Reading Conference Forms for Teachers - Excel

					School: Glenwood Primary (K-2)                                                               TARGETED AREA: ELA-Reading
Year: 2009-2010                                                                              TARGETED POPULATION: All Students and SWD
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 73.3% of all students will score meets/exceeds in the area of ELA/Reading on the Spring CRCT

NEEDS ASSESSMENT:
According to the 2009 CRCT-AYP ELA/Reading baseline data, 92.5% of 1st and 2nd grade students scored Meet/Exceed Levels (>800) [FCS SP 1-17a]
According to the 2009 CRCT-AYP ELA/Reading baseline data, 36.6% of 1st and 2nd grade students scored Exceed Levels (>850) [FCS SP 1-17a]
According to the 2009 CRCT-AYP ELA/Reading baseline data, 77.6% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>800) [FCS SP 1-17a]

MEASURABLE OBJECTIVE:
94.5% of all 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate. [FCS SP 17]
40% of all 1st and 2nd grade students will score > 850 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.     [FCS SP 17]
80% of SWD 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate. [FCS SP 17]

ACTIVITIES:                                                                                  PERSON RESPONSIBLE                            TIMELINE
1. Fully implement the Georgia Performance Standards in ELA, with emphasis on
meaningful tasks, appropriate assessments, and student commentary. [FCS SP 1-13b]                                                          8/2009-5/2010
2. Implement a consistent, balanced literacy approach for all students in                    Teachers/Administration
phonological awareness, phonics, fluency, comprehension, and writing. [FCS SP 1-13b]
3. Utilize DIBELS assessment data to identify students in each grade who need                Teachers/Administration                       8/2009-5/2010
additional interventions. [FCS SP 1-13a]
4. Implement small group intervention instruction with students below the benchmark          Teachers/Administration                       8/2009-5/2010
in phoneme seg. fluency, nonsense word fluency and oral reading fluency on
DIBELS. [FCS SP 1-5a]
5. Student learning regarding ELA will be reinforced/enriched through Destination            Teachers/Administration                       8/2009-5/2010
Reading software program located in the computer lab. [FCS SP 6-2a]
6. All students will participate in Writer's Workshop to enhance ELA and writing             Teachers/Administration                       8/2009-5/2010
skills. [FCS SP 1-13b]
7. All students and parents will spend at least 15 minutes at home each night                Parents/Teachers/Administration               8/2009-5/2010
reading together.
8. Faculty, staff, and stakeholders will continue to examine research-based                  Teachers/Administration/Stakeholders          8/2009-5/2010
ELA-Reading strategies related to standards-based instruction. [FCS SP 1-13b]
9. Implement an After-School Tutorial Program (Jan. '10) targeting all 1 and 2 students    Teachers/Administration             1/2010-4/2010
below grade level in reading and ELA. [FCS SP 1-5a]
10. Use intersession for additional instruction for identified students. [FCS SP 1-5a]     Teachers/Administration             8/2009-5/2010

PROFESSIONAL DEVELOPMENT:
1. Principal and Asst. Principal will share knowledge learned about new system SBC Continuum with teachers           Cost/Funding Source
as it pertains to the implementation of the GPS. [FCS SP 1-13b]


2. Utilize Academic Coach, Suzette Davis, to teach an in-house professional learning workshop on                          $0
Standards-Based Instruction. [FCS SP 1-13b]
3. Offer the opportunity for all teachers to participate in the Reading First Online Reading Academy                      $0
(an online course, sponsored by RESA, and facilitated by our Academic Coach). The Reading
Academy gives an in-depth overview of each of the 5 components of reading. [FCS SP 1-13b]
4. Provide professional learning in the Writing Process and Writer's Workshop for all teachers, to include                $0
information about the revised GPS in the area of Writing for K-2. [FCS SP 1-13b]
5. Continue to implement weekly team meetings to promote dialogue about the GPS and also examine                          $0
a variety of student data and work samples. [FCS SP 1-13d]
6. Implement grade level planning meetings once per 9-weeks to promote collaboration and consistency.                     $0
 At-risk students will be discussed, as well as moving students from "meets" to "exceeds" on the CRCT.
 [FCS SP 1-13d]
9. Explore the GAPSS Process and the Keys to Quality. [FCS SP 1-13b]                                                      $0
10. Provide opportunity for teachers to visit a school outside FCS that has fully implemented standards-based           $200 Staff Dev. $
instruction. [FCS SP 1-13b]



FORMATIVE EVALUATION (Assessment Instruments Utilized): [FCS SP Goal 1]
DIBELS Assessment, Teacher Created Rubrics, Common Grade Level Assessments,
CRCT, Administrative Snapshots, GPS Benchmarks
School: Glenwood Primary (K-2)                                                             TARGETED AREA: Math
Year: 2009-2010                                                                            TARGETED POPULATION: All Students and SWD
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 67.60% of all students will score meets or exceeds in the area of Math CRCT

NEEDS ASSESSMENT:
According to the 2009 CRCT-AYP Math baseline data, 92.8% of 1st and 2nd grade students scored Meet/Exceed Levels [FCS SP 1-17a]
According to the 2009 CRCT-AYP Math baseline data, 35.4% of 1st and 2nd grade students scored Exceed Levels (>850) [FCS SP 1-17a]
According to the 2009 CRCT-AYP Math baseline data, 78.9% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>800) [FCS SP 1-17a]

MEASURABLE OBJECTIVE:
95% of all 1st and 2nd grade students will score > 800 in Math on the CRCT with a 95% minimum participation rate. [FCS SP 1-17]
40% of all 1st and 2nd grade students will score > 850 in Math on the CRCT with a 95% minimum participation rate. [FCS SP 1-17]
80% of SWD 1st and 2nd grade students will score > 800 in Math on the CRCT with a 95% minimum participation rate. [FCS SP 1-17]


ACTIVITIES:                                                                                        PERSON RESPONSIBLE             TIMELINE
1. Fully implement the Georgia Performance Standards in Math, with emphasis on                     Teachers/Administration        8/2009-5/2010
meaningful tasks, appropriate assessments, and student commentary. [FCS SP 1-13b]
2. Faculty will explore research-based intervention programs in the area of math. [FCS SP 1-5a]    Teachers/Administration        8/2009-5/2010
3. Implement small group intervention instruction with students below grade level
in math. [FCS SP 1-5a]
4. Student learning regarding mathematics will be reinforced/enriched through Harcourt Math        Teachers/Administration        8/2009-5/2010
and Destination Math software programs located in the computer lab. [FCS SP 6-2a]
5. Implement an After-School Tutorial Program (Jan. 09) targeting all students below grade         Teachers/Administration        1/2010-4/2010
level in math. [FCS SP 1-5a]
6. Teachers will work with students and parents to encourage cooperative participation             Parents/Teachers/Adm           8/2009-5/2010
in daily homework regarding mathematics.
7. Use intersession for additional instruction for identified students. [FCS SP 1-5a]              Teachers/Administration        8/2009-5/2010
8. Math benchmark assessments will be given each 9-weeks to all 1st and 2nd grade                  Teachers/Administration        9/2009-5/2010
students to determine effectiveness of instruction and plan intervention.
PROFESSIONAL DEVELOPMENT:                                                                                      Cost/Funding Source
1. Principal and Asst. Principal will share knowledge learned from the Rising Stars Program with teachers             $0
as it pertains to the implementation of the GPS. [FCS SP 1-13b]
2. Utilize Academic Coach, Suzette Davis, to teach an in-house professional learning workshop on                     $0
Standards-Based Instruction. [FCS SP 1-13b]
3. Continue to implement weekly team meetings to promote dialogue about the GPS and also examine                     $0
a variety of student data and work samples. [FCS SP 1-13d]
4. Implement grade level planning meetings once per 9-weeks to promote collaboration and consistency.                $0
 At-risk students will be discussed, as well as moving students from "meets" to "exceeds" on the CRCT.
[FCS SP 1-13d]
5. Explore the GAPSS Process and the Keys to Quality. [FCS SP 1-13b]                                                 $0
6. Provide opportunity for teachers to visit a school outside FCS that has fully implemented standards-based       $200 Staff Dev. $
instruction. [FCS SP 1-13b]


FORMATIVE EVALUATION (Assessment Instruments Utilized): [FCS SP Goal 1]
Harcourt Evaluations and Assessments, Lesson Plan Checks, Team and Grade Level Meeting Minutes,
Common Grade Level Assessments, CRCT, Principal Snapshot, Teacher Evaluation, GPS benchmarks
School: Glenwood Primary School                                                                       TARGETED AREA: Attendance
Year:      FY 2009-10                                                                                 TARGETED POPULATION: All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: Individual students in grades 1 and 2 enrolled at any time will not exceed 15 absences within 15% of the given population.


NEEDS ASSESSMENT: [FCS SP 1-20]
According to the 2009 AYP attendance data, 6.1% of all students in grades 1 and 2 were absent over 15 days.
According to the 2008 AYP attendance data, 3.7% of all students in grades 1 and 2 were absent over 15 days.

MEASURABLE OBJECTIVE:
A number less than 5% of reported students in grades 1 and 2 will have fewer than 15 absences during the school year.

ACTIVITIES                                                                        PERSON RESPONSIBLE                         TIMELINE
1. Provide attendance incentives each 9-weeks for the class with the           Admin., Counselor, Teachers, Parents          8/2009-5/2010
highest % attendance in each grade level.
2. Provide incentives to individual students for perfect attendance each       Admin., Counselor, Teachers, Parents          8/2009-5/2010
nine weeks.
3. Provide an attendance group for students with an excessive number           Counselor, Social Worker                      8/2009-5/2010
of absences and/or tardies.
4. Follow steps on system's "Absent Again" form to communicate with            Admin., Counselor, Teachers, Parents          8/2009-5/2010
parents about attendance problems.
5. Social Worker provides, through a team effort, school based attendance      Social Worker, Counselor                      8/2009-5/2010
reviews prior to progressing to truancy treatment.
6. Utilize the school's Social Worker to assist with attendance issues.        Admin., Counselor, Social Worker              8/2009-5/2010

PROFESSIONAL DEVELOPMENT:                                                                                          Cost        Funding Source
1. Teachers will review Floyd County School's attendance guidelines and reporting procedures.                       $0.00

FORMATIVE EVALUATION (Assessment Instruments Utilized)
Attendance will be checked on a daily basis and when a negative pattern begins to develop
within each classroom, the counselor, social worker, and/or principal may make a home visit;
Absent Again forms.
                                                        AYP School Improvement Plan

School: Glenwood Primary (K-2)                                                           TARGETED AREA: ELA-Reading
Year: 2009-2010                                                                          TARGETED POPULATION: All Students and SWD
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 73.3% of all students will score meets/exceeds in the area of ELA/Reading on the Spring CRCT

NEEDS ASSESSMENT:
According to the 2009 CRCT-AYP ELA/Reading baseline data, 92.8% of 1st and 2nd grade students scored Meet/Exceed Levels (>800) [FCS SP 1-17a]
According to the 2009 CRCT-AYP ELA/Reading baseline data, 35.4% of 1st and 2nd grade students scored Exceed Levels (>850) [FCS SP 1-17a]
According to the 2009 CRCT-AYP ELA/Reading baseline data, 78.9% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>800) [FCS SP 1-17a]

MEASURABLE OBJECTIVE:
_____ of all 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate. [FCS SP 17]
_____of all 1st and 2nd grade students will score > 850 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.      [FCS SP 17]
_____ of SWD 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate. [FCS SP 17]

ACTIVITIES:                                                                              PERSON RESPONSIBLE                         TIMELINE
1. Fully implement the Georgia Performance Standards in ELA, with emphasis on                                                       8/2008-5/2009
meaningful tasks, appropriate assessments, and student commentary. [FCS SP 1-13b]
2. Implement a consistent, balanced literacy approach for all students in                Teachers/Administration                    8/2008-5/2009
phonological awareness, phonics, fluency, comprehension, and writing. [FCS SP 1-13b]
3. Utilize DIBELS assessment data to identify students in each grade who need            Teachers/Administration                    8/2008-5/2009
additional interventions. [FCS SP 1-13a]
4. Implement small group intervention instruction with students below the benchmark      Teachers/Administration                    8/2008-5/2009
in phoneme seg. fluency, nonsense word fluency and oral reading fluency on
DIBELS. [FCS SP 1-5a]
5. Student learning regarding ELA will be reinforced/enriched through Destination                  Teachers/Administration          8/2008-5/2009
Reading software program located in the computer lab. [FCS SP 6-2a]
6. All students will participate in Writer's Workshop to enhance ELA and writing         Teachers/Administration                    8/2008-5/2009
skills. [FCS SP 1-13b]
7. All students and parents will spend at least 15 minutes at home each night            Parents/Teachers/Administration            8/2008-5/2009
reading together.
8. Faculty, staff, and stakeholders will continue to examine research-based              Teachers/Administration/Stakeholders       8/2008-5/2009
ELA-Reading strategies related to standards-based instruction. [FCS SP 1-13b]
9. Implement an After-School Tutorial Program (Jan. 09) targeting all students           Teachers/Administration                    1/2009-4/2009
below grade level in reading and ELA. [FCS SP 1-5a]
10. Use intersession for additional instruction for identified students. [FCS SP 1-5a]   Teachers/Administration                    8/2008-5/2009
                                                         AYP School Improvement Plan


PROFESSIONAL DEVELOPMENT:                                                                                       Cost         Funding Source
1. Principal and Asst. Principal will share knowledge learned from the Rising Stars Program with teachers              $0
as it pertains to the implementation of the GPS. [FCS SP 1-13b]
2. Utilize Academic Coach, Suzette Davis, to teach an in-house professional learning workshop on                       $0
Standards-Based Instruction. [FCS SP 1-13b]
3. Offer the opportunity for all teachers to participate in the Reading First Online Reading Academy                        Staff Dev. Funds
(an online course, sponsored by RESA, and facilitated by our Academic Coach). The Reading
Academy gives an in-depth overview of each of the 5 components of reading. [FCS SP 1-13b]
4. One teacher per team and the asst. principal will attend the annual Fall SSTAGE Conference in                $1,500 Staff Dev. Funds
Sept. 08. The GPOI and new research-based interventions will be addressed. [FCS SP 1-13d]
5. Teachers who attended the SSTAGE Conference in Sept. 08 will share information learned about                        $0
a fluency program for all grades entitled, The Six Minute Solution . [FCS SP 1-13d]
6. Provide professional learning in the Writing Process and Writer's Workshop for all teachers, to include             $0
information about the revised GPS in the area of Writing for K-2. [FCS SP 1-13b]
7. Continue to implement weekly team meetings to promote dialogue about the GPS and also examine                       $0
a variety of student data and work samples. [FCS SP 1-13d]
8. Implement grade level planning meetings once per 9-weeks to promote collaboration and consistency.                  $0
 At-risk students will be discussed, as well as moving students from "meets" to "exceeds" on the CRCT.
 [FCS SP 1-13d]
9. Explore the GAPSS Process and the Keys to Quality. [FCS SP 1-13b]                                                $0
10. Provide opportunity for teachers to visit a school outside FCS that has fully implemented standards-based     $200 Staff Dev. Funds
instruction. [FCS SP 1-13b]



FORMATIVE EVALUATION (Assessment Instruments Utilized): [FCS SP Goal 1]
DIBELS Assessment, Teacher Created Rubrics, Common Grade Level Assessments,
CRCT, Administrative Snapshots, GPS Benchmarks
AYP School Improvement Plan
AYP School Improvement Plan
                                                      AYP School Improvement Plan

School: Glenwood Primary (K-2)                                                             TARGETED AREA: Math
Year: 2009-2010                                                                            TARGETED POPULATION: All Students and SWD
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 59.5% of all students will score meets or exceeds in the area of Math CRCT

NEEDS ASSESSMENT:
According to the 2009 CRCT-AYP Math baseline data, 92.8% of 1st and 2nd grade students scored Meet/Exceed Levels [FCS SP 1-17a]
According to the 2009 CRCT-AYP Math baseline data, 35.4% of 1st and 2nd grade students scored Exceed Levels (>850) [FCS SP 1-17a]
According to the 2009 CRCT-AYP Math baseline data, 78.9% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>800) [FCS SP 1-17a]

MEASURABLE OBJECTIVE:
_____ of all 1st and 2nd grade students will score > 800 in Math on the CRCT with a 95% minimum participation rate. [FCS SP 1-17]
_____ of all 1st and 2nd grade students will score > 850 in Math on the CRCT with a 95% minimum participation rate. [FCS SP 1-17]
_____of SWD 1st and 2nd grade students will score > 800 in Math on the CRCT with a 95% minimum participation rate. [FCS SP 1-17]


ACTIVITIES:                                                                                        PERSON RESPONSIBLE               TIMELINE
1. Fully implement the Georgia Performance Standards in Math, with emphasis on                     Teachers/Administration          8/2008-5/2009
meaningful tasks, appropriate assessments, and student commentary. [FCS SP 1-13b]
2. Faculty will explore research-based intervention programs in the area of math. [FCS SP 1-5a]    Teachers/Administration          8/2008-5/2009
3. Implement small group intervention instruction with students below grade level
in math. [FCS SP 1-5a]
4. Student learning regarding mathematics will be reinforced/enriched through Harcourt Math        Teachers/Administration          8/2008-5/2009
and Destination Math software programs located in the computer lab. [FCS SP 6-2a]
5. Implement an After-School Tutorial Program (Jan. 09) targeting all students below grade         Teachers/Administration          1/2009-4/2009
level in math. [FCS SP 1-5a]
6. Teachers will work with students and parents to encourage cooperative participation             Parents/Teachers/Adm             8/2008-5/2009
in daily homework regarding mathematics.
7. Use intersession for additional instruction for identified students. [FCS SP 1-5a]              Teachers/Administration          8/2008-5/2009
                                                      AYP School Improvement Plan

PROFESSIONAL DEVELOPMENT:                                                                                      Cost     Funding Source
1. Principal and Asst. Principal will share knowledge learned from the Rising Stars Program with teachers          $0
as it pertains to the implementation of the GPS. [FCS SP 1-13b]
2. Utilize Academic Coach, Suzette Davis, to teach an in-house professional learning workshop on                  $0
Standards-Based Instruction. [FCS SP 1-13b]
3. Continue to implement weekly team meetings to promote dialogue about the GPS and also examine                  $0
a variety of student data and work samples. [FCS SP 1-13d]
4. Implement grade level planning meetings once per 9-weeks to promote collaboration and consistency.             $0
 At-risk students will be discussed, as well as moving students from "meets" to "exceeds" on the CRCT.
[FCS SP 1-13d]
5. Explore the GAPSS Process and the Keys to Quality. [FCS SP 1-13b]                                              $0
6. Provide opportunity for teachers to visit a school outside FCS that has fully implemented standards-based    $200 Staff Dev. Funds
instruction. [FCS SP 1-13b]


FORMATIVE EVALUATION (Assessment Instruments Utilized): [FCS SP Goal 1]
Harcourt Evaluations and Assessments, Lesson Plan Checks, Team and Grade Level Meeting Minutes,
Common Grade Level Assessments, CRCT, Principal Snapshot, Teacher Evaluation, GPS benchmarks
AYP School Improvement Plan
                                                     AYP School Improvement Plan

School: Glenwood Primary School                                                                        TARGETED AREA: Attendance
Year:      FY 2009-10                                                                                  TARGETED POPULATION: All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: Individual students in grades 1 and 2 enrolled at any time will not exceed 15 absences within 15% of the given population.


NEEDS ASSESSMENT: [FCS SP 1-20]
According to the 2009 AYP attendance data, 6.1% of all students in grades 1 and 2 were absent over 15 days.
According to the 2008 AYP attendance data, 3.7% of all students in grades 1 and 2 were absent over 15 days.

MEASURABLE OBJECTIVE:
A number less than 5% of reported students in grades 1 and 2 will have fewer than 15 absences during the school year.

ACTIVITIES                                                                         PERSON RESPONSIBLE                         TIMELINE
1. Provide attendance incentives each 9-weeks for the class with the            Admin., Counselor, Teachers, Parents          8/2008-5/2009
highest % attendance in each grade level.
2. Provide incentives to individual students for perfect attendance each        Admin., Counselor, Teachers, Parents          8/2008-5/2009
nine weeks.
3. Provide an attendance group for students with an excessive number            Counselor, Social Worker                      8/2008-5/2009
of absences and/or tardies.
4. Follow steps on system's "Absent Again" form to communicate with             Admin., Counselor, Teachers, Parents          8/2008-5/2009
parents about attendance problems.
5. Social Worker provides, through a team effort, school based attendance       Social Worker, Counselor                      8/2008-5/2009
reviews prior to progressing to truancy treatment.
6. Utilize the school's Social Worker to assist with attendance issues.         Admin., Counselor, Social Worker              8/2008-5/2009

PROFESSIONAL DEVELOPMENT:                                                                                           Cost        Funding Source
1. Teachers will review Floyd County School's attendance guidelines and reporting procedures.                        $0.00

FORMATIVE EVALUATION (Assessment Instruments Utilized)
Attendance will be checked on a daily basis and when a negative pattern begins to develop
within each classroom, the counselor, social worker, and/or principal may make a home visit;
Absent Again forms.
AYP School Improvement Plan
School: Glenwood Primary School                     SCHOOL MET AYP                                                                               Year End Summation: AYP-SIP Plans
Year: 2008 School Improvement Plan                                                                                                               Date: September 2009
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2008 CRCT-AYP ELA/Reading baseline data, 88.7% of 1st and 2nd grade students scored Meet/Exceed Levels (>800)
According to the 2008 CRCT-AYP ELA/Reading baseline data, 36.5% of 1st and 2nd grade students scored Exceed Levels (>850)
According to the 2008 CRCT-AYP ELA/Reading baseline data, 67.3% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>800)
According to the 2008 CRCT-AYP Math baseline data, 87.1% of 1st and 2nd grade students scored Meet/Exceed Levels
According to the 2008 CRCT-AYP Math baseline data, 25.8% of 1st and 2nd grade students scored Exceed Levels (>850)
According to the 2008 CRCT-AYP Math baseline data, 67.3% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>800)
According to the 2008 AYP attendance data, 3.9% of all students in grades 1 and 2 were absent over 15 days.
According to the 2008 AYP attendance data, 5.1% of all students in grades 1 and 2 were absent over 15 days.

Restatement of the Measurable Objective(s):
90% of all 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.
73.3% of SWD 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.
90% of all 1st and 2nd grade students will score meets or exceeds on the Math Spring AYP-CRCT with a 95% minimum participation rate.
66.7% of SWD 1st and 2nd grade students will score meets or exceeds on the Math Spring AYP-CRCT with a 95% minimum participation rate.
A number less than 5% of reported students in grades 1 and 2 will have fewer than 15 absences during the school year.

Outcomes/Results for Measurable Objective(s)
GPS met their 2007 measurable objectives related to CRCT-AYP student ELA/Reading scores. The original objectives set at the beginning of the school year stated that
90% of all 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.
73.3% of SWD 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.
According to the CRCT-AYP ELA/Reading Data Report, 91.4% of all students in grades 1 and 2 scored meets or higher with a 100% test participation rate.
According to the CRCT-AYP ELA/Reading Data Report, 75.6% of SWD students in grades 1 and 2 scored meets or higher with a 100% test participation rate.
Comparing the 2008 data findings to 2007 data findings, Glenwood Primary School increased All (+)2.7% and SWD (+) 8.3% regarding CRCT-AYP student ELA/Reading scores.

GPS met (SWD) and did not meet (ALL) students 2008 measurable objectives related to CRCT-AYP Math scores. The original objectives set at the beginning of the school year stated that
90% of all 1st and 2nd grade students will score meets or exceeds on the Math Spring AYP-CRCT with a 95% minimum participation rate.
66.7% of SWD 1st and 2nd grade students will score meets or exceeds on the Math Spring AYP-CRCT with a 95% minimum participation rate.
According to the CRCT-AYP Math Data Report, 89.3% of all students in grades 1 and 2 scored meets or higher with a 100% test participation rate.
According to the CRCT-AYP Math Data Report, 69.8% of SWD students in grades 1 and 2 scored meets or higher with a 100% test participation rate.
Comparing the 2008 data findings to 2007 data findings, Glenwood Primary School increased All (+)2.3% and SWD (+) 2.5% regarding CRCT-AYP student Math scores.

GPS met their measurable objective related to student attendance. The original objective set at the beginning of the school year stated that
A number less than 5% of reported students in grades 1 and 2 will have fewer than 15 absences during the school year.
3.7% of all students were absent 15 or more days during the school year. Comparing the 2008 data findings to the 2007 data findings, GPS increased (+)0.2% regarding AYP student attendance.

Activities
The school wide activities developed within their AYP school plans for the purpose of improving student ELA/Reading scores were implemented with high success.
The school wide activities developed within their AYP school plans for the purpose of improving student Math scores were implemented with success.
The school wide activities developed within the AYP-SIP for the purpose of improving student attendance were implemented with high success.

Professional Development
The school professional development activities developed within their AYP school plans for the purpose of improving student ELA/Reading scores were implemented with high success.
The school professional development activities developed within their AYP school plans for the purpose of improving student Math scores were implemented with success.
The professional development activities established within the AYP-SIP for the purpose of improving student attendance were implemented with high success.

Formative Evaluation
All formative evaluations were successfully completed for the purpose of improving student reading scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.
All formative evaluations were successfully completed for the purpose of improving student attendance.

Implications of the Findings

After examining the 2008 findings related to the measurable objective of CRCT-AYP ELA/Reading, Math and Attendance, the principal has discovered that an increase was noted in
all content areas. And, while GPS did not meet their school-set AYP goal related to ELA/Reading All students, overall achievement gains were noted in this area. In addition,
GPS far exceeded Federal and State expectations related to AYP. Furthermore, AYP attendance has improved consistently over the past several years.
Therefore and given this, the principal has stated in her analysis findings that ELA/Reading, Math and Attendance will remain 2009 AYP goals. Furthermore,
certain expectations/additions should be made to all these areas. These analysis findings by the principal aligns with the purpose and intent of the AYP-SIP
to be a continuous and transforming improvement plan. The 2009 AYP-SIP will reflect these and other changes.
School: Glenwood Primary (K-2)                                                                            TARGETED AREA: ELA-Reading
Year: 2008                                                                                                TARGETED POPULATION: All Students; SWD
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 73.3% of all students will score meets/exceeds in the area of ELA/Reading on the Spring CRCT

NEEDS ASSESSMENT:
According to the 2007 CRCT-AYP ELA/Reading baseline data, 88.7% of 1st and 2nd grade students scored Meet/Exceed Levels (>800)
According to the 2007 CRCT-AYP ELA/Reading baseline data, 36.5% of 1st and 2nd grade students scored Exceed Levels (>850)
According to the 2007 CRCT-AYP ELA/Reading baseline data, 67.3% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>800)

MEASURABLE OBJECTIVE:
90% of all 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.
73.3% of SWD 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.

ACTIVITIES                                                                              PERSON RESPONSIBLE                  TIMELINE
1. Implement a consistent, balanced literacy approach for all students to            Teachers/Administration                7/2007-6/2008
include phonemic awareness, phonics, fluency, comprehension, and writing.
2. Utilize the DIBELS assessment data to identify students in each grade             Teachers/Administration                7/2007-6/2008
who need additional interventions.
3. Implement small group intervention instruction with students below the            Teachers/Administration                7/2007-6/2008
benchmark in phonemic awareness, nonsense word fluency and oral reading
fluency on DIBELS. This will be accomplished by utilizing parapros during
small group instruction to reduce the student/teacher ratio with at-risk students.
4. All students will participate in daily Writer's Workshop to enhance               Teachers/Administration                7/2007-6/2008
language arts and writing skills.
5. All students and parents will spend at least 15 minutes at home                   Parents/Teachers/Administration        7/2007-6/2008
reading together.
6. Faculty, staff, and stakeholders will continue to examine research-based          Teachers/Administration/Stakeholders   7/2007-6/2008
ELA-Reading literacy strategies related to effective practices of instruction.
7. Continuation of after-school tutorial programs targeting at-risk homeless,        Teachers/Administration                7/2007-6/2008
SWD students and other at-risk populations.
8. Use intersession to accelerate reading mastery for identified students.           Teachers/Administration                7/2007-6/2008
PROFESSIONAL DEVELOPMENT:                                                                               Cost   Funding Source
1. GPS will utilize a RESA consultant (Barbara Neslin) regarding research-
based reading and language arts interventions.
2. GPS will attend a one-day workshop on Georgia's Pyramid of Interventions,
presented by Dr. Cassandra Allen.
3. All teachers will participate in their assigned Vertical Team meeting once
month to gain knowledge and share strategies about research based
differentiated instructional practices.
4. GPS will continue to implement weekly team meetings to promote
collaboration and consistency throughout the school and community.
5. GPS will implement monthly grade level planning meetings to promote collaboration and consistency.
 Homeless students will be discussed, as well as, moving students from meets to exceeds on the CRCT.
6. Every 9 weeks, common grade level planning will be provided for 90 minutes
7. GPS will explore the GAPSS Analysis-best practices; keys to success.
8. GPS will continue working with Beth Harden regarding Standards Based Instruction.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
DIBELS Assessment, Lesson Plan Checks, Grade Level Minutes, Teacher Created Rubrics,
Common Grade Level Assessments, CRCT, Administrative Snapshots, GPS Benchmarks
Students; SWD
School: Glenwood Primary (K-2)                                                                     TARGETED AREA: Math
Year: 2008                                                                                         TARGETED POPULATION: All Students; SWD
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 66.7% of all students will score meets or exceeds in the area of Math CRCT

NEEDS ASSESSMENT:
According to the 2007 CRCT-AYP Math baseline data, 87.1% of 1st and 2nd grade students scored Meet/Exceed Levels
According to the 2007 CRCT-AYP Math baseline data, 25.8% of 1st and 2nd grade students scored Exceed Levels (>350)
According to the 2007 CRCT-AYP Math baseline data, 67.3% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>300)

MEASURABLE OBJECTIVE:
90% of all 1st and 2nd grade students will score meets or exceeds on the Math Spring AYP-CRCT with a 95% minimum participation rate.
66.7% of SWD 1st and 2nd grade students will score meets or exceeds on the Math Spring AYP-CRCT with a 95% minimum participation rate.

ACTIVITIES                                                                      PERSON RESPONSIBLE                     TIMELINE
1. Academic coach will be used to incorporate and reinforce standards        Teachers/Administration                   7/2007-6/2008
based instruction.
2. Teachers will continue to monitor student "Time on Task" regarding        Teachers/Administration                   7/2007-6/2008
mathematics. Teachers will assure that instruction, practice, and
enrichment/remediation activities encompass the full period of math
class and meet the needs of all learners.
3. Student learning regarding mathematics will be reinforced/enriched        Teachers/Administration                   7/2007-6/2008
through software programs located in the computer lab.
3. Teachers will work with students and parents to encourage                 Parents/Teachers/Administration           7/2007-6/2008
cooperative participation in daily homework regarding mathematics.

PROFESSIONAL DEVELOPMENT:                                                                                      Cost     Funding Source
1. GPS will attend a one-day workshop on Georgia's Pyramid of Interventions,
presented by Dr. Cassandra Allen.
2. All teachers will participate in their assigned Vertical Team meeting once
month to gain knowledge and share strategies about research based
differentiated instructional practices.
3. GPS will continue to implement weekly team meetings to promote
collaboration and consistency throughout the school and community.
4. GPS will implement monthly grade level planning meetings to promote collaboration and consistency.
 Homeless students will be discussed, as well as, moving students from meets to exceeds on the CRCT.
5. Every 9 weeks, common grade level planning will be provided for 90 minutes
6. GPS will explore the GAPSS Analysis-best practices; keys to success.
7. GPS will continue working with Beth Harden regarding Standards Based Instruction.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
Saxon Evaluations and Assessments, Lesson Plan Checks, Grade Level Minutes, Teacher Created Rubrics,
Common Grade Level Assessments, CRCT, Principal Snapshot, Teacher Evaluation, GPS benchmarks
School: Glenwood Primary School                                                                   TARGETED AREA: Attendance
Year:      FY 2008                                                                                TARGETED POPULATION:    All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: Individual students in grades 1 and 2 enrolled at any time will not exceed 15 absences within 15% of the given population.

NEEDS ASSESSMENT:
According to the 2007 AYP attendance data, 3.9% of all students in grades 1 and 2 were absent over 15 days.
According to the 2006 AYP attendance data, 5.1% of all students in grades 1 and 2 were absent over 15 days.

MEASURABLE OBJECTIVE:
A number less than 5% of reported students in grades 1 and 2 will have fewer than 15 absences during the school year.

ACTIVITIES                                                                        PERSON RESPONSIBLE                     TIMELINE
1. Provide attendance incentives each 9-weeks for the class with the           Admin., Counselor, Teachers, Parents      7/2007-6/2008
highest % attendance in each grade level.
2. Provide incentives to individual students for perfect attendance each       Admin., Counselor, Teachers, Parents      7/2007-6/2008
nine weeks.
3. Provide an attendance group for students with an excessive number           Counselor, Social Worker                  7/2007-6/2008
of absences and/or tardies.
4. Follow steps on system's "Absent Again" form to communicate with            Admin., Counselor, Teachers, Parents      7/2007-6/2008
parents about attendance problems.
5. Social Worker provides, through a team effort, school based attendance      Social Worker, Counselor                  7/2007-6/2008
reviews prior to progressing to truancy treatment.
6. Utilize the school's Social Worker to assist with attendance issues.        Admin., Counselor, Social Worker          7/2007-6/2008

PROFESSIONAL DEVELOPMENT:                                                                                       Cost      Funding Source
1. Teachers will review Floyd County School's attendance guidelines and reporting procedures.                    $0.00

FORMATIVE EVALUATION (Assessment Instruments Utilized)
Attendance will be checked on a daily basis and when a negative pattern begins to develop
within each classroom, the counselor, social worker, and/or principal may make a home visit;
Absent Again forms.
School: Glenwood Primary School                     SCHOOL MET AYP                                                                               Year End Summation: 2007 AYP-SIP Plans
Year: 2007 School Improvement Plan                                                                                                               Date: 10/9/2007
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2006 CRCT-AYP ELA/Reading baseline data, 87% of 1st and 2nd grade students scored Meet/Exceed Levels (>800)
According to the 2006 CRCT-AYP ELA/Reading baseline data, 26% of 1st and 2nd grade students scored Exceed Levels (>850)
According to the 2006 CRCT-AYP ELA/Reading baseline data, 66.8% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>800)

According to the 2006 AYP attendance data, 5.1% of all students in grades 1 and 2 were absent over 15 days.

Restatement of the Measurable Objective(s):
90% of all 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.
A number less than 5.1% of reported students in grades 1 and 2 will have fewer than 15 absences during the 2007 school year.

Outcomes/Results for Measurable Objective(s)
GPS did not meet their 2007 measurable objective related to CRCT-AYP student ELA/Reading scores. The original objective set at the beginning of the school year stated that
90% of all 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.
According to the CRCT-AYP ELA/Reading Data Report, 88.7% of all students in grades 1 and 2 scored meets or higher with a 100% test participation rate. Comparing the 2007 data findings to
the 2006 data findings, Glenwood Primary School increased (+) 2.0% regarding CRCT-AYP student ELA/Reading scores.

GPS met their measurable objective related to student attendance. The original objective set at the beginning of the school year stated that
A number less than 5.1% of reported students in grades 1 and 2 will have fewer than 15 absences during the 2007 school year.
3.9% of all students were absent 15 or more days during the school year. Comparing the 2007 data findings to the 2006 data findings, GPS decreased (-)1.2% regarding AYP student attendance.

Activities
The school wide activities developed within their AYP school plans for the purpose of improving student ELA/Reading scores were implemented with success.
The school wide activities developed within the AYP-SIP for the purpose of improving student attendance were implemented with high success.

Professional Development
The school professional development activities developed within their AYP school plans for the purpose of improving student ELA/Reading scores were implemented with success.
The professional development activities established within the AYP-SIP for the purpose of improving student attendance were implemented with high success.

Formative Evaluation
All formative evaluations were successfully completed for the purpose of improving student reading scores.
All formative evaluations were successfully completed for the purpose of improving student attendance.

Implications of the Findings

After examining the 2006 findings related to the measurable objective of CRCT-AYP ELA/Reading and Attendance, the principal has discovered that an increase was noted in ELA/Reading scores.
And, while GPS did not meet their school-set AYP goal related to ELA/Reading, GPS far exceeded Federal and State expectations related to AYP. In addition, student attendance improved.
Therefore and given this, the principal has stated in her analysis findings that ELA/Reading, Math and Attendance will become 2008 AYP goals. Furthermore,
certain expectations/additions should be made to all these areas. These analysis findings by the principal aligns with the purpose and intent of the AYP-SIP
to be a continuous and transforming improvement plan. The 2008 AYP-SIP will reflect these and other changes.
School: Glenwood Primary (K-2)                                                   Mid-Year Update: AYP ELA/Reading
Year: 2006 School Improvement Plan                                               Date: 2/22/2006
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2006 CRCT data and objectives were analyzed and discussed at faculty meetings and school council meetings.
In addition, the administration has discussed with faculty, staff and parents the importance of the CRCT data for the 2006 school year.

Continuing in this vein and narrowing the focus, the administration continues to work with the faculty to analyze, specifically, the CRCT data
as a whole. In addition, the administration is ready to take the use of student data to a higher level by working with the teachers regarding the
importance of breaking down the CRCT data for the purpose of pinpointing strengths and weaknesses regarding individual student
learning skills especially in the areas of reading and writing. The administration envisions the teachers utilizing these student data findings for
the purpose of implementing learning and instructional strategies that, overall, will increase achievement for all students especially in the areas
of reading and writing.

Activities
The administration has implemented school wide the activities developed within their AYP school plans. In addition, as the AYP
school plans were being implemented, the administration recognized that the AYP school improvement plans are continuous plans
requiring frequent monitoring and updating. Given this, the activities noted in the AYP plans are being implemented in a timely manner.
For example, the administration has implemented for all grade levels extended reading instruction in addition to normal time allotted that
provides comprehensive teaching and learning of reading skills in small group instructional settings. The student/teacher ratio for these
small groups is approximately 4.5 to 1, respectively. Kindergarten is a large focus for small group reading instruction; whereby,
Kindergarten receives approximately 45 daily additional minutes. In addition, progress monitoring continues regarding the DIBELs
assessment.

Professional Development

The professional development activities have been addressed and have been or are in the process of being implemented. For example,
the administration has encourage and teachers are participating toward receiving their reading endorsement. Barbara Neslin, NWGARESA,
works constantly with GPS providing the necessary practical and theoretical experiences that will lead to their reading endorsement.

Formative Evaluation

Evaluation is an occurring and continuous process at GPS. For example, the administration has done an outstanding job utilizing the
snapshot evaluation as a tool toward improving curriculum and instruction.
School: Glenwood Primary (K-2)                                                                            TARGETED AREA: ELA-Reading
Year: 2006-2007                                                                                           TARGETED POPULATION: All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 66.7% of all students will score meets/exceeds in the area of ELA/Reading on the Spring CRCT

NEEDS ASSESSMENT:
According to the 2006 CRCT-AYP ELA/Reading baseline data, 87% of 1st and 2nd grade students scored Meet/Exceed Levels (>800)
According to the 2006 CRCT-AYP ELA/Reading baseline data, 26% of 1st and 2nd grade students scored Exceed Levels (>850)
According to the 2006 CRCT-AYP ELA/Reading baseline data, 66.8% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>800)

MEASURABLE OBJECTIVE:
90% of all 1st and 2nd grade students will score > 800 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.

ACTIVITIES                                                                              PERSON RESPONSIBLE                         TIMELINE
1. Implement a consistent, balanced literacy approach for all students to            Teachers/Administration                       8/2006-5/2007
include phonemic awareness, phonics, fluency, comprehension, and writing.
2. Utilize the DIBELS assessment data to identify students in each grade             Teachers/Administration                       8/2006-5/2007
who need additional interventions.
3. Implement small group intervention instruction with students below the            Teachers/Administration                       8/2006-5/2007
benchmark in phonemic awareness, nonsense word fluency and oral reading
fluency on DIBELS. This will be accomplished by utilizing parapros during
small group instruction to reduce the student/teacher ratio with at-risk students.
4. All students will participate in daily Writer's Workshop to enhance               Teachers/Administration                       8/2006-5/2007
language arts and writing skills.
5. All students and parents will spend at least 15 minutes at home                   Parents/Teachers/Administration               8/2006-5/2007
reading together.
6. Faculty, staff, and stakeholders will continue to examine research-based          Teachers/Administration/Stakeholders          8/2006-5/2007
ELA-Reading literacy strategies related to effective practices of instruction.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost         Funding Source
1. GPS will utilize a RESA consultant (Barbara Neslin) regarding research-                                                    $0
based reading and language arts interventions.
2. GPS will attend a one-day workshop on Georgia's Pyramid of Interventions,                                                  $0
presented by Dr. Cassandra Allen, in the fall of 2006.
3. All teachers will participate in their assigned Vertical Team meeting once                           $0
month to gain knowledge and share strategies about research based
differentiated instructional practices.
4. GPS will continue to implement weekly team meetings to promote                                       $0
collaboration and consistency throughout the school and community.
5. GPS will implement monthly grade level planning meetings to promote collaboration and consistency.   $0




FORMATIVE EVALUATION (Assessment Instruments Utilized)
DIBELS Assessment, Lesson Plan Checks, Grade Level Minutes, Teacher Created Rubrics,
Common Grade Level Assessments, CRCT, Adminstrative Snapshots
School: Glenwood Primary School                                                                    TARGETED AREA: Attendance
Year:      FY 2006-2007                                                                            TARGETED POPULATION:    All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: Individual students in grades 1 and 2 enrolled at any time will not exceed 15 absences within 15% of the given population.

NEEDS ASSESSMENT:
According to the 2006 AYP attendance data, 5.1% of all students in grades 1 and 2 were absent over 15 days.

MEASURABLE OBJECTIVE:
A number less than 5.1% of reported students in grades 1 and 2 will have fewer than 15 absences during the 2007 school year.

ACTIVITIES                                                                        PERSON RESPONSIBLE                     TIMELINE
1. Provide attendance incentives each 9-weeks for the class with the           Admin., Counselor, Teachers, Parents      8/2006-5/2007
highest % attendance in each grade level.
2. Provide incentives to individual students for perfect attendance each       Admin., Counselor, Teachers, Parents      8/2006-5/2007
nine weeks.
3. Provide an attendance group for students with an excessive number           Counselor, School Social Worker           8/2006-5/2007
of absences and/or tardies.
4. Follow steps on system's "Absent Again" form to communicate with            Admin., Counselor, Teachers, Parents      8/2006-5/2007
parents about attendance problems.
5. Utilize the school's Social Worker to assist with attendance issues.        Admin., Counselor                         8/2006-5/2007

PROFESSIONAL DEVELOPMENT:                                                                                       Cost      Funding Source
1. Teachers will review Floyd County School's attendance guidelines and reporting procedures.                    $0.00

FORMATIVE EVALUATION (Assessment Instruments Utilized)
Attendance will be checked on a daily basis and when a negative pattern begins to develop
within each classroom, the counselor, social worker, and/or principal may make a home visit;
Absent Again forms.
School: Glenwood Primary School                     SCHOOL MET AYP                                                                                   Year End Summation: 2006 AYP-SIP Plans
Year: 2006 School Improvement Plan                                                                                                                   Date: 11/15/2005
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2005 CRCT-AYP ELA/Reading baseline data, 89.3% of 1st and 2nd grade students scored Meet/Exceed Levels (>300)
According to the 2005 CRCT-AYP ELA/Reading baseline data, 33.6% of 1st and 2nd grade students scored Exceed Levels (>350)
According to the 2005 CRCT-AYP ELA/Reading baseline data, 81.9% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>300)
According to the 2005 CRCT-AYP Math baseline data, 88.2% of 1st and 2nd grade students scored Meet/Exceed Levels (>300)
According to the 2005 CRCT-AYP Math baseline data, 27.2% of 1st and 2nd grade students scored Exceed Levels (>350)
According to the 2005 CRCT-AYP Math baseline data, 74.1% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>300)
According to the 2005 AYP attendance data, 6.1% of all students in grades 1 and 2 were absent over 15 days.
According to the 2004 AYP attendance data, 9.8% of all students in grades 1 and 2 were absent over 15 days.

Restatement of the Measurable Objective(s):
91% of all 1st and 2nd grade students will score > 300 in ELA/Reading on the Spring AYP-CRCT with a 95% minimum participation rate.
90% of all 1st and 2nd grade students will score > 300 in Math on the Spring AYP-CRCT with a 95% minimum participation rate.
A number less than or equal to 5.0% of reported students in grades 1 and 2 will have fewer than 15 absences during the school year.

Outcomes/Results for Measurable Objective(s)
GPS did not meet their 2006 measurable objective related to CRCT-AYP student ELA/Reading scores. The original objective set at the beginning of the 2006 school year stated that
91% of all 1st and 2nd grade students will score > 300 in ELA/Reading on the Spring AYP-CRCT with a 95% minimum participation rate.
According to the 2006 CRCT-AYP ELA/Reading Data Report, 86.7% of all students in grades 1 and 2 scored meets or higher with a 100% test participation rate. Comparing the 2006 data findings to
the 2005 data findings, Glenwood Primary School decreased (-) 2.6% regarding CRCT-AYP student ELA/Reading scores.

GPS met their 2006 measurable objective related to CRCT-AYP student Math scores. The original objective set at the beginning of the 2006 school year stated that
90% of all 1st and 2nd grade students will score > 300 in Math on the Spring AYP-CRCT with a 95% minimum participation rate.
According to the 2006 CRCT-AYP Math Data Report, 94.2% of all students in grades 1 and 2 scored meets or higher with a 100% test participation rate. Comparing the 2006 data findings to
the 2005 data findings, Glenwood Primary School increased (+) 6% regarding CRCT-AYP student Math scores.

GPS basically held constant their 2006 measurable objective related to student attendance. The original objective set at the beginning of the 2006 school year stated that
A number less than or equal to 5.0% of reported students in grades 1 and 2 will have fewer than 15 absences during the school year.
5.1% of all students were absent 15 or more days during the school year. Comparing the 2006 data findings to the 2005 data findings, GPS decreased (-)1% regarding AYP student attendance.

Activities
The school wide activities developed within their AYP school plans for the purpose of improving student ELA/Reading scores were implemented with success.
The school wide activities developed within the AYP-SIP for the purpose of improving math scores were implemented with high success.
The school wide activities developed within the AYP-SIP for the purpose of improving student attendance were implemented with high success.

Professional Development
The school professional development activities developed within their AYP school plans for the purpose of improving student ELA/Reading scores were implemented with success.
The professional development activities established within the AYP-SIP for the purpose of improving math scores were implemented with high success.
The professional development activities established within the AYP-SIP for the purpose of improving student attendance were implemented with high success.

Formative Evaluation
All formative evaluations were successfully completed for the purpose of improving student reading scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.
All formative evaluations were successfully completed for the purpose of improving student attendance.

Implications of the Findings

After examining the 2006 findings related to the measurable objective of CRCT-AYP ELA/Reading, Math and Attendance, the principal has discovered that an increase was noted in Math scores.
And, while GPS did not meet their school-set AYP goal related to ELA/Reading, GPS far exceeded Federal and State expectations related to AYP. In addition, student attendance held constant.
Overall, the administration and teachers should be commended for meeting AYP responsibilities in all applicable areas.
Therefore and given this, the principal has stated in her analysis findings that ELA/Reading and Attendance will remain as 2007 AYP goals with Math remaining as a high priority need that will continue being
closely monitored and assessed. Furthermore, certain expectations/additions should be made to all these areas. These analysis findings by the principal aligns with the purpose and intent of the AYP-SIP
to be a continuous and transforming improvement plan.

Therefore, the principal has envisioned the 2007 school year to set the quantitatively measurable objectives/goals related to student achievement in ELA/Reading at 90% scoring meets or higher.
This aligns with 2006 data findings. In addition, faculty commitment to student achievement support this increase. The principal has expressed an importance of continuing to
reinforce current curriculum and instructional practices/strategies that are currently in place for ELA/Reading and Math. In addition, DIBELS assessment data will be utilized to identify students
in each grade who need additional interventions. Personnel will be utilized to create small group instruction. The 2007 AYP-SIP will reflect these and other changes.
School: Glenwood Primary (K-2)                                                   Mid-Year Update: AYP Reading, Math and Attendance Plans
Year: 2006 School Improvement Plan                                               Date: 2/22/2006
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2005 CRCT data and objectives were analyzed and discussed at faculty meetings and school council meetings.
In addition, the administration has discussed with faculty, staff and parents the importance of the CRCT data for the 2006 school year.

Continuing in this vein and narrowing the focus, the administration continues to work with the faculty to analyze, specifically, the CRCT data
as a whole. In addition, the administration is ready to take the use of student data to a higher level by working with the teachers regarding the
importance of breaking down the CRCT data for the purpose of pinpointing strengths and weaknesses regarding individual student
learning skills especially in the areas of reading and writing. The administration envisions the teachers utilizing these student data findings for
the purpose of implementing learning and instructional strategies that, overall, will increase achievement for all students especially in the areas
of reading and writing.

Activities

The administration has implemented school wide activities developed within their AYP school plans. For example, the administration
has implemented a balanced literacy approach that includes the 5 components of literacy and writing on a daily basis. Evidence of this
approach might be found in the Kindergarten level; whereby, small group differentiation of instruction occurs on a daily basis and has
three educators in each classroom emphasizing reading content learning. In addition, first and second grades are utilizing differentiation of
instruction as a strategy to promote positive learning growth. GPS has aligned across all grade levels the Saxon mathematics curriculum.
In doing so, students are mastering necessary skills that might allow opportunities for learning success in forthcoming years.

Professional Development

The professional development activities have been addressed and have been or are in the process of being implemented. For example,
GPS has brought in an outside consultant to aid in the training, implementation, and explanation of instructional strategies related to the DIBELs
assessment. In addition, teachers are learning how to interpret student DIBELs results; whereby, the teachers can intervene for the purpose
of making appropriate instructional decisions based on individual student data results.

Formative Evaluation

Evaluation is an occurring and continuous process at GPS. For example, the administration has done an outstanding job utilizing the
snapshot evaluation as a tool toward improving curriculum and instruction.
School: Glenwood Primary (K-2)                                                                         TARGETED AREA: ELA-Reading
Year: 2006                                                                                             TARGETED POPULATION: All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 66.7% of all students will score at or above 300 in the area of ELA/Reading on the Spring CRCT

NEEDS ASSESSMENT:
According to the 2005 CRCT-AYP ELA/Reading baseline data, 89.3% of 1st and 2nd grade students scored Meet/Exceed Levels (>300)
According to the 2005 CRCT-AYP ELA/Reading baseline data, 33.6% of 1st and 2nd grade students scored Exceed Levels (>350)
According to the 2005 CRCT-AYP ELA/Reading baseline data, 81.9% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>300)

MEASURABLE OBJECTIVE:
91% of all 1st and 2nd grade students will score > 300 in ELA/Reading on the Spring AYP-CRCT with a 95% minimum participation rate.

ACTIVITIES                                                                          PERSON RESPONSIBLE                     TIMELINE
1. Continue a balanced literacy approach that includes the 5 components          Teachers/Administration                   8/2005-6/2006
   of literacy and writing on a daily basis.
2. Continue a school wide reading incentive plan that encourages                 Teachers/Administration                   8/2005-6/2006
students to read for pleasure at school and home.
3. All students will participate in daily language activities to increase        Teachers/Administration                   8/2005-6/2006
vocabulary skills.
4. All students will participate in daily writing activities.                    Teachers/Administration                   8/2005-6/2006
5. All students and parents will spend at least 15 minutes at home               Parents/Teachers/Administration           8/2005-6/2006
  reading together.
6. Faculty, staff and stakeholders will continue examining research-based        Teachers/Administration/Stakeholders      8/2005-6/2006
  ELA-Reading literacy programs related to effective practices of instruction.
7. Teachers will use the DIBELs and other assessment data to guide               Teachers/Administration                   8/2005-6/2006
   effective practices of instruction.

PROFESSIONAL DEVELOPMENT:                                                                                          Cost      Funding Source
1. GPS will continue the Professional Learning Community process.
2. GPS will consult with an outside source regarding the components of a balanced literacy approach.
3. GPS will provide in-house training regarding SST processes/procedures.
4. GPS will implement weekly faculty team meetings to promote
collaboration and consistency throughout the school and community.
5. GPS will implement monthly grade level planning meetings to promote collaboration and consistency.
6 .GPS will be trained and will utilize Data Organization.
7. GPS will conduct a Teacher Exchange Program designed to improve instructional practices.
8. GPS will continue to utilize the DIBELs assessment.
9. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.
10.Schools will analyze survey results from the National Staff Development Council for the purpose of
    improving professional learning.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
Phonemic Awareness (Grades 1-2), DIBELs Assessment, Lesson Plan Checks, Grade Level Minutes, Teacher Created Rubrics,
Common Grade Level Assessments, CRCT, Principal Snapshot, Teacher Evaluation
School: Glenwood Primary (K-2)                                                                       TARGETED AREA: Math
Year: 2006                                                                                           TARGETED POPULATION: All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 58.3% of all students will score at or above 300 in the area of ELA/Reading on the Spring CRCT

NEEDS ASSESSMENT:
According to the 2005 CRCT-AYP Math baseline data, 88.2% of 1st and 2nd grade students scored Meet/Exceed Levels (>300)
According to the 2005 CRCT-AYP Math baseline data, 27.2% of 1st and 2nd grade students scored Exceed Levels (>350)
According to the 2005 CRCT-AYP Math baseline data, 74.1% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>300)

MEASURABLE OBJECTIVE:
90% of all 1st and 2nd grade students will score > 300 in Math on the Spring AYP-CRCT with a 95% minimum participation rate.

ACTIVITIES                                                                        PERSON RESPONSIBLE                      TIMELINE
1. Teachers will provide a continuous implementation of the FCS board          Teachers/Administration                    8/2005-6/2006
adopted Saxon Mathematics Textbook. In addition, teachers will use the
Saxon mathematics textbook to plan curriculum and instructional lesson
plans as well as a tool for setting and measuring benchmarks regarding
student achievement.
2. Teachers will continue to monitor student "Time on Task" regarding          Teachers/Administration                    8/2005-6/2006
mathematics. Teachers will assure that instruction, practice, and
enrichment/remediation activities encompass the full period of math
class and meet the needs of all learners.
3. Teachers will work with students and parents to encourage                   Parents/Teachers/Administration            8/2005-6/2006
cooperative participation in daily homework regarding mathematics.

PROFESSIONAL DEVELOPMENT:                                                                                        Cost          Funding Source
1. GPS will explore opportunities regarding math activities that involve parents and stakeholders.
3. GPS will provide in-house training regarding SST processes/procedures.
4. GPS will implement weekly faculty team meetings to promote
collaboration and consistency throughout the school and community.
5. GPS will implement monthly grade level planning meetings to promote collaboration and consistency.
6 .GPS will be trained and will utilize Data Organization.
7. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.
8. Schools will analyze survey results from the National Staff Development Council for the purpose of
    improving professional learning.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
Saxon Evaluations and Assessments, Lesson Plan Checks, Grade Level Minutes, Teacher Created Rubrics,
Common Grade Level Assessments, CRCT, Principal Snapshot, Teacher Evaluation
School: Glenwood Primary School                                                                      TARGETED AREA: Attendance
Year:      FY 2006                                                                                   TARGETED POPULATION:     All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: Individual students in grades 1 and 2 enrolled at any time will not exceed 15 absences within 15% of the given population.

NEEDS ASSESSMENT:
According to the 2005 AYP attendance data, 6.1% of all students in grades 1 and 2 were absent over 15 days.
According to the 2004 AYP attendance data, 9.8% of all students in grades 1 and 2 were absent over 15 days.

MEASURABLE OBJECTIVE:
A number less than or equal to 5.0% of reported students in grades 1 and 2 will have fewer than 15 absences during the 2005 school year.

ACTIVITIES                                                                       PERSON RESPONSIBLE                        TIMELINE
1. Provide incentives to individual students for perfect attendance each      Admin., Counselor, Teachers, Parents         8/2005-6/2006
   month.
2. Provide an attendance group for students with excessive number             Counselor, School Social Worker              8/2005-6/2006
   absences and/or tardies.
3. Follow steps on system's "Absent Again" form to communicate with           Admin., Counselor, Teachers, Parents         8/2005-6/2006
   parents about attendance problems.
4. Utilize the school's Social Worker to assist with attendance issues.       Admin., Counselor                            8/2005-6/2006

PROFESSIONAL DEVELOPMENT:                                                                                         Cost       Funding Source
1. Teachers will review Floyd County School's attendance revised guidelines and reporting procedures.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
Attendance will be checked on a daily basis and when a negative pattern begins to develop
within each classroom, the counselor, social worker and/or principal may make a home visit;
Absent Again forms; Generated school attendance reports.
School: Glenwood Primary School                     SCHOOL MET AYP                                                                                  Year End Summation: 2005 AYP-SIP Plans
Year: 2005 School Improvement Plan                                                                                                                  Date: 8/25/2005
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2004 CRCT-AYP ELA/Reading baseline data, 88% of 1st and 2nd grade students scored Meet/Exceed Levels (>300)
According to the 2004 CRCT-AYP ELA/Reading baseline data, 30% of 1st and 2nd grade students scored Exceed Levels (>350)
According to the 2004 CRCT-AYP ELA/Reading baseline data, 82% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>300)
According to the 2004 AYP attendance data, 9.8% of all students in grades 1 and 2 were absent over 15 days.

Restatement of the Measurable Objective(s):
90% of all 1st and 2nd grade students will score > 300 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.
A number less than 9.8% of reported students in grades 1 and 2 will have fewer than 15 absences during the 2005 school year.

Outcomes/Results for Measurable Objective(s)
GPS did not meet their 2005 measurable objective related to CRCT-AYP student ELA/Reading scores. The original objective set at the beginning of the 2005 school year stated that
90% of all 1st and 2nd grade students will score > 300 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.
According to the 2005 CRCT-AYP ELA/Reading Data Report, 89.3% of all students in grades 1 and 2 scored 300 or higher with a 100% test participation rate. Comparing the 2005 data findings to
the 2004 data findings, Glenwood Primary School increased (+)1.3% regarding CRCT-AYP student ELA/Reading scores.

GPS met their 2005 measurable objective related to student attendance. The original objective set at the beginning of the 2005 school year stated that
a number less than 9.8% of reported students in grades 1 and 2 will have fewer than 15 absences during the 2005 school year. According to the 2005 AYP Student Attendance report.
6.1% of all students were absent 15 or more days during the school year. Comparing the 2005 data findings to the 2004 data findings, GPS decreased (-)3.7% regarding AYP student attendance.

Activities
The school wide activities developed within their AYP school plans for the purpose of improving student ELA/Reading scores were implemented with success.
The school wide activities developed within the AYP-SIP for the purpose of improving student attendance were implemented with high success.

Professional Development
The school professional development activities developed within their AYP school plans for the purpose of improving student ELA/Reading scores were implemented with success.
The professional development activities established within the AYP-SIP for the purpose of improving student attendance were implemented with high success.

Formative Evaluation
All formative evaluations were successfully completed for the purpose of improving student reading scores.
All formative evaluations were successfully completed for the purpose of improving student attendance.

Implications of the Findings

First and foremost, Mrs. Terri Snelling, Principal, and her entire faculty and staff should be commended for the outstanding effort and success toward improving student achievement
at Glenwood Primary School. According to the 2005 AYP data findings, GPS has worked very hard grade level-to-grade level to ensure every child is learning to read at high levels of
achievement. The administration did an outstanding job interpreting data and implementing new research-based curriculum programs and instructional strategies targeted toward increasing student
achievement especially in the areas of reading and writing. In addition, the GPS leadership did a good job analyzing and interpreting data and communicating to the faculty and staff the newly
formed curricula and instructional visions related to student assessment and achievement. Continuing in this vein, the teachers are doing a fantastic job addressing student achievement. While GPS
has made tremendous strides toward improving the education for all students, teachers are redesigning and realigning their focus toward developing instructional strategies for the purpose of
improving student learning with a strong emphasis on reading and writing. The faculty and staff should be commended for creating and continuing to create an instructional environment conducive
to learning. The school provides a friendly and warm atmosphere where variables of caring, love and high student expectations exist on a regular basis. Their efforts do not go unnoticed.

After examining the 2005 findings related to the measurable objective of CRCT-AYP ELA/Reading and Attendance, the principal has discovered that an increase was noted in ELA/Reading scores.
And, while GPS did not meet their school-set AYP goal related to ELA/Reading, GPS far exceeded Federal and State expectations related to AYP. Excellent gains were made in the area
related to AYP Student Attendance. Overall, the administration and teachers should be commended for setting high expectations for all students regarding achievement and assessment.
Therefore, the principal has stated in her analysis findings that ELA/Reading and Attendance will remain as 2006 AYP goals as well as adding Math. Furthermore, certain
expectations/additions should be made to these areas. These analysis findings by the principal aligns with the purpose and intent of the AYP-SIP to be a
continuous and transforming improvement plan.

Therefore, the principal has envisioned the 2006 school year to increase the quantitatively measurable objectives/goals related to student achievement in ELA/Reading and Math to 91% and 90%, respectively.
These are suitable increase over the 2005 school year; however, faculty commitment and student data findings support these increases. In addition, the principal has expressed an importance of continuing to
reinforce current curriculum and instructional practices/strategies in place for ELA/Reading and Math. In addition, the principal is encouraging teachers to visit other schools regarding across the board
curriculum and instructional strategies that address student achievement. The 2006 AYP-SIP will reflect these and other changes.
School: Glenwood Primary (K-2)                                                     Mid-Year Update: AYP Reading Plans
Year: 2004-2005 School Improvement Plan                                            Date: 1/26/2005
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2004 EIP and DIBEL data and objectives were analyzed and discussed at faculty meetings and school council meetings.
In addition, the administration has discussed with faculty, staff and parents the importance of the CRCT data for the 2005 school year.

Continuing in this vein and narrowing the focus, the administration continues to work with the faculty to analyze, specifically, the CRCT data
as a whole. In addition, the administration is ready to take the use of student data to a higher level by working with the teachers regarding the
importance of breaking down the CRCT data for the purpose of pinpointing strengths and weaknesses regarding individual student
learning skills especially in the areas of reading and writing. The administration envisions the teachers utilizing these student data findings for
the purpose of implementing learning and instructional strategies that, overall, will increase achievement for all students especially in the areas
of reading and writing.

Activities

The administration has implemented school wide activities developed within their AYP school plans. For example, the administration
and teachers are working toward implementing a balanced literacy approach that emphasizes phonics in all grades, guided reading
and daily opportunities for writing. In addition, the administration will work at higher levels with the faculty to explore and implement additional
research-based curricula and instructional activities for the purpose of increasing student achievement. Through this research, teachers will
have the opportunity to implement new instructional strategies and utilize resources that will help learners achieve to their highest levels of
capabilities.

For example, the administration and teachers, by working together through teamwork and collaboration, might decide as a group to
conduct a needs assessment regarding how often students are writing. The assessment might reveal that while students are writing,
they are not writing on a daily basis using the writing process. Therefore, teachers could begin examining research-based literature to enhance
their knowledge of effective writing strategies and incorporate these findings into their daily instructional activities. In addition, these new
instructional activities and resources could complement the balanced literacy approach and be integrated into the new GPS curriculum.

Professional Development

The professional development activities have been addressed and have been or are in the process of being implemented. The faculty and staff
have done an outstanding job exploring and laying a foundation regarding the Professional Learning Community concept model. In addition, all
teachers are participating in at least one book study aimed at improving English/language arts and reading instruction.

Formative Evaluation

Evaluation is an occurring and continuous process at GPS. For example, the administration has done an outstanding job utilizing the
snapshot evaluation as a tool toward improving curriculum and instruction.
School: Glenwood Primary (K-2)                                                                          TARGETED AREA: ELA-Reading
Year: 2004-2005                                                                                         TARGETED POPULATION: All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 66.7% of all students will score at or above 300 in the area of ELA/Reading on the Spring CRCT

NEEDS ASSESSMENT:
According to the 2004 CRCT-AYP ELA/Reading baseline data, 88% of 1st and 2nd grade students scored Meet/Exceed Levels (>300)
According to the 2004 CRCT-AYP ELA/Reading baseline data, 30% of 1st and 2nd grade students scored Exceed Levels (>350)
According to the 2004 CRCT-AYP ELA/Reading baseline data, 82% of 1st and 2nd grade SWD scored Meet/Exceed Levels (>300)

MEASURABLE OBJECTIVE:
90% of all 1st and 2nd grade students will score > 300 in ELA/Reading on the Spring CRCT with a 95% minimum participation rate.

ACTIVITIES                                                                          PERSON RESPONSIBLE                     TIMELINE
1. Implement a balanced literacy approach that includes explicit                 Teachers/Administration                   8/2004-6/2005
phonics in all grades, guided reading, and daily opportunities for writing.
2. Develop a school wide reading incentive plan that encourages                  Teachers/Administration                   8/2004-6/2005
students to read for pleasure at school and home.
3. All students will participate in daily language activities to increase        Teachers/Administration                   8/2004-6/2005
vocabulary skills.
4. All students will participate in daily writing activities.                    Teachers/Administration                   8/2004-6/2005
5. All students and parents will spend at least 15 minutes at home               Parents/Teachers/Administration           8/2004-6/2005
reading together.
6. Faculty, staff and stakeholders will begin examining research-based           Teachers/Administration/Stakeholders      8/2004-6/2005
ELA-Reading literacy programs related to effective practices of instruction.

PROFESSIONAL DEVELOPMENT:                                                                                          Cost      Funding Source
1. GPS will begin exploring the Professional Learning Community program.
2. GPS will consult with an outside source regarding the areas of guided reading and writing.
3. A RESA consultant will utilized to conduct a SST workshop for all teachers.
4. GPS will implement weekly faculty team meetings to promote
collaboration and consistency throughout the school and community.
5. GPS will implement monthly grade level planning meetings to promote collaboration and consistency.
6 . All certified employees will continue toward achieving technology certification through In-Tech, computer
assessment, or other State certification approved program of study.
7. Teachers will receive outside training regarding the new FCS teacher evaluation process.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
DIBEL Assessment, BLT, Lesson Plan Checks, Grade Level Minutes, Teacher Created Rubrics,
Common Grade Level Assessments, CRCT, Principal Snapshot
School: Glenwood Primary School                                                                      TARGETED AREA: Attendance
Year:      FY 2004-2005                                                                              TARGETED POPULATION:     All Students
Principal: Mrs. Terri Snelling

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: Individual students in grades 1 and 2 enrolled at any time will not exceed 15 absences within 15% of the given population.

NEEDS ASSESSMENT:
According to the 2004 AYP attendance data, 9.8% of all students in grades 1 and 2 were absent over 15 days.

MEASURABLE OBJECTIVE:
A number less than 9.8% of reported students in grades 1 and 2 will have fewer than 15 absences during the 2005 school year.

ACTIVITIES                                                                        PERSON RESPONSIBLE                       TIMELINE
1. Provide attendance incentives each 9-weeks for the class with the           Admin., Counselor, Teachers, Parents        8/2004-6/2005
highest % attendance in each grade level.
2. Provide incentives to individual students for perfect attendance each       Admin., Counselor, Teachers, Parents        8/2004-6/2005
nine weeks.
3. Provide an attendance group every other week for students with              Counselor, School Social Worker             8/2004-6/2005
excessive number of absences and/or tardies.
4. Follow steps on system's "Absent Again" form to communicate with            Admin., Counselor, Teachers, Parents        8/2004-6/2005
parents about attendance problems.
5. Utilize the school's Social Worker to assist with attendance issues.        Admin., Counselor                           8/2004-6/2005

PROFESSIONAL DEVELOPMENT:                                                                                         Cost       Funding Source
1. Teachers will review Floyd County School's attendance guidelines and reporting procedures.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
Attendance will be checked on a daily basis and when a negative pattern begins to develop
within each classroom, the counselor, social worker, and/or principal may make a home visit;
Absent Again forms.
School: Glenwood Primary School                     SCHOOL MET AYP                                                                                    Year End Summation: 2003-2004 AYP-SIP Plans
Year: 2003-2004 School Improvement Plan                                                                                                               Date: 9/15/2004
Principal: Mrs. Sherry Childs

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
* Due to testing incompatibilities over the last several years, data was generated from the 2003 EIP Student Population
According to the 2003 student data, EIP students for both years was 46%
According to the 2003 student data, EIP students were 23% of the total student population
According to the 2003 student data, students in EIP for two years decreased 54%

Restatement of the Measurable Objective(s):
80% of all students will be reading on grade level as assessed by two forms of measurement (BLT and DIBEL)

Outcomes/Results for 2004 Measurable Objective(s)
AYP priorities were not set at the beginning of the 2003-04 year; however, AYP priorities were developed after this plan was created. Therefore, outcomes will be reported in this summation based on
on the new 2003-2004 AYP Priorities.

Glenwood Primary met their 2003-2004 measurable objective related to CRCT-AYP student ELA/Reading scores. The AYP objective set during the 2003-2004 school year stated that
60% or higher of all 1st and 2nd grade students will score a combined 300 or higher on the Spring 2004 CRCT English/Language Arts and Reading tests with a 95% minimum participation rate.
According to the 2004 CRCT-AYP ELA/Reading Data Report, 91% of all students in 1st and 2nd grades scored 300 or higher with a 100% test participation rate.

Activities

The school wide activities developed within their AYP school plans for the purpose of improving student reading scores were implemented with high success.

Professional Development

The school professional development activities developed within their AYP school plans for the purpose of improving student reading scores were implemented with high success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student reading scores.

Implications of the Findings

First and foremost, Mrs. Sherry Childs, Principal, and her entire faculty and staff should be commended for the outstanding effort and success toward improving student achievement
at Glenwood Primary School. According to the 2004 AYP data findings, GPS has worked very hard grade level-to-grade level to ensure every child is learning to read at high levels of
achievement. The administration did an outstanding job utilizing data and making AYP adjustments for the purpose of improving student achievement. In addition, the teachers have done a
fantastic job implementing the school improvement plan. It is obvious that the entire school devotes countless hours of dedication and devotion toward teaching children.
Their hard work and commitment to the profession of education does not go unnoticed.

After examining the 2004 findings related to the measurable objective of reading, the principal has discovered that outstanding gains were made in this area.
However, the principal has stated in her analysis findings that reading might remain as 2005 AYP objectives; however, the decision would need to be made
by the new administration. This analysis finding by the principal will be shared with the new administration at Glenwood Primary School.
School: Glenwood Primary (K-2)                                                                      TARGETED AREA: Reading
Year: 2003-2004                                                                                     TARGETED POPULATION: All Students
Principal: Mrs. Sherry Childs

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: The total enrollment of EIP students will not exceed 20% of the total school enrollment and
              The total number of EIP students for both years will decrease at minimum 10%

NEEDS ASSESSMENT:
According to the 2003 student data, EIP students for both years was 46%
According to the 2003 student data, EIP students were 23% of the total student population
According to the 2003 student data, students in EIP for two years decreased 54%

MEASURABLE OBJECTIVE:

80% of all students will be reading on grade level as assessed by two forms of measurement (BLT and DIBEL)

ACTIVITIES                                                                        PERSON RESPONSIBLE                       TIMELINE
1. Teachers will participate in vertical teaming to align reading curriculum    Teachers/Administration                    2003-2004
across all grade levels.
2. Parents will read aloud to their child 15 minutes each night                Parents/Teachers/Administration             2003-2004
3. Three times a year, parents will have the opportunity to participate in a   Parents/Teachers/Administration             2003-2004
child improvement reading workshop.

PROFESSIONAL DEVELOPMENT:                                                                                         Cost        Funding Source
Faculty will be trained to administer the DIBEL reading assessment                                               $ 1,500.00 Local

FORMATIVE EVALUATION (Assessment Instruments Utilized)
DIBEL Assessment, BLT, Lesson Plan Checks, Grade Level Minutes, Teacher Created Rubrics,
Common Grade Level Assessments
School: Glenwood Primary (K-2)                                                    Mid-Year Update: AYP Reading Plans
Year: 2003-2004 School Improvement Plan                                           Date: 3/23/2004
Principal: Mrs. Sherry Childs

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2003 EIP and DIBEL data and objectives were analyzed and discussed at faculty meetings and school council meetings.
In addition, the administration has discussed with faculty, staff and parents the importance of the CRCT data for the 2005 school year.

Continuing in this vein and narrowing the focus, the administration has analyzed, specifically, the DIBEL data as a whole.
 In addition, the administration has emphasized the importance of breaking down the DIBEL data for the purpose of pinpointing
strengths and weaknesses regarding individual student reading skills. The administration is taking these student data findings
and are implementing learning and instructional strategies that, overall, will increase student reading scores.

Activities

The administration has implemented school wide activities developed within their AYP school plans. For example, the administration
originally developed an activity; whereby, all teachers would participate in vertical teaming exercises for the purpose of aligning the reading
curriculum across all grade levels. The activity has been successful. However, as a professional development activity, all faculty members
would be trained to give the DIBEL assessment. After the training was completed and all teachers had a comprehensive understanding
regarding the DIBEL data, the vertical teaming across grade levels strengthened dramatically. This is a fantastic example of how using
a combination of data, objectives, activities and professional development, learning throughout the school has the possibility to grow
boundlessly.

Professional Development

The professional development activities have been addressed and implemented.

Formative Evaluation

Evaluation is an occurring and continuous process at GP. For example, the DIBEL assessment has become a powerful
evaluative tool for teachers and parents to utilize for the purpose of improving student reading achievement.

				
DOCUMENT INFO
Description: Reading Conference Forms for Teachers document sample