Title I Schoolwide/School Improvement Plan s1

Georgia Department of Education Title I Schoolwide/School Improvement Plan

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Fairview Elementary School District Name: Henry County

Principal Name: Dr. Vaneisa Benjamin School Year: 2016-2017 School Mailing Address: 458 Fairview Road Stockbridge, GA 30281

Telephone: 770 474-8265 District Title I Director/Coordinator Name: Dr. Sandra Moore

District Title I Director/Coordinator Mailing Address: 33 North Zack Hinton Parkway, McDonough , GA 30253

Email Address: [email protected] Telephone: 770 957-6601

ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.)

Priority School Focus School

Title I Alert School

Principal’s Signature: Date:

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date: Revision Date: Revision Date:

Georgia Department of Education April 2015 ● Page 1 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan SWP Template Instructions

 All components of a Title I Schoolwide Program Plan and a School Improvement Plan m ust 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 first ten components in the template are required components as set forth in Section 1 114 of the Elementary and Secondary Education Act of 1965 (ESEA).

 Please submit your School Improvement Plan as an addendum after the header page in thi s document.

Georgia Department of Education April 2015 ● Page 2 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan

Planning Committee Members NAME MEMBER’S SIGNATURE POSITION/ROLE K. Oxendine Kindergarten Chair N. Cosby First Grade Chair S. Pittman Second Grade Chair C. Guy Third Grade Chair L. Bonner Fourth Grade Chair T. Thomas Fifth Grade Chair R. Atluri Special Education Chair A .West Title I Literacy Coach J. Wright Title I Math Coach C. Frank Gifted Chair A. Slater EIP Chair/Data Coordinator L. Dollar Title Teacher C. Tivis New Teacher Chairperson V. Ervin Assistant Principal V. Benjamin Principal

Georgia Department of Education April 2015 ● Page 3 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan

SWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). Response: Based on current year CCRPI, and school –wide assessments, Black students both male and female in significantly large numbers perform at or above grade level by meeting at the participation rate and subgroup performance target areas but not at the state performance target areas.

Data was collected from the following instruments, procedures and processes:

 Yearly CCRPI Data  Fontas and Phinnell Assessments (Student Learning Objective (SLO)  Ikan and Gloss Assessments ( Student Learning Objective (SLO)  Leadership Team disaggregation sessions  Data Analysis Focus Team disaggregation session  Grade level disaggregation sessions  School Continuous Improvement Planning process  Bi-monthly Common Formative Assessments  Weekly Formative Grade-level Assessments  Surveys and focus groups  MTSS Meeting Data  Attendance Data  Behavior Data

Four distinctive groups have been identified at Fairview Elementary that are of concern. These groups include a population of returning “White Students”, increasing numbers of “Students with Disabilities”, “Economically Disadvantaged Students” and “Hispanic Students”. It was determined that special focus on these four subgroups was necessitated due to low performance in school year 2015-16 in all academic subject areas for each of these subgroups. There is a significant increase in the number of students entering the school identified as Students with Disabilities while entering, and those entering who are requesting testing immediately upon entering as a parent request. White Student population is increased by a significant number of students entering Fairview in the later years of their elementary career with significant deficits. It is also significant to note that the entering Hispanic students often only speak English at school at speak mostly or only Spanish at home. Often times having parents who speak little to no English at all. For several years, economically and Disadvantaged Students passed at a significant rate. However, within the last couple of years, there has been a shift in the level of the economically disadvantaged in which many of the students have a much greater identified need for family support, interventions, and social/emotional support creating a further diversion from the prime focus at home of academic support creating a greater need for additional support at the

Georgia Department of Education April 2015 ● Page 4 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). school level.  Our Fountas and Pinnell and IKAN and GLOSS Assessment data, common formative school-wide assessment data, and weekly grade-level formative assessment data provide on-going discussion data that help teachers provide interventions, points of discussion and remedial plans for students. Student goal setting, remediation, and formative assessments are working to help close achievements gaps with students individually. However, specific focused attention must be given to specific sub-groups at large in order to make a significant impact on achievement within those groups. Interventions are put in place based on results of benchmark testing. Specific data was monitored for the specific subgroups throughout the year as a group in addition to individual students of that subgroup.  Specific tutoring and remediation sessions were provided to ESOL students and parents through the resources of Title I staff  Academic, Attendance, Behavioral, and Test data trends were documented through the use of a Title I Data Analysis Paraprofessional Classroom teacher utilized additional remediation strategies through use of technology with a focus on independent practice and research through the use of individual student laptops where available.

Trends in Testing

The school’s Leadership Team, Data Analysis Focus Team, Parents, and Grade-level teams evaluated current CCRIP data to assist in developing the Continuous Improvement Plan (CIP) and the Title I Annual Summary Report. They examined CCRIP Progress Points, Performance Flags and addition data which indicated strengths and weaknesses and identified critical areas needing improvement. These areas included:

 3rd grade overall performance  Performance of ESOL students in all areas  Performance of White students in all areas  Performance of all student in Science  Performance of all students in Social Studies  Performance of Special Education students  Performance of students receiving free and reduced lunch

From the data disaggregation sessions, it was found that students who are achieving below grade level have various “gaps” in skills and need more individualized instruction. This was identified as a major need in our program. In an effort to provide more practice and smaller group settings, students who are identified as achieving below grade level in math and/or reading are offered

Georgia Department of Education April 2015 ● Page 5 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). additional services such as: S.I.E.P (Student Instructional Extension Program), Morning Tutorial Sessions for Reading and Math, extended use of First in Math Online Math Program, Scholastic Comprehension and Grammar Kits and use of the creation of weekly Math and Science day in which extensive hands on instruction and experimentation will take place in the areas of math and science. Some of the programs are provided through our current Title I funds. Research suggests that additional instruction, with specific instructional targets, offered in a smaller setting, benefits struggling students (Blankstein, 2004). In addition, students will receive more intensive instruction, remediation, and acceleration through use of technology resources at an increased rate.

Two Distinctive Groups

The Title I Math Instructional Coach and the Title I Literacy Instructional Coach provide research –based resources and training in Instructional Framework, Georgia Performance Standards, and hands-on approach to mathematics learning and reading strategies to faculty through professional learning sessions. Fairview is continuing its efforts to diminish any gaps between reading and mathematics for all students. In addition, it is a focus of Fairview to continually increase the number of students “exceeding” on state mandated test.

Trends in Student Population

The student population at Fairview has remained consistent for many years in reference to the number of students. In prior years, Students with Disabilities, White students, and Hispanic students due to low numbers were not considered a subgroup or a subgroup of concern. However, due to current economic situations, shifts in enrollment numbers, and an increase in the economically disadvantaged population of students receiving free and reduce lunch, a return to an increase in white student enrollment with low performance, an increase in students with disabilities enrolling in the school, and an increase in the enrollment of Non-English speaking students multiple areas of concern have developed in reference to performance and meeting the needs of a multitude of areas of concern. During the 2015-2016 year our plan focused on improvements for all students in content areas but specific increase expectations for our White, EL and SPED subgroups. Based on our most recent 2016 GA Milestone data, the efforts employed by our Title I Math Coach to ensure a more rigorous approach to math is demonstrating an increase. Our White students increased overall in Math from 43.7% to 55.56%. Our SPED showed an increase in the area of Math from 31.2% to 36.84%. Our African American students saw an increase in Math from 73.4% to 75.787. At this time we do not have detailed information concerning our EL students. Although the subgroups listed did have a significant increase, each subgroup is still below the district mean, as our Title I Math Coach and teacher move forward to close the achievement gap even further.

Georgia Department of Education April 2015 ● Page 6 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

In the area of Reading our Literacy Coach focused on increasing the Reading and Comprehension level of each subgroup. This year, there is a combined score for ELA and Writing. Based on data from our Social Studies area in which a large focused was placed on helping the teachers use Close Reading to teach each subject, there is increase in the Social Studies scores of the subgroups. SPED students saw an increase from 21.2% to 30.0%, our African American Students saw an increase in Social Studies content from 69.4% to 70.19%. However, our overall Reading score reflects a decrease from 68% to 62.73% which is directly affected by combination of the Reading and ELA score where the writing process has a significant impact. This is an area in which our Literacy Coach has also given a large focus, as we are beginning to see a large percentage of students entering who lack basic abilities to write as well as phonemic awareness at the primary level which has a significant effort on the student’s ability to then read. As a result, our Title I teacher and both the Literacy and Math coach work in conjunction with each other as the Coaches attempt to bridge the gap for the teachers and the Title I teacher works to bridge the gap of student learning. The focus is moving to ensuring students understand content vocabulary for all subjects, reading, math, social studies and science. Vocabulary drives instruction. Continuing to improve the reading and writing skills of all students so that they can read and understand all content materials is a major focus. All teachers must become proficient in Close Reading. To specifically address the content of Science, a Science lab will be held for all students each week on a rotational basis were students will take the concepts presented in class for each grade level and those concepts will be supported with hands-on experimentation, videos, project based learning, and portfolio assignments that will involve heavy writing to improve student understanding of the concepts. Because of the transitional nature of our staff in the last two years training and retraining must occur throughout Title I Math Coach in understanding the Math Frameworks and Math Number Talks. The content of Social Studies will improve as students better understand how to read and comprehend the information. Our school improvement plan also focused on improving Science scores across all subgroups. After review of data, it has been determined the following are root causes for lack of improvement: Because of the percentage of students who struggle in the areas of reading and math, a large focus was given to those two areas. Social Studies content was able to benefit because of the direct correlations to reading. However, Science involves a more hands-on approach for both the teachers and students in order to support the learning. Limited resources, limited support teacher, and limited access to lab time and project –based instructions had a direct impact on the lack of increase in the area of science.

Georgia Department of Education April 2015 ● Page 7 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Response:

2. Schoolwide reform strategies that: Response: Fairview Elementary school is a Title I school on the north end of the Henry County School district. Our school population of students range on average 630-650 students per year. There has been a significant increase in the number of students within the last few years that have enrolled in our school through the affidavit process which supports the idea that they have for numerous reasons to include economic conditions, traumatic family events or loss, have had to move in with extended family members. As a result, there continues to be an increase in the number of children to serve in our school each year. The number of new students enrolling with additional academic and behavioral needs continues to climb and outpace the number of staff available to support the student need.

We currently have one Title I Teacher, one Instructional Math Coach, one Instructional Literacy Coach, and one Title I Parent Involvement Paraprofessional. Fairview Elementary uses a schoolwide block scheduling designed to ensure that all students have fair access all academic subjects daily. In addition, students who receive additional push-in model or pull-out services through Title I, do in fact receive the mandated required time, and the additional time for remediation and support. All students in the building receive the required 45 minutes of Math instruction, 45 minutes of Science/Social studies instruction, and the two hour block of Reading/Writing and Grammar instruction. Additional time is allocated to Math each day to increase the time for all students in order to allow students who are identified on the Title I rosters to either be pulled out for intensive small group instruction or for the teacher to push-in for instruction. It will vary depending upon the instruction for the day and the intensity of the assignment as to which method best meets the needs of the students. Additional time is added to the Reading/Grammar block as well during the day to allow Title I teachers to support. The Title I teacher supports students in areas of identified weaknesses based on district level testing.

This year we will use the district identified screener of Measures of Academic Progress (MAP) to establish student’s levels, but will continue to use Fountas and Pinnell for Reading, and IKAN and GLOSS for Math as additional screeners. In addition, school-wide Common Formative

Georgia Department of Education April 2015 ● Page 8 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan 2. Schoolwide reform strategies that: Assessment Data will be used to monitor areas. Teachers at Fairview Elementary school also give weekly Friday Formative Assessments that determine student mastery of materials presented throughout the week. This data is also shared with the Title I teacher to determine additional areas of support needed on an individual basis for each student. In addition, the Title I teacher will provide remediation to students during the school-wide morning Instructional Focus time in which intensive one-on-one support can be provided to struggling students.

Our school has one Title I Instructional Literacy Coach and one Title I Instructional Math Coach. They are responsible for providing and ensuring teachers are familiar, utilizing researched based instructional strategies. They monitor the pacing of instruction, make classroom observations, meet with teachers, model lessons, support grade level planning, plan and provide professional development to faculty, staff, and parents and district employees concerning areas of Math and Reading instruction. The Title I Instructional staff develop Common Formative Assessments used school-wide in order to monitor and chart student progress. They collect and review the data results. This data is also used to help determine areas of professional growth needed for teachers in order to meet student needs. Both the Title I teacher and Title I Parent Involvement Paraprofessional work to support the development and presentation of professional learning to the staff and parents. Although not serving in a capacity of evaluator, the Title I Math and Literacy Coach provided instructional mentorship and coaching to the entire faculty, but paired up with specific teachers needing areas to grow to model, and provide tools in order to increase their capacity to meet the needs of the students they supported through classroom observations, conversations, and goal settings with teachers.

Because of the large number of students with academic needs within the school, students are ranked based on multiple criteria to include scores on district level assessments, school leveled assessments, review of report cards, teacher recommendation, parent request, and if a student has been retained. As students increase in achievement, students can transition out so that available spaces are then afforded to the next ranked students.

We will also provide a state funded SIEP afterschool tutorial program from September through the end of March. Because of the large number of students with academic needs coming in new to the building as early as Kindergarten, the Title I teacher places a major focus on meeting the needs of the primary students Kindergarten through second grade where there is a large deficit in reading , for as many segments and opportunities as possible. Additional students in grades third through fifth are then picked up for services by the EIP staff as much as possible.

 Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

Response: Fairview implemented a 45 Instructional Morning Focus time each morning to ensure an opportunity for remediation for students as needed, continued with the increased amount and the quality of learning time by continuing the current schedule to include a 90 minute block of

Georgia Department of Education April 2015 ● Page 9 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan  Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). instructional time for math and 120 minutes for literacy. Currently, students needing additional assistance are pulled out for small group instruction and testing by a Title I teacher. There are two Early Intervention Teachers (EIP), who either pull out or push in to classrooms for additional instruction. EIP and Title I teachers address the needs of students by previewing, scaffolding and re-teaching activities using the smaller class size or group module and hands-on approaches. Intensive instruction is provided each day in the areas of reading and math for the purpose of remediation and acceleration. We currently have bi-monthly Common Formative Assessments and weekly grade-level assessments called Friday Formative Assessments. In addition we provided after school tutorial through SIEP, and an additional morning test preparatory tutorial program to students in graded Third-Fifth with academic needs as defined by the teacher regardless of prior test scores or rankings to support them in the area of reading, math, and writing.

The goal of Fairview is to have all teachers use the Georgia Instructional Framework and Math Number Talks for Teaching in all subject areas and monitoring of lesson plans and weekly grade- level meetings occur to ensure teachers are using Common Core curriculum. This model of teaching is suggested by the state of Georgia to ensure that students and teachers are maximizing instructional time and standards. Both the Literacy and Math coach observe teachers monthly to determine areas of strength and need to guide professional learning and Coach/Teacher sessions.

Using the Balanced Literacy framework, students are involved in Guided Reading and Close Reading to improve their reading comprehension. Guided Reading is an instructional strategy where a teacher works with small groups of students who have similar reading processes and needs. Teachers utilize Fountas and Pinnell and IKAN and GLOSS, Math Numeracy, and First In Math to support student learning.

One strategy at Fairview is to integrate technology into the classroom setting to assist in improving students’ critical thinking skills, analyzing of information skills, communication skills, collaboration skills, and problem-solving skills. All classroom teachers have Title I funded interactive white boards within their classrooms to assist with providing up-to-date interactive research strategies and technology related interventions. Students have opportunities to lead classroom discussions through use of technology.

To address the needs of students with disabilities, Fairview adopted a co-teaching model. Special education teachers co-teach and collaborate with regular education teachers to work with students with disabilities. The goal has and continues to be to keep students in a least restrictive environment as possible. However, based on continued assessments, adjustments will have to be made to teaching models to allow for additional resource support to address the low levels of academic performance.

There was a need for a specific Phonics program to support the primary students and students

Georgia Department of Education April 2015 ● Page 10 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan  Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). with reading difficulties to include our sub-groups of Special Education, and English Language Learners specifically. The Title I staff researched effective Phonic programs that could be integrated into daily instruction to support the needs of our students and increase reading achievement. For this current academic year, grade levels adopted Phonics plans that met the need of their grade levels. SPED students in grades 3-5 are also supported through the use of ALEKS computerized program.

 Use effective methods and instructional strategies that are based on scientifically based research that:

o strengthen the core academic program in the school. o increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum o include strategies for meeting the educational needs of historically underserved populations Response: The implemented initiative have increased the performance of students K-5 in the areas specifically of Math. Teachers have embraced the use of Mathematical Frameworks and are working towards providing the necessary rigor, along with the use of FIRST In MATH, students are motivated about math.

Significant effort has been given to helping students through the Guided Reading, Phonics and Close Reading initiatives. However standardized test data does not support the results of the efforts. Additional training will be provided to teachers as well has additional monitoring of implementations.

Additional strategies in the teaching of Phonics must be addressed to close the gap between readers and nonreaders. The lack of ability to read effectively in the primary grades is having a large factor on student ability to understand content material across all subjects and further placing students behind academically and in mastering the content fully as they transition grade levels

Georgia Department of Education April 2015 ● Page 11 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan  Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and o the integration of vocational and technical education programs; and

Response: Multiple activities take place throughout the year to extend student focus to College and Career Readiness to include Career Fairs, College Day Celebrations, and Recognition of Colleges through faculty and staff, acknowledgement of variety of college choices displayed in our school cafeteria and weekly college highlights on the morning announcements. Integration of vocational and technical career opportunities take place during Primary and Upper grade level career fairs conducted by our school counselor.

A mentoring program exist within the school in which parent and community volunteers are matched with students who either express a desire for a mentor or a need has been identified. Mentors meet with the students offering academic, social, and emotional support. Relationships are established with a local pantry that provide weekly food bags to needy families.

 Address how the school will determine if such needs have been met; and  Are consistent with, and are designed to implement, the state and local improvement plans, if any. Response: Our data is reflective of 83% of our population is African American students. If the GA Milestone data serves as a guide concerning performance, a large majority of our students based on the charts are increasing and/or maintaining within range of the prior year’s performance. However, some gain has occurred with the SWD population based on initiatives implemented during the year, however not in all areas. Additionally our White students although increase are a small percentage of our student population, less than 10%, but although have made some gains, still significantly fall below the other subgroups in performance. Specific attention has to be given to this subgroup of students in order to further close the gap. Consistent monitoring of data will take place throughout the year to determine if goals have been met or revisions needed.

Georgia Department of Education April 2015 ● Page 12 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan 3. Instruction by highly qualified professional staff Response: Title I paid staff are Highly Qualified.

Fairview Elementary has a highly qualified staff of teachers who possess a variety of higher level degrees. There were several staff members with Doctorate degrees and Specialist degrees. Most faculty have a minimum of a Master’s Degree. We were unsuccessful in securing a full time certified Art teacher at this time, however a letter will go home to our stakeholders informing them. Our Art teacher is in the process of completing the necessary steps in order to become highly qualified in the area of Art.

4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

Response: The focus of professional development for the 2016-2017 year is to ensure proficiency in the teaching of Vocabulary Building, Depth of Knowledge (DOK), Math Strategies, and Close Reading. During half day collaborative planning sessions, teachers will review Fairview GA Milestone Data and Formative Assessment Data. The focus in the training of using Close Reading is designed to increase student phonemic awareness, reading fluency, and comprehension. Whole day collaboration session will take place three times during the year, and 1 hour collaboration sessions will take place weekly.

Professional development sessions incorporated the strategy of vertical teaming. During vertical teaming grade levels mix so that teachers have an opportunity to get input from colleagues they normally do not collaborate with. Teachers will be involved in conversations regarding assigned readings and methods for implementing performance tasks into everyday instruction and using grade-up assignments to increase student reading.

Teachers have opportunities to attend a variety of district lead professional development, regional professional development to improve instruction in multiple areas. Strategies learned during cohort sessions can be used in the classroom to enhance instruction and information redelivered to faculty members during monthly school-wide professional learning sessions. Members of the faculty have opportunities to serve on numerous committees to provide district level professional development to teachers across the district.

Teachers will be retrained in “Ticking with fluency” a reading initiative to support primary students reading fluency and speed.

5. Strategies to attract high-quality highly qualified teachers to high-need schools. Response:

Georgia Department of Education April 2015 ● Page 13 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan All certified employees new to Henry County are required to attend the Teacher Induction Program (TIP). Mentoring is provided at the school level to assist new teachers in the acclamation of school policies, procedures, and school culture. Ongoing support is provided by the school system for the first year of the teacher’s career. Ongoing support is provided at Fairview for the first three years of a new teacher’s career. Each new faculty member is provided a Mentor/Coach that guide and support faculty through bi-monthly meetings. Certified staff are also given a grade-level mentor and building mentor. An active search remains in place to recruit new teachers to the school with recent trends in education knowledge and skills.

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services. Response: Fairview offered thirteen parent session workshops during the year. Workshops ranged from instructional focus on math skills, reading skills, homework help, use of technology, preparing for the GA Milestone, preparing for Kindergarten, working with Pre-K students, math strategies, and others. The total number of parents that attended the thirteen sessions based on parent signatures were 317, excluding parent events. This number reflects parent academic sessions. : Parents are involved in the planning, review, and improvement of the comprehensive school wide program plan, parent involvement policy and parent compact. Parents were surveyed twice during the school year concerning policies and the compact. In addition, parents were given an Interest/Parent Involvement Effectiveness Survey in the Fall and one in the Spring. Parents were also included in the preparation of the compact document. The Parent Involvement Committee met to promote and support ongoing parent involvement opportunities, as outlined in the Parent Compact. This advisory group provided valuable feedback regarding strategies to improve parent opportunities within the school.

The most effective Parent Involvement Activity has been the GA Milestone Parent Sessions. These sessions were designed to allow parents to be interactive with their children learning about the kinds of questions that would be presented during the test. Opportunities for parents as well as students to learn additional math and reading strategies. The session are presented multiple times and highly requested.

Other opportunities for parental involvement included throughout the year include:

School Council Field Days Bring Your Parent To School Day Track Club Volunteers Red Ribbon Week Dance Team Assistant Career Days Hands On Henry Partners In Education Mentor Program Helen Ruffin Reading Bowl Volunteer Drama Competition Hispanic Festival Day Public Relations Father/ Daughter Dance Relay for Life Events Reading Bowl Club Grandparents Day Veterans Day Activities 4-H

Georgia Department of Education April 2015 ● Page 14 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan Black History Month Activities Field Trips Student of the Month Activities Annual Community Flag Football Donuts and Dads International Social Studies Day Homecoming Week Activities School Math Activities

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs. Response: Ensuring success for students at the next grade level is a top priority. During the year, Fairview Elementary invited area preschool programs and teachers to come to the school for a day for an opportunity to make observations of students in the kindergarten setting, speak with the teachers and interact with students. The transitional activity is an annual event and several local preschool programs in the area take advantage of this opportunity. Information is sent home with Fairview students concerning registration and pre-assessments. Information is posted on the school marquee and school and district website. In addition, the Parent Involvement Paraprofessional visited several local Preschool programs to share with them about Kindergarten, read to the children, and establish relationships, and brought flyers for students to take home concerning registration. In addition, Fairview held a Kindergarten Parent Transitional meeting in which teachers provided resources, information, instructional strategies for rising Kindergarten students.

We assisted in the transition of pre-school children from early childhood programs such as state run programs in Day Care Centers to elementary schools in a variety of ways. Currently seven centers feed into Fairview: Lillie’s Little Lamb, Chestnut Tree House, Fairview Kids Academy, Barrington Academy, Young Achievers, A+ Prep, and Step Ahead Learning Center. In early May, Henry County hosts a pre-registration for kindergarten students called “Kindergarten Roundup”. Later in May, kindergarten teachers provide primary day care centers with information regarding registration and tours of the school are conducted for these daycares.

There are no gaps at this time concerning transitions from preschool to elementary school. Although there is a population of students who enter Kindergarten never having gone to Preschool, the vast majority of students have attended either state-funded Georgia Pre-K or a private Pre-K program.

Opportunities for Pre-K teachers and Fairview Kindergarten teachers to meet and make observations of classroom instruction happened during the school visit.

Fairview Elementary will house one of three district Bright from the Start Pre-K programs at the school during the 2016-2017 school year with the expectation of ensuring students are prepared

Georgia Department of Education April 2015 ● Page 15 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan to successfully enter Kindergarten at or above minimum performance levels were possible.

Students transitioning to the middle school from the fifth grade, participate in a visit to the middle school to spend the day in order to understand the school day process, meet with teachers and school administrators, have questions answered and view the structure and setting of the classes. In addition, the school administration met with the parents of the fifth graders at Fairview to address any questions or concerns about the transition. The school counselor provides sessions to the students about easing the anxiety of transitioning to another school by answering questions students may have. Fifth grade teachers are required to complete a data sheet of information concerning benchmark testing results, assessments, student’s needs for support and other data related questions in order to provide the middle school an opportunity to put transitional support in place for the students.

8. Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Response: During the 2014 Georgia Assessment of Performance on School Standards (GAPSS) results revealed teachers were Exemplary in creating a balanced system of assessment and assessments aligned with required curriculum standards. In addition we were identified as Operational in having common assessments and assessment practiced provide accurate indications of student progress. However, there was a need to increase the process of analyzing assessments results and providing feedback and adjusting the instruction as necessary based on these results. As a result, during the 2014-2015 and 2015-2016 school year, the school leadership team had guided discussions concerning test results and guide teachers in determining root cause for areas of concern, and guiding teachers in strategies to improve student performance. Weekly grade level collaborative meetings addressed student assessments.

Fairview teachers are involved in decisions regarding the use of academic assessment and data. The leadership team then made broad recommendations to the school faculty. The Leadership team and Focus team along with the faculty and staff disaggregate student data to determine areas needing improvement. Strategies to improve student achievement are then discussed. The Title I Math and Literacy coaches, along with the Title I teacher develop yearly a school data wall and each teacher create a classroom data wall to communicate student achievement and goals to all stakeholders. Grade levels review data with a focus on mathematics and science. At weekly grade level meetings, teachers discuss student data and revise instruction/strategies based on student needs. The school Leadership team, along with the Title I Coaches monitor progress and report concerning progress. Additionally, teachers use a number of other assessments such as, Individual Knowledge Assessment for Numeracy (IKAN), Global Strategy Stage (GLOSS), Fountas and Phinnell, teacher created benchmarks, and Performance Tasks, Common Formative Assessments generated from test bank questions located on POINT and First In Math, an

Georgia Department of Education April 2015 ● Page 16 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan electronic math curriculum-based tool and starting this year, MAP. Teachers receive training in using SLD data to understand grade level, classroom and individual student data. Data will also be monitored on a weekly basis concerning FIRST IN MATH and technology based reading programs to increase student ability to respond to open-ended questions to align themselves with the state testing system, Georgia Milestone by our Computer teacher.

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. Response: During our 2014-2015 Georgia Assessment of Performance on School Standards (GAPSS) results revealed teachers were Exemplary and actively engaged in having balanced system of assessments, and assessments aligned with required curriculum standards. The school was Operational in common assessments, all assessment practices provide accurate indication of student progress. However assessments results analyzed to provide feedback and adjust instruction as necessary was identified as a focus area for our school. As a result, the school leadership team decided with the support of the staff that guided discussions concerning analyzing student results and providing feedback were needed for all students and parents and should continue not only during the 2015-2016 year but into the 2016-2017 school year in which we will have another GAPSS visit and will be able to assess our progress in these areas.

Fairview teachers are involved in decisions regarding the use of academic assessment and data. This past summer, the school leadership team met to review prior year data. The leadership team then made broad recommendations to the school faculty. The Leadership team disaggregated the data to determine areas needing improvement. Strategies to improve student achievement were discussed. Each teacher maintained a classroom data wall to communicate student achievement and goals to all stakeholders. Grade levels reviewed data with a focus on mathematics and science. At weekly grade level meetings, teachers discuss student data and revise instruction/strategies based on student needs. The school Data Analysis Focus team, along with the Title I Coaches monitor progress and report back to the school Leadership team. Additionally, teachers use a number of other assessments such as, Individual Knowledge Assessment for Numeracy (IKAN), Global Strategy Stage (GLOSS), Fountas and Phinnell, teacher created benchmarks, and Performance Tasks, Common Formative Assessments generated from test bank questions located on POINT and First In Math, an electronic math curriculum-based tool. During the 2015-2016 school year data was monitored on a weekly basis to increase student ability to respond to open-ended questions to align themselves with the new state testing system, Georgia Milestone and will continue into the 2016-2017 school year. Students will be required in grades K-5 to participate in monthly grade-up assignments in which students were given the opportunity to use Depth of Knowledge to solve higher order grade

Georgia Department of Education April 2015 ● Page 17 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan questioning.

 Training will continue to be provided by district personnel concerning maintaining data and analyzing the multiple methods of data looking for individual student trends, classroom trends, gender, race, and/or social economic trends electronically.

School-wide Novel Reading: It is a strategy to allow children to be read to as a means to increase their understanding of vocabulary and the voice tone during reading as a means to increase comprehension. Each teacher across the building reads a select number of pages from a school novel that allows students to have conversations throughout the day and at home concerning understanding of the vocabulary and concepts presented daily in the story.

School-wide Vocabulary List: Teachers are required to introduce students to a select list of words grades Kindergarten-Fifth that will allow students to build content knowledge through the grade levels once the words are mastered. The office staff also introduces a word of the morning and afternoon school-wide on the morning announcements.

Student Instructional Extension Program (SIEP) is a reform strategy used by Fairview to increase student achievement. Students in grades 1-5 are able to take advantage of additional instruction in Literacy and Mathematics. This program is offered Wednesdays and Thursdays of each week from 2:45 pm-4:15 pm. Teachers are instructed to use hands-on activities and lessons that are student-centered. Students participating in SIEP are grouped based on their performance on the CRCT the previous school year.

Math Enrichment classes were developed at Fairview for students who did not qualify for the Gifted Education Program, but were excelling in mathematics. Students were selected based on teacher recommendation. During Math Enrichment, students focus on Number and Operations using a problem-based structure. Students are able to build fluency through the use of games and problem solving as well as develop math strategies to assist in problem solving in real world situations. Students are able to expand their knowledge of math numeracy and how they fit into the real world.

Eagle Academy Fridays (EAF) at Fairview provides an extended time of instruction on Fridays for classrooms in the area of math and/or reading. Students are immersed in high-order word problems, activities, and hands-on instruction for the entire day. The remaining subjects are incorporated into the instruction of math and reading for the day to maximize the opportunity for extended differentiated instruction.

The Multi-tied Support System (MTSS) at Fairview provides Response to Intervention (RTI) to all students at the Tier I level by providing differentiated instruction. When a student does not

Georgia Department of Education April 2015 ● Page 18 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan experience successes at Tier I, the student is then referred to Grade Level support for Tier II interventions which includes: Title I services, Early Intervention Program (EIP) services, as well as small groups, and one-on-one instruction. Students are referred to the Student Support Team, Tier II, whenever Tier II interventions have not been successful. Researched-based interventions are then put into place with students referred to Student Support Team and progressed monitored. If a student is still not experiencing success either with academics, behaviors, speech or occupational therapy, then the Student Support Team recommends evaluation by the Special Education Department. If a student qualifies for services then their Student Support Team file is maintained with their SPED files. However, if a student does not qualify for SPED services, they remain in MTSS and further interventions are used to help the student achieve success.

The Fairview community is very involved with our students. Volunteers from Partners in Education and other parent volunteers tutor students in small groups based on teacher recommendations.

Specific conference days will be to communicate to parents regarding students’ progress. During these conferences, parents will be provided with various resources to assist students. Teachers will discuss additional resources and support that can be offered including small group assistance, tutorials and learning contracts. Teachers set conference days with all parents in grades Kindergarten- Fifth grade. The conferences are conducted as Student Lead Conferences.

Data at this time is monitored by individual teachers on a continuous basis for all students within their class and reviewed by the Title I Math and Literacy Coach. Students with data that align themselves outside of the expected areas are additional monitored by the school MTSS team, and administration.

10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training Response: Local educational agencies (LEAs) receiving Title I funds are required to coordinate and integrate Title I services with other educational services (Federal, State, local) provided at

Georgia Department of Education April 2015 ● Page 19 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan the school or LEA level in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.

Henry County Schools has employed a federal programs coordinator whose role is to make a concerted effort to ensure that coordination takes place with all federal programs, and that the district is in compliance with the law. Coordinated planning is accomplished by ensuring that staff members in the LEA responsible for implementing all these formula programs are involved in planning for how Title I money will be used and how other programs may be used to enhance Title I services. Title I includes requirements regarding qualifications for teachers and paraprofessionals and requires LEAs with staff members who are not highly qualified to set aside at least 5 percent of their annual allocation to ensure all teachers become highly qualified according to the definition in the law (Title IX, section 9101(23). The Human Resources department ensures that all staff working in Title I schools are highly qualified.

On-going support from the Georgia Department of Education and Griffin RESA is useful in support of effectiveness and is enhanced by the collaboration of professional learning, technology, curriculum, media, and special education, and ELL, migratory and homeless children under the following programs. 1. The Individuals with Disabilities Education Act—(IDEA)-P.L.118-446. 2. The Carl D. Perkins Vocational and Technical Education Act of 1998- P.L. 105-332 3. The McKinney-Vento Homeless Assistance Act—Title VII B (43 USC 11431) 4. The Adult Basic Education/General Education Diploma/High School Equivalency 5. Diploma (ABE/GED/HSED) Adult Education programs 6. IDEA preschool. 7. Title I, Part C—programs for migratory children 8. Title I Part D—programs for neglected and delinquent children 9. Title II Part D—programs to enhance education through technology 10. Title III Part A—language instruction for limited English proficient or immigrant students 11. Title IV Part A—safe and drug free schools and communities 12. Title V Part A—promoting informed parental choice and innovative programs 13. Title II Part B—Mathematics and Science Partnerships 14. Title II Part A—programs to improve teacher and principal quality and the number of highly qualified teachers in the classrooms, is a major source of collaboration between federal programs. Title I includes requirements regarding qualifications for teachers and paraprofessionals and requires LEAs with staff members who are not highly qualified to set aside at least 5 percent of their annual allocation to ensure all teachers become highly qualified according to the definition in the law (Title IX, section 9101(23). As sanctioned by the law Henry County Schools reserves Title I money to support additional professional development programming, and the schools eligible to receive Title I money use their allocation for that purpose. Title II funds may also be used to provide professional development for teachers, principals, and other staff. The law requires LEAs to describe in their program plans how they will coordinate programs funded with Title I with programs under II A. This coordination requirement can be met by ensuring that staff members responsible for planning and

Georgia Department of Education April 2015 ● Page 20 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan implementing programming under both Title I and Title II A collaborate on the development of the LEA overall ESEA plan. The LEA may also use funds from both Title I and Title II A to support professional development activities. Relevant sections of NCLB are: 1. Title I, Part A, Section 1119 (a)(1)—teacher qualifications and measurable objectives— which requires LEAs receiving Title I money to ensure that all teachers hired after the date of enactment of the law and teaching in Title I programs are highly qualified— http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1119 2. Title I, Part A, Section 1119 (c)—new paraprofessionals—which requires LEAs receiving Title I money to ensure that all paraprofessionals hired after the date of enactment of the law and working in Title I programs have specified qualifications 3. Title II Part A, subpart 2, Section 2123—local use of funds—which describes the many activities that can be funded with Title II A aid—

b. Resources from Title I are used to provide teachers, math and literacy instructional lead teachers, parent involvement coordinators, and family resource coordinators for each of the Title I schools. Supplies, materials, and equipment are also used to enhance student readiness and academic achievement. Each Title I school also has a parent resource center. c. The Title I plan is developed under the auspices of the Consolidated Application. Under this process, all federal, state, and local entities come together to discuss coordination among the programs. Each year, the Consolidated Application is updated. These entities continue to coordinate throughout the school year. Title I Teachers and Instructional Lead Teachers are salaried through Regular Title funds, and Parental Involvement Paraprofessional is funded through ARRA Allocation

11. Description of how individual student assessment results and interpretation will be provided to parents. Response: Fairview Elementary school provides multiple opportunities for parents to receive and review student assessment data: a) Individual score reports are sent home yearly to parents of students who participate in state mandated testing along with a detailed letter of explanation concerning interpretation of the data results. b) Parent also have an opportunity to pick up a copy of the scored data results should they choose or if they do not receive the copy sent to them. c) Teachers provide yearly end of the year conferences with parents in which student assessment data is reviewed. d) Parents have access school-wide to Infinite Campus and have the ability to log onto the

Georgia Department of Education April 2015 ● Page 21 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan system at any time to retrieve information concerning individual student grades and assessments. Communication through multiple forms to include: letter to the parents, posting information on the school-web site, school marquee, sending call post, posting of signs in the main office, as well as phone calls to parents will be given to ensure parents are communicated to concerning assessing student assessment data when data is available.

A translator is secured to assist in providing pertinent information regarding student test results. A translator of Hispanic origin volunteers to attend meetings and trainings to assist parents in understanding information presented.

12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Response: Fairview utilizes several methods of collecting and disaggregating student data. Prior to the beginning of the school year the Leadership Team reviewed data results from the College and Career Readiness Performance Indicators (CCRPI), attendance information and discuss MTSS statistics. The school leadership team delved into data by collecting and disaggregating associated to SLO data and GA Milestones. Priority areas are identified and discussed along with a review of current programs and practices. School goals and strategies are formulated while keeping the school’s mission and beliefs at the forefront. Thus, the school’s School Improvement Plan was developed based on those discussions. Each grade level team was provided an opportunity to have input into the focus of the school goals.

Consistent, on-going assessment is vital in ensuring measurable success in student achievement. The various forms of assessments are closely aligned with research based instructional approaches used in the classroom. Computerized assessment programs, Fontas and Phinnell, and IKAN and GLOSS Assessment assist teachers in identifying academic levels of students. Weekly and bi-weekly informal assessments are used to monitor student progress. Teachers use this data to plan instruction that meets the students’ changing needs.

During weekly grade level meetings, collaboration meetings, and monthly professional learning meetings, teachers collect and disaggregate student assessment data. Information gathered is used to facilitate instruction and improve student performance in academic areas.

13. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Response: All formal data collected from the GA Milestone should been certified by the state or county and deemed statistically sound in all areas. When data from these assessments is disaggregated for local school use, consistency is ensured through multiple reviews of the process by the leadership team and classroom teachers.

Georgia Department of Education April 2015 ● Page 22 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan Informal assessments such as, Measures of Academic Progress (MAP), IKAN /GLOSS, Fontas and Phinnell, Common Formative Assessments are administered consistently as a standard procedure at the school level. Teachers are credentialed through a formal district process to ensure consistency in administering assessments used as Student Learning Objective Data (SLO). Teachers are encouraged to collaboratively develop and use weekly grade-level common assessments at each grade level

14. Provisions for public reporting of disaggregated data. Response: Means for reporting of student achievement data include an annually state of school meeting, school-level and county websites and achievement on the Georgia Department of Education (DOE) website. Furthermore, parent-teacher conferences, newsletter, and school council are used to release information to the public.

College and Career Readiness Performance Indicators (CCRPI) are reported on the Georgia DOE and Henry County Schools websites. District-level data is reported through principals meetings, school board meetings and by the superintendent of Henry County. Students’ records are considered confidential and strict confidentiality standards are maintained at Fairview. Therefore, information about the achievement of individual students is released directly to parents or caretakers.

15. Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program Response: A parent involvement committee meeting was held on April 15, 2010 with guest speaker, Dr. Sandra Moore, School System Title I Director.

On April 1, 2010, it was determined that the development of the plan would be accomplished in a shorter period of time, rather than the normal one-year timeframe. Therefore, an aggressive timeline for writing the plan was put in place at Fairview Elementary

Once the plan was approved by the technical assistance provider, Dr. Scott and the committee agreed to come back together to review the plan. Since that time, the plan is reviewed each year for additions, modifications and necessary changes as needed.

16. 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: This school-wide plan was developed with the involvement of the community and input from individuals responsible for carrying out the comprehensive school-wide plan. Teachers, parents, administrators, other school staff, and central office personnel were all

Georgia Department of Education April 2015 ● Page 23 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan involved in the process of developing and reviewing the plan annually.

17. Plan available to the LEA, parents, and the public. Response: The School-Wide Plan is available to the LEA, parents, and public on the school- level website, with full copies available in the Media Center and in the main office.

18. 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: Fairview’s school-wide plan will be 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. Translators are available and on-call as necessary.

19. Plan is subject to the school improvement provisions of Section 1116. Response: Fairview Elementary School received a CCRPI school for the 2015-2016 school year of 70.2 and is not an at-risk school. If Fairview should not make adequate progress, provisions are in place by the state of Georgia and the Henry County Schools to comply with Title 1, Section 1116.

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