rpes.newtoncountyschools.org · Web view1.A comprehensive needs assessment is based on a comprehensive needs assessment of the entire school that takes into account information

Mr. Richard Woods, State School SuperintendentOctober 2017 ● Page 1 of 48

NCSS Office of Federal Programs-Revised 5/7/18

Rocky Plains Elementary SCHOOL 2019-2020

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Rocky Plains Elementary School District Name: Newton CountyPrincipal Name: Dr. Ryan James School Year: 2019-2020School Mailing Address: 5300 Highway 162 South, Covington, GA 30016Telephone: 770-784-4987District Title I Director/Coordinator Name: Shelia ThomasDistrict Title I Director/Coordinator Mailing Address: 2109 Newton Drive, N.E.Email Address: [email protected]: 770-787-1330

ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)

Comprehensive Support School Targeted Support School

Title I Alert School

Revision Date: June 19-20, 2019

Revision Date: Revision Date:

DISTRICT STRATEGIC GOALS

Strategic Goal Area I: Student achievement and success o Performance Objective A: Increase student mastery of standardso Performance Objective B: Increase opportunities for students to demonstrate success

beyond test scores o Performance Objective C: Increase graduation rate

Strategic Goal Area II: High-quality workforce o Performance Objective A: Recruit a high-quality workforceo Performance Objective B: Increase capacity of staff to deliver and support high-quality

instructiono Performance Objective C: Retain high-quality personnel by cultivating and supporting

staff

Strategic Goal Area III: Culture. Climate, & Communication o Performance Objective A: Provide an equitable and inclusive learning environmento Performance Objective B: Provide opportunities for two-way communication with all

stakeholders o Performance Objective C: Ensure strong community partnerships

• Strategic Goal Area IV: Organizational and operational effectiveness o Performance Objective A: Ensure a systemic culture of safetyo Performance Objective B: Provide high-quality operational and instructional supportso Performance Objective C: Utilize professional learning communities to improve

performance o Performance Objective D: Utilize performance management strategies aligned to

the strategic plan




Planning Committee Members:

NAME MEMBER’S SIGNATURE POSITION/ROLEGinger Johnson TeacherLisa Bowles TeacherRachel Wingate TeacherVictorie Penn Media SpecialistMisty Smith TeacherRyan James PrincipalHope Barr Instructional CoachPlachette Lewis Teacher




SWP/SIP Components1. Comprehensive Needs Assessment: Sec. 1114(b)(6)

1. A comprehensive needs assessment is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; Sec. 1114(b)(6)

We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were…Rocky Plains Elementary School has implemented a school-wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement program plan. The individuals involved helped evaluate and analyze the school data, identify strengths, weaknesses, areas with an opportunity for growth, and to derive research-based instructional strategies. Those persons involved were: Dr. Ryan James (Principal), Hope Barr (Instructional Coach), Plachette Lewis (EIP Teacher), Lisa Bowles (Kindergarten Teacher), Ginger Johnson (Gifted Teacher), Rachel Wingate (2nd Grade Teacher), Victorie Penn (Media Specialist), Misty Smith (4th Grade Teacher).

We have used the following instruments to obtain this information . . .

(Embed graphs or charts in this section. Write a brief summary that explains data charts.)We have used the following instruments, procedures, or processes to obtain this information. We conducted an in-depth data analysis of our most recent school data. The individuals involved brainstormed a list of important data that could be used to guide our data dig and to help the group plan for more effective improvement. Our list of data included: IOWA data, CCRPI scores, GMAS, GKIDS, attendance, & discipline data. The brainstorming session allowed the planning committee to gain a solid understanding of where Rocky Plains Elementary School stands academically in all subject areas. Georgia Milestone Assessment Data (GMAS) – The state of Georgia’s standardized tests that

are administered to all students in grades 3-12 in select content areas at the end of the grade for grades 3-8 and at the end of select courses for grades 9-12 used to determine students’ level of academic proficiency.

College and Career Ready Performance Index (CCRPI) is a comprehensive school improvement, accountability, and communication platform for all educational stakeholders that will promote college and career readiness for all Georgia public school students.

IOWA – a core battery test designed to find out how much a student knows by identifying strengths and weaknesses of individual students.

GKIDS- a year-long, performance-based assessment aligned to the state mandated content standards for students in kindergarten

Perception Data - School climate, stakeholders, parents, students or staff surveys




1. Comprehensive Needs Assessment: Sec. 1114(b)(6)1. A comprehensive needs assessment is based on a comprehensive needs assessment of the entire

school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; Sec. 1114(b)(6) Discipline Data- a measure of the number of students who have had disciplinary

infractions and in-school and/or out of school consequences Teacher Attendance - a measure of how many teachers are marked absent from school Student Attendance- a measure of how many students are marked absent from school Retention Rate- a measure of how many students are retained in their current grade levels

for failure to meet promotion criteria.

3rd Grade Domain ELA ReportPercentage of Students with Each Score Point

2018-2019

Table 1: English Language Arts End of Grade Test (Georgia Milestones)

Reading And Vocabulary Writing and LanguageNumber of Students

Remediate Learners

Monitor Learning

Accelerate Learning

Remediate Learning

Monitor Learning

Accelerate Learning

School 73 59% 30% 11% 63% 25% 12%Students 73 43 22 8 46 18 9

Extended Writing TaskIdea, Development, Organization, and Coherence

0 1 2 3 4School 3% 49% 46% 2% 0%Students 2 36 34 1 0

Extended Writing TaskLanguage Usage and Conventions

0 1 2 3 4School 3% 59% 37% 1% 0%Students 2 43 27 1 0

Narrative Writing Response0 1 2 3 4

School 4% 60% 24% 9% 3%Students 3 43 18 7 2

Number of Students Prepared (Distinguished and Proficient)

Not Prepared (Developing and Beginning)

School 73 21 Students 52 StudentsSchool Percentage 100 29% 71%

After a thorough review of the assessment data, we found the following areas of concern:





school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; Sec. 1114(b)(6)

In grade 3, 59% of the students will need remediation in the areas of Reading and Vocabulary. 63% will need remediation in Writing and Language. In grade 3, 52% of the students performed below the proficiency level in the extended writing task for Idea, development, organization, and coherence. 62% scored below the proficiency level in the extended writing task for language usage and conventions. 64% of students in grade 3 performed below the proficiency level for narrative response. 11% of students in grade 3 are prepared (distinguished and proficient) in Reading and Vocabulary.

3 RD Grade Math Domain ReportPercentage of Students with Each Score Point

2018-2019

Table 2: Math End of Grade Test (Georgia Milestones)

Operations and Algebraic ThinkingNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 73 49% 27% 23%

Numbers and OperationsNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 73 52% 27% 21%

Measurement and DataNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 73 48% 32% 21%

GeometryNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 73 59% 37% 4%




SUMMARY: In grade 3, 49% of the students will need remediation in the area of Operations and Algebraic Thinking. 52% of the students will need remediation for Numbers and Operations. 48% of the students will need remediation for Measurement and Data. 59% of the students will






need remediation for Geometry. 51% of students in grade 3 are prepared (distinguished and proficient) in Mathematics. 23% of students in the 3rd grade will need acceleration in the area of Operations and Algebraic Thinking. 48% of the 3rd graders are performing at the proficient level in math.

4th Grade ELA Domain ReportPercentage of Students with Each Score Point

2018-2019

Table 3: English Language Arts End of Grade Test (Georgia Milestones)


Remediate Learners

Monitor Learning

Accelerate Learning

Remediate Learning

Monitor Learning

Accelerate Learning

School 100% 64% 20% 16% 75% 11% 14%Students 91 58 18 15 68 10 13


0 1 2 3 4School 4% 48% 41% 7% 0%Students 4 44 37 6 0


0 1 2 3 4School 4% 50% 39% 7% 0%Students 4 45 36 6 0


School 5% 72% 14% 9% 0%Students 5 65 13 8 0









SUMMARY: In grade 4, 64% of the students will need remediation for Reading and Vocabulary. 75% will need remediation in Writing and Language. In grade 4, 52% of the students performed below the proficiency level in the extended writing task for Idea development, organization, and coherence. 54% scored below the proficiency level in the extended writing task for language usage and conventions. 77% of students in grade 4 performed below the proficiency level for narrative response. 36% of students in grade 4 are prepared (distinguished and proficient) in Reading and Vocabulary.

4th Grade Math Domain ReportPercentage of Students with Each Score Point

2018-2019



School 91 45% 23% 32%


School 91 58% 25% 16%

Numbers and Operations- FractionsNumber Of Students Remediate Learning Monitor Learning Accelerate Learning






School 91 55% 26% 19%


School 91 54% 22% 24%


School 91 47% 38% 14%



School 91 41 students 50 studentsSchool Percentage 91 45% 55%

SUMMARY: In grade 4, 45% of the students will need remediation for Operation and Algebraic Thinking. 58% of the students will need remediation for Numbers and Operations. 55% of the students will need remediation for Numbers and Operations-Fractions. 54% of the students will need remediation for Measurement and Data. 47% of the students will need remediation for Geometry. 45% of students in grade 4 are prepared (distinguished and proficient) in Mathematics.

5th Grade ELA Domain ReportPercentage of Students with Each Score Point

2018-2019

Table 5: English language Arts End of Grade Test (Georgia Milestones)


Remediate Learners

Monitor Learning

Accelerate Learning

Remediate Learning

Monitor Learning

Accelerate Learning

School 95 57% 27% 16% 52% 24% 24%Students 95 54 26 15 49 23 23







0 1 2 3 4School 2% 31% 56% 6% 0%Students 2 29 53 6 0


0 1 2 3 4School 2% 29% 56% 25% 0%Students 2 27 53 24 0


School 2% 27% 44% 23% 4%Students 2 26 42 22 4



School 95 40 Students 55 studentsSchool Percentage 95 42% 58%

SUMMARY: In grade 5, 57% of the students will need remediation for Reading and Vocabulary. 52% will need remediation in Writing and Language. In grade 5, 89% of the students performed below the proficiency level in the extended writing task for Idea development, organization, and coherence. 87% scored below the proficiency level in the extended writing task for language usage and conventions. 71% of students in grade 5 performed below the proficiency level for narrative response. 43% of students in grade 5 are prepared (distinguished and proficient in Reading Vocabulary.

5th Grade Math Domain ReportPercentage of Students with Each Score Point

2018-2019








School 95 61% 25% 14%


School 95 44% 40% 16%

Numbers and Operations- FractionsNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 95 59% 18% 23%


School 95 60% 24% 16%


School 95 64% 29% 6%



School 95 39 students 56 studentsSchool Percentage 95 41% 59%

SUMMARY: In grade 5, 61% of the students will need remediation for Operation and Algebraic Thinking. 44% of the students will need remediation for Numbers and Operations. 59% of the students will need remediation for Numbers and Operations-Fractions. 60% of the students will need remediation for Measurement and Data. 64% of the students will need remediation for Geometry. 41% of students in grade 5 are prepared (distinguished and proficient) in Mathematics.






5th Grade Science Domain ReportPercentage of Students with Each Score Point

2018-2019

Earth ScienceNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 95 64% 31% 5%

Physical ScienceNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 95 64% 23% 13%

Life ScienceNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 95 55% 26% 19%



School 95 28 67School Percentage 95 29% 71%

SUMMARY: In grade 5, 64% of the students will need remediation for Earth Science. 64% of the students will need remediation for Physical Science. 55% of the students will need remediation for Life Science. 29% of students in grade 5 are prepared (distinguished and proficient) in Science.

5th Grade Social Studies Domain ReportPercentage of Students with Each Score Point

2018-2019

History






Number Of Students Remediate Learning Monitor Learning Accelerate LearningSchool 95 73% 20% 7%

GeographyNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 95 67% 29% 4%

Government/ CivicsNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 95 66% 27% 6%

EconomicsNumber Of Students Remediate Learning Monitor Learning Accelerate Learning

School 95 82% 17% 1%



School 95 16 79School Percentage 95 17% 83%

SUMMARY: In grade 5, 73% of the students will need remediation for History. 67% of the students will need remediation for Geography. 66% of the students will need remediation for Government and Civics. 82% of the students will need remediation for Economics. 17% of students in grade 5 are prepared (distinguished and proficient) in Social Studies.

Table 7: Spring 2018-2019 Assessment (IOWA)

Fifth Grade= 91 StudentsReading Written

Expression

Conventions of Writing

Vocabulary

ELA Total

Mathematics

Computation

Math Total

Core Composite

S.S Science Complete Composite

National Percentile Rank of Average SS

52 55 52 47 53 50 57 52 52 50 50 51

Percent of Students in NPR Range 75-99

22 21 19 15 22 18 26 26 21 20 20 19

50-74 33 30 30 38 34 42 30 34 31 37 19 3325-49 31 38 24 30 24 21 20 25 31 23 42 291-24 14 11 27 16 19 20 24 20 18 26 19 19






Summary of Iowa Data: Fifth grade data reveals that most students (34%) fall in the 50-74% range for ELA total; there is an indicated weakness in the areas of written expression and conventions of writing and a strength in vocabulary. In math, most students (59%) scored in the 25-74% range with a strength in mathematics for students in the 50-74% range and computation for 25-49%. Students scoring in the 75-99% scored at the 26% in both computation and mathematics, demonstrating no strength or weakness.


Fourth Grade= 90 StudentsReading Written

ExpressionConventions of Writing

Vocabulary ELA Total Mathematics

Computation

Math Total Core Composite

National Percentile Rank of Average

42 57 47 46 49 49 43 47 47


18 15 16 17 15 23 14 21 13

50-74 16 43 21 28 34 19 31 22 2925-49 41 22 36 32 28 38 31 37 381-24 26 20 28 23 24 20 23 20 19

Summary of Iowa Data: Fourth grade data reveals that 23% of students scored in the 1-24 score in Math Computation. Another weakness is Conventions of Writing at 28%. Students’ strength is Mathematics at 23% between 75-99%.


Third Grade= 73 StudentsReading Written

ExpressionConventions of Writing

Vocabulary ELA Total Mathematics

Computation

Math Total Core Composite

National 41 44 32 38 40 50 53 51 43






Percentile Rank of AveragePercent of Students in NPR Range 75-99

7 10 0 5 10 14 15 16 8

50-74 27 36 22 29 27 36 36 34 3725-49 44 30 45 41 38 38 33 33 321-24 22 25 33 25 25 12 16 16 23

Summary of Iowa Data: Third grade data reveals that 33% of students scored in the 1-24 percentile range in Conventions of Writing. Another weakness is Written Expression & Vocabulary where 25% of students scored in the 1-24 range. Students’ strength is Computation where 51% of students scored between the 50-99 percentile range.


Second Grade= 76 StudentsReading Language Vocabula

ryELA Total

Word Analysis

Listening Extended ELA Total

Mathematics

Computation

Math Total

Core Composite

National Percentile Rank of Average

39 44 34 40 38 44 38 50 87 63 49


12 12 11 13 18 18 14 22 67 37 20

50-74 21 33 18 26 13 30 24 25 13 33 3325-49 28 24 38 21 28 24 25 32 7 12 251-24 39 32 33 39 41 28 37 21 13 18 22

Summary of Iowa Data: Second grade data reveals that 41% of students scored in the 1-24 score in Word Analysis. Another weakness is Reading at 39% of students at 1-24 NPR. Students’ strength is Computation at 67% between 75-99 NPR.







First Grade=97 StudentsReading Language Vocabula

ryELA Total

Word Analysis

Listening Extended ELA Total

Mathematics

Computation

Math Total

Core Composite


41 38 35 37 39 45 37 39 48 40 38


11 10 19 15 13 26 9 10 20 12 6

50-74 24 31 19 19 23 21 25 30 30 29 2825-49 28 23 21 24 33 29 32 31 25 31 321-24 37 36 42 43 31 24 33 30 26 28 34

Summary of Iowa Data: First grade data reveals 33% of students scored in the 1-24% range in ELA Total. Over half, 55%, of students scored in the 25%-74% range. Identified areas of weakness include Vocabulary at 43% and Reading 37%. Students who scored at the 75-99% demonstrated a strength in listening (26%) and a weakness in language (10%). The weakest area for all groups was language ranging from 10%-36%. In math 12% of students scored in the 75-99% with computation (20%) being a strength and mathematics as a weakness (10%). Students who scored in the 1-24% showed as strength in mathematics (30%) and a weakness in computation.


Kindergarten=83 StudentsReading Language Vocabular

yELA Total Word

AnalysisListening Extended

ELA TotalMathematics

Core Composite


68 56 46 59 42 62 54 65 61

Percent of Students in NPR Range 75-

37 39 14 35 5 25 17 36 32






9950-74 30 18 31 27 35 34 35 37 3325-49 18 18 33 21 33 28 35 13 261-24 15 25 22 17 28 13 12 13 10

Summary of Iowa Data: The National Percentile Rank of the average SS for the Extended ELA Total for Kindergarten was above the 50th percentile (54th percentile). Kindergarten data reveals that 28% of students scored in the 1-24 range in Word Analysis. The IOWA data also revealed a slight weakness in the area of Vocabulary where 22% of students scored in the 1-24 range. Kindergarten students showed a strength in Reading where 37% of students scored in the 75-99 range. Math is another area of strength where 36% of students scored in the 75-99 range.

Georgia Kindergarten Inventory of Developing Skills (GKIDS) 2018-2019

Content Area/Strands

# Elements Mean # Elements Assessed

Mean # Elements Demonstrating/Exceeding

Mean % Elements Demonstrating/Exceeding

English Language Arts (GSE)Reading 21 21 14.2 67.8Writing 6 6.0 4.2 69.8Speaking and Listening

3 3.0 2.2 71.7

Language 12 12.0 7.8 65.3ELA TOTAL 42 42 28.4 67.7

Mathematics (GSE)Counting and Cardinality

11 11.0 8.0 72.8

Operations and Algebraic

5 5.0 3.5 69.3





school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; Sec. 1114(b)(6)ThinkingNumbers and Operations in Base 10

1 1.0 0.6 71.3

Measurement and Data

3 3.0 2.1 71.3

Geometry 6 6.0 4.1 67.6MATH TOTAL

26 26.0 18.3 70.3

Non-Academic Area/Strands

# Elements Mean # Elements Assessed

Mean # Elements Consistently Demonstrated

Mean % Elements Consistently Demonstrated

Approaches to LearningCuriosity and Initiative

3 3.0 2.0 65.1

Creativity and Problem Solving

3 3.0 2.0 66.7

Attention/ Engagement

4 4.0 2.0 50

Approaches Total

10 10.0 6.0 59.5

Personal/ Social DevelopmentPersonal 3 3.0 2.1 69.4Social 5 5.0 3.6 72.3P/S Development Total

8 8.0 5.7 71.2

SUMMARY: At Rocky Plains Elementary, 86 students were assessed on the Georgia Kindergarten Inventory of Developing Skills (GKIDS). Below are the findings from the






end of the 2018-2019 school year.

English/Language Arts

*On average Rocky Plains’ students demonstrated or exceeded 67.8% of the elements within the reading strand.

*On average Rocky Plains’ students demonstrated or exceed 69.8% of the elements within the writing strand.

*On average Rocky Plains’ students demonstrated or exceeded 71.7% of the elements within the speaking and listening strand.

*On average Rocky Plains’ students demonstrated or exceeded 65.3% of the elements within the language strand.

Overall 67.7 of the 86 students assessed demonstrated or exceeded on the ELA portion of the GKIDS assessment.

Mathematics

*On average Rocky plains’ students demonstrated or exceeded 72.8% of the elements within the Counting and Cardinality strand.

*On average Rocky Plains’ students demonstrated or exceeded 69.3% of the elements within the Operations and Algebraic Thinking strand.

*On average Rocky Plains ’students demonstrated or exceeded 60.5% of the elements within the Numbers and Operations Base 10 strand.

*On average Rocky Plains ‘students demonstrated or exceeded 71.3% of the elements within the Measurement and Data strand.

*On average Rocky Plains’ students demonstrated or exceeded 67.6% of the elements within the Geometry strand.

Overall 70.3% of the 86 students assessed demonstrated or exceeded on the Math portion of the GKIDS assessment.

Student EnrollmentTotal # of Students

# of EL Students # of Free/Reduced Meals Eligible # of Students with Disabilities

638 22 473 72

Active StudentsTotal # of Students

# of EL Students

# of Free/Reduced Meals Eligible # of Students with Disabilities

571 19 422 65

Student Enrollment by Race/EthnicityAm. Indian Asian Black Hispanic White Multi Racial Pacific

Islander






2 (0.3%) 3 (0.5%) 216 (33.9%)

46 (7.2%) 333 (52.2%) 38 (6.0%)

Attendance Data# of Students Absent 5 or

fewer daysAbsent 6 to 15 days Absent more

than 15 daysTotal Students 638 274 (42.9%) 275 (43.1%) 89 (13.9%)American Indian 2 1 (50.0%) 1 (50.0%)

Asian 3 3 (100.0%)

Black 216 97 (44.9%) 87 (40.3%) 32 (14.8%)Hispanic 46 17 (37.0%) 20 (43.5%) 9 (19.6%)Pacific Islander

White 333 142 (42.6%) 151 (45.3%) 40 (12.0%)Multi Racial 38 15 (39.5%) 16 (42.1%) 7 (18.4%)

Suspension Rate by Race/Ethnicity

All Students

Am. Indian

Asian Black Hispanic White Multi Racial Pacific Islander

43 (6.7%) 1 (50.0%) 23 (10.6%)

18 (5.4%) 1 (2.6%)

School Discipline DataTotal # of students with 0 discipline incident 564 (88.4%)

Total # of students with 1 discipline incident 32 (5.0%)

Total # of students with 2 discipline incidents 17 (2.7%)




Total # of students with 6-10 discipline incidents 7 (1.1%)

Total # of students with 11 or more discipline incidents 1 (0.2%)

Total ISS/OSS Days DataTotal # of days ISS 30.0




Summary of Student Attendance Data:



Total unduplicated students with ISS 21

Average ISS Days per student 1.4

Total # of days OSS 268.0

Total unduplicated students with OSS 43

Average OSS Days per student 6.2

Number of Staff (Administration, Certified, and Classified) Absences by Type of Leave2018-2019

Administration2

Certified43

Classified22

Total67

Sick Leave 45 236.36 145.82 427.18Personal 3.50 45.18 20.37 69.05Professional 7 50 10.75 67.75Other (FMLA/Jury) 24 134 60 218

Summary of absences by leave type: There was an increase of sick leave by administration due to medical leave. Four staff members were out on FMLA due to maternity/paternity leave. Staff attendance was monitored each month and shared with the staff. In addition, monthly incentives were given to staff, as well as staff recognition during staff meetings.




Summary of Discipline Data: The 2018-2019 school discipline data indicates that 6.7% of the student population required disciplinary action resulting in either ISS or OSS. In total, 21 students received ISS resulting in the loss of 30 instructional days or a portion thereof which averaged to 1.4 days per student. 43 students received OSS totaling 268 days collectively. On average, each student received 6.2 days of suspension.





2018-2019 Parent Involvement Survey Data






2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii)2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards;

MATH GOALIncrease the percent of students in grades 3-5 performing at Proficient or Distinguished Learner in Math by at least 3% on GMAS. Increase the percent of students in grades K-5 scoring at the 50th percentile or above by at least 3% as demonstrated by the end of grade IOWA assessments.

OVERARCHING MATH PROGRAMRocky Plains Elementary School teachers use math resources and software to provide students with support and practice of math concepts defined in the GSE. In all grade levels, students will participate in many hands-on experiences that will enable students to gain mastery of crucial mathematical skills. By using the Georgia Frameworks and Exemplars, students will gain conceptual understanding through daily problem-based, interactive learning. The curriculum works seamlessly with our RTI program and effectively integrates technology into daily instruction.Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.

Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.)

Timeline for Implementation

Funding Source

Person(s) Responsible

Number Talks-A Number Talk is a short, ongoing daily routine that provides students with meaningful ongoing practice with computation. Teacher made resources will be used to create the tools needed to help students develop computational fluency and to understand number relationships and the structures of numbers to add, subtract, multiply and divide.Title I Logic Model: Yes ☐ No☒

August 2019- May 2020

General Funds

AdministrationInstructional CoachK-5 Teachers

Teachers will be able to provide differentiated instruction, implement strategies to promote higher order thinking skills, and make instructional adjustments to meet the needs of the students using the Concrete/Representational/Abstract (CRA) model of teaching standards-based mathematics (including the use of exemplars and framework tasks).Title I Logic Model: Yes ☐ No☒


General Funds Administration

Instructional CoachK-5 Teachers

Activating strategies are teaching strategies that prepare students for learning. Students are prepared for learning by activating their


Title I, Part A

AdministrationInstructional Coach






prior knowledge and the necessary vocabulary. We will use BrainPop as one way to build background knowledge and expand exposure to new concepts. BrainPop is a group of educational websites with short animated movies and other materials that are designed to engage students and assist teachers; they are aligned to state education standards.Title I Logic Model: Yes ☒ No☐

Funds K-5 Teachers

iReady will be used to personalize student learning and provide proven academic support through practice, immediate feedback, and built-in remediation to improve students’ performance in the area of math. Flexible groups will be developed for math based on student assessment data. This method of instruction provides for more accountability for the students and teachers, and incorporate differentiated instructional techniques.

Title I Logic Model: Yes ☒ No☐


Title I, Part A Funds


K-5 Teachers

Interactive Notebooks will be used to assist teachers while they work with students in small/flexible groups to provide opportunities for students to make authentic connections with self, text, and the world as it relates to mathematical concepts.




K-5 Teachers

Supplemental Supports: What supplemental action steps will be implemented for these subgroups?Economically Disadvantaged Foster And Homeless

Additional math support will be provided to students based on individual student needs via supplemental academic programs.

We will work with the Foster Care and Homeless Liaison to support the goals of improving educational outcomes for homeless and foster care students.

English Learners MigrantELs will be served by an ESOL endorsed teacher. Supplemental resources and materials will be purchased using Title III-LEP funds.

We will work with the District’s Migrant Liaison to support the goals of improving educational outcomes for migratory students.

Race/Ethnicity/Minority Students With DisabilitiesWe will provide additional support to students based on Targeted interventions for SWDs will be used. IEPs will be






individual student needs via supplemental academic programs.

implemented with fidelity to provide support on an individual basis in the least restrictive environment.








ELA/READING GOALIncrease the percent of students in grades 3-5 performing at Proficient or Distinguished Learner in ELA by at least 3% on GMAS. Increase the percent of students in grades K-5 scoring at the 50th percentile or above by at least 3% as demonstrated by the end of grade IOWA assessments.

OVERARCHING ELA/READING PROGRAMThe county-developed units coordinate with Learning Focused strategies, Researched Based Instructional Strategies, Direct Vocabulary Instruction, and the Georgia Standards of Excellence. This provides useable and clearly organized units that incorporate all the elements needed to provide effective student instruction. As a means to allow students the opportunity to practice their reading strategies independently, Rocky Plains Elementary School teachers are implementing the Comprehension, Accuracy, Fluency and Expanded vocabulary (CAFÉ) and Daily Five Framework. This framework allows opportunities for students to practice their targeted reading strategies while engaging students in literacy work that will support their reading growth and writing development.

Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Intervention/Strategy/Practice

(If Title I Funded, a Logic Model is required.)Timeline for

ImplementationFunding Source


iStation will be used to personalize student learning and provide proven academic support through practice, immediate feedback, and built-in remediation to improve students’ performance in the area ELA/Reading. Flexible groups will be developed for ELA based on student assessment data. This method of instruction provides for more accountability for the students and teachers, and incorporate differentiated instructional techniques. Title I Logic Model: Yes ☒ No☐




K-5 Teachers

Activating strategies are teaching strategies that prepare students for learning. Students are prepared for learning by activating their prior knowledge and the necessary vocabulary. We will use BrainPop as one way to build background knowledge and expand exposure to new concepts. BrainPop is a group of educational websites with short animated movies and other materials that are designed to engage students and assist teachers; they are aligned to state education standardsTitle I Logic Model: Yes ☒ No☐




K-5 Teachers

Classroom libraries allow students access to books, promote literacy, and increase student motivation and engagement in order to


Title I, Part A





ELA/READING GOALIncrease the percent of students in grades 3-5 performing at Proficient or Distinguished Learner in ELA by at least 3% on GMAS. Increase the percent of students in grades K-5 scoring at the 50th percentile or above by at least 3% as demonstrated by the end of grade IOWA assessments.

OVERARCHING ELA/READING PROGRAMThe county-developed units coordinate with Learning Focused strategies, Researched Based Instructional Strategies, Direct Vocabulary Instruction, and the Georgia Standards of Excellence. This provides useable and clearly organized units that incorporate all the elements needed to provide effective student instruction. As a means to allow students the opportunity to practice their reading strategies independently, Rocky Plains Elementary School teachers are implementing the Comprehension, Accuracy, Fluency and Expanded vocabulary (CAFÉ) and Daily Five Framework. This framework allows opportunities for students to practice their targeted reading strategies while engaging students in literacy work that will support their reading growth and writing development.

Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals.Intervention/Strategy/Practice

(If Title I Funded, a Logic Model is required.)Timeline for

ImplementationFunding Source


iStation will be used to personalize student learning and provide proven academic support through practice, immediate feedback, and built-in remediation to improve students’ performance in the area ELA/Reading. Flexible groups will be developed for ELA based on student assessment data. This method of instruction provides for more accountability for the students and teachers, and incorporate differentiated instructional techniques. Title I Logic Model: Yes ☒ No☐




K-5 Teachers

Activating strategies are teaching strategies that prepare students for learning. Students are prepared for learning by activating their prior knowledge and the necessary vocabulary. We will use BrainPop as one way to build background knowledge and expand exposure to new concepts. BrainPop is a group of educational websites with short animated movies and other materials that are designed to engage students and assist teachers; they are aligned to state education standardsTitle I Logic Model: Yes ☒ No☐




K-5 Teachers

Classroom libraries allow students access to books, promote literacy, and increase student motivation and engagement in order to


Title I, Part A



2a.iii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include:

a. counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas

At Rocky Plains Elementary, cohesive efforts are made to ensure that all students meet state achievement standards. These programs are aimed at increasing all student populations including our low achieving or underperforming students. These programs include:

Individual and group counseling targets students who are demonstrating difficulty in academics and/or behavioral, social or emotional issues.

Career Guidance-Targets all students to provide clear career guidance and awareness. In summation of the lessons provided during the school year, Career Day is planned and implemented to expose students to possible career choices. There is collaboration with parents, administrators, teachers, and community shareholders to ensure that this event is coordinated to success and benefits all students.

b. preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

The goal at Rocky Plains Elementary School is to prepare students to be College and Career Ready and to prepare and assist our teachers in facilitating this for our students. Teachers meet weekly with administrator(s) and\or instructional coaches to review lesson plans, analyze data and to make instructional decisions, as needed. Teachers also collaborate among teams during Professional Learning Communities for collegial learning opportunities.

c. implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);

Rocky Plains Elementary School will use PBISWorld.com Tiered Data Tracking Tools to address behavior in conjunction with the district’s RTI tiered model to address problem behaviors.

d. professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects

We have included teachers in professional development activities regarding the use of academic assessments, to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways: Rocky Plains Elementary School has included teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our




staff development that addresses the root causes of our identified needs. Off-site professional development opportunities include, but are not limited to, Griffin RESA classes and professional conferences offered by organizations such as PAGE and GAEL. On-going professional development for faculty and staff is viewed as an important element of student achievement for all student population groups specifically targeting our root causes of identified needs. State and federal professional development funds are used to provide professional learning opportunities.

We have devoted sufficient resources to carry out effectively the professional development activities recruit and retain effective teachers, particularly in high need subjects in the following ways: Rocky Plains Elementary School has aligned professional development with the State’s academic content and student academic achievement standards. Professional learning is determined at Rocky Plains Elementary School based on county initiatives, teacher performance on formal and informal evaluations, walkthroughs, and the Georgia Standards of Excellence for all subject areas.

Root Cause Professional Learning to Address Root CauseFact fluency, numbers and operations, number sense, operations and algebraic thinking, measurement and data

Concrete Representational Abstract (CRA) math model to increase achievement in mathematics. Instructional support for new software, manipulative use, number talks, interactive math notebooks

Vocabulary, fluency, narrative writing reading comprehension, conventions

Guided reading, direct vocabulary instruction, NSGR, instructional support for new software, mentor sentences/texts,

Life, Earth, and Physical Science Instructional support for new software, McGraw Hill curriculum support, interactive notebooks

Government/Civics, geography, economics, history

Studies weekly, interactive notebooks, Council for Economic Education

e. strategies for assisting preschool children in the transition from early childhood education

Response: FollowingFollowingThe following are our plans for assisting preschool children in the transition from early childhood programs. Also

Head Start, community, faith-based and family day care centers are welcome to schedule a visit to Rocky Plains Elementary School each spring to offer students an opportunity to visit the school, meet kindergarten teachers, and feel at ease with the upcoming school year. We also have




a Kindergarten Round-up event each spring for parents to bring students who will enroll the next year. Students are evaluatedDuring Kindergarten Round-up, students are informally assessed and parents and students tour the building. All events are publicized in the local newspapers, school newsletters, and on the school web site and via social media.

AtPrior to the endstart of the summerschool year all parents and students are invited to Open House to meet their new teacher,(s), tour their new classroom, and learn about curriculum expectations and volunteer opportunities.

A Pre-K Parent Orientation meeting is held within the 1st 20 calendar days. SharingDuring this meeting teachers share Bright from the Start policies and practices as well as local school procedures. GivenParents are given online resources through decal.ga.gov (the Department of Early Care and Learning) to answer common questions, watch podcasts pertaining to their child’s pre-k day, and visit standards/developmental milestones for children birth-5.




3. Schoolwide Plan Development: Sec. 1114(b)(1-5)a. is developed during a 1-year period, unless— the school is operating a schoolwide 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: Each year the Rocky Plains Elementary School building leadership team composed of grade level teachers, specials teachers, special education teachers, and administrators meet to develop the school improvement plan. The Title I Plan is reviewed and updated annually during the school improvement planning process.

b. is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school

Response:The following people have taken part in planning and reviewing the Title plans: Principal Assistant Principal Teachers

c. 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: We will monitor our Title I Plan regularly by reviewing data to and making adjustments to prioritize our needs with input from all stakeholders. The Title I Plan will be posted on our school’s website to give all stakeholders the opportunity to review and give input. Copies of the Title I plan will be made available at the request of any stakeholder. All stakeholders will be invited to our annual Title I input meeting where they may give feedback on the Title I Plan.

d. 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: A copy of Rocky Plains Elementary School’s revised School Wide Plan is available to the LEA in the Federal Programs Office at the Newton County Board of Education. The revised School Wide Plan is also available to parents and the public on both the Rocky Plains Elementary School website and the Newton County Schools website. Copies of the policy are also stored electronically.

4. ESSA Requirements to Include in your Schoolwide Plan




a. Define how your interventions are evidence-based; or other effective strategies to improve student achievement. Sec. 1111(d)(B)

b. Describe how the school will implement effective parent and family engagement strategies under section 1116; Sec. 1112(b)(7)

Response: See Appendix for Software Logic Model See Appendix for Instructional Coach Logic Model See Appendix for Title I Tutoring Program Logic Model See Appendix for Title I Class Size Reduction Logic Model See Appendix for Title I Supplemental Teacher Logic Model See Appendix for Title I Paraprofessional Logic Model See Appendix for Professional Learning See Appendix for Behavior Logic Model See Appendix for Building Parent Capacity Logic Model See Appendix for Building Staff Capacity Logic ModelSee Appendix for ELA/Reading Logic Model See Appendix for Math Logic ModelSee Appendix for Science Logic ModelSee Appendix for Social Studies Logic Model

c. If a middle or high school, 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, if applicable—

i. through coordination with institutions of higher education, employers, and other local partners; and

Response: Rocky Plains is an elementary school.ii. through increased student access to early college high school or dual or

concurrent enrollment opportunities, or career counseling to identify student interests and skills; Sec. 1112(b)(10)

Response: Rocky Plains is an elementary school.

SOFTWARE: BrainPopMODEL RESPONSESSMART Goal: Increase teacher usage of the BrainPop software program by at

least 3% by the end of the 2019-2020 School Year as measured by the usage report.

Name of Intervention/Strategy/Practice: BrainPop




Current Research Available that demonstrated rationale that suggests it may work:https://www.evidenceforessa.org/http://www.bestevidence.org/https://ies.ed.gov/ncee/wwc/A Study of the Effectiveness of BrainPOP – Executive Summaryhttps://educators.brainpop.com/printable/study-effectiveness-brainpop-executive-summary/The Effectiveness of Brain Pophttps://educators.brainpop.com/printable/study-effectiveness-brainpop-full-report/RTI and Brain Pophttps://educators.brainpop.com/funding/research-resources/rti-and-brainpop/Fluency Games and BrainPOPhttps://educators.brainpop.com/printable/fluency-games-brainpop/

Is there an ESSA Rating in place for this software? If so, what is it?Is there an ESSA Rating in place for this software? If so, what is it?

Strong Evidence ☐ Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: ☒

Intervention Population: School: 563 StudentsPerson Responsible: Principal, Teachers, Instructional Coaches

Implementation Plan of Action:

1. Gather baseline data from the BrainPop software program usage report. 2. Classroom teachers will use the software program to support instruction and engage students in the lessons.3. Gather data at mid-year and the end of the year to determine how much teachers used the software program.

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

Success will be measured from reviewing the teacher usage reports. Participating Schools theorizes that teacher usage will increase by at least 3%.

What are the outcomes or milestones that will evaluate success?

Mid-Year: The midyear growth will be 1½ % as measured by teacher usage of BrainPop software. End of Year: The end of the year growth will be measured by the end of the year usage of the BrainPop software to show at least a 3% increase from the beginning of the year.

Progress Monitoring Dates: Mid-Year: December 2019End of Year: May 2020

Evidence-Based Evaluation Due: May 24, 2020NCSS Feedback:

SOFTWARE: iReadyMODEL RESPONSESSMART Goal: Increase the total percent of students performing at or

above the minimum Lexile for their grade level by at least 5% as measured with IOWA.




https://educators.brainpop.com/printable/fluency-games-brainpop/

https://educators.brainpop.com/funding/research-resources/rti-and-brainpop/

https://educators.brainpop.com/printable/study-effectiveness-brainpop-full-report/

https://educators.brainpop.com/printable/study-effectiveness-brainpop-executive-summary/

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

http://www.bestevidence.org/

https://www.evidenceforessa.org/

Students in grades 3-5 will increase in math by at least 5% as measured by IOWA data.

Name of Intervention/Strategy/Practice: iReady MATH

Current Research Available that demonstrated rationale that suggests it may work:https://www.evidenceforessa.org/http://www.bestevidence.org/https://ies.ed.gov/ncee/wwc/Curriculum Associates (Retrieved 8/24/18) http://www.casamples.com/downloads/i-Ready Bronx_PS1.pdf http://www.casamples.com/downloads/i-Ready_Bronx_PS49.pdf Math education practices for students with disabilities and other struggling learners https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdfMarzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.

Is there an ESSA Rating in place for this software? If so, what is it?Is there an ESSA Rating in place for this software? If so, what is it?


Intervention Population: School: 275 total student intervention populationPerson Responsible: Classroom Teachers, Instructional Coach, Principal

Implementation Plan of Action:

1. Administer pretest using the iReady diagnostic assessment 2. Classroom teachers will review the data and schedule interventions as determined by iReady-targeted skills. 3. The Instructional Coach to meet with the teachers to monitor student progress. 4. Principal will meet with the instructional coach to discuss increases in student achievement. 5. Administer a posttest using the iReady assessment to determine growth.


Success will be measured from progress monitoring and the pre/post assessments on the iReady assessment. FHE theorizes that student scores on the Spring IOWA assessment will increase by at least 5%.


Mid-Year: The midyear growth will be at least 2 ½ % as measured by iReady. End of Year: The end of the year growth will be measured by the IOWA assessment to show at least a 5% increase.

Progress Monitoring Dates: Mid-Year: January 2019End of Year: May 2019

Evidence-Based Evaluation Due: May 24, 2019NCSS Feedback:

SOFTWARE: IstationMODEL RESPONSES

SMART Goal: Increase the percent of students in grades 3-5




https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf

https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/

http://www.casamples.com/downloads/i-Ready_Bronx_PS49.pdf

http://www.casamples.com/downloads/i-Ready_Bronx_PS49.pdf

http://www.casamples.com/downloads/i-Ready




performing at Proficient or Distinguished Learner in ELA by at least 3% on GMAS. Increase the percent of students in grades K-5 scoring at the 50th percentile or above by at least 3% as demonstrated by the end of grade IOWA assessments.

Describe Intervention/Strategy/Practice that this software will be used as a resource:

Istation will provide intervention and instruction to students at their learning level. This research-based program provides engaging digital game-based assessment and instruction that is designed to support the specific learning needs of the individual student.

Current Research Available that demonstrated rationale that suggests it may work:https://www.evidenceforessa.org/http://www.bestevidence.org/https://ies.ed.gov/ncee/wwc/

Response: Flordia Center for Reading Research: The Imagination Station https://www.istation.com/Content/downloads/awards/FCRR_Report_Final.pdfPredictability Study of ISIP Reading and Georgia Milestones Assessment System: 3rd – 6th Grade Studentshttps://www.istation.com/Content/downloads/studies/GAPredictabilityStudy.pdfhttps://www.istation.com/StudiesMarzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.Is there an ESSA Rating in place for this software? If so, what is it?


Intervention Population: Grades K-5Person Responsible: Classroom Teacher, Instructional Coach, and

AdministrationImplementation Plan of Action:

Response:

1. Screen students for potential reading deficits using the Istation diagnostic assessment.

2. Provide differentiated reading instruction for all students based on assessments of students’ current reading levels as identified by the Istation program.

3. Provide systematic instruction on targeted foundational skills.

4. Monitor the progress of the students. Use this data to determine whether students still require remediation.

5. Teachers will meet with the administrative team and instructional coach to discuss student progress towards proficiency.


Success will be measured from progress monitoring and literacy common assessments. Rocky Plains theorizes that student scores on the Spring Iowa & GMAS assessments will increase by at least 3%.




https://www.istation.com/Content/downloads/awards/FCRR_Report_Final.pdf





End of Year: The end of the year growth will be measured by IOWA and GMAS scores

Progress Monitoring Dates: End of Year: May 22, 2020

Evidence-Based Evaluation (Due May 22, 2020)NCSS Feedback:

TITLE I INSTRUCTIONAL COACHMODEL RESPONSESSMART Goal: Increase student achievement by at least 3% by the end of the

2019-2020 school year as measured by the IOWA.Intervention/Strategy/Practice: Instructional CoachIs there an ESSA Rating in place for this software? If so, what is it?


Current Research Available that demonstrated rationale that suggests it may work:Response: Instructional CoachingBy: Lucy Steiner, Julie Kowal http://www.readingrockets.org/article/instructional-coaching

Three Steps to Great Coachinghttp://cabooseit.s3.amazonaws.com/makes_sense_strategies/3-steps-to-great-coaching.pdf

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.

Intervention Population: Instructional coaches work with all of our teachers with a variety of instructional-related topics.

Person Responsible: PrincipalInstructional Coaches

Implementation Plan of Action:Response:

Instructional coaches meet once weekly to lead grade-level PLCs, focusing on topics including instructional strategies, instructional planning, and data analysis.

Instructional Coaches complete walk-throughs to assess instructional needs. Instructional Coaches also work with teachers on an individual basis to provide support. They provide individual

professional learning and instructional modeling as needed.How will the success be measured? What is the school’s theory of change for this intervention?

Administrator participation in (and evaluation of) PLCs led by instructional coaches will be one way the success of this position is measured. CCRPI scores will be an additional measure of the successful impact of this position.


Beginning of the Year: Beginning of the Year: 2018 CCRPI data. Spring 2019 EOG and IOWA data. These data sources will provide baseline data and will assist in planning professional learning throughout the year.End of Year: Spring 2019 EOG and IOWA data will be the primary sources used to determine effectiveness of the




http://cabooseit.s3.amazonaws.com/makes_sense_strategies/3-steps-to-great-coaching.pdf

http://www.readingrockets.org/article/instructional-coaching

schoolwide instructional program. Correlation of these data sources to professional learning which occurred during the year will be reviewed as indicators of success of this position.

Progress Monitoring Dates: Beginning of the Year: September 28, 2019End of Year: May 10, 2020


PROFESSIONAL LEARNINGMODEL RESPONSES

SMART Goal: To increase achievement in all subject areas by at least 3% by as measured by IOWA by the end of the 2019-2020 school year

Intervention/Strategy/Practice: Professional LearningCurrent Research Available that demonstrated rationale that suggests it may work:

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.

Five Phases of Professional Development :North Central Regional Educational Laboratory http://www.readingrockets.org/article/five-phases-professional-development

Is there an ESSA Rating in place for this software? If so, what is it?


Intervention Population: Administration and certified teachersPerson Responsible: Instructional Coaches, Administration

Implementation Plan of Action:1. Gather information through walkthroughs, observations, classroom data, and surveys to determine

professional learning needs2. Determine which staff will benefit from the professional learning session and secure subs for absence 3. Identify objectives and measurable evidence for building teacher capacity and student achievement. 4. Specify additional learning opportunities and follow-up sessions to support implementation; plan for

differentiated opportunities when necessary5. Identify and allocate resources to properly support professional learning6. Determine how professional learning will be evaluated


Sign in sheets from each Professional Learning activity

Walkthrough Forms/Data Evaluation Forms


Beginning of Year: Fifty percent of the teachers will implement strategies demonstrated in Professional Learning based on the 1st nine weeks Instructional Coach walkthroughs.End of Year: To increase achievement in all subject areas by at least 3% by as measured by IOWA by the




end of the 2019-2020 school yearProgress Monitoring Dates: Beginning of the Year: September 28, 2019

End of Year: May 10, 2020Evidence-Based Evaluation (Due May 22, 2020)NCSS Feedback:

CLASS SIZE REDUCTION TEACHERMODEL RESPONSES

SMART Goal: Increasing the percentage of students by at least 3 percentage points in 1st grade performing at the proficient level as measured by the IOWA.

Intervention/Strategy/Practice: Class-size Reduction ClassCurrent Research Available that demonstrated rationale that suggests it may work: Classroom Instruction That Works by R.J. Marzano, D.J. Pickering, and J.E. Pollock, 2001, Alexandria,

VA:ASCD

Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R.J. and Pickering, D.J. (2005).Building Academic Vocabulary Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development.

Intervention Population: Students in 1st GradePerson Responsible: Classroom Teacher, Instructional Coach, Principal

Implementation Plan of Action:1. Gather baseline data (Pre-test) from the fall administration of the IOWA. 2. Classroom teachers will review the data and develop intervention to target weak skills. 3. The Instructional Coach to meet with the teachers to monitor student progress and

model strategies for classroom implementation.4. Class-size reduction teacher will collaborate with the classroom teacher on student

progress over identified areas of weaknesses. 5. Class-size reduction teacher will administer a midterm benchmark to assess growth.6. Principal will meet with the instructional coach and class-size reduction teacher bi-

monthly to discuss student achievement.7. Class-size reduction teacher will continue to target areas of weaknesses for each

student. 8. Gather baseline data (Posttest) from the spring administration of the IOWA.


Success will be measured from progress monitoring and the pre/post assessments. The school theorizes that student scores on the Spring IOWA assessment will increase by at least 3%.

What are the outcomes or Beginning of Year: The first of the year growth will




milestones that will evaluate success?

increase by at least 1½ % as measured by teacher benchmarks by midyear.End of Year: The end of the year growth will be measured by the IOWA assessment to show at least 3% increase.

Progress Monitoring Dates: Beginning of Year: September, 28, 2019End of Year: May 24, 2020


TITLE I PARENT ENGAGEMENT PROGRAMMODEL RESPONSES

SMART Goal: To increase achievement in all subject areas by at least 3% by as measured by IOWA by the end of the 2019-2020 school year

Intervention/Strategy/Practice:

Building Parent Capacity

Current Research Available that demonstrated rationale that suggests it may work:Parent involvement strategies in urban middle and high schools in the Northeast and Islands Region https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009069.pdf

Partners Education in A Dual Capacity-Building Framework for Family–School Partnerships https://www2.ed.gov/documents/family-community/partners-education.pdfIs there an ESSA Rating in place for this software? If so, what is it?


Intervention Population: ☒K-5 ☐ 6-8 ☐9-12Person Responsible: Principal, Instructional Coach, Title I Parent Contact,

Classroom TeachersImplementation Plan of Action:

1. Convene an annual parent orientation that informs parents about the Title I Program, the parents’ requirements, the school parent and family engagement policy, the schoolwide plan, and the school-parent compact.

2. Provide parents opportunities to acquire necessary information, knowledge, and skills to support their children’s education at home and at school by implementing purposely-designed parent and family engagement opportunities that impact student achievement. .

3. Review grade-level content area data and determine the skills/focus areas to strengthen school-improvement goals. Use the parent and family engagement planning forms to develop workshops that shares strategies and activities linked to the skills/focus areas in the efforts to build the capacity of the parents to complete the strategies/activities with their child effectively.




4. Provide continuous communication to parents via / flyers / handouts / weekly folders/ brochures/emails / text messages / social media posts / website / parent portal or newsletter that shares links to video / tip sheets / that promotes effective school-parent partnerships.

5. Host schoolwide parent-teacher conference days to share student progress at school, share academic and/or behavioral strategies and activities to propel students towards academic success.

6. Inform and invite parents to our Parent Resource Room that provide parents and families with a variety of materials and resources to help support specific academic needs.

7. Convene an annual parent input meeting to gather feedback on the Title I Program, school and LEA parent and family engagement policies, the schoolwide plan, and the school-parent compact, building staff capacity, 1% parent budget, and the CLIP.


We will use the feedback gathered from parent meeting evaluations, stakeholder meetings, and the parent surveys to evaluate the effectiveness of our Parent and Family Engagement Program.

We theorize that parents will become, supporters, encouragers, monitors, advocates, decision makers, and collaborators in the efforts to increase student achievement.


Higher grades and test scores, high school attendance, greater likelihood of graduating from high school, better chance of postsecondary enrollment, fewer discipline issues,

Evidence-Based Evaluation (Due May 22, 2020)




TITLE I PARENT ENGAGEMENT PROGRAM



SOFTWARE: FlocabularyMODEL RESPONSES

SMART Goal: Increase student achievement by 3% in by the end of the 2019-2020 school year as measured by IOWA

Describe Intervention/Strategy/Practice that this software will be used as a resource:

Flocabulary is a standards based interactive learning program for all grades. The engaging lessons utilize instructional activities and creativity tools to supplement instruction and develop core literacy skills.

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

Response: https://www.flocabulary.com/results-achievement/


Strong Evidence ☒ Moderate Evidence☐ Minimal Evidence☐No ESSA Rating Exist: ☐

Intervention Population: K-5th Person Responsible: Teacher, Instructional Coach and

AdministrationImplementation Plan of Action:

Response:Students will access Flocabulary daily during whole and small group rotations as a part of daily 5. Students will also access the program at home for additional practice.How will the success be measured? What is the school’s theory of change for this intervention?

Success will be measured via student performance on IOWA. School theorizes that this program is needed due to lack of vocabulary and background knowledge.


Beginning of the Year: Fall IOWA dataEnd of Year: Students in grades K-5 will increase by 3% in reading as measured by the Spring IOWA

Progress Monitoring Dates: Beginning of the Year: August 2019End of Year: May 2020

Evidence-Based Evaluation Due May 22, 2020NCSS Feedback:


https://www.flocabulary.com/results-achievement/

MODEL RESPONSESSMART Goal: To provide four or more opportunities to build staff capacity

to work with parents as equal partners by the end of the 2019-2020 school year.

Intervention/Strategy/Practice:

Building Staff Capacity

Current Research Available that demonstrated rationale that suggests it may work:Parent involvement strategies in urban middle and high schools in the Northeast and Islands Region https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009069.pdf

Partners Education in A Dual Capacity-Building Framework for Family–School Partnerships https://www2.ed.gov/documents/family-community/partners-education.pdf



Intervention Population: ☒K-5 ☐6-8 ☐9-12Person Responsible: Principal, Instructional Coach, Title I Parent Contact,

Classroom TeachersImplementation Plan of Action:

Primary MethodIn-Person Faculty Meeting

1st Nine Weeks

Due by August 31 of each school year

Powerful Partnerships:Staff Parent and Family Engagement Orientation

*Secondary MethodHandouts, Tip Sheets, Videos

2nd Nine Weeks

Due by the end of the 2nd nine weeks

(December 1, 2019)

Optional tools to address topics identified with the assistance of parents.

Primary MethodIn-Person Faculty Meeting

3rd Nine Weeks

Due by January 31 of each school year

Powerful Partnerships:Building Powerful Partnerships: School Parent Compacts

*Secondary MethodHandouts, Tip Sheets, Videos

4th Nine Weeks

Due by the end of the 4th nine weeks (May 10, 2020)

Optional tools to address topics identified with the assistance of parents.


We will measure the success of by having each participating complete an evaluation form after the building staff capacity professional learning sessions. We will also collect feedback after each secondary method on how we can use the strategies shared to enhance our parent and family engagement program.

We theorize that our faculty and staff will




provide high-quality customer service, honor and recognize families’ funds of knowledge, connect family engagement to student learning, and create a welcoming and an inviting school culture


Parents and the school will be able to work with each other as equal partners in the efforts to increase student achievement.

The students’ education becomes a shared responsibility.




CORE SUBJECT AREA EVALUATIONS OF TOOLS AND STRATEGIESMODEL RESPONSES

SMART Goal: To increase ELA/Reading achievement by at least 3% by as measured by IOWA by the end of the 2019-2020 school year

Intervention/Strategy/Practice: The Overarching Core Subject Areas Intervention Population: K-5Person Responsible: Principal, Assistant Principal,

Instructional Coach, Classroom TeachersTools and Strategy Evaluation





Number of Staff (Administration, Certified, and Classified) Absences by Type of Leave2018-2019

Administration2

Certified43

Classified22

Total67

Sick Leave 45 236.36 145.82 427.18Personal 3.50 45.18 20.37 69.05Professional 7 50 10.75 67.75Other (FMLA/Jury) 24 134 60 218

Summary of absences by leave type: There was an increase of sick leave by administration due to medical leave. Four staff members were out on FMLA due to maternity/paternity leave. Staff attendance was monitored each month and shared with the staff. In addition, monthly incentives were given to staff, as well as staff recognition during staff meetings.










Documents

rpes.newtoncountyschools.org · Web view1.A comprehensive needs assessment is based on a comprehensive needs assessment of the entire school that takes into account information