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Poplar Road Elementary School Title I School Wide Plan 2014-2015

Schoolwide Title I Plan 2014-2015

Poplar Road Elementary School 2925 Poplar Road Sharpsburg, Georgia 30277

Lesley Goodwin, Principal Bonita Flounnory, Asst. Principal Lutricia Jones, Counselor

Revised November 13, 2014

This Plan is subject to the school improvement provisions of section 1116. Poplar Road Elementary School Title I School Wide Plan 2014-2015

COMPREHENSIVE NEEDS ASSESSMENT (SW-A)

A comprehensive needs assessment for the entire school is conducted annually using various instruments as a way to collect data and have input from all stakeholders. The needs assessment also provide information as to the strengths and weaknesses of the programs at Poplar Road Elementary School (PRES). Certified staff members review the compiled data and then use this data to drive the educational programs that impact the learning environment at PRES. Data includes but is not limited to grade level benchmark information, standardized state assessments, surveys and discipline data. The table below is representative of all of the compiled data along with the specific needs that were identified from the information.

Data Instrument Needs Revealed 2013-2014 Criterion Reading and English/Language Arts Reference Competency  Reading and English/Language Arts Achievement for Tests (CRCT), 3rd – 5th Economically Disadvantaged students is lower than state Grades target (+3 percentage point discrepancy). Math  Math Achievement for All Students was 80.8%  Math Achievement for Black Students and Economically Disadvantaged students is below state target. Science and Social Studies  Science and Social Studies Achievement is below state targets for Black (4-10 percentage point discrepancy). 2013-2014 Title I Parents were given a survey via hard copy sent home with student, via Annual Parent Survey email distribution and through the school webpage. They stated that the following topics were of the greatest interest:  Behavior/Discipline  Memory & Thinking Skills (highest interest, 15 votes)  Writing Skills The majority of parents noted that the best time to attend meetings or conferences is between 8:00 a.m. and 3:00 p.m. (primarily during school day). 2013-2014 Fifth Grade There were 86% of 5th Grade students who met and/or exceeded Writing Test standards on the Georgia Grade 5 Writing Assessment. 2013-2014 First and First Grade - meets and exceeds Second Grade 95% or above in Reading/ELA Benchmarks (April, 98% Math 2014) Second Grade – meets and exceeds 88.8% or above in Reading/ELA 92.9% Math 2013-2014 Georgia Overall, our students performed at 77% or better to show strengths in Kindergarten Inventory the areas of speaking/listening, counting/cardinality, of Developing Skills measurement/data, and curiosity/initiative. Student showed areas of (GKIDS) need to be mostly in writing, numbers and operation in base 10, Poplar Road Elementary School Title I School Wide Plan 2014-2015 attention and engagement. Free & Reduced Lunch Currently the number of students who quality for free and/or reduced Data lunch at Poplar Road fluctuates between 40-42%. CCRPI Data (Spring School Score: 72.3 2014) o Achievement Points: 48.6 o Progress Points: 16.1 o Achievement Gap: 4 o Challenge Points: 3.6 Poplar Road Discipline 295 total referrals from 114 Students Data (2013-2014 school year)

Georgia Assessment of Performance Standards (GAPSS)

The faculty and staff at Poplar Road Elementary continue to have the commitment of serving every student as the primary focus. Poplar Road has a diverse student population and we must the instructional needs of each student. As we continue to excel in the areas of commendation from our last GAPSS visit, we embrace the opportunity to grow in the areas of weakness as we target our needs as a faculty and staff. The GAPSS process is cyclical and as it returns to Poplar Road, we fully anticipate gains having been made in the areas indicated when visited. The staff is committed to continuous improvement as we implement ideas and programs that address our educational and/or instructional targeted areas. Listed below are the areas that were identified for areas of improvement. We continue to work diligently through efforts in the Title I plan to meet the needs in the targeted areas.

Targeted Needs:

 Provide opportunities for teachers to review research to make informed instructional decisions.  Implement long-term professional development for classroom practices with clear expectations by providing rubrics.  Re-examine the school vision and mission to ensure that it drives the work of the school, is relevant to current practices, and has the buy-in of all staff. Revisit often.  Monitor the implementation and impact of school improvement strategies often.  Provide more access to technology (adding where lacking and updating where out of date).  Increase the involvement of teachers in data collection and analysis.  Focus on the overall mission, priorities, and long-range goals.  Use the school improvement plan to clearly guide the process of continuous improvement.  Use a variety of delivery modes (modeling, small group, whole group, one-on-one instruction, etc.). Vary instructional activities throughout the lessons.  Use higher-level questioning and performance tasks.  Differentiate according to content, process, product or learning environment; Use a variety of delivery methods.  Explain or interpret learning in different situations. Use materials other than worksheets as a source for practice and assessment.  Use technology to provide real-world application and differentiate instruction. Poplar Road Elementary School Title I School Wide Plan 2014-2015

School Improvement Planning, Title I School Wide Plan

Poplar Road Elementary School is committed to continued improvement by involving all staff and stakeholders in creating our School Improvement Plan each year. We have a comprehensive plan that begins with summer work sessions to include the School Based Leadership Team (SBLT) and parent representatives working collaboratively to discuss school operations, funding and school data. Our final plan is created each fall by first analyzing testing and demographic data, and then using our comprehensive needs assessment to pinpoint areas of need. The plan is reviewed by the School Building Leadership Team, then Grade levels that they represent, and finally by parents and community leaders (School Council). Poplar Road Elementary School Title I School Wide Plan 2014-2015 SCHOOL REFORM STRATEGIES (SW-B)

Included earlier in this notebook is the Poplar Road Elementary School Improvement Plan. As a staff, we used our comprehensive needs assessment information, GAPSS target areas, testing data as well as staff and parent feedback to determine areas that warrant improvement. The school improvement plan includes the targeted areas along with research-based strategies and detailed information for how the plan will be completed. We also listed action steps and necessary resources to accomplish our goals.

When reviewing assessment data from the 2013-2014 school year, it is apparent that there continues to be a strong need for additional math support throughout our grade levels, but most profoundly in grades 3 through 5. In order to meet the instructional needs of all students, we will continue with the implementation and expansion of skills groups in grades first through fifth. Additional staff members to include support staff, administration and paraprofessionals provide extra support in the classroom in order to reduce the student to teacher ratio. Continuous assessments being given allow for the groups to remain fluid. As assessments identify the various student levels, students who are identified as having difficulty with specific skills are placed in small groups in order to provide intense focus to these students’ needs. Students who have been identified as needing specific math skills are also provided the opportunity to participate in morning math sessions in the computer lab.

Our Reading Learning Community continues to be instrumental in providing guidance as to what programs can be implemented at the school level to address and focus on reading fluency. The quarterly Reading Blitz that was established by this Community continues to have its focus on identifying students who are not reading on grade level or progressing as they should with reading fluency. A team of assessors schedule classroom visits in order to conduct running reading records for students as they read a timed grade level passage. Scoring indicates the students’ level of fluency for the grade level. This data provides teachers with a clear view of students’ current reading progress.

To encourage reading fluency and reading for pleasure, our school participates in a motivational reading program. Students have the opportunity to compete against classrooms and grade levels by reading books and documenting what has been read. Students are rewarded with prizes and celebrations throughout the school year. In addition, we ensure that students read books that will continue to encourage growth by using the Lexile measurement system. Students in second through fifth also have the opportunity to participate in Accelerated Reader while students in lower grades participate in Reading Eggs and Reading A-Z. All of these programs encourage independent reading and comprehension.

Another strategy that Poplar Road has focused on and continues to focus on is Differentiated Instruction. With the professional learning that has been provided, teachers continue to show growth in pedagogical practices that meet the needs of all students at every level. All classrooms are equipped with a Promethean Board in their classroom which has been instrumental in the differentiation process. These interactive boards provide students and teachers with an engaging educational experience. Poplar Road Elementary School Title I School Wide Plan 2014-2015 Additional Strategies:

Skills Groups

With the use of various types of student data, students who struggle in reading and/or math have been identified for small group instruction. The students who are identified are appropriately placed, by subject, in specific small group instruction that targets the specific needs of those students. Highly qualified teachers, with the assistance of highly trained teacher assistants, will teach small groups of students during the school day when it is appropriate according to the student’s schedule. Effectiveness of this strategy will be measured by standardized testing achievement (GMAP or SLO)

Reading Assessments

Students in grades one through five will be administered Reading Fluency Tests three times during the school year, specifically in August, December, and May. These tests are designed to provide a benchmark assessment and then assess the progress that the individual students have made throughout the school year. For at risk readers, we also utilize Dibels to assess if students have acquired the early literacy and reading skills. The Dibels programs helps to provide the support needed to assist the struggling reader to gain the skills needed for reading. Accelerated Reader will be used in grades 2 through 5 to motivate reading and increase reading fluency and comprehension. Effectiveness will be measured by standardized testing achievement (GMAP or SLO) as well as activity reports of Accelerated Reader usage.

Extended Day Tutoring

Poplar Road continues to expand its extended day tutoring program. Students in Third, Fourth and Fifth grades have the opportunity to participate in after school tutoring that targets students math and reading skills. This extended day tutoring assists students in continuing to develop skills for excelling in the classroom and ultimately provides students with additional math and reading help in preparation for the Spring administration of the GMAP. This tutoring will be offered from October until April. During this school year, we will also provide tutoring each Tuesday of the week for students in all grade levels who demonstrate a need for remediation as part of their pyramid of intervention.

Integration of Technology

Teachers at Poplar Road have increased the use of technology in the classroom by the student as well as for instructional purposes. The highly qualified teaching staff of Poplar continues to utilize a Standards Based Model Classroom consistently. In this model, a Promethean Board is provided for each classroom teacher for use with their students as a means to engage students in the instructional process. The students have shown high levels of engagement during these lessons that integrate technology with Common Core Georgia Performance Standards. The schools’ Parent Teacher Organization was instrumental in providing the funding to equip each classroom with a Promethean Board that allowed for the enhancement of the technology program throughout the school. Teachers continue to receive ongoing training from members of the technology Committee as well as from grade level peers who share information during meetings as part of the Poplar Road Professional Development Plan. Poplar Road Elementary School Title I School Wide Plan 2014-2015

With the purchase of wireless tablets, the administration will have better capability to conduct observation/walkthroughs and provide immediate feedback to teachers through the Teacher Keys Effectiveness System (TKES). This will give an opportunity for documentation that specifically identifies areas of strengths and weaknesses in the classroom. Wireless tablets will also allow for peer observations, easier access for counselor lessons and instructional coach classroom visitation.

Student responders, computer workstations and wireless tablets will allow teachers to put the technology into the hands of our students. Responders will allow teachers to quickly access their students and adjust lessons accordingly. The use of Apple TV also allows for teachers to enhance instruction with the use of technology as a way to engage the students with the use of classroom IPads. Teachers are also able to share information via Edmodo.

Poplar Road will continue with the innovative web-based program called Reading Kingdom by expanding it for students in Kindergarten through fifth grade. This program focuses on phonics instruction through exciting graphics and fun activities while also having a comprehension component. In addition, student in the lower grades will have access to participating in the web-based program called Reading A-Z while student in grades two through five will have access to the Accelerated Reader program. All of these web-based programs will have great impacts on reading fluency and comprehension. For math, Accelerated Math is used in grades 2 through 5. Accelerated Math allows teachers to assign objectives specific to the student’s learning needs.

Kindergarten will also pilot a phonics program called “Letters Alive.” Poplar Road’s GKIDS scores were particularly lower for the 2013-2014 school year. We are noticing more students coming in to kindergarten without any previous school/day care experience nor exposure to books. We will measure the effectiveness of this program through our 2014-2015 GKIDS scores.

Depending on the type of technology, effectiveness will be measured in a variety of ways. Student achievement on the GMAP, GRASP and SLOs will be analyzed. Additionally, all of the web based programs used have usage reports to ascertain student use.

Café Reading and Daily Five

Poplar Road teachers and staff continue to be provided with professional learning to implement Café and Daily 5 in the classroom. The research based strategies encompassed in Café are aligned with our Common Core standards as well as the Response to Interventions. The core of the program is to give teachers strategies to help students to gain reading skills. The expansion of our classroom libraries is a crucial component of successfully implementing Café. We also strive to provide more non-fiction works for our students. GMAP and SLOs should show the effectiveness of this strategy. Poplar Road Elementary School Title I School Wide Plan 2014-2015 6+1 Writing Traits

Writing scores for our fifth grade have shown a slight decline for students in recent administrations of the Georgia Grade 5 Writing Assessment. The implementation of the state scoring rubric has identified key areas of weaknesses in the process of Ideas, Organization, Styles and Convention. Our Reading/Writing Learning Community continues to spearhead the initiative to provide a school wide writing program modeled after 6+1 Writing Traits. This writing program is aligned to the Georgia Writing Assessment and can have great impact on the writing program for the school.

Writing is also being encouraged by highlighting grade level student writing on a display in the front of the school. Teachers from each grade level will submit a student’s work that exemplifies good writing skills. This student work will have commentary from administrators and will be placed on a Writing Wall to be viewed by other students as well as faculty and staff. Effectiveness of this strategy will be measured by our 5th Grade Writing scores.

ROAR Program

Poplar Road has a school wide discipline program that follows the positive behavior support system. It is the goal of the school to provide an environment that is conducive to learning and allows for all staff and students feel safe while at school. The program is designed to help create a climate of cooperation, academic excellence, respect and safety. “R.O.A.R.” is based on four guiding principles: being Respectful, Obedient, Attentive, and Responsible. Teachers use the first two weeks of school to explain the plan along with its principles, rewards, consequences and conduct grading. We will measure the effectiveness of our policy by analyzing the discipline data at year’s end.

Poplar Road classrooms are emmphasizing the use of STEM activities throughout the school to increase opportunities for critical/creative thinking and for students to learn to work together.

Poplar Road will determine if these reform strategies are effective in the following ways:  The percentage of students who show an Increase in achievement based upon Lexiles (the percentage of students scoring above 650 in 3rd grade and 850 in 5th grade), increase in pre and post benchmark/SLO data, number of students in 4th and 5th who display normal achievement growth (based upon Student Growth Percentiles), and percentage of students who demonstrate proficiency on statewide assessments.  End of year professional development survey for faculty and staff (including questions involving effectiveness of Instructional Coach)  Number of STEM certified teachers (has to teach multiple STEM activities to students throughout the year).  Increase in number of opportunities students have to access and use technology in class.  Decrease of school discipline referrals. Poplar Road Elementary School Title I School Wide Plan 2014-2015 Additional Support:

 Co-Teaching Instructional Model for Special Education, Early Intervention Program and Title I  Collaboration with University of West Georgia, Student Teachers and Block Students  GMAP Parent Night  Curriculum Nights

Title I Funds Support:  Salaries for Extended Day Tutoring  Salary for Instructional Coach  Substitutes provided for grade level and vertical planning Poplar Road Elementary School Title I School Wide Plan 2014-2015 HIGHLY QUALIFIED PROFESSIONAL STAFF (SW-C)

Poplar Road Elementary School employs highly qualified certified teachers for all of our children. All teachers and administrators have bachelor degrees from accredited colleges and universities and many have masters and specialist degrees. Also, certified personnel supervise all teacher assistants (kindergarten and special education) while they assist in the instruction of students. Many of our staff members are pursuing higher degrees.

Teaching Experience at Poplar Road Elementary School

 13 of the Certified Staff hold Bachelor’s Degrees

 25 of the Certified Staff hold Master’s Degrees

 7 of the Certified Staff hold Specialist Degrees

 Five Staff members hold a Teacher’s Support Specialist endorsement

 Three Staff members hold a Gifted endorsement

 Eight Staff members hold a Special Education Endorsement

 All paraprofessionals hold a Georgia Paraprofessional Certificate

System and School measures to attract high quality, high qualified teachers:

Coweta County School System actively recruits highly qualified teaches at colleges and universities throughout the southeast and conducts a local annual job fair to attract and secure highly qualified teachers in all areas with varied academic considerations.

Our school system conducts a new teacher induction program to orient, train, and support highly qualified teachers. Top candidates are encouraged to visit the school and interview for specific grade levels or areas of interest. This process is a vital mechanism in support of our teacher retention efforts.

Teacher credentials are viewed based on degree level, years of experience and highly qualified status by the Human Resources Department to ensure that all students are equitably served by teachers with comparable levels of experience and qualifications at each school.

Poplar Road Elementary School Title I School Wide Plan 2014-2015 PROFESSIONAL DEVELOPMENT (SW-D)

Our highly qualified certified teachers are assigned to Learning Communities to ensure representation/input from all grade levels and support staff. Our Learning Communities are Reading, Writing, Math/Science, Special Events (employee morale), and Technology. Staff members meet at least once per month (fourth Wednesday of the month) to discuss research based/data driven strategies in their Learning Community. Poplar Road also has a scheduled Professional Development Day on the third Wednesday of each month.

Topics for Professional Development are organized based on our school improvement plan and teacher input. Topics planned for the 2014-2015 school year are:

 iPad training  Renaissance Learning  Differentiation of Instruction  Technology Integration (STEM)  ROAR  Number Line  Café and Daily 5  6+1 Writing Traits  Depth of Knowledge (higher order thinking skills)

Professional Development is also an integral part of our grade level meetings (held weekly) and faculty meetings (held on the second Wednesday of the month). Team Thursdays are scheduled once per month for grade levels to meet with their administrators during common planning time. Poplar Road also utilizes teacher workdays for workshops and collegial collaboration. Our professional development is facilitated by our school Instructional Coach and Administration.

In addition, our teaching staff also participates in the Teacher Keys Evaluation System (TKES). TKES is an evaluation program that encourages teachers to participate in self-reflection and personal goal setting. Administration observes teachers with four walkthroughs and two formative observations. Teachers also meet with their administration each semester to conference on their reflection, goals and progress.

Additional Training Opportunities:

 Data Disaggregation  SST/RTI  New Teacher Induction  Teacher Mentor Program  Math and/or Science Endorsement  Assessments Poplar Road Elementary School Title I School Wide Plan 2014-2015 STRATEGIES TO ATTRACT HIGH QUALITY, HIGH QUALIFIED TEACHERS IN HIGH NEEDS SCHOOL (SW-E)

As evidenced by our GAPSS review and the rare teacher turnover, Poplar Road Elementary School is a great place to teach. We are a family unit that is bonded over the needs and strengths of our students, families, community and colleagues. From the moment individuals enter our front reception area, they are ensured a wonderful experience regardless of their destination. Our teachers feel the strong desire to have our students perform to their personal potential. Our staff also makes every effort to meet the needs of each student, whether it is a Christmas wish, school supplies, a utility bill a family is struggling with or transportation to community resources. Poplar Road knows that our commitment to our students and families does not end with the last bell of the school day.

Any potential teaching candidate is screened by our administrative team. The next step is an interview with the grade level in consideration. We also encourage questions and conversation from the candidate. We feel that it is crucial that they feel a connection with the school and its staff before making the commitment to our school.

Other than our family atmosphere, Poplar Road Elementary School also offers:

 On-going professional development opportunities for all staff members.  Extra-curricular activity opportunities such as Academic Bowl, Student Council, School Council, Beta Club, Science Olympiad, Reading Bowl, Drama Club, PTO Board, Spelling Bee, Chorus, etc.  An experienced, compassionate mentor is provided for all new staff members.  Collaborative planning time each day is provided. Our master schedule is created to allow maximum time for grade levels to plan and collaborate together.  Extended Day tutoring which provides additional income for those teachers who participate. Poplar Road Elementary School Title I School Wide Plan 2014-2015 STRATEGIES TO ENHANCE PARENTAL INVOLVEMENT (SW-F)

Teachers regularly communicate with parents through their weekly newsletters, phone calls and student agendas. Parents and teachers are encouraged to hold a face to face conference at least once throughout the school year. The school provides parents with a newsletter of events and activities at the beginning of each month. In addition, special events/information is communicated to our parents through the use of the school website, call out system, e-mail distribution list, parent text messaging system, twitter, school marquee, posters and fliers.

Counselors, administrators and teachers make home visits when they deem it necessary to improve a student situation or performance. When parents do not have access to a telephone or a mode of transportation to the school site, an employee team will visit the home to meet with parents as needed.

The Poplar Road Parent Teacher Organization (PTO) plans activities that are usually centered on student participation and academics. Math/Science Night and Reading Night are activities where parents and students become actively engaged in academics and have fun at the same time. The PTO will work with grade levels during this school year to sponsor events that will encourage parent participation each month. PTO will also work with the school to have the following events to encourage parents to be an integral part of the school day:

 Parent Volunteer Breakfast  Lunch with Grandparents  Book Fairs  Holiday Performance  Fifth Grade Play  Drama and chorus productions

The Poplar Road School Council is also instrumental in getting parents involved with school events/activities. The Poplar Road School Council, which consists of parents, business partners, teachers and administrators, is focusing on parent involvement to improve student achievement. They are formulating ideas to bring more parents in the school to volunteer and assist teachers/staff. Poplar Road Elementary School Title I School Wide Plan 2014-2015 PRESCHOOL, GRADE LEVEL, AND MIDDLE SCHOOL TRANSITION (SW-G)

Pre-K to Kindergarten

Local daycares are invited each spring to bring their preschool students to Poplar Road to visit the kindergarten classes. Students are given a tour of the school and then allowed to visit a kindergarten class. They are encouraged to look around and ask questions of current kindergarten students.

Poplar Road also houses a Georgia Pre-Kindergarten class. A teacher and paraprofessional follow state standards as they prepare their twenty four-year olds for kindergarten. Our Pre-K classroom is included in all activities of the school such as the after school program, music, art, physical education, Science Day, library time and book checkout, and much more.

Grade level to Grade level

This year our school will participate in Moving Up Day. On this day, students will go to a teacher’s classroom in the next year’s grade level. Teachers will provide their upcoming students with academic expectations as well as a brief preview of what the grade level’s experience will be like.

Fifth to Sixth Grade:

Fifth grade students from Poplar Road Elementary School are invited to East Coweta Middle School during the spring. An orientation by the administration is conducted. The students are oriented on clubs and organizations that will be available to them. Information about required classes and electives are covered and students fill out a pre-registration form for the classes requested. A supply list of needed materials is also given. The parents and students then take a tour of the school and are introduced to the sixth grade teachers. Additionally, the principal, the counselor and a current sixth grade student come to Poplar Road Elementary School to speak just to the fifth graders in order to give them a perspective on Middle School and to discuss expectations. Students are encouraged to ask questions. Poplar Road Elementary School Title I School Wide Plan 2014-2015 TEACHER INVOLVEMENT IN ACADEMIC ASSESSMENT DECISIONS (SW-H)

All teachers at Poplar Road Elementary School are deeply involved in the decision making process. Teachers are required to attend and participate in faculty meetings, grade level meetings, and committee meetings. Committees of teachers are responsible for all budgeting and spending of instructional supply monies, technology monies, library enhancement monies, and professional development monies. Teachers also advise the Parent Teachers Organization on the expenditure of funds. Teachers are directly involved in all school wide reform strategies at Poplar Road Elementary School. Through teacher led discussions and recommendations, the school utilizes a variety of effective methods and instructional strategies that are based on scientific research. In order to strengthen the core academic program at PRES, several programs have been recommended by teachers and adopted as part of our total school reform program. These programs include, Extended Day Tutoring, Skills Grouping, Reading Blitz, and writing strategies. Teachers are also involved in curriculum decisions.

Each summer, the School Building Leadership Team meets to analyze assessment data, review the previous year’s school improvement plan and plan for the upcoming school year. The School Building Leadership Team is composed of representatives from each grade level, as well as classified staff and administration.

The faculty at Poplar Road Elementary School works as grade level teams to disaggregate their assessment data on a continuous basis. Before the school term begins, teachers are given the CRCT data for their upcoming class. Teachers are assigned the task of analyzing their students’ data to pinpoint weaknesses as well as strengths.

In addition, Poplar Road has implemented a Skills Group time each day. The students are grouped according to their performance on content based probes. We utilize every available staff member in our building in order to decrease the teacher to pupil ratio in these groups. In many cases, our most struggling students are being worked with in a group as small as five children to one instructor.

Administrators and the Instructional Coach are available for every grade level team meeting to assist in analyzing data and creating lessons and assessments for their students. The Instructional Coach along with the administrative team conducts professional learning opportunities each month for the staff. Topics have included analyzing test data, differentiated instruction, formative assessments, GRASP training, and much more.

Analyzed Assessments include:

 Past CRCT (Grades 3 – 5)  GKIDS (Kindergarten)  Cognitive Abilities Test (CogAT) (Grades 2 and 4)  Writing Assessment (Grades 3 and 5)  Benchmarks and SLOs (Grades 1-5)  DIBELS (Kindergarten)  GRASP Probes (Grades 1 – 5) Poplar Road Elementary School Title I School Wide Plan 2014-2015  Reading Blitz (Grades 1-5)

Grade level teams meet weekly to collaborate. In order to reach struggling students, grade levels review student work, form assessments, create lessons and identify best teaching practices. Support staff also meets with their corresponding grade levels to provide important input.

Along with this horizontal teaming, our staff also meets vertically throughout the school year in their Learning Communities. Our Learning Communities address the following areas:

 Reading  Writing  Technology  Math/Science  Special Events (staff morale)

Within these Learning Communities, staff members research best practices for their area and suggest activities/events for school wide consideration. Through our Learning Communities, we have implemented our Reading Blitz, ActivBoard Training, Common Writing Standards, Skills Group, Attendance incentives, Staff Socials and much more.

Poplar Road also has teacher representation on our PTO Board and School Council. Each group provides an additional voice for our teachers. Poplar Road Elementary School Title I School Wide Plan 2014-2015 ASSISTANCE FOR STUDENTS WHO EXPERIENCE DIFFICULTY MEETING STANDARDS (SW-I)

Grade level teachers and support staff utilize a variety of assessments to identify students who are struggling academically. Besides testing data, classroom performance and student work are used to adequately assess a student’s strengths and weaknesses. In addition to reform strategies included in section SW-B, the following procedures are in place for students who are not meeting Common Core Georgia Performance Standards:

 Collaborative Classrooms and or smaller class settings to encourage additional student support.  Utilization of the Pyramid of Intervention, including, but not limited to Tier 3 strategies (SST Referral)  Individualized Computer guided support (Online Assessment System, Education City, ixl.com, Spelling City, etc.)  Extended Day Tutoring  Utilization of resources available based on student circumstances: School Counselor, School Nurse, Community Based Counseling, EIP, Instructional Coach, Title I, System Consultants, Mentor, etc.  Year End Focus program which will target all 3rd and 5th grade students during the month of May. Reading and Math will be taught through flexible grouping for 2 hour blocks. The student/teacher ratio is reduced by utilizing all available support personnel.

Continuous Periodic Focus and Training for Staff:

In addition to Professional Learning identified in the School Improvement Plan, all staff will be trained and reminded of best practices as indicated in the use of the following processes:

 Grade Level and administrative review of student progress  Individualized test strategy plans for identified students  DIBELS assessments  GRASP Probes  Report Cards  Use of Benchmark data

COORDINATION OF FEDERAL, STATE AND LOCAL PROGRAMS Poplar Road Elementary School Title I School Wide Plan 2014-2015 (SW-J)

The Title I Program Coordinator will work with school administrators and Title I personnel to coordinate Title I resources with other school resources. Our Title I program will follow the Georgia Performance Standards and utilize Coweta County School System’s benchmarks and assessments.

Additional resources will be purchased with Title I funds to supplement existing resources for remediation in reading and math. The Coweta County School System also provides Title IIA funds to merge with Title I funds for salaries.

The Coweta County School System provides the technical assistance that PRES needs to improve instruction. The Director of School Improvement and Testing provided training to principals at the beginning of the school year This training, called Research and Vision, provided principals with information on gathering demographic data, developing a school improvement plan, school standards, tracking progress, and revising the school improvement plan. Also, the Director meets with principals at the end of each semester to discuss progress using our individual school improvement plans.

Poplar Road Elementary School’s Existing Programs:

 Free and/or Reduced Lunch & Breakfast to qualifying families  After School Program  Early Intervention Program  School Counselor  School Nurse  Speech Language Pathologist  Special Education Services to qualifying students  SAFE Officer  Routine Pediculosis Screenings  Help a Child Smile Dental Visits  Routine Hearing/Vision Screenings  Fifth Grade Puberty Sessions for students and parents  RESA support  GYSTC partnership  Life Skills  Bus Safety  Heart Safe Program – Defibrillator on premises (location designated at every entrance)  Red Ribbon Week – anti drug focus  Jump Rope for Heart (American Heart Association)  Fundraising for Relay for Life (American Cancer Society)  Nutrition, bully prevention, hand washing, child abuse, sexual abuse and other units are taught by School Counselor and School Nurse.

ADDITIONAL CHECKLIST COMPONENTS Poplar Road Elementary School Title I School Wide Plan 2014-2015

10 . How individual assessment of results and interpretation will be provided to parents. The dissemination of student test scores is an important component of the mandate that systems inform the public concerning testing. Parents are provided with test results with an interpretation guide that explains how results will be used to improve instruction. Putting results in this context, goes beyond the numbers and focuses on the implications for learning. This, in turn, emphasizes the purpose for the assessment and promotes a clearer understanding of current student achievement. Additionally, parents are informed through our school newsletter and the local newspaper when the achievement reports arrive at the school. They are advised they may come to the school to receive the hard copy of the reports. When they come to obtain these reports, an administrator is available to briefly go over the report and answer any questions they may have. If a parent doesn't pick their child's report up during the summer, they will be sent to them during the first month of school with a reminder to call or come in if they have questions. Teachers are encouraged to provide additional information for those not performing on grade level, and parents are encouraged through school communications to meet with teachers for data interpretation. If parents cannot make a conference date, they are requested to call to have results explained over the telephone. Then, the individual test profile will be sent home in the next report card for the parent to review. 11. Disaggregation of data on the assessment results of students Administrators and the Instructional Coach collect the CRCT data and disaggregate it as it comes in during the summer. Strengths and weaknesses of students, grade levels, and the school as a whole are identified and compiled. These results are then shared with faculty, staff, School Building Leadership Team, the school council and the PTO board to formulate a plan for improving our instruction. Test score spreadsheets are re-rostered for the following year’s classes. These are given to the teachers during pre-planning. Teachers create and implement individualized plans for students who have scored within an at-risk range (780-810) in any content area. 12. Provisions for seeking statistically sound test results for each category for which assessment results are disaggregated Poplar Road has a testing coordinator who oversees the distribution of testing materials and the needed instruction to teachers and monitors. All testing is done under strict guidelines with a proctor in each classroom. All testing materials are secured in a locked room when not in use. The principal and the testing coordinator are the only ones with access to this room. The data that is received from CRCT and summary reports breaks the information down into categories (subgroups), and we utilize these to disaggregate our data. All students in grades 3 - 5 will take the Georgia Measures of Achievement and Progress (GMAP). First and second grade students take a Student Learning Objective (SLO) assessment at the same time that the older students are taking the GMAP. Kindergarten students are tested using the State Kindergarten assessment GKIDS. Pre-K students’ performance is tracked in portfolios. This gives our school population statistically sound results at every level. 13. Provisions for public reporting of Test Results The desegregated test data will be presented to the School Board and then will be published in the local newspaper. Test data will also be available for review at the county board office and at Poplar Road Elementary School. Our research and vision room is filled with information on our disaggregated data and school wide assessment results. When we share our School Improvement Plan at our parent Poplar Road Elementary School Title I School Wide Plan 2014-2015 meetings, such as Open House, School Council and PTO Board, we also share the current assessment data and our goals for improving our scores. 14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the School-wide program. This plan was developed during a one-year period. We received input from staff, school council, and parents before beginning the process and we have met regularly with our Title 1 Coordinator and Monitor and our RESA Technical Assistance provider to develop the plan. This plan was developed for the 2013-2014 school year and will be referred to by teachers, administrators, parents, and school staff as the school year progresses to insure that Poplar Road students are receiving every opportunity to succeed academically. 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). At the beginning of this school year, our Title I School-Wide Plan was developed and reviewed by our School Leadership Team which is represented by all stakeholders. It was also reviewed by our PTO Board and School Council to further provide input from parents. 16. Plan available to the LEA, parents, and the public The plan, located in the school office, the Research and Vision Room and in the Principal’s office, is available upon request. The plan is also accessible through the school website. The plan will be shared at the Annual Title I Meeting in the fall with all parents who attend. We will send information on our school improvement plan and our reform strategies in our weekly take home folders and in our newsletter so that parents who do not attend the meeting will receive the information also. 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. Our plan is available for parent and public inspection in our school office. Should any ELL student enroll in Poplar Road, translations would be made available. 18. Plan is subject to the school improvement provisions of section 1116. We are pleased that Coweta County School District currently has no schools identified under the new ESEA school distinctions of Priority, Focus, and Alert.