Web viewASSESS bulletin board in the staff development room. 14. Plan developed during a one-year...

Title I School-wide Plan for

Clarkdale Elementary School___

Written/Revised during theSchool Year: 2013-2014 revised for school year 2014-15

Plan Submitted:June 30, 2014

September 5, 2014

Principal’s Signature (Required)

Clarkdale Elementary School 09/5/14

Principal must sign final plan submitted for GaDOE in BLUE ink. Subsequent revisions that may occur during the school year will also need to be signed.

1. Comprehensive Needs AssessmentA. Participation of Individuals……………………………………………B. Instruments, Procedures, or Processes…………………………………C. The Needs of Homeless, Neglected, and Migrant Children……………D. Current Achievement Data……………………………………………..E. Information about All Students………………………………………...F. Data, Conclusions (Summary of Needs)………………………………G. Measurable Goals/Benchmarks………………………………………...

12 12 1

5 5&6 6 7-12 12 12 13-15

2. Schoolwide Reform Strategies That Are Scientifically ResearchedA. Schoolwide Reform Strategies That Provide Opportunities For All

Children………………………………………………………………..B. Effective Means of Raising Student Achievement…………………….C. Effective Instructional Methods That Increase Learning Time………...D. Address the Needs of All Children……………………………………..

15-1617-18

1919

3. Instruction by Highly Qualified Professional StaffA. Strategies to Attract Highly Qualified Teachers……………………….B. School Status of Highly Qualified Teachers…………………………...

2020

4. Professional Development For StaffA. Include Teachers, Principals, Paraprofessionals, and Others…………B. Aligned Professional Development with the State’s Academic

Content…………………………………………………………………C. Professional Development Activities that Address the Root Causes…..D. Include Teachers in Professional Development Activities Regarding

the Use of Academic Assessments……………………………………..E. Schools Yearly Professional Development Schedule………………….

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5. Strategies to Increase Parental InvolvementA. Involved Parents in the Planning of the Comprehensive Schoolwide

Program………………………………………………………………...B. Parent Involvement Policy and Parent Compact………………………

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6. Plans for Assisting Preschool Children in the Transition From Early Childhood Programs and/or Students Entering Middle School or High School………………….

26-27

7. Measures to Include Teachers in the Decisions Regarding the Use of Assessment…………………………………………………………………….. 28

8. Coordination and Integration of Federal, State, and Local Services and Programs

A. List of State and Local Educational Agency Programs and Other Federal Programs that will be Included………………………………

B. Description of How Resources from Title I and Other Sources will be Used……………………………………………………………………

C. Plan Developed in Coordination with Other Programs………………..

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9. Activities to Ensure that Students who Experience Difficulty Mastering Standards shall be Provided with Effective , Timely Assistance

A. Measures to Ensure that Students’ Difficulties are Identified on a Timely Basis……………………………………………………………

B. Periodic Training for Teachers in the Identification of Difficulties……C. Teacher-Parent Conferences……………………………………………

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10. Description of how Individual Student Assessment Results will be Provided to Parents………………………………………………………………………. 29

11. Provisions for the Collection and Disaggregation of data……………………. 29

12. Provisions to Ensure the Disaggregated Assessment Results are Valid and Reliable………………………………………………………………………… 29

13. Provisions for Public Reporting of Disaggregated Data……………………… 29

14. Plan Developed During a One-Year Period…………………………………... 29

15. Plan Developed with the Involvement of the Community to be Served……… 30

16. Plan Available to the LEA, Parents, and the Public…………………………... 30

17. Plan Translated………………………………………………………………... 3018. Plan is Subject to the School Improvement Provisions of Section 1116 ……... 30

1. Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

A. We have developed our Title I School-wide Plan and our School Strategic Plan with the participation of individuals who will assist in the implementation of the plans. These individuals consist of our BLT (Building Leadership Team). A representative from each grade level, specialists, and other support staff were selected by their team to represent them on the BLT.


The data analysis for the needs assessment was completed by BLT members and grade level data teams. Feedback on the data analysis was provided by the BLT.

Participants

Dr. Liss Maynard, Principal Kim Jackson , ParentTangela Hendrix, Assistant Principal Ellen Auchenpaugh, Academic Coach Temika Arnold, Counselor Cathy Smith, P.E. TeacherSandra Moss, Kindergarten Teacher Sheila Lade, First Grade TeacherMarissa Young, Second Grade Teacher Marissa Young, Third Grade TeacherMary Ann Addison, Fourth Grade Teacher Mechelle Weddington, Fifth Grade TeacherPatricia Ringhofer, Special Education Teacher Rhonda Dickerson, ESOL TeacherJoAnne Davis, Kindergarten Paraprofessional

B. We have used several instruments to obtain this information including:

Criterion Referenced Competency Test - We reviewed CRCT data to determine the gap between student groups, the number of students in the meets and exceeds category for all subject areas. The assessment

Developmental Reading Assessment/Running Records- The Developmental Reading Assessment provides teachers with a method for assessing and documenting primary students' development as readers over time. Its purpose is to identify students’ reading level, defined as a text on which students meet specific criteria in terms of accuracy, fluency, and comprehension. Additional purposes include identifying students’ independent reading strengths and weaknesses, planning for instruction, monitoring reading growth, and, for the grades 3-5, preparing students to meet classroom testing expectations and providing information to teachers, schools, and region regarding reading achievement. The assessments are conducted during one-on-one reading conferences as children read specially-selected assessment texts. A set of leveled texts, which increase in difficulty, are used for the assessment. The DRA evaluates the major aspects of reading that are critical to independence as a reader.

Running Records- a written record of reading behavior on any text. The assessment is taken as a child reads orally from any text.

GKIDS- allows teachers to assess student performance during instruction, recordstudent performance in an online database, and generate reports for instructional planning, progress reports, report cards, RTI, and/or parent conferences. This assessment is used by Kindergarten teachers.


Fifth Grade Writing Assessment- The Fifth Grade Writing Assessment consists of students responding to an assigned writing prompt. This assessment allows students to apply writing skills learned throughout the year.

Iowa Test of Basic Skills- Provides educators diagnostic data that can drive remediation and better preparation for other, often “high stakes” assessments .It highlights the most important information for parents, teachers, and administrators through quick and convenient snapshot reports.The Iowa ensures current national comparison of students' achievement vs. that of students nationwide with 2005 Norms. The BLT reviewed perceptual data to determine how we were informing our stakeholders and meeting their needs. Running Records Data, Attendance, Discipline, Parent Involvement Survey, and Professional Development Surveys were utilized.

C. We have taken into account the needs of our homeless, neglected and migrant childrenby providing the following resources and services as needed:

Although we have a small population of homeless and neglected students, our academic coach/counselors, front office staff, work closely with our social worker to inform parents of services available to them. Resources for families in need are also located in various areas throughout the building and on our school website. All homeless, neglected, and or migrant students will receive services by any program for which they qualify. We have partnered with Due West United Methodist Church to provide backpack blessings to our families in need.

D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. We have reported the following test data for Clarkdale Elementary School.

Clarkdale Elementary School re-opened during the 2012-13 school year. Due to redistricting in the area Clarkdale received a number of students from Sanders, Hollydale, and Hendricks Elementary Schools during the same year.

Mathematics % Meeting/Exceeding Standard on CRCTCobb County

All Students Black White Hispanic Asian American

IndianMulti-racial SWD LEP Econ

Disadv

2011-2012 80.6 77.5 78.1 82.35 72.73 n/a n/a n/a 50 61.7 71.52

2012-2013 89 73.3 72.1 87 77.9 100 n/a 100 40 64 73.8


Mathematics % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2013-2014 88% 73 73 77 68 100 n/a 91 51 42 64

Strengths: Students in the Multi-Racial and Asian student groups continue to perform well in this area. SWD students grew by 11%Area of Concern: African American, White, Limited English Proficiency, and ED all decreased in performance.Achievement Gaps: We have identified achievement gaps in our student group of “Limited English Proficiency”

Reading % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2011-2012 n/a 85 86 84 85 n/a n/a n/a 57 80 81

2012-2013 95.4 90.3 90.8 95.8 84.7 100 n/a 100 58 79 87

2013-2014 97 90 90 89 80 100 n/a 92 71 80 89

Strengths: African American, Asian, LEP, SWD, and ED all showed an increase of 1% or more in student performance.Area of Concern: White students performance declined by 6% and multi-racial students showed a decline in performance by 8%Achievement Gaps: We have identified gaps in our Hispanic, Students with Disabilities, and Limited English Proficiency student groups.

ELA % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2011-2012 94.6 88.4 n/a


ELA % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2012-2013 94 89 88.1 100 86.4 100 n/a 100 61 80 89

2013-2014 94 83 84 80 82 100 n/a 82 59 63 75

Strengths: Although there has been a decline in student performance in this subject area we will utilize ELA morning work to strength student performance.Area of Concern: All student groups decreased 4% or more. There are major concerns for SWD and LEP student groups. Achievement Gaps: We have identified achievement gaps in our “Students with Disability a difference of 24% and Limited English Proficiency a difference of 20%.

Science % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2011-2012 82.4 75.12 90 76 68 n/a n/a n/a 43 59.5 69.54

2012-2013 84.3 74.7 76.8 90.9 70.5 60 n/a 72.1 45 62 71.7

2013-2014 84 67 69 76 52 50 n/a 69 35 46 66

Strengths: White students outperformed all other students in this subject area by 9%Area of Concern: All student groups have declined in this subject areaAchievement Gaps: We have identified achievement gaps in our Students with Disability showing a difference of 10% and Limited English Proficiency showing a difference of 12% compared to all students.

Social Studies % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2011-2012 81.9 73 75 68 68 n/a n/a n/a 33 61.7 67.55

2012-2013 85.3 76 76.2 86.9 77.1 60 n/a 90.1 33 70 72.9

2013-2014 87 73 74 76 66 100 n/a 73 48 53 71

Strengths: Asian students outperformed all other students in this subject areaArea of Concern: Asian student’s performance increased in this subject matter by 40%Achievement Gaps: We have identified achievement gaps in our Students with Disability and Limited English Proficiency

Below are the results of the Fifth Grade Writing assessment:


5th Grade Writing % Meeting/Exceeding Standard on CRCTCobb County



Disadv

2011-2012 84 69 68 n/a 58 n/a n/a n/a 33 n/a n/a

2012-2013 82 79 74 n/a 73 n/a n/a n/a 60 n/a n/a

2013-2014 84 66 63 n/a 72 n/a n/a n/a 45 n/a n/a

Area of Strength: Hispanic student’s performance remained the same.Area of Weakness: All students decreased by 13%Achievement Gaps: We have identified achievement gaps in our African American and Students with Disabilities student groups.

Below are the results of the GKIDS assessment:

GKIDS 2011-2012

English/Language Arts % Meets/ExceedsReading 81.7

Writing 70.7

Listening/Speaking/Viewing 90.7

ELA TOTAL 81.8

GKIDS 2012-13


Writing 73.0


ELA TOTAL 76.1


GKIDS 2011-2012

Mathematics % Meets/ExceedsNumbers and Operations 83.4

Measurement 92.1

Geometry 89.2

Data Analysis 43.5

MATH TOTAL 86.4

GKIDS 2012-13


Measurement/Data 89.8

Geometry 72.4

Operations and Algebraic Thinking 80.2

MATH TOTAL 80.7

GKIDS 2013-2014


Writing 65.1


ELA TOTAL 76.1

GKIDS 2013-2014


Measurement 94.4

Geometry 91.6

Data Analysis 92.3

MATH TOTAL 88.4

Areas of Strength: Students increased by .6 % in the area of reading from the previous year Areas of Weakness: Numbers and Operation is an area of weakness Areas of Concern: Numbers and Operation


E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including:

The major content strengths we found were in our programs are:Reading

Reading skills and Vocabulary Acquisition 3rd grade/5th grade Literary comprehension 4th grade

ELA Grammar /Sentence Construction 4th grade

Math Numbers and Operations 4th grade

Science

The major student groups strengths we found were: Black students met the target Reading Hispanic students met the target in Social Studies White students met the target in ELA, Reading, Science, and Social Studies


The major academic content needs we discovered and will address are:

Math is an area we will need to place a lot of emphasis on to improve all student groups

The major student group weaknesses we found were SWD did not meet the target in all subjects All groups did not meet the target in math Hispanic students did not meet the target in the areas of ELA, Reading, Math. and Science Economically Disadvantage students did not meet the target in the areas of Reading and Math

F. Summary of Needs

The data has helped us reach conclusions regarding achievement The major strengths we found in our programs are reading comprehension, reading for meaning, and vocabulary acquisition. In the area of math, our strengths are data analysis and geometry in some grade levels. Life Science appears to be a strength in third, fourth and fifth grade.

The major academic needs we discovered and will address are:

We do see the need to support our SWD and ESOL students in reading, writing, and math. Our special education and ESOL teachers are pushing in to support learning. They are developing IEP’s that support specific areas of weakness. This year we are including special education teachers and ESOL teachers in collaborative planning.

As we move forward and transition to the new Georgia Milestone Assessment, we will continue to look at ways we can address the needs of each student group. Additional support will be needed in reading for information, measurement, geometry, and algebra. In the area of science, we will focus on integration of science and social studies during the reading block.

We will continue to utilize our academic coaches to support the implementation of the balanced literacy framework and math instruction. They will meet with teams weekly to provide coaching, mentoring, professional development, plan effective lessons, analyze data, and integrate technology.

We will continue to address our reading deficits with the full implementation of the reading/writing workshop. Teachers will be provided professional development to support rigor and relevance in the instructional design and implementation. We will continue utilizing tutoring for students who are identified for additional support in both reading and math.

In the area of math we have hired a full-time math coach to assist teachers in acquiring effective strategies to increase student achievement. The math coach will model effective lessons and guide professional learning. Our data shows us we have a significant need of support in this subject area. Students in third grade have consistently under performed on the CRCT in the area of math. Most


students struggle with numbers and operation. In addition to the math coach we plan to hire tutors to address the bottom 25% of the students in 3rd , 4th and 5th grade.

The ROOT CAUSE discovered for each of the needs are:

Varied experiences for incoming Kindergarten students Development of math instructional practices (consistent strategies that address student needs) Inconsistent implementation of differentiation across grade levels Student transiency among our student population A wide range of student abilities Closing the gap vertically Lack of parent knowledge of how to support their children at home with the new Common

Core Georgia Performance Standards particularly in the area of math. Inconsistent implementation of reading and writing workshop across grade levels

G. The measurable goals/benchmarks we have established to address the needs, as indicated in the School Strategic Plan, are…

Students will demonstrate proficiency in reading 92% of all students will meet or exceed standards on the Georgia Milestones Assessment in Reading 201592% of Black students will meet or exceed standards on the Georgia Milestones Assessment in Reading in 2015.91% of White students will meet or exceed standards on the Georgia Milestones Assessment in Reading in 2015.82% of Hispanic students will meet or exceed standards on the Georgia Milestones Assessment in Reading in 2015.73% of Students with Disability will meet or exceed standards on the Georgia Milestones Assessment in Reading in 2015.82% of English Language Learners will meet or exceed standards on the Georgia Milestones Assessment in Reading in 2015.94% of Multi-Racial student will meet or exceed standards on the CRCT in Social Studies in 2015.91% of Economically Disadvantage will meet or exceed standards on the CRCT in Social Studies in 2015.

Students will demonstrate proficiency in math73% of all students will meet or exceed standards on Georgia Milestones Assessment in Math in 2015.of all students will meet or exceed standards on the Georgia Milestones Assessment in Math in 2015.76% of Black students will meet or exceed standards on the Georgia Milestones Assessment in Math in 2015.79%of White students will meet or exceed standards on the Georgia Milestones Assessment in Math in 2015.


70% of Hispanic students will meet or exceed standards on the Georgia Milestones Assessment in Math in 2015.53% of Students with Disability will meet or exceed standards on the Georgia Milestones Assessment in Math in 2015.46% of English Language Learners will meet or exceed standards on the Georgia Milestones Assessment in Math in 2015.93% of Multi-Racial student will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.68% of Economically Disadvantage will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.

Students will demonstrate proficiency in ELA85% of all students will meet or exceed standards on the Georgia Milestones Assessment in ELA in 2015.86% of Black students will meet or exceed standards on the Georgia Milestones Assessment in ELA in 2015.82%of White students will meet or exceed standards on the Georgia Milestones Assessment in ELA in 2015.84% of Hispanic students will meet or exceed standards on the Georgia Milestones Assessment in ELA in 2015.63%_ of Students with Disability will meet or exceed standards on the Georgia Milestones Assessment in ELA in 2015.65% of English Language Learners will meet or exceed standards on the Georgia Milestones Assessment in ELA in 2015.84% of Multi-Racial student will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.77% of Economically Disadvantage will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.

Students will demonstrate proficiency in science.70% of all students will meet or exceed standards on the Georgia Milestones Assessment in Science in 2015.71% of Black students will meet or exceed standards on the Georgia Milestones Assessment CRCT in Science in 2015.78%_of White students will meet or exceed standards on the Georgia Milestones Assessment in Science in 2015.54% of Hispanic students will meet or exceed standards on the Georgia Milestones Assessment in Science in 2015.37% of Students with Disability will meet or exceed standards on the Georgia Milestones Assessment in Science in 2015.48% of English Language Learners will meet or exceed standards on the Georgia Milestones Assessment in Science in 2015.71% of Multi-Racial student will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.


68% of Economically Disadvantage will meet or exceed standards on the Georgia Milestones Assessments in Social Studies in 2015.

Students will demonstrate proficiency in Social Studies.76 % of all students will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 201576% of Black students will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.78%of White students will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.68% of Hispanic students will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.50% of Students with Disability will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.55% of English Language Learners will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.75% of Multi-Racial student will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.73% of Economically Disadvantage will meet or exceed standards on the Georgia Milestones Assessment in Social Studies in 2015.

The following are our SSP goals for the 2014-15 school year:

We will increase the level of communication to all stakeholders.We will increase recognition of students, staff, stakeholders (academic, LIFESKILLS)We will continue with the implementation of CCGPS.

2. School-wide Reform Strategies that are scientifically researched based.

A. School-wide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are: Professional Learning for Improving Student Achievement of Title I Students

a. Teachers have received and are continuing to receive training on the Common Core Georgia Performance Standards in Reading/ELA and Math during full day collaborations paid for with Title I and Title II funds. Additionally, teams collaboratively develop standards-based units incorporating performance tasks, rubrics, teacher commentary and common assessments. Finally, teams discuss data in data teams to determine next steps for instruction. All regular, Special


Education, ESOL, and Instructional Support teachers are included in these planning days.

b. Academic Coaches will work with teachers on infusing the Common Core Libraries, preparing for the generation of assessments, informational text bundles, and mentor text kits, purchased with Title I funds into their instructional practices and environment to support learner needs.

c. Teachers will use high interest magazines (Time for Kids, Scholastic News and Science Weekly) in small group and whole group instruction to increase reading comprehension of non-fiction and informational texts. Title I funds are used to provide these resources to students.

d. Students work with the Study Island, FasttMath and FractionNation during the regular computer rotations and in classrooms. These Title I funded student-paced programs are aimed at helping individual students work to improve their skills in academic areas. In addition, these programs can be accessed in classrooms or in after school tutoring. Teachers regularly access student progress data.

e. Teachers use available software and apps on hand-held technologies (IPAD, Kindles) and laptops to promote increased reading, math and science opportunities for reluctant learners.

f. Math manipulatives (Thinking Frames, Inflatables, Anglegs, Base 10 blocks, tiles, etc) are being used to help students building number sense.

g. After school tutoring is offered to our most at-risk students in grades 3-5 through Title I funding. These students are selected based on previous CRCT and ITBS scores and current levels of functioning on the DRA as well as daily classroom assessments. Tutoring is scheduled 2 days a week, for two hours sessions and is free for parents. Group sizes ranges from 7-9 students. The lesson format for Reading/ELA includes: time for fluency and sight word activities, direct reading comprehension strategy instruction, and computer practice. The lesson format for Math includes: fact fluency practice, number talk activities, problem solving opportunities, computer time with FastMath and FractionNation or other websites.

h. Tutoring- A proctor will be available in the computer lab to support students as they access FastMath, FractionNation, OAS, and other applications identified to increase student achievement. By utilizing the computer lab for the applications mentioned previously we hope to focus on math and yield an increase in student performance in this area. We will also hire tutors for each grade level to support guided instruction in math.

i. Students scoring 850 or higher in math will participate in a vertical partnership at Cooper Middle School.

j. This year we will have a full-time parent liaison who will work to increase parental involvement at Clarkdale Elementary School.

B. Are based upon effective means of raising student achievement.


Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies:

Professional Learning Communities/Collaboration- Focused professional development based on high standards of teaching and learning is essential to improving student achievement. PLCs must be focused on what teachers district-wide and in the individual schools need to know and be able to do for their students. Ultimately, professional development should build "professional communities" committed to higher student learning. Continuous learning opportunities that are focused, reflective, and coherent are essential. The following are research-based practices in professional development that support career-long development of teaching and student learning:

Provide on-going learning opportunities for all Improve teaching and learning Target student outcomes and goals of schools and districts Set time aside to allow teachers to implement new techniques

learned and to plan collaboratively Establish study groups (e.g., book topics, professional magazine

articles, etc.) Involve all teachers including, Special Education, ESOL,

paraprofessionals, and specialist Provide teachers with an opportunity to visit schools within the

area creating a vertical alignment

Data Analysis-There is various research that states the importance of data and its positive effects on instruction. In the book Making Sense of Data-Driven Decision Making in Education, evidence from recent RAND research suggests that educators find data useful for informing aspects of their work and that they use data to improve teaching and learning. Furthermore, Dylan Wiliam has found that if schools are effectively using assessments to drive instruction and measure student progress, they produce tangible results. When teachers take time to analyze the data from assessments and discuss the results with each other they can get multiple perspectives on possible reasons for the results. “Posing questions helps the team members reflect and draw meaning from the data on their own, which is much more empowering than having everything pointed out to them that perhaps they do not initially see” (Wiliam 2009). Analyzing data can foster professional growth. In the end, both teachers and students benefit from this practice. As Richard DuFour states, “The end goal is to use the data to help students understand what they need to do next and to help us understand what we, as educators, need to do next to help students learn more.”

Text Complexity- Selecting appropriate reading material for students is hard. For decades, teachers have known that quality instruction requires a careful matching of materials to students. The goal is to select materials that are neither too difficult nor too easy for students--a phenomenon sometimes called the Goldilocks Rule. To ensure that students learn to read increasingly complex texts, teachers have to understand what makes a text hard. The introduction of the Common Core State Standards has also placed


a spotlight on text complexity. In Text Complexity: Raising Rigor in Reading, Douglas Fisher states that the quantitative and qualitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks are difficult to understand for teachers. It is important for them to examine how close readings of complex texts scaffold students understanding and allow them to develop the skills necessary to read like a detective.

High Interest Magazines- We believe that students benefit from a wide variety of nonfiction, including magazines, newspapers, narratives, and informational texts. A variety of nonfiction texts may help students become better writers. Not surprisingly, relationships exist between what students read and what they write (Kamberelis, 1998). Exposing students to a variety of texts offers them a myriad of choices for expressing their own ideas. If they only read textbooks, they miss out on models for many writing styles and formats. A variety of texts, fiction and nonfiction, may help prepare students for tests. Students who report reading a greater variety of texts perform better on the National Assessment of Educational Progress (NAEP), a standardized test (Dreher, 1998/1999). Many standardized tests include a great deal of nonfiction as well as fictional text. Sometimes, time spent on real reading and writing feels like it takes away from test preparation. In the case of reading a variety of materials, including magazines, offer students important exposure to text features such as graphs, charts, and captions that show up on standardized tests with some regularity. Reading a wide range of materials seems to affect students’ interest in reading overall (Duke, Martineau, Frank, & Bennett-Armistead, 2003). This may in turn result in students reading more productively (Caswell & Duke, 1998).

After School Tutoring-Research indicates that regular, high-quality one-on-one tutoring may be the most effective afterschool activity for improving academic achievement. One-on-one and small-group mathematics and reading tutoring from well-trained staff allows afterschool programs to target students' individual strengths, weaknesses, and interests to provide direct, diagnostic instruction and mentoring. This type of tutoring is most effective when tied to the school day, allowing children to directly practice and reinforce what they are learning in the classroom (SEDL, 2012).

Academic Coach- Increasingly schools are employing coaches to assume the responsibilities related to implementation support of the curriculum. Coaches are master teachers who participate in explicit professional development about coaching to become skillful. Called by many different titles, teacher leaders in this role are primarily school-based professional development specialists who work with individuals and teams to design and facilitate appropriate learning experiences, provide feedback and support, and assist with implementation of the curriculum. Their work centers on refining and honing teaching, and their indicator of success is directly related to student achievement (Killion, 2009).

Parent Liaison- -Studies show that the more parents are involved in the education of their child, the more academically successful that child will be. The goal of the Title I Parent


Involvement program is to give school-based Parent Involvement Facilitators information, materials and resources to enable them to provide for their parents at the school-level. It is the job of the Facilitator to give parents the tools and resources necessary for them to help their child at home. Everyone working together in this way gives the child the best possible support for doing well in school

GLOSS-Math Assessment designed to identify areas independent and instructional level for student in the area of math.

C. Use effective instructional methods that increase the quality and amount of learning time. Our teachers will continue to utilize the following strategies:

Teachers use the “SEAMLESS Framework” to establish a sound learning environment.

Field trips for all grades levels with a focus on Georgia Common Core State Standards.

Teachers use information from DRA’s and running records to differentiate reading instruction.

Teachers administer local common assessments in the area of math to determine if students are mastering skills and concepts taught during each nine week period, and adjust instruction accordingly.

Utilization of both local and county coaches to guide teacher planning of instruction in the reading, writing, and math workshops

Grade level teams utilize non-fiction reading material to support application of extended text.

Direct instruction of comprehension strategies occurs through focused mini-lessons and guided reading.

Teachers incorporate writing across content areas Vocabulary development is increased through direct instruction, content

area integration and word walls Teachers utilized Balanced Literacy in their classrooms. Number Talks are held in all classrooms. Direct instruction of problem solving strategies is utilized, and assessed

using the district math rubric. Implementation of GLOSS and Instructional resources and tools will include Zoo-Phonics and Open Court

for primary grade levels. Reading will be encouraged through Renaissance Learning (Accelerated

Reading). Learning A-Z will be utilized by teachers in planning effective lessons. Special Education and ESOL teachers will continue to push into the

classroom to support learning.


Teachers use guided reading and math to support flexible grouping during the instructional day.

This year we will continue our Parent Academy that addresses math strategies, standard-based report cards, understanding assessments, and more.

Math manipulatives are used to enhance and support number sense. Teachers will utilize more technology in all subjects with students,

coached by our half-time Technology Coach.

We will conduct walkthroughs, surveys, and observations to measure the impact on learning. We will also renew the subscription to Bookflix this spring. We have found that our teachers use this resource as a means to reinforce reading skills, address learning styles, and present stories in a different format to learners Also, we will purchase Scholastic Readers for 5th grade students to address student reading interest. The text will provide teachers with resources to address text complexity and close reading associated with CCGPS.

Our school-wide discipline program focuses on LIFESKILLS, Lifelong Guidelines, and procedures. During the 2014-15 school year a discipline team will assess the current discipline practices in order to develop and align the school-wide discipline plan to the referral form. The discipline team will be charged with developing a positive discipline plan that encourages students to follow procedures for an effective learning environment. The team will also review researched based programs such as PBIS for future implementation.

Technology is utilized throughout the day at Clarkdale. To measure is use an implementation teachers were asked to complete a technology survey to determine the impact of technology on learning and instruction. According to the survey 58% of teachers’ survey reported that technology is used to show evidence of student centered learning more than once a week with 18% reporting that technology is used to show evidence of student-centered learning less than twice a month. Therefore, we have utilized Title I funds to enhance the learning experience through the use of technology and increase the use of technology for the purpose of student centered learning. Most class integrate technology through the use of the Smartboards, educational application, Ipads, Kindles, and laptops.

Clarkdale has utilized the relationship with Cooper to extend learning for 5th grade students in the area of math. Students scoring 850 and above on the CRCT attend an extension class Tuesday and Thursday of each week.

During the 2014-15 school year we will tap into our catalog of retired teachers and tutors to support remediation of students who struggle in reading and math.


Our full-time district literacy and math coaches will continue to support teachers with the implementation of CCGPS, GLOSS, Number Talks, Literacy Block, and data analysis.

This year we would like to implement extended planning time for teachers using an enhanced specials schedule.

D. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

The needs of all students, particularly those of our Special Education, English Language Learners, and our students who are Economically Disadvantaged will be carefully monitored through RTI, data teams, quarterly assessments, formative checkpoint assessments prior to Georgia Milestones Assessment administration, and report cards. Adjustments to programs such as after school tutoring or in-school tutoring will address these needs. Our School Strategic Plan will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

3. Highly Qualified Professional Staff.

A. Strategies to attract highly qualified teachers to high-needs schools.

Clarkdale continues to attract new teachers through partnerships established over fifty years. We also use the district’s HR database to seek highly qualified candidates. New teachers are provided support from our academic coach and grade level team leaders. We partner with surrounding colleges and universities to provide field experiences for student teachers. Many of our teachers start as a paraprofessional and move into teaching positions when they are available

B. School status of highly qualified teachers to high-needs schools

Clarkdale has over fifty-three full and part-time certified faculty members, which includes teachers, administrators, media specialist, and counselors. Ninety-nine percent of classroom teachers at Clarkdale Elementary school are highly qualified. Approximately 63% of the staff has a master’s degree or higher and all staff members are certified in technology. During the 2014 and 2015 school years we have added a number of new staff members due to retirement and transition. We see this as a benefit to our school community as it allows us to tap into new and innovative practices to support our school community as well as strengthen our school culture. Clarkdale provides a teacher induction program to all new teachers, as well as an assigned teacher mentor.

Certification deficiencies are addressed by informing those who are not highly qualified of their status. We also inform parents (by letter) of the status of teachers who are instructing, but are not highly qualified.


4. Professional development for staff to enable all children in the school

A. We have included teachers, principals, paraprofessionals and others, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example, all staff members were asked to complete a professional development needs assessment. Staff members identified various topics of interest including mathematics instruction, technology, reading and writing workshop, and differentiation. Due to the number of students in third grade who did not meet standards on the math portion of the CRCT, the focus of staff development will be mathematics. We will continue to offer professional development in literacy and math. Teachers will move from cooperation to collaboration as it relates to executing effective team planning. Our plan includes scheduled planning days that will allow teams to develop math assessments and lessons that will increase student performance. During designated staff meetings we will continue to provide differentiated professional development based on the needs assessment. Staff members are encouraged to attend county, state, and national professional development opportunities.

B. We have aligned professional development with the State’s academic content and student academic achievement standards at every grade level. All professional development will be aligned to CCGPS. Teachers will begin with the end in mind while developing assessments and lessons that meet the needs of all student groups. As staff members attend outside professional development they are encouraged to share information gained from their attendance at presentations. During the 2014-15 school year administration utilize the TKES framework to conduct walk-throughs to monitor instruction.

We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example….(money, time, resources, instructional coaches):

Title I funds and School Focused-Professional Development Funds will be utilized to provide substitutes for collaborative planning/training days. We will allocate funds to develop teachers new to Clarkdale Elementary School. This year we hired twelve new teachers and we feel it is important to develop and support new teachers for the purpose of retention and student success. A member of administration will work with teachers to build relationships, coach, and support this group.

Title I Funds have been allocated to fund a math and literacy coach. The coaches will work with all certified and classified staff.

Title II Grants are written to fund collaborative days to analyze student data, plan collaborative interventions, strategies, and identify students who need additional help.

D. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program. Training is conducted and assessments are collaboratively scored to assist in determining next instructional steps and


the need for any further staff development in a curriculum area. A staff developments needs assessment has also been conducted.

E. 2014-15 Professional Development For:

Clarkdale Elementary School

Professional Development Frequency Staff/Number of Participants

Notes Projected CostsFor Substitutes

SEAMLESS PD 4/one per quarter Certified/55 Full day 17, 600Training w/ Academic Coach 4/one per quarter Paras/18 ½ day per nine

paras2,880

Area I Peer Observations & Collaboration

1 per year Certified/55 Full day 4, 400

Local Peer Observations 5 per quarter Certified/Para Full day 1, 600Teacher Rounds 1 year/per grade

levelCertified Full Day 4, 400

Total Projected Cost

30,880

5. Strategies to increase parental involvement

A. We have involved parents in the planning, revision, and improvement of the comprehensive school-wide plan by maintaining a strong parent/school partnership that is an essential building block for an effective education. Clarkdale Elementary School encourages, supports, and values the involvement of parents, families, and the community in the educational experience of “our” children. We recognize each parent as their child’s first teacher and acknowledge the powerful influence of parents on their child’s life. Clarkdale’s staff has worked hard to develop a family-friendly school and programs that welcome and serve parents and families in positive and supportive environments.


Title I Building Capacity for Parent Involvement Activities

Activity Date/Time Snacks Supplies Needed

Parental Involvement

StandardMeet & Mingle w/ Dr. Maynard 7.24.14 Yes No 1, 2, 5Back to School Academic Bash 8.1.14 Yes No 1, 2, 5

Strategies for a Successful School Year 8.4.14 Yes No 1, 2, 5Pastries for Parents Monthly Yes Yes 1, 2, 5

Parent Academy-MatH, Math at Home September Yes Yes 1, 2, 5Parents as Partners…Three for Me Daily Yes Yes 1, 2, 5

Parent Academy- Informational Literacy TBD Yes Yes 1, 2, 5Parent Academy- Testing Strategies TBD Yes Yes 1, 2, 5Parent Academy- Literacy Strategies TBD Yes Yes 1, 2, 5

Back to School-Spend the with your Child TBD Yes Yes 1, 2, 5Watch D.O.G.S. TBD Yes Yes 1, 2, 5

South Cobb High School Community Day April Yes Yes 1, 2, 5State of the School Address Once a semester Yes Yes 1, 2, 5

Next Steps….Future Cardinals Comes to Clarkdale

Literacy and the Media Center Coming to Kindergarten

Once Semester Yes Yes 1, 2, 5

Parent Academy-Math Night TBD Yes Yes 1, 2, 5Parent Academy- Science Night TBD Yes Yes 1, 2, 5

B. We have developed and are revising a parent involvement policy included in our appendices that includes strategies to increase parental involvement.

6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs and/or students entering middle school or high school

Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school or high school and entering from private schools plus students entering our school throughout the school year

Last year we held a kindergarten orientation which allowed parents and their preschoolers to experience a day in the life of a kindergartener at Clarkdale. The kindergarten orientation gave parents and students a “being there experience” for the upcoming school year. We have scheduled the same event for the 2014-15 school-year. This program would improve the students’ transition into kindergarten. Each year we host a counselor for the surrounding middle schools to provide information to fifth grade students. Students and parents are invited to attend Parent Orientation at the middle school. As new students enroll from other schools, they are placed in a learning club within the classroom. The club helps new students assimilate into their new environment. We also have a student Welcome Team, who assist new students by providing a school tour.


7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.

Clarkdale has put together a comprehensive plan to include teachers in the decision making process, by using assessment data to improve student achievement. This plan is based on the School Strategic Plan, Balanced School Assessment Plan, and the Five Step Data Team Process. The School Strategic Plan is developed by the Building Leadership Team. An analysis of school-wide data allows the team and teachers to develop measurable goals and strategies that will impact student achievement. In conjunction with the development of the SSP, the Balanced Assessment Plan is revised to include formative and summative assessment strategies that are implemented school-wide. It also allows for the utilization of data that identifies specific instructional and scaffolding needs of individuals and student groups. Teachers are cognizant of student performance by the analysis of classroom data extracted from AssessTrax, grade level common assessments, and other assessment measures. Data is disaggregated using the five step process. A review of data vertically and horizontally is used to determine strengths and obstacles across grade levels.

8. Coordination and integration of Federal, State, and local services and programs

A. Clarkdale is a Title I school which allows for additional funds for student and staff programs to help meet the needs of our at-risk student groups. After reviewing the CCRPI, CRCT Scores, and Other assessments, we will provide staff development that will focus on rigor, reading strategies, math strategies, and technology . Title I funds support academic coaches. We will utilize different EIP model in classrooms to best meet the needs of our students including augmented and small group instruction. Teachers will collaborate with specialists to design integrated instruction. We also utilize:

Early Intervention Program DFACS CCSD Social worker 20 day additional funds

Our academic coach provides a variety of services including staff development, modeling in teachers’ classrooms, facilitating and managing Tier III of the Response to Intervention process, assisting with the creation and management of the School Focused Staff Development Plan and Title II grant, additional tutoring programs for at-risk students and new teacher induction.

B. School Focused Staff Development funds, Title I funds, and Title II grant money are used to provide:


Funding Source Funding Use FTE Funds Instructional staff (teachers, parapros), consumable

supplies, technology, expendable equipment, professional learning

SPLOST Funds Technology, expendable equipmentTitle I, Part A Class size reduction, Instructional staff (teachers,

parapros) consumable supplies, technology, expendable equipment, professional learning, academic coaches

Sample Title II, Part A Professional Learning

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

Our school has an annual Career Day in which many members of the local community, in all walks of life, come and teach our students about their career and the knowledge and skills needed for that career. We have been in partnership with the Captain Planet organization in setting up our school garden, which is used for instruction in math, science, reading and social studies. Other plans are being discussed to have members of professional societies possibly come and facilitate after-school clubs based on student interest.

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

A. Measures to ensure that Students’ Difficulties are identified on a Timely Basis

Classroom teachers conduct collaborative data team meetings on a consistent basis. The data team process allows teachers to collect data for every child based on common, grade-level developed assessments. This data allows teachers to identify areas of strength and areas in need of improvement for individual students, whole class and grade level. This data is then used to reflect on teaching practices and guide future instruction.

As an integral part of the data team process our academic coach leads the RTI process. The RTI (Response to Intervention) model is used to address the needs of students experiencing behavioral and academic challenges. Once a student is identified as needing additional assistance, teachers meet with counselor, academic coach, team members, and administrators to develop targeted intervention strategies. In addition to classroom intervention strategies, students are often involved with extended day tutoring, counselor assistance, referrals to community resources and the Early Intervention Program in the area of reading and/or math.


B. We provide periodic training for teachers in the identification of students who may be struggling. We have recently revamped our local school RTI process to provide teachers with specific strategies on how to lend additional support for students who are struggling academically and behaviorally. Further training on data analysis and planning will be conducted and reviewed as we continue to implement the data team process.

There are many opportunities as well for parents to be involved in the process of identifying and supporting struggling learners. All parents of learners receive progress reports every 4 ½ weeks of school notifying them of the difficulties their child is having as well as strategies to support their child with their learning at home. Parents are also informed of the Tier 2 process and invited to attend Tier 3 meetings.

As mentioned previously staff members will meet to identify student difficulties weekly, monthly and quarterly. Staff members will develop and utilize assessments that will predict student performance and guide instruction.

Data team meetings will occur to assess math pre-assessments, common formative assessments, and post assessments. Pre-Assessments will be administered at the beginning of the nine week period.

All staff members receive training from both district and school based personnel regarding how to scaffold and extend learning in both reading and math. This opportunity provides teachers with tools and strategies to address critical areas. Teacher teams meet every Wednesday and Thursdays to develop lessons and assessments that are aligned to CCGPS. During the 2014-2015 school year teachers will utilize this time to develop common formative assessments and collaboratively score student work.

The BLT identified math as the focus for the 2014-15 school year based on CRCT data. Because of the focus on math we will continue to enlist the help of county math coaches. As in years past we will utilize Number Talks to enhance instruction.

C. Teachers at Clarkdale use various means to inform parents of student strengths and obstacles. They often provide parents with their personal cellphone numbers, they have planned and impromptu conferences when needed. Teachers send home Monday folders weekly to share student work and parent information. We have established a parent resource room for parents to access academic resources. This year we have established a W.A.T.C.H Dogs group at our school. The group consists of fathers who help support the school environment. Parent Involvement funds will be used to activities, resources, and snacks for parent activities.

Additionally, we would like to hire retired educators to assist in the classroom during math and readers workshop. This year specials teachers will support math standards as a means to reach students across curriculum.


C. Clarkdale teachers conference with parents and provide detailed information about student performance. This is done during the October conference and periodically throughout the year. During the fall conferences we provide parents of student in intermediate grade level with information about out tutoring program. This school year we are looking to implement the student-parent conference format for fourth and fifth grade students. We want to build student self-efficacy and develop transitional plans early. Teachers will identify strengths, areas of concern, and strategies to provide to parents during all conferences. Parents know they can schedule a conference with teachers anytime during the year.

We will also utilize parent academy workshops to inform parents about strategies and tools available to them that will assist with increasing student performance. Math will be the primary focus for parent workshops. We will also host a number of workshops to help parents.The curriculum nights will include math night, game night, math night at Home Depot and more.

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

This school year we are looking to implement the student-parent conference format for fourth and fifth grade students. We want to build student self-efficacy and develop transitional plans early. During the conference we will share student performance on previous and current year assessments to show trend data on individual students. We will continue to send home report cards and progress report every 4 ½ to 9 week period. We also share student performance during RTI meetings, through weekly agendas, and phone calls.

We provide each parent with test results and interpretive guides as soon as results are received.

We are also planning an Assessment Night in which each child’s parents will receive all of his/her test scores and other pertinent information, and will be trained in how to interpret them.

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

Data is collected and disaggregated by the Georgia Department of Education.At the local level PLC’s participate in the collaborative data team process. Teachers review formative and summative assessment data on a continuous basis. Clarkdale utilizes the five-step data team process. Teachers meet bi-weekly to analyze student progress on standards.

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


The Georgia Department of Education has verified the validity and reliability of the disaggregated data.

Locally we employ information from numerous assessments to drive instruction to meet the needs of all students. These assessments include the ITBS, CRCT, Writing assessments, ACCESS for EL, CogAT, GKIDS, Running Records, DRA, and the future Georgia Milestone Assessment more. Teachers identify student strengths and weakness to develop small/whole group instruction. The process used is considered reliable and valid because of the researched based process (Doug Reeves, Leadership and Learning Five Step Process).

13. Provisions for public reporting of disaggregated data.

“The GaDOE and CCSD publish disaggregated data for each school on their respective websites. In addition to this, our school provides an informational brochure to parents. Information is listed on our website, and in the school’s newsletter.”

Disaggregated data (CCRPI) is shared and made available to the public using the following methods:

o School Council Meetingso Parent Resource Roomo Title I Plano PTA Meetingo School Strategic Plano ASSESS bulletin board in the staff development room

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

Keep up with each year.

“The plan was developed during a one-year period in the 2014-2015 school year for the 2014-2015 school year and has been revised as needed.”

The School-wide title I plan and the SSP are available on our school’s website.

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


“The Title I, Schoolwide Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, parents and students .”

16. Plan available to the LEA, parents, and the public.

Insert the following statement for Section 16:“The Title I, Schoolwide Plan is available to the LEA, parents, and the public by”

A copy of the Schoolwide plan is on file in the Title I Department of the Cobb County School System. Copies of the plan are also in the school administrative office, the media center, and the parental involvement center. Parents and the public are notified of the availability of the plan on the school website and availability was advertised on the school marque in October.

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

The plan is available for translation upon request. If use of the IWC is needed we will have an interpreter to interpret information.

18. Plan is subject to the school improvement provisions of Section 1116.

“This school-wide plan is subject to the school improvement provisions of Section 1116.”

Parent Involvement Policy2014-2015

Clarkdale Elementary is a School-wide Title I Program.

Clarkdale Elementary has jointly developed this policy and compact with our parents to describe how we will support the important role of parents in the education of their children. In cases where the students reside in a Neglected and Delinquent residential facility, a representative from that Facility can serve as a proxy for the parent (s). At Clarkdale Elementary, we build capacity for parent/community involvement by implementing the six types of involvement: Parenting, Communications, Parent Volunteering, Learning at Home, Decision-making and Governance,


and Collaboration and Exchanges in the Community. This policy will be distributed at Open House.

Based on the requirements of Title I Elementary and Secondary Education Act of 1965 (ESEA), Section 1118 and the needs identified by our parents and school staff surveys, we will provide reasonable support for parental involvement activities as parent may request. The following strategies were outlined:

I. An annual Title I information session and other flexible scheduled meetings will be held through out the school year. These meetings will cover the following information:

a. Title I Programsb. College and Career Ready Performance Indexc. Parent’s right to know about Teacher and Paraprofessional qualificationsd. Parent Information Workshops & Parent volunteeringe. School policies and proceduresf. School curriculumg. Student assessmentsh. Local and State assessmentsi. Common Core Georgia Performance Standards (K-12)j. Transitioning from Pre-K to Kindergarten, Clarkdale Elementary to Cooper and

Garret Middle Schools. The middle school students will attend South Cobb High School.

II. Parents will receive information from our school in their child’s home language in a timely manner. Clarkdale Elementary uses the following communication methods to provide parent with timely information:

a. Teachers send home weekly classroom newsletters to inform parents of classroom events, assignments and upcoming events.

b. Parents will receive the “Clarkdale Title 1 Newsletter” publication quarterly.c. We will have a minimum of two parents on our Georgia school Council

Committee.d. Parents were surveyed at the end of the year to determine their satisfaction. We

solicit information about the effectiveness of the current programs. The gained information is then used in the new school Improvement Plan.

e. The principal communicates monthly with parents via Blackboard Connect Outdial System. The message alerts parents about pertinent dates and events. This communication is sent to parents in both English and Spanish.

f. Clarkdale Elementary maintains a school website with vital information for families.

g. All teachers communicate with parents using the web page.

III. We encourage all families to be education partners in their children’s school success by:a. Inviting parents to attend all meetings by giving them the Clarkdale Elementary

Parent Involvement Activities Plan.b. Inviting parents to serve on committees such as the School Council, School

Improvement Plan Committee, Parent Policy/Compact Action Planning Committee, and the PTA.


c. Providing meetings held during the school day and outside school hours. These dates and times are listed in the Clarkdale Elementary Parent Involvement Activities Plan.

d. Visit our Parent Resource Center located at Clarkdale Elementary, Room H100, Monday through Friday, 8:00 a.m. to 1:30 p.m. where materials are provided for check out. Various topics might include child devolvement, academic strategies, self-help strategies, bullying, divorce, and stress.

e. Parents will be invited to attend the rising 6th grade transition meeting to receive information to assist with the transition to middle school. Parents will be invited to attend the new Kindergarten orientation in May to receive information about proper registration requirements, and resources and tools to assist with successful transition to elementary school.

f. Collaborate with community leaders and business groups to increase participation and awareness of the school parental involvement plan and activities. Offer parent classes to help further enhance their various education backgrounds. Listen and respond to parents’ requests for additional support for parental involvement activities

IV. Parents will be provided information on school performance and student’s individual assessments:

a. Information on school performance is sent home every Monday in student’s folder, telephone calls, websites, conferences, and the use of the county’s outdial. Additional copies are available in the Parent Resource room.

b. The results of CRCT, CogAT, ITBS, Georgia Milestones Assessement, and 3rd Grade Writing are sent home in student’s take home folders and during conferences. Our school performance in reference to standardized test scores is made available for our parents on our school website in our School Strategic Plan.

c. Parent-Teacher Conferences will be held to further assist parents the opportunity to give input on how to work with their children.

V. Parents and community members will be given timely responses to their concerns and suggestions.

a. All concerns and suggestions submitted in writing or verbally are responded to in a timely manner. Concerns and suggestions regarding the School-wide Plan will be submitted to the Title I Office. Information from parent surveys has resulted in the development of the Clarkdale Elementary Parent Activities Plan.

VI. School Parent Compacta. The parent compact was developed jointly with our parents, staff, and students.

All families, school staff, and students are asked to participate by signing the compact to show their support. The compact will be distributed during Conference Week.

VII. School and Community Partnership


a. Our school builds ties between home and school by educating teachers, pupil services personnel, administration, and other staff by gathering input from parents on how to reach out to, communicate with, and work with parents as equal educational partners.

b. Our school partnerships with the local community. Some of our partners are Ewing Road Baptist Church, Walmart, Liberty Mutual Insurance, Sammons Income Tax Inc., and Chick-fil-A. Our partners support our school by mentoring, donations, and volunteering.

If you have any additional comments, questions, or concerns about this policy, you may contact Liss Maynard, Principal of Clarkdale Elementary at 770-819-2422 or [email protected]

APPENDIX 2School-Parent Compact: Clarkdale Elementary School

Teachers, Parents, Students – “Unity Builds Community”2014-15

This School-Parent Compact for Achievement is a voluntary agreement co-developed by parents, teachers, and the administrative staff at Clarkdale Elementary School.District Goals:Vary learning experiences to increase success in college and career paths.2. Differentiate resources for students based on needs.3. Develop stakeholder involvement to promote student success.4. Recruit, hire, support, and retain employees for the highest levels of excellence.School Goal: 73% of all students will meet or exceed standards on the math portion of the Georgia Milestone Assessment in 2015. 92% of all students will meet or exceed standards on the reading portion of the Georgia Milestone Assessment in 2015.

Clarkdale Staff Clarkdale Families

The Clarkdale staff will work with students and their families to enable students to master the math standards.

At school, we will: provide teachers with professional development centered

around math

Clarkdale parents joined staff to develop ideas about how families can support students’ math understanding.

At home, we will: attend math-related events hosted by the school assist our child to learn the addition facts and


mailto:[email protected]

use guided math to address individual differences increase the use of technology in math provide practice opportunities through programs such as

IXL incorporate support staff such as ESOL/EIP/Special

Education in math trainings provide direct instruction in problem solving,

and assess using the district math rubric implement Number Talks consistently implement Clarkdale’s Consistencies to ensure an optimal

learning environment

For our families, we will: host a Math Strategies Night to train parents in the

problem solving strategies that students are learning at school

host a Math/Science Night, possibly at a local site such as Home Depot

provide all families with a Parent Roadmap of math strategies, per grade level

keep parents informed of their child’s math progress provide families with a list of websites and apps that may

be used at home to practice math

__________________________________________________Teacher Signature Date

multiplication facts, when grade-appropriate (fact fluency) focus on and discuss how math is used at home (cooking,

shopping, etc.) discuss with our child how math is used in our career talk to my child about math problems, asking for an

explanation of how an answer was obtained refer to the Parent Roadmap in assisting my child with

problem solving, and ask questions if there is any misunderstanding

utilize the links and apps provided for home use request a conference if my child is struggling with math

__________________________________________________Parent Signature Date

Clarkdale Students

Clarkdale Elementary School students joined staff and parents to develop ideas about how they can succeed in math.

Talk with my family about what I am learning in math. Teach the problem solving strategies I learn at school to my parents. Do my personal best on all classwork and homework, and ask questions if I do not understand something. Use technology available to me at home to practice math. Use resources such as flash cards, math journals, technology to help me to learn math concepts.

_________________________________________ _________________________________________Student Signature Date


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