LEA Title One Director/Coordinator Mailing Address:
Email Address:
Telephone:
Fax:
SWP Template Instructions Notes:
All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists all components/elements marked as “Not Met” need additional development.
Please add your planning committee members on the next page.
The asterisk (*) denotes required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).
Please submit your School Improvement Plan as an addendum after the header page in this document.
Title I Schoolwide/School Improvement Plan Planning Committee Members:
NAME
POSITION/ROLE
Gregory Parks
Principal
Jerry Parker, III
Assistant Principal
Shaundra Boyd
Title I Contact
Mark Brinson
Counselor
Quinisha Saunders
Teacher
Ernest Sessoms, Jr.
Instructional Coach
Opal McNeal
Teacher
Ebony Jemison
Teacher
Amy Wheeler
Teacher
Bre Kirkpatrick
Parent Liaison
Cheronda Denson
Parent
Ondra Hallums
Parent
Erica Ellerbee
Parent
Shameka Ellerbee
Parent
SWP Components
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.
Response:
We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were Gregory Parks, Jerry Parker, Shaundra Boyd, Tiffany Labrie, Travis Thornton, Mark Brinson, Ernest Sessoms, Eboni Jemison, Ebony Madison, Ashley Weems, Monique Campbell and other members of the Usher Collier community. The School Planning Team Chart specifically outlines the level of involvement and roles of these individuals.
We have used the following instruments, procedures, or processes to obtain this information. The School Planning Team Chart specifically outlines the level of involvement of these individuals. The team used attendance data, data results from the Georgia Criterion-Referenced Competency Test (CRCT) for grades 3, 4, and 5, and State Writing Assessments for grades 3 and 5 to establish FY 2013 goals. We have analyzed the current achievement data, procedures and processes that will assist the school’s understanding of the subjects and skills in which teaching and learning is in need of improvement. Additionally, we will use the same data to assess newly enrolled students for the 2012-2013 school year to determine their needs and make informed decisions.Although AYP was not a determining factor for FY 2012, there remains a sense of urgency in providing essential professional development for the staff in the areas of Rigor, Differentiation of Instruction, Response to Intervention (RTI), and other Best Practices focused on improving student achievement and effective teaching practices.
We have taken into account the needs of migrant children. Presently, Usher Collier does not have a migrant population in need of service. If we receive migrant students, we will contact the district migrant liaison and follow the prescribed procedures.
We have reflected on the current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved; for example
In our Reading program:
71% of our 3rd grade students met and exceeded standards
77% of our 5th grade students met and exceeded standards
Additionally, in Language Arts:
68% of our 3rd grade students met and exceeded standards
58% of our 4th grade students met and exceeded standards
89% of our 5th grade students met and exceeded standards
When identifying strengths and weaknesses in Mathematics:
45% of our 3rd grade students met and exceeded standards
47% of our 4th grade students met and exceeded standards
61% of our 5th grade students met and exceeded standards
When identifying strengths and weaknesses in Science and Social Studies:
47% of our 3rd grade students met and exceeded standards (Science)
67% of our 3rd grade students met and exceeded standards (Social Studies)
38% of our 4th grade students met and exceeded standards (Science)
44% of our 4th grade students met and exceeded standards (Social Studies)
45% of our 5th grade students met and exceeded standards (Science)
47% of our 5th grade students met and exceeded standards (Social Studies)
We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards including
Economically disadvantaged students . . .
Students from Major racial and ethnic groups . . .
Number of Children Receiving Free and Reduced Lunch
92%
Number of Migrant Children
0
Number of students served reading
342
Number of students served math
342
Criterion-Referenced Competency Test
(Reading)
Grade
2010-2011
Meets/Exceeds
2011-2012
Meets/Exceeds
3
75%
71%
4
70%
54%
5
73%
91%
Criterion-Referenced Competency Test
(ELA)
Grade
2010-2011
Meets/Exceeds
2011-2012
Meets/Exceeds
3
64%
68%
4
70%
58%
5
78%
89%
Criterion-Referenced Competency Test
(Social Studies)
Grade
2010-2011
Meets/Exceeds
2011-2012
Meets/Exceeds
3
57%
60%
4
51%
44%
5
24%
47%
Criterion-Referenced Competency Test
(Science)
Grade
2010-2011
Meets/Exceeds
2011-2012
Meets/Exceeds
3
47%
47%
4
46%
38%
5
27%
45%
Criterion-Referenced Competency Test
(Math)
Grade
2010-2011
Meets/Exceeds
2011-2012
Meets/Exceeds
3
43%
45%
4
45%
47%
5
53%
61%
5th Grade Writing Assessment
Grade
2010-2011
Meets/Exceeds
2011-2012
Meets/Exceeds
5
55%
84%
The data has helped us reach conclusions regarding achievement or other related data.
The major strengths we found in our program were . . .
(Be specific. Example: Not just Reading – Indicate Fluency, Comprehension, etc.)
The major needs we discovered were . . .
The needs we will address are . . .
The specific academic needs of those students that are to be addressed in the schoolwide program plan will be . . .
The ROOTCAUSE/s that we discovered for each of the needs were . . .
(How did you get in this situation? What are some causes?)
The data has helped us reach conclusions regarding achievement or other related data.
a. The major strengths we found in our program were making significant gains in 5th Grade Writing, Reading, English/Language Arts, Science, and Social Studies.
b. The major needs we discovered were to increase the percentage of students meeting and exceeding standards in Social Studies, Science, and Mathematics.
c. The needs we will address are increasing the number of students who meet and exceed in the Reading/ELA category, reduce the number of students in grade 3 – 5 who are not meeting standards in Math, Science and Social Studies.
d. The specific academic needs of those students that are to be addressed in the school wide program plan are: increasing mastery in Mathematics, Science, and Social Studies standards in grades 3-5.
e. The ROOT CAUSE(s) that we discovered for each of the needs were severe disparity amongst students who could apply standards learned to higher level material after being promoted to the next grade.
The measurable goals/benchmarks we have established to address the needs were . . .
• Decrease the percent of students in grades 3 - 5 not meeting the standard in Mathematics
• Increase the percent of students in grades 3 – 5 exceeding the standard in Mathematics
• Decrease the percent of students in grades 3 – 5 not meeting the standard in Science
• Increase the percent of students in grades 3 – 5 exceeding the standard in Science
• Decrease the percent of students in grades 3 – 5 not meeting the standard in Social Studies
• Increase the percent of student in grades 3 – 5 exceeding the standard in Social studies
• Increase the percent of SWD students in grades 3 – 5 meeting the standard in Mathematics
• Increase the percent of SWD students in grades 3 – 5 meeting the standard in Science
• Increase the percent of SWD students in grades 3 – 5 meeting the standard in Social Studies
*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards.
Response: Our reform strategies will provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. Research-based best practices are imbedded in daily lessons to ensure that teachers are delivering lessons with the essential components necessary to engulf students in the learning process. With differentiation being utilized as the core of our instructional planning, a wide array of strategies (5-E model, meta-cognition, brain research, etc.) and activities will be employed in response to our students’ needs/ability levels. Utilization of learning centers, cooperative learning, interest groups, flexible grouping, whole-group instruction (limited), style groups, individual learning, tiered assignments, graphic organizers, technology, peer teaching, and modeling will be evident in all instructional groups.
The Early Intervention Program is designed to assist students who are at risk for not meeting standards. Identified students will receive additional support in Reading and Mathematics using the state’s EIP delivery models. Students participating in the Early Intervention Program will be assessed bi-monthly to determine their level of mastery of the standards and how well they are progressing through the program. EIP teachers use their assessments, the pyramid of intervention, and other supporting documentation to determine if the needs of the students in this program have been met. This review is done at the end of the semester to determine students exit and/or entrance into the program.
Usher-Collier provides differentiated instruction for the intellectually advanced and creatively gifted and talented development student. Each year students in kindergarten through fifth grade are given the opportunity to be screened and evaluated for the Atlanta Public Schools Gifted Program. This past year, 2011-2012, the Gifted and Talented program consisted of a total of 14 students. The current goal for the 2012-2013 school year is to identify and place a minimum of 20 students. To ensure that this goal is met, the gifted teacher will collaborate with homeroom teachers to provide students in the highest quartile with critical and creative thinking activities to enrich and optimize learning. Additionally, 9 students will participate in the Talent Development Program. The talent development students will receive extra enrichment activities to enhance their critical thinking skills during the 2012-2013 school year.
Additionally, vertical alignment will be used to assist those students at Performance Level 1, while enriching and extending those students at Performance Levels 2 and 3. This instructional strategy is the practice of aligning students with other grade level teachers that may be one level above or below the student’s current level, thusly meeting the student at his or her ability level. Students will receive extra assistance to enhance their academic performance in the areas of reading, English/language Arts, and mathematics through a rigorous curriculum during our Afterschool Academy, and Early Intervention Program (EIP).
2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are as follows:
In order to facilitate the learning process of students in Performance Level 1, teachers will use/allow non-linguistic representations to initiate successful performance of tasks by students on this level. Student expectations will be clearly stated and understood by students attempting to complete assignments. Because students learn from each other, cooperative learning and peer teaching will be utilized to effectively enhance instruction and performance. Individualized instruction will be featured or observed on this instructional level in order to address the students’ needs. Teachers will adjust the level of questioning based on the students’ responses. Students will be introduced to and participate in tiered activities consisting of tasks of varying complexity. Hands-on activities will be utilized along with learning centers to allow students whose learning modality requires these types of activities to access knowledge. Students who are behind in Kindergarten through second grade will be assisted individually with remediation through a specialized tutorial component which facilitates extra skills sessions, one-on-one instruction, and direct instruction daily for 20 minutes. The Early Intervention Program (EIP) will also provide students in grades Kindergarten through Fifth with additional support utilizing reading fluency assessments, web-based programs, and other tools, while integrating Social Studies and Science. Students who did not meet standards on the Spring 2012 CRCT will receive an extra 45 minutes of reading and/or mathematics through our Intervention Program. Intervention instruction will include flexible grouping, whole and small group instruction, and an array of assessments. Students in Performance Level 2 and 3 are given frequent opportunities to advance their learning through project based assessments and upper grade level instructional rotation for math and reading. Also, Level 3 students are accelerated each morning within the enrichment period for common core Georgia performance standards. All flexible groupings driven by frequent, informal assessments will lead to continuously grouping and regrouping students to provide them with a prescription for learning.
2(b). Are based upon effective means of raising student achievement.
Response: Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies. . (Cite Research to support selected strategies.) In order to support the students who are at-level, teachers will utilize higher-order questions, compacting, flexible grouping, flexible seating, peer teaching, graphic organizers, interest centers, interest groups, skills mini-lessons, stations with tiered lessons/assignments, varied rubrics, and essential questions. It is important to note here that teacher strategies and activities for all ability groups will overlap and repeat. However, it is the level of performance that is being lowered or raised that is the determining factor for strategies and activities for instructional performance assessment. Large group and small group discussions will be in effect. While participating in large group instruction, teachers direct the higher level thinking questions until students can handle them and then they adjust the questions accordingly for students with varying abilities. All students are answering important questions that require them to think. The questions are targeted toward the students’ ability or readiness levels. Tools for accomplishing this task are posters and word walls on the classroom walls with key words that identify the various levels of thinking. Different students may be referred to various posters and the word wall at certain times depending on ability, readiness, or assignment requirements.
Students in Performance Level 3 will work on project-based activities, work individually in anchor activities in which they complete activities without teacher participation (teachers will spend time early in the year describing such activities for independence throughout the year), interest centers, flexible grouping, tiered lessons, cooperative groups, and partnership relationships to share/build ideas. They will build on critical thinking skills and analytical reasoning to empower a true sense of team building, which serves as the core of the learning process. Additionally, students at this level will be engaged in complex and extended responses, alternative and authentic responses and they will construct their own questioning and prompts to actually perform/develop a product. Homework assignments will be theme-based and learners will present thematic units that will incorporate language arts, writing, and speaking. Students will utilize Internet research, semantic mapping, and backward design techniques when developing a story. Partnerships and cooperative learning are also strategies that will be observable at this level. These students will also be engaged in our Afterschool Academy with focuses on core subjects. Additionally, at all levels of instruction, performance-based /concept-based units, team teaching, and tutorial will permeate the instructional environment at Usher. To facilitate writing proficiency, writing journals will be utilized by all teachers in grades K-5 and all teachers will incorporate writing across the curriculum each day. Journal writing will be infused into our daily schedule to allow students the opportunity to reflect and express their ideas and thoughts through writing. Students in Performance Level 3 in reading and mathematics will be identified and tested for the APS gifted program. Currently, we earned the title, “Talent Development School (T.D.)”; implementing innovative delivery models to qualify high-performing students for the APS gifted program as well as providing direct gifted instruction to our gifted students. The gifted and TD students cooperatively participate in rigorous, engaging, and interactive teaching and learning to bolster their creative and critical thinking skills. Through our excursions, Renzulli (internet-based resource), Thinking-Skills program, First Move Chess, academic competitions, and differentiated teaching and learning, we know our students will exceed to their highest potential and our expectations.
2(c). Use effective instructional methods that increase the quality and amount of
learning time.
Response: We will increase the amount and quality of learning time by teachers and paraprofessionals receiving ongoing site-based professional development in the following effective instructional methods: small group, one-to-one instruction, skills-based instruction, and computer based activities for those falling below grade level and performing above grade level. They will also be trained in the use of cooperative groups, flexible learning style groups, whole group, and other grade level appropriate strategies. The master schedule at Usher Collier is designed to maximize instructional time. Teachers use all of the allotted time for each content area and flexible grouping is used within the classroom and the grade level to maximize differentiated learning opportunities. The bell schedule is monitored and morning announcements are consistent in time and brevity. The room-to-room intercom call system is used to eliminate school-wide interruptions. Parents and visitors are not permitted to enter classrooms during instructional time unless serving as silent observers.
Learning time will be extended within the school day through the Early Intervention (EIP) and Gifted/Challenge programs. The Early Intervention Program is designed to assist students who are at risk for not meeting standards. Identified students will receive additional support in reading that is in addition to the daily reading block using the state’s EIP delivery models. Students in the Gifted/Challenge program will receive satellite instructional services for one day per week. Students are provided technology support in all content areas through the use of Promethean Planet, United Streaming, First In Math, and Brainpop. Furthermore, the science, chess, and literacy club meet weekly to support instructional methods.
2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and
are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).
Response: Students will participate in hands-on, application enriched activities to challenge their thinking and increase their level of knowledge in the core content areas and address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Educate America Act. The pyramid of intervention is used as a support mechanism for progress monitoring students. Teachers are aware of the level of support for each student through the use of the pyramid. Professional development workshops are held monthly on intervention and/or student support based on academic and behavioral concerns.
2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.
Response: We will incorporate an afterschool tutorial program that will allow students to receive additional instructional support in the areas of Mathematics, Reading/ELA, and Science. This program is designed for both intervention and enrichment opportunities for the students that participate. Students will participate in hands-on, application enriched activities to challenge their thinking and increase their level of knowledge in the core content areas and address the needs of all children, particularly targeted populations. Transportation will be provided only for the afterschool and accelerated summer program for the 2012-2013 academic year. No additional funds will be used for Title I field trips.
*3. Instruction by highly qualified professional staff.
Response: Strategies to attract highly qualified teachers to high-needs schools will be implemented. There will be clear opportunities for real world integration and common core standards with business and community partners. The offering of bonuses through a value-added system that promotes student growth and teacher effectiveness will be considered. We will maintain and promote a positive family friendly climate that is inclusive to all stakeholders.
Usher-Collier meets and exceeds the standards of the teachers being highly qualified. According to Professional Standards 100% of the teachers and paraprofessionals are highly qualified. Currently, we have 43 certified staff members with the following qualifications/degrees:
Bachelor
Masters
Specialist
Doctorate
K-2nd
7
4
1
1
3rd-5th
3
6
1
1
Resource Staff
6
6
6
1
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. Prospective teachers are recruited to Usher-Collier through district level job fairs, recruitment events, and recommendations. Over the last 5 years the teacher retention rate has been high; however, when there is a need to hire new teachers, members of the Administrative Team interviews candidates, reviewing their references and qualifications. During the interview process, prospective teachers will articulate their teaching philosophy, level of competence in disaggregating data, use of technology and content knowledge of teaching the Georgia Performance Standards. The candidate is asked to demonstrate a model lesson; at that time evidence of Best Teaching practices will be expressed. The administrative team consists of the principal, assistant principal, instructional coaches, and teachers. Usher Collier’s staff believes in life-long learning. We encourage staff to continue their professional learning in a variety of ways; through our in-house TT&T (Teachers Teaching Teachers), district-level professional development, and local colleges and Universities.
*4. Professional development for staff to enable all children in the school
Response:
We have included teachers, principals, paraprofessionals, and if appropriate, pupil services personnel, parents, and other staff in our staff development plan which addresses the root causes of our identified needs. Our ongoing professional development is aligned with our needs and goals and will focus on co-teaching and inclusive practices, content-based math training and CCGPS redelivery, incorporating standards-based performance tasks, and the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Instructional coaching will be the primary delivery model with whole group and small group workshops scheduled on a weekly and monthly basis. We will provide best-practices training in the development of our concept-based units to integrate science and social studies using our project-based comprehensive school reform model. Both teachers and paraprofessionals participate a 100% in professional development within the school
We have aligned our professional development with the state’s academic content and student academic achievement standards by scheduling in-services that directly support teacher proficiency in our identified areas as described above. Additionally, we have included our paraprofessionals in professional development opportunities as well. Under the supervision of the classroom teacher, they provide classroom instruction to students based on their training and play an active role in the development of our students and the Kindergarten and 1st Grade level.
We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, professional development is conducted by teachers, Instructional Coaches, and Administrators monthly based on the needs of the staff. During these monthly afterschool sessions, as well as designed faculty meetings, our school engages in professional learning environments where topics of concern for student improvement/achievements are addressed. In the past year our school has conducted professional learning on the topics listed below: Fluency, Phonemic Awareness, Improving Comprehension, Struggling Readers Strategies, Differentiated Instruction, Data Analysis, Best Practices, 26 Effective Teaching Strategies, Technology, Power Point Presentation, Digital Portfolios, GPS Frameworks, Tiered Activities, Professionalism, and a host of need specific topics such as:
Excel
Digital Portfolios
Promethean
PowerPoint
Essential Labs
Math Redelivery Q1 & Q2
Science Redelivery Q1 &Q2
CCGPS Standards Review
Science Notebooks
Benchmark Analysis
Marzano’s Strategies
Writers’ Workshop (Genres)
Writers’ Block (Graphic Organizers)
Data Mining
Differentiated Instruction
Think Central
Co-teaching
ESOL
Bulletin Board Production
Treasures Reading Program
Professional Educator
Response to Intervention
Promethean Flipchart Creation
Math Menu Production
Thinking Maps for Elementary Classrooms
Additionally, Instructional Coaches will provide ongoing training for teachers and paraprofessionals in areas of expertise. Utilization of the Promethean Board will be provided in targeted classrooms to enhance and strengthen learning in core subjects from a technological perspective. This innovative/interactive mode of instruction will stimulate and motivate our students to want to learn and perform at higher levels.
We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways. At Usher Collier, the need for these trainings was identified by teacher surveys, teacher interviews, classroom observation feedback, teacher evaluations, and student achievement results. We have included teachers in professional development activities regarding the use of academic assessments. We will continue to focus on item analysis, misconceptions and strategies, utilizing technology resources to maximize assessment analysis, and differentiating based on data. These in-service modules are designed to enable teachers to provide information and to improve the achievement of individual students and the overall instructional program by developing their skills in the specific practices that will support improvement in our targeted areas. Additionally, teachers conduct daily 30 minute PLC meeting that is operated based on set protocols in various areas. Those areas range from data talk to student work discussions. During this common planning time, teachers have an opportunity to discuss core content, which involves a detailed look at the standards and objectives to be mastered by students within a given time. Additionally, teachers formulate weekly formative and summative assessments that will be used to help tailor and drive instruction in the classroom. The PLC time provides an opportunity for the grade level to discuss areas of concerns and create interventions for improvement in those areas.
*5. Strategies to increase parental involvement.
Response:
Usher Elementary aims to create more frequent opportunities for positive communication among parents, the school, and community. By reducing the barriers that prevents parental involvement and providing formal education workshops, parents will be more aware of their child’s academic aspirations and potential. Parental involvement is vital for pushing the public school systems to higher standards. Engaging parents in an active role in the school systems’ curriculum opens alternative opportunities for children to succeed academically. In order to develop effective parent-involvement programs, Usher Elementary has identified practices and policies that will encourage parent trust and involvement in the process of teaching and learning. Because of the rapid advance of accountability, high standards, and testing movements in schools throughout the nation, there is a critical need to engage communities and families as partners. Consequently, the success of the school is dependent upon open communication and a linkage between all invested stakeholders. Usher Elementary plans to focus on how parent-student programs could work with low-income urban parents. The program will be developed, involving parents and students while consisting of phases. The first phase will consist of students and parents reading poems and other literature aloud in their child’s class. The second phase will consist of parents and student reading and singing the alphabet song. The third will consist of parents and students participating in various literacy and math programs. The last component of this program will involve conferencing amongst the parent and teacher. Usher will initiate this process by sending home an introductory letter that outlines the objectives and goals, vision and mission, and policy and procedures of the school. Subsequently, an orientation will be setup to explain this program to parents. This orientation will address the needs of parents while meeting the requirements of the Elementary and Secondary Education Act (ESEA). A parent handbook (compact) will be created and distributed to all parents and teachers during registration and orientation. Usher’s Parent Liaison will work full time in the Bazoline E. Usher Suite to answer any questions parents and/or guardians might have about school matters via the Parent Resource Center. This person will also be instrumental in providing workshops tailored to parental support and supplemental student’s assistance. The Parent Liaison will be available from 7:30-2:30 daily; however, the Parent Resource Center will be open until 3:00 p.m. to allow parents a chance to read literature pertinent to their child’s education. The Parent Resource Center is located on the main 1st floor of the building, adjacent to the main office. Parental events will be scheduled before, during, and after school hours. During our parent orientation, parent handbooks containing the expectations of the Usher, home-school compact, parent involvement policy, and documents outlining the Usher’s procedures and policies will be disseminated. Parents will be offered additional support of students who have not mastered the standards and need additional assistance. Parent-teacher conferences will be scheduled to share performance data regarding formal and informal assessment results. Tips and strategies will be offered to teach parents how to monitor academic progress at home. Moreover, Usher-Collier will be instrumental in utilizing CRCT summative data to identify deficient skills. Parents will learn how to interpret the data so they can provide meaningful support outside of school.
We have developed a parent involvement policy included in our appendices that
includes strategies to increase parental involvement (such as family literacy services)
describes how the school will provide individual student academic assessment results, including a interpretation of those results
makes the comprehensive schoolwide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters)
compacts required – include with policy
Parent Involvement checklist included
*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.
Response:
Following are our plans for assisting preschool children in the transition from early childhood programs. In the Spring, Pre-K teachers, Pre-K social worker, and Kindergarten teachers will conduct meeting to review registration expectations and procedures for Kindergarten. Parents will be provided with an outline of Kindergarten curriculum to prepare students for Kindergarten. Communication is provided, during the Spring, about Pre-K community newspapers and fliers. The social worker will conduct a meeting to discuss Usher’s procedures, policies, and procedures. Parent workshops are held throughout the year to address various needs of students. Following registration, the Pre-K social worker conducts a meeting to discuss Usher’s vision and mission. Moreover, parent workshops are held throughout the year to address needs. During orientation, children will tour the building to meet staff and enjoy Kindergarten activities. Additionally, we hold sessions with parents and students going to middle school in efforts to ease the transition of these students. We partner with our feeder school and take our fifth grade students for a tour of the middle school. During this time they will speak with the counselors and students about middle school life. Usher-Collier also hosts transition meetings where our counselor and the middle school counselors answer parents and students questions. The fifth grade teachers throughout the year discuss the middle school expectations and help students prepare for the academic rigor required of students.
*7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.
Response:
Data drives instruction is a practice of Usher and follows thoroughly on all grade levels and academic areas. During teachers’ daily collaboration periods (40 minutes), time is allocated to disaggregate the data of students and instruction. At specified sessions the principal, instructional liaison specialist, reading facilitator and resource teachers participate in the discussion to improve the teaching and learning. Communications via APS email are updated daily and weekly from the math/science coaches and resource staff. Weekly unit tests, project-based assessments, Georgia performance tasks, district benchmark tests using Insight, and the Georgia Online Assessment System (GOAS) results, are examined and analyzed for misconceptions and instructional modifications. At the beginning of the year, our data team designed diagnostic assessments in all academic areas to serve as a baseline. Research-based strategies and interventions are identified to address the needs of all students.
*8. Coordination and integration of Federal, State, and local services and programs.
Response:
This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan.
8(a). List of State and local educational agency programs and other federal programs that will be included.
Response:
Funding Source
Program
School Use
Federal
Federal
Title I
24-Week Intervention
School Nutrition Program
Personnel salaries
Professional development/conferences for teachers and administrators
Parent meetings, refreshments, and parent communications
After school tutorial, student transportation and teacher tutors
4-week accelerated program that provides instructional remediation for students performing at level 1 on the Georgia CRCT assessment
Students receive free or reduced breakfast and lunch
Healthy snacks for after school tutorial
State
Early Intervention Program (EIP)
Help-A-Child-Smile
Department of Family and Children Services (DFACS)
The EIP model reduces the teacher student ratio.
The EIP teacher provides additional time in reading instruction for targeted students
Free Dental services for students
Family intervention and social services to eliminate barriers to academic success
Local
Chick-Fila
Elizabeth Baptist Church
School business partner provides incentives and rewards for student attendance.
School business partner supports goal setting and citizenship activities.
School business partner provides team building training for staff.
School business partner assist students in developing mathematics skills through banking.
School non-profit partner provides incentives for honor roll and citizenship.
School non-profit partner provides school uniforms for students in need.
School non-profit partner provides U.S. savings bonds for essay winners
Members read and tutor students monthly
8(b). Description of how resources from Title I and other sources will be used.
Response: Usher-Collier Elementary uses 100 percent of Title I resources to benefit each child. Our after-school program, our accelerated program, and teacher tutors will allow for additional instructional time for our population. Also, the Title I funds will be used for purchased web-based software, which will assist our students with classroom activities and with homework and/or home activities.
8(c). Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.
Response: Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins vocational and Applied Technology Act, and National and Community Service Act of 1990. Usher Collier does not receive funds for these programs.
*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:
Response:
We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Those activities are; Georgia Student Achievement Pyramid of Interventions: In order to insure that students’ difficulties are identified in a timely manner, we will utilize the Georgia Student Achievement Pyramid of Interventions tiered model in our approach to student needs. Starting with standards-based classroom learning for all students in tier one, moving to needs-based learning for targeted students in tier two, developing SST driven learning for targeted students in tier three, and providing specially designed learning at tier four. Scientifically research based practices will be used at each tier within the framework of our comprehensive school reform model.
9(a). Measures to ensure that student weaknesses are identified on a timely basis.
Response: By using Standards Based Common Assessments on a monthly basis and analyzing student work results weekly in the PLC’s, students’ difficulties will be identified and instructional modifications will be quickly planned and executed. Teachers will be encouraged to use Measuring Up Books and Georgia Coach Books as a means to support those struggling students. Differentiation, additional time, and small group instruction will be prescribed on a weekly basis. Additionally, students who continue to struggle will be encouraged to attend tutorial sessions. These sessions will be designed to service those students who are struggling with the mastery of certain math and reading skills. Specialized reading and math tutorials for struggling students in grades 3, 4, and 5 will be held every Monday and Thursday. Each Wednesday, students in grades kindergarten through 5th will receive extra assistance in all content areas as prescribed by their homeroom teacher. All students will receive intervention services in Math and Reading on a daily basis. These services are strategic in nature, in that common assessment and benchmark results are used to guide the instruction of each lesson. In doing so, a student’s challenges can be targeted and a plan of action can be created. Students with disabilities are served in tier four of the Georgia Student Achievement Pyramid of Interventions model and also simultaneously in tier one through inclusion, co-teaching, and consultative service delivery models. Students with disabilities receive Georgia performance standards-based instruction and participate in flexible groups for differentiated instruction in the regular classroom setting, and their progress is frequently monitored. They also have access to adapted content, methodology, and instructional delivery in accordance with their Individualized Education Plans (IEP’s) within the inclusion model.
9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses.
Response: Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.
Monthly professional develop is provided by the Instructional Coach using the instructional coaching model during grade level PLCs. In addition, district instructional support personnel provide specific training on identified difficulties through training modules and coaching. Teachers, Instructional Coaches, and administrators also facilitate sessions to engage staff in hands on activities that influence teaching practices in the classroom. Support based on classroom observations are conducted by the instructional leadership team to ensure that strategies are being adequately implemented and that student success is imminent through differentiation and rigor. Student assessment results that indicate difficulty or deficiency are carefully reviewed during PLCs and teachers issue prescriptions for individual students after reaching an academic diagnosis of deficit. The Instructional Coaches are also available to provide co-teaching and resources to support the five areas of mathematics.
9c). 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 the school or n the community.
Response: 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 the school or in the community. Parent-teacher conferences are held, by appointment, with all classroom teachers detailing what the school will do to help the student with various academic needs. During these meetings strategies will be discussed that can support supplemental learning activities. A contact log will be housed in each homeroom and submitted to the Principal on a monthly basis. Parental workshops will be conducted by the Parent Liaison and/or homeroom teachers inform parents what they can do to assist the teacher, school, and community. These workshops will focus on parent volunteering, the importance of reading at home, and how to support the students.
10. Description of how individual student assessment results and interpretation will be provided to parents.
Response: Testing results are reported to parents according to the Atlanta Public Schools system and state guidelines. Parents are notified of the results on a timely basis and they are also informed of other assessment related matters as needed, such as re-test information, retention policies and summer school opportunities. Teachers are also required to submit monthly progress reports outlining a students’ academic performance in every core subject area. CRCT scores are provided to parents with interpretive literature and score reports are reviewed during fall conferences along with current weekly, project-based, and unit assessments. Parents are also presented with two years of CRCT data in the fall conference (when available) to examine trends, strengths, and weaknesses. Progress monitoring is communicated to parents through the usage of Home Call Logs. Submitting this documentation ensures that parents are informed as to their child’s academic strengths and areas of improvement. Infinite Campus is available to parents regarding student academic progress. Parents will also receive one-on-one training on how to interpret the results during a CRCT Parent Information Night for students in grades 3, 4, and 5.
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Response: When the GaCRCT results are returned from the Georgia State Department of Education they are reported and disaggregated for all students and for each sub-group in the school. When received at the school, each teacher receives score reports for their assigned students and the grade level as a whole. The principal presents a longitudinal analysis of the previous year and current scores by grade level in a staff meeting followed by further analysis in the PLC’s. Teachers are provided charts that show comparative representations of, for example, last year’s third grade compared to this year’s third grade, and last year’s third grade compared to their performance as fourth graders this year. The domain analysis that is prepared for the Title I school wide plan identifies strengths and weaknesses by content domain and grade level to guide instructional planning for the following school year.
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
Response:The Georgia CRCT is a statewide test and validity and reliability have been established at the state level. The assessment results are disaggregated at the state level based on the Student Information System. At the school level, the Infinite Campus student information system used by the district is monitored by the school secretary, instructional coach, lead special education teacher, and principal throughout the year for accuracy. At the time of state testing, the Principal and school testing coordinator monitor accurate assessment processes.
13. Provisions for public reporting of disaggregated data.
Response:Annual assessment results are posted for public access on the Georgia Department of Education website. The district announces schools meeting AYP standards on the district website as well. The district superintendent presents annual results at the annual State of the Schools address. The Atlanta Journal Constitution newspaper also publishes results. At the school level, the principal shares assessment results in the welcome back letter and in a PowerPoint presentation at Open House during the first week of school. Results are also duplicated and available for viewing in the parent center. The parent center provides computer and internet access for parents who want to view online reports. Annual results are reviewed by the principal with the Local School Council and school business partners in the fall.
14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program.
Response:Usher/Collier Heights Elementary school wide achievement plan was developed during the 2012-2013 school year and the plan is revised on an annual basis.
15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary).
Response: The school planning team consists of all stakeholders that are heavily involved with ensuring that the school improvement plan is carried out and implemented effectively. The following individuals are:
NAME
POSITION/ROLE
Gregory Parks
Principal
Jerry Parker, III
Assistant Principal
Shaundra Boyd
Title I Contact
Mark Brinson
Counselor
Quinisha Saunders
Teacher
Ernest Sessoms, Jr.
Instructional Coach
Opal McNeal
Teacher
Ebony Jemison
Teacher
Amy Wheeler
Teacher
Bre Kirkpatrick
Parent Liaison
Cheronda Denson
Parent
Ondra Hallums
Parent
Erica Ellerbee
Parent
Shameka Ellerbee
Parent
16. Plan available to the LEA, parents, and the public.
Response: The Usher Elementary Title I School-wide Plan will be readily available to the Office of Federal Grants and Program Compliance at the Central Office-Education Specialist in the Office of External Planning, the North Cluster, Executive Director, parents, and the general public. Notification will be made to the general public and will be included on the school’s website. Additionally, this SAP will be summarized in a newsletter to inform parents that the full plan will be placed in the office of the parent center to make guardians aware of the school’s policies and procedures.
17. Plan translated to the extent feasible, into any language that a significant percentage of
the parents of participating students in the school speak as their primary language.
Response: Usher Elementary does not have a large and/or significant percentage of students who speak a second language. Currently, English serves as the primary language of the student body. The plan will be translated into other languages as the need arises.
18. Plan is subject to the school improvement provisions of Section 1116.
Response: The plan is subject to the school improvement provisions of section 1116. Our school improvement plan and school wide plan are based on assessments and strategies to help our students meet state standards. All school stakeholders are represented on committees in the development of both plans, including teachers, administrative and support staff, parents, business partners, and community members. The strategies outlined in the school wide plan are directly aligned and consistent with our school improvement plan. Both the school wide plan and the school improvement plan are based on our comprehensive needs assessment and improvement goals from the district, state, and national level. The planning committees review the needs and data, identify strengths, deficiencies, and misconceptions, then work collaboratively to develop a school wide plan that is directly aligned to our school improvement goals.
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