Washington-Wilkes Elementary School

Washington-Wilkes Elementary School Improvement Plan

2013 - 2014

1 Washington-Wilkes Elementary School Improvement Team 2013-2014 Committee Participants

Angela McGill Principal

Sherry DuBois Instructional Coach

Nikki Welch Fourth Grade Teacher

Monica Hardy Fifth Grade Teacher

Barbara Lenon Fourth/Fifth Grade EIP Teacher

Amy Long Media Specialist

Sandra Standard Special Education Teacher

Katelyn Norman PreK Lead Teacher

Jackie Crew Paraprofessional

Shameika Davis Parent, PTG President

2 Table of Contents

Mission Statement Page 4

Description of Community Page 5

Major Initiatives Pages 5 – 7

Comprehensive Needs Assessment Pages 7 – 8

Factors Affecting Student Achievement Pages 9 – 11

Reading/English Language Arts Pages 12 – 18

Mathematics Pages 19 – 23

Student Discipline Pages 24 – 25

Title I Schoolwide Plan Page 26

Parent Involvement Policy Pages 27 – 29

Student/Teacher/Parent Compact Page 30

3 Washington Wilkes Elementary Mission Statement:

At Washington Wilkes Elementary School, we will educate and equip our students with the necessary behaviors, knowledge and skills to become cooperative, productive, and responsible individuals.

Washington Wilkes Elementary Belief Statements:

1. We believe that a safe, orderly, academic, and professional environment promotes learning.

2. We believe all children can learn when a variety of effective instructional strategies are employed and adequate time is provided.

3. We believe the classroom climate should be highly effective yet academically challenging.

4. We believe that effective learners are disciplined learners.

5. We believe parental support and community involvement are essential for optimal learning.

6. We believe that learning is a lifelong process that begins in the home.

Washington Wilkes Elementary School Motto

We are a TEAM at WWES, because Together Everyone Achieves More! At WWES, we will: Accept responsibility for our actions and our learning, Challenge ourselves each day to do our best, Have high expectations for everyone, Involve home, school and community in our learning, Engage in active learning and teaching in our classrooms, Value, appreciate, and celebrate each other’s differences, Expect quality work from everyone – everyday, every time.

4 Washington-Wilkes Elementary School School Improvement Plan 2011-2014

Description of Our Community and School Demographics Washington-Wilkes Elementary School is located in Washington, Georgia, the county seat for Wilkes County. The school system serves families in Washington, Tignall, Rayle, and several small, unincorporated rural communities. The county has one of the largest land areas in the state, 471square miles, but has a small, rural population. There are 10,687 people in the county. Our community has a very high poverty rate with the median income at $27,644. Agribusiness and manufacturing are the major industries. Twenty-five percent of the households have single heads of household. Thirty-five percent of the persons above age 25 are non-high school graduates. Washington-Wilkes Elementary School (WWES) is a part of the Wilkes County School System - a rural school system with four schools: Washington-Wilkes Primary (K to 3), Washington-Wilkes Elementary (Pre-K and 4-5), Washington-Wilkes Middle (6-8), and Washington-Wilkes Comprehensive High School (9-12). The school population is 51.9% black, 44.8% white, 1.4% Hispanic, and 1.9% other races. All students receive free breakfast and lunch. Wilkes County Schools have participated in the Title I program. Children in the Primary, Elementary, and Middle Schools (grades K-8) are served in a School-wide Instructional Program Title I setting. Major Initiatives At Washington-Wilkes Elementary School

Common Core Georgia Performance Standards All fourth and fifth grade teachers are working on units to implement the Common Core curriculum in the classroom. Each grade level participates in professional learning to write units in all subject areas. The teachers will continue to work on units and make adjustments as needed. The implementation of writing across the curriculum is taking place in all 4th/5th grade classes.

Inclusion of Students with Disabilities in the Least Restrictive Environment All schools have begun a focus on including all students with disabilities within the regular education environment as much as is possible with accommodations and modifications to meet all students’ needs. Five years ago, WWES participated in the Georgia Department of Education’s Least Restrictive Environment Project. This grant included extensive training in ways to provide instruction to students with disabilities within the regular education program. Through this initiative, regular and special education teachers worked together to meet the needs of all students within the regular education classroom. This year, WWES will continue its focus on the inclusion model to serve its students with disabilities within the regular classroom setting. Teachers and paraprofessionals will participate in professional learning opportunities as they are made available through RESA, conferences and workshops, or local presenters.

5 21st CCLC Out of School Program Washington-Wilkes Elementary will offer an out of school program funded through 21st Century Community Learning Centers funding for students who are at risk in the areas of reading and/or mathematics. The Washington-Wilkes Elementary School After-School Program involves intensive work in areas of reading and mathematics. Instruction focuses on reading vocabulary and comprehension, individualized reading skills such as phonics and decoding, and on basic math skills. Direct instruction in small group and individual settings is provided. Research-based computer programs such as Destination Math and Reading, Education City, and Study Island are also utilized. Highly-qualified teachers from the Washington-Wilkes Elementary faculty serve as the teachers in the Out of School Program. Students who scored at the Did Not Meet level on the CRCT and others who are struggling in the classroom are invited to participate in the WWES After-School Program.

Summer School/Remediation Summer school and/or remediation will be offered contingent on availability of funding to students who do not meet promotion criteria. Students will work to achieve grade level expectations in the area of reading, language arts, and math.

Early Intervention Program Children start school at a designated chronological age, but differ greatly in their intellectual development and experience base. The Early Intervention Program (EIP) is designed to serve students who are at risk of not reaching or maintaining academic grade level. The purpose of the Early Intervention Program is to provide additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time. Students are selected for the program using the EIP Checklist provided by the State and/or by their scores on the Georgia Criterion- Referenced Competency Test (CRCT). Students are automatically qualified who Did Not Meet the minimum score of Level II on the Reading/Language Arts and/or Mathematics sections of the CRCT. An EIP Plan for Improvement is designed for each student served through the program. Washington Wilkes Elementary School uses Early Intervention Program funds to provide teachers to work with students who are below grade level in reading or math.

Thinking Maps/Write…from the Beginning In the spring of 2010, Wilkes County schools began a district wide Professional Learning initiative that introduced all teachers to Thinking Maps – A Language for Learning. Thinking Maps are visual teaching tools that foster and encourage lifelong learning. Based on thorough and well-accepted academic study and brain research, the eight Thinking Map tools correspond with eight fundamental thinking processes. These eight maps can be utilized individually or in various combinations to form a Common Visual Language for students and teachers at all grade levels, in all subjects. Teachers that are new to the staff will receive training if need.

6 All teachers will be trained in the use of Write…from the Beginning, a developmental writing program for Kindergarten through 5th Grade focused on those criteria necessary for successful writing achievement beyond the elementary years. The program includes both narrative and expository writing, each utilizing the Thinking Maps Common Visual Language. Teachers build upon and extend the instruction of previous grades by using Modeled Instruction, Improvement Rubrics, and Focused Mini-Lessons. The resultant effect is a common, targeted focus and school-wide accountability which creates an expectation of high student writing achievement on state and local writing tests.

PBIS A positive behavior incentive system is used by all staff to teach and promote positive behaviors. The students are rewarded for exhibiting positive behaviors through a “Tiger Bucks” system. They can purchase items from a school store using “Tiger Bucks”.

AIMSweb Fourth and Fifth grade students will be given a universal screening in reading and math three times a year. The students that are below average will be progress monitored weekly or bi-weekly. The progress monitoring will be used as part of the school wide RTI/SST process to better serve those students that are in Tier 2 and Tier 3.

Highly Qualified Teachers It is the expectation of the Wilkes County System that all teachers employed by the system meet the federal definition of Highly Qualified Teacher. The System Leadership Group, along with the School Improvement Planning Team, work to assure that the existing teachers and all new hires meet this qualification. For the 2013-2014 school year, all teachers at Washington-Wilkes Elementary School are Highly Qualified for the subjects they teach.

Comprehensive Needs Assessment System and school-based School Improvement Meetings will be held throughout the 2010-11 school year. These meetings will focus on pertinent research in curriculum and instruction, including subtest analysis of test results. An extensive analysis of strengths and weaknesses in all facets of the system’s educational practices will be studied with the goal of improving student achievement and test scores across all demographic groups. In the fall of 2003, every certified teacher at Washington-Wilkes Elementary School participated in Robert Marzano’s survey, What Works in Schools—Translating Research into Action. This survey allowed the staff to respond to eleven factors influencing student achievement and identify the top five effectiveness factors that can be accomplished and will impact student achievement. The school examined the results of the survey and found that it indicated the following areas as a priority for improvement at the school level:

1. Begin their instructional units by asking students to identify personal learning goals that fit within the learning goals presented by the teacher.

7 2. When planning units of instruction, ensure that students will be involved in complex projects that require them to address content in unique ways. 3. Systematically ask students to keep track of their own performance on the learning goals. 4. Students are provided with training regarding the dynamics of motivation and how those dynamics affect them. 5. Training and support are provided to parents to enhance their communication with their children, their supervision of their children, and their parenting.

Identified needs from the survey were incorporated in the school improvement goals. In addition to the survey results, test data was disaggregated to determine the needs in student achievement for all students and subgroups.

Factors Affecting Student Achievement (based on analysis of What Works in Schools survey)

Item 31 Begin their instructional units by asking students to identify personal learning goals that fit within the learning goals presented by the teacher.

Item 66 When planning units of instruction, ensure that students will be involved in complex projects that require them to address content in unique ways.

Item 33 Systematically ask student to keep track of their own performance on the learning goals.

Item 29 Students are provided with training regarding the dynamics of motivation and how those dynamics affect them.

Item 22 Training and support are provided to parents to enhance their communication with their children, their supervision of their children, and their parenting.

8 Factors Affecting Student Achievement

Actions/Strategies/Interventions Timeline Professional Development/ Person(s) Means of Resources/Estimated Costs Responsible Evaluation

Item #31: 2011-14 Identifying of personal learning goals Principal by students during individual Classroom Instruction That Works conferences Number of Students Instructional Collecting Data to represent each Student Assessment Data Meeting Set Goals Coach student’s progress towards Conferencing Sheets Promotion Benchmarks Number of Students Classroom Meeting Promotion/ Data Room Teachers Goal Setting for CRCT Retention Benchmarks AIMSweb Students

Item #66: Involving students in complex projects Classroom Instruction That Works Completed Projects Performance tasks with rubrics 2011-14 Instructional Write…from the Beginning Coach Mastery of Standards Writing in different genres (Narrative, Informational, Persuasive) CCGPS Performance Tasks Classroom Writing Samples Teachers Thinking Maps

Item #33: 2011-14 Strategies from the book, Principal Tracking of their own performance by Classroom Instruction That Student/Teacher students Works Conferences Instructional Bi-Weekly Reports – Power School Performance Tasks Coach Progress Toward Promotion Reports to AIMSweb Benchmarks/Progress AIMSweb Classroom Parents Monitoring Teachers Teacher conferences with students Power School Mastery of Standards 9 about progress

Promotion Benchmark Reports for students and parents

Rubrics to track progress Item #29: Motivating students

Good Behavior Celebrations Student Rewards ($200) Principal Honor Roll and Merit List Field Trips (paid by PTG) Number of students Field Trips as rewards Red Ribbon Events ($100) Instructional qualifying to participate 2011-14 Coach in various celebrations Red Ribbon Week Activities School Store (paid by PTG) and Field Trips Classroom Academic Club Teachers

Item #22: Training and supporting of parents Number of Parents attending Open House, Open House PTG, and Family Principal Reading Night PTG Programs Incentives for attendance at PTG Media Timely Materials in 2011-14 and Parent Technology Night Academic Corner Newspaper Articles Specialist Parent Information (donated by PTG) Center Parent Information Center Teachers Current Information on Message Board at School Entrance Message Board and on Websites eChalk Web Pages

10 Reading/English Language Arts

Desired Results for Student Learning: Increase in Reading/English Language Arts Achievement.

11 Goal Statement: Students will raise achievement in Reading/English Language Arts in grades 4 and 5 from 80.6 percent meeting or exceeding standard at the end of SY 2010-11 to 91.3 percent in grades 4 and 5 meeting or exceeding standard at the end of SY 2011-12, with an increase to 93.3 percent in 2012-13 and an increase to 95.3 percent in 2013-2014, as measured by the Georgia CRCT with a minimum of 95% participation for all subgroups.

Evaluation:

Current Status: In SY 2012-13, 89 percent of Washington-Wilkes Elementary Students in grades 4 and 5 met or exceeded standards (Levels 2 and 3) on the Georgia CRCT in Reading/English Language Arts.

Targeted Students: All students in subgroups who fall at or below the AMO of 80.0 percent on the Georgia CRCT in Reading/English Language Arts. Subgroups identified as a-risk include Students with Disabilities (73.4%) and ELL Students (70%)

Specific Benchmarks: In grades 4 and 5, decrease the number of students scoring within the Not Meeting Standards (Level 1) on the Georgia CRCT by five percent each year. Action Plan For Reading/English Language Arts

Actions/Strategies/Interventions Timeline Professional Development/ Person(s) Means of Evaluation Resources/Estimated Cost Responsible Strategies Based on Scientifically Based Research

*Reading aloud to students: Novels Principal during scheduled Reading/English Novel Sets Language Arts classes (Whole and/or Classroom Observation Small Group) Instructional 2011-14 Coach CCGPS Professional Learning Lesson Plans (Creating Units) Classroom Teachers *Time for independent reading: teachers Library Books allow time for independent reading in the Classroom Classroom Observation 2011-14 classroom Teachers Lesson Plans Classroom Novel Sets *Students’ choice of their own reading 2011-14 Library Books Classroom Classroom Observation materials: classroom libraries, class sets Scott Foresman Leveled Teachers from reading series, media center books. Readers/ Book Sets Number of Books Read 12 Classroom Novel Sets *Exposing students to a wide and rich Classroom Observation Novel Sets range of literature: WWES novels, 2011-14 Classroom Library Selections media center books Teachers Reading Logs *Community readers modeling and Principal discussing their own reading practices: Community Readers Sign Library Books Guest Readers from the community visit Instructional Up For Reading 2011-14 Personal Books of classrooms to read during the school Coach Opportunities Community Readers year. Media Specialist *Primary instructional emphasis on Learning Focused Schools comprehension: use of acceleration strategies - advance organizers, story Reading First SBRR Principal maps, vocabulary development. Differentiation Strategies Instructional Classroom Observation Coach 2011-14 Thinking Maps Lesson Plans Classroom Write…from the Beginning Teachers Student Binders

Student Journals *Teaching reading as a process: use 2011-14 Principal Classroom Observation strategies that activate prior knowledge: Learning Focused Schools use of acceleration strategies - Lesson Plans advance organizers, story maps, Reading First SBRR Instructional vocabulary development. Coach -help students make and test predictions. Differentiation Strategies -structure help during reading: teacher- Classroom student reading conferences. Thinking Maps Teachers -provide after-reading applications: response cards, book reports. Write…from the Beginning -differentiate instruction so that the teaching of reading meets the needs of all Student Binders students in a given classroom Student Journals

13 *Silent reading followed by discussion: Student Interest Reading Circles, Leveled Readers, Scott Foresman Book Sets Inventories Classroom Readers with different viewpoints. 2011-14 Novel Sets Students Discussion Teachers Library Books Classroom Observation

*Use of reading in content fields: use of Principal expository texts in social studies and Scott Foresman Book Sets Lesson Plans Instructional science increase use of reading sets from 2011-14 Science/Social Studies Coach basal series. Content Area Readers Reading Logs Lab Teachers *Measuring success of reading program Media Specialist Scott Foresman Readers AIMSweb by student assessments 2011-14 Library Books Comprehension Scores Classroom Novel Sets Classroom Grades Teachers *Use of Common Core Georgia CCGPS Standards Principal Curriculum Maps Performance Standards to drive Instructional classroom instruction 2011-14 Frameworks/Units Coach CCGPS Units Classroom Teachers Lesson Plans Policies and Practices That Ensure All Groups Will Meet Proficiency

*A more stringent promotion/retention Board Policy policy is in place that provides specific Promotion/Retention Increased Number of Superintendent benchmarks for students and parents. 2011-14 Benchmarks Students Meeting Principal (School Board Policy) Progress Toward Promotion Promotion Standards Reports *Mid-term progress reports that inform students and parents of progress mid- Principal Increased Number of point during grading period. 2011-14 Midterm Reports Classroom Students Meeting The principal monitors these reports. Teachers Promotion Standards

*Organized and well-managed RTI/SST 2011-14 SST Guidelines Principal Number of students process for offering suggestions and involved in RTI/SST who guidance to teachers and parents is in Response To Intervention Tiers Instructional achieve promotion place. RTI/SST monitors student Coach standards progress and carefully tracks meeting of AIMSweb student goals. RTI/SST 14 Committee *Use of effective teaching strategies, Learning Focused Schools such as acceleration, graphic organizers, summarizing techniques, vocabulary Reading First SBRR development, student writing, organizing information with the appropriate Differentiation Strategies Principal Thinking Maps. Thinking Maps Instructional Classroom Observation 2011-14 Coach Write…from the Beginning Lesson Plans Classroom Student Binders Teachers Student Journals

*Frequent and thorough analysis of CRCT Data Principal student data and student work to ensure close monitoring of all students. AIMSweb Data Instructional Grade Level Meetings To 2011-14 Coach Examine Student Work Student Work Samples with and Data meaningful feedback Classroom Teachers

Strategies That Promote Parental Involvement

*Parent Technology Night prior to PTG Library Books in media center. Number of 2011-14 Attendance Incentives Media Specialist Parents/Students In (Purchased by PTG and Attendance Book Fair Profits) *Active Parent Teacher Group that meets 2011-14 Programs by Administrators, Principal Number of at least 4 times during the year. Teachers, and Students PTG Executive Parents/Students In Committee Attendance (Adm., Teachers,

15 PTG Officers) *Frequent contacts to parents by teachers: Contact Logs Contact Log parent contact logs turned into the office Folders for Signed Papers Principal Signed Papers, progress each grading period, signed papers sent at ($120)* 2011-14 Reports and Report Cards least every two weeks, notes in binders as Student Binders Classroom returned to school needed, progress reports, report cards ($4200)* Teachers Notes in Agendas each grading period. *Title I Funds *Graded papers with power school report Principal Power School Power School sent home and/or posted on the school Media Specialist 2011-14 eChalk eChalk website. Grade Level Newsletter Templates (# of visits) Chairs *Parent conferences held on an as Principal needed basis with teacher and often the guidance counselor/administrators Conferencing Tips Provided By Guidance Number of Parents in 2011-14 Principal and Guidance Counselor Attendance at Counselor Conferences Teachers

*Several parent workshops on pertinent Topics Include: Principal topics that help parents help their Attendance Policy, children with schoolwork. Title I Parent Involvement Plan, Instructional Number of Parents In 2011-14 Using Technology, Coach Attendance Organizational Strategies & Time Management Tips, PreK Director Preparation For Kindergarten *Provide parents with written notification Academic Corner Test Data Principal about status and progress of the school. Newspaper Article 2011-14 Good Behavior Awards Honor Roll/Merit List School Website Additional Activities

*An after school program that focuses Principal on effective learning strategies in reading Students In Program 21st Century Community will be offered to students below grade: 2011-14 Who Achieve Grade Learning Centers Funding After School to emphasize acceleration rather that Level Coordinator remediation. *A summer school program that focuses 2011-14 Promotion Criteria Data Superintendent Students In Program on effective learning strategies in reading Remediation Materials Based on Who Achieve Grade 16 will be offered to students who do not Principal Level & Meet Criteria meet promotion criteria. (Pending Student Needs For Promotion available funding)

Rationale for Action Plan For Reading/English Language Arts Consistent improvement in Reading and English/Language Arts achievement has been documented. However, school Reading/English Language Arts achievement is not at an acceptable level, particularly in that the number of students exceeding the standards has not increased over the past several years. The achievement gap between the subgroup score of Black and White students has closed and the gap between Students with Disadvantages and All Students has narrowed, but significant gains have not been made by any of these students. Reading/Language Arts teachers at the school continuously adjust instructional units as needed based on the GPS and the accompanying frameworks. Washington-Wilkes Elementary School has embraced the Learning Focused Schools (LFS) model that is a comprehensive method for improving classroom instruction in all subject areas. In addition to LFS strategies, schools are focused on using scientifically based reading researched materials and strategies. The GPS and its accompanying frameworks, along with best practices, require planning strategies that include focusing on the expected outcome or student product and then working backwards to ensure that the necessary concepts are taught. Acceleration, as part of this model, combined with remediation allows students to actually catch-up, rather than getting farther and farther behind with remediation alone. Small groups and differentiation of instruction will be implemented during reading instruction to insure that all students benefit from the direct and systematic instruction. The addition of Thinking Maps – A Language for Learning and Write…from the Beginning will further enhance the above mentioned strategies and provide a comprehensive, system-wide focus on instruction. Data analysis and disaggregation of test scores have indicated that there are groups of students within the school who are underachievers. A high percentage of students who score within Level 1 (Does Not Meet Standard) on the CRCT are Students With Disabilities and English Language Learners. Our Spanish speaking and migrant populations remain small, but need additional academic assistance as well. Wilkes County Schools have developed a comprehensive promotion/retention policy in accordance with state law. Promotion requires achievement on multiple system-approved assessment criteria that include state assessments. With the policy in place, Wilkes County Schools hope to provide necessary remediation, acceleration, and differentiated instruction, when a student needs it most. Rather than allow students to struggle, we provide assistance to students as they encounter difficulties. Washington-Wilkes Elementary School has an increasing number Limited English Proficient students. Wilkes County’s migrant population continues to increase. Limited English Proficient and migrant children are served through the same support system that is provided for all students. Services include, but are not limited to: Response to Intervention Tiers, Student Support Team, English to Speakers of Other Languages services, counseling, parent training, etc. The goal of WWES is to provide these students as we increase our number of certified English to Speakers of Other Languages (ESOL) teachers. Our goal it to increase these students’ reading achievement by providing these students with certified teachers, extra assistance, acceleration, and remediation.

17 Washington-Wilkes Elementary School has had success in finding good beginning level teachers, and has increased the retention of those teachers. We have increased the number of teachers with advanced degrees each year. We will continue to encourage our teachers to take part in advanced degree courses of study, professional learning opportunities, and the addition of endorsements such as gifted education and ESOL.

Mathematics

Desired Results for Student Learning: Increase in Mathematics Achievement.

Goal Statement: Students will raise achievement in Mathematics in grades 4 and 5 from 73.0 percent meeting or exceeding standards at the end of SY 2010-11 to 89.9 percent in grades 4 and 5 meeting or exceeding standard at the end of SY 2011-12, with an increase to 91.9 percent in 2012-13 and an increase to 93.9 percent in 2013-14, as measured by the Georgia CRCT with a minimum of 95% participation for all subgroups.

18 Evaluation:

Current Status: In SY 2012-13, 89 percent of Washington-Wilkes Elementary Students in grades 4 and 5 met or exceeded standards (Levels 2 and 3) on the Georgia CRCT in Mathematics.

Targeted Students: All students in subgroups who fall at or below the AMO of 75.7 percent on the Georgia CRCT in Mathematics. The subgroup identified as a-risk is Students with Disabilities (63.9%).

Specific Benchmarks: In grades 4 and 5, decrease the number of students scoring within the Not Meeting Standards (Level 1) on the Georgia CRCT by five percent each year. Action Plan For Mathematics

Actions/Strategies/Interventions Timeline Professional Development/ Person(s) Means of Evaluation Resources/Estimated Cost Responsible Strategies Based on Scientifically Based Research

*Teaching practices CCGPS -use of manipulatives Frameworks Principal CCGPS Units -cooperative group work Performance Tasks Instructional -discussion of mathematics 2011-14 And Assessments Coach Lesson Plans -questioning and making conjectures Thinking Maps Classroom -writing about mathematics Write…from the Beginning Teachers Classroom Observations -problem-solving approach to instruction Mountain Math -content integration *Mathematics as Problem solving CCGPS -word problems with emphasis on critical Principal thinking Frameworks CCGPS Units -everyday problems and applications Instructional -open-ended problems and extended Performance Tasks Coach 2011-14 problem-solving projects And Assessments Lesson Plans -investigating and formulating questions Classroom Thinking Maps Teachers from problem situations Classroom Observations Mountain Math

*Revising curriculum maps that prioritize 2011-14 Scheduled Professional Instructional Curriculum Maps

19 mathematics curriculum. Learning Sessions at the school Coach

Policies and Practices That Ensure All Groups Will Meet Proficiency

*A more stringent promotion/retention Board Policy policy is in place that provides specific benchmarks for students and parents. Promotion/Retention Superintendent Increased Number of (School Board Policy) 2011-14 Benchmarks Students Meeting Principal Promotion Standards Progress Toward Promotion Reports *Mid-term progress reports that inform students and parents of progress mid- Principal Increased Number of point during grading period. 2011-14 Midterm Reports Students Meeting These reports are monitored by the Classroom Promotion Standards principal. Teachers

*Organized and well-managed RTI/SST Principal process for offering suggestions and guidance to teachers and parents is in SST Guidelines Number of students Instructional place. RTI/SST monitors student involved in RTI/SST who 2011-14 Coach progress and carefully tracks meeting of Response To Intervention Tiers achieve promotion student goals. standards RTI/SST Committee *Use of effective teaching strategies, such as acceleration, graphic organizers, 2011-14 Revisit Learning Focused Principal Classroom Observation summarizing techniques, vocabulary School Strategies development, student writing, organizing Instructional Lesson Plans information with the appropriate Teaching Student-Centered Coach Thinking Maps. Mathematics 3-5 Classroom Thinking Maps Teachers

CCGPS/Frameworks

20 Performance Tasks (manipulatives needed)

*Frequent and thorough analysis of CRCT Data Principal Grade Level Meetings To student data and student work to ensure *Instructional Examine Student Work close monitoring of all students. Student Work Samples Coach 2011-14 and Data *Classroom Performance Tasks and Teachers Assessments Strategies That Promote Parental Involvement

*Provide parents with Parent Technolgy Math Manipulatives, Flash Night before PTG. Cards, Other Math Materials Number of Parents In 2011-14 Media Specialist Attendance

*Active Parent Teacher Group that meets Principal at least 4 times during the year. PTG Executive Number of Programs by Administrators, 2011-14 Committee Parents/Students In Teachers, and Students (Adm., Teachers, Attendance PTG Officers) *Frequent contacts to parents by teachers: Contact Logs Contact Log parent contact logs turned into the office Folders for Signed Papers Principal Signed Papers, progress each grading period, signed papers sent ($120)* 2011-14 Reports and Report Cards home at least every two weeks, notes in Student Binders Classroom returned to school binders as needed, progress reports and ($2300)* Teachers Notes in Agendas report cards each grading period. *Title I Funds *Classroom events/homework posted on Power School Power School Classroom the school website. 2011-14 eChalk eChalk Teacher (# of visits) *Parent conferences held on an as Principal needed basis with teacher and often the guidance counselor/administrators Conferencing Tips Provided By Guidance Number of Parents in 2011-14 Principal and Guidance Counselor Attendance at Counselor Conferences Teachers

*Several parent workshops on pertinent 2011-14 Topics Include: Principal Number of Parents In

21 topics that help parents help their Attendance Policy children with schoolwork. Title I Parent Involvement Plan Organizational Strategies Attendance Time Management Tips PreK Director Preparation For Kindergarten *Provide parents with written notification Test Data Principal about status and progress of the school. 2011-14 Good Behavior Awards Newspaper Articles Honor Roll/Merit List Additional Activities

*An after school program that focuses on effective learning strategies in Principal Students In Program mathematics will be offered to students 21st Century Community 2011-14 Who Achieve Grade below grade level: to emphasize Learning Centers Funding After School Level Criteria acceleration rather than remediation. Coordinator

*A summer school program that focuses Superintendent on effective learning strategies in Students In Program Promotion Criteria Data mathematics will be offered to students Principal Who Achieve Grade 2011-14 Remediation Materials Based on who do not meet promotion criteria. Level & Meet Criteria Student Needs (Pending available funding) Summer School For Promotion Coordinator

Rationale for Action Plan For Mathematics Washington-Wilkes Elementary School students’ math achievement has increased over the past four years. However, school Mathematics achievement is not at an acceptable level, particularly for students with disabilities and students who are economically disadvantaged. An achievement gap also exists between the scores of White students and those of Black students. Through the analysis of test data, it is evident that there is a need for an emphasis on math vocabulary and a focus on problem solving instructional strategies. Curriculum prioritization, curriculum mapping, planning strategies that include focusing on the expected outcome or student product and then working backwards to ensure that the necessary concepts are taught, along with Learning Focused School strategies, will assist teachers in insuring that math curricular priorities are met. Extensive professional learning opportunities have been provided for teachers in Learning Focused Schools’ best practices. Training in the new Georgia Performance Standards for teachers in fifth grade began in 2004. Small groups and differentiated instruction will be implemented during math instruction to insure that all students benefit from the direct and systematic instruction.

22 Data analysis and disaggregation of test scores has indicated that there are groups of students within the school who are underachievers. A high percentage of students who score within Level 1 (Below Grade Level) on the CRCT are Black, White, Economically Disadvantaged Students, or Students With Disabilities. Limited English Proficient and migrant populations remains small, but needs additional academic assistance as well. We are providing for low achieving students’ needs through Student Support Teams, English as a Second Language certified teachers, an interpreter, after-school programs, summer school, and volunteer tutors. Wilkes County Schools have developed a comprehensive promotion/retention policy in accordance with state law. With the policy in place, Wilkes County Schools hope to provide necessary remediation, acceleration, and differentiated instruction, when a student needs it most. Rather than allow students to struggle, we provide assistance to students as they encounter difficulties. Summer school was provided for those students who did not meet promotion/retention requirements in the area of reading or math. The promotion/retention procedures will be refined as the GPS is initiated and benchmark assessments are implemented. During the 2004-05 school year, Wilkes County schools began a process of including students with disabilities in the least restrictive environment to the maximum extent possible. This allows students with disabilities to receive grade-level instruction, while at the same time receiving modifications and/or accommodations to meet the needs required by their disability. Regular and special education teachers will need continuing professional learning opportunities to increase their skills in differentiated instruction and co-teaching strategies. Technological literacy will be necessary as our students increase their math vocabulary and problem solving skills. Students at Washington-Wilkes Elementary School use Education City and Destination Math to help increase math proficiency

Action Plan For Student Discipline

Actions/Strategies/Interventions Timeline Professional Development/ Person(s) Means of Resources/Estimated Cost Responsible Evaluation Each teacher will implement and monitor Grade Level Grade Level Planning for a Classroom Management Plan. Coordinators Consistency Copy of Classroom 2011-14 Principal Management Plans on School-Wide Behavior Plan File in Office PreK Behavior Plan Principal WWES will implement and monitor a 2011-14 School Law Principal Copy of Plan on file in

23 School-wide Behavior Plan office, in each Updates All Faculty and classroom, and in Staff Student Handbook WWES will maintain a Behavior Control What Every Teacher Should Room (BCR) for students who need Know About Classroom redirection and/or an alternate learning Management and Discipline environment due to inappropriate Principal behavior. The First Days of School Number of Discipline 2011-14 BC Room Referrals Working with Kids Who Drive Parapro You Crazy!

Classroom Management Training (as needed) School Personnel will keep parents and Principal guardians informed of and actively Student Discipline Number of incidents of involved in the management of student 2011-14 Referral Forms BC Room misbehavior. behavior and the school-wide discipline Parapro plan. Implementation of scientific-research Science Participation in Program based program that reduces drug/ alcohol/ Teachers Red Ribbon Week tobacco use. 2011-14 Student Attitudes Guidance Toward Drugs/ Alcohol/ Counselor and Tobacco Use PBIS – Implement a Positive Behavior Various Incentives All school 2011-14 Incentive System. Funded by PTG personnel Student Support Team (SST) will assist Principal teachers in identifying strategies for maintaining appropriate behavior of Guidance Decrease in Number of ABE Program students with reoccurring discipline Counselors Discipline Referrals/ 2011-14 referrals Students Referred for Response To Intervention Tiers RTI/SST Behavioral Testing Committee

Rationale For Action Plan For Student Discipline

24 A focus is being placed on positive behaviors at WWES. The last 2 to 3 years an increase has taken place in the number of referrals to the Behavior Control Room. The number of out of school suspensions have increased also. The Positive Behavior Incentive Program is being implemented throughout the school. The teachers will teach lessons about what positive behaviors are expected to be exhibited throughout the school day. The students receive a “Tiger Buck” for exhibiting positive behavior. The student can accumulate their bucks and buy items from the “Tiger Bucks” store or the students can save their bucks for larger prizes or incentives. The students that do not exhibit positive behaviors and cause classroom disruptions must report to the Behavior Control Room to focus on redirecting their behavior. The students will complete a behavior module on the computer through the ABE program to learn alternative ways to stay on task and focused in the classroom.

Title I Schoolwide Plan: Index of School Improvement Plan Section Page / Paragraph Description 1114 (b) (1) Number

(A) Comprehensive needs assessment of the entire school Pages 5-9

Reform strategies that strengthen the core academic program, increase the amount and (B) quality of learning time (before, after, or summer school), and include strategies for Pages 15-16, 20-21 meeting needs of those underserved

(C) Instruction by highly qualified teachers Pages 5, 14, 20-21

25 High quality and ongoing professional development for teachers, principals, and Pages 4, 5, 10, 11, (D) paraprofessionals, etc. 17-19, 23

(E) Strategies to attract high-quality highly qualified teachers to high-needs schools Not Applicable

Pages 7, 8, 10, 13, 14, 19, (F) Strategies to increase parental involvement 20

Transition plans for assisting preschool children from early childhood programs to (G) Page 14, 20 elementary programs

(H) Measures to include teacher in the decisions regarding the use of academic assessments Pages 6-8, 12-14, 18, 19

Activities to ensure that students who experience difficulty mastering the proficient or (I) advanced level of academic achievement standards are provided with effective, timely Pages 3, 4, 12, 13, 18, 19 additional assistance.

(J) Coordination and integration of Federal, State, and local services and programs Pages 3-5, 10-14, 18-21

Washington Wilkes Elementary School Title I Parent Involvement Policy Final Draft (Revised @ Annual Title I Parent Meeting – September 17, 2013)

Washington Wilkes Elementary School recognizes parental involvement is a key element in the academic success of children. It shall be the intent of all parent involvement activities at Washington Wilkes Elementary School to encourage and support the efforts of home, school, and community in improving the educational opportunities of all children.

I. Parent involvement in the development of the plan and school review and improvement: A. Parents are involved in the joint development of the school plan and in the process of school review and improvement through parent surveys, the school council, and attending a meeting at the beginning of the school year where they are informed of Title I requirements and are given the opportunity to review the plan and provide feedback.

26 B. School results of the state assessments are made available at local board meetings, which are open to the public, presented in the local newspaper, and presented in newsletters to parents, at PTG meetings and through individual conferences. Parents are encouraged to offer suggestions of improvement when assessments are not meeting standards as set by the state.

II. Coordination, technical assistance, and other support necessary to assist schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance:

A. Parent involvement is encouraged and supported through school councils that serve as parent advisory groups and through PTG programs that encourage family involvement. B. Resources will be provided in order to assist parent in ways to help their children be successful. The school website provides many resources to assist parents C. Assistance is provided to non-English speaking parents through translation of information to languages other than English when such services relate to parent involvement. An interpreter/translator is available to assist Spanish-speaking parents in their involvement.

III. Building Capacity for Involvement

A. Washington Wilkes Elementary School has planned programs designed to improve high quality parent involvement. Planned activities are organized to work toward increasing parental involvement. Parent involvement strategies are included in the School Improvement Plan. Parental involvement opportunities are not limited to local workshops. B. To ensure effective involvement of parents and to support a partnership among the school, parents, and community to improve student academic achievement, Washington Wilkes Elementary School has provided information, workshops, and in-service education about working with students and parents from varied cultures and economic backgrounds. Teachers, pupil services personnel, principals and other staff, with the assistance of parents, have been provided information about the value and utility of the contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between home and school. C. There is an on-going process to involve businesses and community-based organizations in parent involvement activities. Businesses and community-based organizations are encouraged to work with parents and schools in working toward increased 27 academic achievement. Activities that encourage and help parents to become full partners in the education of their children are supported and encouraged.

IV. Coordinate and integrate parental involvement strategies with other programs: A. Parental involvement activities are a coordinated effort among Title I, Early Intervention Program (EIP), Gifted and Talented, Special Education, and Pre-Kindergarten, whenever appropriate and feasible. Many of the same parents will be involved with several programs, so joint scheduling serves all groups. B. Washington Wilkes Elementary School will work with community services, school based programs, and other programs in schools, when feasible, to improve student achievement, promote parental involvement, promote family literacy, and provide opportunities for smooth transition to school and to support the instructional program. Coordination in services to children and families is sought through Title I and with community services such as Headstart, the Wilkes County Health Department, the Department of Family and Children Services, the Family Connection Communities in Schools, Washington Police Department, Wilkes County Emergency Management Agencies, and Wilkes County Sherrif’s Department.

V. Conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving academic quality of the schools, identifying barriers to greater parental participation, and use the findings to design strategies for more effective parental involvement:

A. The Parental Involvement Policy of Washington Wilkes Elementary School is evaluated annually as to the effectiveness in increasing parent participation and identifying barriers to parent participation such as low income, disabilities, limited literacy, language or other cultural or ethnic considerations. The findings of the annual evaluation are used to design strategies for school improvement or to redesign the parent policies. All non-satisfactory parent comments regarding its parent involvement and system plan are collected and attached to the plan when submitted to the State Title I Office.

VI. Involve parents in the activities of the schools:

A. Washington Wilkes Elementary School involves parents in school activities in a variety of ways. Some examples include parent workshops providing materials to help with academic areas, distribution of newsletters, and websites that include tips for working with children at home. Meetings and/or workshops are held to provide assistance to participating parents in understanding such areas as Georgia’s content standards and student performance standards, the school improvement and corrective action process, components of a school wide Title I program, state and local assessments, or the requirements of Title I, Part A. Information is provided to parents through meetings, workshops, or printed documents so that parents understand the ways they can monitor their children’s progress and work with educators to improve the performance of their children. Parents are informed of ways that they can participate in decisions relating to the education of their children. Washington Wilkes Elementary School plans various school activities to include parents in school activities. These activities are documented through Parent Contact Records. 28 Meetings involving parents are arranged at a variety of times, such as morning and evenings, to maximize opportunities for parents to participate in school related activities.

Wilkes County School System Title I Student/Teacher/Parent Compact

It is the vision of the Wilkes County School System to educate students in the behaviors, skills, and knowledge necessary to become cooperative, responsible, and productive citizens equipped to function as members of a democratic society.

Compact: A voluntary agreement between home and school. The agreement defines goals, expectations, and shared responsibilities of schools and parents as equal partners for student learning. As a Student, I promise to…  Attend school regularly;  Work hard to do my best in class and schoolwork;  Help to keep my school safe;  Ask for help when I need it; 29  Respect and cooperate with other students and adults.  My personal promise: ______

Student signature:______Date:______As a Parent/Caring Adult, I promise to…  Have high expectations for my child as an individual:  Help my child attend school and be on time;  Find a quiet place for schoolwork and make sure work is done;  Read with my child and let my child see me read;  Help my child learn to resolve conflicts in positive ways;  Communicate and work with teachers and school staff to support and challenge my child;  Respect school staff and the cultural differences of others.

Parent signature:______Date:______As a Teacher, I promise to…  Show that I care about all students;  Have high expectations for myself, students, and other staff members;  Communicate and work with families to support students’ learning;  Provide a safe environment for learning;  Respect the cultural differences of students and their families.

Teacher signature:______Date:______