Title I Schoolwide

6/7/18 Title I Schoolwide Evaluation of School Improvement Plan – River Eves ES Evaluate the Effectiveness of your School Improvement Plan from 2011-2012 and make adjustments as needed. You will include this Evaluation in your Title I Documentation Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]

o Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not? o 2 types of evaluations – ongoing or annually. Which type was selected? ______? o What needs to be changed in our School Improvement Plan for FY2012-13 to address the needs of our students as a result of current data?

Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not? Our Reading and ELA scores show increases from the previous year. We attribute this to our use of common assessments and bi-weekly data talks to discuss student performance, remediation, and enrichment. Grades 3 and 5 math and grade 3 Science scores did experience small decreases. We attribute the math decreases to low student performance in following domains: Grade 3 – Measurement, Numbers and Operations, and Algebra and Grade 5 – Numbers and Operations, Measurement, and Geometry. Grade 3 Science had low student achievement in Earth Science and Life Science.

2 types of evaluations – ongoing or annually. Which type was selected? ______? We will conduct ongoing evaluations through the use of common assessments in all subjects. The results from the assessment provide early identification of students who need more support or more challenging learning experiences. The results are a means to identify teachers who are more effective with students and how all teachers can grow from sharing best practices.

Annual evaluations include Checkpoints, ITBS, Grade 3 & 5 GWA, ACCESS, and CRCT assessments. The increase in the number of students who meet and exceed and the ability to compare our results to local, state, and national standards will demonstrate the effectiveness of our plan.

What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data? Our instruction must address the areas of differentiation, engagement, and hands-on learning. We are implementing instructional strategies that yield high student performance, which include a focus on CCGPS in Math, Reading, ELA, Science, and Social Studies, content vocabulary, and student metacognition for a deeper understanding.

 Increase the percentage of Black and Hispanic students meeting or exceeding standards in math from 79% percent in 2012 to 84% percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Economically Disadvantaged students meeting or exceeding standards in math from 75 percent in 2012 to 80 percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Black and Hispanic students meeting or exceeding standards in science from 77 percent in 2012 to 82% percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Economically Disadvantaged students meeting or exceeding standards in science from 75 percent in 2012 to 80 percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Black and Hispanic students meeting or exceeding standards in social studies from 76 percent in 2012 to 81 percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Economically Disadvantaged students meeting or exceeding standards in social studies from 75 percent in 2012 to 80 percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test. tdm Fulton County Schools 1 6/7/18

 Increase the percentage of ALL students exceeding standards in math, reading, language arts, and science by 3% as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of All students exceeding standards in social studies by 5% as measured by the Georgia Criterion-Referenced Competency Test.

tdm Fulton County Schools 2 6/7/18

Title I Schoolwide SCHOOL IMPROVEMENT PLAN for

SCHOOL: River Eves Elementary School

Original Plan Written during the School Year: 2010 - 2011 Revised Plan Written during the School Year: 2012 – 2013 Revision Date: August 22, 2012

tdm Fulton County Schools 3 6/7/18 Table of Contents Schoolwide Planning

SCHOOL: River Eves Elementary School DATE: 8/22/2012

Page # Criteria 7 1. Comprehensive Needs Assessment: Strengths and Challenges Identifies needs in the key areas that affect student achievement Root causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc. Migrant paragraph (required)

25 2. Develop schoolwide reform strategies (reference the research) a. Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. b. Are based upon effective means of raising student achievement. c. Use effective instructional methods that increase the quality and amount of learning time. d. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under Educate America Act. e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring. f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).

33 3. Provide instruction by highly qualified teachers. a. Strategies to attract highly qualified teachers to high-needs schools

30 4. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

34 5. Develop strategies to increase parental involvement.

37 6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

29 7. Measures to include teachers in decisions regarding the use of academic assessment information for the purpose of improving student achievement and the overall instructional program.

39 8. Coordinate and integrate Federal, State, and local services and programs. a. List of State and local educational agency programs and other Federal programs that will be included. tdm Fulton County Schools 4 6/7/18

b. Description of how resources from Title I and other sources will be used. c. Plan developed in coordination with other programs.

27 9. Provide activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. a. Measures to ensure that students’ difficulties are identified on a timely basis b. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the community c. Teacher-parent conferences that detail what the school will do to help the students, what the parents can do to help the student and additional assistance available to the student at the school or in the community.

36 10.Description of how individual student assessment results and interpretation will be provided to parents.

10 11.Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

10 12.Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

11 13.Provisions for public reporting of disaggregated data.

39 14.Plan revised yearly and/or Plan developed during a one year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program.

35 15.Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil services personnel, parents and students (if secondary).

9 16.Plan available to the LEA, parents, and the public.

9 17.Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language.

9 18.Plan is subject to the school improvement provisions of section 1116.

tdm Fulton County Schools 5 6/7/18 Table of Contents Targeted Assistance

SCHOOL: DATE:

Page # Criteria 1. Comprehensive Needs Assessment a. Describe how the needs assessment was conducted and how it will address the identified students at risk of not meeting state standards.

2. Research Based Methods and Strategies Description of instructional strategies and programs which coordinate with and support the regular program. a. Grades and subject areas to be served b. Instructional strategies to be used c. Scheduling models to be used d. Supplemental instructional activities e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring. f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable). 3. Student Selection and Service Description of the method by which children with the greatest need are selected. Describe how the planning for students served in the Targeted Assistance program is incorporated into the existing school program. a. PK – 2 selection criteria (not applicable to Middle School)

b. 3-12 selection criteria 4. Coordination and Support of Students Description of provisions made to serve all eligible children, including economically disadvantaged, disabled, migrant, LEP, and homeless children as well as those who have participated in Head Start or Even Start or who received services from a Neglected or Delinquent institute during the previous two years.

5. Highly Qualified Staff / Professional Development Description of provisions for instruction by highly-qualified teachers and parapros. Description of strategies used to provide professional development opportunities to teachers and other individuals as appropriate.

6. Parent Involvement Describe strategies planned to increase the level of parental involvement based on the District’s Parental Involvement Policy

7. Coordination of Funding Resources tdm Fulton County Schools 6 6/7/18 Procedures to be used for coordination of Title I resources with other resources to enable children served to meet the State content standards and State student performance standards.

8. Monitoring Student Progress Process for reviewing the progress made by participating children, on an ongoing basis and the process for revising the program as needed to provide additional assistance to enable these children to meet the State content standards and State student performance standards. Describe how teachers are involved in the decisions regarding the use of academic assessments to improve instructional programs and individual achievement.

9. Annual Assessments Procedures for annual assessment of students for meeting state and local expectations.

Fulton County Vision Statement:

The vision of the Fulton County School System is for all students to learn to their full potential

Fulton County Mission Statement:

The mission of the Fulton County School System is to educate every student to be responsible, productive citizens

Characteristics of the Vision:

Excellence Trust and Honest Communication Common Understanding Personal Responsibility Commitment Academic Achievement Measured Results Continuous Improvement Safe and nurturing environment Involved family, community and staff Transparency and Accountability

Title I Department Goal:

The Title I goal is to ensure that each child successfully meets or exceeds Georgia’s proficient and advanced levels of student performance and meets or exceeds expectations on local, state and national assessments.

tdm Fulton County Schools 8 6/7/18 Title I Schoolwide Comprehensive Title I School Improvement Plan SCHOOL: River Eves Elementary School DATE: 7/20/11

Directions for Plan Completion: Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH. Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to your designation (TA) Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible Learning Program template should be completed along with your Title I Documentation.

Themes SWP/TA/FLP Description Component

g SACS 1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous n i page) n

n The mission of River Eves Elementary School is to create and maintain a nurturing environment to ensure that a l every student reaches a high level of academic achievement as determined by state and national standards. We, P the teachers, parents, business partners, and community, commit to a comprehensive system of support to assure d

n this outcome. a

n Our vision at River Eves Elementary is to inspire students to become life-long learners and productive, e

m independent, and responsible citizens while maintaining high academic standards. s s

e Our motto at River Eves Elementary School is Believe! Engage! Excel! s

s How must we behave in order to make our shared vision a reality? A

1. We provide an inviting classroom environment for students - an environment with clear, s

d consistent expectations, and specific academic goals. e e

N 2. We model the life-long learning and commitment to high-quality work that we hope to

e develop in our students. v i

s 3. We collaborate with one another and our students so that we can achieve our collective goals more effectively. n e h

e 4. We involve parents in the education of their children by keeping then informed of student r

p progress and offering suggestions for assisting in their children’s success. m

o 5. We promote a positive school climate by modeling the qualities and characteristics that we hope to instill in our C students. 6. We demonstrate our commitment to ongoing professional development and continuous improvement. SW – 1 2. Describe the System/ School Demographics TA – 1  The Fulton County School System is home to approximately 93,000 students. There FLP are 100 schools in Fulton County, each accredited by the Southern Association of Colleges and Schools. These include 58 elementary, 19 middle, and 16 high schools, as well as 7 start-up charter schools. Of the total student population: 33% are White, 42% are Black and 13% are Hispanic, 9% Asian and 3% Multi-racial. Fulton County reports 44% of students are economically disadvantaged, 11% are students with disabilities and 07% are English Language Learners.  River Eves ES has approximately 800+ students. Of the total student population: 43% are White, 29% are Black, 20% are Hispanic, 4% are Asian, and 4% are Multi-racial. River Eves has 42% of students economically disadvantaged, 11% students with disabilities, and 9% are English Language Learners. tdm Fulton County Schools 10 6/7/18 SW – 1 3. Describe how the School Improvement Plan is revised annually with the participation of TA – 1 the Title I Committee (TIC)/ Local School Advisory Council (LSAC). Include a paragraph FLP about the TIC. (who they are, how they were selected, how they have helped with the needs assessment and plan, how they share data and information with the staff and get feedback from the staff) (Be sure to include a well-rounded group of school, community, district – inside stakeholders, as well as objective outsiders. Be sure to have DATED sign-in sheets from all planning meetings. Indicate which participants are parents and community members.)  Listed below are the members of our leadership team and their titles / roles. Member Name Title / Role Neil Pinnock Principal Beth Dawkins Assistant Principal Ginny Long CST Jermaine McCollum Title I Parent Liaison Maria Perera Bi-lingual Community Liaison Staci Dombroski ESOL Teacher Lani Davies Special Education Teacher Michelle Aga 5th Grade Teacher Grace Russell 4th Grade Teacher Jodi Bassett 3rd Grade Teacher Carol Rackstein 2nd Grade Teacher Cindy Goodwin 1st Grade Teacher Amanda Dougherty Kindergarten Teacher Petie Armbruster Parent Angelica Rivera Parent Stephanie McDowell Parent Chris Sparks Parent

SW-15 a. Describe how plan development involved all staff, as well as community/parents/ school council  We have developed, and will revise yearly, our school improvement plan with the participation of individuals (staff, community members and parents) who will participate in carrying out our comprehensive school improvement plan. The process we used to select our team is to include representatives from every grade level, special programs which need the greatest academic support, PTA, LSC, and parents.

SW-16 b. Describe how the plan will be distributed to all parents and made available to all stakeholders once it is completed. (beginning-of-the-year packets/ on the web/PTA/PTSA meetings) tdm Fulton County Schools 11 6/7/18

 Once the draft of our plan is completed, it will be shared with our staff by the Leadership Team.  We will use their feedback to make final revisions to the plan. After complete, our plan will be made available to all of our stakeholders.  Our school compact and parent involvement plans will be sent home after revisions and our Parent Liaison’s first school district meeting. We will also post the goals of the plan on the school website and distribute copies at our PTA/PTSA and school council meetings and to any interested stakeholders. Additional copies of the goals of the plan will be available in the front office for distribution to newly enrolled students, or upon request.

SW-17 c. Explain that the plan will be translated into other languages (Everyone translates into Spanish. Translate into other languages where feasible and needed… based on significant percentage of parents)  A copy of our school improvement and parent involvement plans, as well as our School-Parent Compact, will be translated into Spanish after it is written and reviewed with the assistance of parents and community members. Copies of these plans are distributed as needed. Copies of these documents are also housed in the office area and the Parent Resource Room/Area. Copies of the documents are given to new students when they register. We have included Spanish versions of these plans/compact in the Appendix section of our notebook.

TA-1 4. Describe the process used to complete the Comprehensive Needs Assessment and how it SW-1 identified students at-risk of not meeting state standards. (Data was collected and analyzed…) FLP  Each of the members of our team had a part in the completion of our comprehensive needs assessment and school improvement plan. The process we followed to complete our plan was to analyze student test data and identify groups of at- risk students.  SW -11 a. Identify the types of data collected (Possible examples: testing data, formative assessment data, climate FLP surveys of parents/community/ staff, staff and community needs assessment, demographic, attendance data, intervention data, or safety and discipline data.)  We have used the following instruments, procedures, or processes to obtain student data: ITBS, CRCT, Georgia Writing Assessments for grades 3 and 5, ACCESS for LEP (English Language Learners), County Benchmark Assessments (Checkpoints), school-created common assessments, G-KIDS, Grade K Fluency Records, and parent, student, and staff system perception surveys.  These data sources have been reviewed to determine our needs for the upcoming year. We will review these data sources periodically throughout the implementation tdm Fulton County Schools 12 6/7/18 of our plan to monitor the plan’s effectiveness. SW-11 b. Explain how student data is collected and disaggregated.  Our data was disaggregated by subgroup, grade level, and content areas for analysis. The student’s past and present year teachers collaborate to analyze student data and make informed decisions. Data results are included in the School Improvement Plans.

c. How did you identify students most at-risk of not meeting state academic standards?  We identified students most at-risk of not meeting state standards by disaggregating the data by name, gender, ethnicity, and special programs. We will continue to identify students by standards and units during and at the end of the school year.  TA-3 d. Describe the method by which children with the greatest need are selected for service FLP in your Targeted Assistance (TA) program. Describe how the planning for students served in the TA program is incorporated into the existing program. - Pre-K – Grade 2 Selection criteria (e.g. Developmentally appropriate measures, parent interviews, teacher selection) - Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)  SW-12 e. Procedures are in place to ensure that disaggregated assessment results for each FLP category are valid and reliable.  The data we collect is from the CRCT (Grades 3-5), Instructional Assessments (Grades 1-2), GKIDS (Kindergarten), and running records growth from the start to the end of the school year. These student test results administered by the state are valid and reliable. The data we receive from both sources has already been disaggregated by subgroup by the Georgia DOE.

SW-13 f. Describe your methods for the public reporting of student data. FLP Test data is reported to the public through the school website, school marquee, system website, school newsletters, newspapers and on the GDOE website. The web addresses are posted for easy location of results by stakeholders. Selected schools should discuss FLP as applicable.  Our school improvement plan, including data, will be posted on the school website  Data is shared with the Leadership team and parents. It is reviewed regularly with the Local School Council which is comprised of parents, community members, administrators, and teachers  We publish our results on our school website and in school newsletters.  The data is discussed with parents during PTA Meetings and annual Title I Meeting. tdm Fulton County Schools 13 6/7/18

g. School Profile (See School Data Profile): Additional data used to complete our School Improvement Planning can be viewed by clicking on the link below (include link to your School Profile) http://portal.fultonschools.org/School_Profile/Documents/DS/DS_river_eves.pdf

Elementary or Middle School Profile

Major School Initiatives: List major initiatives or reform efforts that have been implemented in the last three years. (Examples are comprehensive School Reforms, state initiatives, block scheduling, academic after school programs, revised school calendar, etc.)

School Initiative or Reform Effort Year 2009-10 Every ESOL, EIP, and Special Ed. teachers provide before school academic support to academically needy students. 2009-10 Common Assessments implemented in grades 2-5 2009-10 Use of computer program Study Island to assess Reading and Math standards at school and home. Study Island’s format mirrors the CRCT. 2009-10 Use of Drops in the Bucket, a daily math and reading review program. 2010-2011 After-school writing program 2011-2012 Mixed Ability Grouping in Reading/ELA 2012-2013 Mixed Ability Grouping in Math

Professional Learning: List the professional learning activities in the past two years that were focused on school improvement. School Professional Learning Activity Grade Level / Subject Area Year Attending 2009-10 Building Common Assessments Grades 2-5 2009-10 Love and Logic Student Management Training Grades K-5 2010-11 Math Instruction EIP Teachers 2010-11 Reading/ELA Instruction EIP Teachers 2010-11 Lola Shaffer Writing Instruction Grades K-5 2011-2012 Differentiation of Instruction Grades K-5 2011-2012 Flexible Grouping Grades K-5 2012-2013 CCGPS in Reading, Math, ELA, Social Studies, and Science Grades K-5 2012-2013 Hands on Learning in Science and Social Studies Grades K-5 2012-2013 Using iPads in the Classroom Grades K-5

Faculty / Staff Data: Faculty and Staff Data (Forms provided in the Appendices) Attrition Rate of Teachers and Administrators *Attrition Rate of teachers is defined as the number of teachers who leave the profession or transfer to another system from the beginning of the school year to the beginning of the next school year, excluding retirement. *Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school from the beginning of the school year to the beginning of the next school year, excluding retirement. Attrition Rate of Teachers Attrition Rate of Administrators

Number % of Teacher Population Number % of Teacher Population 2008-2009 10 12% 1 1% 2009-2010 4 5% 0 0% 2010-2011 8 10% 0 0% 2011-2012 10 15% 0 0% 2012-2013

Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all Grade Levels Attendance: ( Days Present/ (Days present + Days absent) Subgroups Total % % Econ. Enrollment % All % % % % Multi % % Black American % ELL Disad. Students Asian Hispanic White Racial SWD Grade Indian (SES) Levels 2010-2011 808.9 98.41 99.13 98.56 97.62 100.00 98.25 96.57 95.67 95.68 2011-2012 811.94 96.77 97.8 96.96 96.42 98.02 96.59 94.94 96.13 97.08 2012-2013

AYP Report – Historical information (Full AYP reports can be reviewed by clicking this link) 2010-2011 School Year AYP Report Mathematics English Language Arts / Reading Yes Yes Met 95% participation Yes Yes Met AMO for all students without second look NA NA Met AMO for all students with second look (confidence interval, multi-year average, safe harbor) Yes Yes Met AMO for all subgroups without second look NA NA Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe harbor) NA NA Did not meet AMO for the following subgroups(s) Yes Yes Met second indicator for all students

2011 ITBS

Grade Reading ELA Math Science Social Writing Studies Gr. 5 Only 3 99%* 98% 83% 83% 85% 4 95%* 94%* 90%* 91%* 90%* 5 96%* 100% 89%* 90%* 86%* 89%

2012 CRCT and Grade 5 GWA

Grade Reading ELA Math Science Social Writing Studies Gr. 5 Only 3 99%* 98% 83% 83% 85% 4 95%* 94%* 90%* 91%* 90%* 5 96%* 100% 89%* 90%* 86%* 89%

READING-CRCT ELA-CRCT MATH-CRCT Meets/Exceeds DNM Meets/Exceeds DNM Meets/Exceeds DNM 2011-2012 CRCT Sub- Total No. No. of Total No. Total No. Group No. of No. of of Student No. of of No. of No. of of Data % Students % Students Students % s % Students Students % Students % Students Students ESOL-3 100% 14 0% 0 14 93% 13 7% 1 14 71% 10 29% 4 14 ESOL-4 50% 3 50% 3 6 50% 3 50% 3 6 33% 2 67% 4 6 ESOL-5 100% 3 0% 3 3 100% 3 0% 0 3 25% 1 75% 3 4 SEC-3 100% 9 0% 0 9 100% 9 0% 0 9 67% 6 33% 3 9 SEC-4 83% 5 17% 1 6 100% 6 0% 0 6 83% 5 17% 1 6 SEC-5 50% 2 50% 2 4 100% 4 0% 0 4 20% 1 80% 4 5 ED-3 98% 53 2% 1 53 96% 51 4% 2 53 68% 36 32% 17 53 ED-4 88% 33 12% 5 43 91% 39 8% 4 43 79% 34 21% 9 43 ED --5 93% 42 7% 3 45 100% 45 0% 0 45 80% 37 20% 9 46

SCIENCE-CRCT SOCIAL STUDIES-CRCT Meets/Exceeds DNM Meets/Exceeds DNM

Total No. Total No. 2011-2012 CRCT Sub- No. of No. of of No. of No. of of Group Data % Students % Students Students % Students % Students Students ESOL-3 71% 10 29% 4 14 64% 9 36% 5 14 ESOL-4 43% 3 57% 4 7 43% 3 57% 4 13 ESOL-5 75% 3 25% 1 4 33% 1 67% 2 3 SEC-3 64% 7 36% 4 11 55% 6 45% 5 11 SEC-4 63% 5 37% 3 8 63% 5 37% 3 8 SEC-5 14% 1 86% 6 7 14% 1 86% 6 7 ED -3 65% 35 35% 19 54 72% 39 38% 15 54 ED-4 80% 35 20% 9 44 81% 35 19% 8 43 ED-5 81% 39 19% 9 48 73% 35 27% 13 48

READING-CRCT ELA-CRCT MATH-CRCT Meets/Exceeds DNM Meets/Exceeds DNM Meets/Exceeds DNM 2011-2012 CRCT Sub- Total No. No. of Total No. Total No. Group No. of No. of of Student No. of of No. of No. of of Data % Students % Students Students % s % Students Students % Students % Students Students Black-3 98% 36 3% 1 37 95% 35 5% 2 37 65% 24 35% 13 37 Black-4 91% 31 9% 3 34 88% 30 12% 4 34 85% 29 15% 5 34 Black-5 96% 27 3% 1 28 100% 28 0% 0 28 86% 24 14% 4 28 Hispanic3 100% 25 0% 0 9 96% 24 4% 1 25 80% 20 20% 5 25 Hispanic4 89% 16 11% 2 18 89% 16 11% 2 18 72% 13 28% 5 18 Hispanic5 93% 27 7% 2 29 100% 29 0% 0 29 87% 26 13% 4 30 White-3 100% 47 0% 0 53 100% 47 0% 0 47 100% 47 0% 0 47 White - 4 100% 64 0% 0 64 100% 65 0% 0 65 98% 63 2% 1 64 White - 5 100% 41 0% 0 41 100% 41 0% 0 41 90% 38 10% 4 42

SCIENCE-CRCT SOCIAL STUDIES-CRCT Meets/Exceeds DNM Meets/Exceeds DNM 2011-2012 CRCT Sub- Total No. No. of Total No. Group No. of No. of of Student No. of of Data % Students % Students Students % s % Students Students Black-3 64% 25 36% 14 39 69% 27 31% 12 39 Black-4 86% 30 14% 5 35 85% 29 15% 5 34 Black-5 83% 24 17% 5 29 79% 23 21% 6 29 Hispanic3 80% 20 20% 5 25 76% 19 24% 6 25 Hispanic4 74% 14 26% 5 19 74% 14 26% 5 19 Hispanic5 87% 24 13% 5 29 74% 23 26% 8 31 White-3 98% 46 2% 1 47 100% 47 0% 0 47 White - 4 100% 64 0% 0 64 97% 62 3% 2 64 White - 5 98% 41 2% 1 42 98% 40 2% 1 45

Themes SW/TA Description Component SW-1  Identify/discuss strengths and needs based on data profile. We have TA - 1 compared our needs to system needs and have ensured that the system and TA – 4 FLP school goals are aligned.

In order to meet the needs of all students and at-risk students, including Economically Disadvantaged, Students with Disabilities, Migrant, LEP, and Homeless children, as well as those who have participated in Head Start or Even Start or who received services from a Neglected or Delinquent institution during the previous two years, the data was disaggregated and reviewed for all students, subgroups, and content areas.

Major Strengths Discovered: Math – Grade 3 Black students group increased the number of students meeting and exceeding standards by 23 percent. Grade 3 Hispanic students group increased the number of students meeting and exceeding standards by 8 percent. Grade 3 ESOL students group increased the number of students meeting and exceeding standards by 9 percent. Grade 4 All students increased the number of students meeting and exceeding the standard by 4 percent. The number of Grade 4 All students exceeding standard increased by 1 percent. Grade 4 Black students increased the number of students meeting and exceeding the standard by 5 percent. Grade 4 Hispanic students increased the number of students meeting and exceeding the standard by 4 percent. Grade 4 White students increased the number of students meeting and exceeding the standard by 10 percent. Grade 5 Black students increased the number of students meeting and exceeding the standard by 6 percent. Grade 5 Black students increased the number of students exceeding the standard by 6 percent.

Reading - Grade 3 All students increased the number of students meeting and exceeding the standard by 5 percent. Grade 3 All students increased the number of students exceeding the standard by 6 percent. Grade 3 Black students increased the number of students meeting and exceeding the standard by 11 percent. Grade 3 Black students increased the number of students exceeding the standard by 15 percent. Grade 3 Hispanic students increased the number of students meeting and exceeding the standard by 8 percent (100%). Grade 3 Hispanic students increased the number of students exceeding the standard by 11 percent. Grade 4 All students increased the number of students meeting and exceeding the standard by 2 percent.

tdm Fulton County Schools 22 6/7/18 Grade 4 All students increased the number of students exceeding the standard by 13 percent. Grade 4 Black students increased the number of students meeting and exceeding the standard by 1 percent. Grade 4 Black students increased the number of students exceeding the standard by 18 percent. Grade 5 All students increased the number of students meeting and exceeding the standard by 2 percent. Grade 5 Black students increased the number of students meeting and exceeding the standard by 12 percent. Grade 5 Black students increased the number of students exceeding the standard by 6 percent. Grade 5 Hispanic students increased the number of students meeting and exceeding the standard by 7 percent. Grade 5 White students increased the number of students exceeding the standard by 1 percent.

Major Weaknesses Discovered: Math – An increase in the number of Grade 3 & 5 all students not meeting standards. An increase in the number of Grade 3 Black students not meeting standards. An increase in the number of Grade 5 Hispanic and White students not meeting standards.

Reading - A decrease in the number of Grade 5 ALL students not exceeding standards. An increase in the number of Grade 5 Hispanic students not meeting standards.

Findings for: (write 1-3 sentences stating your findings for each subgroup) (e.g. Our ALL students group increased the number of students exceeding the standard in the area of reading by 3 percent. OR Our Economically Disadvantaged subgroup had 2 percent more students in the “does not meet” category this year in the area of math, but they also had 1 percent more students in the Exceeds category as compared to scores in 2011.) ALL students:  All students had an increase in every area with the exception of 3rd and 5th grade math and 3rd grade science. We did have an increase in the exceeds category in every area with the exception of 3rd grade math and science and 5th grade math and social studies. Black students:

 Students had an increase in all areas with the exception of Grade 3 math. This indicates we had an impact on more students than in previous years.

SWD students:  All of the SWD students met or exceeded the standard in ELA. Reading scores showed improvement in all grades. Only one student in 4th grade math did not meet the standard. The highest number of students not meeting standards were in 5th grade math and social studies and science for grades 3-5 tdm Fulton County Schools 23 6/7/18 ELL students:  ELL students performed well in reading and ELA for grades 3-5. Their performance in math, social studies, and math indicates a need for more support. Economically Disadvantaged students:  All of the 5th grade ED students met or exceeded the standard in ELA. The highest number of students not meeting standards was in math, social studies and science.

Name 2-3 areas you have identified to be your goal areas for improvement.  Increase the percentage of Black and Hispanic students meeting or exceeding standards in math from 79% percent in 2012 to 84% percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Economically Disadvantaged students meeting or exceeding standards in math from 75 percent in 2012 to 80 percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Black and Hispanic students meeting or exceeding standards in science from 77 percent in 2012 to 82% percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Economically Disadvantaged students meeting or exceeding standards in science from 75 percent in 2012 to 80 percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Black and Hispanic students meeting or exceeding standards in social studies from 76 percent in 2012 to 81 percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of Economically Disadvantaged students meeting or exceeding standards in social studies from 75 percent in 2012 to 80 percent in 2013, as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of ALL students exceeding standards in math, reading, language arts, and science by 3% as measured by the Georgia Criterion-Referenced Competency Test.  Increase the percentage of All students exceeding standards in social studies by 5% as measured by the Georgia Criterion-Referenced Competency Test. SW-1 h. The root causes for our identified areas of weakness are included below. (Include 2-3) TA - 1 Economically Disadvantaged students – There is a need for more information and strategies on how to effectively instruct economically disadvantaged students. Many students require more scaffolding and other support for successful learning. Many economically disadvantaged students do not have the same parental support or resources at home. We will provide additional training for teachers on how to better support students in the classroom and parents on how to support their students at home. tdm Fulton County Schools 24 6/7/18 Students with Disabilities - The root cause that we discovered for our students with disabilities was a lack in prerequisite skills necessary for grade level instruction. For example, our K-2 students have weak addition and subtraction facts, which are necessary for multiplication and division. Our grade 3-5 students have weak multiplication and subtraction facts, a prerequisite to perform well with fractions, decimals, and percents.

English Language Learners/Limited English Proficiency- The lack of English proficiency among some of our students indicates a need for additional experience in teaching math to the students.

All students need more hands on experiences and the opportunity to reflect on and record their learning experiences.

i. Include a paragraph on: i. Explain how the staff is given an opportunity to assist in data and root cause analysis.  ii. How do you involve teachers in the decisions regarding the use of academic assessments to improve instructional programs?  iii. How are teachers involved in making decisions regarding individual students through the analysis and use of their test data? The way that we review the progress made by River Eves students, on an ongoing basis and the process for revising the program as needed to provide additional assistance to enable the students to meet the State content standards are listed below. Efforts are made to include parents and staff in all decision making that has an impact on student achievement. Teachers have the opportunity for input in the following ways:  Grade level weekly meetings with minutes outlining instructional discussions Data analysis and curriculum pacing meetings two times per month  Benchmark assessments  Grade-level common assessments in math, reading, ELA, social studies, and science  Classroom walk-throughs with checklists for feedback  Teacher conferences  Pre and post test assessments

The processes for reviewing data and planning instruction to enable students to meet the Georgia content standards are listed below: tdm Fulton County Schools 25 6/7/18  Grade level weekly meetings  Review of Checkpoints Benchmark Assessments and CRCT data  Data analysis and curriculum pacing meetings two times per week  Grades  Promotion-retention data  CCRPI  Informal Collaboration Meetings  Data Talks with Learning Community Specialists  Common pre and post unit assessments in content areas  Classroom walk-through with checklists for feedback  Formal teacher observations and annual evaluations for quality of instruction

Mathematics and Science

Local school assessments such as math and science benchmarks, grade level science assessments in 1st – 5th grade, common assessments, and Study Island information in grades 1-5 will be used to inform teachers about the progress of students and their need for remediation and enrichment. This will be done during common planning, weekly Data Talks, half-day planning days, RTI, and during individual conferences with administrators.

Reading, Language Arts, and Writing

Local school assessments including Fountas and Pinell running records, checkpoints reading and ELA standards, reading and language arts benchmarks tests, common assessments, and common writing pre and post assessments will be used to determine needs for instructional panning. The results of the majority of these assessments will be used during common planning, weekly Data Talks, half-day planning days, RTI, and during individual teacher conferences with administrators.

 Teacher involvement in assessment also includes:  Teachers will participate in data meetings in August where CRCT, ITBS, GWA, GKIDS, Instructional Assessments, and other END of Year data will be examined to make decision about instructional planning and develop annual goals.  Teachers will participate in weekly Data Talks during their common planning where they will examine data from local assessments and compare it to the next steps in the instructional calendar.  Teachers will instruct, assess, and keep data on progress for individual students in the RTI tdm Fulton County Schools 26 6/7/18 process.  Daily collaborative planning and weekly grade level meetings will provide opportunities for teachers and staff to examine data for instruction.  Instructional groups in reading and math are flexible and are reorganized by teachers as needed.

SW - 1 5. MIGRANT paragraph – required

We have taken into account the needs of migrant children by:  Student enrollment sheets are distributed and the Occupational Survey section of the form is checked by the registrar. All new students receive an Occupational Survey form, as well as the registration form. This will be checked and verified by the registrar. We will work closely with our counselor, school social worker, and our central office liaison to ensure that the student’s needs are met for any students identified. Providing intervention programs and additional assistance for any migrant student who might be identified and is experiencing academic deficiencies. Students will be considered for additional services based on formative data and classroom assessments. Students who may be homeless will be referred to the Fulton County Schools Homeless Liaison for possible services.

SW-1  Make sure School Improvement goals are aligned to Common Core Georgia Performance SW-2 Standards (CCGPS). FLP . Goals / strategies need to target students not performing at standard/ expectation (at-risk) . Strategies need to be specific and include something “more and/or different” than what has been done previously. . Consider scientifically, research-based strategies and/or promising practices that have been effective elsewhere. We will implement Marzano’s (2000) highly effective instructional strategies schoolwide for the 2012-13 school year. The strategies include: similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, cues, questions and advance organizers and introducing new vocabulary weekly.

Other Instructional Programs/Strategies to be implemented:  Direct Instruction - explicit teaching of a skill-set using lectures or demonstrations of the material  Orton Gillingham – a multisensory approach to reading instruction  Early Intervention – a program to serve students who are at risk of not reaching or maintaining academic grade level in reading and math. The program provides 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.  Calendar Math - provides lessons and activities to preview, review, practice, and discuss math skills to build math understanding through the use of a calendar and current date  Instruction through technology software  Small Group Instruction  ESOL – a program to immerse and accelerate the learning of English for students with another primary language  Staff Mentors – staff who will have frequent meetings with students at risk of poor academic performance  Drops in a Bucket Math Supplements – a spiral math review program that assesses students on the same standards weekly.  Tutors (staff, parent, community) – adults who will work with students one-on-one  Informal Student Collaboration/Assistance – an initial meeting of teachers to discuss and devise a plan to address student areas of weakness  Data Talks – weekly cluster Data Support Specialist (DSS), Curriculum Support Teacher (CST), administration and teacher meetings to analyze classroom assessment and assignment data. tdm Fulton County Schools 28 6/7/18  Teacher Collaboration/Planning – teachers on a specific grade level meet at a common time to plan for instruction  Exceptional Education – program of instruction to meet the capabilities of students with disabilities  Instruction utilizing Promethean Interactive Boards - hardware that looks much like a standard whiteboard but it connects to a computer and a projector in the classroom to capture and maintain student interest during instruction  Response to Intervention - a method of academic intervention designed to provide early, effective assistance to children who are having difficulty learning  Running Records – a screening instrument to identify students’ reading levels  Books on CD – students will practice reading while hearing the words on a CD  Math & science manipulatives - visible models that help students solve problems and develop concepts. The students can manipulate the items to increase their understanding and come to accurate conclusions  Leveled readers – books that match student reading levels  Writer’s Workshop - a method of teaching writing using a workshop method. Students are given opportunities to write in a variety of genres and helps foster a love of writing. The Writing Workshop allows teachers to meet the needs of their students by differentiating their instruction and gearing instruction based on information gathered throughout the workshop.  Guided Reading - small-group instruction for students who read the same text. The group is homogeneous: the students read at about the same level, demonstrate similar reading behaviors, and share similar instructional needs. The small groups are temporary; they change as we assess students’ growth and needs.  Writing across the curriculum – writing is integrated in every subject  Use Metacognitive Strategies: . Making Connections . Making Inferences . Visualizing . Determining Importance . Synthesizing . Building Background knowledge . Questioning

 Use Reading/Writing Connection Strategies: . Storyline/Map . Compare and Contrast . Main Idea/Supporting Details . Problem/Solution . Character Mapping tdm Fulton County Schools 29 6/7/18

 Increase Vocabulary Development . Use “content” strategies “keywords” in guided reading and guided writing . Use of word walls . Requiring sight words every nine weeks . Integrate Science/Social Studies within reading and writing . Independent reading (Sustained Silent Reading (SSR)/Drop Everything And Read (DEAR)

 Increase Read Aloud Time  Use of journals in math, social studies, and science  1-2 hands on/science experiments per 2 weeks  Direct instruction of Problem Solving strategies . Pictorial representations. . Make a table, graph, or chart. . Act it out. . Use manipulatives. . Guess and check. . Students will continue to use rubrics to reflect on their own work and personal growth.  Title I funding will be used to purchase 2.5 EIP teachers to work with students who are at risk for not meeting standards and a parent liaison to increase parental involvement in student achievement. Parents will participate in one workshop per quarter to support reading, math, science, social studies, writing achievement, and CRCT preparation.  Evaluation/evidence of every strategy will include lesson plans, walk through observations, formal observations, common assessments, end-of-the-unit assessments, Checkpoints benchmark testing, GKIDS, CRCT, ITBS, and GWA. NARRATIVE within Implementation Plan 1. Plan’s strategies: SW-9a a. Describe how the plan provides opportunities for ALL students, to meet or exceed SW-2a proficiency AND addresses the needs of all students and targeted subgroups of FLP students, on a timely basis.  All students will have the opportunity to meet or exceed proficiency and have academic needs met in a timely basis through research-based instruction (Marzano 2000), common assessments in reading/ELA, math, social studies, and science, Extended Day, weekly grade level collaboration/data talks to address student performance and effective instruction. SW-2b We will implement best practices in Science and Social Studies instruction which TA-1 include project-based learning, real world problem solving, and integrating technology. FLP Best practices in math instruction include high student engagement, scaffolding takes tdm Fulton County Schools 30 6/7/18 place, making connections to concepts, procedures, and understanding, build on students’ prior knowledge, high performance is modeled, students self-monitor their progress, appropriate amount of time is devoted to tasks, and students explain thinking and meaning (Education Alliance 2006). b. Describe the effective instructional methods that will be used to increase the quality and SW-2c amount of learning time. (Make sure to tell the AMOUNT of time scheduled. Possible Instructional FLP Methods - RTI groups, small group instruction, extended learning time (“double dosing”), After/Before school tutoring, zero periods) c. o Common Assessments for grades 1 - 5 – Students take assessments in Reading, Math, Social Studies, and Science. The assessments will target the standards that were taught per the Scope and Sequence. Students who do not demonstrate understanding will receive remediation. Remediation will include small group instruction for approximately 10-15 minutes. After remediation, the students will retest to make sure they are making gains in their area(s) of weakness. Students who demonstrate mastery will participate in enrichment lessons.

o Extended Day – Students who scored Level I on the CRCT receive 4 hours of additional instruction in reading and math after school, 2 hours on Mondays and 2 hours on Thursdays. The staff for Extended Day will consist of certified teachers.

o Lunch and Learn – Teachers will provide 30 minutes of instructional support to students during lunch

o Before School – Every non-homeroom teacher will have 30 minutes of instructional tasks to provide independent practice and teacher assistance for students in grades 3-5 who need additional support and reinforcement.

TA-2 2. Describe the instructional strategies and programs in the TA program which coordinate FLP with and support the regular program of the school. a. Discuss grades and subject areas to be served  b. Instructional strategies to be used  c. Scheduling models to be used. Be sure to tell the AMOUNT of time included in the targeted instruction. It must not take the place of the regular core instructional program. tdm Fulton County Schools 31 6/7/18  d. Supplemental instructional activities e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring. SW-7 3. Describe your process for reviewing the progress made by participating children, on an on- SW-2d going basis and the process for revising the program as needed to provide additional TA-8 assistance to enable these children to meet the State content and performance standards.  Describe how teachers are involved in the decisions regarding the use of academic assessments to improve instructional programs and individual achievement. o Common Assessments for grades 1 - 5 – Students take assessments in Reading, Math, Social Studies, and Science. The assessments will target the standards that were taught per the Scope and Sequence. Students who do not demonstrate understanding will receive remediation from select teachers. Remediation will include small group instruction for approximately 10-15 minutes. After remediation, the students will retest to make sure they are making gains in their area(s) of weakness. Students who demonstrate mastery will receive an enrichment lesson.

o Data Talks – Data Meetings will occur on Fridays to identify students not meeting and meeting standards and discuss how to change and drive instruction

o Learning Community Data Support Specialist and Curriculum Support Teacher- Assist teachers by providing professional development targeted at our instructional needs, model lessons for teachers, observe and provide feedback to teachers.

TA-9 4. Describe procedures for annual assessment of students for meeting state and local expectations.  SW-2e 5. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on tdm Fulton County Schools 32 6/7/18 FY12 US ED monitoring.

g Title IIA 1. Include a narrative reminder that Professional Learning needs, based on the needs n i assessment, are included in the FCSS School Improvement Plan Template. n r  Annually our school completes a professional learning survey provided by the district a

e office. We use the results of this survey as well as the results of our comprehensive L

l needs assessment of student achievement to determine the professional development a needs of our staff. A description of the activities planned to meet the needs discovered n o

i is included in our Implementation Plan. The funding needs and funding sources for s each of these activities are also listed in the Implementation Plan. s

e SW-4

f 2. Describe how the school/district are providing high quality and on-going professional

o TA-5

r development for teachers, principals and parapros and how these activities meet the needs Title IIA P

identified in the needs assessment, enabling students to meet the state’s performance

d standards. n a

 District

Q  Professional Learning opportunities are provided to teachers, principals, and i

H paraprofessionals in Fulton County based on needs assessment surveys provided to (

y all stakeholders. Professional Learning is also provided based on other data, such as t i

l student assessments and district initiatives determined by student needs. a u

Q  Many educators in Fulton County are involved in on-going professional learning

r through endorsement programs such as reading, gifted and ESOL. The endorsement o t programs are yearlong endeavors with 150 or more hours. School Improvement a

c activities at the district and school levels align to the stated goals and priorities. Each u

d school has “Better Seeker” teams or “School Leadership Teams” who are trained to

E guide educational growth and development for the school. Continuous, on-going training is provided to teachers, principals and paraprofessionals in order to develop a clear understanding and consistent implementation of standards-based classrooms to enable students to meet and exceed performance standards.  School  Our needs assessment and 2012 assessment results reveal a need for more professional development in the areas of math, science, social studies, and writing instruction. Teachers and parapros will receive professional development in the identified areas. SW-9b 3. Describe how teachers are trained to identify and provide assistance for at-risk students. Title IIA  The Curriculum Department encourages teachers to meet before the start of school to FLP analyze student information/data from the previous year. Results are compared to tdm Fulton County Schools 34 6/7/18 previous years and across the grade levels to look for trends and areas of concern. Teachers then plan as a team to emphasize those skills with a high degree of importance while covering the other necessary skills prior to spring testing. At-risk students will be identified so that they can be provided with additional educational opportunities (double dosing) for needed subject level support.

 Teachers are offered staff development in areas that show as a need from the student data and past data from previous years. We offer training on data analysis, progress monitoring tools (Achievement Series, Checkpoints, etc.) and support in the curricula subject areas. Two EIP teachers have gone through extensive support training in literacy and mathematics to be able to work with 14 at-risk students in their self- contained classrooms.

 The current ELA GPS are 85% aligned with CCGPS. There will be an in-depth focus on mathematical understanding and skills. The current Math GPS are 90% aligned with CCGPS. There will be an in-depth focus on a balance of literature and informational texts, text complexity, argument, informative explanatory writing, research, and speaking/listening skills. Demo lessons have been taught to train teachers on GPS and the use of standards throughout the system. Teachers have had over 15 hours of Writer’s Workshop training during the 2011-12 school year. The Curriculum Department has increased the purchases of supplemental literacy and math materials to support RTI and the Tier process for all of the Fulton County Elementary Schools.

 At the Elementary and Middle school levels, professional learning to identify at-risk students is job-embedded. Each middle school uses pre-planning days and specified collaborative planning time during the school year to analyze multiple types of data: formative, summative, qualitative, and quantitative. The emphasis is on collaborative analyses that lead to instructional improvement and differentiation. Using the data, at- risk students are identified and scheduled into courses that provide tiered levels of intervention. This is as minimally intrusive as peer collaboration or as restrictive as a self-contained classroom—and many things possible in between. However, data drives instructional settings and strategies for students. Elementary/ Middle schools provide professional learning to teachers for differentiating instruction, effective feedback, and “Response to Intervention” with its tiered supports for student learning.  Fountas & Pinell  Leveled Readers  Study Island Computer Program  Online Assessment System (OAS)  IXL Computer Program tdm Fulton County Schools 35 6/7/18 SW-3 4. Describe the process used to identify and provide instruction by highly qualified teachers TA-5 and parapros. Title IIA  The goal and intent of Fulton County Schools is to hire teachers who are “Highly Qualified” in the content area/s of instruction and thus maintain 100% of teachers who are highly qualified. Should a teacher not have the status of “Highly Qualified,” a plan must be developed and signed by both teacher and principal. The plan reflects steps which may include professional learning that will occur to correct the status of the non-HiQ teacher. This may include testing or change of placement. Title II-A provides reimbursement for the teacher taking and passing GACE testing in order to become HiQ (see attached plan and process).

-The Principal Verification and Attestation Form contains the names of the teachers who are not yet HiQ (if applicable)

-Review student placement, ensuring equity in teacher experience. Address the correction of any inequities.

-Place in the Binder, copies of the Parent Letters sent for non-HiQ teachers.

-Place in the appendices, a copy of the written and signed plan that is in place for each non-HiQ teacher (if applicable)

-The Detailed School HQT Information form (from DOE Report Card) is located in the appendices. Use the information on the form to determine the attrition rates of teachers and administrators in your school for the School Profile.

100% of our teachers meet the Highly Qualified (HQ) provisions of NCLB.

SW-3 5. Discuss the district’s/school’s teacher-mentoring program that is in place to support new Title IIA teachers and increase teacher effectiveness.

District mentors teachers by:  Fulton County District Office supports new teachers with an orientation at the beginning of each school year. Teachers are provided information and procedures which are fundamental for a successful experience during the school year. This includes information in the areas of benefits, professional learning, curriculum and resources. Throughout the year additional institutes are held in order to provide continuous support for new teachers. tdm Fulton County Schools 36 6/7/18  Our school mentors teachers by:  We have incorporated a teacher mentoring program for teachers new to the Fulton County School System, and teachers in their first 2 years of their teaching career.  All new teachers are assigned a mentor that will support them throughout the year in addition to the curriculum support teacher, grade level chair person and the administrative team. New Teacher meetings will be held once a month in order to address topics of concern and interest for new teachers at River Eves. SW-3a 6. Discuss the strategies that are in place at the district and the school to attract highly Title IIA qualified teachers.

District attracts highly qualified teachers by:  The district participates in recruitment activities at colleges and universities in order to attract highly qualified new teachers. Candidates are also screened through Human Resources and by school principals. This provides assistance to principals and schools with the initial hiring process in the selection of “Highly Qualified” teachers.

Our school attracts highly qualified teachers by: (list what do you do above the district’s efforts to make teachers want to choose your school) In an effort to attract highly qualified teachers, River Eves Elementary School:

 The administration will network to find the most qualified candidates  Provides interviews and tours of River Eves Elementary School as requested by perspective teachers.  Provides an on-going Teacher Support or Induction program for all new teachers  Uses Critical Friends Groups and protocols to support new teachers  Mentors are assigned to all new teachers and staff members new to River Eves.  Encourages seasoned teachers to gain the Teacher Support Specialist endorsement in order to learn how to best support new teachers, and pairs those teachers according to need each school year  Provides support throughout the year with an open line of communication by providing ongoing classroom support throughout the school year via professional development sessions during Instructional Leadership Team Meetings, CST Talks, Grade Level Meetings and Faculty Meeting training and by working collaboratively with teachers to ensure success in the classroom in order to build a positive climate throughout the building in order to retain teachers.

n 1. Discuss that parent involvement is important and the school has strategies in place to increase parental

e 6 involvement. (For more detailed information on Parent Involvement activities at our school – insert the Parent Involvement Action Plan Below.

e -5  We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program v

l plan by including parents in our schoolwide planning committee. o

v  We have provided written notice to parents of each of our enrolled students that we have identified as being in n

I school improvement, in a format and, to the extent practicable, in a language that the parents can understand.

t (See Appendix.) n e

r  We will utilize parent surveys two times per year to solicit parent feedback on the school’s progress. a  We have developed a parental involvement policy that: P  Includes strategies to increase parental involvement such as Math and Science Day and Young Author’s Night , monthly parent workshops, and 3rd – 5th grade CRCT Parent Sessions  The school will provide individual student academic assessment results, including an interpretation of those results. The Cluster Data Support Specialist along with the Curriculum Support Teacher will conduct Test Talks with the parents twice during the school year. These sessions will be offered in English and Spanish. The Cluster Data Support Specialist will also conduct Test Talks with the students. She will visit each classroom to explain the purpose of testing, the different types of assessments, and how to interpret test scores.  Our Bi-Lingual Parent Liaison ensures that the schoolwide program plan is available to the parents and the public. This information is also shared in Local School Council meetings, PTA meetings, Title I Parent Committee meetings, and monthly parent workshops.  Our bi-lingual parent liaison assists parents with developing leadership skills. Our parents are groomed to hopefully become LSC members and PTA officers.

River Eves Elementary’s parent policy may be found in the appendix.

2. PARENT INVOLVEMENT ACTION PLAN (insert table below) Schools should have a minimum of 2 goals aligned to the SWP/TA plan.

GOALS ACTION/ACTIVITY DATES GRADE RESOURCES PERSON LEVEL(S) NEEDED RESPONSIBLE

Improve Math Achievement Curriculum Night 8/28-30/12 K-5 Entire School All Faculty & Staff Math/Reading Workshop 9/2012 2-5 Media Center, Teachers, PL Handouts, sign-in Test Prep Workshop 10/2012 3-5 sheets, Projector Facilitator, PL Media Center, tdm Fulton County Schools 38 6/7/18

Handouts, sign-in sheets, Projector

Improve Parent Involvement Curriculum Night 8/28-30/12 K-5 Entire School All Faculty & Staff Volunteer Night w/PTA 9/2012 K-5 Media Center, PTA, PL Sign-In Sheets, Projector, Sign- Fall Festival 11/2012 K-5 Up Sheet PTA, Venders, Faculty Upper Recess & Staff Field

Desired results for the goal(s): The goal of this plan is to improve the parent involvement in school so that our parents are better equipped to help their students at home.

How will the goal(s) be measured? Parent Surveys, Test Scores, and Teacher Evaluations.

3. Mandatory Documentation: Schools must also include the school parent policy with cover letter and revision dates, parent policy checklist, school/parent compact with appropriate signatures and compact checklist. UPLOAD completed, signed documentation in Shared Documents along with the Title I Plan.  SW a. Describe the process used to involve parents in designing, implementing and evaluating the school -15 improvement and the parent involvement plan. TA- 6  The opinions of our parents are important to us. An electronic parent involvement survey is opened to parents each spring, allowing them to give their opinions and offer comments and suggestions concerning our parent involvement program. Each year as we begin to review and revise our Parent Involvement and School Improvement Plans, we choose parents to be involved in this process. They participate as we evaluate the previous year’s plans, giving their input on ways to improve our Parent Involvement and School Improvement Programs. We also have parents as members of our School Council. They review the plans during development and after completion. Their comments and suggestions are considered as the plans are written. SW b. Discuss how parents get information on individual student test results and help with test interpretation. -10 (School Council/ PTA) FLP  We receive two copies of student test results. We give one copy to parents through the mail, in student packets, or during parent/teacher conferences. The interpretation of the test results is also provided to parents during conferences and upon request. tdm Fulton County Schools 39 6/7/18  Common, end-of-unit, benchmark and state assessment results and interpretation will occur through: Website Newsletter PTA Meetings LSC Meetings Annual Title I Meeting Student Support Meetings Parent Conferences Annual Performance Report School Improvement/Title I Plan

c. If our school is identified as a priority, focus or alert school, parents are notified by letter(s) explaining the flexible learning program (FLP) and what intervention strategies are in place to improve our status. SW d. Explain parent-teacher conference opportunities, how the teacher is helping students identified as having -9 difficulty meeting standards, what parents can do to assist their students, and where parents can find additional assistance at the school or in the community.  Parents can contact the teacher to request a conference at any time during the school year. Teachers use small groups, re-teaching standards, before, lunch and after school times to provide additional instruction. Parents can visit the Parent Resource Center for resources to support student learning at home.

1. The Implementation Plan Template should show integration of Federal, State and Local programs and funds.

TA- 2. Describe the strategies used to coordinate and collaborate with other Federal, State, and local services in 4 your Title I Targeted Assistance program/plan.  TA- 3. State that there is coordination and integration of Federal, State, and local services and programs. 4 Describe how you will coordinate with and support the general education program.  SW 4. The dollar amounts of each federal fund that is allocated to the school should be listed, showing -8a coordination. Describe how resources from Title I and other sources will be used. SW –  The following federal funds have been allocated to our school. 8b Fund Amount Description of Services TA- Show how the funds are coordinated for the 7 improvement of the entire school Title I $166,972 2.5 EIP Teachers for students at risk of not meeting tdm Fulton County Schools 40 6/7/18

s standards and instructional materials and Parent e c

i Liaison v

r Title II $ e Title III $ 2.5 ESOL teachers and .5 ESOL paraprofessional to S

f serve ESOL students. Specific strategies for o instructional areas of weakness of ESOL students. n

o SW 5. Show how the plan coordinates with School-to-Work Opportunities, Perkins Vocational and Applied i

a Technology Act, and National & Community Service Act of 1990. r

o  With renewed focus on preparing our students to meet the expectations of a global workforce, career

b and technical curricula integrates and correlates technical skills to academic standards. Perkins a l l accountability indicators are tied directly to student performance on the Georgia High School o Graduation Test - reading and mathematics - as well as graduation rate. C

d  Elementary Schools do not received these funds

n SW 6. Explain how your school assists children in the transition (preschool, early childhood programs; middle a -6 or high school; private schools and transfer students) n o

i  Following are our plans for assisting students in the transition process to or from our school. We t

a also tell how we help students who are entering from private schools and who enroll during the n i year. d

r Our plans for assisting preschool students to kindergarten and elementary students to middle school o

o are:

C  Rising Kindergarten parents are invited to a “Sneak Peak” in November to listen to a presentation and tour the school  Parents and students are invited for a “round up” each May. They are invited to see kindergarten classrooms and meet staff members.  Fifth grade students are provided an opportunity to visit Holcomb Bridge Middle School each May. A field trip is taken during school hours so that every 5th grader at River Eves can visit and become familiar with the middle school in our cluster. The middle school counselor speaks to our students about schedules, classes offered, etc. The middle school counselor works with our counselor to provide the students with any additional information that they might need about the school.  School visits/tours are conducted on a weekly basis for students and families that might be interested in our school. This includes students from private schools and other public schools moving into our attendance zone.

SW-14 1. The implementation of the plan is monitored throughout the year. Addendums are added to the plan when on-going assessment data shows revisions are needed. The plan is evaluated and revised yearly based on newly disaggregated data. s t  The district utilizes focus walk data to monitor our progress in the implementation of n

e our instructional strategies listed in our plan.

m  Mid-year reviews of our school improvement plan and formative assessment data are e r

i held in January. During this meeting, district staff and school administration meet to u

q check on the progress of our plan implementation and the results of our formative

e assessments. R

l SW-18 2. Explain that should the school enter consequences or sanctions based upon the ESEA a

n waiver determinations, that the School Improvement provisions of NCLB, Section 1116 will o

i be followed. t i 3. All priority, focus and alert schools (if applicable) will complete and participate in all d

d requirements according to state and federal guidelines. We will offer flexible learning A programs (FLP) if applicable if we should enter the FLP requirement that requires specific interventions we will work with the State DOE and our District to complete all requirements for improvement.

tdm Fulton County Schools 42 6/7/18 SCHOOLWIDE PROGRAM CHECKLIST

SCHOOL: River Eves Elementary School DATE:

All components of a Schoolwide program plan must be addressed. Those areas marked “Not Met” need additional development. *Denotes required component as set forth in section 1114 of Elementary and Secondary Education Act of 1965 (ESEA). Plan Requirements and Schoolwide MET Components Cover Page – school name, logo √ Original date of plan listed √ Revision date of plan listed (day, month, year) √ Table of Contents – Schoolwide √ District Mission, Vision, Goals √ Evaluation of previous years Schoolwide Plan √ School Mission, Vision, Goals √ District/ School demographics √ A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect √ 1 achievement. (A)

School Profile – Data √ Migrant Statement included in plan √ Common Core Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals. √ Implementation Plan √ Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and √ 2 academic standards and: (B)

√ Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student 2a performance. √ 2b Are based upon effective means of raising student achievement. √ 2c Use effective instructional methods that increase the quality and amount of learning time. tdm Fulton County Schools 43 6/7/18

Plan Requirements and Schoolwide MET Components

Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs √ 2d have been met and are consistent with improvement plans.

Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of 2e assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring. 2f Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable). Instruction by highly qualified professional staff. (C) √ 3 Strategies to attract high quality, highly qualified teachers to high-needs schools. (E) √ 3a Professional development for staff to enable all children in the school to meet performance standards. (D) √ 4 Strategies to increase parental involvement. (F) Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts, etc. a) Must include parent policy with cover sheet and revision month/date/year √ 5 b) Parent policy checklist c) Compacts

Plans for assisting children in the transition from early childhood programs to local elementary school programs; middle school √ 6 to high school; and high school to post-secondary. (G)

Measures to include teachers in the decisions regarding the use of assessment data to provide information on, and to improve √ 7 the performance of individual students and the overall instructional program. (H) Coordination and integration of Federal, State, and local services and programs (J) √ 8 List of State and local educational agency programs and other Federal programs that will be included √ 8a Description of how resources from Title I and other sources will be used √ 8b Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the √ 8c Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely √ 9 assistance, which shall include: (I) Measures to ensure that students’ difficulties are identified on a timely basis √ 9a Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. √ 9b √ 9c Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, tdm Fulton County Schools 44 6/7/18

Plan Requirements and Schoolwide MET Components and additional assistance available to the student at the school or in the community

Description of how individual student assessment results and interpretation will be provided to parents. √ 10 Provisions for the collection and disaggregation of data on the achievement and assessment results of students. √ 11 Provisions to ensure that disaggregated assessment results for each category are valid and reliable. √ 12 Provisions for public reporting of disaggregated data √ 13 Plan developed during a one year period, unless the district, after considering the recommendation of its technical assistance √ 14 providers, determines that less time is needed to develop and implement the Schoolwide program.

Plan developed with the involvement of the community to be served and individuals who will carry out the plan including √ 15 teachers, principals, other school staff, and pupil service personnel and parents. Plan available to the LEA, parents, and the public. √ 16 Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in √ 17 the school speak as their primary language. Plan is subject to the school improvement provisions of section 1116. √ 18 Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact and √ Compact Checklist

Principal’s Verification and Attestation. √ Schoolwide Checklist – Completed and signed by the principal √ School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal √ Comments:

Neil Pinnock 10/11/12 Principal’s Signature Date

Tawana Miller 10/14/2012 Title I Director’s Signature Date

Area Executive Director’s Signature Date

Will Rumbaugh ______12.13.2012 Assistant Superintendent’s Signature Date tdm Fulton County Schools 45 6/7/18 TARGETED ASSISTANCE PROGRAM CHECKLIST

SCHOOL: DATE:

All components of a Targeted Assistance program plan must be addressed. Those areas marked “Not Met” need additional development.

Plan Requirements Targeted Assistance MET Components Cover Page

Original date of plan listed

Revision date of plan listed (day, month, year)

Table of Contents – Targeted

District Mission, Vision, Goals

Evaluation of previous years Schoolwide Plan

School Mission, Vision, Goals

District/ School demographics

A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect 1 achievement. (A)

School Profile – Data

Migrant Statement included in plan

Common Core Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals.

Implementation Plan

Description of instructional strategies and programs which coordinate with and support the regular program 2 2a Grades and subject areas to be served 2b Instructional strategies to be used 2c Scheduling models to be used tdm Fulton County Schools 46 6/7/18 Plan Requirements Targeted Assistance MET Components

Supplemental instructional activities 2d Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the targeted assistance plan and must be connected to the support of 2e assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring. 2f Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable). Description of the method by which children with the greatest need are selected. a) PK – 2 selection criteria b) 3-12 selection criteria 3 c) Copy of Multiple educationally related objective criteria worksheet for each subject and grade level of students being served, including priority, focus and or alert schools if applicable.

Process for reviewing the progress made by participating children, on an ongoing basis and the process for revising the program as needed to provide additional assistance to enable these children to meet the State content standards and State 3 student performance standards.

Description of provisions made to serve all eligible children, including economically disadvantaged, disabled, migrant, LEP, and homeless children as well as those who have participated in Head Start or Even Start or who received services from a 4 Neglected or Delinquent institute during the previous two years.

Description of provisions for instruction by highly-qualified staff and a description of strategies used to provide professional 5 development opportunities to teachers and other individuals as appropriate.

Strategies planned to increase the level of parental involvement based on the District Parental Involvement Policy to include the Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts and the items listed below. a) Must include parent policy with cover sheet and revision month/date/year 6 b) Parent policy checklist c) Compacts

Procedures to be used for coordination of Title I resources with other resources to enable children served to meet the State 7 content standards and State student performance standards.

Process for reviewing the progress made by participating children, on an ongoing basis and the process for revising the program as needed to provide additional assistance to enable these children to meet the State content standards and State 8 student performance standards.

Procedures for annual assessment of students for meeting state and local expectations. 9 tdm Fulton County Schools 47 6/7/18 Plan Requirements Targeted Assistance MET Components Assurance 1 – HiQ Certification Form

Assurance 2 – Use of Staff Time, Program Assurances, TA Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact and Compact Checklist

Principal’s Verification and Attestation Form

Targeted Assistance Program Checklist – Completed and signed by the principal

School Improvement/ Targeted Assistance Plan submitted to Title I department in Shared Documents/portal. Comments:

Neil Pinnock 10/1/12 Principal’s Signature Date

Tawana D. Miller 10/26/12 Title I Director’s Signature Date

Area Executive Director’s Signature Date

Will Rumbaugh 12/13/12 Assistant Superintendent’s Signature Date

tdm Fulton County Schools 48