Henry County Schools Continuous Improvement Planning ......3 | P a g e 05.30.2018 Monitoring Plan: CSIP achievement goals are intended to improve student-learning outcomes. As such,

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Henry County Schools Continuous Improvement Planning Process

2018-19 Oakland Elementary

GUIDANCE:

This plan will guide your Continuous School Improvement work for the next year or more. The purpose of this document is to develop strategic goals & actions for school improvement based on targeted areas identified by longitudinal data analysis of four key data buckets: Perceptions, Student Learning, School Processes, and Demographics. The school leadership team, led by the principal, should complete this document. While Assistant Superintendents are working in conjunction with the Learning and Performance Services and Leadership Departments, your Assistant Superintendent is the best resource to help you complete this form. It is essential that your work include an alignment of the District Strategic Priorities to the fundamental work that will be accomplished at your school:

Unify Henry County around excellence in public education

Strengthen our core business of student learning

Ensure a high performing environment for all students GOALS and STRATEGIES: Start with the end in mind.

What needs are identified by your data (current and historical)?

What do you need to accomplish the learning outcomes you have identified?

Have you identified the root cause?

Goals should be achievement goals to increase student learning.

For example, a measurable achievement goal is there will be a 3% increase (based on your school’s specific data) in developing or proficient for all students in mathematics during the 2018 -19 school year.

All goals should be S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, time-bound). Each goal should have metrics associated with it.

Each achievement goal requires strategic actions to accomplish the goal. Focus these strategic actions around the professional development activities needed to support full implementation of the goal. Remember effective professional development includes four components: constructing knowledge, transferring knowledge into practice, to practice teaching, and to promote reflection. ALIGNMENT: Cohort 15, 16, 17 and 18 personalized learning schools’ CIP goals and strategies must align with those outlined through the school redesign process and articulated in the School Readiness Criteria (SRC) document. Title schools’ plans must align with Title goals and strategies outlined in the Title documents.

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All schools must align with the Henry County strategic priorities of Unify, Strengthen, and Ensure outlined above.

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Monitoring Plan:

CSIP achievement goals are intended to improve student-learning outcomes. As such, student learning are data points to be monitored as part of the Plan, Do, Study, Act process. Monitoring of Achievement practices should focus on monitoring implementation in the classroom (e.g., walk-throughs, examining student work protocols), not just artifacts that suggest implementation might be occurring (e.g., lesson plans). A process for the monitoring of achievement practices should be developed/articulated (e.g., Focus walk-throughs conducted by Administrators, Leadership team, Department Chairs, Grade Level Chairs, and District Leadership Team members quarterly).

Feedback & Monitoring Loops:

To facilitate schools receiving feedback on their plans, we have developed the following timelines.

Draft #1- Due July 5th, 2018 – Assistant Superintendent will provide feedback not later than July 16th, 2018.

Final Draft of CSIP- Due July 27th- completed Final Draft is due to Assistant Superintendent, which should incorporate/address any concerns/feedback provided on Draft #1.

CSIP Share- Due Preplanning Week- schools are expected to have CSIPs finalized and shared with school staff during preplanning to contextualize the focus of your school’s work for the upcoming year.

Assistant Superintendents of Leadership Services are expected to schedule quarterly visits with schools to participate in the process schools are using to support and monitor implementation of the school’s goals (e.g., conducting walk-throughs, participating in data examination/analysis and needs analysis of next steps, participating in components of PD).

Monthly Performance Review (MPR)-This will occur monthly where each building leader will

meet with the Assistant Superintendents to report status of CSIP actions and 5 x 5 walk-thru results.

All schools with be required to conduct a MPR. The specific schedule for your school is dependent upon your CCPRI score (see your Assistant Superintendent for more details.)

NOTE: All MPR sessions will be held at your school. District Leadership Team from various departments will attend each session.

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Dates Level I – 100 - 80 Level II – 79 - 70 Level III – 69 -60 Level IV – below

60

August 31,2018 MPR MPR MPR MPR

September 28,2018 MPR

October 26,2018 MPR MPR

November 30,2018 MPR MPR

December 13,2018 MPR

January 25,2019 MPR MPR

February 22,2019 MPR MPR

March 29,2019 MPR MPR

April 26,2019 MPR

May 31,2019 MPR MPR MPR MPR

Section A: Where are we now as a school?

What Perceptions data did you use? What did the data tell you? We looked at Student Survey Reports and Personalized Learning Survey. The survey revealed that our students want more personalized and small group instruction from their teachers along with more hands on and less technology. Additionally, the students feel as if there are too many distractions from other students and this interferes with their learning. Students would like more tasks that are rigorous but also feel that they are in a safe learning environment at school.

What demographics data did you use? What did the data tell you? The demographic data we used was subgroups, SLDS, and GaDOE data. Our school is majority African American, two or more races, or Hispanic. We have over 80% free and reduced lunch count. We are also a transient school.

What student learning data did you use? What did the data tell you? Student learning data we used: GMAS, MAP, CFA’s, GKIDS, ACCESS, Personalized Learning Pilot Data, GRASP The majority (70-80%) of our students in third, fourth and fifth grade fell within the Beginning to Developing range on GMAS in Reading and Math. While, we did see a small increase in 3rd, 4th and 5th grade in math and 4th and 5th grade in Reading; we are still performing below the County and State expectations.

What internal processes & programs did you evaluate? What did this evaluation tell you? ESE Department, MTSS Processes, Instructional Practices of all classrooms. English Language Arts practices throughout the building needs improvement including professional learning, resources, programs used, and pedagogy to better understand the progressions and stages in teaching reading, writing, and grammar.

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Section B: Where do we want to be?

Purpose and vision statement:

At Oakland Elementary, we strive for academic excellence, value diversity, and embrace family and community involvement to ensure a high performing environment for all stakeholders. OKE is committed to providing Opportunities for Wisdom, Leadership, and Success (O.W.L.S)

For Cohort 15, 16, 17 & 18 schools, what are the key personalized learning priorities outlined in your approved School Readiness Criteria (SRC) document for this school year? Reference the Rollout Sequence and Implementation Roadmap sections of your SRC.

How does your vision align with the HCS Strategic Priorities? Explain. Our purpose and vision is to unify the school and community, strengthen instructional practices, and ensure success for all students.

Section C: FY19 Comprehensive Needs Assessment

1. Planning and Preparation

1.1 Identification of Team Members The comprehensive needs assessment team consists of people who are responsible for working collaboratively throughout the needs assessment process. Ideal team members possess knowledge of programs, the capacity to plan and implement the needs assessment, and the ability to ensure stakeholder involvement. Documentation of team member involvement must be maintained.

Position/Role Name

Principal Walter Shields

Assistant Principal Bret Cook

Assistant Principal Mollie Hall

Math Instructional Lead Roxann Evans

Literacy Instructional Lead Stephanie Chadwick

Science Instructional Lead Mellisa Palmer

Kindergarten Samantha Echevarria

First Grade Aivana Torres

Second Grade Shekita Styles

Third Grade Angelika Lindsey

Fourth Grade Laticia White

Fifth Grade Mary Lee

ESE Ella Thompson

EIP Amy Thomas

SSF Kameelah Taylor

TAG Gwyn Francis

Parent Natasha Andrews

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1.2 Identification of Stakeholders Stakeholders are those individuals with valuable experiences and perspective who will provide the team with important input, feedback, and guidance. Stakeholders must be engaged in the process in order to meet the requirements of participating federal programs. Documentation of stakeholder involvement must be maintained.

Position/Role Included (Yes/No)

Instructional coaches yes

Counselors yes

Parent liaison yes

Health care providers No

Social workers yes

Faith-based community leaders No

School/District based Technology staff Yes

Librarian Yes

Parents Yes

Students Yes

District Staff Yes

How did the team ensure that the selection of stakeholders were included in the CSIP?

We ask for feedback and completed surveys throughout the year. Parents were invited to the Leadership meeting. Survey data is collected throughout the year from students, parents, and staff.

3. Needs Identification and Root Cause Analysis (All Schools must complete)

3.1 Strengths and Challenges based on Trends and Patterns Coherent Instructional System: Summarize the coherent instructional system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are doing to address the various educational needs of your students?

Each grade level meet once a week for collaboration on lesson plans and data discussion. ILT’s meet with teachers for Standards Study and model classroom lessons. TKES and classroom walkthrough done as Administrative team. Open door policy with all to address concerns. Leadership team meets monthly to identify needs of students and teachers. CFA’s are conducted every 2 weeks with grade level teachers meeting with Administrators to review data to plan for further instructional focus. ILT’s attend monthly CES and ILT meetings. Professional Development meetings are each month at OKE based on the needs of the staff. Focus Team meetings (Reading, Math, Culture, MTSS, PBIS, DATA/Professional Learning), HEART monthly meetings, MTSS meetings for Tier 2 and 3 held on time. Students tested on MAP 3 times a year and within 2 weeks of coming to OKE. Intervention Tier 4 notebooks monitored every 9 weeks. We will add more vertical teaming between the different grade levels.

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Effective Leadership System: Summarize the effective leadership system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you and the administrative team doing to ensure high quality instruction for all classes/students?

Administrators hire qualified teachers through job fairs and interview process. CCC Focus team helps to build climate and culture within the building. PBIS team helps with discipline. School counselors help make sure students and teachers have resources needed to support instruction and learning. Title 1 funds are allocated appropriately. Formal and Informative walkthroughs with feedback weekly. ILTS supporting the Administrators and teachers through building capacity and modeling instruction. Personalized learning Cohort 19. Coaching cycle with teachers that need more support. ILT Standards Study. Leadership team discussing any issues that arise during the month to address without school.

Professional Capacity System: Summarize the professional capacity system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? Do your professional development practices align with the expectations of a PLC? How frequently will the PLC be monitored?

Based on GMAS data, more professional learning needs to be done in the teaching of reading and phonics. We do surveys after professional learning to address additional needs. Formal and Informal observations to identify needs of students and teachers. Bubble kids; grade level protocol sheets/data review; Personalized-learning training will need to continue to happen for the school as we move into our first year. Units of Writing professional learning; Technology and Personalized Learning practices are observed

Family and Community Engagement System: Summarize the family and community engagement system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to involve the families in improving the academic achievement of the child?

Trends and patterns are identified through parent, teacher and student surveys. Certain Title 1 nights have higher attendance rates (Literacy, Science, Math, and Multicultural night) but other months have lower attendance. While we do Infinite Campus messenger, send brochures and flyers home several times to families throughout the month, we do not have high rates of attendance. Many teachers’ use Remind, Class Dojo or call parents. We also use our teacher and school websites that are updated monthly. All dates for meetings are available to parents through the Title 1 Compact at the beginning of the year. A monthly Title 1 calendar with school events is sent home as well. We hold Student Led Owl Conferences twice a year to update parents on academic and behavior performance. Students are celebrated with Student of the month, twice a year awards celebrations, and involved in Literacy Days.

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In order to involve families in the students academic achievement, we send home progress reports and report cards every nine weeks and weekly academic folders are sent home by each grade level. Ideas for improvement: Many of our families work shift jobs, some do not drive and language barrier. Teachers need to be an advocate for these meetings in their classroom by offering free homework passes, owl bucks or ice cream passes. Theme nights seem to be popular. We need to be more diligent in getting dates out in advance; parents more involved in the night Video clips of most important pieces of the night; “Live” streaming meeting on Facebook. Translators are available but also make live feed translated. Weekly paper folders with all school information to be sent home weekly on the same day.

Supportive Learning Environment System: Summarize the supportive learning environment system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to decrease the number of discipline referrals and attendance concerns?

The attendance concerns addressed with PANTS and monthly popcorn parties, PBIS, counselors hold attendance meetings with Social Worker with letters that go out. 4 STEP Discipline plan, Buddy Classroom teachers. Some teachers use Class Dojo to help with behavior. Positive phone calls done at the beginning of the year and throughout for positive improvements. Student of the month celebrations; Equity training Grade Level Expectations done by administrative team at the beginning of the year and in January. Mentorship program (70+ volunteers) who work with students throughout the year. Like to try: Robocalls when student misses, administrators talk to parents about 4 step to clarify major/minor behaviors

Demographic: Summarize the demographic trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What is happening in the following areas (Subgroup data, mobility, remedial/early intervention/alternative/gifted)?

School did field trip around OKE communities to see the differences in our neighborhoods. Subgroup data: Below County and State means Mobility: Highest in Henry County; Try to support the student through school supplies and additional resources as needed for families Remedial/Early Intervention: 5 EIP teachers that oversee MTSS grade level and support interventions Alternative Gifted: Push-in TAG with accelerated standards ESOL: Push-in and Pull-out models ESE: 5 teachers with 3 paraprofessionals; Did see growth between GAMAS from year to year MTSS, Instructional Focus time, SIEP before and after school, Saturday School, Summer School

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Financial: Summarize the financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What is happening in terms of the financial status of the families?

We are the highest free and reduced rate in Henry County. The socioeconomic status is low to lower middle class with many nontraditional families where often there is only one income. The three women’s shelters feed into our school as well as hotels and apartment complexes. Local churches provides book bags with school supplies at the beginning of the year. We also have Backpack buddies (students receive a backpack with food for the weekend) and teachers visit Kids in Need to shop for free supplies for their classroom. Teachers have an allotment of $150 to use on classroom supplies as well. Administrators allow teachers to provide “wish-list” of items that they want (i.e. Reading A-Z, math manipulatives, literacy sets, etc.). A local company, Burlington, provided a donation of $10,000 for teachers to use to buy classroom supplies. Walmart provides some school supplies at the beginning of the year.

Student Achievement: Summarize the student achievement trends (milestones/student subgroups) and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

70-80% are scoring at the Beginning and Developing on GMAS, All subgroups scoring below county and state medians. High number of MTSS and ESE students that need specialized instruction with interventions. Personalized Learning; Equity training

3.2 Identification and Prioritization of Identified Needs

Overarching Need

How severe is the need? (High, Medium, Low, Unknown)

Is the need trending better or worse over time? (Better, No Change, Worse, Unknown)

Please identify a root cause. You may list more than one root cause.

Priority order (Number 1-10)

Impacted programs (See list below). Additional considerations (Optional)

Phonics Instruction

High High

Worse Worse

Teacher pedagogy and efficacy, materials and resources, implementation

1 2

IDEA – Special Education (1-5, 7)

School and District Effectiveness (1-7)

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Guided Reading Instruction Increasing Lexile Levels Writing Behavior Attendance

High High High Medium

Worse Worse Better No Change

Teacher pedagogy and efficacy, materials and resources, implementation Explicit reading instruction, Teacher pedagogy and efficacy, materials and resources, implementation Teacher pedagogy and efficacy, implementation Social Skills, Engagement in lessons, Lack of content knowledge, lack of relationship building; motivation; low expectations of teacher; environmental issues (medical and/or parental) Transportation (no car/miss bus); parent late; transient population; crossing attendance lines (legal and illegal) that are tardy or do not attend based on parents desire

3 4 5 6

Title I, Part A – Improving Academic Achievement (1-7)

Title I, Part A – Parent and Family Engagement Program (1-7)

Title I, Part A – School Improvement (1-7)

Title I, Part D – Programs for Neglected or Delinquent Children (1-7)

Title II, Part A – Improving Teacher Quality (1-7)

Title III, Part A – Language Instruction for English Learners (1-7)

Title III, Part A – Language Instruction for Immigrant Students (1-7)

Title IV, Part A – Student Support and Academic Enrichment (1-7)

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Parent Involvement

High No Change Shift workers; transportation; single parent household, transient, interest; apathetic and prior experiences with school

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3.3 Root Cause Analysis (Reference for Title 1 Schools Only) Impacted Programs (Local, Title II, Title III)

- IDEA – Special Education - School and District Effectiveness - Title I, Part A – Improving Academic Achievement - Title I, Part A – Foster Care Program - Title I, Part A – Parent and Family Engagement Program - Title I, Part A – School Improvement - Title I, Part C – Education of Migratory Children - Title I, Part D – Programs for Neglected or Delinquent Children - Title II, Part A – Improving Teacher Quality - Title III, Part A – Language Instruction for English Learners - Title III, Part A – Language Instruction for Immigrant Students - Title IV, Part A – Student Support and Academic Enrichment - CTAE – Career, Technical and Agricultural Education

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Section D: School Improvement Plan Required Questions 2018-19

(Title I Schools ONLY) Federal funding options is traditional funding (all Federal funds budgeted separately). Factors used by district to identify students in poverty: Free/Reduced meal applications.

1. In developing this plan, briefly describe how the school sought advice from individuals (teachers, staff, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders) was sought and included. [Sec. 2103(b)(2)] (Was 4a)

Response: After a Data Analysis, the staff and parents of Oakland Elementary developed and completed a school-wide plan. Once the committee completes the draft plan, the draft will be available on Oakland’s website for parent and community input. The members of the planning committee will meet to consider parent and community input and finalize the draft. The finalized draft will be sent to Dr. Moore for review and submission to the board for its approval. The Title 1 plan and the School Impact will be discussed with all stakeholders at our first Title I Night in August. We will discuss the budget, the instructional practices, new school mission and goals, and our Title 1 staffing.

2. Describe how the school will ensure that low-income and minority children enrolled in the Title I school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers. [Sec. 1111(g)(1)(B)] (Was 4b)

Response: Henry County holds job fairs and advertises for openings to attract excellent

teachers that are certified for the posted positions. The candidates meet with an interview committee that includes Administrators and teachers to discuss the needs of our students and community. We are very candid about the

School-wide Plan Development: Sec. 1114(b)(1-5)

a. is developed during a 1-year period, unless— the school is operating a school-wide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section;

Response: The school was operating a school-wide program on the day before the date of the enactment of the Every Student Succeeds Act.

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

Response: This plan will remain in effect for the duration of the schools participation under this part, except that the plan will be regularly monitored and revised as necessary.

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

Response: The plan will be posted on the schools website.

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needs of our community and ask questions of the candidate to help us determine whether or not they will meet the needs of our students and families. Our goal is to provide our school community with teachers who are well-rounded and are committed to providing rigorous and relevant instruction. All teachers working with identified Title I students at Oakland Elementary are certified in the content they teach and have passed the state assessment in that area.

Everyone at OKE will be part of a professional learning community designed for professional growth and support.

We have included a HEART teacher-mentoring program to help with teacher retention and establish a sense of community amongst teachers at OKES.

Each year, new teachers to our county are required to attend the Teacher Induction Program where they participate in professional learning about our county and its expectations.

We hold monthly Professional Learning Meetings.

Our ILT’s do walk-through for follow-up trainings from Professional Learning. Through professional development, we will ensure that our teachers are constantly learning more about delivering standards based instruction, as well as caring for the many needs of children who are part of a Title 1 school community.

Our school is involved in the Personalized Learning Cohort 19.

3. Provide a general description of the Title I instructional program being implemented at this Title I School. Specifically define the subject areas to be addressed and the instructional strategies/methodologies to be employed to address the identified needs of the most academically at-risk students in the school. Please include services to be provided for students living in local institutions for neglected or delinquent children (if applicable). [Sec.1114(b)(7)(ii)] (Was 4c)

Response: Our Math Instructional Lead Teacher, Science ILT, and Literacy ILT will be responsible for identifying and assisting teachers with implementing best instructional strategies. Common Formative Assessments will be given every two weeks in Reading and Math for 1st – 5th grades. 5th grade will complete Reading, Math and Science CFA’s for every two weeks. Instructional Strategies for ELA include phonics, guided reading, writing instruction, increasing Lexile levels, and personalized reading instruction. Oakland Elementary is part of the Kindergarten Phonics pilot for the County. Once that program is chosen by the District, we will purchase the same system for first and second grade students using Title 1 money. Math instructional strategies include Number Talks, GA Frameworks, Small Group Instructions and personalized instruction. Science Instructional Strategies include GSE Standards to do hands-on learning, phenomenon based teaching, connections to Next Generation Standards (specifically 3 Dimensional Learning Practices) and using reading strategies such as paraphrasing, summarizing, vocabulary instruction, and interactive reading guides. All three instructional coaches will also help teachers with discipline and increasing parent involvement. Instructional coaches will travel periodically to attend meetings and professional development sessions coordinated by the district office. FEV Tutor Computer Program will also be utilized for students in third – fifth grades for Reading and Math. This program provides One-to-One tutoring for students. Based on our budget this year, it will be limited to the number of students that we are able to serve.

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Oakland has a Parent Involvement Person (PIP) that coordinates monthly Title I nights and increasing communication and involvement with parents. She creates agendas and brochures for the Title 1 Nights and helps set up equipment needed. She is available to all parents/guardians throughout the day, including being on the front hall to meet/greet with our parents each morning. She does have resources displayed to encourage parents to come to her PIP Resource Room. She helps with parent communication for office staff and Administrators. She sends out Robo Calls each month with reminders of Title 1 meetings and various other reminders. She ensures that the Title 1 Compact plan is updated and provided to all stakeholders. In addition, Title I tutors will work with students during the day in small groups in regular classrooms to strengthen ELA, Math, and Science. The Title 1 tutors serve students two or three days a week for 30-45 minutes for each segment each day. Our new Title 1 paraprofessionals will work with students in the regular classrooms to strengthen Science instruction. The Title 1 paraprofessionals will serve students five days a week for 30-45 minutes each segment. Administrators will monitor the implementation of this Title 1 School Improvement Plan and School Goals through observations and student data. Feedback will be provided to teachers to modify and adjust practices. To support Title I classroom instruction and tutoring, materials and supplies will be purchased to do projects with students. This will include markers, erasers, pens, pencils, paper, staples, tape, colored paper, chart paper, construction paper, cardstock, page protectors, paper clips, labels, envelopes, manipulative kits, folders, composition books, plastic bags, and batteries. Title 1 also provides interpreters for parent nights, MTSS, parent/teacher conferences, and Students Led Conferences. We have churches and local groups that help provide monetary donations so that we may purchase supplies for our students without school supplies.

4. List interventions (programs, strategies, activities, software, staff, etc.) you plan to purchase and use in your Title I school program to improve student achievement. Research your program and indicate the evidence-based level. Note that you should only list your strategies and programs that are being paid with your Title I funds. Evidence for ESSA – www.evidenceforessa.org What Works Clearinghouse – https://ies.ed.gov/ncee/wwc/ Best Evidence Encyclopedia Program Review – Johns Hopkins – www.bestevidence.org

(attach a screen shot of the evidence)

Please complete the Logic Model below for each Title I funded evidence-based intervention not found in one of the three clearinghouses listed above.

http://www.evidenceforessa.org/

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

http://www.bestevidence.org/

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Henry County Schools - Title I

Evidence-Based Interventions FY19

School Name: __Oakland Elementary____________________

School Year : 2018-2019

Principal _Walter Shields_____________________

List interventions (programs, strategies, activities, software, staff, etc.) you plan to purchase and use in

your Title I school program to improve student achievement. Research your program and indicate the

evidence-based level. Note that you should only list your strategies and programs that are being paid

with your Title I funds.

Resources that can be used to help identify the evidence-base level:

Evidence for ESSA – www.evidenceforessa.org

What Works Clearinghouse – https://ies.ed.gov/ncee/wwc/ Best Evidence Encyclopedia Program Review – Johns Hopkins - www.bestevidence.org

(attach a screen shot of the evidence)

If you cannot find your program on one of these websites, then you will need to contact the

company/vendor to provide the research to help determine the level of evidence.

(Attach a copy of the research)

Statistically significant effect on improving student outcomes or other relevant outcomes based on:

Check one

Evidence-Based Intervention List Subject: Math, Reading, or Other

Strong Evidence

Moderate Evidence

Promising Evidence

*Rationale Evidence

http://www.evidenceforessa.org/

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

http://www.bestevidence.org/

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Subjects (Use Logic Model)

Instructional Lead Teachers

English Language

Arts and Math

X

Tutor English Language

Arts and Math

X

PIP

Parental Involvement X

Professional Development English Language

Arts, Math, Science

and Social Studies

X

*Please fill out page two of this form if you are unable to find evidence-based rationales based on the

websites listed above.

EVIDENCE-BASED LOGIC MODEL

MODEL-Phonics Program RESPONSES 70% of OKE students in Kindergarten

through 5th grade will demonstrate performance at or above NWEA MAP Norms for grade level expectations in ELA. Teachers will engage in professional learning to increase understanding of how to effectively implement the instruction of phonics, guided reading, and Units of Writing.

Name of Intervention/Strategy/Practice:

Phonics Program for 1st and 2nd grade

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

If OpenCourt is chosen: https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/568

Intervention Population:

1st and 2nd grade students

Person Responsible: Classroom teachers and LILT

Implementation Plan of Action:

1. Determine needs of teachers. 2. Provide support through modeling, observing, conferencing with teachers 3. Analyze data and teacher practices before and after coaching cycle.

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

Success will be measured from monitoring teacher instructional practices through formal and informal observations and student data.

What are the outcomes or milestones that will evaluate success?

Mid-Year: Map Scores End of the Year: Map and Milestone scores

Progress Monitoring Dates:

Mid-Year: End of January End of the Year: May

Evidence-Based Evaluation (Due May 28, 2018)

End of year report

Official Use Only: HCS Feedback:

MODEL-FEV-Tutor RESPONSES SMART Goal:

70% of OKE students in grades 3-5 will demonstrate performance at the Developing or higher on the GMAS ELA EOG through the incorporation of explicit instruction of phonics, guided reading, and Units of Writing.

https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/568

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65% of OKE students in fifth grade will demonstrate performance at the Developing or Higher on the GMAS Science EOG through the incorporation of instruction using GSE Standards to do hands-on learning, phenomenon based teaching, connections to Next Generation Standards (specifically 3-Dimensional Learning Practices) and using reading strategies such as paraphrasing, summarizing, vocabulary instruction, and interactive reading guides.


FEV Tutor



3rd, 4th, 5th grade students

Person Responsible:

Classroom teachers


1. Rank Students for Title 1 Services 2. Contract with FEV 3. Training on FEV for students/teachers 4. Data review of students performance sent by FEV weekly


Success will be measured through data analysis of mastery of standards through FEV lessons. FEV Tutor students saw an improvement in mastery of standards during the 17-18 school year.


Mid-Year: Map Scores and FEV Data End of the Year: Map, Milestone scores and FEV Data

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Mid-Year: End of January End of the Year: May


End of year report


MODEL-Parental Involvement

RESPONSES

SMART Goal:



70% of OKE students in Kindergarten through 5th grade will demonstrate performance at or above NWEA MAP Norms for grade level expectations in ELA. Teachers will engage in professional learning

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to increase understanding of how to effectively implement the instruction of phonics, guided reading, and Units of Writing.

100% of OKE Teachers will participate in professional learning and coaching cycles to effectively implement standards based instruction, analyze data to drive instruction, and ensure that students receive interventions and personalized instruction that will result in the overall success for all students.


Parent Engagement


https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3020099/#R11 Findings from the present study demonstrated that increased parent involvement is significantly related to a child's increased perception of cognitive competence. This finding is consistent with previous studies (Gonzalez-DeHass, Willems, & Holbein, 2005; Grolnick, Ryan, & Deci, 1991).


Person Responsible:

Parental Involvement Professional


1. Identify effective resources for parent use at home to reinforce skills identified in goals

2. Provide workshops aligned with SMART goals 3. Allow parents to check out materials

Survey parents on use and effectiveness of resources offered as well as need for additional support.


Success will be measured by parent sign in sheets and material check-out forms. The school theorizes that providing parents with resources to help support student learning at home, will increase academic interactions between parents and students, allow parents to become more knowledgeable on grade level standards and expectations and provide reinforcement of skills and standards at home, ultimately increasing students’ academic performance.


Mid-Year: The mid-year growth will be measured by sign-in sheets and material check-out sheets End of Year: The end of the year growth will be measured by sign-in sheets and material check-out sheets

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3020099/%23R11

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Mid-Year: January 2018 End of Year: May 2018


Will be included in the End of the Year Report


MODEL-Tutoring RESPONSES SMART Goal:



70% of OKE students in Kindergarten through 5th grade will demonstrate performance at or above NWEA MAP Norms for grade level expectations in ELA. Teachers will engage in professional learning to increase understanding of how to effectively

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implement the instruction of phonics, guided reading, and Units of Writing.


Tutoring-Science, math and reading


Science/Reading/ELA Math https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf This report summarizes a review of rigorous research studies on increased learning time. Findings across studies have been combined using meta-analysis techniques. • Increased learning time programs improved literacy and math achievement when instruction was led by certified teachers, though the effects were small. • Effects varied by type of instruction. Programs that used a traditional instruction style improved literacy and math achievement. Programs that used an experiential learning instruction style improved student social-emotional skills. In both cases the effects were small. • Increased learning time improved the literacy achievement of students performing below standards and the social-emotional skills of students with attention deficit/ hyperactivity disorder.


All students in the area of science Reading & Math: Identified students based on ranking

Person Responsible: Classroom Teachers, Title 1 Tutors and Paraprofessional


1. Identify areas of weaknesses of students. 2. Prioritize student list based on data and other supports

provided. 3. Determine schedule to maximize tutorial sessions.

Serve students identified is small groups during the day that is in addition to the content instruction the already receive in reading and/or math.


Success will be measured by progress monitoring student performance. MAP and Georgia Milestones data will be analyzed. It is the theory that use of tutors will enhance student’s understanding of concepts by providing extended practice of targeted skills.


An observable increase in student performance in the areas of reading and math


Mid-Year: The mid-year growth will be measured by MAP growth reports and benchmark assessments

https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf

https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2014015.pdf

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End of Year: The end of the year growth will be measured by final MAP growth report, student report card and ultimately, state standardized test results.


Mid-Year: December 2017 End of Year: May 2018


MODEL-Instructional Coaches

RESPONSES

SMART Goal:



70% of OKE students in Kindergarten through 5th grade will demonstrate performance at or above NWEA MAP Norms for grade level expectations in ELA. Teachers will engage in professional learning to increase understanding of how to effectively implement the instruction of phonics, guided reading, and Units of Writing.

100% of OKE Teachers will participate in professional learning and coaching cycles to effectively implement

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standards based instruction, analyze data to drive instruction, and ensure that students receive interventions and personalized instruction that will result in the overall success for all students.


Instructional Lead Teachers; Professional Learning, Coaching Cycles


https://www2.ed.gov/programs/readingfirst/support/coaching32010.pdf Reading/Math/Science The findings are: • Reading or literacy coaches are an integral part of the Reading First program in California. They are highly valued by program participants. • Coaches serve important functions in supporting implementation of the Reading First program and maintaining a school’s focus on improving student achievement. • The Reading First initiative has provided extensive training and support to coaches, an effort that has built capacity at the district, school, and classroom levels. Coaches have reached a high level of expertise to the point that many are now qualified to provide training at Reading First institutes. • The most important functions served by coaches in California are providing demonstration lessons, serving as a source of resource and support for teachers, and facilitating collaboration focused on student achievement and fidelity of implementation. • Most coaches have ready access to classrooms to provide support for instruction and assessment.

Intervention Population: Certified and Classified Staff

Person Responsible: Administration and Instructional Coaches


Provide professional learning aligned to both SMART goals and instructional needs based on both formal and informal walkthroughs.


Observations will reflect the implementation of new/enhanced instructional strategies. An observable increase of student performance on MAP, Milestone and benchmark assessments


The mid-year growth will be measured by MAP growth reports and benchmark assessments.

https://www2.ed.gov/programs/readingfirst/support/coaching32010.pdf

https://www2.ed.gov/programs/readingfirst/support/coaching32010.pdf

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Progress Monitoring Dates: Mid-Year: December 2018 End of Year: May 2019


Will be included in the End of the Year Report


MODEL-Professional Development

RESPONSES

SMART Goal:



70% of OKE students in Kindergarten through 5th grade will demonstrate performance at or above NWEA MAP Norms for grade level expectations in ELA. Teachers will engage in professional learning to increase understanding of how to effectively

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implement the instruction of phonics, guided reading, and Units of Writing.

100% of OKE Teachers will participate in professional learning and coaching cycles to effectively implement standards based instruction, analyze data to drive instruction, and ensure that students receive interventions and personalized instruction that will result in the overall success for all students.


Professional Development


https://ies.ed.gov/ncee/pubs/20134020/pdf/20134020.pd This brief is directed to researchers and adds to the research base about instructional practices that are related to student achievement. Additional evidence on these relationships can suggest specific hypotheses for the future study of such instructional practices, which, in turn, will provide research evidence that could inform professional development of teachers and the writing of instructional materials. The results of this study revealed a pattern of relationships largely consistent with earlier research, but not in every case. Results that are consistent with previous research include increased student achievement associated with teachers dedicating more time to whole-class instruction, suggesting specific practices in response to students’ work (1st grade only), using more representations of mathematical ideas, asking the class if it agrees with a student's answer, directing students to help one another understand mathematics, and differentiating curriculum for students above grade level (2nd grade only). Less consistent results were found in three 2nd-grade results, and include lower achievement associated with teachers’ higher frequency of eliciting multiple strategies and solutions; prompting a student to lead the class in a routine; and with students more frequently asking each other questions. These

https://ies.ed.gov/ncee/pubs/20134020/pdf/20134020.pd

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findings suggest that practices associated with higher achievement gains include both student-centered and teacher-directed practices; however, some student-centered practices were associated with lower achievement gains.

Intervention Population: Classroom Teachers

Person Responsible: Instructional Coaches and outside content consultants


1. Determine needs of teachers. 2. Provide support through modeling, observing, conferencing with teachers 3. Analyze data teacher practices before and after coaching cycle.


Success will be measured from monitoring teacher instructional practices through formal and informal observations and student data. The theory behind the use for the use of instructional coaches is that teaching practices will improve, thus having an impact on overall student achievement.


Mid-Year: Map Scores End of the Year: Map and Milestone scores


Mid-Year: End of January End of the Year: End of May


End of year report


5. If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify eligible children most in need of services in Title I targeted assistance schools/programs. Please include a description of how the school will develop and implement multiple (a minimum of 2) objective, academic- based performance criteria to rank students for service. Also include a description of the measurable scale (point system) that uses the objective criteria to rank all students. [Sec. 1115(b)(1)]; [Sec.1115(c)(1)(B)] (Was 4d)

Response: For students in first and second grade, we will use MAP and Teacher Recommendations to rank students for Title 1 and Paraprofessional tutoring. Student above grade level norm on the Map will get 0 points, and on grade level will get 1 point. Students will get 2, 3, or 4 points depending on their MAP score when compared to the Beginning, Middle and End of the Year Norms from the previous Grade Norms. Students in 3rd, 4th, and 4th grade will be ranked with the above ranking system but for Map, Milestones and Teacher Recommendation.

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6.Elementary Only: describe how the school will support, coordinate, and integrate services with early childhood programs at the school level, including strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. [Sec. 1114(b)(7)(V)] (Was 4e). Middle School Only: describe how the school will support, coordinate, and integrate services with middle school programs at the school level, including strategies for assisting middle school children in the transition from middle school to local high school programs.

Response: The following descriptions are what we follow each year: Transition from Pre-School to Elementary The feeder day care directors and pre-school teachers met with the kindergarten teachers to discuss the transition process and the curriculum gaps. Arrangements were made during these meetings for the various day care providers to visit our school. During these visits, daycare students visited kindergarten classrooms where they participated in classroom activities, met the kindergarten teachers and socialized with the kindergarten students. There are also times when our kindergarten teachers will visit the various daycare centers and give the students an overview of what it will be like to come to Oakland Elementary. We will also invite main feeder preschools to visit the school prior to enrolling students in kindergarten. Parents will also be invited to come in and tour the school before the start of kindergarten. In addition to these school-level efforts, Henry County holds a well-advertised Pre-kindergarten and Kindergarten Round-Up each spring for early student registration. Transition from Elementary to Middle School Our students feed into three different middle schools. The transition process is the same for all three middle schools. School counselors and extra-curricular teachers from the feeder middle schools visit our school and meet with the fifth grade students to discuss their transition to middle school and to help make the process smoother for the students. The teachers give a brief explanation as to what the middle school specials classes are and the process for choosing specials classes that meet a student’s interests. The counselor gives the students an overview of all academic subjects and what to expect with class changes. There is a question and answer session. A few weeks later, OKE students are transported to their assigned middle school to have a tour of the school and get an overview of what to expect when they get there. Students Entering Oakland Elementary During the School Year Students entering the school throughout the school year are given a tour of the school by our counselor, office staff, or the administration. New students are walked to their class by the counselor or office staff and introduced to their teacher and paired with a buddy in class. New students to Oakland are administered the MAP assessment. Students are also provided a DreamBox user name and password within the first 2 weeks. This ensures that teachers are working with the most current data to address the needs of each individual students.

The counselor, Title I paraprofessional, Kindergarten teachers, and 5th grade teachers assist with the transitions from Pre-K to Kindergarten and from 5th grade to Middle School. These programs are effective in providing both parents and students with the information and support they need to be successful at the next level.

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7. High School Only: describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including:

• Coordination with institutions of higher education, employers and local partners; and • Increased student access to early college high school or dual or concurrent enrollment

opportunities or career counseling to identify student interest and skills. [Se. 1114(b)(7)(II)] (Was 4f)

Response: Not Applicable

8. Describe how the school will support efforts to reduce the overuse of discipline practices that remove students from the classroom, specifically addressing the effects on all subgroups of students. [Sec. 1114(b)(7)(III)] (Was 4g)

Response: OKE just completed the 1st year of PBIS implementation. The PBIS team will continue to train OKE teachers and staff on the 4-Step Discipline Plan. We will have monthly reminder meetings, Counselor will continue to hold social skill groups, and MTSS will be used for academic behavior interventions and data collection. The SSF, Administrator, and MTSS chairs will coach, model, and support teachers as they plan and transfer knowledge into practice. ESE students in ISS will be served whil in ISS. Additional training on severe behaviors will be provided for the 18-19 SY.

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Section E: School Improvement Template

(All Schools Must Complete) (see pg. 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt

Note: Goals for the 18-19 SY must focus specifically on improving student learning outcomes. Personalized learning schools’ goals and strategies should align with those outlined and previously approved in the SRC document. Title schools’ goals should align with the Title I guidance. All schools must align their plan with the HCS Strategic Priorities:

o Unify Henry County around excellence in public education o Strengthen our core business of student learning o Ensure a high performing environment for all students

Goal 1: 70% of OKE students in grades 3-5 will demonstrate performance at the Developing or higher on the GMAS ELA EOG through the incorporation of explicit

instruction of phonics, guided reading, and Units of Writing.

Description of Specific Actions

to Improve Educational Practice

Persons Responsible

Measurement of Strategies How Is It Done?

Measurement of Strategies Timeline

Evaluation How Effective Was It?

Align instruction and materials with the Henry Teaching & Learning Standards (HLTS). All grade levels will study the essential standards that they will teach for each curricular area. All resources have been aligned and the pacing guide will be followed.

Teachers (EIP, ESE, Homeroom), Tutors, ILTS, Paraprofessionals

Using the HLTS progressions, teachers will teach the essential standards using the pacing guide outlined by HCS.

Throughout the SY18-19 by each quarter and/or unit Units of Writing pre/post assessments following dates from county Reading – pre/post assessments created by LILT based on HLTS

Professional development and collaboration: Frequent and ongoing Professional Learning meetings once a month in school Guided Reading Instruction, Word Work, Units of Writing, Phonics training


Professional Learning Meetings Coaching Cycles Standards Study Modeling Co-teaching

Throughout the SY18-19

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Persons Responsible




LLI Kits for EIP Grade Level Meetings every Tuesday Standards Study once each week for every grade level Specialized Instruction training for teachers of ESE students Open Court Reading Foundational Skills Readworks Write Score FEV Tutor

Improve instructional strategies and student learning:

1. Explicit Teaching of Phonics, Guided Reading, and Units of Study.

2. Teacher will frequently check for understanding and adjust instruction as needed.

Teachers (EIP, ESE, Homeroom), Tutors, ILTS, Paraprofessionals, Administrators, ETS

Classroom observations with feedback on explicit instruction, coaching cycles and modeling in classrooms, data talks with grade levels, and administrators, technology instruction with ETS

SY 18-19; weekly meetings for grade levels, quarterly pre/post assessments

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Persons Responsible




3. Instruction is student-centered, technology infused, with students engaged in authentic, meaningful, higher level thinking

4. Attainment of learning objectives and goals will be based on student performance data.

5. Title 1 tutors will assist teachers in implementing instruction throughout the learning day.

6. Triumph Learning available to students.

7. Teacher and student reflections on learning/teaching.

8. Specialized Instruction training for teachers of ESE students

9. Open Court Reading Foundational Skills

10. Readworks 11. FEV Tutor

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(All Schools Must Complete) (see pg. 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt



Goal 2: 70% of OKE students in Kindergarten through 5th grade will demonstrate performance at or above NWEA MAP Norms for grade level expectations in ELA.

Teachers will engage in professional learning to increase understanding of how to effectively implement the instruction of phonics, guided reading, and Units of

Writing.



Persons Responsible








Professional development and collaboration: Frequent and ongoing Professional Learning meetings once a month in school Guided Reading Instruction, Word Work, Units of Writing, Phonics training


Professional Learning Meetings Coaching Cycles Standards Study Modeling Co-teaching


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Persons Responsible




LLI Kits for EIP Grade Level Meetings every Tuesday Standards Study once each week for every grade level MAP Training on Learning Continuum Open Court Reading Foundational Skills Readworks Write Score FEV Tutor




3. Instruction is student-centered, technology infused, with students engaged in authentic,

Teachers (EIP, ESE, Homeroom), Tutors, ILTS, Paraprofessionals, Administrators, ETS, MAP facilitator



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Persons Responsible




meaningful, higher level thinking




7. Teacher and student reflections on learning/teaching.



10. Readworks 11. FEV Tutor

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(All Schools Must Complete) (see pg 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt



Goal 3: 100% of OKE Teachers will participate in professional learning and coaching cycles to effectively implement standards based instruction, analyze data to

drive instruction, and ensure that students receive interventions and personalized instruction that will result in the overall success for all students.



Persons Responsible








Professional development and collaboration: Frequent and ongoing Professional Learning meetings once a month in school Guided Reading Instruction, Word Work, Units of Writing, Phonics training LLI Kits for EIP

Teachers (EIP, ESE, Homeroom), Tutors, ILTS, Paraprofessionals, PLL, SSF

Professional Learning Meetings Coaching Cycles Standards Study Modeling Co-teaching Data Analysis


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Persons Responsible




Grade Level Meetings every Tuesday Standards Study once each week for every grade level Data analysis and grouping students for personalization ESE and MTSS Training on interventions (specialized instruction) Personalized Learning (Cohort 19 piloting) Specialized Instruction training for teachers of ESE students Open Court Reading Foundational Skills Readworks Write Score FEV Tutor


Teachers (EIP, ESE, Homeroom), Tutors, ILTS,

Classroom observations with feedback on explicit instruction, coaching cycles and modeling in


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Persons Responsible






3. Instruction is student-centered, technology infused, with students engaged in authentic, meaningful, higher level thinking




7. Teacher and student reflections on learning/teaching



10. Readworks

Paraprofessionals, Administrators, ETS, SSF

classrooms, data talks with grade levels, and administrators, technology instruction with ETS

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Persons Responsible




11. FEV Tutor

4. 65% of OKE students in fifth grade will demonstrate performance at the Developing or Higher on the GMAS Science EOG through the incorporation of instruction using GSE Standards to do hands-on learning, phenomenon based teaching, connections to Next Generation Standards (specifically 3-Dimensional Learning Practices) and using reading strategies such as paraphrasing, summarizing, vocabulary instruction, and interactive reading guides.



Persons Responsible




Align instruction and materials with the GSE Curriculum Map and Standards. All grade levels will study the essential standards that they will teach for each curricular area. All resources have been aligned and the pacing guide will be followed.


Using the GSE standards and progressions, teachers will teach the essential standards using the pacing guide outlined by GaDOE.

Throughout the SY18-19 by each quarter and/or unit using pre/post-test.

Professional development and collaboration: Frequent and ongoing Professional Learning meetings Grade Level Meetings every Tuesday (SILT to visit all grade levels)

Teachers (EIP, ESE, Homeroom), Tutors, ILTS, Paraprofessionals, PLL, SSF

Professional Learning Meetings Coaching Cycles Standards Study Modeling Co-teaching Data Analysis

Throughout SY18-19

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Persons Responsible




Standards Study once each week for every grade level Data analysis and grouping students for personalization Science planning with TOSA 2x/year to increase mastery PD on delivery of instruction through the use of 5E instructional model Coaching cycles by SILT Teacher/SILT unpacking standards Peer Visiting to observe and implement best teaching practices Professional Learning as needed from RESA Small group instruction resources provided for Title 1 Tutors/paraprofessionals, classroom teachers.

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Persons Responsible




Improve instructional strategies and student learning: 1. Explicit Teaching of GSE Science Standards


3. Instruction is student-centered, technology infused, with students engaged in authentic, meaningful, inquiry based learning.

4. Title 1 tutors and paraprofessionals will assist teachers in implementing instruction throughout the learning day.

5. Teacher and student reflections on learning/teaching

6. Integration of Science through ELA

Teachers (EIP, ESE, Homeroom), Tutors, ILTS, Paraprofessionals, Administrators, ETS, SSF



Documents

Henry County Schools Continuous Improvement Planning ......3 | P a g e 05.30.2018 Monitoring Plan: CSIP achievement goals are intended to improve student-learning outcomes. As such,