"Osi Governance Plan Template"
School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 DeKalb County School System CONSOLIDATED SCHOOL IMPROVEMENT PLAN 2008-2010 The Consolidated School Improvement Plan (CSIP) contains and/or is aligned with the following guidelines and mandates: No Child Left Behind Act of 2001 Federal and State mandate Required for all DeKalb County Schools AdvancEd (SACS CASI) Required for District-wide Accreditation Georgia Department of Education Annual School Improvement Plan Georgia DOE mandate Required for all DeKalb County Schools AYP Addendum (as appropriate) NI, Corrective, and Restructuring Plans must ___NI School Improvement Focus Plan (NI-1 and NI-2) be implemented in the same year written with a ___Corrective Action Plan (NI-3 and NI-4) two-year plan required. Revisions may be ___Restructuring Plan (NI-5+) made as new data becomes available. Title I Required for all Title I DeKalb County Schools ___New Title I Schoolwide Plan New Schoolwide Plans require a stakeholder ___Annual Addendum survey and an intensive year-long research and ___Targeted Assistance Plan planning process DeKalb County School System Plans Required for all DeKalb County Schools Special Education Plan The Professional Learning Budget should be Professional Learning Plan placed in the CSIP Appendix and copied to the Library Media Plan Department of Professional Learning. 1 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Table of Contents Section Page # Statement of Quality Assurance 3 Integration of AdvancEd (SACS CASI) and Georgia DOE School Standards 4 Steering Committee Members and Signatures 5 Developing a Comprehensive Needs Assessment 6 Mission and Vision 7 Leadership and Governance 8 Scientifically Based Research 11 School Culture/Climate 12 Teacher Involvement in Decisions Regarding the Use of Academic Assessments 13 Stakeholder Communication 14 Instruction by Highly Qualified Teachers 15 Focusing Daily Lessons and Differentiating Instruction to Meet Student Needs 16 Providing Students with Effective, Timely Additional Assistance to Meet Student Needs 18 Plans for Assisting Students during Transitions 19 Support Services for Student Learning 20 Strategies to Increase Parental Involvement 21 Coordination and Integration of Federal, State, and Local Services and Programs 22 Reading/ELA Action Plan 23 Math Action Plan 24 Science Action Plan 25 Social Studies Action Plan 26 Attendance Action Plan 27 Graduation Action Plan (High Schools Only) N/A Special Education Action Plan 29 Library-Media Action Plan 30 Professional Learning Action Plan 31 2 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Statement of Quality Assurance To ensure that school improvement stakeholders have a common understanding regarding the development and implementation of the Consolidated School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its entirety. By his or her signature on this page, each party attests to the fact that he or she approves of the plan. I hereby certify that, to the best of my knowledge, the information contained in the attached Consolidated Schoolwide Improvement Plan (CSIP) is correct, complete, addresses all components required under Federal, State, and district laws, policies, and regulations, and that all specified assurances have been and/or will be met within the operating period of this plan. Principal: Date: Area Assistant Superintendent: Date: Director, Department of Curriculum and Instruction: Date: Coordinator, Office of School Improvement: Date: Executive Director, Office of School Improvement: Date: Executive Director of Assessment and Accountability: Date: Establishing a CSIP Facilitator, Steering Committee, and Subcommittees The principal appoints a CSIP Facilitator and ensures that the Steering Committee (SC) is representative of all stakeholders. The CSIP Facilitator is responsible for oversight of the CSIP throughout the planning process and the submission of the final document to the principal for approval. The SC is comprised of the CSIP Facilitator and the chairpersons of all subcommittees. The SC and subcommittees are responsible for the development, the on-going monitoring, and implementation of the CSIP. The SC will make necessary revisions to the Plan, collect evidence files for Quality Assurance and perform the End-of-Year Review of the school’s success in implementing the Consolidated School Improvement Plan. 3 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Integration of AdvancED (SACS CASI) and Georgia DOE School Standards The following standards are incorporated and adhered to in this CSIP document: AdvancED (SACS CASI) Accreditation Georgia School Standards Standards 1 Vision and Purpose Sequenced and Organized School Curriculum 2 Governance and Leadership Collaborative Planning for Curriculum Delivery 3 Teaching and Learning Systematic Process for Monitoring/Evaluating Curriculum Implementation 4 Documenting and Using Results Systematic Use of Data to Maximize Student Achievement 5 Resources and Support Systems Comprehensive School-Based Assessment and Evaluation System 6 Stakeholder Communications and Relationships Data Analysis 7 Commitment to Continuous Improvement Instructional Alignment with GPS and District Expectations 8 Research-Based Instruction 9 High Expectations for All Learners 10 Shared Vision and Mission 11 Comprehensive School Improvement Planning Process 12 Collaborative Planning for Fiscal Management and Resource Distribution 13 Safe, Productive, and Inviting Learning Atmosphere 14 Active and Sustained Involvement of Student, Family, and Community 15 Organizational Structures and Process for Stakeholder Involvement 16 Stakeholder Needs Addressed through Services and Partnerships 17 Professional Learning Communities 18 Alignment of Professional Learning with School Goals and Best Practices 19 Professional Learning Content 20 Leadership Commitment to High Expectations 21 Leadership Management and Organization 22 Distributed Leadership and Planning 23 Shared Governance 24 School Culture Reflects and Reinforces Stakeholder Growth 25 Community of Teaching and Learning 4 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 CSIP Steering Committee Members Participant/Role Printed Name Signature CSIP Facilitator School Administrator School Counselor Special Education Representative Parent/Community Representative Leadership Chair Data Collection Chair Research Chair School Culture Chair Content Area Action Plans Chair Library Media Chair Professional Learning Liaison Title I Teacher Writing and Editing Chair Other 5 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Developing a Comprehensive Needs Assessment (NCLB Mandate) School Profile: See appendix for a copies of the Georgia DOE Report Card, AYP results, survey results, GAPSS analysis results, AS-400 data, and other test scores as appropriate. Describe how the school stakeholders and the CSIP Steering Committee developed a comprehensive needs assessment. Include information about when, where, and how the team met*. The CSIP Steering Committee and school stakeholder members met after school weekly from August 2008 through September 2008. Participants met in the Data Room of Cedar Grove Elementary. The results of the ITBS, GAPSS, and CRCT from school year 2007 – 2008 were reviewed. Plans were devised to meet the needs of the students to ensure their success. These plans were presented to the faculty and staff during faculty and professional development meetings. List the types of data analyzed and placed in the appendix. ITBS – Fall 2007 CRCT – Spring 2008 GAPSS - 2007 Identify the subgroups for which assessment results are disaggregated. The subgroups that will determine our AYP and which assessment results are disaggregated are grades 3 -5. We do not have subgroups for ELL and SWD. We do have 3 students with disabilities who are assessed with the GAA. Other subgroups identified are all students, black, and economically disadvantaged. *All needs assessments are required to include stakeholder perception results and GAPSS analysis results (through a Georgia DOE Review, an OSI Review, or a Self-Assessment) in addition to test data. Conclusions based on data will be presented in the Leadership and Governance section. 6 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 School Mission and Vision DeKalb County School System School Vision “Premier DeKalb Schools” – Setting the Our vision remains to be among the best What is our image of a successful school standard for Excellence through unity andelementary schools in the nation. We want for our stakeholders? purpose. to create a learning environment that helps students envision their future. Mission The mission of the DeKalb County School Our mission is to provide a standards- How will we make our vision a reality? System is to form a collaborative effort based learning environment that allows all between home and school that maximizes students to meet or exceed the standards students’ social and academic potential, in all learning areas and assessments. preparing them to compete in a global society. Values Value and promote parent Unique capabilities to learn What beliefs and standards guide our involvement Nurturing environment essential for mission? Regard quality public education as teaching and learning essential High expectations will generate higher Honor universal human rights achievement Contribute to the common good of our Effective oral and written community communication to be productive in Hold high expectations for ALL society 7 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Leadership and Governance Write a brief narrative for each question describing your conclusions drawn from the School Needs Assessment. All conclusions should be based on data. Describe the school’s strengths. The administration and staff of Cedar Grove Elementary exhibit a deep understanding of curriculum, assessment and instruction. As a result of the high level of consistency in our staff’s application of training and knowledge in the analyzing of data and implementation of effective instructional practices, our school has continuously shown progress. With the support of our instructional coach, Cedar Grove Elementary School has made Adequate Yearly Progress six of the last seven years. We continue to make academic gains with 74.3% of the 414 students in the AYP grades, meeting or exceeding in the domains of Reading and English/Language Arts. Our attendance rate was at 95% during the 2007-2008 school year. Parent participation continues to increase yearly through the use of our “Very Important Parent” program and our teacher retention remains at a high level having a large number of highly qualified veteran educators returning to our staff with 10 or more years experience. What evidence do you have to support this perception? In the spring of 2008, students participated in the State’s Annual Measurable Objective (CRCT). Demonstrating continuous growth in the assessment of reading and language arts, 74.2% of the 414 students in the AYP grades, met or exceeded requirements in this domain. This is an increase from the 73.02% the previous year. The certified staff at Cedar Grove Elementary is comprised of life- long learners and includes six specialist degrees, eighteen master’s degrees, and many staff member with additional certifications. At the conclusion of the 2007-2008 school year, only three certified teachers left our staff. Of the three, one was moved due to the decrease of students in the population she served. Another left the teaching profession. Describe the school’s opportunities for improvement. The school administrators and instructional coach will analyze and utilize data from benchmarks, CRCT data, focus walks, ITBS data, Developmental Reading Assessment (DRA) and teacher evaluation to drive the instructional decisions for alignment and implementation. The school will be involved with more professional learning opportunities and continue training from the instructional coach to align all curriculum and assessments. In the areas of math, teachers will continue training from the Office of Elementary Instruction and use the framework to guide instruction. Teachers are expected to daily monitor student progress towards meeting all standards. The implementation of the new writing standards will assist the students in meeting the goals and improving writing skills. Cedar Grove Elementary will offer a tutorial program to assist all students in the area of test-taking skills and daily performance. 8 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 What evidence do you have to support this perception? Lesson plans are and will continue to be developed to clearly establish goals to meet standards and elements. Lessons will specify concepts and provide time for group, peer and independent practice. Differentiated instruction utilizes the standards as the expectation for learning and assessing the needs of students prior to instruction. To ensure progress in the areas of math and writing, a variety of instructional methods and strategies will be implemented. These will include whole group, small group, cooperative learning pairs and groups, and individualized skill-based and knowledge based activities. Student learning data, CRCT, free/reduced lunch, benchmarks, surveys, and focus walks will assist in school improvements. The faculty can explain results of data findings, the changes needed in the school based on the data and what is needed to impact student learning. The school administrator and instructional coach will explain how to develop targets for all students within each of the content areas at the following levels: school, grade levels, class and individual. Examples of evidence of data use for each classroom instruction will be provided. The school leadership meets with individual teachers to review their grade level outcomes by content areas and to discuss the teacher’s plans for meeting individual student academic needs. As the school performance targets are established, classroom teachers analyze summative data for their students. Performance targets are then established to address student needs and desired outcomes at each grade level and/or content area. The school administrators, instructional coach and school counselor monitor the implementation of the teachers’ action plans and provide support where needed. Monitoring may occur in many different ways to include a review of formative classroom data on a regular basis, periodic teacher-leadership conferences, classroom observation. Support may include resources such as time, money, material, mentoring and professional learning. Describe the current governance structure/decision-making process of the school. A school leadership team comprised of grade level representative and the instructional coach as well as leaders from all departments and committees and /or groups serve as an advisory team and works with the administration to address school improvement plans and address school-wide issues. In addition, the school council, consisting of teacher representatives, parents and business partners meet consistently to support and assist in the decision making. Describe how the school leadership makes instructional decisions regarding staffing, creating a master schedule, selecting instructional initiatives, and providing professional learning opportunities. At Cedar Grove Elementary, effective instruction is paramount. We ensure that instructional time is maximized by the use of a master schedule which provides two hours of uninterrupted reading and language arts, one hour of math as well as adequate lunch and daily planning and special areas (physical education, music, etc.). The instructional staff is utilized in areas where they have determined to be most highly qualified based on certification and areas of expertise. Cedar Grove Elementary makes instructional decisions based on the goals and the visions of our school system while aligning all instruction to the performance standards set forth by the state of Georgia. With continuous support of our instructional coach, teachers implement best practices daily to ensure student success. Early intervention classrooms have been formed at grades one, two, and three to address the needs of Level One students. Teachers are provided opportunities to acquire, enhance and refine their knowledge, skills and commitment to high levels of learning. All teachers participate in weekly professional learning meetings and team collaborations to plan for instruction as well as to continuously monitor 9 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 the effect of current methods by reviewing of student data. In addition, a large number of our teachers are given the opportunity to serve as mentors, teacher support specialists, team leaders, and committee chairs in an effort to experience and serve in leadership roles. They participate in professional learning and therefore become more effective instructional leaders. Briefly describe how the leadership communicates and enlists the assistance of central office personnel to ensure that SACS standards are met in the areas of non-instructional support (facilities, finance, transportation, nutrition, and health). In Region 4, we have assigned supervisors that monitor our facilities and assist us in meeting all regulated codes. All finances are maintained by the bookkeeper at Cedar Grove Elementary Schools and the auditor regularly monitors books. The principal reviews all financial records and statements. Technical assistance is provided for accounting procedures throughout the year. A transportation supervisor is assigned to our school to ensure the safety and transportation needs of all students. The cafeteria is monitored by the school nutrition supervisor to provide nutritional meals for the breakfast and lunch programs. The county provides health monitors to assist with our nurse program at the school. All supervisors ensure that we are meeting SACS standards and address any needs for improvement. 10 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Selecting Appropriate Interventions Using Scientifically Based Research All interventions or initiatives provided by the Georgia Department of Education or DeKalb County School System are predicated on scientifically-based research and do not require citations. If an individual school chooses to select an intervention or initiative in addition to the sources provided, then a citation and abstract of the pertinent research is required. Please use the format below and add addition interventions, initiatives, and abstracts as needed. Cited research should directly align with the intervention it supports. If your school is currently undergoing the Schoolwide Title I Planning process, this section is required. Identified Need Action Plan and Page # Citation and Abstract 11 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 School Culture/Climate Describe the methods utilized to ensure a school culture that is pervasively academic and demonstrates high expectations for teaching and learning. The faculty and staff of Cedar Grove Elementary provide consistent support to enhance the academic achievement to all learners in our population. We implement and apply instructional plans that will address the needs of every child regardless of their performance level. Best practices are used daily in the classroom, which includes differentiated instruction. Early intervention classroom have been formed in grade one, two and three to address the needs of our Level One learners as well as a resource gifted education instructor to support our highest level learners. We provide after school safety nets for all students. ELL is also available for students who speak English as a second language. Lesson plans are monitored regularly to determine that they are data driven and aligned with standards. Teachers provide instruction in areas in which they are highly qualified and scheduling is put in place to bring about adequate blocks of time for instruction. The principal and assistant principal as well as the instructional coach and teacher support specialists observe classroom instruction and provide timely feedback regarding areas of strengths and weaknesses. In addition, Teacher Support Specialists conduct monthly professional learning workshops for new teachers and any veteran teachers needing additional support. The guidance department assists teachers with both social and academic issues. The counselor assures that the Second Step Program is being utilized in the classroom and that an effective student support team is in place to assure that all students learning and behavior deficits are being addressed. The counselor has also put a mentoring program in place to support student success. The diversity of our student body and staff is acknowledged through cultural arts activities and recognition of national observances related to a variety of cultures in our school community. Our staff, students, parents and stakeholders are encouraged to participate in the decision making. Describe how the school-wide discipline plan is developed and/or revised*. The school-wide discipline plan is developed to promote acceptance of all learners. The plan reflects acceptance of diverse learning styles, students with disabilities and groups from various backgrounds. The plan is developed to invite positive relationship and interaction among all members of the learning community. We use the DeKalb County Schools Student Code of Conduct to enforce rules and consequences. Letters and phone calls are directed to parents providing feedback on discipline issues. Teachers attend a workshop to develop classroom management plans for utilization in their classrooms. We provide a mentoring program where 95% of our staff mentors students. A school-wide star program is implemented to encourage individual and classroom responsible behavior. Students are recognized on a daily basis for displaying good character and citizenship. 12 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Describe the methods utilized to address the social and emotional growth of each student. Cedar Grove Elementary consistently supports and enhances the social and emotional growth of each student by providing motivation through the use of the Student of the Month program and support with the use of teachers who serve as mentors. The guidance counselor, school social worker and school psychologist provide additional support and intervention when needed for students facing emotional challenges. The counselor also engages these students in support groups to provide strategies for dealing with emotional issues. *See appendix for a copy of the current school-wide discipline plan Teacher Involvement in Decisions Regarding the Use of Academic Assessments (NCLB Mandate) Explain how data resulting from academic assessments are used to inform and revise daily instruction. Teachers at the beginning of the year are instructed by the principal, assistant principal and instructional coach to analyze all tested data to determine the needs of the students. Benchmark tests that are provided for math, reading and language arts are computed on an item analysis sheets to determine standards needing improvement. Differentiated instruction, flexible grouping and best practices strategies are implemented from data mentoring. Learning goals are aligned and communicated to ensure that students are mastering the Georgia Performance Standards. Students that are eligible for the intervention program and gifted programs receive those services through available resources. Describe how teachers are involved in the decision-making process of selecting, implementing and monitoring academic assessments. Although some assessment is statewide and used for assessing student progress toward meeting standards and benchmarks are established by the county’s department of instruction in the areas of reading, language arts and math, teachers are provided the opportunity and encouraged to design and implement on-going daily and weekly assessment tools which are consistent and balanced and that provide immediate data regarding student progression toward meeting and/or exceeding the standards. . 13 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Stakeholder Communication (NCLB Mandate) 1. Provide Individual Student Assessment Results and Interpretation to Parents Describe the process by which teachers and administrators interpret and articulate assessment results to stakeholders. The instructional coach, principal and assistant principal train the faculty in data analysis. They are provided professional learning on the use of diagnostic and formative assessments and learning styles to strengthen flexible grouping practices. Student data form state assessment results (CRCT, ITBS, Writing Assessments, GAA) is disaggregated to identify patterns for specific students of groups of students. Parents are notified as test results are received and parent conferences are arranged. A grade level meeting for parents is scheduled, using the state data interpretation guide. It is explained in details and parents are given the opportunity to ask questions. The instructional coach and homeroom teachers work collaboratively to assist parents in understanding data. Results are shared with students during a conference so they can understand expectations in mastering standards. 2. Provisions for Public Reporting of Disaggregated Data Describe the various ways by which your school will communicate to the widest possible range of stakeholders (e.g., parents and community) the results of the disaggregated data. Cedar Grove Elementary will provide copies to parents and the community through the school’s website, school-wide parent conferences and open house. The school’s profile is published within the CSIP and available for parents to review. Each student received letters announcing Adequate Yearly Progress success. 3. Public Dissemination of the School Improvement Plan to all Stakeholders Describe the methods and media by which the CSIP will be communicated with school stakeholders, including staff members, student, parents, and community members. * Standards and learning outcomes are clearly articulated to all stakeholders. A monthly newsletter is distributed to students, available for the community and stakeholders as well as a copy housed in the school’s media center. The administrative team and instructional coach will be available for questions or explanations concerning CSIP. 14 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 * Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that a significant percentage of the parents of participating students in the school speak as their primary language. Instruction by Highly Qualified Teachers (NCLB Mandate) Describe the policies and procedures used to ensure adherence to Federal mandates regarding “Highly Qualified” instructors. The Office of Human Resources works with the principal to ensure that existing teachers, paraprofessionals, and all new hires meet the Highly Qualified criteria. The Office of Human Resources is responsible for informing principals of certified personnel not meeting Highly Qualified status. Professional development courses are offered to ensure that teachers and paraprofessionals become highly qualified. Teachers and paraprofessionals are instructed to access their Highly Qualified certification on-line with the office of The Georgia Performance Standards Commission. Currently, all teachers and paraprofessionals are deemed as highly qualified in their current certification and teaching assignment for the 2008 – 2009 school year. The master schedule is developed from the teaching assignments outlined by the principal. The principal assigns teachers to instruct only in their highly qualified core academic area. Describe policies, procedures, initiative, and programs in place to recruit and retain highly qualified instructors at this school. The Teacher Support Specialist (TSS) Program aids in the development of our new faculty members. This program facilitates peer mentoring, peer observations, team teaching opportunities, as well as an emotional support network for new faculty members. The members of the TSS Program along with the principal and assistant principal are used in recruiting highly qualified teaches during job fairs and teacher recruitment programs. Cedar Grove Elementary has been successful in obtaining highly qualified teachers from the Intalage program. This program provides highly qualified teachers from outside the United States. The teachers from the Intalage program have been an asset to our school and have proven to be extremely successful with instruction, especially in Special Education areas. Cedar Grove has been successful in maintaining highly qualified personnel. Cedar Grove has a very low turnover rate compared to other elementary schools in the county. Highly qualified teachers are retained through quality professional learning opportunities that meet the needs of the teachers. Surveys are administered to ensure that professional learning courses and training are applicable to teacher needs, interest, and effectiveness. Instructional support is given to teachers through literacy and instructional coaches, TSS, as well as school-level and county-wide courses. Cedar Grove fosters a positive work environment that recruits and maintains highly qualified teachers. 15 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Focusing Daily Lessons and Differentiating Instruction to Meet Student Needs (NCLB Mandate) Describe how adminsitrators, teachers, and instructional support personnel ensure the use of a standards based curriculum delivery. Content area teachers and instructional leaders study the Georgia Performance Standards in collaborative groups in order to know the concepts and skills required in the standards and elements. The teachers and instructional leaders are familiar with vertical standards and elements, understand the rigor and performance required through the language of the standards. The Georgia Frameworks are reviewed. Discussions are held to clarify the purpose and expected use of the curriculum maps and units prior to beginning any curriculum development. The Backwards Design Lesson Plan Model is used to implement the Georgia Performance Standards. Teachers begin the lesson by introducing students to the daily standards, and posing essential questions that will foster critical thinking skills. The instructional coach and administractive team conduct focus walks to verify implementation of the curriculum. Rubrics are given to students as a work in progress guide, to assist them in mastery of the content. The leadership team collaborates to develop, implement and montior a pyramid of intervention which details levels for interventions for students who need additional support to achieve mastery of standards-based teaching and learning practices. The pyramid of intervention should reflect sufficient opportunities to support all students in need of intervention. The intervention plan will be data driven student participation, utilize teachers with content background needed to support the intervention, a process and schedule for communicating the identified standard deficits and improvements of students to the appropriate teachers/parents, the selection of instructional resources that differ from those used in the classroom, a process for routinely montoring student achievement and the effectiveness of each level of intervention, and an exit process for students who master the standards and meet learning goals. Describe how adminsitrators, teachers, and instructional support personnel plan for, implement, and monitor research-based insturctional delivery that is effective and appropriate to student needs. Cedar Grove Elementary administrators, teachers, instructional coach and support personnel recognize, understand, and build a consensus on a definition for rigor and relevance as well as those effective research-based practices that enable rigor and relevance in a standards-based classroom, among and across grade levels or content areas. Data is accessible to all stakeholders. Study groups and grade level meetings are held weekly to ensure that lessons are standards based and meeting the needs of the students. Rituals and routines are established the first month of school, and implemented as part of classroom instruction. The instructional coach provide GPS training, redelivers information obtained from coaches in-sevices and off campus training sites, and model lessons. The instructional coach assists teachers in preparing standards based classrooms, and ensures best practices are applied. The teachers develop performance tasks that entail rigor and skills needed for students through differentiated instruction, hands-on activities, flexible grouping, and projects. 16 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Explain the role of the Student Support Team (SST) in identifying students at risk and the process established to customize, monitor, and evaluate effective strategies used to address students academic barriers. At the beginning of each academic school year, the school psychologist and the SST coordinator outline the SST process and guidelines to the faculty for choosing qualifying students. The school Student Support Team (SST) receives referrals from teachers and other staff members who observe possible needs in students. The CRCT scores are also used to identify students with academic barriers. Once proper documentation is received by the SST, a meeting is scheduled with the teacher(s) and parents to devise strategies to aid the student. These strategies must be implemented, monitored, and documented. The committee will reconvene in subsequent meetings to review student’s progress and make the necessary recommendations. If at any time the committee believes a child’s failure to make adequate progress warrants it, a referral to special education is made. Describe how plans are developed and implemented to address the needs of students who have not met expectations. Tier 1 is the achieved through the Georgia Performance Standards, by using flexible grouping and differentiated instruction. Tier 2 is needs based learning and it is achieved through interventions such as EIP and after school tutoring and is given in addition to Tier 1 to support targeted students with greater progress monitoring. Tier 3 is SST. It is designated for students who need additional support in addition to Tiers 1 and 2. SST is a formalized team approaches to problem-solving the needs of individual students. Tier 4 is Special Education. Targeted students participate in learning that includes specialized programs, adapted content, methodology, or instructional delivery and GPS access. Describe the procedures in place to identify and address the needs of students who have met expectations in order to facilitate their progress toward exceeding expectations. Teachers analyze student work according to the GPS standards to determine if students are meeting or exceeding grade level expectations using the analyzing and current research, teachers make decisions to better meet student’s needs. Teachers revise instructional strategies based on the needs of their students. Level 1 plans are written in using the DeKalb County guidelines and template. Test results from the CRCT are used to plan for any remediation. Teachers work with students to establish learning goals based on their assessment results and the standards. Student conferences are held with the teacher, administrators, instructional coach, parents to define student learning goals. Teacher instruction includes the identified needs of students and flexible grouping is used to enable students to reach mastery of the standards and learning goals. 17 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Describe the school-wide policies, procedures and programs in place to address the needs of gifted, talented, and high achieving students through academic rigor (advanced academics). How does the school schedule and classroom instruction ensure academic rigor, promote student engagement, and increase student achievement for students with high ability levels? The procedures for identifying and placing students in the gifted program are governed by the Georgia State Department of Education. Students in grades one, three, five, and seven are automatically referred through a system wide assessment process. New students to DeKalb in grades two, four, six, and eight can be referred. This process includes mental ability testing, achievement testing, creativity assessment and motivation assessment. Students who are determined eligible are then serviced at Cedar Grove Elementary in a resource model. In this model, students are “pulled out” for a minimum of 225 minutes per week and instructed by a gifted certified instructor. The teacher/student ratio is 1:17. Lessons are interdisciplinary. When students are in their regular education classroom, teachers use differentiated instruction to ensure that students identified as gifted, talented and high achieving experience a variety of challenging activities. At grade five all higher achievers, gifted and talented students are group together to ensure academic rigor and continuously increase student achievement for students with high ability levels. Providing Students with Effective, Timely Additional Assistance to Meet Student Needs (NCLB Mandate) Describe how and when students in need of additional assistance are identified. Students in need of additional assistance are identified through site-based assessments such as DRA benchmarks and end of unit tests. Classroom observations, daily grades and CRCT scores are also used. The student’s performance is monitored and compared to students working at an average level for that grade. After proper documentation is gathered for at least 6 weeks and the parent has been contacted at least twice concerning the child’s deficits, a referral is made to SST. Describe how and when data is reviewed to ensure that student progress is occurring. Teachers are to keep current work samples for the students in SST so that frequent analysis of the student’s progress can be done to determine the effectiveness of the interventions. Teachers should communicate with the parents well before the grading period through conferences about the student’s development. SST will formally review the interventions every 6-8 weeks and make decisions based on the student’s progress as to if the student needs to move up to the next tier. List training opportunities provided to teachers in the identification of student difficulties, data analysis, and the appropriate assistance for identified difficulties. Teachers meet weekly to develop unit/lesson plans and analyze teacher assignments to ensure rigor and alignment to the Georgia Performance Standards. The instructional coach assists teachers in examining student work and to monitor the implementation of the 18 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 strategies and interventions of the school improvement plan. This will include the Pyramid of Intervention that will address what will be done for students when they are not successful in mastering the agreed upon knowledge, skills and understanding in the performance tasks. Teachers work collaboratively to create performance tasks based on student difficulty to improve student learning. Describe any academic or behavioral growth opportunities provided outside the regular classroom environment in order to assist students in identifying and reaching their goals. Cedar Grove Elementary provides after school tutorial as safety nets for all students. Funds have been allocated from the Title I budget to pay salaries for teachers serving as tutors and to purchase supplies such as student data notebooks, agendas, portfolios, and additional instructional materials. The mentoring program established by the Counseling Department, fosters a relationship between students facing academic and behavior challenges and staff members. Staff members spend small segments of time weekly encouraging students regarding their behaviors and assisting them with academic issues. There are also special opportunities for mentoring such as the Mentor/Mentoree Breakfast and other ongoing activities. The Chess Club has been established to enhance higher level thinking skills. The Student Safety Patrols are used at grades four and five to teach responsibility and the importance of respect and authority. The “Very Important Parent” program encourages and emphasizes the importance of parent participation in our school. Parents are asked to volunteer for at least16 hours during the year. Plans for Assisting Children during Transitions (NCLB Mandate) Describe your plans for assisting all other levels of student transition (new students, PreK to Kindergarten, elementary to middle, middle to high, early childhood programs, Special Education, English Language Learners Program, group home participants, etc.). New Students to Cedar Grove Elementary School: New students are oriented to procedures and policies of the school and school system. Parents understand the high expectations of the academic and behavior program at Cedar Grove Elementary. Elementary to Middle School : In the spring the counselors and assistant principals for Cedar Grove Elementary and Cedar Grove Middle collaborate and plan the transition from fifth grade to sixth grade. The fifth grade students visit the feeder school to receive information about the programs at the school. A tour is conducted by students and they are introduced to the administrators, counselors and teachers. Parents are welcome to attend and information about the curriculum and scheduling are shared. ELL Program: ELL students are supported at Cedar Grove Elementary to ensure a safe, smooth transition that maximizes instructional time. Students (whose English is a second language ad scores below 25% on the WIDA Access Placement Test) receive direct instruction (speaking, reading and writing skills) from a certified ELL teacher for 225 minutes a week in a pull-out setting. The ELL teacher administers the 19 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 ELL WIDA Access Test every year to measure student achievement. Benchmark, AR test, ITBS, CRCT practice test, teacher made assessments, projects, chapter test and portfolios are also used to measure ELL students achievement and success during the school year. Collaborative Special Education: Special Education teachers, regular classroom teachers, classroom teachers, counselors, parents and the school psychologist collaborate to mainstream classes. The re-evaluate the goals and modify where necessary. Student’s individualized education plan (IEP) is reviewed. In addition, ICE (Inclusion Collaboration Environment) training was provided for all teachers. The purpose is to enhance our student’s abilities in the general education classroom, increase special education services in the general education classroom, co-teaching, and collaboration to serve in the least restricted environment as much as possible. PreK to Kindergarten: Teachers in Pre K to Kindergarten are invited to a parent night to meet teachers and introduced them to the new curriculum. Students who are in transition from daycares and other preschool programs are assisted with registration, the curriculum and parent orientation. Support Services for Student Learning Describe how the school provides support through counseling and academic advisements that provides access to an adult advisor, mentor, or counselor. The counselor provides bi-weekly guidance lessons to all classes and provides individual counseling and advisement as needed. Teachers refer students to the mentoring program and they are paired with a staff member who meets with them weekly for additional support. Teachers and parents also refer students to group counseling sessions that address issues that may impact emotional and social growth. Describe how counselors, social workers, Prevention/Intervention specialists, and other student support personnel work with the district office and outside agencies to meet student needs. The counselor monitors student attendance and refers students with 8 unexcused absences to the social worker. The social worker will refer any parent to the DeKalb County Solicitor-General’s Office whose child has 10 or more unexcused absences. The counselor will notify the social worker of any student in need of school supplies or school uniforms. The social worker is able to obtain these items for needy families in our school. The counselor and social worker coordinate with local churches and community outreach programs during the holidays to provide food and clothing for families in need. The counselor and social worker will provide referrals to local mental health agencies for individual and family counseling services. 20 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 The counselor and social worker provide a list of community resources for families that may have a financial need. Strategies to Increase Parental Involvement (NCLB Mandate) Describe the parent/community outreach activities and initiatives in place. Cedar Grove Elementary presented their First Annual Education Rejuvenation Conference in 2008. This conference provides various workshops in parenting as well as financial planning and health education. It was open to the Cedar Grove community and to all parents of Cedar Grove Elementary students. There were various activities also available to entertain children during the parent workshops. The cost for this conference was $650.00. Materials and supplies for this conference and other parental workshops were at a cost of $2,837.00. A representative from the DeKalb County Parent Resource Center presented workshops for parents regarding test taking and assisting their children at home in academic areas of study. Each grade level also presents a curriculum night. At this time teachers assist parents with understanding the curriculum and its alignment with Georgia Performance Standards as well as present the grade level expectations for students. Describe how parents and community members are involved in the school decision-making process. Parents are actively involved in the decision making process at Cedar Grove Elementary through their participation in school council and PTA. In addition, community members are invited to also be a part of our PTA. Describe the level of involvement of parents and community members in the development of the CSIP. Parents served on the CSIP Committee and suggested and reviewed as well as shared ideas relevant to our plan. They are active participants with the IEP’s and Level 1 plans for the students. Information regarding the CSIP will be available at all times through our website and a copy will be housed in the Parent Resource Center for viewing. Briefly describe the process used for developing and implementing Title I compacts and Parent Involvement Policies (if applicable).* The school-parent compact outlines how parents, staff and students are responsible for showing the responsibility for improved student achievement. The parental involvement policy depicts the yearly parental involvement, shared responsibility, strategies for school improvement and develops a meaningful roll in the process of planning for and implementing school change for the achievement of students. The Title I teacher, principal, assistant principal, classroom teacher, parents and instructional coach constructed the policy. The policy was shared at our PTA meeting and sent home to parents. Teachers collect the signed and returned compacts and they are placed in the front office in the vault. We encourage our parents to return them immediately. *Title I schools only 21 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Coordination and Integration of Federal, State, and Local Services and Programs Funding Sources Provide a narrative explanation of how funds will be used to support student achievement and/or school improvement in relation to the components of this plan. Federal Funds Parental involvement, tutorial, substitutes for teachers/parent conferences, instructional materials, Title I Budget for teacher conferences/travel ($6, 300.00) State Funds N/A School Improvement Grant N/A (Needs Improvement Title I Schools Only) Reduced Class Size N/A Local Professional Learning Funds Educational Resources/On-line Professional Development, and Vertical Planning Smaller Learning Communities N/A Grants (list) N/A PTSA N/A Partners in Education N/A Other (list) 22 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Reading/English/Language Arts Action Plan (NCLB Mandate) Annual Measurable Objective: Students will show improvement in reading and language arts scores from 74.3% to 75% on the spring CRCT with 95% participation rate Intervention Professional Estimated Cost Timeline and Means of Evaluation Learning and Funding Positions Evidence of Evidence of Needed Sources Responsible Monitoring Impact Instruction Standard Differentiated Per pupil August 2008- Unit test CRCT Performance/Action 1 Instruction May 2009 DRA Three-part lesson plans – utilize and monitor Principal/API Benchmarks instructional framework for all lessons Instructional Focus Walks Coach Chapter Test Teachers Instruction Standard 2:2.3 Performance Differentiated Per pupil August 2008- Unit test CRCT Action 3 Instruction May 2009 DRA Comprehension – Implement differentiated Principal/API Benchmarks instruction and flexible grouping to focus on skill ICE Training Instructional Focus Walks development Coach Chapter Test Teachers Instruction Standard 2:2.5 Differentiated Per pupil August 2008- Unit test CRCT Performance/Action 2 Instruction May 2009 DRA Student With Disabilities –Implement differentiated Principal/API Benchmarks instruction and flexible grouping targeting Instructional Focus Walks Reading/ELA Coach Chapter Test ICE – enhance the ability for inclusion Teachers Assessment Standard 3:3.1 Performance Differentiated $10, 784.00 August 2008- Unit test CRCT Action 4 Instruction Title One/Federal May 2009 DRA Funds Principal /API Benchmarks After School Tutorial – To meet the instructional Instructional Focus Walks needs of Level 1 and Level 2 Students Coach Chapter Test Teachers Instruction Standard 2:2.7 Performance Action 1 Technology $2,500.00 August 2008- Accelerated CRCT Technology Integration: In-Service Federal Title May 2009 Reader/Unit Implement CRCT on-line/ One Principal /API Test/Benchmarks Accelerated Reader/Star Reader Teachers/CTSS Utilize the computer lab/LCD/overhead projector Media Specialist 23 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Mathematics Action Plan (NCLB Mandate) Annual Measurable Objective: Students will show improvement in Math skills from 55.3% on the Spring CRCT 200 to 60.0% in the Spring 2009 CRCT with 95% participation rate. Intervention Professional Estimated Cost Timeline and Means of Evaluation Learning and Funding Positions Needed Sources Responsible Evidence of Evidence of Monitoring Impact Instruction Standard 2:2.3 Training on Title I August 2008- Unit test CRCT Performance/Action 3 the use of $2,258.00 May 2009 Rubrics manipulatives Per Pupil Principal /API Benchmarks Implement the use of hands on learning through Instructional Focus Walks manipulatives Coach Lesson Plans Teachers Ess. Question Instruction Standard 2:2.3 MSP teacher Per Pupil August 2008- Unit test CRCT Performance/Action 3 training May 2009 Rubrics Principal /API Benchmarks rd th Integrate MSP(Math Science Partnership) for 3 -5 Instructional Focus Walks grades to increase the performance of students in math Coach Student and science Teachers Journals Assessment Standard 1:1.2 Differentiated Per Pupil August 2008- Focus walks CRCT Performance/Action 1, 2, 3 training May 2009 Pre/Post test Principal /API Benchmarks Implement the Georgia Performance Standards in Math Instructional Rubrics to K- 5 Coach Unit Test Teachers Lesson Plans Journals Instruction Standard 3:3.2 ICE training Per Pupil August 2008- Focus walks CRCT Performance/Action 1 Co-teaching May 2009 Pre/Post test Principal /API Benchmarks Integrate students with disabilities with regular class to Instructional work collaboratively to increase academically Coach Teachers Technology Integration: Technology Title I $400.00 Aug.08-May 09 Focus walks CRCT Instruction Standard 2:2.7 Performance/Action 1 training Per Pupil Principal /API Pre/Post test Computer lab will be regularly scheduled to focus on Instructional Benchmarks math skills twice monthly Coach Utilization of LCD projectors/overheads Teachers 24 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Science Action Plan (NCLB Mandate) Annual Measurable Objective: The students will show improvement in science from 68% to 70% on the spring 2009 CRCT with 95% participation rate. Intervention Professional Estimated Cost Timeline and Means of Evaluation Learning and Funding Positions Needed Sources Responsible Evidence of Evidence of Monitoring Impact Instruction Standard 2:2.5 Performance/ Action 2 GPS Training Per Pupil Aug. 2008- Unit Test Monitor the implementation of GPS in Science grades Science Rep May 2009 Focus Walks 3-5 and differentiated instruction Principal, AP, Rubrics CRCT Instructional Project Coach, Lab report Teachers Lesson Plan Science Rep Instruction Standard 2:2.2 Science Rep Per Pupil Aug. 2008- Rubrics Performance/Action 1 2009 Unit Test Implement Science Lab for Hands-On Activities Principal/AP Project CRCT through Directed Inquiry activities, research and rigor Teachers Lab report Science Rep Focus Walks Instruction Standard 2:2.3 GPS Per Pupil Aug. 2008- Unit Test Performance/Action 3 Project ICE 2009 Focus Walks Monitor the implementation of Project ICE and the Training Principal/AP Lab report collaboration of teachers and special education teachers Special Ed. Lesson Plans CRCT Teacher Projects Teachers Instruction Standard 3:3.2 GPS Training Per Pupil Aug. 2008- Rubrics Performance/Action 1 2009 Unit Test Integrate cross-curricular instruction in science to show Science Rep Principal/AP Lesson Plans CRCT a connection and vertical alignment of GPS Science Rep Projects Teachers Instruction Standard 2:2.7 Teacher Per Pupil Aug. 2008- Unit Test Performance/Action 2 Training May 2009 Focus Walks Technology Integration: Principal/AP Lesson Plans Increase internet research, participate in interactive Teachers Projects CRCT lessons and gather information to further understand CTSS Rep science concepts 25 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Social Studies Action Plan Annual Measurable Objective: Students will score at least 300 or more on the Spring CRCT Social Studies Test with 95% participation rate Intervention Professional Estimated Cost Timeline and Means of Evaluation Learning and Funding Positions Needed Sources Responsible Evidence of Evidence of Monitoring Impact Instruction Standard 3:3.2 Redelivery Per Pupil Aug.08-May 09 Chapter test CRCT Performance/Action 1 S. Studies Principal Unit test Monitor the implementation of the Georgia Teachers API Focus Walks Performance Students training S. Studies Rubrics Teacher Planning and Organization Standard 3:3.1 Redelivery Per Pupil Aug.08-May 09 Chapter test CRCT Performance/Action 2 S. Studies Principal Unit test Utilize the resource kits to increase test scores Teachers API Focus Walks training S. Studies Rubrics Teacher Instruction Standard 2:2.5 Project ICE Per Pupil Aug.08-May 09 Chapter test CRCT Performance/Action 2 training Principal Unit test API Focus Walks Implementation inclusion for students with disabilities S. Studies Rubrics into general education classes Teacher/ Sp. Ed. teachers Instruction Standard 2:2.3 Differentiated Per Pupil Aug.08-May 09 Chapter test CRCT Performance/Action 3 training Principal Unit test Analyze students’ level of understanding and learning API Focus Walks styles to instruct differently S. Studies Rubrics Teacher Instruction Standard 2:2.7 CRCT Per Pupil Aug.08-May 09 CRCT on-line CRCT Performance/Action 1 On-line Principal reports Technology Integration: training API Utilize the computer lab to implement CRCT on-line S. Studies practice Teacher 26 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Student Attendance Attendance Action Plan (NCLB Mandate) Annual Measurable Objective: To assure that at least 95% of the students are in attendance daily Intervention Professional Estimated Cost Timeline and Means of Evaluation Learning and Funding Positions Needed Sources Responsible Evidence of Evidence of Monitoring Impact Counselor Training Aug. 08 –May AS400 AYP Report Reports are generated to the Guidance Counselor Referral 09 Attendance Process Principal, API, AYP Counselor Social training Aug. 08 –May AS400 AYP Report Worker 09 Attendance Reports are developed for the social worker Referral Principal, API, AYP Process Counselor, social worker Plan writing training Aug. 08 –May AS400 AYP Report Develop family support plans 09 Attendance Principal, API, AYP Counselor, social worker, teacher Attendance technology Aug. 08 –May AS400 AYP Report Monitor attendance of students’ absences to not exceed AS400 09 Attendance 15 days or more training Principal, API, AYP Counselor, teacher Implement student and class incentives for attendance Motivation PTA Aug. 08 –May AS400 AYP Report tactics for 09 Attendance attendance Principal, API, AYP Counselor, teacher 27 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Special Education Action Plan (NCLB Mandate) Annual Measurable Objective: Improve the percentage from 29% - 41% in Reading/ELA of students with disabilities with a 95% participation rate. Improve the percentage from 33% - 45% in Math of students with disabilities with 95 % participation rate. Intervention Professional Estimated Cost Timeline and Means of Evaluation Learning and Funding Positions Needed Sources Responsible Evidence of Evidence of Monitoring Impact Instruction Standard 2:2.3 Differentiated Per Pupil Aug. 2008- IEP Performance/Action 3 Instruction May 2009 Unit Test SP. Ed Principal/AP Chapter Test Implement differentiated instruction, direct instruction Teacher LTSE Focus Walks CRCT and flexible grouping to increase skills in Math/ELA Direct SP. Ed. Rubrics for (SWD) Students with Disabilities Instruction Teacher Teacher Instruction Standard 3:3.2 Project ICE Per Pupil Aug. 2008- IEP Performance/Action 1 Training May 2009 Unit Test Principal/AP Chapter Test Integrate collaborative instruction in the general SP. Ed. Focus Walks CRCT education through Project ICE in Math/ELA Teacher Rubrics LTSE Instruction Standard 3:3.2 Training Per Pupil Aug. 2008- IEP Performance/Action 1 May 2009 Unit Test Principal/AP Chapter Test CRCT Implement Co-Teaching in Reading/ELA/Math Sp. Ed. Focus Walks Teacher Checklist LTSE Instruction Standard 2:2.3 Training Per Pupil Aug 2008-May IEP Performance/Action 3 2009 Unit Test Principal/AP Chapter Test CRCT Assess use of sensory training for students with autism LTSE Focus Walks to increase student achievement 28 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Library-Media Action Plan Annual Measurable Objective: Students will increase technology use in informational and research writing in science and social studies in order to increase scores on the CRCT. Students will use appropriate information technology (internet) to access websites (Galileo, United streaming, Britannica Online); as well as, use the library online catalog to locate books in the library media center. Formative Indicators of Success/Goals: Increased usage of both the library, online catalog and the internet in the completion of various research and informational writing assignments. Intervention Professional Estimated Cost Timeline and Means of Evaluation Learning and Funding Positions Needed Sources Responsible Evidence of Evidence of Monitoring Impact Instruction Standard 2:7 Instruction in 09/2008- Independent Successfully Performance/Action 1 using the 05/2010 use of both locating books Students in grades 3, 4, 5 develop increased usage of online catalog Library Media online library and both the library, online catalog and the internet in the and internet Specialist and catalog and the downloading completion of various research and informational Library Clerk internet appropriate writing assignments. internet articles Instruction Standard 2:2.7 In-service for County Principal, Hands-on use Completed Performance/Action 2 teachers, Technology AP, TSS, of online informational skills classes Department Media library catalog assignments, Technology Integration: for students Specialist and internet & notations Provide instruction utilizing the electronic card catalog system, Internet research, and United screaming software. 29 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Professional Learning Plan The plan below should include all professional (PL) activities conducted on or off-site during the school year, regardless of funding source. PL Liaisons will submit a copy of this document along with the supporting budget and class proposals to the Department of Professional Learning to served as the Comprehensive Plan. The PL budget should address only activities funded through the Professional Learning Department budget. A copy of the PL budget and any other budgets utilized to support professional learning should be placed in the CSIP appendix. Funding Goal to Improve Student Description of Activity Timeline Means of Evaluation Source Achievement Evidence of Evidence of Monitoring Impact State To increase student Teachers will meet, share, collaborate, Sept., 2008 Teacher Observation Student (PL Funds) achievement in Reading, and analyze student work in order to October, Student Performance Performance ELA, Math, Science, and determine what students need to meet 2008 Lesson Plans CRCT Scores Social Studies as measured their learning goals. New and beginning January, Classroom DRA Scores by the CRCT and by teachers will visit the classrooms of 2009 Observations(evaluative Lexia Scores analyzing student work Master Teachers either on site or at other & non-evaluative) Student samples, classroom schools to enhance their own teaching Pre/Post Tests Portfolios performances, and styles. Teachers will also have the option Benchmark Tests OSI Data authentic assessments of having lessons modeled by the Student Portfolios Analysis Literacy and/or Instructional Coaches for classroom application of educational theory Federal To increase student Staff will be engaged in Professional On-going Teacher Observation Student achievement in Reading, Growth Development in order to be Analyzing Student Performance ELA, Math, Science, and trained in effective strategies that will be Writing CRCT Scores Social Studies as measured applied in the classroom to increase Lesson Plans DRA Scores by the CRCT and by student learning in Reading, ELA, Math, Classroom Lexia Scores analyzing student work Science, and Social Studies. Observations(evaluative Student samples, classroom & non-evaluative) Portfolios performances, and GPS Redelivery Training-Science and Pre/Post Tests authentic assessments Social Studies To prepare for the Book Logs implementation of the science and social Teacher Commentary studies standards. Substitute teachers made available to cover classes while teachers are in training/$990.00 30 School Name: Cedar Grove Elementary Principal: Valerie D. Swinton Plan Year: 2008-2010 Grants To increase student Staff will evaluate student data to plan for August, Student Performance Student achievement in Reading, differentiated instruction and using best 2008 Classroom Performance ELA, Math, Science, and teaching strategies to enhance student January, Observations(evaluative CRCT Scores Social Studies as measured performance in areas of deficiency. 2009 & non-evaluative) DRA Scores by the CRCT and by Pre/Post Tests Lexia Scores analyzing student work Benchmark Tests Student samples, classroom PL study groups Portfolios performances, and 5th Grade authentic assessments Writing Results Local To increase parental Involve parents and community On-going Parental Workshops Increased involvement stakeholders in planning and Sign-In Sheets number of implementing school improvement Surveys parent activities. Offer strategies to assist participants parents in contributing to the academic achievement of their children 31