Consolidated School Improvement Plan Manual 2012-2013 · DeKalb County School System ... Manual 2012-2013 . School Name: Shadow Rock Elementary Principal: Alice Stewart-Reese Plan

DeKalb County School System

Consolidated School Improvement Plan

Manual 2012-2013

School Name: Shadow Rock Elementary Principal: Alice Stewart-Reese Plan Year: 2012-2013

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Statement of Quality Assurance

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

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

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

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

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

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

Principal:

Date:

Area Assistant Superintendent:

Date:

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

Elementary and Secondary Education Act (ESEA) of 1965

(Formerly known as ESEA)

Federal and State mandate

Required for all DeKalb County Schools

AdvancEd (SACS CASI) Required for District-wide Accreditation

Georgia Department of Education Annual School Improvement Plan

AYP Addendum (as appropriate)

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

___Corrective Action (NI-3 and NI-4)

___Restructure (NI-5+)

Georgia DOE mandate


NI, Corrective, and Restructuring Plans must

be implemented in the same year written with a

two-year plan required. Revisions may be

made as new data becomes available.

Title I

___New Title I Schoolwide Plan

_X__Annual Addendum

___Targeted Assistance Plan

Required for all Title I DeKalb County Schools

New Schoolwide Plans require a stakeholder

survey and an intensive year-long research and

planning process

DeKalb County School System Departmental Action Plans

_X__Professional Learning _X__Library-Media

_X__School Climate _X__Teacher Retention

___Career Technology (Middle and High Schools)



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CSIP Table of Contents

Section Page #

Statement of Quality Assurance (ESEA Mandate) 1

Integration of AdvancEd (SACS CASI) and Georgia DOE School Standards 3

Establishing a CSIP Facilitator, Committee, and Subcommittees 3

Steering Committee Members and Signatures 5

Mission and Vision (ESEA Mandate) 10

Developing a Comprehensive Needs Assessment (ESEA Mandate) 11

Leadership and Governance (ESEA Mandate) 13

Instruction by Highly Qualified Teachers (ESEA Mandate) 18

Teacher Involvement in Decisions Regarding the Use of Academic Assessments (ESEA Mandate) 20

Providing Students with Effective, Timely Additional Assistance to Meet Student Needs (ESEA Mandate) 21

Plans for Assisting Students during Transitions (ESEA Mandate) 22

Support Services for Student Learning (ESEA Mandate) 24

Strategies to Increase Parental Involvement (ESEA Mandate) 25

Stakeholder Communication (ESEA Mandate) 27

Scientifically Based Research (ESEA Mandate) 31

Coordination and Integration of Federal, State, and Local Services and Programs (ESEA Mandate) 33

Reading/ELA Action Plan (ESEA Mandate) 34

Math Action Plan (ESEA Mandate) 40

Science Action Plan 46

Social Studies Action Plan 49

2nd

Indicator – Attendance/Graduation Rate Plan (ESEA Mandate) 52

Library-Media Action Plan 53

Professional Learning (ESEA Mandate) 56

School Climate Action Plan (ESEA Mandate) 57

Teacher Retention Action Plan 59

Career Technology Action Plan (Middle and High Schools Only) N/A


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

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

AdvancED (SACS CASI) Accreditation Standards

Vision and Purpose

Governance and Leadership

Teaching and Learning

Documenting and Using Results

Resources and Support Systems

Stakeholder Communications and Relationships

Commitment to Continuous Improvement

Georgia School Key Strands

Curriculum

Assessment

Instruction

Planning and Organization

Student, Family and Community

Professional Learning

Leadership

School Culture

Establishing a CSIP Facilitator, Steering Committee, and Subcommittees

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

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

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

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

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

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

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


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School Council Approval Form

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

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

The signatures below indicate that the Consolidated School Improvement Plan for the school above has been reviewed and

approved by the school’s local School Council.

Printed Names of Council Members Signatures of Council Members Date Signed

1. Alice Stewart-Reese

2. Cleta Marshall-Reid

3. Inaambura Newman

4. Eleanor Berry

5. Erica Way

6. Charlotte Williams

7. Shanquinita Dyson

8. Patricia Roberts

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

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


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CSIP Steering Committee Members

Participant/Role Printed Name Signature Date

School Principal

Alice Stewart-Reese

CSIP Facilitator Karen N. Williams

Parent Representative

(can not be a school employee)

Danielle Williams

Student Representative

(required for High School)

Community Representative

(can not be a school employee)

Andre Price

RT3 Representative Cleta Marshall-Reid

School Counselor Reginald Underdue

Special Education Representative Virginia Seeley

Reading/ELA Chair Christine Brown

Math Chair Paul Edwards

Science Chair Brian Steele

Social Studies Chair Amelia Knight

Professional Learning Liaison Cleta Marshall-Reid

Student Support Specialist Marcus Guillory

Other (specify)

Eugenia Thrash


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Executive Summary of Consolidated School Improvement Plan (CSIP)

The following summary expresses the key points that will be found in the full Consolidated School Improvement Plan for 2011-2012.

This includes the Needs Assessment, pertinent supporting data, and a plan of action for the new school year.

A. School Overview

Shadow Rock Elementary is a Pre K- 5 school whose mission is to ensure that all students receive rigorous and relevant integrated

instruction as a means to acquiring the knowledge, skills, and work habits that enable them to reach their full academic and artistic

potential. Shadow Rock Elementary School is a diverse learning environment with the involved support of parents, community,

faculty, and staff. We are committed to creating a safe environment and providing challenging educational experiences that

empower students to achieve academically and become productive and contributing members of society.

We believe all students can learn.

We believe each student learns best when his or her diverse needs are met.

We believe effective learning occurs when students are actively engaged in developmentally appropriate experiences.

We believe student achievement and self-esteem are enhanced by nurturing positive relationships among the students, faculty,

staff, and parents.

We believe teachers, parents, and members of the community share in the responsibility for student success in learning.

Our teachers use the Common Core Curriculum, Frameworks Progress Guides and the Standards of Excellence in teaching

documents to plan and implement a solid instructional program. We also use Georgia School Keys, using Strategies along with

Best Practices, by incorporating these programs, our students practice thinking strategically and critically in and out of the

classroom. We are also a Title I school, which affords staff members the opportunity to participate in workshops, demonstration

lessons, and experiences for the purpose of Changing Education through the use of Title I funding. The ultimate goal of the staff at

Shadow Rock Elem. is to prepare our students to excel in a competitive society as they simultaneously develop a love of learning.

Students in grades K-5 receive enrichment in the following areas: Physical Education, Vocal Music, Computer, Media, Art

Education. Students in grades 5 can enroll in band or strings. All students receive Character Education classes through the

Guidance Department.

B. Major initiatives and School wide Reform Strategies for Targeted Subgroups

2012 CRCT data, Benchmark data, Star data and RTI Teacher observation indicate the following deficiencies:

Identify and organize the organizational patterns of text

Identify and explain specific words and phrases that contribute meaning


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Determining surface area of geometric solids

Multiplying fractions

Basic math facts

Major initiatives and school wide reform strategies include:

Targeted Reading and Math

First in Math – Grades 4, 5

Study Island - 2-5 Math, Reading, Science (5th

)

STAR – Reading and Math

Collaboration– SP ED (K-3)

Agenda Books (2-5)

C. Parental Involvement

Our parents participate in information forums, family nights, and major county initiatives. Parents/Guardians are encouraged to

participate fully in all aspects of their children’s education. Membership in the PTA and attendance at PTA activities and

meetings are strongly encouraged. We will communicate through the School Calling post System, newsletters, student agenda

books, fliers, parent conferences, email, marquee, Friday packet and phone calls. Parental involvement in the school planning and

decision-making process is supported by including a parent on the School Council. Administration will meet with the PTA

executive board regularly and encourage family oriented events such as Back to School Night, Awards Assemblies, Concerts,

Reading Night, Social Studies Fair Evening conferences.

Parental Involvement initiatives include:

School website

Class Websites

Newsletter

School Brochure

PTA

Make and Take

Parent Letters

School Communication System (Calling post)

Parent Information Board

Healthy Living Fair

Career Day

Red Ribbon Week


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Fall Festival (Talent Show)

Men Make a Difference Day (Men’s Conference)

D. Safe and Orderly Environment

We believe that education cannot proceed without good discipline. Discipline is the training that makes punishment unnecessary;

the emphasis has been placed on prevention rather that punishment. High expectations of good behavior are set and frequently

reviewed and evaluated with the student code of conduct as the primary vehicle. A school-wide discipline plan, which is based on

appropriate and acceptable behaviors, is a part of student orientation. The student handbook is printed in the school agenda book.

School rules and consequences are posted in each classroom a positive message, the school motto and the no place for hate pledge

is stated each morning during morning announcements. After students receive copies of the Student Code of Conduct, they sign a

contract which is sent home for parent/guardian perusal and signature. The signed contract is returned to school to be kept on

file. Character Education training is provided to all students by the Professional Guidance Counselors, in order to ensure a safe

and orderly environment in a school climate supportive of teaching and learning. Other strategies include a functional Safety

Patrol unit, monthly fire drills, and a documented emergency plan. Consequences for inappropriate behaviors range from

teacher/student conference, counselor/student conference, administrator/student conference, and parent/guardian contact,

temporary removal from class, lunch detention, recess detention, in-school suspension, and short-term suspension.

Other Safe and Orderly Environment initiatives include:

Gold bucks/Eagle bucks

Standard Operating Procedures

Agenda books Daily Progress Reports

Behavior Charts/Self-Check Lists

Lunch/Recess Monitors

Classroom Procedures

School Behavioral Plan Agreement

Awards Assemblies

After School Activities/Clubs (during school)

The following programs, initiatives, and/or interventions were successful for 2011-2012:

Narrowed the instructional focus to align data from the CRCT

Afterschool tutorial was well attended and provided additional support for the students.

The CRCT Prep Academy was a great success in providing students with intense instruction in reading and mathematics.


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The Discipline Plan for the 2011-2012 school year was successfully implemented in comparison to the previous school year as was

demonstrated in the reduction of the number of out of school suspensions. More emphasis was placed on utilizing Alternative

Placement as an intervention geared towards keeping students actively engaged and participating in the learning environment!

The following programs, initiatives, and/or interventions were not as successful as hoped for 2011-2012:

While there was a reduction in negative behavior, we will continue to focus on teaching students coping skills to reduce bullying and

unwanted behaviors.

The CRCT Math scores reflected an improvement however; we will continue to focus on basic math facts to meet the Annual Measurable

Objectives.

The following issues were barriers to the successful implementation of the above programs, initiatives, and/or interventions:

Constraints of instructional time for each subject impeded the teaching of coping skills to students.

The time of the school year that we began working on basic multiplication facts as a school limited the student’s mastery before the

administration of the CRCT.

Based on careful examination of past performance, new data, and staff capacity and buy-in, the following plan of action will be

taken for 2012-2013:

Revisiting the teaching process and re-teaching instruction based on data to close the achievement gaps. Use the Star Reading and

Star Math as tools to meet deficits in reading and math. Implement the use of after-school tutorial to support below level students or

students not meeting standards. Utilize the three part lesson plan as an instructional framework. Monthly grade level focused

instructional meetings. Complete implementation of the new Common Core Curriculum. Provide instructional staff with professional

learning necessary to implement the Common Core Curriculum.


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School Mission and Vision

DeKalb County School System School

Vision

What is our image of a successful school

for our stakeholders?

Setting the Standard for Educational

Excellence

Shadow Rock Elementary School is

dedicated to producing competent lifelong

learners through collaboratively working

with the community to maximize all

students’ achievement in order to ensure

academic success.

Mission

How will we make our vision a reality?

The mission of the DeKalb County School

System is to form a collaborative effort

between home and school that maximizes

students’ social and academic potential,

preparing them to compete in a global

society.

Shadow Rock Elementary School is a

diverse learning environment with the

involved support of parents, community,

faculty, and staff. We are committed to

creating a safe environment and providing

challenging educational experiences that

empower students to achieve

academically and become productive and

contributing members of society.

Values

What beliefs and standards guide our

mission?

Value and promote parent

involvement

Regard quality public education as

essential

Honor universal human rights

Contribute to the common good of our

community

Hold high expectations for ALL

We believe all students can learn.

We believe each student learns best

when his or her diverse needs are met.

We believe effective learning occurs

when students are actively engaged in

developmentally appropriate

experiences.

We believe student achievement and

self-esteem are enhanced by nurturing

positive relationships among the

students, faculty, staff, and parents.

We believe teachers, parents, and

members of the community share in the

responsibility for student success in

learning.


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

2011) Provide a brief description of your school and community. Include the following information:

Geographic location

Shadow Rock Elementary School is located in South DeKalb County, Georgia near Stone Mountain. It is a residential school located

among middle class, one family homes. It has a population of more than 600 students in grades pre-kindergarten through five.

Shadow Rock is dedicated to producing competent lifelong learners through collaboratively working with the community to

maximize all students’ achievement in order to ensure academic success.

Subgroups (regardless of whether or not they affect AYP):

2011-2012

Enrollment 662

Free and Reduced Lunch 561

Ethnicity

Asian 1

Black 636

Hispanic 8

White 8

Multi-Racial 7

Student With Disabilities 32

English Language Learners 10

Economically Disadvantage 561

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

Include the following information:

When, where, and how often the team meets (include agendas, minutes, and sign-in sheets as an appendix)

The process used to disaggregate information and to identify areas of need based on the eight strands of the Georgia

School Keys

The CSIP Steering Committee consists of the school principal, one assistant principal, one CSIP facilitator, a parent, and committee

chairs representing RT3, Title I, each of the core content areas, leadership, special education, media and professional learning. The


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members were selected in two ways. The school administration designated the department chairs of the core to head the committees

and volunteers were requested to serve on the committees.

The various committee chairs met with the Steering Committee in the media Center at Shadow Rock Elementary June 2012. The team

members began the review of data, research best practices and determine the timelines for the various sections of the Consolidated

School Improvement Plan (CSIP). The Steering Committee worked with the committee chairs who met at their school with their

committee members to develop their section of the consolidated school improvement plan. Input from all departments was utilized to

determine the goals for the August 2012 - May 2013 school years. This task was completed through breakout sessions and whole

group discussions.

The CSIP Steering committee met to discuss test data from the Criterion-Referenced Competency test (CRCT), Iowa Test of Basic

Skills (ITBS), Benchmark assessment, end of semester Test, school self-assessment, discipline data, attendance data, and

parent/student surveys

Process began in May 2012 as data results were provided by the state to begin planning for the Consolidated School Improvement

Plan. Upon examination of test data and self assessment challenges were identified in the area of mathematics. Therefore, a

committee developed school-wide daily math problems to engage students in both mental math practice and written problems and

provided opportunities for students to practice using math on everyday activities.

The Administration/Leadership team met on June 13-15, 2012 at Shadow Rock Media Center located at 1040 Kingway Drive.

Lithonia, GA. Trainings were provided to develop strategies to increase math test scores and achievement. Participants were

provided with several opportunities to use test data, and create instructional methods to be used in the classroom.

The school Parent Teacher Association met consistently on the second Tuesday of every month and has active parent, teacher, and

community/business participation. Stakeholders were allowed to complete parent/community surveys during Parent Teacher

Association meetings.

3) Identify data used to complete your Comprehensive Needs Assessment. Check all that apply (see attached Balance Score

Card for all schools and Smaller Learning Communities Data, if appropriate):

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

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

x School AYP Report x Students with Disabilities OSI GAPSS Review


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

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

Georgia High School Writing Test x Discipline Data x Benchmark Scores

x Georgia Writing Assessment x Attendance x Focus Walk Results

x End of Semester Test Graduation Rate x Staff Surveys

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

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

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

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

Shadow

Rock

2012

CRCT

Reading

Level 1

Reading

Level 2

Readin

g

Level 3

ELA

Level

1

ELA

Leve

2

ELA

Level

3

Math

Level

1

Math

Level

2

Math

Level

3

Sci

Level

1

Sci

Level

2

Sci

Level

3

SS

Level

l

SS

Level

2

SS

Level

3

Grade 3 20 52 26 20 65 15 37 47 15 51 30 19 38 56 6

Grade 4 26 38 38 19 64 17 38 49 14 34 53 13 52 47 1

Grade 5 6 67 67 5 67 28 21 53 26 43 37 21 34 59 7

Levels represent the percentage of students

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

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

included in the narrative to support findings.

Shadow Rock Elementary is committed to excellence in education. Shadow Rock is a school that is focused on student

achievement. It is a learning center that is determined to meet the challenging task of preparing students to be productive members

of a technologically advanced society. In meeting the needs of our students, we incorporate all required student support service

personnel to guide decision making for student achievement, school improvement, professional development, outreach, and

advocacy, and Afterschool Tutorial, $12,000-Salaries, $2500.00- Transportation


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Area of Strength

Essential information about the instructional program is communicated to the staff, students and parents.

In support of these findings, essential information about the instructional program is communicated to the staff through weekly

faculty meetings and grade level meetings. Each staff member is also provided with a faculty handbook that contains all the

pertinent information about the instructional program for Shadow Rock Elementary. The DeKalb County First Class email system

is also used to communicate updated instructional information to the faculty and staff. Essential information is communicated to

the students through the daily posting of objectives in the classroom and through the student agendas. Parents are informed about

the instructional program through PTA meetings, school newsletters, student agendas, parent meetings, and through websites

provided by the teachers, local school, and the district. Parent/community and staff surveys show that most stakeholders feel that

Shadow Rock adequately provides information to all.

Area of Strength

Procedures are in place to check that teachers are teaching the appropriate standard-based curriculum.

There are several procedures in place to check that teachers are teaching the appropriate curriculum. Formal and informal

observations, as well as, focus walks are conducted by the school administrators and external personnel. These observations occur

throughout the school year. The teachers are also provided with the Georgia Performance Standards to use to prepare

comprehensive lesson plans. These lesson plans are evaluated weekly by the instructional coach and school administrators. All

teachers utilize benchmarks (pre/post test results), individual/classroom analysis results and additional assessments to assist them

in expanding inquiry skills, integrating high order thinking skills to effectively improve instructional delivery and impact student

achievement.

Area of Strength

Teachers use a variety of ways to actively involve students in learning, and utilize good classroom management skills to facilitate

instruction.

Differentiated instruction, collaborative planning and flexible/cooperative grouping is used to encourage student’s involvement in

the learning process. Teachers also provide manipulatives and hands-on activities to foster a more positive learning environment.

Several reading and literacy incentives are in place to encourage students to read, including Book It, the Principal’s Book of the

Month, Reading Bowl, Literature Circles and the Accelerated Reader program.

Assertive discipline plans are in place in every classroom. These discipline plans are aligned with the discipline procedures that are

outlined in the school wide discipline plan and in the DeKalb County Code of Conduct for students. Our school’s discipline data

shows that good classroom management skills are being implemented throughout our school.


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Area of Strength

Teachers inform parent/guardian(s) of student progress in a timely manner and conference with parents regularly.

Progress reports are issued regularly to keep parents informed of the student’s academic progress. Detailed deficiencies are issued

along with the progress reports to inform parents of areas that need improvement. Friday folders are issued each week with graded

assignments and activities for review and necessary updates for parents and students. Teachers also send daily correspondence

home via the student agendas. Telephone communication logs are maintained to support documentation of parent/teacher contact.

Parent surveys show that seventy-three percent of parents/guardians receive good communication about their students’ progress

through parent-teacher conferences.

Area of Strength

Effective parenting skills workshops are offered to parents/guardians.

The school provides opportunities for parents to enhance their parenting skills through on-site parenting workshops, such as the

Fathers and Mothers conferences, and Make and Take workshops. The Make and Take workshops give parents ideas and strategies

that can be used to assist their children with areas that need improvement. These workshops also provide the parents with the

opportunities to create manipulatives that can be used at home, for study materials and resources in preparation of the Georgia

Criterion Referenced Competency Test (GCRCT), and daily instructional support. From parent evaluation forms, 90% of parents

stated that they gained new knowledge or insight from the workshop. Our on-site parent resource center is located in the media

center. Materials are made available for parent checkout. Parents also have access to computers to assist children with instruction.

Area of Strength

Instructional decision-making is data driven.

Teachers systematically document individual student growth by maintaining records of student achievement. Data is disaggregated

and interpreted according to specific population groups. Data driven instruction is delivered as a result of data collection and

analysis of the ITBS and CRCT state assessments, district tests, teacher observations and performance based assessments. For

example, based on the 2012 CRCT results, it was identified that about 21% of students did not pass the mathematics portion with a

score of 800 or better; therefore an instructional focus was placed on math. This is evident in the leveled plans that are written to

assist teachers with differentiated instruction.

Area of Strength

Different types of student achievement (e.g. academic, athletic, and artistic) are recognized in our school.


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Student achievement is encouraged and rewarded on a consistent basis through daily recognition of students. The student surveys

completed proved that students feel that school-wide celebrations are provided to recognize their achievements. Some of the

celebrations mentioned were the Honors Programs, special area awards and literacy celebrations, and the Student of the Month

Program for students who exemplify good character and academics.

Area of Strength

Professional development is continuous and the primary focus of the school is on student achievement

Staff members continue to grow professionally to enhance the instructional program by striving to improve their knowledge and

skills. This staff development is designed to assist the teachers in delivering appropriate instruction for all learners. Additionally,

staff may participate in a variety of staff development opportunities at the state and national levels or through advanced course

student at local universities. The content of the curriculum and the focus of the staff development are sufficient to meet the desired

results for learning and are consistent with the school’s beliefs and mission.

The School Improvement Team/Restructuring Committee were charged with developing a vision for desired results for student

learning worked together to formulate goals for student learning and developed performance indicators for each goal. The

committee members worked with the administrative team, faculty, and staff members. Throughout the process, the committee

diligently sought parent and community input in order to develop learning goals that would lead to improved student achievement.

The School Improvement Team/Restructuring Committee worked to develop student learning goals and indicators of student

achievement that would be representative of all Shadow Rock Elementary School stakeholders. The Restructuring committee will

schedule a committee meeting for the summer of 2012.

The committee for the Desired Results for Student Learning reviewed the Beliefs and Mission Statement of Shadow Rock

Elementary School and the DeKalb County Board of Education. The school profile was reviewed and summarized. In addition,

the committee analyzed and implemented current trends in educational research that were pertinent to Shadow Rock Elementary

School and supported the goal of improving student achievement.

Essential information about the instructional program is communicated to the staff through weekly faculty meetings and grade

level meetings. Each staff member is also provided with a faculty handbook that contains all the pertinent information about the

instructional program for Shadow Rock Elementary. The DeKalb County First Class email system is also used to communicate

updated instructional information to the faculty and staff. Essential information is communicated to the students through the daily

posting of objectives in the classroom and through the student agendas. Parents are informed about the instructional program

through PTA meetings, school newsletters, student agendas, parent meetings, and through websites provided by the teachers, local

school, and the district.


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

included in the narrative to support findings.

Areas of challenge for our school are the full implementation of differentiated instruction in content areas, and improving student

achievement in the area of mathematics.”

Differentiated instruction during focus walks, etc… using data, self-assessment.

Classroom observations and the school self assessment indicate that most teachers are teaching in whole group settings most of the

time, using lecture and discussion as the primary modes for delivering instruction.

CRCT test data for 2012 indicate that less that 80% of students in grades 3, 4, and 5 met or exceeded standards in math.

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

Professional learning for teachers on providing effective instructional strategies including differentiating instruction and

teaching recognizing different learning styles

Math instructional summit for 3, 4, 5, teachers

CRCT training for 3, 4, 5, teachers

Math workshops for 3, 4, 5, teachers

Common Core mathematics instruction


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Instruction by Highly Qualified Teachers (ESEA Mandate #3)

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

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

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

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

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

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

Each year Shadow Rock Elementary recruits Highly Qualified teachers through the DeKalb County School System’s Teacher Job

Fair. DCSS Department of Staff Services notifies school administration of the Highly Qualified status of teachers and

paraprofessionals.

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

We have implemented a Team Building/Morale committee with specific objectives of increasing staff morale and encouraging staff

members to strategize, cultivate ideas, and make decisions in a variety of activities. With this approach, our goal is that our staff will

be able to develop healthy stress management techniques, develop confidence in their ability to work through problems in a group,

enhance their conflict resolution skills, develop good relationships with fellow colleagues and employ their decision-making abilities.

The school principal works with the system’s Human Resources Liaison to ensure that Shadow Rock Elementary school is staffed

with highly qualified teachers. The teachers who are not highly qualified are notified by the principal in writing through letters from

the human resources stating directives for attaining highly certification. The principal carefully reviews all certified staff’s teaching

certificates to ensure that each teacher is teaching in their certified field(s). The master schedule is governed by the number of

teachers in the school, the number of teachers certified to teach each subject, the number of students to be taught, the facilities

available (e.g. classrooms, trailers, gym) to deliver instruction for all students. These determinations will generate a list of courses

that will be taught during the school year

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


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Efforts are made to support new highly qualified through continuous professional development in all content areas. In addition, our

school has state endorsed Teacher Support Specialists. These experienced teachers provide support and guidance to beginning

teachers, veteran teachers new to the building and/or DCSS, student teachers, and to their colleagues in peer coaching relationships.

Opportunities will be provided from the Department of Teaching and Learning to support new highly qualified teachers.


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

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

academic assessments.

Essential information about the instructional program is communicated to the staff through weekly faculty meetings and grade level

meetings. Each staff member is provided with a faculty handbook and an instructional packet which contains all the pertinent

information about the instructional program for Shadow Rock Elementary. The DeKalb County First Class email system is also used

to communicate updated instructional information to the faculty and staff. Essential information is communicated to the students

through the daily posting Georgia Performance Standards/elements in the classroom and through the student agendas. Parents are

informed about the instructional program through PTA meetings, calling posts, indoor and outdoor marquees, school newsletters,

student agendas, parent meetings, and through websites provided by the teachers, local school, and the district.

Teachers maintain on-going documentation and use assessment data to determine the instructional approach for student achievement.

Data is disaggregated and interpreted according to specific population groups.

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

instruction.

Data driven instruction is delivered as a result of data collection and analysis of formative or summative assessments such as, the

ITBS and CRCT state assessments, district tests, teacher observations and performance based assessments. This is evident in the

individualized plans that are written to assist teachers with differentiated instruction. The teachers use the state frameworks and the

Georgia Performance Standards to prepare lesson plans and guide instructional delivery.


21

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

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

Students who are having difficulties in the classroom due to academic, emotional, social, behavioral, and / or speech/ language

problems are potential candidates for an SST referral. Teachers maintain and collect data as evidence to support observed

deficiencies. The SST process will be followed as outlined in the Response to Intervention: Georgia’s Student Achievement Pyramid

of Interventions.

Documentation based on tiers I and II –Pyramid of Intervention

Student/Parent Conference night

Rubrics for Math/Language Arts/ Writing

Progress Reports/ Report Cards/ Daily Grades

Teachers-Student Conferences

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

Members of the faculty and staff work collaboratively with parents, students, PTA, Support Services, and the School Council to

ensure that data is reviewed and shared. Meetings, conferences, and workshops are scheduled throughout the year. The following

venues are in place to ensure that student progress is being monitored:

Weekly grade level meetings, weekly team meetings, and parent conferences focus on data-driven instruction as it relates to

student learning and achievement in Math and Reading. Teachers collaborate daily and weekly to review student data and to

determine student progress. This information is used to plan and implement successful strategies for all learners

Data Analysis Team Meetings focus on desegregating assessment results and assist in closing gaps in teaching that exist and to

ensure that Best Practices are used in the classroom.

Parent/Contact and student/teacher conference logs are maintained weekly and reviewed regularly to guide instruction. Grade level

chairpersons provide documentation of Weekly Grade level meetings. Through formal and informal classroom observations, focus

walks, and First Class submissions, administrators monitor weekly lesson plans.


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

difficulties.

Periodic Training for early identification of “At-Risk” students.

Periodic Training for utilizing Bloom’s Taxonomy Effectively in the daily classroom environment

Periodic Training for interpreting and analyzing norm and criterion referenced test.

Response to Intervention/Pyramid of Interventions Training

Project ICE (Instruction ~Collaboration ~ Environment)

15) Describe how the school provides opportunities for parent-teacher conferences that detail what the school will do to help

the student, what the parents can do to help the student, and additional assistance available to student at the school or in the

community.

Our school provides four parent-conference dates each year (two each semester) to properly communicate academic, social or

behavioral concerns of students. Parents or teachers are able to schedule a conference at any time that a student’s progress becomes an

area of concern. For students entering the RTI process, parents are highly involved in the conferencing and communication between

all stakeholders at each Tier of the Pyramid of Interventions.

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

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

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

participants, etc.).

The Pre-kindergarten program is funded entirely by the Georgia State Lottery and is considered to be one of the finest educational

programs in the nation. Shadow Rock Elementary currently serves twenty four year olds in our Pre-K Program. However, there are

always more children seeking spaces in Pre-K than there are seats available, and for that reason the school system uses a lottery

process as the fairest method of filling classes.

During the spring semester, an Open-House is hosted by our Pre-K program to invite interested daycares and parents in the

community. Pre-K registration is held each year on a designated day and time. Parents must register at their home school for the

school year 2012-2013. Children must turn four years old on or before September 1, 2012 to be age-eligible for the program.

A lottery drawing takes place at school at a designated place and time. All children not chosen will be placed in a waiting pool until

space becomes available.


23

For grades Pre-K and K-5:

Teachers are encouraged to collaborate above and below grade levels during the year to support instructional planning for students

transitioning to the next grade level. Scientific research-based instruction includes the continuous progress monitoring of student

performance across all tiers. Teachers follow a designated procedure and schedule for progress monitoring and re-grouping students

as needed. Progress monitoring measures are appropriate to the curriculum, grade level, and tier level. Data results from progress

monitoring are documented and analyzed. Specific standards, skills and Standardized Testing are also pre-requisites for K-5. Open-

House is held before the first day of school for teachers to meet their incoming students and parents. Our curriculum night is designed

for teachers to discuss the academic and behavioral expectations for the school year.

Fifth Grade to Six

Administrators assigned to Shadow Rock Elementary School and Redan Middle School coordinate transition from the fifth grade at

Shadow Rock Elementary to the sixth grade at Redan Middle School. Throughout the spring, activities are conducted to assist

students in making this transition. Every fifth grade student participates in a tour of Redan Middle School where the principal

provides a welcome and introduction for the upcoming sixth graders. Orientation meetings are held for parents to provide them with

necessary information on curriculum, scheduling, and parent involvement activities, and an opportunity to have their questions

answered prior to the beginning of school.

All students served in the English Language Learners Studies Program should be administered the Language Assessment Battery

(LAB) every fall to determine placement and eligibility. These scores must be kept on file to document eligibility and provide data for

possible future requests regarding program accountability. The annual assessment to measure progress is called the ACCESS. It is a

state adopted English Proficiency Assessment. Students who exit the ELL Studies Program are identified as ELL-Ms (English

Language Learners-Monitored). In an effort to ease the transition out of the program, students will be monitored for two years after

exiting the program.

Elementary students participate in the gifted program for a minimum of 225 minutes per week and are supported by a certified teacher

of the gifted. To be eligible for gifted services, students must qualify in three of the following four areas:

Mental Ability

Minimum of 96% in at least one sub-test area.

Achievement

Minimum of 90% on the total reading, total math, or complete composite.

Creativity

Minimum of 90% on an assessment for creativity


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Motivation (Grades K-12- Minimum of 90% on an assessment for motivation)

The Student Support Team (SST) recommends students for evaluations with the Psychologist for comprehensive testing to identify

deficits. Based on the evaluation, a decision is made regarding services that may need to be provided through the Special Education

department. If eligibility is determined, then an IEP meeting is held and reviewed as needed during the IEP year. An IEP must be

reviewed annually based on the beginning of IEP year.

Support Services for Student Learning

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

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

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

X Mentoring Programs X Community Agencies X Parent/Administrator Conferences

X Group Counseling X School Psychologists X Student Support Specialists

X School Counselors X School Social Workers

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

needs.

School Counselors: Utilize the school wide “Eagle Buck” incentive program to promote character education initiatives; have parent

conferences; consult with teachers and community agencies; assign mentors to students; provide individual counseling; participate in

and/or chair the SST process/ 504 meetings. The counselors also collaborate with school staff with planning and providing guidance

sessions to small groups and classrooms during the school day on a rotating schedule. The counseling department does an in-service

to assist teachers in understating the SST process and provides guidance on implementing the Pyramid of Intervention to gather data

relative to Tiers I & II.


25

Psychologists: Utilize the school wide “Eagle Buck” incentive program to promote character education initiatives; have parent

conferences; consult with teachers and community agencies; assign mentors to students; provide individual counseling; participate in

and/or chair the SST process/ 504 meetings. The counselors also collaborate with school staff with planning and providing guidance

sessions to small groups and classrooms during the school day on a rotating schedule. The counseling department does an in-service

to assist teachers in understating the SST process and provides guidance on implementing the Pyramid of Intervention to gather data

relative to Tiers I & II.

Student Support Specialists: Supports schools through services and resources designed to foster a positive school climate and pro-

social skills development. Programs supported by this department have the specific aim of reducing and stopping violence, tobacco,

alcohol, and drug use. Drug education is part of the Health Curriculum taught in grades K-5, $ 80,935.00.

Social Workers: Intervene when there is a social, familial, or economic challenge, which impacts the learning process of students;

provides an in-service to staff regarding child abuse and other services provided; support referrals to external agencies; consults with

teachers, administrators, and parents regarding classroom behavior school policies, and procedures affecting student performance.

School Nurses: Advocate, educate, and provide resources to deliver general health services to students, and provide appropriate health

care in emergency situations; Monitor immunizations, serve as a resource and provide mandated vision, hearing and scoliosis

screening. Our school nurse coordinates the Help a Child Smile Dental Program.

Strategies to Increase Parental Involvement (ESEA Mandate #5)

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

apply:

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

X Parent Lending Libraries Pre-K Family Resource Specialists


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X Parental Involvement Workshops X Title I Parental Involvement Conferences

X Parental Involvement Survey/Summary Others (list here)

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

Parents are encouraged to attend activities such as, Family Reading Night, Social Science Fair Workshop, Mother's and/or Father's

Brunch, the Testing Workshop and the Make and Take workshops. The Make and Take workshops give parents ideas and strategies

that can be used to assist their children with areas that need improvement. These workshops also provide the parents with the

opportunities to create manipulatives that can be used at home. Parents are provided with resources to assist and enable their children

to achieve at the highest levels. Shadow Rock provides an on location parent resource center located in the media center. Materials are

made available for parent checkout. Our parents participate in several events at Shadow Rock Elementary such as the Fall Carnival,

Family Reading Night, Thanksgiving Luncheon, PTA school dances, and Field Day. The counseling department coordinates Career

Day, Mothers Conference and the Fathers Conference and Grandparents Day inviting grandparents to read, volunteer or have lunch

with their grandchildren. Our Health MPowers “Body Walk”, sponsored by BlueCross Blue Shield of Georgia, is an exhibit with 9

stations where parents volunteer to set up and assist in student participation.

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

Parental Involvement Handbook for Parents x Newsletters

x School Website x Calling Post

x DCSS Website/Community.Net x eParent (formerly Parent Portal)

x Parent Right to Know Letter (ESEA Mandate) AYP Status Letter (ESEA Mandate)

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

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

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

the Consolidated School Improvement Plan (CSIP).

Our parents and community are active in roles as members of the School Council, PTA officers, and give parental input on many

instructional services provided. They have participated in parent/stakeholder surveys, CSIP Reflection Survey, GAPPS surveys and


27

process and have access to the CSIP on school’s website. Parents are notified through newsletters and flyers, PTA meetings, and

calling post messages.

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

applicable).

Parents are encouraged to participate in the learning process of their children. Parents sign contracts agreeing to be actively engaged

in their child’s education. This agreement is in accordance with the Title I Parent policy. The parents commit to communicate with

the administrators and teachers and to be aware of their child’s academic, social, and emotional growth throughout the school year.

The school provides many opportunities for parental involvement to improve student achievement and to give parents the opportunity

to interact with each other.

Shadow Rock School reviews the Title I policy annually and revises policies based on the recommendation of members of the Parent

Involvement Committee. The committee consists of parents, staff, and administrators. The Title I compact is also reviewed and

revised by this committee at the beginning of the school year. Shadow Rock School is a School-wide Title I, so we provide the policy

and compact to all Shadow Rock School families. Every homeroom teacher is responsible for collecting the required documents. One

official copy will be sent to the Title I Office. All other documents will remain on file at the school.

Stakeholder Communication (ESEA Mandate #10)

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

The administrators provide guidance and an in-service on interpreting data (i.e. performance levels, scale score, grade equivalent,

national percentile rank, etc). The Georgia Department of Education provides a CRCT Score Interpretation Guide which is intended

to assist teachers and administrators in understanding each of the score reports and their specific uses. This guide has four sections.

The first section presents an overview of several key terms and test-related concepts. The second section offers general guidelines for

interpreting various scores. The third section provides a snapshot and overview of each report. Finally, the fourth section contains the

Performance Level Descriptors for each grade and content area. Our data room is intended to help teachers reflect on data collected

which is used throughout the year to make decisions regarding instruction for student learning and achievement levels.


28

Teachers will create individualized leveled plans for each student which is explained to parents during conferences. A letter is always

provided for each summative assessment (K- 5) to guide the interpretation of test results. At the end of the school year, parents are

asked to submit self-addressed stamped envelopes to ensure receiving scores.

Parents are always provided with opportunities for explanation of results through request of a conference. This service is provided by

any member of the administrative team or classroom teacher.

Each teacher must maintain a student data notebook which consists of test scores, level 1/2/3 plans, and pertinent assessment results

which drives the instructional approach and process of student achievement. The teachers have student conferences to share strengths

and areas of weakness and plans of implementation to enhance the student’s learning.

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

Administrators will share assessment results and student expectations to stakeholders during a parent-teacher association meeting. Our

Academic Progress results are shared yearly and public dissemination of the Consolidated School Improvement Plan is available to all

stakeholders. We make continuous accolades regarding our accomplishments through newsletters, memos, morning announcements,

PTA meetings, school marquee of our continuous achievements and student performance. The CSIP is available for viewing on the

school’s website and copies are available at the school. Parents are notified about the availability of the CSIP during PTA meetings.

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

Our data room is another source of reference which gives details of areas tested and grade level performance for summative

assessments for grades K-5. Stakeholders are able to access the school’s CRCT results, the CSIP and the school’s profile via our

school’s website. The principal, assistant principals and designees will serve as contacts for those who may need additional

information or explanation of the Consolidated School Improvement Plan. If needed, translation is provided by the International

Center.

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

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

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

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

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


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Instructional Framework for the Seven Steps to Teaching in Learning in the DeKalb County School System

In addition to the interventions found in content area and departmental action plans, all DeKalb County schools are required to plan

for and implement the following action steps:

Diagnose Students: Principals and teachers are expected to diagnose the needs of students as a prerequisite for instructional

planning. Teachers should become very knowledgeable of their students’ reading and math levels, their students’ learning

styles as reflected in the knowledge-base of multiple intelligences, and their students’ individual aspirations for achievement

in school.

1.Diagnose the needs of students and create an appropriate Classroom Profile Summary.

Power Standards

Multiple Intelligences

Formative Assessment Strategies

Instructional Strategies

2.Create and maintain classroom profiles to record data identifying the standards, formative assessment date(s), summative

assessment date(s), and student information reflecting performance on standards.

Plan for Instruction: Principals and teachers are expected to plan for rigorous instruction in collaborative settings using

diagnostic data, standards, and curriculum pacing guides. Teachers should use research-based strategies such as Marzano’s

High Yield Strategies, and instructional assessment strategies within the context of Webb’s Depth of Knowledge,

instructional level rubrics, differentiation, and the three-part lesson cycle.

3.Plan engaging lessons:

Three-part lesson (opening, work period, and summary)

Essential question(s)

Engaging instructional activities based upon the identified power standards and depth of knowledge

Teach Students: Principals and teachers are expected to utilize engaging strategies in the context of standards-based

instruction, including the three-part lesson cycle, to ensure students are provided every opportunity to demonstrate learning

and mastery of the standards. Foundations include classroom talk, scaffolding, questioning, collaboration, learning and

literacy.

4.Teach the standards using standards-based instruction and ensure the identified instructional activities at the appropriate depth


30

of knowledge level.

Assess Students: Principals and teachers are expected to assess students formatively and summatively using a variety of

formats. The assessment data should be communicated to students and parents and utilized to plan for re-teaching when

necessary. The assessment analysis should drive instructional decision-making as it pertains to teaching the curriculum

standards.

5.Utilize formative assessment strategies daily to determine if standards taught were mastered. Update the classroom profile

daily.

Teach Students: Principals and teachers are expected to utilize engaging strategies in the context of standards-based

instruction, including the three-part lesson cycle, to ensure students are provided every opportunity to demonstrate learning

and mastery of the standards.

6.Re-teach or provide additional support to students who have not mastered the standard(s). Document RTI when students are

not mastering content.

Assess Students: Principals and teachers are expected to assess students formatively and summatively using a variety of

formats. The assessment data should be communicated to students and parents and utilized to plan for re-teaching when

necessary. The assessment analysis should drive instructional decision-making as it pertains to teaching the curriculum

standards.

7.Administer a summative assessment to validate that students have mastered the standards and update the classroom profile

record. Upon completion of Steps 1-7, go to Step 2 and/or Step 3 and follow the process until all standards have been taught

and mastered by all students.


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

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

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

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

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

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

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

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

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

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

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

Quality Assurance Review and accreditation visit.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

process.


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Selecting Appropriate Interventions Using Scientifically Based Research (ESEA Mandate #2

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

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

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

research should directly align with the intervention it supports.

Identified Need Action Plan and Page # Citation and Abstract

Professional Development Professional Learning

page 50

Teachers are engaged in planning professional learning

experiences for the school and articulate the intended results

of professional learning which includes, working with the

principal to develop plans for monitoring implementation of

classroom strategies.

Math Problem-Solving Mathematics pages 35-36 Instruction 2.1

Teachers and other instructional leaders meet to determine

and agree upon school-wide expectations in the delivery or

routines of lessons (i.e. instructional framework- opening,

work session, and closing)

English Language Arts

Reading English

Language Arts page 31

Instruction 1.3

Learning goals are always aligned with Common Core

Curriculum standards and communicated by the instructor,

with all teaching-learning-assessment tasks designed to ensure

student mastery. A majority of students know the learning

goals for which they are responsible and are able to self-

evaluate and contribute to peer review conferences based on

the required learning goals and curriculum standards.

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


33

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

updated annually)

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

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

Federal Funds Title I funds are used to recruit highly qualified teachers, purchase materials that will support

the instructional program presently in place, and to enrich teachers and staff through

Professional Development. All expenditures must improve student achievement in the areas of

reading and math. The funds are applied to After School Tutorial services, transportation for

tutorials, release time for the provision of substitutes for professional training, and supplies to

support teacher and student learning.

State Funds

Funding will be use to support reading and math instruction, parental involvement, and

professional learning.

GA DOE School Improvement

Grant (Needs Improvement Title I

Schools Only)

n/a

Federal School Improvement

Grants

n/a

Local Professional Learning Funds

Used to towards Professional Learning training, substitutes, and materials

Grants (list)

RT3 pays for a Facilitator

PTSA

PTSA provides additional funds to assist with the cost of field trips that increase real life

experiences, additional materials, and recognition of student achievement awards.

Partners in Education

Shadow Rock Elementary Partners in Education provide additional funds to assist with the cost

of field trips that increase real life experiences, additional materials, and recognition of student

achievement awards.

Other (list)

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


34

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

Annual Measurable Objective:

The percentage of the students meeting and exceeding the standard for Reading on the Spring Assessment of the GA Criterion Referenced

Competency Test in grades 3 – 5, will increase from 77.3% in SY2012 to 93.3% in SY2013

The percentage of the students meeting and exceeding the standard for ELA on the Spring Assessment of the GA Criterion Referenced


School-wide power standards identified for Grades 3 – 5 consist of the following:

Reading domains: Comprehension and Reading for Information/Skills/Vocabulary Acquisition

ELA domains: Research, Grammar & Sentence Construction, and Research & Writing Process

The Writing Assessment targets for 5th

grade will increase from 59% in 2011 to 82% in 2012.

Intervention

(Performance Actions should be selected and

cited from the Georgia School Keys

Implementation Resource)

Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Planning and Organization Standard 3: 3.1

Performance/Action 2

Utilize the available financial resources to

provide personnel and professional learning

in a manner that enhances student learning

and maintains a focus on student achievement

in the area of reading/ELA

Additional ELA teacher

Student Support Specialist

National conferences

National Title I conference

ASCD conference

SDE conference

Common Core conferences and

Workshops

Title I Funds

Salary and

benefits for ELA

teachers

$296,000

Professional

Learning

Title I

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade level

Chairs,

Coaches

All Teachers

Lesson Plans

Focus Walks

Observations

Literary Projects

Reading Logs and

journals

Student Projects

Data from 6 week

Assessments

Leadership and can explain

how the utilization of

resources is directly aligned

to the school improvement

plan as well as how the

resources support the

implementation of the

Common Core Curriculum.


35

Instruction Standard 2: 2.3

Performance/Action 3 Utilize the standards as the expectation for

learning and assess the needs of students prior

to instruction. Analyze students’ levels of

understanding, learning styles, and interests in

order to pace and present information using

differentiated instruction. Implement the data

analysis strategies to design rigor and

relevance in the ELA instructional program

Survey students to determine their learning

style, interests and level of understanding

Collaboratively plan activities that address

these areas

Title I -

Professional

Learning Funds

$1000

Training

provided by the

Department of

Curriculum and

Instruction

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade level

Chairs,

Coaches

All Teachers

Lesson Plans

Focus Walks

Observations

Literary Projects

Reading Logs and

journals

Student Projects

Data from 6 week

Assessment

Teachers can describe

different ways to scaffold

learning (read aloud /think

aloud, collaborative pairs,

shared reading, etc.).

Teachers can explain how

different performance tasks

require different skills.

All students articulate the

same expectations of the

lesson although the tasks,

grouping, pacing, etc. may

vary. Students can show the

standard and elements they

are working on in their

work. Students are working

to meet the same standards.

Instructional Standard: 2.1

Research-based instruction is standard

practice

Planning and Organization Standard 2: 3.1


Select supplemental materials based upon

school and student data collected and

analyzed, to address the identified needs in

English Language Arts. Increase the supply of

leveled readers for grades 1-5 reflecting the

various reading genres to support classroom

instruction along with student agendas and

reading logs. Utilize the School-wide use of

the Accelerated Reader Program to promote

and increase interest in reading and to build

comprehension skills. Usage of Leveled Text

Title I Funding

8000.00

4000.00

Books and

Periodicals

5,000

Instructional

Supplies

8/12 – 5/13

Principal

API

RT3 Facilitator

Classroom

Teachers and

Paraprofessionals

Lesson Plans

Focus Walks

Observations

Literary Projects

Reading Logs and

journals

Student Projects

Data from 6 week

Assessments

Leadership and can explain

how the utilization of

resources is directly aligned

to the school improvement

plan as well as how the

resources support the

implementation of the

Common Core Curriculum.


36

to support instruction, and for guided reading

differentiated Reading/Language Arts

Instruction

Implement after-school tutorial to support

students not meeting grade level standards.

Instruction Standard 2:

Performance/Action 1 Utilize and monitor the three part lesson as an

instructional framework for all lessons. The

framework includes:

Opening - The beginning of the lesson clearly

establishes the expected learning outcomes.

Work Session - During the work session,

students are given ample time to practice the

new content and/or elements of the standards

and demonstrate relevant real world

applications.

Closing - Students are given time at the end

of each lesson to give and receive feedback,

clarify understandings, and summarize what

was learned in a lesson. Closings and

summaries confirm conceptual understanding.

They link back to the opening and the

targeted standard or elements.

Review lesson plans to ensure that the three

part lesson plan is implemented.

Classroom observation of the teachers to

observe the three part lesson plan

Training

provided by the

Department of

Teaching and

Learning and

OSI

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade Chairs,

Instructional

Coaches

All Teachers

Lesson Plans

Focus Walks

Observations

Literary Projects

Reading Logs and

journals

Student Projects

Data from 6 week

Assessment

Teacher and students can

explain different

instructional phases of a

lesson, for example, the

opening, work session, and

closing of a lesson.

Assessment Standard 3: 3.1

Performance/Action 4 Place students who are not meeting

Title I Tutorial

$12,000

08/11 thru 05/12

Principal,

Assistant

Writing and

Reading Mock

Assessments

Safety net instruction is

continuously monitored and

teachers can explain how


37

standard(s) in reading/ELA into group

according to assessment results and assign

them to safety net instruction which occurs

before, during, and after school. Programs

such as, Saturday school or evening classes

are also considered as a means for meeting

additional instructional needs. All extended

learning sessions are monitored for

effectiveness by analyzing data from

assessments on a regular basis.

Principal,

Grade Level

Chairs,

All Teachers

Timed Writing/

Tutorial Logs

Lesson plans for

tutorials

student are moved in and out

of the program based on

assessment results.

Administrators can explain

how programs or

interventions are enhanced,

changed, or eliminated based

on assessment results.

Students with Disabilities

Differentiation

Instruction Standard 2:2.3 Research-based

instruction is standard practice

Performance /Action 1

Utilize the standards as the expectation for

learning and assess the needs of students prior

to instruction. Analyze students’ levels of

understanding, learning styles, and interests in

order to pace and present classroom

instruction differently with the assistance

from special education teachers.

No funding

needed

8/11 thru 05/12

Principal,

Assistant

Principal,

Grade Level

Chairs,

All Teachers

Units or lessons

Posted learning

goals,

standards/elements,

essential

questions

Performance tasks,

projects

Teacher meetings

agendas and

minutes

Student learning

goals, etc.

Students articulate that their

learning goals are

challenging but attainable.

Using student work or

assessment results, students

can express goals and

standards they have

mastered as well as those

they need to strengthen.


Differentiation

Instruction Standard 2:2.3 Research-based

instruction is standard practice


No Funding

Needed

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade Level

Chairs,

All Teachers

Units or lessons

Posted learning

goals,

standards/elements,

essential

questions

Performance tasks,

Students articulate that their

learning goals are

challenging but attainable.


assessment results, students

can express goals and

standards they have


38

Teachers use the standards as the expectation

for learning, but assess the needs of their

students prior to instruction. Classroom

instruction may need to be paced and

presented differently based on the students’

levels of understanding

projects

Teacher meetings

agendas and

minutes

Student learning

goals, etc.

mastered as well as those


English Language Learners*

Instruction Standard 2

Research Based Strategies for English

Language Learners


Ensure that English Language Learner

students are not isolated and are included as

part of the group.


Differentiate instruction and utilize effective

scaffolding techniques to meet student needs.

No funding

needed

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade Level

Chairs,

All Teachers

Classroom observation

documents

Focus walk documents

Group project

assignments

Classroom setup

Students can articulate how

the classroom culture

supports and empowers

them to make academic

progress.

Students work

collaboratively with other

students and are supportive

and accepting to other

learning styles and skill

levels. All students are able

to articulate how the school

and classroom environment

encourages acceptance and

tolerance.

Technology Integration




All teachers and students work

collaboratively to use technology to reinforce

achievement of standards mastery; to support

students’ conceptual understanding and

independent application of core content; and

$3000.00

Computer

Software for

Reading and

Math

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade Level

Chairs,

All Teachers

Media Specialist

Technology logs

Tutorial Contracts

Lesson plans

Focus Walks

Student projects

Rubrics

Results of On-line

tutorials


technology supports their

learning.

Students can provide

examples of student work

that has been enhanced by

technology. Students

demonstrate true ownership

of technology as a set of

tools and resources to


39

to differentiate the teaching-learning process

to accommodate students’ readiness needs,

interests, and learning profiles. There is clear

and comprehensive evidence of technology

being integrated into the curriculum design,

development, implementation, and evaluation

process. A majority of students demonstrate

true ownership of technology as a set of tools

and resources to complement their learning

process and to reinforce their ability to

investigate information and analyze it.

complement their

learning process, as well as

reinforce their ability to

investigate

and analyze information.


40

Mathematics Action Plan (ESEA Mandate #2)


The percentage of the students meeting and exceeding the standard for Math on the Spring Assessment of the GA Criterion

Referenced Competency Test in grades 3 – 5, will increase from 67.9% in SY2012 to 91.9% in SY2013

Intervention

(Performance Actions should be selected

and cited from the Georgia School Keys


Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Three-Part Lesson

Instruction Standard 2:1


Utilize and monitor the three part lesson

plan as an instructional framework. The

framework includes: Opening-The

beginning of the lesson clearly

establishes the expected learning

outcomes. Work Period-During the work

session, students are given ample time to

practice the new content and/or elements

of the standards and demonstrates

relevant real world application. Closing-

Students are given time at the end of

each lesson to give and receive

feedback, clarify understandings, and

summarize what was learned in a lesson.

Closing and summaries confirm

conceptual understanding. They link

back to the opening and the targeted

standard or elements.

Training

provided by

the

Department of

Teaching and

Learning and

OSI

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade Chairs,

Instructional

Coaches

All Teachers

Lesson Plans

Focus Walks

Observations

Literary Projects

Reading Logs and

journals

Student Projects

Data from 6 week

Assessment

Teacher and students can

explain different instructional

phases of a lesson, for example,

the opening, work session, and

closing of a lesson.

Differentiation No funding 8/11 thru 05/12 Units or lessons Students articulate that their


41

Instruction Standard 2:2.3 Research-

based instruction is standard practice

Performance /Action 1

Utilize the standards as the expectation

for learning and assess the needs of

students prior to instruction. Analyze

students’ levels of understanding,

learning styles, and interests in order to

pace and present classroom instruction

differently with to maximize the learning

opportunity for each student in the

classroom with a focus on geometry,

numbers and operations and on

geometry, numbers and operations and

measurement, and applying mathematics

and problem solving skills

needed Principal,

Assistant

Principal,

Grade Level

Chairs,

All Teachers

Posted learning

goals,

standards/elements,

essential

questions

Performance tasks,

projects

Teacher meetings

agendas and

minutes

Student learning

goals, etc.

learning goals are challenging

but attainable.


assessment results, students can

express goals and standards they

have mastered as well as those


Observations indicate students

working toward the same

standard but in varying ways.

Instruction may be paced or

presented differently; tasks may

vary based on interest and

student needs. Teachers can

explain how data supports the

differentiated instruction.

Planning and Organization Standard

3: 3.1 Performance/Action 2

Utilize the available financial resources

to provide personnel and professional

learning in a manner that enhances

student learning and maintains a focus

on student achievement in the area of

reading/Math

Additional ELA teacher

Student Support Specialist

National conferences

National Title I conference

ASCD conference

SDE conference

Common Core conferences

Title I Funds

Salary and

benefits for

Math teacher

and Student

Support

Specialists

$296,000

Professional

Learning

Title I

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade level

Chairs,

Coaches

All Teachers

Lesson Plans

Focus Walks

Observations

Literary Projects

Reading Logs and

journals

Student Projects

Data from 6 week

Assessments

Leadership and can explain how

the utilization of resources is

directly aligned to the school

improvement plan as well as

how the resources support the

implementation of the Common

Core Curriculum.


42

SEA Facilitator

Academic Data Coach

Materials, equipment and supplies


Standard 3:3.2


Select supplemental materials and

supplies based upon school and student

data which is collected and analyzed, to

address the identified needs in Math

$5000.00

Title I

Instructional

Materials

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade level

Chairs,

Coaches

All Teachers

School budget

records

Lesson Plans

Focus Walks

Observations

Math Projects

Math Logs and

journals

Student Projects

Data from 6 week

Assessments

The principal is able to describe

the resources utilized to provide

common planning time for

appropriate teams and how these

planning times directly impact

student learning.

Higher Order Thinking

Instruction Standard 2:2.2


Determine the higher-order thinking

skills needed to understand and apply the

standards. Teachers develop high –level

questions for assessment as well as

performance tasks that require critical

thinking, application, such as Problem of

the day, Daily math review, and

Demonstrate and illustrate problem

solving.

Teachers also ask high-level questions

needed to asses students’ understanding

ofconcepts during instruction.

Materials

$500.00

Math Books

and Teaching

Supplies

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade level

Chairs,

Coaches

All Teachers

Open-ended

questions on

assessments

Performance tasks

Rubrics

Graphic organizers Classroom

assessments

Posted essential

questions,

standards, etc

Teachers can explain how an

assessments, performance tasks,

etc.emphasize higher-order

thinking.


School Culture Standard 2: 2.1


Project ICE

Trainings

No funding

08/11 thru 05/12

Principal,

Assistant

School handbook

School mission and

vision

Stakeholders express a feeling

of belonging and acceptance.

Students work collaboratively


43

School rules, practices, and procedures

reflect an active and sustained ability to

confront and alleviate barriers to

acceptance of individuals, inviting

positive relationships and interactions

among all members of the learning

community.

needed Principal,

Grade level

Chairs,

Coaches

All Teachers

Student Support

Specialist

statement

Agendas and

minutes, etc.

with other students and are

supportive and accepting to

other learning styles. All

stakeholders articulate that the

school is a welcoming

environment that encourages

acceptance and tolerance.

Assessment Standard 3: 3.1

Performance/Action 4 Place students who are not meeting

standard(s) in reading/ELA into group

according to assessment results and

assign them to safety net instruction

which occurs before, during, and after

school. Programs such as, Saturday

school or evening classes are also

considered as a means for meeting

additional instructional needs. All

extended learning sessions are monitored

for effectiveness by analyzing data from

assessments on a regular basis.

Title I

Tutorial

$12,000

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade Level

Chairs,

All Teachers

Benchmark

Assessments

Timed Math/

Tutorial Logs

Lesson plans for

tutorials

Safety net instruction is

continuously monitored and

teachers can explain how

student are moved in and out of

the program based on

assessment results.

Administrators can explain how

programs or interventions are

enhanced, changed, or

eliminated based on assessment

results.


Research Based Strategies for

Disabilities


When co-teaching, maximize personnel

and instruction by: Ensuring that both

adults are actively teaching the entire

instructional segment; Utilize flexible,

small group instruction most of the time

by implementing the preferred models of

Project ICE

Trainings

No funding

needed

08/11 thru 05/12

Principal

API

SST Committee

IEP Committee

LTSE

Interrelated

Teachers

General

Education

School handbook

School mission and

vision

statement

Agendas and

minutes, etc.












44

co-teaching.

Teachers

Paraprofessionals

English Language Learners*









community.


Research Based Strategies for English

Language Learners


Ensure that English Language Learner

students are not isolated and are included

as part of the group.


Differentiate instruction and utilize

effective scaffolding techniques to meet

student needs.

No funding

needed

8/12 – 5/13

Principal

API

General

Education

Teachers

Media Specialist

ESOL teacher

School handbook

School mission and

vision

statement

Agendas and

minutes, etc.
















collaboratively to use technology to

reinforce achievement of standards

$8000.00

Computer

Software for

Reading and

Math

08/11 thru 05/12

Principal,

Assistant

Principal,

Grade Level

Chairs,

All Teachers

Media Specialist

Technology logs

Tutorial Contracts

Lesson plans

Focus Walks

Student projects

Rubrics

Results of On-line

tutorials



learning.

Students can provide examples

of student work that has been

enhanced by technology.

Students demonstrate true

ownership


45

mastery; to support students’ conceptual

understanding and independent

application of core content; and to

differentiate the teaching-learning

process to accommodate students’

readiness needs, interests, and learning

profiles. There is clear and

comprehensive evidence of technology

being integrated into the curriculum

design, development, implementation,

and evaluation process. A majority of

students demonstrate true ownership of

technology as a set of tools and

resources to complement their learning



of technology as a set of tools

and resources to complement

their

learning process, as well as

reinforce their ability to

investigate



46

Science Action Plan


The percentage of the students meeting and exceeding the standard for Science on the Spring Assessment of the GA Criterion

Referenced Competency Test in grades 3 – 5, will increase from 57.6% in SY2012 to 65.5.0% in SY2013

Intervention




Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Instruction Standard 1: Instructional

design and implementation are clearly

and consistently aligned with GPS and

district expectations for learning.


Teachers and administration work

together to research and select organizing

frameworks that align standards,

assessments, and instruction. The design

of the curriculum maps, units, and

lessons formats enable teachers to know

what student should understand and be

able to do.

No funding

needed

08/11 thru 05/12

Principal, Assistant

Principal,

Grade Level Chairs,

All Teachers

Curriculum maps

Units for each

content area

Lesson plan

templates

Learning team

minutes

Research, etc.

Teachers can articulate

how the framework was

selected and how

it consistently guides a

shared understanding of

what students should

understand and be able to

do. Organizing

frameworks that are

aligned to standards

direct instruction versus

textbooks.









community.

No funding

needed

08/11 thru 05/12


Principal,

Grade Level Chairs,

All Teachers

Special Education

Teachers

School handbook

School mission and

vision

statement

Agendas and

minutes, etc.

IEPs

Stakeholders express a

feeling of belonging and

acceptance.

Students work

collaboratively with other

students and are

supportive and accepting

to other learning styles.

All stakeholders


47


Classroom instruction will be modified to

reflect objectives on the student’s

Individual Education Plan (IEP)

Co-Teaching- The teachers will engage

in parallel, station or alternative teaching.

The students will be put into small and

flexible groups.

articulate that the school

is a welcoming

environment that

encourages acceptance

and tolerance.

English Language Learners

Differentiation


Performance Action 1

Utilize the standards as the expectation

for learning and assess the needs of

students prior to instruction. Analyze

students’ levels of understanding,

learning styles, and interests in order to

pace and present classroom instruction

differently with the assistance from

special education teachers.



Flexible groups for the students will be

utilized that will afford many

opportunities for student to student and

student to teacher interaction.

No funding

needed

08/11 thru 05/12


Principal,

Grade Level Chairs,

All Teachers

ESOL Teachers

Professional learning

schedules, sign in

sheets,

agendas and minutes

Classroom

arrangements

Sample activities and

performance tasks in

lesson

plans

Group assignment

charts

Student choice of

assignments

Observations indicate

students working toward

the same

standard but in varying

ways. Instruction may be

paced or

presented differently;

tasks may vary based on

interest and

student needs. Teachers

can explain how data

supports the

differentiated instruction.






08/11 thru 05/12


Principal,

Grade Level Chairs,

All Teachers

Media Specialist

Technology logs

Tutorial Contracts

Lesson plans

Focus Walks

Student projects

Rubrics

Students can articulate

how technology supports

their learning.


examples of student work

that has been enhanced


48















technology as a set of tools and resources

to complement their learning process and

to reinforce their ability to investigate

information and analyze it.

Results of On-line

tutorials

by technology. Students

demonstrate true

ownership



complement their

learning process, as well

as reinforce their ability

to investigate



49

Social Studies Action Plan


The percentage of the students meeting and exceeding the standard for Social Studies on the Spring Assessment of the GA Criterion


Intervention




Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts

Evidence


Instructional design and implementation are

clearly and consistently aligned with GPS

and district expectations for learning.


Teachers meet to agree upon a common

understanding of the standards and elements

by reviewing the standards, elements, and

benchmark student work (e.g. anchor

papers, exemplars, projects). Teachers

collect exemplary student work to clarify

mastery of standards or specific elements.

They analyze student work samples to plan

and revise units or lessons, develop specific

studies around common topics.

No funding

needed

08/11 thru 05/12


Principal,

Grade Level Chairs,

All Teachers

Media Specialist

Units or lessons

aligned to

standards and

elements, etc.

Benchmark work

samples

(anchor papers,

exemplars,

projects)

Student work

aligned to

elements of

standards

Rubrics

Meeting agendas

and minutes, etc…

Teachers can articulate

how the framework was

selected and how

it consistently guides a

shared understanding of

what students should

understand and be able

to do. Organizing

frameworks that are

aligned to standards

direct instruction versus

textbooks.


Differentiation



No funding

needed

08/11 thru 05/12


Principal,

Grade Level Chairs,


schedules, sign in

sheets,

agendas and minutes



the same



50


learning and assess the needs of students

prior to instruction. Analyze students’

levels of understanding, learning styles, and

interests in order to pace and present

classroom instruction differently with the

assistance from special education teachers.



Classroom instruction will be modified to

reflect objectives on the student’s Individual

Education Plan (IEP).

Co-Teaching- The teachers will engage in

parallel, station or alternative teaching. The

students will be put into small and flexible

groups. Analyze students’ level of

understanding. Utilize the three part lesson

plan.

All Teachers

Special Education

Teachers

Media Specialist

Classroom

arrangements

Sample activities

and


lesson

plans

Group assignment

charts

Student choice of

assignments,

ways. Instruction may

be paced or



interest and student

needs. Teachers can

explain how data

supports the

differentiated

instruction.

English Language Learners

Differentiation




learning and assess the needs of students

prior to instruction. Analyze students’

levels of understanding, learning styles, and

interests in order to pace and present

classroom instruction differently with the

assistance from special education teachers.


Flexible groups for the students will be

No funding

needed

08/11 thru 05/12


Principal,

Grade Level Chairs,

All Teachers

Special Education

Teachers

Media Specialist


schedules, sign in

sheets,

agendas and minutes

Classroom

arrangements

Sample activities

and


lesson

plans

Group assignment

charts

Student choice of



the same


ways. Instruction may

be paced or



interest and student

needs. Teachers can

explain how data

supports the

differentiated

instruction.


51

utilized that will afford many opportunities

for student to student and student to teacher

interaction. Utilize the three part lesson

plan. Clear opening of the beginning of the

lesson. Utilize the three part lesson plan.

assignments,







reinforce achievement of standards mastery;

to support students’ conceptual

understanding and independent application

of core content; and to differentiate the

teaching-learning process to accommodate

students’ readiness needs, interests, and

learning profiles. There is clear and


being integrated into the curriculum design,

development, implementation, and

evaluation process. A majority of students

demonstrate true ownership of technology

as a set of tools and resources to

complement their learning process and to

reinforce their ability to investigate

information and analyze it.

No funding

needed

08/11 thru 05/12


Principal,

Grade Level Chairs,

All Teachers

Media Specialist

Technology logs

Tutorial Contracts

Lesson plans

Focus Walks

Student projects

Rubrics

Results of On-line

tutorials

Students can articulate

how technology

supports their learning.


examples of student

work that has been


Students demonstrate

true ownership



complement their

learning process, as well

as reinforce their ability

to investigate



52

Second Indicator: Attendance/Graduation Rate Action Plan

Annual Measurable Objective: To promote consistent daily attendance that will increase each year by 10% until 100% of attendance

is achieved and maintained.

Intervention



Implementation Resource or the DCSS

Implementation Resource Supplement)

Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence


Research Based Strategies for Addressing

Attendance/Graduation Rate


The Attendance team utilizes pertinent

assessment, i.e., data that informs leaders

about attendance and behavior issues of

students, teachers’ effectiveness at

improving student learning, formative and

summative student assessment and mixed

measures (projects, portfolios, and research

papers scored by teacher) and develops

yearly outcome-based objectives based on

student needs.

No funding

needed

August 2010-

May 2012

Principal

API

Counselor

SSS

Social Worker

Attendance

Liaison

Parent

Compact

ESIS Report

Attendance

data

Progress

reports

Discipline

reports

Test results,

CRCT,

GHSGT, and

benchmark

data

Teacher

failures list

Climate/school

culture survey

data

Early-warning indicators will be

addressed and documented with

parents and staff. Strategies will be

developed for students with

excessive absences and/or tardies.


53

Library-Media Action Plan

Annual Measurable Objective: (Goal #1):

The percentage of the students meeting and exceeding the standard for Reading on the Spring Assessment of the GA Criterion


The percentage of the students meeting and exceeding the standard for ELA on the Spring Assessment of the GA Criterion Referenced


Formative Indicators of Success/Goal #1): The Teacher-Librarian and the classroom teachers will collaborate to ensure that CRCT

test preparations and Media Literacy, ITBS standards Common Core Standards, and English/Art standards for grades 1-5 are taught

and followed during the academic year.

Intervention

(Performance Actions should be

selected and cited from the Georgia

School Keys Implementation Resource

Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Instruction Standard 1.2


The media specialist collaborates with

the instructional staff to determine

media center support needed to increase

resources to enhance school-wide

content. A process is in place to

communicate the reading levels of

students to the media specialists. The

media specialist serves on the leadership

team and provides services and

resources that support school units and

lesson implementation.

Provide an assortment of non-fiction

No funding

needed

8/12-5/13

Principal,

Assistant

Principal,

Teacher

Librarian,

Teachers

Projects,

Student work,

Reading Logs

Disaggregated Lexile

reports

and /or local reading

reports

25-Books Standard

committee

guidelines

Resource alignment

to units

Media circulation

records,

Resources from the media

center are correlated to grade

level units of study. The media

specialist can describe how

services are coordinated to

support classroom instruction.


54

and reference resources and make

them available for students use

during information literacy skills

lessons and for student research in

grades 2-5.

Present lessons, in partnership with

classroom teachers, as part of

ongoing information literacy

instruction for students in grades 2-

5, introducing basic research

techniques, available print and non-

print resources for research, the

note-taking process, bibliographical

citations and avoiding plagiarism.

Use a variety of resources

(periodicals, Audio Visual, software,

encyclopedias, atlases, thesaurus,

Internet and other reference sources)

to answer information questions.

Instruction 1.2:PA 4

The media specialist collaborates with

the instructional staff to determine

media center support needed to increase

resources to enhance school-wide

content. The media specialist serves on

the leadership team and provides

services and resources that support

school units and lesson implementation

Teacher-Librarian attends

collaborative planning meetings and

serves on Leadership Team

Leveled books are made available to

N/A 08/12 thru

05/13

Principal

Leadership

Team

Teacher-

Librarian

Grade Level

Chairs

Disaggregated Lexile

reports

Local reading reports

25 Books Standard

committee guidelines

Resource alignment

to units

Media circulation

records, etc.

Resources from the media

center are correlated to grade

level units of study. The media

specialist can describe how

services are coordinated to

support classroom instruction.


55

students based on reading levels.

Teacher-Librarian facilitates the 25

Books Campaign




















technology as a set of tools and

resources to complement their learning



No funding

needed

08/11 thru

05/12

Principal,

Assistant

Principal,

Grade Level

Chairs,

All Teachers

Media

Specialist

Technology logs

Tutorial Contracts

Lesson plans

Focus Walks

Student projects

Rubrics

Results of On-line

tutorials



learning.

Students can provide examples

of student work that has been


Students demonstrate true

ownership of technology as a

set of tools and resources to

complement their learning

process, as well as reinforce

their ability to investigate and

analyze information.


56

Professional Learning Plan (ESEA Mandate #4)

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

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

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

Professional Learning Department budget. A copy of the PL budget and any other budgets utilized to support professional learning

should be placed in the CSIP appendix.

Funding

Source

Goal to Improve Student

Achievement

Description of Activity Timeline Means of Evaluation

Evidence of

Monitoring

Evidence of

Impact

State

(PL Funds)

See PL Plan and Budget

In Appendix

See PL Plan and Budget In Appendix August

2012-

May 2013

See PL Plan

and Budget

In Appendix

See PL Plan

and Budget

In Appendix

Federal

Title 1

Based on the Spring 2012

CRCT total reading and

math scores in grades 1-5

the students meeting or

exceeding the standard in

reading and math on the

2012-2013 school year

Title 1 funds will be used to recruit highly

qualified teachers, purchase materials that

will support the educational programs and

enrich teachers and staff through

Professional Development. All funds will

focus on improving student achievement

in the areas of reading and math. Federal

Law mandates that at least 1% of the total

allocation be spent on Parent Involve-

ment, and at least 5% on Professional

Development.

August

2012-

May 2013

ELA/Math

Benchmark

test

Parent Sign-In

Sheets

Staff Sign-In

Sheets for

Professional

Development

ELA/Math

Benchmark

test

Parent Sign-

In Sheets

Staff Sign-In

Sheets for

Professional

Development

Grants

Based on the Spring 2012

4th

grade Language Arts

CRCT scores and the

Spring of 2011 5th

grade

writing assessment, the

percent of students meeting

and or exceeding the

standard writing assess-

ment will increase by 4%.

The teachers will participate in writing

workshops that will focus on the different

genres of writing. These workshops will

give the teachers the tools and strategies

that will increase their instructional ability

in the classroom.

August

2012-

May 2013

Staff Sign-In

Sheets for

Professional

Development

Weekly

Lesson Plans

Writing Test

results and

ELA CRCT

scores


57

School Climate Action Plan

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

assessment.

Intervention (Performance Actions should

be selected and cited from the DCSS


Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Planning and Organization Standard 4


Facilitating a Positive School Climate


A Safe School Committee is formed to

focus on data analysis and strategy

development based on prioritized needs in

order to create a safe school culture. The

school maintains and supports a school

safety committee that

Knows best practices in violence

prevention and school culture.

Actively shares with the faculty

research-based safe schools.

Collects and analyzes local, state, and

national data on violence and school

climate on a yearly basis.

No funding

needed

8/12-5/13

Principal

AP

Counselor

Parents

Students

Teachers

Coaches

Nurse

Custodian

Member list

Meeting dates

Sign-in sheets

Agendas

Minutes

A Safe School Committee exists

and meets monthly to review

school safety data and to discuss

the best practices on violence

prevention and the development of

a positive school culture.

Committee members include

school administrators, teachers, and

support staff (counselors, social

worker, graduation coach,

prevention/intervention specialist,

student support specialist, nurse,

etc.). Parents and students serve as

committee advisors.





The Discipline Committee establishes and

implements a routine and systematic

process for analyzing school discipline data

No Funding

Needed

8/12-5/13

Principal

AP

Counselor

Parents

Students

Teachers

Coaches

Nurse

Meeting dates

Sign-in sheets

Agendas

Minutes

Faculty

meeting

agendas

Sign-in sheets

Data analysis documents patterns

and trends of classroom

management and school wide

behavior. Documentation of data

analysis is utilized to develop

action plans and task forces as

needed.

Safe school standards are posted


58


School staff is continuously instructed

under the principal’s direction to implement

research-based safe school standards.

Custodian Memorandum

Posted school

policies and

protocols

throughout the school. Research-

based safe school standards are

discussed at faculty meetings and

in professional learning

communities. Teachers, support

staff, and administrators can

articulate best practices that are

being utilized school wide to

positively impact student behavior.





The Discipline Committee develops a

Positive School Discipline Plan to prevent

ISS and OSS Referrals. This plan should be

based on a pyramid of interventions.

No funding

needed

8/12-5/13

Principal

AP

Counselor

Parents

Students

Teachers

Coaches

Nurse

Custodian

Pyramid of

interventions

(Discipline

Steps)

Written school

discipline plan

List of persons

responsible

Time line of

implementation

Primary prevention strategies are

implemented that target the entire

school population to create a school

culture that promotes pro-social

problem solving in the context of a

safe and drug free learning

environment. An identifiable plan

for proactive strategies to support a

positive learning environment is

evident in each classroom. All

students are aware of classroom

and school wide discipline plans.

Discipline plans are comprehensive

and inclusive of a full range of

positive support, prevention, and

intervention strategies.

A series of early interventions for

students in need are available to

teachers, students, parents, and

administrators including

consultation with school counselor,

parent/teacher conferences,

tutoring, mentoring, support

groups, etc.


59

Teacher Retention Action Plan

Georgia School Key: The norms, values, standards, and practices associated with the school as a learning community committed to

ensuring student achievement and organizational productivity.

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

Intervention (Performance Actions should

be selected and cited from the DCSS


Estimated

Cost/Funding

Sources

Timeline and

Positions

Responsible

Means of Evaluation

Artifacts Evidence

Leadership

Standard 2.2

Research Based Strategies for Teacher

Retention


A site-based Teacher Retention Committee

is formed to focus on data analysis and

strategy development based on prioritized

needs in order to create a supportive school

culture and utilize teacher retention best

practices. The school maintains and

supports a teacher retention committee that:

Knows best practices in teacher support

as it impacts school culture.

Actively shares with the faculty

research-based initiatives and

interventions for teacher retention.

Analyze teacher retention needs based

on individual school concerns.

No funding

needed

8/12-5/13

Principal

API

Teacher

Support

Specialists

Mentors

Professional

Learning

Department

Member list

Meeting dates

Sign-in sheets

Agendas

Minutes

A teacher retention committee

exists and meets regularly to

discuss the best practices on teacher

retention as it relates to school

culture and to develop a positive

and proactive plan for teacher

support.

Survey results


The school will develop and maintain

policies, procedures, and protocols to ensure

a teacher supportive school environment

through the following actions:

Assign TSS to teachers new to the

No funding

needed

08/12 thru

05/13

Principal

APS

Counselors

TSS

TSS

handbook

Mentor

assignment

list

Scheduled

Mentors and mentees can articulate

policies, procedures, and protocols

regarding teacher mentoring. A

written copy (handbook) exists and

is utilized to provide mentoring

services to new and veteran


60

profession

Assign grade level chairs to teachers

new to the building

Provide mentors to veteran teachers

upon request or upon identified need

Schedule a formal time for mentors and

mentees to meet

Provide guidelines to mentors regarding

how to effectively serve in their roles.

Teachers

mentoring

meeting times

Calendar of

mentor-

mentee

activities

Training

agendas

Training sign-

in sheets

teachers. Teachers demonstrate an

understanding of and effective

implementation of best mentoring

practices.


The school will provide a collaborative

planning time for teachers through one or

more of the following actions:

Utilize available funds to provide

release time/substitutes so that

teachers can participate in a long

term collaborative planning session

once per semester

Develop and maintain a master

schedule that allows collaborative

planning time on a weekly basis

Protect collaborative planning time

and refrain from using it for

professional learning,

department/grade level meetings, or

clerical purposes

Monitor lesson plans and classroom

activities for evidence of

collaborative planning

Train faculty members on how to develop

and implement effective collaborative

planning protocols

No funding

needed

08/12 thru

05/13

Principal

APS

Counselors

TSS

Teachers

Master

schedule

Calendar of

collaborative

planning

events

Collaborative

planning

meeting

minutes

Lesson plans

Classroom

observations

Grade levels and/or content area

teachers know what to teach, when

to teach it, and can articulate

progress made in student learning.

Teachers provide support to one

another to improve instruction and

student learning. Instructional

adjustments are made within unit

plans.

Documents

Consolidated School Improvement Plan Manual 2012-2013 · DeKalb County School System ... Manual 2012-2013 . School Name: Shadow Rock Elementary Principal: Alice Stewart-Reese Plan