Leadership Conference. In turn, they redeliver to the teachers on

their staff. Teachers and administration strive to interpret and effectively articulate assessment results to stakeholders in the following

manner:

1. Parent conferences for individual students

2. Parent meetings

3. Letter/notes to parents for individual students explaining how tests should be interpreted

4. Newsletter/letters describing tests in general and explaining how to interpret results of the tests

25) Describe how disaggregated school data results will be provided to school stakeholders*.

The Georgia Department of Education and the DeKalb County School System release disaggregated data on their web sites and to

local newspapers such as The Atlanta Journal and Constitution. Stone Mountain Elementary shares the data with parents and other

stakeholders via newsletters and at PTA and school council meetings.

The Georgia Department of Education disaggregates assessment data from the CRCT for our school. Our school population is not

particularly diverse. According to the Adequate Yearly Progress report there are only two groups (with 40 or more students) that are

considered to be statistically significant. These two groups are Black and Economically Disadvantaged. The CRCT and ITBS are

also disaggregated according to gender

26) Describe how the CSIP will be communicated with and made available to school stakeholders**.

Stone Mountain will make the CSIP available to all interested stakeholders. Copies will be kept in the school office and the Media

Center. Parents will be notified about the availability of the CSIP at PTA meetings and the school newsletter. Partners-in-Education

and other interested community members will be given copies. Moreover, this plan will be available electronically on the school web-

page. Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that a significant percentage

of the parents of participating students in the school speak as their primary language.

Note: The outcome/summative assessment data utilized in the development of this plan is derived from both state and national

assessments that have been validated and administered state-wide and nation-wide. Achievement data is collected, disaggregated, and

published by the Georgia Office of Student Achievement and is therefore valid and reliable (NCLB Mandate #12).


29

Selecting Appropriate Interventions Using Scientifically Based Research (NCLB Mandate #2)

All interventions based on the Georgia School Keys are predicated on scientifically-based research and do not require citations.

The School Keys: Unlocking Excellence through the Georgia School Standards are the foundation for Georgia’s comprehensive, data-

driven system of school improvement and support. Correlated to several well-known and respected research frameworks, the School

Keys describe what Georgia’s schools need to know, understand, and be able to do, in the same manner that the Georgia Performance

Standards (GPS) describe what Georgia’s students need to know, understand, and be able to do. Through the Georgia Assessment of

Performance on School Standards diagnostic process (GAPSS Analysis), a variety of data are collected from multiple sources to

assess the status of a school on each of the standards. The data are combined to inform the results of the GAPSS Analysis, which, in

turn, informs the development and implementation of school improvement initiatives, including high impact practices, in a school. A

Memorandum of Agreement with the Southern Association of Colleges and Schools Council on Accreditation and School

Improvement (SACS/CASI) details conditions under which the School Keys and GAPSS Analysis may count for a SACS/CASI

Quality Assurance Review and accreditation visit.

These School Keys are intended to serve as a descriptor of effective, high impact practices for schools. In identifying these School

Keys, the Division of School and Leader Quality of the Georgia Department of Education along with its collaborative partners aligned

the School Keys with the research by Dr. Robert Marzano in the meta-analysis, What Works in Schools (2003), School Leadership

that Works, (Marzano, Waters, and McNulty, 2003), and the Standards of the Southern Association of Colleges and Schools Council

on Accreditation and School Improvement. The eleven factors identified by Dr. Marzano and similar terms and statements from the

other research documents were combined until eight broad strands were determined to encompass the research: Curriculum;

Instruction; Assessment; Planning and Organization; Student, Family, and Community Support; Professional Learning; Leadership;

and School Culture. The eight strands have been further developed and defined into performance standards, linguistic rubrics, and

elements/descriptors to assist schools in the process of school improvement.

The School Keys serve as a tool for all schools in the state. The document was field-tested during the 2004-2005 school year. Data

from the field test were used to revise the School Keys for the 2005-2006 school year. An external validation study of the School Keys

was conducted by the Georgia Partnership for Excellence in Education. This external validation included responses from and critiques

by a national panel of experts in school improvement. Based on input from the external validation, further refinements were made to

the School Keys, including clarification of language and the development of linguistic rubrics to guide the standards application

process.


30

Selecting Appropriate Interventions Using Scientifically Based Research (NCLB Mandate #2)

If an individual school chooses to select an intervention or initiative in addition to the sources provided by the Georgia School

Keys Implementation Resource or the DCSS Implementation Resource Supplement, then a citation and abstract of the pertinent

research is required* Utilize the format below and add additional interventions, initiatives, and abstracts as needed. Cited

research should directly align with the intervention it supports.

Identified Need Action Plan and Page # Citation and Abstract

All interventions selected are

approved by the Georgia

Department of Education (as

listed in the Implementation

Resource Guide) or the DeKalb

County School System and are

based on scientifically based

research

What Works in Schools (2003), Dr. Robert Marzano

School Leadership that Works, (Marzano, Waters, and McNulty,

2003 required.

Georgia Assessment of Performance on School Standards

(GAPSS)

*If your school is currently undergoing the Schoolwide Title I Planning process, this section is required.


31

Coordination and Integration of Federal, State, and Local Services and Program Funds (NCLB Mandate # 8 – must be

updated annually)

Funding Sources Provide a narrative explanation of how funds will be used to support student achievement

and/or school improvement in relation to the components of this plan.

Federal Funds Title I, Part A funds:

Success for All (SFA) whole school reading improvement model. SFA’s powerful instructional

model is build around a cooperative-learning framework that engages students in rich

discussion and motivation challenges every day. Please see Appendix “ “ for Parent Letter for

more information regarding the program.

Used for staffing of additional teachers and support staff, tutorials, transportation, release time,

materials, and supplies to support students achievement and for parental involvement activities.

a. Student agendas

b. SFA Facilitator, Student Support Specialist, Academic Coach, Special area teachers,

Discovery

c. Materials for At-Risk students-state assessment/CRCT review materials

d. Parent Involvement Coordiantor

e. Professional Learning-Parent Learning

f. Computer Software (program and site license, Smartboard, laptops, IPADS)

g. School Improvement planning

Title- I, Part C funds:

a. Supplies and materials for supporting student academic success and parental

involvement

Title-II, A Funds:

a. Professional development for differentiated instruction and SFA (school retreats to

discuss instructional data to improve the academic success of all students)

b. After school tutoring program

Title- VI-B Funds:


32

a. Technology (smartboards, indicators, student remotes, software, student

workstations inside the classroom, Televisions, and DVD’s)

b. Professional Learning

c. Instructional Materials (printing paper, printer ink, copier paper)

State Funds

Per Pupil – provides teachers, support personnel, administration, instructional supplies,

equipment, and technology

Local Media funds support the library with print and non- print materials and software

State funds:

a. Instructional supplies

b. Professional Development

c. Parental Involvement (resources for parents and communication for parents)

d. Technology

GA DOE School Improvement

Grant (Needs Improvement Title I

Schools Only)

Federal School Improvement

Grants

Local Professional Learning Funds

Local Pl funds will be used to provide Professional Learning experiences for the teachers and

staff.

Grants (list)

Junior Masters Gardner Grant ( To provide tools and resources for our school gardening program)

PTA

The PTA supports activities for the students and provides incentives for the students. It also

recognizes staff members.

PTA:

a. Activities for the students (Red Ribbon Week, Career Day, Fall Festival, School

celebrations)

b. Provides incentives for the students (Attendance Program, Student of the month,

Weekly math challenge)

c. Recognition of staff members (Teacher Appreciation Week)

d. Recognition of volunteers (Volunteer luncheon)

Partners in Education The Partners in Education members support activities for the students and provides incentives


33

for the students. It also recognizes staff members.

Partners in Education:

Stone Mountain Women’s Club

Stone Mountain Rotary Club

Stone Mountain City councilmen

Chick-fil-A, Memorial Drive

Other (list)

Copies of all budgets referenced in this section should be placed in the appendix.


34

Reading/English/Language Arts Action Plan (NCLB Mandate #2)

Annual Measurable Objective:

All Level I students in 3rd

Grade on the Reading portion of the CRCT will show a decrease from 20% to 10% at the end of the

school year (SY) 2012-2013.

All Level I students in 4th







Grade on the ELA portion of the CRCT will show a decrease from 29% to 9% at the end of the








Intervention

(Performance Actions should be selected

and cited from the Georgia School Keys

Implementation Resource Supplement)

Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Instruction Standard 2: 2.3

Performance/Action 3 Utilize the standards as the expectation for

learning and assess the needs of students

prior to instruction. Analyze students’

Training

provided by

the Department

of Curriculum

and Instruction

08/12 thru

05/13

Principal,

Assistant

Principal,

Lesson Plans

Focus Walks

Observations

Literary

Projects

Teachers can describe different

ways to scaffold learning (read

aloud /think aloud, collaborative

pairs, shared reading, etc.).

Teachers can explain how different


35

levels of understanding, learning styles,

and interests in order to pace and present

information using differentiated

instruction.

strengthen reading comprehension.

Require 20 minutes of reading at home

daily.

Principal’s Book of the Month

Implement the Book It! Program to

encourage and practice reading.

Use the 35 Book Campaign to

encourage reading and strengthen

comprehension.

Implement the Buddy Reading across

grade levels to strengthen

comprehension and practice reading.

Six Flags Reading program

Accelerated Reader (AR) and STAR

reading assessments

Utilize leveled reading texts in small

guided reading groups based on the

interest level of the student and their

ability,

Participation in Reading Bowl to

strengthen reading comprehension

skills.

Utilize Teacher Read Alouds to

strengthen comprehension

Study Island Comprehensive program

to enhance reading comprehension

skills for students.

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Reading Logs

and journals

Student

Projects

Data from

Assessment

Weekly AR

assessments

Benchmark

assessments

CRCT test

scores

portfolios

performance tasks require different

skills.

All students articulate the same

expectations of the lesson although

the tasks, grouping, pacing, etc.

may vary. Students can show the

standard and elements they are

working on in their work. Students

are working to meet the same

standards.

Personnel

Planning and Organization Standard 3:

Title I Funds

Salary and

08/12 thru

05/13

Lesson Plans

Focus Walks

Leadership and can explain how

the utilization of resources is


36

3.1 Performance/Action 2

Utilize the available financial resources to

add two teachers and one Student Support

Specialist (SSS) in a manner that enhances

student learning and maintains a focus on

student achievement in ELA.

Academic Data Coach

SFA Facilitator

Student Support Specialist

Data Clerk

benefits for

Coach,

Facilitator,

Data Clerk and

SSS

$248,343

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coach

Observations

Literary

Projects

Reading Logs

and journals

Student

Projects

Data from 3

week

Assessments

directly aligned to the school

improvement plan as well as how

the resources support the

implementation of the GPS.

Materials, equipment , supplies,

equipment, professional Learning


3.1 Performance/Action 1/2

Select supplemental materials, equipment

and teaching strategies, based upon school

and student data collected and analyzed, to

address the identified needs in ELA.

Additional paper needed for benchmarks,

pre and post test, chart paper for meetings

with teachers to plan cross grade level for

our data rooms and supplies store data for

student analyzing and collection.

Elmo Document Camera, Audio Visual

Innovations, Instructional Enhancement

Printer. Star Reading Computer Software

and Study Island

Title I

Professional

learning funds

Title I

Instructional

materials and

supplies

$3281

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coach

All Teachers

Lesson Plans

Technology

Products

Writing

Reading Logs

Level Planning

Lesson Plans

Data from 3

week

Assessments

Teachers can describe the variety

of resources utilized to teach the

standards. Leadership and can

explain how the utilization of

resources is directly aligned to the

school improvement plan as well

as how the resources support the

implementation of the

GPS/Common Core. Teachers will

be able to assess the students

Reading with Star Reading.

Tutorial/Safety Nets After-school 08/12 thru Timed Writing/ Safety net instruction is


37

Assessment Standard 3: 3.1

Performance/Action 4 Place students who are not meeting

standard(s) into group according to

assessment results and assign them to

safety net instruction which occurs during

school. Programs such as, Saturday school

or evening classes are also considered as a

means for meeting additional instructional

needs. All extended learning sessions are

monitored for effectiveness by analyzing

data from assessments on a regular basis.

Utilize University Instructors to

provide additional support

Volunteers from Women’s Club

and other community helpers to

assist with tutorials

After-School Tutorial

Place students who are level 1 in the

Reading in grades 1st through 5

th to allow

them to receive additional instruction in the

areas that are seen as their weakest.

Certified staff give them additional

instruction. Classified staff will assist by

aiding one on one instruction with some

students.

Students will be transported by school

buses to their home after the completion of

tutorial to ensure an opportunity of all

students who are in need of assistance will

have an opportunity to receive the help

needed.

Tutorial

Title I Funds

$6,400

teachers

$2,000

transportation

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Tutorial Logs

Lesson plans

for tutorials

continuously monitored and

teachers can explain how student

are moved in and out of the

program based on assessment

results. Administrators can

explain how programs or

interventions are enhanced,

changed, or eliminated based on

assessment results.


38

Students with Disabilities


Performance/Action 1

PROJECT ICE Collaboratively develop lessons with the

Special Education teachers that have

clearly established goals based on the

subject and/or grade level standards and

elements. The lessons specify the concepts

to be mastered and provide time for

independent practice, peer or group support

and application of the concepts. Students

are provided time to share the concepts

learned orally or in writing.

1) Provide explicit instruction to promote

language/vocabulary development

Provide language-rich

environments

Explicitly teach “Robust

Vocabulary.”

Provide explicit instruction in

content-specific vocabulary

2) Provide “fill-the-gap

fluency/automaticity” instruction as

appropriate in:

Reading fluency

Reading comprehension

Written expression

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

LTSE

Project ICE

Coach

All Teachers

Lesson plans

with

modifications

Observation

Focus Walks

IEP

Implementation

Real-world

project

evaluations and

research paper

Portfolios

Three week

progress

reports

Lesson plans and observations

indicate that teachers are utilizing

preferred models of co-teaching.

Students and teachers can

articulate how teachers work

together to deliver instruction

utilizing the preferred models of

co-teaching.

English Language Learners*


Provide professional learning opportunities

No funding

needed

08/12 thru

05/13

Principal

API

Sign-in sheets

Training Dates

Agendas

Lesson plans

Teachers and administrators can

articulate their progress on

implementing new of expected

practices in their classrooms, and


39

to staff members in the World-class

Instructional Design and Assessment

(WIDA) standards.

Title I

Instructional

Coach

ESOL

Teachers

Grade Level

Chairperson

All Teachers

can articulate the next steps they

will take for continuous

improvement with evidence of

student learning impact.

Technology Integration:


Performance/ Action 2

Effectively use technology to provide real

world application, to enhance students’

research skills, and to differentiate

instruction to maximize student learning.

The technology activities used promote

differentiation and instruction aligned to

individual student needs. The technology

used by teachers and students promote

content research and require the conceptual

application of the standards.

Add Promethean Boards

Compact disk players

EdMark Computer programs

Computer Lab Instructor

Use of I-pad to enhance an immediate

feedback by administration and teachers to

use as a tool to teach students and observe

others in a peer on peer evaluation learning

enhancement in the area of professional

development and technology integration in

the classroom. Include common core

initiative and TKES.

Title I Funds

$5,000

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Technology

logs

Tutorial

Contracts

Lesson plans

Focus Walks

Student

projects

Rubrics

Results of On-

line tutorials

Students can articulate how

technology supports their learning.

Students can provide examples of

student work that has been

enhanced by technology. Students

demonstrate true ownership

of technology as a set of tools and

resources to complement their

learning process, as well as

reinforce their ability to investigate

and analyze information.

Teachers and Administration will

also have an opportunity to utilize

the Ipads for observations of

teachers for immediate feedback,

to be used for inservices to staff,

teacher to teacher obervations.


40

Mathematics Action Plan (NCLB Mandate #2)



Grade on the Mathematics portion of the CRCT will show a decrease from 41% to 31% at the end

of the school year (SY) 2012-2013.


Grade on the Mathematics portion of the CRCT will show a decrease from 46% to 36% at the end of

the school year (SY) 2012-2013.


Grade on the Mathematics portion of the CRCT will show a decrease from 25% to 15% at the end of

the school year (SY) 2012-2013.

Intervention




Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Differentiated Instruction



Utilize diagnostic and formative

assessments to group their students in a

variety of ways to include, whole group,

small group, cooperative learning pairs or

groups, individual, interest based, skills-

based, knowledge-based, etc. The groups

are interchangeable as student achievement

progresses. Conferences are held with

students and parents to review progress in

mastery of appropriate standards and

establish next steps for improvement.

Conferences are held about twice a month

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Diagnostic test

results

Formative

assessment

results

Assessment

class profile

charts

Conference

notebook

Grouping

assignments

Unit and/or

lesson plans

Teachers can show examples of

diagnostic and formative

assessments that have been used to

determine flexible groups.

Students share ways that groups

change in the class. Students

share that choice of assignments

are often allowed, and they are

able to give examples.

Student portfolios are used as

evidence of data driven instruction


41

with each student

Utilize the SFA and Title I to provide

additional instructional resources

Focus on increasing problem solving

skills utilizing manipulatives which

build understanding through pictorial

and abstract representations

Have each class collaboratively

create/design math word problems

based on a previously learned standard

Use concrete objects, graphics,

manipulatives, and hands-on activities

to clarify and reinforce new concepts.

Utilizing math games and technology

to create classroom centers to increase

student engagement

Personnel


3.1 Performance/Action 2

Utilize the available financial resources to

add one teacher and one Student Support

Specialist in a manner that enhances

student learning and maintains a focus on

student achievement in Math

Academic Data Coach

SFA Facilitator

Student Support Specialist

Data Clerk

Title I Funds

Salary and

benefits for

Coach,

Facilitator,

Data Clerk and

SSS

$248,343

08/12 thru

05/13

Title I Funds

Salary and

benefits for

one ELA

teacher

Lesson Plans

Focus Walks

Observations

Math Facts in a

Flash

Math Journals

Student

Projects

Data from 6

week

Assessments

Leadership and instructional staff

can explain how the utilization of

resources is directly aligned to the

school improvement plan, as well

as how the resources support the



42

Materials, equipment and supplies


3.1 Performance/Action 1/2

Select supplemental materials, equipment

and teaching strategies based upon school

and student data collected and analyzed, to

address the identified needs in Math

Measuring Up books for 2-5 grade

Math games

Manipulatives

Coach books for grades 1-2

Measuring Up books for grades 3-5

Title I Funds

$3281

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Lesson Plans

Technology

Products

Writing

Reading Logs

Level Planning

Lesson Plans

Data from 3

week

Assessments

Teachers can describe the variety

of resources utilized to teach the

standards. Leadership and

Instructional staff can explain how

the utilization of resources is

directly aligned to the school

improvement plan as well as how

the resources support the


Tutorial/Safety Nets

Assessment Standard 3: 3.1

Performance/Action 4 Place students who are not meeting

standard(s) into group according to

assessment results and assign them to

safety net instruction which occurs during

school. All extended learning sessions are

monitored for effectiveness by analyzing

data from assessments on a regular basis.

Utilize University Instructors

After-School Tutorial

Place students who are level 1 in the Math

in grades 1st through 5

th to allow them to

receive additional instruction in the areas

that are seen as their weakest. Certified

staff gives them additional instruction.

Classified staff will assist by aiding one on

one instruction with some students.

Students will be transported by school

buses to their home after the completion of

tutorial to ensure an opportunity of all

Title I Funds

$6,400

teachers

$2,000

transportation

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Timed Math/

Tutorial Logs

Lesson plans

for tutorials

Pre/post test to

determine

placement in

groups

Safety net instruction is

continuously monitored and

teachers can explain how student

are moved in and out of the

program based on assessment

results. Administrators can

explain how programs or

interventions are enhanced,

changed, or eliminated based on

assessment results


43

students who are in need of assistance will

have an opportunity to receive the help

needed.





Special Education teachers that have



elements. The lessons specify the concepts

to be mastered and provide time for

independent practice, peer or group support

and application of the concepts. Students

are provided time to share the concepts

learned orally or in writing.

1. Provide “fill-the-gap

fluency/automaticity” instruction as

appropriate in:

Math Computation

2. Provide effective instruction in

mathematics for students with

disabilities

o Reinforce effort

o Provide explicit instruction (“I do

it, you do it, we do it”)

o Explicitly teach students strategies

to approach word problems

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

LTSE

Project ICE

Coach

All Teachers

Lesson plans

with

modifications

Regular

Observation

Focus Walks

IEP

Implementation

Real-world

project

evaluations and

research paper

Portfolios

Three week

progress

reports




Students and teachers can

articulate how teachers work

together to deliver instruction

utilizing the preferred models of

co-teaching.



No funding

needed

08/12 thru

05/13

Sign-in sheets

Training Dates




44




(WIDA) standards.

Principal

API

Title I

Instructional

Coach

ESOL

Teachers

Grade Level

Chairperson

All Teachers

Agendas

Lesson plans

implementing new of expected


can articulate the next steps they

will take for continuous















application of the standards

Promethean Boards

Compact Disk Players

Title I

$ 5,000

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Technology

logs

Tutorial

Contracts

Lesson plans

Focus Walks

Frequent

Observations

Student

projects

Rubrics

Results of On-

line tutorials













45

Science Action Plan



Grade on the Science portion of the CRCT will show a decrease from 56% to 46% at the end of the








Intervention




Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Differentiation


Performance/Action 3 Utilize the standards as the expectation for

learning and assess the needs of students

prior to instruction. Analyze students’

levels of understanding, learning styles, and

interests in order to pace and present

classroom instruction in science differently

(Differentiated Instruction)

Successful implementation of the

District’s elementary science pacing

guide as a curriculum map that integrates

Physical Science, Earth Science, and Life

Sciences curriculum with scientific

Per Pupil

funds

08/12 thru

05/13

Principal

API

Instructional

Coach

All Teachers

LTSE

ESOL teacher

Teacher

Librarian

Renaissance

Learning plans

Unit plans

Focus Walks

Student writing

(Journals, logs,

student

samples)

Projects

Oral Responses

Rubrics

Journals

Research

papers

Hand on

experiments



aloud /think aloud, collaborative

pairs, shared reading, math

manipulatives, etc.). Teachers can

explain to students, parents and

instructional supervisors how

different performance tasks require

different skills.


expectations of the lesson

although the tasks, grouping,

pacing, etc. may vary. Students

can show and/or verbalize the

standard and elements they are

working on in their work. Students


46

thinking.

Continued Spotlighting of standards-based

vocabulary in science

are working to meet the same

standards.





Special Education teachers that have clearly

established goals based on the subject

and/or grade level standards and elements.

The lessons specify the concepts to be

mastered and provide time for independent

practice, peer or group support and

application of the concepts. Students are

provided time to share the concepts learned

orally or in writing.

Provide explicit instruction to promote

language/vocabulary development in

science

Provide language-rich environments

Explicitly teach “Science Words.”



No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

LTSE

Project ICE

Coach

All Teachers

Lesson plans

with

modifications

Observation

Focus Walks

IEP

Implementation

Real-world

projects

evaluations and

research paper

Portfolios

Three week

progress

reports




Students and teachers can articulate

how teachers work together to

deliver instruction utilizing the







No funding

needed

08/12 thru

05/13

Principal

API

Title I

Instructional

Sign-in sheets

Training Dates

Agendas

Lesson plans



implementing of new expected


can articulate the next steps

teachers will take for continuous


47

(WIDA) standards.

Coach

ESOL

Teachers

Grade Level

Chairperson

All Teachers




Instruction Standard 2: 2.7 Performance/

Action 2











Promethean Boards

No funding

needed.

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Renaissance

Learning

Technology

logs

Tutorial

Contracts

Lesson plans

Focus Walks

Student

projects

Rubrics

Results of On-

line tutorials












*Must be completed for schools with ten or more ELL students


48

Social Studies Action Plan



Grade on the Social Studies portion of the CRCT will show a decrease from 59% to 49% at the end








Intervention

(Performance Actions should be

selected and cited from the Georgia

School Keys Implementation Resource

Supplement)

Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Differentiation


Performance/Action 3 Utilize the standards as the expectation

for learning and assess the needs of

students prior to instruction. Analyze

students’ levels of understanding,

learning styles, and interests in order to

pace and present classroom instruction

in social studies differently

Include the foundational skills such as:

Initiating research through a

No funding

needed

08/12 thru

05/13

Principal

API

Teachers

Instructional

Coach

Media

Specialist

EIP Teachers

Rubrics

Teacher observation

Social Studies Fair

Guided Reading

Reading Test

Report Card grades

Star Reading Test

Lesson Plans

Focus Walks

Classroom

Observations

Projects

Portfolios



aloud /think aloud,

collaborative pairs, shared

reading, math manipulatives,

etc.). Teachers can explain how

different performance tasks

require different skills.


expectations of the lesson

although the tasks, grouping,

pacing, etc. may vary. Students

can show the standard and


49

planning process.

Accessing information using a

variety of resources

Organizing by collecting and

recording information.

Making connections between

concepts.

Making decision

Investigate the possibility of

participating in Social Studies quiz

bowls in order to use competition as

an incentive for learning and

increasing scores in history and

economics

Theme Based projects

Standards-based field trips

Teacher/Administrative

observations

Research Papers

Participation in Social

Studies Fair

Journals

Monthly Social Studies

Projects

Social Studies Bowl

elements they are working on




PROJECT ICE Collaboratively develop lessons with

the Special Education teachers that have



elements. The lessons specify the

concepts to be mastered and provide

time for independent practice, peer or

group support and application of the

concepts. Students are provided time to

share the concepts learned orally or in

writing.

3) Provide explicit instruction to

promote language/vocabulary

development in social studies

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

LTSE

Project ICE

Coach

All Teachers

Lesson plans with

modifications

Observation

Focus Walks

IEP Implementation

Real-world project

evaluations and

research paper

Portfolios

Six week progress

reports


indicate that teachers are

utilizing preferred models of

co-teaching. Students and

teachers can articulate how

teachers work together to

deliver instruction utilizing the

preferred models of co-

teaching.


50

Provide language-rich

environments

Explicitly teach “World Words.”





Provide professional learning

opportunities to staff members in the

World-class Instructional Design and

Assessment (WIDA) standards.

No funding

needed

08/12 thru

05/13

Principal

API

Title I

Instructional

Coach

ESOL

Teachers

Grade Level

Chairperson

All Teachers

Sign-in sheets

Training Dates

Agendas

Lesson plans

Teachers and administrators

can articulate their progress on

implementing of new expected

practices in their classrooms,

and can articulate the next steps

they will take for continuous






Effectively use technology to provide

real world application, to enhance

students’ research skills, and to

differentiate instruction to maximize

student learning. The technology

activities used promote differentiation

and instruction aligned to individual

student needs. The technology used by

teachers and students promote content

research and require the conceptual


No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Technology logs

Tutorial Contracts

Lesson plans

Focus Walks

Student projects

Rubrics

Results of On-line

tutorials


technology supports their

learning.

Students can provide examples

of student work that has been

enhanced by technology.

Students demonstrate true

ownership

of technology as a set of tools

and resources to complement

their


reinforce their ability to

investigate



51

Second Indicator: Attendance/Graduation Rate Action Plan


The percentage of students absent for more than 15 days will decrease from 7.0% to 6%.

Intervention



Implementation Resource Supplement or the

DCSS Implementation Resource

Supplement)

Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Attendance DCSS IR


The Attendance team will conduct an

assessment to create a profile of students

within the school, identify students with

multiple risk factors, and identify possible

barriers to student success.

Implement established school procedures for

monitoring student absenteeism: (1) Monitor

ESIS attendance daily; (2) Contact parents

after two consecutive absences; (3) Enlist

assistance from counselor, student support

specialist and social worker as needed.

Ensure the Student Code of Conduct

(Attendance Policy) is understood

Teachers contact parents by phone when

needed.

None needed 08/12 thru

05/13

Principal

API

Grade Chairs

Counselor

Student

Support

Specialist

Attendance

reports

Calling Post

Logs

Counselor

Logs

Social Worker

Logs

Teacher

Referrals

The Attendance team exists and

meets regularly to discuss trends

and best practice to address student

attendance, academic performance

and discipline issues.

The team will describe the process

and timelines for completion of

student needs assessment and

student demographics. Written

copies of results exist and are

utilized in planning for

improvement.

Student, Family and Community Support

Standard 3.2


05/13

Attendance

reports

The school counselor is able to

discuss the collaborative efforts


52


Utilize school wide attendance plan policies

and procedures to communicate about and

address tardy and absentee behavior.

Educating parents, community members,

and other school support personnel on

attendance policies

Principal

API

Grade Chairs

Counselor

Student

Support

Specialist

Calling Post

Logs

Counselor

Logs

Social Worker

Logs

Teacher

Referrals

with teachers, parents, support

personnel, and other community

agencies to provide services to

students and parents. They can

articulate how these services

support student relational,

emotional, and academic needs.

School Culture Standard 1: 1.2


The school celebrates and acknowledges

individual, small group, and organizational

accomplishments within a positive learning

community.

Monthly Attendance awards,

Semester Attendance awards

Never Been Absent Display Case


05/13

Principal

API

Grade Chairs

Counselor

Student

Support

Specialist

Attendance

reports

Calling Post

Logs

Counselor

Logs

Social Worker

Logs

Teacher

Referrals

Staff and students express a feeling

of satisfaction with the recognition

of organizational accomplishments

and are positive about the school

culture and climate.


53

Library-Media Action Plan




















Intervention



Implementation Resource Supplement or the

DCSS Implementation Resource

Supplement)

Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Instruction 1.2:PA 4

The media specialist collaborates with the

instructional staff to determine media center

support needed to increase resources to

enhance school-wide content. The media

$8400

Educational

Media

Allotment.

08/12 thru

05/13

Principal,

Assistant

Principal,

Disaggregated

Lexile reports

Local reading

reports

35 Books

Resources from the media center

are correlated to grade level units of

study. The media specialist can

describe how services are

coordinated to support classroom


54

specialist serves on the leadership team and

provides services and resources that support

school units and lesson implementation

Teacher-Librarian attends collaborative

planning meetings and serves on

Leadership Team

Leveled books are made available to

students based on reading levels.

Teacher-Librarian facilitates the 35 Books

Campaign

Grade Level

Chairs,

Instructional

Coaches

All Teachers

AR and

STAR

Resource

alignment to

units

Media

circulation

records

Media

Committee

minutes

instruction.

Instruction Standard 1.2 Performance

Action 4 The teacher-librarian collaborates with

instructional staff to formulate and teach

common units, lessons, and assessments

aligned with grade level GPS standards.

Develop collaborative lessons with teachers

before, during, and after school which

explore literary genres and will enhance

students’ appreciation of literature

Continue to involve the community

members to assist in meeting media and

classroom standards

Instruction Standard 3:3.2 Performance

Action

Collaborate with teachers before, during,

and after school on project –based learning,

and work with students on projects.

Increase the level of school and community

awareness of all projects to further impact

expectations

No funding

needed.

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Disaggregated

Lexile reports

and /or local

reading

reports

Standard

committee

guidelines

Resource

alignment to

units

Media

circulation

records,

Resources from the media center

are correlated to grade level

units of study. The media specialist

can describe how services

are coordinated to support

classroom instruction.


55


Instruction Standard 2: 2.7 Performance/

Action 2











No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Grade Level

Chairs,

Instructional

Coaches

All Teachers

Technology

logs

Tutorial

Contracts

Lesson plans

Focus Walks

Student

projects

Rubrics

Results of On-

line tutorials











and analyze information. Teachers

will ensure that students are sent to

the media center to learn and utilize

technology.


56

Professional Learning Plan (CSIP 2012 through 2013) -

The plan below should include all professional (PL) activities conducted on or off-site during the school year, regardless of funding

source. PL Liaisons will submit a copy of this document along with the supporting budget and class proposals to the Department of

Professional Learning to served as the Comprehensive Plan. The PL budget should address only activities funded through the

Professional Learning Department budget.

Funding

Source

Goal to Improve Student

Achievement

Description of Activity Timeline Means of Evaluation

Evidence of

Monitoring

Evidence of

Impact

State

(PL Funds)

Title I

$7000

Title I

Funds

$2,000

To increase productive

time on task using

classroom management

strategies to improve

student achievement in

reading, math, science

and social studies

To increase sharing of

ideas amongst team

members within the

same building and same

region.

To increase the use of

data driven instruction

to improve student

achievement in reading,

math, science and social

studies.

To increase knowledge

Teacher Planning Workshop -

Participants will review data and

strategies that will help clarify their

vision of what they want from their

students i.e. classroom organization,

student motivation, responding

consistently and productively to

misbehavior and use strategies for

increasing student responsibility and

student achievement.

Articulation, Common Core, Response

to CSIP

.

Collaborative Planning/Data

Interpretation

Participants use available data to plan

units of instruction. Plan after school

trainings to allow teachers to receive

the full benefit of learning

Differentiated Instruction and

observing others who have mastered

the concept in their classrooms.

Professional Development through the

08/12 thru

05/13

Classroom

observations

Grade Level

Meetings

One on One

Meetings

With

Teachers

Focus Walks

Decrease in

discipline

referrals

CRCT Scores

Report Cards

Student Work

Samples


57

of various programs to

assist with increasing

Reading and Math for

all grade levels for the

teachers through varied

in state conferences.

Increase knowledge of

various teaching

strategies and ideas

through books for staff

and teachers. Student

Portfolios/Teacher by

Grade and Subject to

collect data to assist with

professional

development

attendance of listening and learning

from various educators around the

country to enhance personal

development in the field of education

in better serve and increase

achievement in our school.

Books and Periodicals - Provide

outside resources to be used as a book

study for the entire staff to inform

them of the goals for student

achievement for the school.

Writing Paper for portfolios,, writing

utensils and folders.

Federal

To increase the

strategies teachers use to

create assignments that

address higher order

thinking in reading,

math, science and social

studies

To develop a peer

teacher program to

develop strategies for

SFA and DATA Coach will provide

training

Participants will learn a process used

to analyze assignments and student

work to determine if assignments

really require students to do high

quality work that helps them to meet

the standards

Peer Observations – Participants will

observe teachers in their home school

as well as neighboring schools to

08/12 thru

05/13

Classroom

observations

Focus Walks

Lesson Plans

Student

Portfolios

CRCT/ITBS Test

Scores

Student work

samples

Benchmark

Assessments


58

increasing student

achievement

obtain strategies to help increase

student achievement.


59

School Climate Action Plan

Objective: Improve school climate through data analysis, planning, professional learning, consistent implementation, and self-

assessment.

Intervention (Performance Actions

should be selected and cited from the

Georgia School Keys Implementation

Resource Supplement or the DCSS


Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence


DCSS IR Performance/Action 1

The Leadership Team and the

Administrative Team focus on data

analysis and strategy development

based on prioritized needs in order to

create a safe school culture. The

school maintains and supports a school

safety committee that

Knows best practices in violence

prevention and school culture.

Actively shares with the faculty

research-based safe schools.

Collects and analyzes local, state,

and national data on violence and

school climate on a yearly basis.

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Instructional

Coach

Safety

Committee

Chair

Member list

Meeting dates

Sign-in sheets

Agendas

Minutes

A Safe School Committee exists

and meets monthly to review

school safety data and to discuss

the best practices on violence

prevention and the development

of a positive school culture.

Committee members include

school administrators, teachers,

and support staff (counselors,

social worker, graduation coach,

prevention/intervention

specialist, student support

specialist, nurse, etc.). Parents

and students serves as committee

advisors.



The Leadership Team and the

Administrative Team establish and

implement a routine and systematic

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Safety

Committee

Meeting dates

Sign-in sheets

Agendas

Minutes

Spreadsheets

Reports

Orange Discipline

Data analysis documents patterns

and trends of classroom

management and school wide

behavior. Documentation of data

analysis is utilized to develop

action plans and task forces as

needed.


60

process for analyzing school discipline

data by the following criterion:

Grade level

Gender

Location and time of infraction

Teacher referral

Repeat offenders

Chair

folders



Students and teachers are given

opportunities to be recognized for

positive contributions to themselves

and others.

PTA funds 08/12 thru

05/13

Principal,

Assistant

Principal,

Counselors

Safety

Committee

Chair

Sunshine

Committee

Program agendas

Documentation of

classroom

recognition

Awards/certificates

Positive letters to

parents

Positive e-mail

communication to

parents

Positive phone call

log

Recognition on PA

system or

class/school

website

Teachers and students develop

“standards for success”, or ways

that students can demonstrate

personal efficacy and citizenship.

Students are consistently

recognized for their positive and

responsible behavior in the

classroom and school wide.

Students both value and expect

positive consequences for

successful behavior and are

motivated to achieve their

behavioral goals.



Monitor effectiveness of the Positive

School Discipline Plan each month by

reviewing relevant data and discussing

improvements and area of continued

need.

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Counselors

Instructional

coach

Safety

Discipline data

School calendar

Sign-in sheets

Agendas

Minutes

Orange Discipline

Folder


discuss school wide behavior

patterns and trends. Task forces

are created and dissolved as

needed to conduct research and

propose solutions for continued

problem areas. Leadership Team

will meet periodically during

semesters to ensure that school-


61

Committee

Chair

wide orange notebook is being

continuously and effectively

used.


62

Teacher Retention Action Plan

Objective: Increase teacher retention through best practices in school policy, professional learning, and teacher support.

Intervention (Performance Actions

should be selected and cited from the

Georgia School Keys Implementation

Resource Supplement or the DCSS


Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Leadership 2.2


The school will develop and maintain

policies, procedures, and protocols to

ensure a teacher supportive school

environment through the following

actions:

Assign mentors to teachers new to the

profession

Assign mentors to teachers new to the

building

Provide mentors to veteran teachers

upon request

Schedule a formal time for mentors

and mentees to meet

Provide guidelines to mentors

regarding how to effectively serve in

their roles.

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Counselors

TSS

Support

Service

Specialist

Teachers

Mentoring

handbook

Mentor

assignment list

Scheduled

mentoring

meeting times

Calendar of

mentor-mentee

activities

Training

agendas

Training sign-

in sheets

Mentors and mentees can

articulate policies, procedures,

and protocols regarding teacher

mentoring. A written copy

(handbook) exists and is utilized

to provide mentoring services to

new and veteran teachers.

Teachers demonstrate an

understanding of and effective

implementation of best mentoring

practices.

Leadership 2.2


The school will adhere to the DCSS

No funding

needed

08/12 thru

05/13

Principal,

Assistant

TSS guidelines

TSS

assignment list

Scheduled TSS

New teachers can articulate how

the TSS program provides

support. New teachers are able to

demonstrate increased skills in


63

Department of Professional Learning

policies, procedures, and protocols for the

Teacher Support Specialists (TSS)

Program through the following actions:

Assign TSS to new teachers (0-2 years

previous experience)

Schedule a formal time for mentors

and mentees to meet at least once per

month

Ensure that all TSS have received

training from the Department of

Professional Learning regarding how

to effectively serve in their roles

Adhere to TSS guidelines regarding

the scheduling of meetings/activities,

the collection of data, and the

reporting of results

Principal,

Counselors

TSS

Instructional

coach

Professional

Learning

Liaison

meeting times

Calendar of

TSS activities

TSS activity

agendas

TSS activity

sign-in sheets

the areas of instructional delivery

and teacher/student interaction.

Instruction and discipline data

supports teacher perception of

increased skills.

Leadership 2.2


The school will provide a collaborative

planning time for teachers through one or

more of the following actions:

Utilize available funds to provide

release time/substitutes so that

teachers can participate in a long term

collaborative planning session once

per semester

Develop and maintain a master

schedule that allows collaborative

planning time on a weekly or bi-

weekly basis

Protect collaborative planning time

Professional

Learning

funds

Title I

Professional

Learning

funds

08/12 thru

05/13

Principal,

Assistant

Principal,

Instructional

coach

Master

schedule

Calendar of

collaborative

planning

events

Collaborative

planning

meeting

minutes

Lesson plans

Classroom

observations

DCSS pacing

chart

Grade levels and/or content area

teachers know what to teach,

when to teach it, and can

articulate progress made in

student learning. Teachers

provide support to one another to

improve instruction and student

learning. Instructional

adjustments are made within unit

plans.

Through Professional Learning,

Grade level meetings, and faculty

meetings, teachers will be trained

to develop and implement

effective collaborative planning


64

and refrain from using it for

professional learning,

department/grade level meetings, or

clerical purposes

Monitor lesson plans and classroom

activities for evidence of collaborative

planning

Train faculty members on how to

develop and implement effective

collaborative planning protocols

protocols and procedures.

Leadership 2.2


The principal will schedule one or more

individual conferences with all new

teachers and administrators per semester

to address teacher concerns and express

support. Follow-up regarding supportive

actions will be documented.

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Meeting

minutes and

talk points

Documentation

of support

actions

School leaders facilitate coaching

meetings with teachers and/or

administrators, and they can

describe how they developed their

coaching plans and the progress

that the teacher or administrator

has made.

Leadership 2.2


School administrators will conduct a

minimum of two informal observations

prior to a formal observation for any

teacher new to the school and provide a

follow-up conference.

No funding

needed

08/12 thru

05/13

Principal,

Assistant

Principal,

Observation

notes

Feedback

forms

Observation

calendar

School leaders can articulate what

they look for in an observation.

They can discuss instructional

delivery and student work as it

relates to the GPS elements and

standards.

DEKALB COUNTY SCHOOL SYSTEM · 2016. 1. 25. · School Name: Stone Mountain Elementary School...

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Transcript of DEKALB COUNTY SCHOOL SYSTEM · 2016. 1. 25. · School Name: Stone Mountain Elementary School...