Title I Schoolwide Plan for

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					Title I Target Assisted Plan for



     Acworth Elementary

              Written/
            School Year:

             2009-2010




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                                Title I Target Assisted Plan
                                     Table of Contents


                                                                                                             PAGES

DESCRIPTION OF INSTRUCTIONAL STRATEGIES AND PROGRAM
WHICH COORDINATE WITH AND SUPPORT THE REGULAR
PROGRAM ………………………………………………………………………………………….                                                                     3


DESCRIPTIONS OF METHOD STUDENTS WITH THE GREATEST NEED ARE SELECTED.                                            4


DESCRIPTION OF PROVISIONS MADE TO SERVE ALL ELIGIBLE CHILDREN ……….                                              5


DESCRIPTION OF STRATEGIES FOR PROFESSIONAL DEVELOPMENT AND
PROVISIONS FOR INSTRUCTION BY HIGHLY QUALIFED STAFF ………………………                                                   5


DESCRIPTION OF STRATEGIES PLANNED TO INCREASE PARENT INVOLVEMENT
BASED ON THE LEA PARENT INVOLVEMENT POLICY ………………… …………                                                         6

PROCEDURES FOR THE COORDINATION OF TITLE I RESOURCES WITH LOCAL,
STATE AND FEDERAL RESOURCES ..............................................................................      7

PROCESS FOR REVIEWING PROGRESS MADE BY PARTICIPATING CHILDREN
AND PROCESS FOR REVISING PROGRAM WHEN NEEDED …… …………………….                                                       9


PROCEDURES FOR ANNUAL ASSESSMENT OF STUDENTS …………………………                                                         9




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DESCRIPTION OF INSTRUCTIONAL STRATEGIES AND PROGRAMS WHICH
COORDINATE WITH AND SUPPORT THE REGULAR PROGRAM



      GRADES AND SUBJECT AREAS TO BE SERVED

Acworth Elementary School serves approximately 870 students in grades second
through fifth. Our long-range student achievement goals are: Students will
perform at or above grade level in Reading Comprehension, English
Language Arts, and Math. After analyzing data from the CRCT scores from 2009,
we determined improving these skills continued to be a priority. The students at
Acworth showed improvement in their reading scores from the 2007 CRCT scores
across all subgroups, however, it was determined that we should still work on the
reading goal to continue this improvement. The 2009 CRCT did show that Math
was a priority for Acworth so this goal was added for this year. Our students will
benefit from the training of teachers in Reader’s Workshop and Guided Reading
from the Cobb County Literacy Coaches. Our teachers will be better able to identify
the specific weaknesses of our students through the analysis of data and then
monitor progress through the use of assessments created on Skills Connection.
Differentiating instruction through Guided Reading and graphic organizers will
facilitate the student's learning of strategies in the area of literary comprehension.
Cobb County Math Coaches will be coming to Acworth to facilitate training in best
practices in math instruction. Along with the Cobb County Math Coaches the Title I
math lab teacher will train the staff on Singapore Math. All students in grades 2-5
will continue the implementation of Fast Math and Go-Solve at least three times a
week.

      INSTRUCTIONAL STRATEGIES TO BE USED and SUPPLEMENTAL
       ACTIVITIES

To address the goal in Reading/Language arts the teachers will be using the
Reader’s Workshop model and guided reading. The staff here at Acworth has been
trained by Cobb County Literacy Coaches and will continue training using resident
experts to facilitate the training. The Title I math teacher along with Cobb County
Math Coaches will train the staff on Singapore Math. Teacher leaders will be asked
to facilitate staff development using the Math Workshop and guided math models.

      SCHEDULING MODELS TO BE USED

Students will visit the math lab once every seven days. Students will receive direct
hands-on instruction for a grade level targeted skill. Grade level teams will meet to
analyze grade level and individual data. The skills that are identified as a weakness
will be reviewed and remediation will take place in the math lab as well as in grade
level classrooms. Academic coaches will also work with grade level teams and
students to identify the targeted skills and strategies for remediation.

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DESCRIPTION OF THE METHOD STUDENTS WITH THE GREATEST NEED
ARE SELECTED (MUST BE MULTIPLE SELECTION CRITERIA WITH CRCT
BEING ONE OF THOSE)

Mathematics ~ Students are selected for Title I targeted assistance in math using
the following criteria.
 Elementary School Multiple Selection Criteria
Math
CRCT – Math
Score Below 799 = 5pts
Score 800 to 849 = 3pts
Score 850 or above = 0pts


Math IMI
Score 0 to 39% = 5pts
Score 40% to 69% = 3pts
Score 70% to 100% = 0pts


Teacher Recommendation Based
on Classroom Performance

Failing = 5 pts
Passing = 0 pts


Reading ~ Students are selected for Title I targeted assistance in reading using the
following criteria.

Elementary School Multiple Selection Criteria
Reading
CRCT – Reading
Score Below 799 = 5pts
Score 800 to 849 = 3pts
Score 850 or above = 0pts


DRA (Fountas/Pinnell)- Reading
2 or more grades below level = 5pts
1 grade below level = 3pts
On or above grade level = 0pts


Teacher Recommendation Based
on Classroom Performance
Failing = 5 pts
Passing = 0 pts




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DESCRIPTION OF PROVISIONS MADE TO SERVE ALL ELIGIBLE CHILDREN,
INCLUDING ECONOMICALLY DISADVANTAGED, DISABLED, MIGRANT, LEP,
HOMELESS CHILDREN OR THOSE WHO RECEIVED SERVICES FROM AN N
& D (NEGLECTED AND DELINQUENT) INSTITUTE DURING THE PREVIOUS
TWO YEARS

Acworth Elementary currently serves students with disabilities in either a self-
contained setting or through an inclusion model of co-teaching. We currently only
have three self-contained classrooms one classroom instructs the students who
qualify for the Emotional/Behavior Disorders program and the other two classrooms
are Self-Contained Learning Disabled models. These classes teach children from
Second through Fifth Grade. There are 8 co-taught classrooms where a Special
Education Teacher and a General Education Teacher is either in the classroom for
the full day together, or for half of the day with a Paraprofessional helping out for the
other half of the day.

Students who are at risk for failing the Georgia CRCT are served through the Early
Intervention Program. Two classrooms are considered self-contained EIP
classrooms where they have a maximum of 14 students in their classrooms. The
ESOL students are also served through an inclusion setting or small group pull out.
Both ESOL teachers have been trained by the county in the Fountas and Pinnell
model of Guided Reading Instruction. They use this model in conjunction with the
classroom teachers, so that all our ESOL students get reading instruction twice
daily. Acworth is also served by a homeless tutor. The homeless tutor works with
individual students on their targeted weakness.

DESCRIPTION OF STRATEGIES FOR PROFESSIONAL DEVELOPMENT AND
PROVISIONS FOR INSTRUCTION BY HIGHLY QUALIFED STAFF


Acworth Elementary houses 859 Second through Fifth Grade students. We began
the school year with 99 staff members, 76 certified and 23 classified. 42 percent of
our certified staff has an advanced degree, and 2 of our teachers are National
Board Certified. Our faculty distribution is as follows: 13-Second Grade teachers,
14-Third Grade teachers, 10-Fourth Grade teachers, 10-Fifth Grade teachers, 7-
Specialists (1 Art, 1 Music, 2 Physical Education, 1 Technology, 1 Media Specialist,
and 1 Title I Math Lab), 14-Special Education teachers, 1-Advanced Learning
Program Teacher, 2-ESOL teachers, and 2 Guidance Counselors. For the 2009-
2010 school year Acworth has added three full time Instructional Coach positions.
This has been filled by two ½ time teachers and two full time teachers who will each
concentrate on a grade level.




                                                                                       5
                         HIGHLY QUALIFIED TEACHERS
                                             Percent of Highly      Number of Core
                                                  Qualified        Teachers Teaching
                           Number of
                                            Teachers Teaching      Out of Field for One
                       Certified Teachers
                                             in Field for Entire    or More Periods
                                                    Day              During the Day
       2005-2006              56                    100                     0
       2006-2007              67                    100                     0
       2007-2008              67                    99                      0
       2008-2009              76                    100                     0


Professional Development

      Guided reading training with Literacy Coach
      DRA training
      Training on UNRAAVEL strategy
      Writing Training with Literacy Coach
      Provide training for teachers in the use of Grammar Graphics and Shurley
       English
      Teacher collaboration/data teams
      Singapore Math Training



DESCRIPTION OF STRATEGIES PLANNED TO INCREASE PARENT
INVOLVEMENT BASED ON THE LEA PARENT INVOLVEMENT POLICY WHICH
COULD INCLUDE A CALENDAR OF SCHEDULED ACTIVITIES
     (ATTACH THE POLICY AND COMPACT TO THIS TA PLAN)

Acworth has a parent liaison as part of our Title I program. The Parent Liaison
works closely with the administrative team, academic coaches, and teachers to
identify specific students in need of additional assistance in academic areas, and
what needs the parents have. The parents will have the opportunity to attend
sessions on topics that are of interest to them. The Parent Liaison sent out a
survey to the parents of the students at Acworth Elementary to determine their
interests.
     CRCT Information Session
      Health Habits
      Georgia Performance Standards
      Tae Kwando
      Math Night / Bingo / math rap
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      Parents’ Corner
      Writing Strategies Night / Make a book
      Parenting sessions
      How to use UNRAAVELL
      Computer websites
      How to use Shurley English
      Landscaping
      How to help your child become a better reader
      Science Night / Project
      Writing prompts
      Parent-Teacher Conferences
      Ways to build children’s vocabulary
      Life Skills
      Create Educational Games
      Safety First /Acworth police
      Positive discipline strategies
      Movie Night
      Homework and Home Learning

      Family Literacy


PROCEDURES FOR THE COORDINATION OF TITLE I RESOURCES WITH
LOCAL, STATE, and FEDERAL RESOURCES TO ENABLE CHILDREN SERVED
TO MEET THE STATE CONTENT and PERFORMANCE STANDARDS

The school community of Acworth Intermediate School strives for excellence.
Implementation of programs and activities promote this endeavor with support from
a variety of sources.

Our Acworth Parent Teacher Association works with administrators, staff, and
parents to maintain a safe, secure, learning environment while extending and
enriching the curriculum. The PTA works diligently to support Acworth in providing
quality educational opportunities. This support can be evidenced by the PTA’s
monetary donations to all teachers, administrators and support specialists’ enriching
educational resources and materials. Additionally, PTA promotes the health and
fitness program providing fitness equipment for classroom use.

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In addition to the support of Acworth’s PTA, teachers at Acworth have written
several grants to create several resource rooms that support the curriculum areas.
Monies from these grants have been used to purchase Writing resource materials,
including manipulatives to support phonics instruction. In addition to these
manipulatives, resources that support writing instruction, such as picture books that
support the teaching of 6+1 Traits. The grant monies also supported the
development of Science resource backpacks that contain all materials needed by
students to teach specific units at each grade level. Hands-on Math resources are
also available for teacher to take advantage. The leveled bookroom available to the
teachers at Acworth is extensive and organized for teachers to find materials quickly
and effectively.

Acworth benefits from its strong partnerships with local businesses, churches and
the Acworth Business Association. The Acworth Business Association supports the
school by honoring the teachers with a welcome back lunch, teacher and student
recognition, and a once a year monetary donation. Acworth has established a
partners committee that meets once a month. All partners are invited to attend and
discuss the up coming calendar to see how they can help.

At Acworth Intermediate state funds support the Extended Day Tutoring program.
Extended Day Tutoring is offered to remediate students who need additional
support in reading and/or math. Acworth Intermediate offers these services to all
students who are at risk of not meeting standards on the CRCT. Teachers have
written and received grant monies to obtain resources for instruction; such as read
aloud libraries, Shurley English, Grammar Graphics, and OnCourse Lesson
Planning Software, Intellitools and Fast Math Software. Additionally, Reading is
Succeeding Everyday (RISE), is offered to our students in 2nd grade to improve
student reading skills through the use of high school tutors as an extra resource for
our teachers.

In the 2008-2009 school year Acworth Intermediate required that every student get
reading instruction at their level everyday. Staff members were given the
opportunity to register for a guided reading training class offered through Staff
Development and delivered by one of the Literacy Coaches. 23 staff member
participated in the training and 3 additional teachers attended the same class when
it was offered at Baker Elementary. The guided reading training will be offered
again this school year for more staff to be trained. All students in grades 2-5 will be
implementing the use of agendas. The agendas will be used to teach and promote
organizational skills, responsibility and home/school communication.

Acworth was identified as a Title I targeted assistance school for the 2008-2009
school year. As such Acworth was able to hire a teacher for a Mathematics Lab to
incorporate into the Specials rotation. The students at Acworth now receive
additional hands on problem solving math lessons targeted at the grade level
standards every 7 days. The math lab facilitator received extensive training in
Singapore Math and will redeliver this training to the staff. The math lab is equipped

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with hands on manipulatives for teachers to check out and use in their classrooms.
Acworth also hired a parent liaison as part of our Title I program. The Parent
Liaison works closely with the administrative team, academic coaches, and
teachers to identify specific students in need of additional assistance in academic
areas, and what needs the parents have. The parents will have the opportunity to
attend sessions on topics that are of interest to them. The Parent Liaison sent out a
survey to the parents of the students at Acworth Elementary to determine their
interests.

PROCESS FOR REVIEWING PROGRESS MADE BY PARTICIPATING CHILDREN
ON AN ONGOING BASIS; AND THE PROCESS FOR REVISING THE PROGRAM
AS NEEDED TO PROVIDE ADDITIONAL ASSISTANCE TO ENABLE THESE
CHILDREN TO MEET THE STATE CONTENT and STUDENT PERFORMANCE
STANDARDS

Classroom teachers and support staff are thoroughly trained and participate in the
Collaborative Data Teaming process. Teachers review assessments, both summative
and formative, to pinpoint specific weaknesses as a grade level. Data Teams then use
the data to highlight weaknesses, collect pre test data, pinpoint specific skills and
areas, and collaborate on strategies and interventions to produce mastery of those
skills, and then collect and analyze post test data to determine the effectiveness of the
strategies. Data is tracked on each student and progress is monitored to increase
success for all learners.

This data also assists teachers in targeted struggling learners. Once these students are
targeted, classroom teachers begin implementing interventions and strategies through
the Tier 2 or Tier 3 Response to Intervention Process. Using the RTI process and
framework, teachers collaborate and develop lists of interventions to use for struggling
learners, as well as receive needed support for those learner, such as Extended Day
Tutoring, Early Intervention Support, and also support from support staff, such as
ESOL teachers, Speech teachers, Academic Coaches, Psychologists, Counselors,
Administration, etc.
PROCEDURES FOR ANNUAL ASSESSMENT OF STUDENTS FOR MEETING
STATE AND LOCAL EXPECTATIONS

Each year, test results from numerous assessment pieces are analyzed to identify
specific strengths and weaknesses in student performance. This information is used to
redirect teaching strategies and guide instruction. Data is collected from ITBS, CogAT,
CRCT, Georgia Writing Assessments for grades 3 and 5, fourth grade writing
assessment, Achievement Series Test, ACCESS for ELL (English Language Learners),
County Benchmark Assessments, portfolios, student writing samples, Accelerated
Reader, IMI's (Individual Math Inventories), and the DRA.




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