Title I Schoolwide Plan - Riverside Primary School

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					                             Title I Schoolwide Plan for
                             Riverside Primary School

                              Written/Revised during the
                                     School Year:



Title I Planning Committee

Ms. Lacretia Prather, Instructional Support
Mrs. Bernadette Robinson, Literacy Specialist
Ms. Inger Dawson, First Grade Teacher
Ms. Amy Ford, EIP Teacher
Mrs. Consuelo Ricks, First Grade Lead
Mrs. Leslie Tiller, First Grade Lead
Ms. Dana Pierro, Kindergarten Lead
Mrs. Lucy Gitonga, Kindergarten Lead
Mrs. Veronica Bantum, Kindergarten Lead
Ms. Annette Lewis, Parent Facilitator
Ms. Jerolyn Johnson, Counselor
Mr. Bill Ware, Assistant Principal
Dr. Doris Billups-McClure, Principal
Ms. Betty Spurlock, Parent
                           Riverside Primary Title I Schoolwide Plan
                                      Table of Contents


Comprehensive Needs Assessment ………………………………………………..                            3

Highly Qualified Professional Staff   ………………………………………………….                     4
Schoolwide Reform Strategies………………………………………………………..

Professional Learning …………………………………………………………………                                5

Strategies to Increase Parental Involvement………………………………………..                   6
Student Learning/School Priorities………………………………………....................

Including Teacher in the Decision………………………………………………………….                       8

Coordination and Integration of Federal, State, and Local Services and
  Programs………………………………………………………………………...                                       8
Activities to Insure Mastery for Students Who Experience Difficulty
   Mastering Standards…………………………………………………………….                                 9
Individual student Assessment Results and Interpretation Provided to
   Parents…………………………………………………………………………..                                       9
Collection and Desegregated Data…………………………………………………                           10

Valid and Reliable Assessment…………………………………………………….                            10

Provisions for Public Reporting of Disaggregated Data……………………...........      10

Title I Schoolwide Plan:                                                      10

    Developed During a One Year Period…………………………………………..                      10

    Developed with the Involvement of the Community, Teachers,
      Principal, Other School Staff, Pupil Personnel, and Parents………………...
    Available to LEA, Parents, and the Public……………………………………...                10
    Translated and Other Documents……………………………………………….
 Schoolwide Program Assurance…………………………………………………                              11

 Appendix…………………………………………………………………………………                                      13
Comprehensive Needs Assessment

Riverside Primary School opened in the 2005-2006 school year. Originally, the school served students in
pre-kindergarten through first grade. In the 2007-2008 school year, the pre-kindergarten program was
eliminated and currently the school serves 439 students in kindergarten through first grade. Of the 439
students, 4.1% received Special Education Services, 14.1 are identified as ESOL, and 60.1 of the
students are served through the State Early Intervention Program. The student enrollment has declined
from a high of 530 in 2005 to low of 430 in the 2010-2011 school year. In the 2009-2010 school year, the
participation rate in the Federal Free Reduced Breakfast and Lunch Program was 87% and the transient
rate was 42%.

The school improvement plan for Riverside Primary addresses significant accomplishments and
challenges, organizational characteristics, student performance data analysis, and stakeholder perceptual
data. In addition, the plan for Riverside Primary will highlight the mission and beliefs, and priority goals
for student learning and school performance.

The principles of a Professional Learning Communities At Work, DuFour and Eaker (1998) help to chart
the organizational design of the local school. In the 2005-2006 school year, community stakeholders
worked collaboratively to establish the mission, vision, beliefs, and school goals. The behaviors of the
adult learners are constantly reflected in the principles of a professional learning community and in the
vision, mission, and beliefs of the local school. In a professional learning community, the stakeholders
work to create an environment that embraces emotional, mutual, and professional support as they work to
achieve goals that cannot be accomplished alone. Operating under this philosophy has allowed the
stakeholders to work collectively to evaluate student learning, the instructional program, and to better
meet the needs of a diverse student population.

Under No Child Left Behind Law, Riverside Primary in the 2005-2006 year school met 9 of 10 criteria. For
this reason, the school failed to make AYP. The goals written in the School Improvement Plan for 2006-
2007 reflect the sub group that did not met the academic goal and will raise the bar for the students who
made AYP using alternative methods (multi-year averaging and safe harbor). Knowing the urgency of
students meeting the goals in the next school year, the staff in the 2006-2007 focused on student learning
using effective teaching strategies” to move student achievement. Data team meetings were the norm to
reflect on teaching and learning. For four consecutive years (2006-2007, 2007-2008, 2008-2009, and
2009-2010) all goals under No Child Left Behind were met and each sub group met and or exceeded the
expectations under the Law. In the 2007-2008 school year, the school received a Bronze Award from the
Governor’s Office of School Accountability and in 2010, the school was identified as a Distinguished Title
I School.

Assessment of student learning takes on a variety of forms at Riverside Primary School. The stakeholders
in the learning organization use authentic, formal, and informal measures to determine the growth
students make toward benchmarks set for each grade level. By using a variety of measures to assess
student performance, the staff makes adjustments, when appropriate, to the instructional program
through acceleration, extended, and enrichment activities.

In the 2007-2008 88% of all first grade students scored meets/exceeds in Reading/English Language
Arts. The percentage of all students meeting/and exceeding the Reading/English Language Arts goal in
2009 increased to 90%. In the 2007-2008school year, 89.3% meet and or exceeded the math goal. For
2007-2008, the percentage of students meeting and exceeding the goal in math was 90%. In the 2008-
2009, 86% of students met and/or exceeded the goal resulting in a slight decrease over the previous
school year in the area of Math. This year, 2009-2010,the percentage of all students meeting/and
exceeding in the area of Reading/English/Language Arts decreased over the previous school year from
90% to 81%. The percentage of students meeting/and exceeding in Math also decreased from 86% to
In addition to the Criterion Referenced Competency Test, local school developed assessments are used
to frequently monitor student progress against the Georgia Performance Standards. The measures are
also used to monitor the goals written in the School Improvement Plan. Last school year, 87% of
students in kindergarten advanced two reading levels as measured by the Running Record. Ninety-four
percent (94%) of the same students were able to recognize number 0-30 and 96% of the same students
were able to recognize 8/8 shapes at the end of May, 2009.

The summary report of scores for the Georgia Kindergarten Inventory of Developing Skills for 2009-2010
shows that 84.9% of kindergarten students obtained a meet/exceed score in English Language Arts. The
percentage of students achieving a meet/exceed score in Math was 87.7%

Highly Qualified Professional Staff

As a professional learning community, all staff members must be involved in the school improvement
process. A total of 18 certified and 17 classified staff members are assigned to kindergarten. At first
grade, a total of 21 certified teachers are assigned. In addition to the 58 certified employees at k-1, the
school employs 5 special educators and 6 paraprofessionals, two instructional support staff members,
one counselor, 4 enrichment staff, a media clerk, and media specialist, and 10 other classified staff
members. Presently, 100% of all staff members are highly qualified.

To attract highly qualified staff, it is crucial that the organizational structure reflects the principles of a
professional learning community. All stakeholders in the organization assume ownership for student
learning. The administrative staff attends Diversity Fairs, and Area One and Two Job Fairs to seek highly
qualified teachers. As a Title I school Professional Development opportunities are available and

Schoolwide Reform Strategies

Using the backward design approach to curriculum and instruction, our teachers have developed
curriculum maps to address the Georgia Performance Standards. These maps will be fully implemented
to guide teaching and learning and will address the literacy framework established under the new
language arts adoption. The program is research-based comprehensive design that integrates reading
and writing to increase the academic achievement of all students. The staff will use best practices to
facilitate the instructional program that will support individual, small and large group reading and writing
activities in all content areas using a variety of assessments. The results from these assessments will
continue to be used to guide instructional decisions.

Curriculum maps have also been developed for the area of math. The staff frequently makes
adjustments to their instructional program to meet the needs of students. These instructional road maps
are also designed to allow all students time to master the required essentials for learning. Results of
student learning will be documented and reported to community stakeholders on a continuous basis.

According to Bulter, 1984 readers use their background knowledge and experiences to compose meaning
from text and writers use their background knowledge and experience to compose text. When students
write, they are motivated to read what they have written (Caulkin, 2001). Reeves, 2000 reports that in 90-
90-90 schools, the emphasis on writing has made a great impact on test scores in other disciplines.

Krashen,1993 recommends that students read constantly if reading and test scores are to improve.
Durkin, 1993 reports that reading comprehension is the essence to not only reading, but to life long-
learning. With the adoption of the new language art program our students will continue to build on those
required essentials to become literate adults.

According to the National Council of Teachers of Mathematics, problem solving should be the central
focus of the mathematics curriculum. The Council further advocates that problem solving activities build
children’s confidence in their problem- solving ability. The learning strategies that are outlined in the SSP
will focus on increased proficiency in the area of math.
Professional Learning

Professional development for all members of the professional learning is crucial to the success of student
achievement. As a major focus of the instructional program, the staff implements a balanced literacy
program. Using the Georgia Performance Standards to guide instructional decisions, teachers across
kindergarten and first grade have been involved in a three year journey of unpacking the Georgia
Performance Standards. Each year we reflect on our learning and make appropriate adjustments to the
instructional program to improve student performance. Feedback from staff and the results of student
learning are used to guide the staff development learning activities at the local school. This school year,
the staff will continue to plan differentiated learning strategies to address student needs, increase their
understanding of facilitating guided math centers, and build the capacity for providing feedback on
student writing samples and collaborating with professional peers to score student writings.
(See the Professional Learning Activities in Appendix 1.)

Early release days, professional learning days, and planning days are designed for staff to create
common grade level assessments to measure student performance against the Georgia Performance
Standards. Additionally, the staff meets every month in grade level data team meetings to report student
growth, review instructional strategies and make modification to their instruction.

In order to sustain and advance school improvement efforts at Riverside Primary, it is crucial that the
school becomes a professional learning community. In a professional learning community, the
stakeholders create an environment that encourages emotional, mutual, and professional support as they
work collectively to achieve goals that they cannot accomplish alone, Dufour & Eaker, 1998.
Furthermore, Boyer, 1995 concluded that in order for a school to achieve a sense of community, six
essential elements are needed. The elements are purposeful place, communicative place, a just place, a
discipline place, a caring place, and finally a celebrative place. Using the Effective Schools Research and
a Professional Learning Community At Work, we have a clear focus on student achievement.

Strategies to Increase Parental Involvement

For the purpose of continuous school improvement, it is crucial for school personnel to focus our efforts
on maintaining and building positive community relationships. To bridge the communication between
school and home, the School Council, PTA and members of the school staff worked collaboratively to
host a variety of community activities. Last school year, the organization sponsored Family Night, a
Valentine’s Day Dance, a Health fair, and two academic workshops to address the school performance
goals in the SIP. Many of the parents work long hours and often their work schedules do not afford them
the leisure of volunteering at the local school during the school day.

Our Partners- In Education, Cobb Bar Association and Phillips Van Heusen support the vision of the local
school by funding student recognition assemblies, sponsoring staff celebrations, and allocating books to
the media center. In addition to our partners’ support, last school year, Maco Educators Credit Union
donated $500.00 to media program to purchase student books in the media center.

Through the Serve and Learn Grant, the school created a vegetable and flower garden. The vegetables
grown from the garden will be donated to a local senior citizen facility. The facility management will
collaborate with the teachers in the program by sending members from their facility to help maintain the
garden. The goals written in the Serve and Learn Grant are aligned to GPS in the areas of writing,
reading comprehension, math, and science. Last year the grant was not funded, but the goals of the
program are facilitated through the Schoolwide Enrichment Model.

Student achievement involves the entire community; therefore, first grade teachers hosted two parent
focused meetings to address the content areas of the CRCT. These meetings allowed teachers to share
a wealth of instructional resources with parents that build their confidence to work with their child at home.
A staff member from the International Welcome Center also was available to translate for the non-English
speaking population to help them understand ways they could support the learning needs of their

This school year, the International Welcome Center assigned a staff member to the school. The
employee serves on the SST Committee, translates forms, and interprets for the non-English speaking
parents. Strategies to help support the Hispanic parent population will continue to guide the SIP. We will
continue to inform the community, engage them in the learning of their children, and connect them to
community outreach programs to support their social, emotional, and economical needs.

Finally, Title I funds allows the school to hire a parent facilitator, an enrichment staff, and an instructional
support specialist. These individuals are vital in the school’s efforts to continue meeting the goals of No
Child Left Behind and the goals written in the School Improvement Plan. Title I funds are also allocated
to purchase additional instructional resources for staff, and student field trips, contract services for staff
development, and grade level planning days to make modifications to the curriculum maps, create
common assessments, and implement a Summer Enrichment Program for students not meeting the
standards set by the local district and the local school.

Families and local communities are crucial partners to improving student achievement. An exemplary
school recognizes the crucial need to establish collaborative partnerships with the larger community
(Dufour & Eaker) 1998. The goal of the collaborative partnership encourages ownership in the school.
The school performance goal is written to build effective communication and relationships among
community stakeholders. In addition, the school performance goal is written to provide channels to
improve communicate with all community stakeholders, create opportunities to share school data, and to
engage stakeholders in processes to elicit feedback to advance school improvement efforts.

During Conference Week, feedback from parents is gathered, analyzed and shared with the community
on ways they can support the academic achievement of their children. The survey also seeks
recommendations from parents on ways to enhance the curriculum, encourage volunteer participation,
and requests parents’ feedback on school safety concerns. Parents are also given a Parent Report Card
requesting that they evaluate their level of involvement at the local school. Additional feedback is
gathered from our Partners-In Education, School Council, and PTA to help guide the development of the
school improvement plan.

A more comprehensive survey, Cobb County School District 2006 School Improvement Opinion Survey,
is used to provide feedback from students, parents, and staff. The results revealed an overall agreement
of 91.2% from the parents and the overall agreement percentage for staff was 86.8. The results from the
School Improvement Survey revealed that parents, overall, feel very positive about the school. Parent
results are reported below for the 2008-2009 and the 2009-2010 school years:
           School Improvement Survey-Student/Family/Community 2009-2010

Standard                                                      2008-2009              2009-2010
                                                              Parent                 Parent
                                                              Respondent             Respondent
                                                              Frequencies            Frequencies

Communication Between School and Parents and                  90.1%                  91.2%
Parents and Community Members feel Welcomed in                100%                   97.%
the School
Organizational Structures and Process Encourage               93.4%                  93.1%
Student, Family, Community Involvement
Overall Parent Respondent Frequencies                         94.5%                  92.29%

Members of the School Strategic Planning Team are responsible for developing a school performance
goal. The team includes PTA, staff, and community stakeholders. This school year, the team has
planned a variety of activities to support parents in the educational process of their children. (See Parent
Involvement Activities for 2010-2011 in Appendix 2.)


Local Preschool and Daycares are invited to plan for the upcoming kindergartens success. School tours
are planned with parents. An annual Parent Orientation is scheduled. The first graders and parents also
take a tour of Riverside Intermediate. Vertical collaboration occurs between staff.


Overall, the students attending Riverside Primary continue to show growth in the academic areas
measured by state and local developed assessment. The results from the CRCT (2010) show that 81%
of all students met/and or exceeded the goal in Reading/English Language Arts. In the area of Math 81%
of all students obtained a meet and or exceed score. (See CRCT Trend Data in Appendix 3.)

Local school data continue to show that kindergarten students enter first grade reading on grade level.
This year, 89% of kindergarten students advanced two reading levels and at the end of May 2009, 84% of
first grade students were on reading level as measured by the running record. In the area of Math local
school data show that 96% of kindergarten students were able to recognize 8/8 shapes and 94% of the
same group was able to recognize number 0-30. The percentage correct score for first grade in the area
of Analysis and Probability increased from 80% in 2008 to 82% in 2009. There was a slight decrease in
the percentage correct score in the area of Measurement from 76% in the previous school year to 75%
this school year. The 2009-2010 GKIDS results reveal that over 84% of the student in kindergarten
met/exceed the goals in the Area of ELA and over 87% of the same group of student met/exceeded the
goal in Math. (See also GKIDS results in Appendix 4.)

To build the capacity for continuous student improvement, stakeholder involvement, and accountability,
the School Strategy Plan will be modified and some of the strategies will be eliminated based on
feedback from staff and recent student data from the CRCT, end of the year school data, and feedback
from the GAPPS Review Team. The local school leadership has been charged with developing a school
planning team to analyze local school trend data in order to establish a school improvement plan that
student performance and a school performance goal.


    1. To increase proficiency in the area of reading.
    2. To increase proficiency in the area of math.

    1.   To increase parent awareness and knowledge of the academic program of the school.
    2.   To increase parent volunteer opportunities in order to connect home and school.
    3.   To provide outreach resources in order to create a community based school environment;

Including Teachers in the Decisions
Using the principles of Professional Learning Communities At Work, the local school has established a
process to consistently involve staff in the decision-making process for school improvement. Our value
statements clearly support a collaborative effort by all to improve student achievement.

The School Improvement Team is responsible for working collaboratively with all stakeholders to ensure
the development and implementation of the Title I Plan. Consisting of the building level principal,
assistant principal, literacy specialist, instructional support specialist, parent facilitator, and six lead
teachers, the team works to engage all staff members in the school improvement process. A lead teacher
serves in the lead position for two years. This year, Data Teams have replaced Design Teams. The
teams are designed to allow all staff members to meet regularly in order to review and analyze student
data, chart student progress toward meeting the established benchmarks, and share best instructional
strategies to help all students meet the required standards.

The building principal and the assistant principal meet with every team the second week in each month
on the team’s planning period. The School Strategic Plan sets the tone for the meeting and drives the
focus of the discussions.

Lead teachers are members of the Data Team. While serving on the SSP team, they make certain that
teachers on their grade level are active participants in the school improvement process. Lead teachers
communicate regularly with members on their team and across grade level teams to ensure that all
stakeholders assume responsibility for student success. And most importantly, lead teachers have a
commitment to school improvement and embrace members of the team to achieve school goals. They
are required to meet with team members twice, monthly, and one of the meetings is designated data
team meetings.

These meetings are structured to allow staff time to share student data and most important identify
students who are in need of additional instructional support. In addition to regular scheduled monthly
meetings, the organizational structure allows each team to have a planning day at the end of each
grading period to evaluate curriculum maps and write individual academic plans for students who have
not met the required standards. Some of their duties include-but not limited to:
      Seek to build consensus among team members for school improvement and maintain a positive
         focus for the school and its leaders
      Help monitor the implementation of GPS, the curriculum maps, and ensure that the assessments
         are completed and grade level data are submitted on schedule
      Collaborate with other leads to schedule field trips
      Collaborate with enrichment personnel to integrate and implement GPS
      Report grade level and team data

Coordination and Integration of Federal, State, and Local Services and Programs

Riverside Elementary School was identified as a Schoolwide Title I Program in the 1995-1996 school year.
The current student enrollment is 440. Title I funds as well allocations from local and state funding
sources are used to supplement Title I funds. The identification of ESOL and EIP students will be
finalized before the end of the third week of school. In the previous school year, the Augmented, Self-
Contained and Reduced Class Model were used to provide literacy and math support for identified
students. There are two special needs pre -school units, and two inclusion units to support specialized
instruction for students in kindergarten and in first grade.
Activities to Insure Mastery for Students Who Experience Difficulty Mastering Standards

Lead teachers are members of the Data Team. While serving on the SIP team, they make certain that
teachers on their grade level are active participants in the school improvement process. Lead teachers
communicate regularly with members on their team and across grade level teams to ensure that all
stakeholders assume responsibility for student success. And most importantly, lead teachers have a
commitment to school improvement and embrace members of the team to achieve school goals. The
daily schedule will also allow for team to have two hours of monthly planning time.

These meetings are structured to allow staff time to share student data and most important identify
students who are in need of additional instructional support. In addition to regular scheduled monthly
meetings, the organizational structure allows each team to have a planning day at the end of each
grading period to evaluate curriculum maps and write individual academic plans for students who have
not met the required standards. Some of their duties include-but not limited to:
      Seek to build consensus among team members for school improvement and maintain a positive
         focus for the school and its leaders
      Help monitor the implementation of GPS, the curriculum maps, and ensure that the assessments
         are completed and grade level data are submitted on schedule
      Collaborate with other leads to schedule field trips
      Collaborate with enrichment personnel to integrate and implement GPS
      Report grade level and team data

Grade level teachers constantly monitor student learning through the data team process. Team meets with
their assigned grade level to review student learning using common grade level assessments. They also meet
as a grade level to understanding how well students are progressing toward meeting grade level stands using
the DRA, Informal Math Inventory, Running Record, local county ELA and Math Benchmarks, and local
developed assessments that are aligned to the GKIDS.

Data from the progress report and grade level common assessments are used to identify who are
experiencing difficulty meeting grade level standards. With parental approval, the students participate in the
Extended Day Program that will take place on Saturdays during the six-ninth week in every marking period.
An individual academic plan is developed for students participating in the program and their performance is
monitored by program personnel. These individual also are required to collaborate frequently with the
homeroom teacher to report student progress and make changes to the instructional program when

Individual Student Assessment Results and Interpretation Provided to Parents

Results of student progress are shared with parents through teacher/parent conferences, student academic
plans, report cards, and progress reports. At the end of every four and half weeks, the academic progress of
students is reported to parents using a local school developed progress report. The progress report measures
student growth against the Georgia Performance Standards. In addition to progress reports, each student who
does not meet standards is provided an Individual Academic Plan. Teachers, parents, and administrators
meet to review the plan and offer parents strategies to use at home to promote student achievement.

Collection and Desegregation of Data

Student data is collected and reported at the end of every four and a half and nine weeks period. Using
current pre and post data assessments, the instructional staff consistently measure student progress toward
meeting goals written in the Title I Plan. Results of student data are used to make modifications in the
instructional program and plan for additional instructional time through the regular classroom program and the
extended day program.
Valid and Reliable Assessment

 Development Reading Inventory 2, the Informal Math Inventory, and the local county benchmarks created by
are identified as reliable tools to measure and report student progress. These tools will provide feedback on
student performance, help guide instructional decisions, and allow school personnel to report student
performance to community stakeholders.

Provisions for Public Reporting of Disaggregated Data

Student data are reported throughout the school year. Parents are made aware of student progress through
the first local school newsletter and the school’s website. During conference week, the instructional staff
reviews student data with every parent. Parents not attending conference week are given many opportunities
to meet with the local school staff to review and discus student performance based on formal and informal
assessment data. Georgia Department of Education and the Cobb County School District websites are also
made available to parents through local school newsletters. These agencies also provide and report school
performance data annually.

Title I Schoolwide Plan:

The Title I Plan for Riverside Primary School is developed at the beginning of each school year to reflect the
current needs of the school. The plan is monitored throughout the school year. Goals presented in the plan
may be revised based on data to support change.

Developed with the Involvement of the Community, Teachers, Principals, and other School Staff, and
Pupil Personnel, and Parents

The School Council is made up of members of the PTA, Teacher of the Year, two parents, and business
partners. Additionally, grade level representation is reflected on the Title I Planning Committee. These
stakeholders are regularly engaged in school improvement. They seek to maintain the focus of the
school improvement by supporting school related activities and making sure that the communication
among the members is clear. In addition, the Council serves as a positive media for the community. Two
members of the PTA serve on the Parent Committee for school improvement.

Available to LEA, Parents, and the Public

The Title I Plan is shared with parents at the beginning of the school year through a Title I Parent Meeting. A
copy of the Title I Plan is available in the Parent Resource Center, media center, and in the front office of the
school. In addition, the Title I Plan is also communicated to the community through the local school newsletter,
Title I Parent Plan, and the student handbook.

Translated and Other Documents

With the support of Cobb County’s International Welcome Center, translation of newsletters, forms, and school
correspondences are translated in Spanish to increase the communication with the non-English speaking
parents. The local school also employs one bilingual staff member. This staff member is also available to
translate needed documents and serve as translators during parent/teacher conference.
Schoolwide Program Assurances
The Cobb County school system assures the Georgia Department of Education

That Riverside Primary_School has developed a comprehensive plan for reforming the total instructional
program at the school that:

A. Has been developed in consultation with the local school system and its school support team
   or other technical assistance provider under Section 1117 (c) (1).

B. Has a comprehensive needs assessment of the entire school that addresses all academic
   areas and other factors which affect student achievement.

C. Includes schoolwide reform strategies that:

   (1) Provide opportunities for all children in the school to meet or exceed Georgia’s proficient
       and advanced levels of student performance,

   (2) Are based upon effective means of raising student achievement,

   (3) Use effective instructional methods that increase the quality and amount of learning time
       and help support an enriched/accelerated curriculum and includes strategies for meeting
       the needs of historically under served populations,

   (4) Address the needs of all children, but particularly targeted populations, address how the
       school will determine if such needs have been met and are consistent with improvement
       plans approved under the Educate America Act.

D. Provides for instruction by highly qualified professional staff.

E. Provides professional development for staff to enable all children in the school to meet
   performance standards.

F. Provides for strategies to increase parental involvement.

G. Include plans for assisting preschool children in the transition from early childhood programs
   to local elementary school programs.

H. Includes measures to include teachers in the decisions regarding the use of assessments to
   provide information on, and to improve, the performance of individual students and the
   overall instructional program.

I. Describes activities to ensure that students who experience difficulty mastering standards
   shall be provided with effective, timely assistance, which shall include:

   (1) measures to ensure that students’ difficulties are identified on a timely basis;

   (2) if feasible, periodic training for teachers in how to identify difficulties and provide
        assistance to: and

  (3) for any student who has not met such standards, teacher-parent conferences, that detail
      what the school will do to help the student, what the parents can do to help the student,
      and additional assistance available to the student at school or in the community.
J. Describes how resources from Title I and other sources will be used.

K. Lists of state and local educational agency programs and other federal programs that will be

L. Describes how individual student assessment results and interpretation will be provided to


M. Includes provisions for the collection and disaggregation of data on the achievement and
    assessment results of students.

N. Includes provisions for seeking statistically sound results for each category for which
   assessment results are disaggregated.

O. Includes provisions for public reporting of disaggregated data.

P. Has been developed with the involvement of teachers, principals, other school staff, pupil
   service personnel, parents of students in the school, students (if secondary), and the
   community to be served.

Q. Is available to the LEA, parents, and the public.

R. Has been developed, when appropriate, in coordination with the School-to-Work
   Opportunities Act, the Carl Perkins Act and the National and Community Service Act and
   other such programs.

S. Will be accountable in accordance with the school improvement provisions of section 1116.

T. Supplements, not supplants, the amounts of funds that would, in the absence of Title I
funds, be made available from non-federal sources for the school, including funds needed to
provide services required by law for children with disabilities and children with limited English

Doris Billups-McClure                                      _________________________
Signature of Principal                                           Signature of LEA Coordinator

8/16/2009                                                  ________________________
2010-2011 Professional Learning Activities

Professional learning activities for this school are aligned to the SSP goals. They are created to
support teachers in implementing based practices for increased student achievement.

      Guided Math Centers
      Math Problem Solving
      Differentiated Learning
      DRA and Words Analysis
      Words Their Way
      Writing/Teacher and Student Commentary

Parental Involvement Activities

The activities below will support the School Performance goals written in the School Strategic

      Quarterly Literacy Breakfasts
      Title I Parent Meetings
      Academic-based workshops in the area of literacy and math
      Computer Skills workshops
      PTA Meetings
      Implement a Watch D.O.G. Program
      Library Night
      Health Screening Seminar
      Housing Expo
      Community Festivals
                      AYP TREND DATA
                      2008-2010 ALL SUBGROUPS

 FY 2010     All    Black   Hispanic      White     SWD      ELL         Econ
 % DNM      18.2%   19.8%    14.7%          -       53.8%   16.9%     20.0%
% Exceeds   24.1%   27.0%    19.1%          -         0     15.4%     21.8%
%M+E        81.8%   80.2%    85.3%                   46%    83.1%     80.0%

 FY 2009
 % DNM      14.7%   10.2%    20.5.%                 20.0%   25.4%     15.5%
% Exceeds   44.6%   44.9%    43.7%                  30.0%   44.4%     42.2%
%M+E        85.3%   89.8%    79.5%                  80.0%   74.6%     84.5%

 FY 2008
 % DNM       9.7%   10.6%     8.3%                  45.5%   11.4%      9.6%
% Exceeds   40.6%   40.7%    42.9%                    0     39.2%     40.3%
%M+E        90.3%   89.4%    81.7%                  54.5%   88.6%     90.3%

                            English/Language Arts

 FY 2010     All    Black   Hispanic      White     SWD      ELL        Econ
 % DNM      19.5%   15.3%    26.5%                  38.5%    28.5%     21.5%
% Exceeds   20.3%   22.1%    17.6%                   0%      16.9%     18.2%
%M+E        80.5%   84.7%    73.5%                  61.5%   71.5% *    78.5%

 FY 2009
 % DNM      10.4%   7.12%    14.9%                  N/A     17.2%       10.8%
% Exceeds   36.6%   40.2%    31.2%                          30.3%       33.0%
%M+E        89.6%   92.8%    85.1%                          82.8%       89.2%

 FY 2008
 % DNM      12.3%    9.3%    16.1%                  40.9%   19.6%       11.6%
% Exceeds   34.8%   40.7%    28.6%                  13.6%   27.8%       35.2%
%M+E        87.7%   90.7%    83.9%                  59.1%   80.4%       88.4%


CONTENT AREA/                2009-2010 Mean%
STRAND                       Elements

English/Language Arts

Reading                      83.9%

Writing                      84.6%

Listening/Speaking/Viewing   87.4%

ELA Total                    84.9%


Numbers and Operations       82.3%

Measurement                  92.5%

Geometry                     89.8%

Data Analysis                84.3%

Math Total                   87.7%

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