Title I Schoolwide/School Improvement Plan s2

Georgia Department of Education Title I Schoolwide/School Improvement Plan

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Oglethorpe County Elementary School District Name: Oglethorpe County

Principal Name: Katie Coyne School Year: 2013-2014 School Mailing Address: 15 Fairground Road, Lexington, GA 30648

Telephone: (706) 743-8750 District Title One Director/Coordinator Name: Judy Spurgeon

District Title One Director/Coordinator Mailing Address: 735 Athens Road, Lexington, GA 30648 Email Address: [email protected]

Telephone: (706) 743-8707

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

Priority School Focus School

Title I Alert School .

Subject List Subject(s) Sub-Group Alert List Subgroup(s) Alert

Graduation List Subgroup(s) Alert

Principal’s Signature: Date:

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date: Revision Date: Revision Date:

Dr. John D. Barge, State School Superintendent May 2013 ● Page 1 of 30 Georgia Department of Education Title I Schoolwide/School Improvement Plan

Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions

Notes:  Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires a Title I schoolwide program plan to contain the ten components listed on this template as well as related measurable goals and strategies for implementation. The asterisk (*) denotes required components as set forth in section 1114 of ESEA.

 While there are eighteen components, all ten required components of a Title I Schoolwide Program Plan (marked in this template with an asterisk) must be addressed. Response starters are provided in this template to guide the planning team/committee in the process of completing the schoolwide section of the plan.

 Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists. All components/elements marked as not met need additional development.

 Please list your planning committee members on the next page along with signatures of participating team members. This team must include stakeholder involvement (parents of Title I students, community representatives, teachers, administrators, etc.). Note: The planning team must involve parents in the planning process. See section 1114 (b)(2)(B)(ii) Plan Development which states: The comprehensive plan shall be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school.  Attach the SIP as an addendum to the template. See the Georgia Department of Education School Improvement Fieldbook for guidance and instructions on completing a school improvement plan http://www.doe.k12.ga.us/School-Improvement/School- Improvement-Services/Documents/School%20Improvement%20Fieldbook%202012- 2013.pdf.

Title I Schoolwide/School Improvement Plan

Planning Committee Members: NAME MEMBER’S SIGNATURE POSITION/ROLE

SWP Components

* Required component of SWP as set forth in section 1114 of ESEA

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Response:

A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were teachers, paraprofessionals, administrators, parents, and school council members. The ways they were involved include the following. Parents and community members are given the opportunity to provide input and give feedback on the school programs, teachers, and parent involvement at the Board of Education Work Sessions, Superintendent Meet and Greets, School Councils, and at various parent involvement activities as well as at parent conferences and meetings with the administration. A parent survey is conducted in the spring to gather additional information. Teachers and paraprofessionals provide feedback through leadership meetings, professional learning communities, evaluations after professional learning and through discussions with the administration. A teacher and administrator survey is conducted in the spring to gather additional perception data. Throughout the school year achievement data is analyzed through professional learning communities and faculty meetings. Higher education partners, consultants, and staff give feedback through debriefings after walk-throughs, evaluations, and professional learning activities. The Director of Operations and principals gather information on vacancies and highly qualified status of teachers throughout the year as schedules change. Class sizes and teacher schedules are reviewed by the principal of each school, the Technology Specialist, and the Director of Teaching and Learning at the beginning of the school year, in October, January, and March. Projections for the following year are reviewed collaboratively with the principal, Director of Teaching and Learning and the Superintendent in the spring to identify needs for the next school year. The Poor and Minority Equity Rubric is also completed collaboratively in the spring with teachers, principals, and central office staff.

During the system work session, professional learning days, faculty meetings, professional learning communities, and leadership team, Oglethorpe County Elementary School stakeholders examined a variety of school data. Student performance data is disaggregated by subgroups where possible. We have used a variety of instruments, procedures, or processes to obtain this information. The results of the Criterion Referenced Competency Test (CRCT); benchmark assessments; 3rd and 5th grade Writing Tests; Access to ELL; Georgia Alternative Assessment; and universal screeners in Reading and Math are used as measures of student achievement. CRCT results were compared across three years, as well as, across the Northeast Georgia Regional Education Service Agency by the subgroups of ethnic groups; students with disabilities; economically disadvantaged; English Language Learners; and Gifted. The CRCT results for Reading and Math were used to identify Action Groups who were tracked and compared against their last school year’s CRCT results to determine if the Action Groups were successful in increasing student achievement. Surveys used during this process helped to provide a more complete * Requiredpicture component of of needSWP as andset forth to inengage section 1114 stakeholder of ESEA support. Perception data from the Title II-A

*2. Schoolwide reform strategies that are scientifically-researched based. 2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are as follows. Analyzing data gathered throughout the school year, indicates that Oglethorpe County Elementary School needs to continue to improve in the areas of Reading, Writing and Math. To accomplish this differentiation of instruction is used in all classroom based upon the results of common assessments, benchmarks, and the universal screeners.

Ongoing coaching is provided by the Instructional Coach who ensures that all math instruction is aligned with the National Council of Teachers of Mathematics recommendations. All instruction is based upon the Common Core Georgia Performance Standards and includes critical thinking, problem solving, and hands-on activities. Student progress is monitored throughout common units and reteaching is provided as needed.

The Scholastic Reading Inventory is used to assess each student’s reading level. A Balanced Literacy approach is used where time for large group instruction, small group instruction, and individual instruction is provided based upon the individual needs of students. Leveled library books provide supplemental material to enhance the instruction in not only reading, but also social studies and science. Teachers monitor the progress of students through reading running records and benchmark tests. Teachers differentiate and meet individual students at their instructional levels.

Oglethorpe County Elementary School has Early Intervention Program (EIP) teachers and special education teachers who team with the homeroom teacher in grades 3-5, to address the needs of our students. EIP Reading and Math Courses are used to provide supplemental instruction based upon the individual needs of students. EIP is provided as a push in and pull out service depending on the needs of the students.

Gifted classes for all grades provide opportunities for enrichment to enable students to exceed the standards. Individualized Education Programs (IEPs), English Language Learner (ELL) plans, and 504 plans provide accommodations and services for students who qualify for these services. These accommodations and services allow students the opportunities to meet or exceed the state performance standards.

In order to improve writing skills in grades K-5, the Oglethorpe County School System will continue to utilize the Writing Workshop program. This intensive, structured writing program is a sequential approach that guides children through the developmental process of learning to write meaningful text at the child’s ability level. With teacher direction and modeling, as well as literary examples, the child is guided to produce writing that is age/grade appropriate. Students’ * Required component of SWP as set forth in section 1114 of ESEA

*2. Schoolwide reform strategies that are scientifically-researched based. 2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. writing samples are displayed in the hallways and in the classrooms for all to see.

2(b). Are based upon effective means of raising student achievement. Oglethorpe County Elementary School will continue implementing Professional Learning Communities in an effort to shift the focus from teaching to student achievement. By engaging in collaborative planning, teachers will incorporate data collected from common assessments and benchmarks to improve instruction and student achievement. Professional learning development will include research based practices that lead to effective instructional strategies. As reported in A review of research on the impact of professional learning communities on teaching practice and student learning, V. Vescio et al. (page 88) concluded “In addition, teaching culture is improved because the learning communities increase collaboration, a focus on student learning, teacher authority or empowerment, and continuous learning; (2) when teachers participate in a learning community, students benefit as well, as indicated by improved achievement scores over time (doi:10.1016/j.tate.2007.01.004).

The guiding questions from Robert Marzano’s, The Art and Science of Teaching that our school will focus on throughout the year are: 1. What will we do to help students effectively interact with new knowledge? 2. What will we do to communicate high expectations for all students? 3. What will we do to engage students?

The school will establish an appropriate use of differentiation based upon diagnosis of students’ readiness levels and learning styles. Teachers will emphasize and encourage all learners to use higher-order thinking skills, processes and mental habits of the mind. Differentiation is demonstrated in all subject areas through creating a learning environment that addresses student’s diverse learning needs. “Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.” Differentiation in Practice, Grades 5-9: A Resource Guide for Differentiating Curriculum Carol Ann Tomlinson

“…A growing body of research shows positive results for full implementation of differentiated instruction in mixed-ability classrooms (Rock, Gregg, Ellis, & Gable, 2008). In one three-year study, Canadian scholars researched the application and effects of differentiated instruction in K– 12 classrooms in Alberta. They found that differentiated instruction consistently yielded positive results across a broad range of targeted groups. Compared with the general student population, * Required component of SWP as set forth in section 1114 of ESEA

students with mild or severe learning disabilities received more benefits from differentiated and intensive support, especially when the differentiation was delivered in small groups or with targeted instruction (McQuarrie, McRae, & Stack-Cutler, 2008).” Huebner, Tracey A. “What Research Says About …/Differentiated Learning”, Educational Leadership 67 (2010): 79-81. Web. 15 Nov. 2011.

Teachers and students will work collaboratively to establish and achieve clear, challenging learning goals aligned to Common Core GPS. “The standards themselves were heavily based on Georgia’s existing Georgia Performance Standards (GPS), which were adopted in 2004. According to independent research conducted by the Thomas B. Fordham Institute, the GPS align with about 75 percent of the new common standards. The report acknowledges the strengths of the GPS and highlights the areas in both math and language arts where the new CCSS builds on and enhances what Georgia has already been doing.” Adopting Common Core Standards makes business sense for Georgia by Dana Rickman.

In math, the teachers will provide practice in problem solving and completing real life tasks. In Math is Worth It: Investigation of Research-Based Instructional Strategies in the Math Classroom, (http://www.smcm.edu/educationstudies/pdf/rising-tide/volume-4/Katherine-Bartz- MRP1.pdf) Katherine Bartz cites the importance of using real life tasks. “Using real-world applications in math helps students become more interested in the subject and fosters inspiration (Bellamy & Mativo, 2010; Posamentier, Hartman, & Kaiser, 1998). Real-world problem solving is a purposeful learning strategy which has been shown to increase the grades of poor students in an urban school in San Diego County (Kitchen, 2007).”

In order to increase student’s ability to read independently, the staff at Oglethorpe County Elementary will use a balanced literacy approach and writer’s workshop. In all grades, teachers and support staff will use Guided Reading leveled books in small group instruction to meet the needs of the lowest achieving students. A balanced literacy approach focuses on two essential areas: reading and writing. This approach engages children in a variety of authentic reading and writing experiences… It benefits students in many ways: students develop a broad range of reading and writing abilities; both focused instruction and independent work are valued so there is a better chance to meet the needs of a diverse group of students; students learn basic information and skills but they also develop strategies that will help them apply their knowledge in a variety of reading and writing contexts; there is an emphasis on comprehension, which is the goal of all reading. Pinnell, 2000 The balanced literacy approach meets the criteria from the Reading First Panel in the five areas listed below. “Adequate progress in learning to read English beyond the initial level depends on the following: 1. A working understanding of how sounds are represented alphabetically. 2. Time for sufficient practice in reading to achieve fluency, * Required component of SWP as set forth in section 1114 of ESEA

3. Opportunity to read different kinds of text written for different purposes, 4. Instruction focused on concept and vocabulary growth, and 5. Control over procedures for monitoring comprehension and repairing misunderstandings (p. 223). Snow, C. E., Burns, M.S. & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Teachers will use the series assessments to monitor progress and utilize program materials to reinforce or reteach specific skills as well as implement Response to Intervention (RTI). “In the DuFour et al book, Whatever it Takes, the authors ask three critical questions: Exactly what do we want students to learn? How will we know when a student has acquired the essential knowledge and skills? What happens in our schools when a student does not learn? These questions are at the heart of Georgia's Response to Intervention (RTI) "Pyramid of Interventions." Indeed, they are embedded in all levels of the Pyramid.” Georgia Department of Education http://archives.doe.k12.ga.us/DMGetDocument.aspx/RTI%20Executive %20Summary.pdf? p=6CC6799F8C1371F68B50DDB1F5A82F1306C0137E2488366882D35923FAF92C51&Type =D

Teachers will focus on small group instruction using Differentiated Instruction along with a variety of materials and strategies to improve student’s ability to read independently. The staff will integrate reading strategies in all content areas to facilitate student understanding when reading nonfiction text. The Why Document (p. 26) of the Georgia Literacy Plan outlines that “Educators are responsible for ensuring that students are capable of manifesting the definition of literacy. Specifically, content-area teachers at all grade levels must include reading comprehension and processing subject-specific texts in all areas: mathematics, science, social studies, Career Technical and Agricultural Education (CTAE), world languages, English Language Arts (ELA), fine arts, physical education, and health.”

Oglethorpe County Elementary School provides the students with extended learning opportunities during the school day to expand their learning and participate in small group or one-on-one instruction. Early Intervention Program is offered in both reading and math. According to the Georgia Department of Education (http://www.gadoe.org/Curriculum- Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Early-Intervention-Program.aspx) The Early Intervention Program (EIP) is designed to serve students who are at risk of not reaching or maintaining academic grade level. The purpose of the Early Intervention Program is to provide additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time. * Required component of SWP as set forth in section 1114 of ESEA

There is a growing body of research evidence indicating that high-quality extended learning programs can provide positive developmental opportunities and improve the academic performance of students, particularly those at risk of academic failure. Research shows that the correlation between time and student achievement gets stronger with more engaged time.

“As would be expected, the research shows that the correlation between time and student achievement gets stronger with more engaged time. Students who are given more allocated school time have outcomes only slightly better than those who receive less. But the correlation between time and achievement increases when students are given more instructional time, and it is even greater when students’ academic learning time increases.” Silva, E (2007). On the Clock: rethinking the way schools use time. Education Sector Reports. Retrieved from http://www.educationsector.org/research/research_show.htm?doc id=442238 on October 6, 2011.

2(c). Use effective instructional methods that increase the quality and amount of learning time. Several activities are being implemented during the school year at Oglethorpe County Elementary School, to increase the quality and amount of learning time.  Scheduling changes have resulted in additional learning time. o 80 minutes of reading/English/language arts instruction o 80 minutes of math instruction o Daily science and social studies instruction  Students will be placed into differentiated groups, and their progress monitored, using Scholastic Reading and Math Inventories and benchmark assessments in August, January, and March.  Academic Afterschool will provide additional Reading and Math instruction..  Early Intervention Program (EIP), English as a Second Language, and Special Education classes provide additional quality reading, math, and language instruction for those students who qualify for them.  CRCT academic afterschool provides test taking strategies instruction  Action groups in math and reading will be provided throughout the school year. Students are identified for groups through benchmarks, universal screener, and the Scholastic Reading and Math Inventories  Teachers will use the technology tools put into place (ELMOS, LCD projectors, SMARTboards, Wireless slates, digital camera, Computer labs) to enrich their lessons and differentiate learning. Teachers will receive professional development to help them utilize these tools.  The amount and quality of learning time will also be enhanced during the school day through programs like HeadSprout, Classworks, Guided Reading, and Writing Workshop. The school wide reading initiative will reach all students and will present materials in a

2(c). Use effective instructional methods that increase the quality and amount of learning time. variety of ways to accommodate individual learning styles. Guided reading lessons will also present material in ways that will promote and allow students to be successful. The supportive nature of Writing Workshop will support students in their individual progress to be independent, creative writers.  Supplementary materials from a number of sources will be utilized, to help meet the needs of our students. Small group instruction (differentiated to meet the needs of the learners), will be utilized, as well as whole group. After receiving a variety of interventions through the Pyramid of Interventions, students not at the proficient level will be referred to the Student Support Team. The Student Support Team will assess the need for speech and language assessments or referral to the school psychologist or guidance counselor in order to gather information to help plan a course of instruction to move the child to the proficient level.  Oglethorpe County Elementary School continues to work to enhance the quality of instruction. Protocols for core instructional areas are established by examining student work, progress monitoring, and developing consensus on what all learners should know and be able to do by the end of each grade level. Collaborative planning is scheduled to provide opportunities for teachers weekly and then an extended planning time is provided once quarterly to plan for continuous improvement for each student, subgroup of students and school as a whole. Common units and Curriculum calendars are refined at each grade level to ensure that all students receive the same quality of instruction. Various delivery and grouping models such as inclusion, pull-out, and flexible grouping based on assessments related to readiness and learning styles are provided to students. An Instructional Coach provides guidance with the Common Core Georgia Performance Standards implementation, Standards Based practices, collaborative planning, unit writing, and professional development to continually improve instruction.

2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). The Early Intervention Program (EIP) teachers (2.5) provide additional supplemental instruction in reading and math. Progress monitoring using benchmark testing is used to measure progress of each student.

Our ½ time English as a Second Language (ESOL) teacher addresses the language needs of this population in a pull out program. She also works with each student’s homeroom teacher to ensure that the needed accommodations are implemented and provides additional support to the students when reteaching is needed. ACCESS to ELL is used as well as benchmarks and the universal screener to determine if the students’ needs are being met.

Our full-time special education teachers work with the identified special education students in grades 3-5, in a co-taught model as well as a pull out model again this school year. They plan with the regular education teachers and works with not only their identified students, but others experiencing difficulty as well, in the classroom setting. Supplementary materials are utilized (i.e. HeadSprout, Grammar Calendars, Read Naturally). The Inclusion teachers will use leveled readers that ensure consistency within the regular education program. These resources provide many opportunities for students to learn. With adaptations implemented by the Inclusion teacher, students with disabilities participate in all common assessments, benchmark assessments and the universal screening. Students with disabilities is one of our subgroups and progress on their Individualized Education Program (IEP) goals and objectives, the results of the benchmark assessments as well as their performance on the Criterion Referenced Competency Test (CRCT) will be used to determine if their needs are being met.

The District has provided teachers with hands on materials and manipulatives to reach all learning styles. Technology tools (ELMOS, LCD projectors, SMARTboards, computers) have been purchased, and teachers integrate these tools in the curriculum in all subject areas. They provide motivation for all children, especially those at risk.

2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring finding for Georgia. Response: No educational field trips will be funded through Title I.

*3. Instruction by highly qualified professional staff. We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. Oglethorpe County Elementary School has 37 teachers, 23 support personnel, and 2 administrators with a student teacher ratio of 1 teacher for every 13.4 students. Certification levels of teachers: • 20% - 4 year Bachelor’s • 48% - 5 years Master’s • 24% - 6 years Specialist’s • 5% - 7 years Doctoral Certification level of administrators: • 50% - 6 years Specialist’s • 50% - 7 years Doctoral The average years of experience are 13.4 years for teachers, 13.7 years for support personnel,

*3. Instruction by highly qualified professional staff. and 20 years for administrators.

When a teaching vacancy occurs, an online application through TeachGeorgia with background checks and evidence of superior credentials including transcripts, letters of recommendation and references to support past experiences in teaching is required. Applicants are selected for interviews based on past performance and principal and/or student teaching supervisor recommendations. The Interviewing Committee will compile a variety of questions that will be asked of each candidate with responses scored and ranked. The questions will relate to the specific needs of the school population including but not limited to instructional strategies and techniques, interpersonal relationships, discipline, and knowledge of current and research based educational programs and strategies.

To continue to improve the effectiveness of the teachers several activities are implemented. Professional Learning Communities are established in an effort to shift the focus from teaching to student achievement. By engaging in collaborative planning, teachers incorporate data collected from common assessments to improve instruction and student achievement. Differentiation of instruction is implemented in math and reading classes, adjusting content, process, product, and learning environment based upon students’ readiness levels, learning styles, and interests and personal goals in order to improve instruction. To ensure that instruction is of high quality, the principal and the leadership team monitors and evaluates the implementation of the curriculum to ensure consistency within and across classrooms, grade levels, and subject areas. The Instructional Coach provides guidance to teachers on the CCGPS implementation, collaborative planning, best practices, standards based practices, unit writing, and professional development.

*3(a). Strategies to attract highly qualified teachers to high-needs schools. Although Oglethorpe County Elementary School is not identified as a high need school, several strategies are used to attract high-quality highly qualified teachers.  It is difficult to find speech therapists to work in our system. To attract highly qualified speech therapists our system pays the dues for their professional organizations. School Based Speech Therapists: Best Practices Conference registration and travel are also paid by the system.  To attract high quality highly qualified teachers the following are provided: o Teachers are supported as they seek the gifted and math endorsements by the school paying the registration fee and providing substitutes.  Mentors are provided for new to the school teachers and first time teachers to assist them in learning the curriculum, procedures, and assessments.  Teachers new to the school/system will receive instructional support for each of the core curriculum areas.  Learning opportunities on how to integrate technological skills with the Common Core Georgia Performance Standards is provided to all teachers and

*3(a). Strategies to attract highly qualified teachers to high-needs schools. paraprofessionals.

*4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards. Response: A. We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in the following professional development activities. These activities are designed to addresses the root causes of our identified needs. For example the instructional coach provides job embedded professional learning on best practices in reading and math instruction, the CCGPS and GPS curriculum and assessments. Professional learning opportunities, support and materials for differentiating instruction is provided to all teachers and paraprofessionals. Pyramid of Interventions (SSTAGE), Standards Based Instruction, and data-driven interventions and instruction is provided throughout the year and summer to all teachers and other staff members are encouraged to attend as appropriate. Registration fees, substitutes, and travel to attend International Reading Association Conference and the Georgia Children’s Literature Conference is provided to encourage teachers to attend.

A. We will align professional development with the State’s academic content and student academic achievement standards. Ongoing professional learning is provided by the instructional coach on the English/Language Arts and Math CCGPS. Professional learning opportunities through the Georgia Council of Social Studies Conference provides support and resources for social studies instruction. Units are reviewed and revised as necessary throughout the school year.

B. We will devote sufficient resources to carry out effective professional development activities that are primarily job embedded and address the root causes of academic problems. For example an instructional coach is funded through Title I to provide teachers job embedded professional learning on best practices in math instruction, the GPS curriculum and assessment. Consultants are used through the school year to provide best practice training in writing and differentiation. Time is set aside during the school day and after school for teachers to collaborate and receive professional learning. Funds are allocated for teachers and administrators to participate in conferences and training on reading, RTI, math, science, social studies, physical education, formative assessments, and standards based classroom practices.

C. We will included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways. Quarterly meeting are scheduled for all faculty and staff to participate in Professional Learning Communities to review assessment results and plan * Required component of SWP as set forth in section 1114 of ESEA

*4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards. reteaching/enrichment opportunities for students. A consultant from Northeast Georgia Regional Education Service Agency (NEGA RESA) provides on-going support in the development of common formative and summative assessments.

*5. Strategies to increase parental involvement. In completing this section, you should review the parental involvement strategies already defined in your school’s parental involvement policy. These could include many of the suggested responses below, although other strategies may still be considered. To keep parents informed, parents are contacted each day a student is absent from school. They are also contacted for conferences, homebound services, Advantage Behavioral Health services, and other services by local agencies in the area. Phone calls, emails, notes in the agenda, and the mass all call system in addition to face to face meetings are ways parents are kept informed of their child’s performance. Of course report cards and progress reports are sent home at the end of each 4 ½ week period. Parents may check assignments, grades, and attendance through PowerSchool, the school’s student information system. Teachers update the information on a weekly basis in an effort to keep parents informed. Oglethorpe County Elementary school has an open door policy for parent visits. Parents are asked to check in the office for each visit. Conferences are scheduled for all students in the fall and include discussions on What the school will do to help the student; What the parent can do to help the student; Additional assistance available to the student at the school/community; and Interpretation of individual student assessment results.

Parents are asked to complete an annual survey as well as a survey after each parent involvement activity. The annual survey results are used to plan activities to meet the needs of parents. The survey after each parent activity is used to improve the activity and determine if it is beneficial for parents.

A. We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of schoolwide programs and the school parental involvement policy by:  Including dates for parent involvement activities in the school calendar  Sending home flyers of upcoming events in the Tuesday folders  Distributing a monthly newsletter  Keeping the school’s website up to date  Including parent information on the website  Hosting an Annual Title I meeting  Utilizing phone calls and e-mails  Notifying parents of events and opportunities through the communication calling system  Submitting information about the school and events to the Oglethorpe Echo  Gathering input through meetings and surveys  Conducting home visits as appropriate  Holding monthly School Council meetings and encouraging all parents to attend  Daily interactions between administrators, teachers, and parents  Holding parent conferences throughout the year

B. We will update the school parental involvement policy periodically to meet the changing needs of parents and the school and distribute it to the parents of participating children and make the parental involvement plan available to the local community, by posting it on the school website, including a copy home in the Student Handbook, and having copies available in the school office and the central office. Parental input will be sought through meetings, surveys, the school council and parent involvement activities

C. We will conduct an annual meeting, at a convenient time, to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parental involvement policy, the schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by:  Advertising the meeting well in advance of the meeting date  Sending a flyer home in the Tuesday folder  Emailing or calling parents  Posting signs in the school advertising the meeting

D. We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation and child care, as such services relate to parental involvement. OCES will offer morning and evening meetings and the opportunity for 5th grade students and parents to visit the middle school in the spring. Parent conferences are scheduled throughout the day and over several days so that parents can select date and time that is the most convenient for them. A deaf interpreter and language translator will be available for all school wide meetings and for individual meetings upon request. Student activities are provided during the parent workshops for children attending with their parents. These activities are manned by classroom teachers from each grade level and held in an area separate from the parent meeting area.

E. We will provide parents with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible.  During open house parents receive an overview of the curriculum and grade expectations.  The Annual Title I meeting held in the fall provides parents will information on the Title I program, the curriculum in use at the school, academic assessments used to measure student progress, and opportunities for regular meetings.  The Academic Information Night - Parents will also be introduced to the first semester curriculum, the Common Core Georgia Performance Standards/Georgia Performance Standards and how they relate to National Education Goals as set forth by NCTM and IRA, the school-wide discipline plan, benchmark and summative * Required component of SWP as set forth in section 1114 of ESEA

assessments to be given during the year, teacher expectations, and grade level and school procedures for their child’s grade during the Academic Information Night held in the fall. (An opportunity to review and provide input into the Parent Involvement Policy and School Improvement Plan is offered immediately preceding the evening’s program.)  Parent breakfast/luncheon programs – The program focuses on universal screeners and basic facts tests at the fall breakfasts. Parents are given sample copies of the reading fluency, reading comprehension, and math fluency screeners. The administration and use of these screeners is discussed as well as how parents can assist their child in improving in these areas. Standardized test preparation and reading the data is discussed at the spring breakfasts. Parents receive information about the state CRCT and are given DOE pamphlets outlining the state’s criteria for promotion. Fourth grade parents are invited to one additional breakfast in the fall to receive information about the ITBS, how it differs from the CRCT, how to read the test results, and ways they can support their child.

F. We will jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards by soliciting input from parents throughout the year on the compact and holding a meeting during which school staff, parents, and students will work collaboratively to review the comments received throughout the year and to review and revise the school- parent compact as needed.

G. We will provide assistance to parents of participating children, as appropriate, in understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress, and how to work with educators, by hosting the Annual Title I meeting and several other informational meetings throughout the year.  Math Parent Involvement Night provides parents an opportunity to view the vertical alignment of the math curriculum for grades 3-5, become familiar with the CRCT domains and expectations on state assessments, learn methods of instruction the teachers are presenting in their classrooms, and receive information on how they can help their child and support the teachers’ efforts in quality math instruction. Student work is on display for parents to view.  Reading/Writing Parent Involvement Night provides a time for parents to learn all of the components of a quality language arts program. Parents are informed of the domains of the state CRCT reading and language arts assessment, the scoring rubric for the state writing test, and ways they can increase their child’s vocabulary, reading fluency, expression, and comprehension. * Required component of SWP as set forth in section 1114 of ESEA

 Science Night is designed to be a fun, educational evening for parents and their children to interact in science activities that match the state standards for science in grades 3-5. The activities and materials are provided free of charge by the Oconee River Georgia Youth Science and Technology Center.  Parent-Teacher conferences – All parents are offered individual student conferences in the fall and spring. Additional conferences are held throughout the year as needed. A student holiday is provided in October and another in March so teachers have release time to meet with parents for individual conferences. The conference is an opportunity for the teacher and parent to collaborate on ways of monitoring and supporting the student by challenging the student’s strengths and addressing the student’s weaknesses. Teachers share benchmark assessment results as well as daily performance in the classroom. Teachers and parents review their responsibilities and commitments as outlined in the Teacher-Parent-Student Compact. (Language interpreters are available to parents and teachers during conference times if requested.)

H. We will provide materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by offering grade level and subject specific trainings and activities throughout the school year. A parent mentor is available to assist parent in locating additional resources and training to help with work with their child. The school website includes links to various websites and videos that parents will find valuable when working with their child on completing homework. A parent tool kit is also linked on the website.

I. We will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, through articles and discussions at faculty meetings.

J. We will, to the extent feasible continue to partner with the county library to provide additional resources to students and parents and expand on the parent resource materials housed at the elementary school.

K. We will take the following actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by ensuring that education acronyms that are not easily understood by parents are not included in information provided to parents without a brief explanation of them. Forms provided by the Georgia Department of Education in multiple languages will be utilized as appropriate and locally translated material will continue to be used. * Required component of SWP as set forth in section 1114 of ESEA

L. We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand, by:  Having Title I and critical information translated to the extent practical in the language of the parent.  Using Georgia Department of Education forms in multiple languages.  Having a translator available when necessary to assist in parent meetings and other important times  Having the parent mentor available to meet with parents to help with special education needs  Having the social worker available to meet with parents to discuss the full range of services that can be offered

*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. Response: We will plan activities for assisting children in the transition from the elementary school to the middle school. We have also included transition plans for students entering the elementary school from the primary school and for students entering from private schools including students entering our school throughout the school year. In the spring of the school year, second grade students and parents from Oglethorpe County Primary School visit OCES. This JumpStart program affords students and parents the opportunity to learn about the programs and services offered in the 3rd grade. A similar program is offered to students and parents of 5th graders entering Oglethorpe County Middle School. Students entering from private schools have their school records reviewed and are then placed in the appropriate grade. Students entering our school throughout the school year are placed in a similar fashion. If school records are incomplete, benchmark and universal screeners are given and the student is placed accordingly.

*7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program. Teachers will be included in the decisions made regarding the use of academic assessments at both individual and collaborative levels. System decisions, initiatives, and goals will be shared with stakeholders through the channels of leadership (Principal to Leadership Team to collaborative teams to parents and students). A data room will be maintained with current benchmark data, school reading and math goals for entire population and subgroups, and past CRCT data for entire population and subgroups.

The Better leadership team is comprised of the principal, assistant principal, counselor, Instructional Coach, and representatives of each grade level, paraprofessionals, SWING (art, music, and P.E.) teachers, special education, and Early Intervention Program (IEP). During preplanning, the Leadership Team meets to review data from the CRCT, Georgia Alternative Assessment (GAA), and Access to ELL disaggregated by subgroups and by interventions (Reading Action Groups, Math Action Group, Academic Afterschool, and Early Intervention Program (EIP)) and determines if the goals of the School Improvement Plan have been met. During Preplanning, the Better Seekers present the data to all teachers who go through a similar process as the Better Seekers group did during the July/August meeting. Teachers take their class roster and use the data to create small differentiated groups within their classrooms and make recommendations for support services for the students. Throughout the year, teachers use benchmarks, Access to ELL, and STAR Reading and STAR Math, Houghton Mifflin reading theme tests and math common assessments to determine reteaching needs and to create small, differentiated groups in the classroom. During team meetings and grade level meetings with the principal, teachers will collaborate to monitor student progress, adjust the curriculum, consider remediation options, and explore the use/purchase of research based supplemental curriculum materials to provide maximum learning opportunities through differentiated Instruction.

The teachers/staff will use the Houghton Mifflin Reading series and benchmark data to determine student levels and develop supplemental reading initiatives such as small group instruction using leveled books to provide at home reading experiences.

Math unit tests, and the Fall, Winter and Spring Benchmarks will be used to track progress and determine the needs of all students. Grade level team meetings, meetings with the principal, and staff meetings will be used to discuss and plan for remediation. The same assessments will be used to track student progress and adjustments in curriculum/materials/ resources will be made as needed.

To improve writing skills, the district will provide ongoing inservice training for teachers in grades K-5 in order to implement the research based Writing Workshop program. Collaborative time will be used to discuss “what works” and student progress in Writing. Teachers at all levels will monitor student progress using writing samples and journals.

*8. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: 8(a). Measures to ensure that student’s difficulties are identified on a timely basis. We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely, and additional assistance. Those activities are (especially for those students who are struggling)  During preplanning, teachers are given CRCT data for students in their homeroom. Teachers analyze the data, design and adjust instruction to maximize student achievement and plan for differentiation to meet the needs of students.  Differentiation, including adjusting content, process, product, and learning environment based upon diagnosis of students’ readiness levels, learning styles, and interests and personal goals is provided in math and reading.  Through ongoing informal assessment (questioning techniques and tickets out of the door) teachers assess student’s knowledge and skills and provide the support or reteaching necessary to meet the needs of the students.  Common assessments and benchmarks are reviewed at the grade level and class level to plan reteaching, small group instruction, and referrals for additional interventions.  Student’s progress is monitored through the Response to Intervention on a regular basis to determine if the interventions are being successful or if additional support is needed.  Engaging in collaborative planning, teachers will incorporate data collected from common assessments to improve instruction and student achievement.

8(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties  Collaborative planning opportunities for teachers occur on a weekly basis. During these meetings, the math coach and principal guide teachers through the analysis of common assessments, benchmarks, and statewide assessments when they are available.  The instructional coach assists teachers in the identification of math difficulties and strategies/interventions to address these difficulties.  Protocols for core instructional areas are established by examining student work and developing consensus on what all learners should know and be able to do by the end of the grade level. Through collaboration, teachers identify appropriate interventions for students not meeting standards.  System level meetings (K-12 Math and ELA Instruction) assist teachers in

understanding the standards and how to help students in meeting the standards.  Through walk-throughs and formal observations, principals and assistant principals may assist teachers in seeing students who need support and suggest strategies/interventions to implement.  A data room will be maintained with current benchmark data, school reading and math goals for entire population and subgroups, and past CRCT data for entire population and subgroups. This information will help teachers identify students not meeting standards.

8(c). Parent-Teacher conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community. Parent-Teacher conferences – All parents are offered individual student conferences in the fall and spring. Additional conferences are held throughout the year as needed. A student holiday is provided in October so teachers have release time to meet with parents for individual conferences. The conference is an opportunity for the teacher and parent to collaborate on ways of monitoring and supporting the student by challenging the student’s strengths and addressing his/her weaknesses. Teachers share benchmark assessment results, standardized assessment results as well as daily performance in the classroom. Discussion will be held on What the school will do to help the student; What the parents can do to help the student; and additional assistance available to the student at the school/community. Teachers will provide websites, access to the math manipulates, and reading materials, content specific reading books and activities the parent may do with the child. Parents will be shown and given directions on how they can review assignments and their student’s grades and attendance on a weekly basis using Power School. The teacher will discuss the additional opportunities for the student. These may include Math Camp, Reading Camp, Early Intervention Program (EIP) in Reading and Math, Action Groups (targeted students meet on a daily basis for additional reteaching in Math and Reading), Homework help and additional time in the computer lab to work on specific websites, Destination Reading, Destination Math, Classworks. These are computer programs that the student may use to build up specific skill weaknesses in Reading, Language Arts, Math, Science, and/or Social Studies. CRCT practice is discussed at parent conferences and open house and the parent is provided with log in information for the Online Assessment System. Community assistance is explained. The Oglethorpe County Public Library has multi-level books which are aligned with the Lexile Scores that are used in the Oglethorpe County Elementary School Library. They also have computers from which the student may access the Online Assessment System, educational websites provided by the school, and the school library. Family Connections offers tutoring and is located at Oglethorpe County High School. Advantage Behavior Health offers counseling through the school as well as individual and family counseling outside the school day. Language interpreters are available to parents and teachers during conferences if requested.

*9. Coordination and integration of federal, state, and local services and programs. 9(a). List of state and local educational agency programs and other federal programs that will be included. Oglethorpe County Elementary School will utilize various agencies, programs, and funding to implement this schoolwide program. These include:  Title I – Part A  NEGA RESA  Title II Part A  Title III - Limited English Proficiency  IDEA Flow Through  Advantage Behavioral Health Systems  University of Georgia  State Professional Development  Family Connections  GA Ed Tech  Georgia Department of Education  Mobile Dental Services  4-H  PTO  Oconee River GYSTC  Title VIB Rural Education

9(b). Description of how resources from Title I and other sources will be used. Title I – Part A: Provide funding for 1 Instructional Coach; provide supplemental materials and supplies for academic content areas and the monitoring of student performance; Provide materials for parent involvement activities centered around the core content areas (math, reading/ELA, science, and social studies). Provide annual computer software license for the instructional coach’s computers. Provide supplemental software programs (Nystrom, HeadSprout, Test Ready, Reading, and Math); Provide teachers and paraprofessionals to work in the afterschool program with struggling students after the 20 Day Instructional Extension Funds have been exhausted. Provide additional technology (LCD projectors, ELMOS, Wireless slates, Digital Cameras Screens); Provide stickers to use as notice of parent involvement activities.

NEGA RESA- Provide professional development on Math; Common Assessments; Gifted, English as a Second Language, Science, and Math Endorsements.

Title II Part A – Provide stipends for teachers to attend professional learning opportunities during off contract time (Georgia Reading Conference; Better Seekers’ Work Session); Provide subs, registrations, and travel for teachers and paraprofessionals to attend professional development opportunities on Math , Science, Standards Based Classrooms, Reading. Writing, Social Studies Differentiation, English Learners (ELs); ESOL Endorsement; Gifted Endorsement; Response to intervention; Provide consultants on Differentiation (Allison Nealy) and writing (Peggy Terrell).

Title III - Limited English Proficiency – provide supplemental materials for EL students; registration and travel for Title III conferences and TESOL conference.

IDEA Flow Through: Provide professional learning for teachers on inclusion, disabilities, and best practices. Provide supplemental materials and additional staffing needed for working with students with disabilities.

Title I, Part C – Migrant Education – provide supplemental materials for migrant students and tutoring.

Advantage Behavioral Health Systems – Provide counselor to work with students (Chris Mayo)

University of Georgia: - Coordinate Family Science Night; provide professional learning on differentiation and co-teaching.

Professional Development: Provide travel, registration, and subs for professional learning on Georgia Performance Standards and state required trainings (TKES/LKES; Evaluation of Media Specialists and SLPs).

Family Connections – Partner in Parent Activities * Required component of SWP as set forth in section 1114 of ESEA

UGA Education Technology Center -training and support for ELMOs; Slates, SmartBoards

Georgia Department of Education: GPS/ Common Core Training; Learning Village, Guidance; professional learning; SLDS

Mobile Dental Services – Dental checkups and work for students

4-H – Farm Day

PTO – Parent involvement activities; Spring musical, Honors Day Celebrations, Campus beautification

9(c). Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990. The schoolwide program at OCES enables students to gain the skills required to be successful in school which become the foundational skills for Perkins programs and work. The curriculum provides opportunities for the exploration of various job/work opportunities. Through the Safety Patrol and morning news show, students are given the chance to perform community service.

10. Description of how individual student assessment results and interpretation will be provided to parents. Parent conferences include the interpretation of individual student assessment results. Also during the 4th grade Parent Breakfast, the ITBS results are explained. When parents come for RTI, EL, SST, and IEP meetings, individual student assessment results are thoroughly explained to them. . Individual Criterion Referenced Competency Test (CRCT) scores are provided to parents with the end of the year report cards using the state provided form which explains what each score means. Parents are encouraged to call or set up a meeting to discuss the results if they have any questions or concerns. During placement meetings, student assessment results are explained to parents before any decision is reached. Access to ELL scores are provided and interpreted to parents during English Learner meetings and through forms in Spanish from the Georgia Department of Education.

11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. During the summer school system work session, Better Seekers professional learning days, faculty meetings, professional learning communities, and leadership team, OCES examined a variety of school data. Student performance data, disaggregated by subgroups is reviewed. Student performance data from the Georgia Department of Education is used to ensure that disaggregated assessment results for each subgroup are valid and reliable. The disaggregated * Required component of SWP as set forth in section 1114 of ESEA

data is presented to the faculty, School Council, and Parent Meetings where input was sought from the staff, community, and parents.

Throughout the school year, as assessment results are received at the central office, they are disaggregated and presented to the principal for dissemination to the faculty, staff, and parents. The SLDS provides readily available student data to teachers and administrators. Assessment results are also presented at the Board of Education meetings.

Benchmark and common assessment results are disaggregated and presented to the faculty during collaborative planning. Teachers incorporate data collected from common assessments to improve instruction and student achievement. Results of the assessments are presented to parents during conferences.

The Schoolwide and School Improvement Plans and their impact upon student achievement is monitored, reviewed, and evaluated each month at a Professional Learning Community meeting.

A data room is maintained with current benchmark data, school reading and math goals for entire population and subgroups, and past CRCT data for entire population and subgroups.

12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.  Student performance data from the Georgia Department of Education is used to ensure that disaggregated assessment results for each subgroup are valid and reliable.  Benchmark and common assessment results are disaggregated and presented to the faculty during collaborative planning. Teachers compare the disaggregated assessments with performance of the students in class and then incorporate data collected from common assessments to improve instruction and student achievement.  To ensure that the benchmark assessments measure performance on the standards, the results will be compared to the CRCT results.  The Scholastic Reading and Math Inventories are research based and valid.

13. Provisions for public reporting of disaggregated data. During the annual Title I meeting, the results of the CRCT disaggregated by subgroups are presented. The disaggregated data used for focus, priority, and alert school determination is presented to the Board of Education in the Summer and in the Fall. It is also published in the local newspaper and on the school website. During School Improvement Plan meetings and the Academic Information Night disaggregated data is also reported.

14. The plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers under section 1117, determines that

less time is needed to develop and implement the schoolwide program. The OCES Schoolwide/School Improvement Plan is reviewed, revised, and updated annually. Stakeholders including the Better Seekers, parents, and community members are invited to meetings to review and revise the School Improvement Plan/Schoolwide Plan. The previous year’s plan is reviewed along with the assessment results to determine if goals have been met and set goals for the current school year. Next each activity is evaluated to determine if they proved successful, should be continued or need to be eliminated from the plan. Other activities to reach the goals are brainstormed. The parent survey results are reviewed to determine if parent involvement activities meet the need of the parents or if they need to be revised. Any negative comments on the parent survey are attached to the plan. The revised plan is presented to the School Council, faculty, and at the Title I meeting for additional input. The Schoolwide/School Improvement Plan is then submitted to the central office for approval. The Director of Federal Programs returns the plan with the Title I checklist with suggestions for improvement, if any to the school. If suggestions are given, the plan is revised and presented to the faculty. It is presented to parents and community members at the next parent involvement activity for final input. The finalized plan is submitted to the central office for approval. The process continues until final approval is given. The final plan is posted on the school’s website and available in the school. A copy is sent home to each parent.

15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary). The OCES Schoolwide and School Improvement Plans are reviewed, revised, and updated annually. Stakeholders including the Better Seekers, parents, and community members are invited to meetings to review and revise the School Improvement Plan/Schoolwide Plan. The previous year’s plan is reviewed along with the assessment results to determine if goals have been met and set goals for the current school year. Next each activity is evaluated to determine if they proved successful, should be continued or need to be eliminated from the plan. Other activities to reach the goals are brainstormed. The parent survey results are reviewed to determine if parent involvement activities meet the need of the parents or if they need to be revised. Any negative comments on the parent survey are attached to the plan. The revised plan is presented to the School Council, faculty, and at the Title I meeting for additional input. The Schoolwide/School Improvement Plan is then submitted to the central office for approval. The Director of Teaching and Learning returns the plan with the Title I checklist with suggestions for improvement, if any to the school. If suggestions are given, the plan is revised and presented to the faculty. It is presented to parents and community members at the next parent involvement activity for final input. The finalized plan is submitted to the central office for approval. The process continues until final approval is given. The final plan is posted on the school’s website and available in the school and central office.

16. Plan available to the LEA, parents, and the public. The OCES Schoolwide/School Improvement Plan is available at the central office and the school office. Any parent, employee, or member of the public may receive a copy by asking at the office. Copies of the plan were distributed to the faculty and parents at the annual Title I meeting and are posted on the school’s website.

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. If requested, the plan would be translated into Spanish. If another language is request, it will be provided to the extent feasible.

18. Plan is subject to the school improvement provisions of section 1116 of ESEA as amended by Georgia’s ESES Flexibility Waiver. The Schoolwide is subject to the school improvement provisions of section 1116 of ESEA as amended by Georgia’s ESES Flexibility Waiver. The results of the CCRPI are reported to the public annually at the Annual Title I meeting and at a Board of Education meeting. OCES is not identified as being a Focus, Alert, or Priority School.

Dr. John D. Barge, State School Superintendent May 2013 ● Page 30 of 30