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Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 1 of 25
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: EXCEL Academy District Name:
Principal Name: Dr. Kimberly Anderson School Year: 2016-2017
School Mailing Address: 330 E. Tomlinson Street, McDonugh, GA 30253
Telephone: 770-975-4101
District Title I Director/Coordinator Name: Dr. Sandra Moore
District Title I Director/Coordinator Mailing Address: 33 N. Zack Hinton Parkway, McDonough, GA
30253
Email Address: Sandra.Moore@henry.k12.ga.us
Telephone: 770-957-7189
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School Focus School
Title I Alert School
Principal’s Signature:
Date:
Title I Director’s Signature:
Date:
Superintendent’s Signature:
Date:
Revision Date: Revision Date: Revision Date:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 2 of 25
SWP Template Instructions
All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists, all components/elements
marked as “Not Met” need additional development.
Please add your planning committee members on the next page.
The first ten components in the template are required components as set forth in Section
1114 of the Elementary and Secondary Education Act of 1965 (ESEA).
Please submit your School Improvement Plan as an addendum after the header page in
this document.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 3 of 25
Planning Committee Members
NAME MEMBER’S SIGNATURE POSITION/ROLE Dr. Kimberly Anderson Principal
Mr. James Thornton Assistant Principal
Dr. Lisa Gray English Department Chair
Ms. Angel Howell Mathematics Chair
Mr. John Behr Science Chair
Ms. Cherri Patterson Social Studies Chair
Mr. Don Dunlap CTAE Chair
Mr. Eric Benton ESE Co-Chair
Ms. Phalese Powers ESE Co-Chair
Ms. Lora Shelton Counselor
Mr. Matthew Taylor Social Worker
Dr. Greg Clanton School Psychologist
Mr. John Coody Graduation Coach
Ms. Patricia Farmer Professional Development Focus Team
Mr. Alfred McAllister PBIS Focus Team
Ms. Breangela West School Environment Focus Team
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 4 of 25
SWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Response:
Our schoolwide plan has been developed with the participation of individuals who will carry out
the comprehensive schoolwide program plan. The people involved were teachers, parents, and
local administration. Involvement included teacher and parent surveys and interviews. The
committee also collected, reviewed and interpreted data.
The following instruments, procedures, or processes were used to obtain objective information:
Brainstorming
School Improvement Plan
Teacher Opinion Survey
Parent Opinion Survey
Student Opinion Survey
Student achievement data: GRASP, iReady, ST Math, Georgia
Milestones EOC, Georgia Milestones EOG
GAPSS analysis data
TKES Observation data
EXCEL Academy is designed to accommodate the needs of all students. EXCEL Academy does
not currently serve any migrant students. However, should migrant students be in attendance,
they would go through the Orientation process and a needs-assessment would be facilitated by
the social worker. Further, if EXCEL Academy had migrant students, we would take into
account their needs by:
Meeting with incoming students and their parents/guardians;
Reviewing and discussing school procedures and policies and answering
questions;
Determining if the student/parent/guardian has specific needs (i.e.,
clothes, references, housing);
Making contact with our social workers to let them know that we have a
migrant student and to share detailed, specific needs;
Meeting with teachers, counselors, school psychologist and support staff
to create an ongoing plan to ease the transition into our school;
Providing extra tutorial services for our students as needed;
Place the student at the top of the priority list to receive Title I services as
needed;
Providing counseling and group sessions as needed;
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 5 of 25
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
To the extent feasible and appropriate, coordinating and integrating parent
involvement programs and activities with the Academic Coordinator at A
Friend’s House that encourage and support parents in more fully
participating in the education of their children.
The plan for EXCEL Academy is based on information related to the needs of all students in our
school including those students who have not met State Academic Content Standards and the
State Student Academic Achievement Standards in all areas and those students with disabilities
(ESE). Specifically, we evaluated and reflected on our use of interventions and current
achievement data to help school personnel understand subjects and skills where teaching and
learning needed to be targeted.
For example, we considered the percentage of students who demonstrated proficiency on the
Georgia Milestones: *Preliminary 2016 Data – ELA
6th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 N/A N/A N/A N/A N/A N/A
2016 50.00% 37.50% 12.50% 0.00% 50.00% 12.50%
7th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 52.6% 47.4% 0% 0% 47.4% 0%
2016 50.00% 43.75% 6.25% 0.00% 50.00% 6.25%
8th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 51.9% 40.7% 7.4% 0% 48.1% 7.4%
2016 43.24% 45.95% 8.11% 0.00% 54.05% 8.11%
*Preliminary 2016 Data – Mathematics
6th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 N/A N/A N/A N/A N/A N/A
2016 50.00% 37.50% 12.50% 0.00% 50.00% 12.50%
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 6 of 25
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1). 7th Beginning
Learner Developing
Learner Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 52.6% 42.1% 5.3% 0 47.4% 5.3%
2016 43.75% 37.50% 12.50% 6.25% 56.25% 18.75%
8th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 70.4% 22.2% 7.4% 0 29.6% 7.4%
2016 51.35% 35.14% 8.11% 0.00% 43.24% 8.11%
*Preliminary 2016 Data – Science
6th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 N/A N/A N/A N/A N/A N/A
2016 62.50% 37.50% 0.00% 0.00% 37.50% 0.00%
7th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 68.4% 26.3% 5.3% 0 31.6% 5.3%
2016 68.75% 31.25% 0.00% 0.00% 31.25% 0.00%
8th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 70.4 % 22.2% 7.4% 0 29.6% 7.4%
2016 81.08% 13.51% 2.70% 0.00% 16.22% 2.70%
*Preliminary 2016 Data – Social Studies
6th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 N/A N/A N/A N/A N/A N/A
2016 75.00% 25.00% 0.00% 0.00% 25.00% 0.00%
7th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 68.4% 21.1% 10.5% 0 31.6% 10.5%
2016 56.25% 31.25% 12.50% 0.00% 43.75% 12.50%
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 7 of 25
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
8th Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner and
above
2015 60% 40% 0 0 40% 0
2016 62.16% 29.73% 0.00% 0.00% 29.73% 0.00%
*Preliminary 2016 Data - Spring
American Lit Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner
and above
2015 68% 29% 4% 0% 32% 4%
2016 79% 21% 0% 0% 21% 0%
9th Grade Lit Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner
and above
2015 71% 23% 6% 0% 29% 6%
2016 69% 27% 4% 0% 31% 4%
Analytic Geometry
Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner
and above
2015 79% 19% 2% 0% 21% 2%
2016 62% 36% 3% 0% 38% 3%
Coordinate Algebra
Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner
and above
2015 79% 19% 2% 0% 21% 2%
2016 67% 31% 2% 0% 33% 2%
Biology Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner
and above
2015 80% 12% 8% 0% 20% 8%
2016 77% 15% 9% 0% 23% 9%
Physical Science
Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner
and above
2015 67% 25% 6% 0% 32% 6%
2016 76% 24% 0% 0% 24% 0%
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 8 of 25
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
US History Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner
and above
2015 68% 25% 6% 1% 33% 8%
2016 75% 23% 3% 0% 25% 3%
Economics Beginning Learner
Developing Learner
Proficient Learner
Distinguished Learner
Distinguished Learner and
above
Proficient Learner
and above
2015 73% 19% 8% 0% 27% 8%
2016 71% 18% 12% 0% 29% 12%
The data helped us reach conclusions regarding the achievement of our students and a starting
point to reflect on changes in practices. The major strengths we found in our program were the
teachers’ use of differentiated instruction, blended learning opportunities, the ability of students
to recover credits at a quicker pace, and communication with parents about how their students
are progressing. Further, the program at EXCEL Academy is one where teachers are able to
provide struggling students with one-on-one instruction. Teachers also utilize online programs
in order to provide immediate feedback. Qualified students benefit from free literacy tutoring
before, during and after school from retired teachers that have volunteered their time.
All students are given GRASP screeners at the beginning of the school year, as they enter the
school during orientation, and again during the first week in December. The screener is used to
measure achievement in reading and math. This year, we will also use the MAP test to assess the
progress of students. The MAP assessment will be given three times during the school year.
Beginning on the first day of Orientation, when parents must attend with their student, parents
are made aware of student expectations and available school resources. At the end of the
orientation process, parents meet with their student’s team of teachers to discuss learning
expectations, differentiation strategies, and potential concerns. From the onset, student
achievement is viewed as a team effort between the student, parent(s), and the school staff.
Data analysis revealed several needs at EXCEL Academy. The needs discovered were:
Student need for remediation in all content areas, with the root cause area being
reading comprehension. Students arrive at EXCEL Academy lacking adequate
grade-level knowledge and reading at a low level as show on the GRASP
Assessment.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 9 of 25
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
More relevant professional learning topics. In a teacher survey, they expressed
the need to be involved in determining the type of professional learning
opportunities provided to them.
Students need for instruction on behavior, character education, and social skills.
Approximately 60% of students enroll at EXCEL Academy because they have
been expelled from all other Henry County Schools for failure to comply with the
rules and regulations set forth by the BOE.
The needs we will address are:
Increased focus on reading comprehension
Improved student attendance
Increased focus on a social skills curriculum
Which led us to the development of the school goals:
Goal # 1: To move 95% of the students positively towards the next instructional
band on the GRASP assessment in the areas of reading and mathematics, within a
nine-week period.
Goal # 2: To decrease the total number of referrals related to insubordination,
disrespectful behavior, and behavior detrimental to learning by 3% as compared
to corresponding months in the prior school year.
Goal # 3: To increase the monthly attendance rate of EXCEL students by 3% as
compared to corresponding months in the prior school year.
2. Schoolwide reform strategies that:
Response:
We will address the needs of all children in the school, and specifically target the needs of
students furthest away from demonstrating proficiency related to the State’s academic content
and student achievement standards.
To address the literacy needs of our students, EXCEL Academy educators will implement
several reform strategies including a school wide literacy plan, reading labs, differentiated
instruction, and blended learning opportunities. Additionally, to meet the character education
needs of our population, a Social Skills curriculum is being developed for implementation during
the school year 2016-2017.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 10 of 25
2. Schoolwide reform strategies that:
Schoolwide Literacy Plan
A Schoolwide Literacy Plan will be developed as a tool to guide teachers in the instructional
process to promote the Literacy Standards. The plan is based on research based strategies and
includes the components of an effective adolescent literacy plan: The plan also includes the
artifacts and evidence necessary to promote each of those components.
Direct, explicit comprehension instruction
Motivation and self-directed learning
Text-based collaborative learning
Strategic tutoring
Diverse texts
Intensive writing
Technology
Ongoing formative assessments
Ongoing Professional Development
Teacher Teams, and
Leadership (Biancarosa and Snow, 2004).
Literacy and Learning
Reading tutorial sessions will be developed as a collaborative effort between Title I tutors and
classroom teachers to promote student learning, as well as to meet the needs of struggling
readers. According to Georgia’s Literacy Conceptual Framework for Birth-to-Grade to grade 12
(as quoted by Dole, Duffy, Roehler, and Pearson, 1991), there are Seven Habits of an Effective
Reader: making connections, visualizing, questioning, inferring, predicting, determining
importance and synthesizing/creating. These “seven habits” will be merged into content area
learning as well as skill specific learning (main idea, context clues, fact and opinion, etc.) The
goals of Literacy and Learning Reading Labs are to:
Provide instruction to those students who struggle to making meaning from text
Engage in critical thinking and reflection as they read
Discuss, and respond to fiction and nonfiction texts
Reshape and add onto their understanding as they construct meaning with other
readers, and
Have a deeper understanding of what they read through structured discussion and
extended written and artistic response.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 11 of 25
2. Schoolwide reform strategies that:
Standards-Based Grading: Mathematics
Curriculum mapping in math, which is provided by the Henry County Schools Mathematics
Coordinator, is used to ensure that all students are practicing all of the standards. Further,
EXCEL Academy teachers will pre-assess each student upon arrival in order to measure prior
knowledge. EXCEL Academy teachers will also use a standards monitoring system to track
each students growth towards mastery within each standard. Teachers use the State of Georgia
Board of Education Mathematics Frameworks and Tasks as a teaching tool.
Differentiating Instruction
Our scheduling helps to accommodate all learners at EXCEL Academy Academies. Because of
our smaller teacher to student ratio, teachers are able to provide more one-on-one instruction and
remediation. Also, students are able to work more at their individual pace.
Teachers use a variety of resources to differentiate instruction and to provide remediation and
enrichment. Computer based programs utilized by the middle school include ……
Math Support
We currently offer a Math Support classes for students who have been identified as needing to
review, preview, and reinforcement math skills. Instruction is focused on previewing and
reviewing skills that support a more thorough understanding of the Georgia mathematics
curriculum for that course level.
Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
Response:
Students will participate in a personalized, technology integrated approach to learning that is
flexible and geared to meeting the needs of each learner. Students will have multiple pathway
choices to advance their learning at their own pace through rigorous content with opportunities
to connect learning with individual interests, academic goals, and aspirations. Students will
have rigorous assignments that include problem solving, critical thinking, and enrichment
activities that enhance the learning process. To ensure that this happens, teachers are required to
meet weekly with their content peers. The purpose of meeting is to share ideas, data, and best-
practice strategies.
We have adapted our schedule to provide and instructional focus time during school for
remediation and progress monitoring. This time allotted allows for small group instruction to
create an environment more conducive to learning for students and targeted support. Also,
students that need additional assistance (such as oral testing, extended time, and small group
instruction by ESE teachers) are relocated to alternative classrooms when needed.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 12 of 25
Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
Family Time
EXCEL Academy will use Family Time to help students learn common school expectations, set
and monitory goals, and focus on character building activities via skill streaming activities.
Students will work with their family teacher to develop academic and behavioral goals supported
by an action plan to monitor the achievement of the goals.
Benefits for Students:
Creates, implements, and monitors individualized learning goals
Builds positive relationships with teachers and class mates
Provides a platform to share ideas and concerns
Helps to realize learning potential through their own strengths
Provides the opportunity to improve their weaknesses
Correlates goals and aspirations to a success plan
Builds character and integrity
Benefits for Teachers:
Builds and maintains relationships with students
Assists each student meet personalized goals
Assists students to build on strengths and to improve weaknesses
Monitors affective, behavioral, and academic data
Benefits for Principals:
Provides insight to the whole child
Builds capacity among teachers
Provides information about how to better serve the community
Provides parents opportunities for involvement
Study Island (Reading and Math Tutorial, Social Studies Classes)
Study Island will be used to help tutor students in the area of reading, mathematics and as an
instructional tool in Social Studies classes. Study Island’s data-driven standards mastery and
formative assessment solutions are designed to help students master the content and improve
performance. Study Island’s high-impact, high-value learning programs provide quality
academic support, practice, and real-time assessment data. The immediate feedback and built-in
remediation, coupled with the actionable data, enable educators to easily monitor student
progress and differentiate instruction.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 13 of 25
Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
Benefits for Students:
Provides digital content targeted at personalized learning
Allows remediation and based on need
Benefits for Teachers:
Provides a tool to individualize learning
Provides a tool to help students where they are deficient and need more one-on-one
assistances
Collects data for individual and groups of students to determine strengths, weaknesses,
and patterns to determine the appropriate interventions needed
Benefits for Principal:
Monitors student progress
Allows for the monitoring of the tutorial program’s effectiveness
Mathematics
Teachers monitor student progress with the use of ST Math and MAP assessment results to make
sure students are meeting standards. The ST Math program will be used to supplement
classroom instruction and/or fill gaps in learning periodically during the content class and daily
in the Instructional Focus class. Teachers will also use various manipulatives to help students
visualize and apply abstract content learned. Study Island will be used for tutorial purposes.
Teachers will tutor before and after school to help students enhance their content knowledge.
Literacy
Struggling students (i.e. students whose iReady/GRASP data reveals significant weaknesses,
who are failing their regular ELA class, or who are recommended by teachers) will have
additional literacy instruction during their elective class period, Instructional Focus Time, or
Title I tutorial time with a teacher who specializes in focusing on individual student needs.
Students will focus on vocabulary development and reading comprehension with authentic
literature, and write responses to their reading of text.
Teachers will use iReady to address reading deficiencies. iReady is a comprehensive reading
intervention software program that helps improve reading proficiency, vocabulary skills, reading
comprehension, and writing. As a comprehensive reading intervention program, iReady’s
instructional strategies are extensive. Scholastic provides specific programs and activities that
support growth in these areas: phonemic awareness, phonics and syllabication, fluency,
vocabulary, comprehension, spelling, and writing. iReady provides targeted skills instruction for
the core subjects of reading and is correlated to state standards. Targeted students will participate
in iReady on a daily basis during the Instructional Focus Time.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 14 of 25
Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
English teachers will focus on building student comprehension skills by selecting high interest
books to encourage students to read and analyze text. Teachers will tutor before and after school
to help students enhance their content knowledge.
Science
The science teachers will continue to use the Georgia Performance Standards to guide their
instruction. All lessons will be designed using Depth of Knowledge and will be made relevant to
students. Science teachers are responsible for implementing effective progress monitoring,
literacy in science, and writing in the science content. Teachers will also use various
manipulatives and labs to help students visualize and apply abstract content learned. Teachers
will tutor before and after school to help students enhance their content knowledge.
Social Studies
Social studies teachers will focus on the areas of higher order thinking, reading comprehension,
and writing. The use of Study Island will help teachers work with students to monitor high order
thinking, reading comprehension and writing for constructed responses in their classes. Teachers
will tutor before and after school to help students enhance their content knowledge.
Technology
Teachers currently incorporate technology into their lessons to emphasize the Georgia
curriculum to help students master content knowledge and related skills. In addition, USA Test
Prep, Study Island and Odysseyware are used to provide standardized test practice and to
determine student’s strengths and weaknesses in designated content domains. All students will
have a laptop assigned to them daily resulting in one-to-one technology as a way to meet
students’ individual academic needs.
Title I Tutorial
Tutorial will also during the Instructional Focus Time and other times during the school day.
Tutorial opportunities may also occur before and/or after school as need. Tutors will use
IREADY to target their specific areas of need to help them close the achievement gap in the area
of reading. Title I tutors will also work with assigned students in their classes to provide
additional academic support.
Use effective methods and instructional strategies that are based on scientifically based research
that:
o strengthen the core academic program in the school.
o increase the amount and quality of learning time, such as providing and extended
school year and before- or after-school and summer programs and opportunities,
and help provide an enriched and accelerated curriculum o include strategies for meeting the educational needs of historically underserved
populations
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 15 of 25
Response:
Meaningful learning does not occur without a purpose or intent to accomplish a meaningful
task. The most meaningful task that requires and engages meaningful learning is problem
solving. Every learning activity in every class in every grade should engage students in
problem solving because it leads to better understanding and better retention of knowledge
and skills (David Jonassen, 2006).
The following research articles provide support for the use of technology to enhance learning
experiences in the classrooms. With computers, students are able to engage in simulation
tasks and practice specific skills and strategies while receiving prompt feedback. Research
shows that students are more engaged when technology is incorporated into learning.
E. Klopfer, S. Osterweil, J. Groff, & J. Hass. (2009). Massachusetts Institute of Technology, The Education Arcade.
Using the Technology of Today, in the Classroom Today: The Instructional Power of Digital Games, Social
Networking, Simulations and How Teachers Can Leverage Them. Accessed at
http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf .
The U.S. Department of Education (September, 2010). Evaluation of Evidence-Based Practices in Online Learning: A
Meta-Analysis and Review of Online Learning Studies. Accessed at
http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf .
The following are examples of the scientifically based research supporting our effective
methods and instructional practices or strategies.
Biancarosa, C., & Snow, C.E. ( 2004). Reading next-A vision for action and research in middle and high school
literacy: A report to the Carnegie Corporation of New York. ( 2nd ed). Washington, DC: Alliance for
Excellent Education
Georgia Literacy Plan Task Force (2010). Georgia’s Literacy Conceptual Framework for Birth-to-Grade 12: Georgia
Literacy Plan: The “Why.” Georgia Department of Education.
Leinwand, Steven. (2009). Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement.
Portsmouth, NH.
Leinwand, Steven. (2000). Sensible Mathematics: A Guide for School Leaders. Portsmouth, NH.
Steedly, K.M., Schartwz, A., Levin, M, and Luke S.D. ( 2008). Social Skills and Academic Achievement. National
Dissemination Center for children with Disabilities ( NICHCY) Volume III. Issue II (pp 1-8).
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 16 of 25
Include strategies to address the needs of all children in the school, but particularly the needs of
low-achieving children and those at risk of not meeting the state student achievement standards
who are members of the target population of any program that is included in the schoolwide
program which may include:
o counseling, pupil services, and mentoring services;
o college and career awareness and preparation, such as college and career
guidance, personal finance education, and innovative teaching methods, which
may include applied learning and team-teaching strategies; and
o the integration of vocational and technical education programs; and
Response:
Social skills can have a big impact on a child’s ability to succeed in an academic setting. The
classroom is one such environment children must learn to navigate and interact closely with
teachers and peers. Therefore, the classroom becomes both a training ground for development of
social skills and an arena in which those skills are practiced (Steedly, Schwartz, Levin, & Luke,
2008).
In an effort to address the needs of the student population that we serve, EXCEL Academy will
address the importance of building character through the implementation of a schoolwide Social
Skills class. The Social Skills class curriculum will outline those character traits that are essential
for academic success and the successful transition into adulthood.
According to research, even the best interventions may fall short in achieving desired outcomes
without a well-defined systematic framework and should be embedded into a larger context that
considers cultural and environmental issues that may be important factors in contributing to
overall success (Steedly, Schwartz, Levin, & Luke, 2008 as quoted by Greenberg, Domitrovich,
& Bumbarger, 1999; Reed, Feibus, & Rosenfield, 1998). EXCEL Academy is implementing
Positive Behavior Intervention and Supports (PBIS) to address those factors that may affect
student achievement.
Address how the school will determine if such needs have been met; and
Are consistent with, and are designed to implement, the state and local improvement
plans, if any.
Response:
EXCEL Academy is committed to providing quality education to each of our students by
establishing high standards and accountability. We aim to close the achievement gap between
groups of students by providing each student with a fair and equal opportunity to achieve an
exceptional education as mandated by the Education Act of 1964 (ESEA). Guided by their
analysis of student data, teachers will plan with a purpose, develop and revise instruction during
a designated planning time that includes meaningful dialog.
We also do the following:
Implement differentiation and flexible grouping strategies to increase student
achievement.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 17 of 25
Provide each student with a benchmark assessment to determine specific need(s).
Based on the benchmark cut scores, the student will receive an intervention to address the
specific need and close the achievement gap.
Progress monitor each student every two weeks, using the GRASP assessment tool, to
determine if the intervention helped to increase the achievement of the student in the
particular area of need.
If the intervention does not prove to be effective, an alternative intervention will be
provided to the student followed up with a GRASP probe to determine student academic
growth.
3. Instruction by highly qualified professional staff
Response:
EXCEL Academy will provide instruction by highly qualified teachers who meet the standards
established by the state of Georgia. All teachers at EXCEL Academy are highly qualified.
4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff to enable all children in the school to meet the state’s student
academic achievement standards.
Response:
We will include teachers, principal, assistant principal, paraprofessionals, parents, and other staff
in our professional development sessions that addresses the root causes of our identified needs.
Professional development is on-going and is offered in the following areas:
Depth of Knowledge (Rigor and Relevance)
Odysseyware
Dealing with Difficult Students
Mindset
Goal Setting
Learner Profile
MTSS/504
LANS School
Wrap Around Service (Supporting our students’ emotional well-being)
5. Strategies to attract high-quality highly qualified teachers to high-need schools.
Response:
EXCEL Academy has a number of opportunities to attract highly qualified teachers. Faculty
positions are posted on AppliTrax, an online system, supported by the county’s human resource
department. Through the screening process, the applicants’ certification, references, and work
history are reviewed by the principal and interview panel. All potential faculty and staff
members must hold a certificate issued by the Georgia Professional Standards Commission
(GPSC). Applicants must hold a value Georgia certificate in the field in which they are seeking
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 18 of 25
employment. Teachers are only scheduled to teach in areas where they are highly qualified. A
panel interview procedure is used for the selection of highly qualified and effective teachers.
New teachers are mentored by veteran teachers that have demonstrated effective teaching
strategies and the ability to increase student achievement.
6. Strategies to increase parental involvement in accordance with Section 1118, such as
family literacy services.
Response:
We will involve parents in the planning, review, and improvement of the comprehensive
schoolwide program plan by including parents in the preparation of this document and through
interpretation of parent survey results.
We have developed a parent involvement policy that includes strategies to increate parental
involvement and describes how the school will provide individual student academic assessment
results. In an effort to increase parental involvement, parents are greeted by the PIP daily in
order to establish a working relationship and provide information regarding school events and
parent workshops. Since bus transportation is not provided to approximately 80% of our student
populations, the PIP is able to make contact with the majority of parents on a daily basis.
We have developed a parent involvement policy which:
includes strategies to increase parental involvement
describes how the school will provide individual student academic assessment results,
including an interpretation of those results
makes the comprehensive schoolwide program plan available to the LEA, parents,
and the public
includes the School-Parent Compact
The Parent Involvement Paraprofessional coordinates parental involvement via telephone, email,
and face-to-face- communication and will use a camera to document parent participation.
EXCEL Academy also recognizes the importance of developing and maintaining effective
program-parent communication. Information about the school and parent programs, meetings,
and other activities are sent to parents in the appropriate language upon request. Thus, we
communicate to parents through the following mediums:
Automated phone system
Periodic mailings of Title I information
Open House, Annual Title I Meting, parent conferences, instruction night meetings
Student Orientation Process (every Monday), followed by parent, teacher, student
conference
EXCEL Academy Web Page
Remind messages
Flyers/Letters passed out by PIP
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 19 of 25
We will conduct an annual meeting, at a convenient time, to inform parents about the school’s
Title I program, the nature of the Title I program, the parents’ requirements and the school
parental involvement plan, the schoolwide plan, and the school-parent compact and encourage
and invite all parents of participating children to attend by sending invitation by the various
modes of communication mentioned above. All parents are encouraged to participate and
provide input in all decision regarding the school.
We will offer a flexible number of meetings, such as meetings in the morning or evening, and
may provide, with funds provided under Title I, transportation, child care, or home visits, as such
services relate to parental involvement. The parent meetings, times, and topics are scheduled
based on parent surveys and verbal input in meetings.
We will provide parents of participating children with timely information about the Title I
program, a description and explanation of the curriculum in use at the school, the forms
of academic assessments used to measure student progress, and the proficiency levels students
are expected to meet, and provide opportunities for regular meetings, if requested by parents, to
formulate suggestions and to participate, as appropriate, in decisions relating to the education of
their child, and respond to any such suggestions as soon as practicably possible, by following up
with parents as needed and providing communication via the various modes mentioned above.
We will jointly develop with parents of participating children a school-parent compact
that outlines how parents, the entire school staff, and students will share the responsibility for
improved student academic achievement and the means by which the school and parents will
build and develop a partnership to help children achieve the state’s high standards by meeting
with parents via the Task Force in order to obtain parent input, feedback and necessary changes.
We will provide assistance to parents of participating children, as appropriate, in understanding
the state’s academic content standards, the state’s student academic achievement standards, the
state and local academic assessments including alternate assessments, the requirements of Title I,
Part A, how to monitor their child’s progress, and how to work with educators, by surveying
parents on the type of workshops are needed and then providing various workshops throughout
the year. We will also provide information to parents via the various modes of communication
mentioned above.
We will provide materials, resources and training to help parents to work with their child to
improve their child’s achievement, such as literacy training and using technology, as appropriate,
to foster parental involvement, by surveying parents on the type of workshops are needed and
then providing various workshops throughout the year. We will also provide information to
parents via the various modes of communication mentioned above.
We will provide training to educate the teachers, pupil services personnel, principal,
and other staff in how to reach out to, communicate with, and work with parents as equal
partners, in the value and utility of contributions of parents, and in how to implement and
coordinate parent programs, and build ties between parents and the school, by surveying parents
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 20 of 25
on the type of workshops are needed and then providing various workshops throughout the year.
We will also provide information to parents via the various modes of communication mentioned
above.
We will, to the extent feasible and appropriate, coordinate and integrate parental involvement
programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool
Youngsters, the Parents as Teachers Program, and public preschool and other programs, and
conduct other activities, such as parent resource centers, that encourage and support parents in
more fully participating in the education
of their children.
We will take the following actions to ensure that information related to the school and parent
programs, meetings, and other activities, is sent to the parents of participating children in an
understandable and uniform format, including alternative formats upon request, and, to the extent
practicable, in a language the parents can understand, by providing parents timely information in
eight different ways. The communication will be ongoing.
We will provide full opportunities, to the extent practicable, for the participation of parents with
limited English proficiency, parents with disabilities, and parents of migratory children,
including providing information and school reports required under section 1111 of the ESEA in
an understandable and uniform format and including alternative formats upon request, and, to the
extent practicable, in a language parents understand, by making sure that we provide parents with
translated copies in the appropriate language. We will maintain a list of families and the
preferred language that they need information in order to communicate with the school.
7. Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to
local elementary school programs.
Response:
Following are our plans for assisting students who are transitioning from middle to high school
and also, those who will be transitioning back to their base school. The PIP coordinated a
workshop to assist parents and students with the process of transitioning back to their base
school. The counselors also invite parents and counselors from the students’ home school for the
student to lead a conference to focused on academic progress, behavioral performance,
parent/student interaction, and provided information to the students to take back to their home
school.
8. Measures to include teachers in the decisions regarding the use of academic assessments
described in Section 1111(b)(3) in order to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
Response:
Teachers are included in the decisions regarding use of academic assessment and have been
provided staff development training. Teachers develop and administer standards-based tests to
analyze teacher and student performance. Each teacher is also trained prior to the
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 21 of 25
administrations of any standardized tests. Special education teachers work with inclusion
teachers on assessment development, accommodations, and modifications.
9. Activities to ensure that students who experience difficulty mastering the proficient or
advanced levels of academic achievement standards required by Section 1111(b)(1) shall be
provided with effective, timely additional assistance, which shall include measures to ensure that
students’ difficulties are identified on a timely basis and to provide sufficient information on
which to base effective assistance.
Response:
We are providing activities to ensure that students who experience difficulty mastering proficient
or advanced levels of academic achievement standards by providing effective and timely
additional assistance. Mathematics and Reading students receive before and after school tutoring
to work on areas of weaknesses. The tutors pretest students to identify areas of weaknesses and
strengths. Tutors use the data to tailor their instruction to meet the needs of these students.
Data collection is an ongoing process to accurately assess the effectiveness of the tutoring
program. One way that we collect data is through student attendance. The reading and math
tutors take attendance each day. At the end of each month, they tally the total amount of days for
each student's attendance. Another way that data is collected is through the use of ongoing
assessments. Ongoing assessments will serve as evidence for student growth. The tutors use the
Intervention Forms to document those skills (areas of weaknesses) that are being addressed
during tutoring. Tutors give pre- and post-assessments, as well as use probes throughout the
week. The data from each of these areas allows the Instructional Coaches and the tutors to make
the correlation between student growth and the effectiveness of the Tutoring Program.
We believe that parents play a major role in the academic success of their child/children. With
this in mind, we plan to address the role of parents in the educational process. Training session
for parents in conferencing with teachers, helping with homework, grade-level standard and
other areas of interested as identified on a recent parent survey have been planned for the next
year. A parent compact that outlines the school’s, parent’s, and students responsibilities for high
expectations and student achievement standards has been developed and will serve as the
centerpiece in all of our assistance efforts.
New students enter our program every Monday. Upon arrival of these students, the instructional
coaches gather data to identify those students who may need additional assistance in the areas of
reading and math. Once those students are identified, the coaches prepare eligibility letters and
participate in weekly parent conferences to obtain parental permission to provide the students
with additional services.
EXCEL Academy provides teachers with ongoing training to address the needs of the school.
The training topics were created to support the School Improvement Plan. During preplanning,
teachers participated in break-out sessions to receive an overview of Multiple Intelligence, True
Colors, and Cultural Diversity to address the social and sensitivity needs of the students. Cultural
Diversity Training is A EXCEL Academy initiative that allows teachers to self-reflect and
prepare the teachers to better understand and address the student population that we serve.
During the school year, teachers received county level and school-based level address state-
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 22 of 25
standards, writing in the content areas, literacy and math support, differentiation, teacher
commentary, data collection and data disaggregation trainings to help improve our instructional
programs.
Each student attending EXCEL Academy must go through an orientation process. This process is
designed to help students become familiar with how EXCEL Academy differs from the
traditional setting. The students are assigned to a team to provide a nurturing environment
designed to foster good relationships. The idea is to keep the teams as balanced as possible and
to encourage diversity.
After each student completes orientation, they are placed on a team. The team concept works
well for the students since they are able to get to know students and interact with teachers in a
way that may not be possible in a traditional setting. Mandatory initial conferences are
scheduled with the team. These parent/teacher initial conferences are mandatory and must be
held before a student can receive their class schedule. These are student led conferences. The
teachers have the opportunity to learn about the student through a series of assessments (True
Colors, Learning Style, and Multiple Intelligences). This will allow the teachers to differentiate
their syllabi to better meet the needs of the student. Additionally, at this conference, the teachers
will assist the student in developing a schedule that could change weekly (and sometimes daily)
depending on the needs of the student.
10. Coordination and integration of federal, state, and local services and programs, including
programs supported under this Act, violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, vocational and technical education, and
job training
Response:
We coordinate with a variety of federal, state, and local services and programs to support our
students academically, socially/emotionally, and nutritionally. Further, to extent our instructional
program, we use the funds to provide the necessary training for staff and resources to focus on
increasing student achievement. Funds are from state sources, Title I, district funds via staff
development sources, and school-based funds. Specific funding sources are: IDEA, Carl D.
Perkins, McKinney-Vento, Title I, Part C (Migrant), Title I, Part D (Neglected and Delinquent),
Title III, Part A (ESOL), Title IIA, Teacher Training). Finally, 82% of our students receive free
and reduced lunch, where they receive breakfast and lunch daily.
11. Description of how individual student assessment results and interpretation will be provided to
parents.
Response:
Teachers regularly communicate assessment results and interpretations to the parents. Methods
of communication include progress reports and report cards, individual conferences, software
notifications, phone calls, emails, providing commentary on student work and requesting parent
signature, and providing parents with monitoring capabilities (blended classes).
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 23 of 25
12. Provisions for the collection and disaggregation of data on the achievement and assessment results
of students.
Response:
EXCEL Academy uses a number of methods for collecting and disaggregating data. The
leadership team is instrumental in the collection and disaggregation of school wide data, such as
graduation data, suspension data, attendance data, and state assessment data.
Teachers use a variety of data collection methods. For example, some teachers regularly use
www.USAtestprep.com which gives the overall score on a benchmark, as well as how well the
student did in each domain. The teacher is then able to base individual assignments on each
student’s needs. Other programs that are used for data collection and interpretation include
GRASP, ST Math, iReady, and Read Theory.
After assessments are given, teachers collaborate to look at specific score reports pertaining to
skills and concepts that need to be addressed. More specifically, teachers will develop item
analyses and work with the instructional coaches to develop strategies that will ensure mastery of
the assessed standards and skills. Data collection occurs frequently so that teachers can continue
to make modifications that will address student needs. Additional provisions for the collection
and disaggregation of achievement data includes weekly-grade level meetings and data talks,
mandatory lesson plan collaboration (bi-weekly), monthly department meetings, and weekly
team meetings.
Additionally, data is also used to identify weaknesses that need to be addressed, as well as
provide additional assistance through Multi-Tiered Student Support (MTSS) for students who
need clear, specific instructional strategies and Tier IV notebooks for special education students.
When students are identified, teachers provide tailored learning strategies through Tier II and
Tier III stages of the MTSS. During the MTSS, the MTSS team (teachers, counselors, school
psychologists and administrators) meet to discuss specific methods of addressing individual
student needs.
13. Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response:
All formal data collected from the Georgia Milestones has been certified by either the state or the
county and is deemed to be statistically sound in all areas. State and local assessments are
routinely reviewed for psychometric quality - including but not limited to analyses of validity
and reliability. When data from these assessments is disaggregated for local school use,
consistency is ensured through multiple reviews of the process by the leadership team and
classroom teachers.
Informal assessments have been administered consistency from teacher to teacher due to the
present of a common administration procedure. Individual teachers are encouraged to use
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 24 of 25
collaboratively developed assessments at each grade level. Informal item analysis of these
assessments is also encouraged. Also, the use of district developed assessment is encouraged
due to how those assessment tools are vetted.
14. Provisions for public reporting of disaggregated data.
Response:
Annual Title I Meeting
Parent letters mailed home
School website
Teacher website
Title I Schoolwide Plan
Parent/Teacher Conferences
School Council
PTO Meetings
Student Led Conferences
Parent Meetings and Workshops
Provisions for the reporting of student achievement data include a yearly state of school meeting,
Title I compliance letters detailing academic progress, school-level and county websites and
information regarding achievement on the Georgia DOE website. Additionally, teacher
newsletters, parent-teacher conferences and school-wide notices are used for communicating
information with our parents.
District-level data is reported through principals meetings, school board meetings and by the
superintendent of schools. All requests for information from media sources are routed through
the district. All individual student records are considered confidential and strict confidentiality
standards are maintained at EXCEL Academy; therefore, information about the achievement of
individual students is released only to parents or agencies directly involved in the student’s care
and well-being.
Data will be collected from multiple sources and at various checkpoints. The multiple sources of
data will help ensure validity and reliability because of the triangulation of the data, which is
both qualitative and quantitative. The school improvement plan will be evaluated by a number
of assessments including the use of the Georgia Milestones, End of Course Test (EOCT),
ACCESS for ELL (English Language Learners), MAP testing in mathematics and reading,
multiple observations, and surveys completed by students, staff, and parents.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 25 of 25
15. Plan developed during a one-year period, unless the LEA, after considering the
recommendation of its technical assistance providers, determines that less time is
needed to develop and implement the schoolwide program
Response:
The Title I Schoolwide plan is developed, reviewed, and revised as needed throughout the school
year by a team of educators and parents. It is also monitored monthly to make sure goals and
student needs are met.
16. Plan developed with the involvement of the community to be served and
individuals who will carry out the plan, including teachers, principals, other school staff,
and pupil service personnel, parents, and students (if secondary).
Response:
Our Title I Schoolwide Plan was developed with the participation of individuals who will assist
with the implementation of the plan. Monthly meetings are held to monitor the progress of the
plan. An annual Title I review meeting and two Parent Task Force meetings will be held for
parents, community members and stakeholders to review, revise, and provide input for the
Parental Involvement Policy, Compact, and other Title I information.
17. Plan available to the LEA, parents, and the public.
Response:
The Schoolwide Plan will be placed in Parent Resource Room, teacher classrooms, on our
school website, front office, and Media Center.
18. 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..
Response:
Our school improvement plan will be translated to the extent feasible, into any native language
that is spoken by a significant percentage of participating students or as needed as outlined by
HCS. These are times when materials are sent home in other languages.
19. Plan is subject to the school improvement provisions of Section 1116.
Response:
Our Title I plan is based on assessments and strategies to help students meets standards outlined
by the State. The planned team collaborates to plan and analyze assessment data to determine
strategies and programs to helps students meet required standards. The team has members that
correlate with grade levels, subject areas, specialty areas (i.e., special education, connections),
parents, and students. Members take disseminated information to their respective subject areas,
grade levels, or committees where meaningful conversations and further desegregation and
planning take place. The schools Title I plan and school improvement plan is one document
designed to assist students in meeting and achieving academic success. This Title I Plan is
subject to school improvement provisions of section 1116.
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