Jenkins County Elementary School Profile

Jenkins County Elementary School Schoolwide Title I Plan

2009-2010 School Year

Jenkins County Elementary School Profile:

Jenkins County Elementary School (JCES) is located in the county seat of Millen, GA. Jenkins County is a rural county located in the southeastern portion of the state. According to the latest U.S. Census Bureau information, there is an estimated 8,729 persons residing in the county. The racial make-up of the county is 58.1% Caucasian, 41.1% African American, and 4.2% Hispanic. In educational attainment 62% over the age of 25 are high school graduates and 10.8% are college graduates. This is lower than the state averages respectively of 78.6% high school graduates and 24.3% college graduates. In 2003 the median household income in Jenkins County was $24,180 compared to a state average of $43,431. 21.9% of Jenkins County residents live below the poverty line while the state average is 13.3%. Jenkins County is facing economic challenges as factories close and unemployment rises. Jenkins County Elementary School is the only elementary school in the county. The school serves grades PK through fifth grade. There are approximately 775 students enrolled. JCES is a Title I school and 82% of the students are eligible for free-reduced lunches. The racial make-up of the school is 56% African American, 36% Caucasian, 4% Hispanic, and 3% Multi-Racial.

I. Comprehensive Needs Assessment:

JCES conducts a thorough needs assessment annually as part of the school improvement planning process. The needs assessment serves two purposes: to identify strengths to build upon and the identification of challenge areas to improve. A wide variety of data is used in building the needs assessment. The first data set that is mined is all student achievement data. This includes Criterion-Referenced Competency Test (CRCT) results, which are broken down by grade, subject, domain, as well as, disaggregated by subgroups including sex, race, and disability. Other summative evaluations examined are GKIDS, 3rd Grade Writing Assessment, and 5th Grade Writing Assessment. Interim assessments results, given in October, January, and March, are also reviewed. Perception data is an important part of the needs assessments process. Each year JCES certified staff participates in the Georgia GAPSS survey, which provides information on Curriculum, Instruction, Assessment, Planning/Organizing, Student, Family, & Community Support, Professional Learning, Leadership, and School Culture. Paraprofessional support is solicited through the Title IIB survey. Parent surveys are conducted each Spring to gauge parental satisfaction with their child’s education. The results of the perception

1 Jenkins County Elementary School Schoolwide Title I Plan data help steer the school improvement plan and provide a marker against which to measure us from year to year. Once all the student achievement and perception data has been thoroughly analyzed, the JCES School Improvement Plan is developed using the results. The Design Team revisits the goals of the plan throughout the year as benchmark data becomes available and to ensure that strategies are being implemented CRCT disaggregated trend data for grades 1-5 for the past three years is listed below:

First Grade: Spring, 2009 Subject JCES-All SWD Female Male Black White GA Reading 88 67 96 82 87 94 91 Language Arts 82 54 91 75 83 83 84 Math 85 78 87 85 83 91 87

Spring, 2008 Subject JCES-All SWD Female Male Black White GA Reading 89 64 88 91 89 90 90 Language Arts 74 53 72 76 68 86 84 Math 78 53 80 78 73 87 86

Second Grade: Spring, 2009 Subject JCES-All SWD Female Male Black White GA Reading 92 76 92 94 91 95 92 Language Arts 84 88 90 81 80 91 87 Math 90 76 92 89 89 93 87

2 Jenkins County Elementary School Schoolwide Title I Plan Spring, 2007 Subject JCES-All SWD Female Male Black White GA Reading 95 75 95 95 81 98 91 Language Arts 85 42 91 80 82 88 84 Math 85 67 86 85 79 90 85

Third Grade: Spring, 2009 Subject JCES-All SWD Female Male Black White GA Reading 85 63 85 84 77 94 88 Language Arts 88 58 90 86 80 98 87 Math 76 42 75 76 59 96 78 Science 82 47 81 84 70 98 80 Social Studies 73 26 69 78 56 94 76

Spring, 2008 Subject JCES-All SWD Female Male Black White GA Reading 86 70 94 79 82 91 87 Language Arts 89 60 96 84 89 91 87 Math 75 40 77 77 70 79 71 Science 64 40 79 69 61 86 75 Social Studies 89 70 96 82 85 91 89

Fourth Grade: Spring, 2009 Subject JCES-All SWD Female Male Black White GA Reading 79 * 78 79 77 79 87 Language Arts 88 * 94 83 85 88 87 Math 61 * 59 61 46 74 74 Science 61 * 55 65 42 81 78 Social Studies 53 * 59 47 39 64 71

3 Jenkins County Elementary School Schoolwide Title I Plan

Spring, 2008 Subject JCES-All SWD Female Male Black White GA Reading 93 70 94 93 91 95 87 Language Arts 91 70 94 89 91 92 86 Math 72 30 75 69 63 79 70 Science 70 * 69 70 58 82 74 Social Studies 92 * 92 92 88 97 90

Fifth Grade: Spring, 2009 Subject JCES-All SWD Female Male Black White GA Reading 92 86 92 93 85 100 88 Language Arts 98 93 98 98 96 100 91 Math 84 93 86 81 77 90 79 Science 78 71 82 75 68 92 76 Social Studies 64 71 60 67 49 77 71

Spring, 2007 Subject JCES-All SWD Female Male Black White GA Reading 88 * 91 86 82 92 85 Language Arts 95 * 100 90 94 94 88 Math 93 * 92 93 90 96 88 Science 57 * 60 54 33 81 67 Social Studies 88 * 96 80 80 92 88

An analysis of the trend data shows that students have scored at or above state averages in many areas over the course of the last three years. Reading and Language scores have generally been strong. Math scores have been affected in the transition from a QCC curriculum to GPS. This trend spikes most apparently in Math scores for grades 3 & 4. There are also achievement gaps noted between all students and those with disabilities, as well as, white and African-American students in most grades and content areas. JCES will continue to offer small-group Reading and Math for those students requiring additional help and support. Software programs through Renassiance Learning will continue to supplement the core curriculum programs. Benchmark assessments will be given to monitor student progress and make instructional adjustments as needed. Teachers will continue to receive support and training as instruction at JCES moves towards more standards-based learning.

II. Schoolwide Reform Strategies: JCES uses a wide variety of curriculum and instructional practices to maximize student achievement. All curriculum programs at JCES are research- based. These include Harcourt Reading and Math, Dr. Cindy Cupp Readers, SRA/Reading Mastery, Harcourt Science, and Houghton-Mifflin Social Studies. Supplemental programs include Accelerated Reader, and Accelerated Math. Teachers at JCES have developed curriculum consensus maps at each grade level. The maps provide a template of what should be covered in each content area each month. The consensus mapping has served as a vehicle to ensure that all students receive a “guaranteed and viable curriculum” as advocated by Robert Marzano. Data-driven instruction is also an important part of the instructional programming at JCES. Results from the State summative assessments, GKIDS & CRCT, are used to identify students who may be struggling with grade level achievement attainment. Further student assessments include DIBELS, Ekwall- Shanker Individual Reading Inventory, Star Reading, and Star Math. Students eligible for the Early Intervention Program (EIP) are given small-group reading and math instruction. Interim assessments, or benchmarks, are given in October, January, and March. These assessments are aligned to the consensus curriculum maps: the October and January cover the material taught until that point and the March benchmark is cumulative and closely mirrors the CRCT. Results from the benchmarks are used to identify intervention groups, identify skills or concepts to be retaught, ensure fidelity to the curriculum, and provide students with experience in standardized test-taking. The Edusoft software is used to align teacher-made assessments, print answer sheets, score, and provide school, class, and individual student reports. The turnaround is rapid and allows for quick, diagnostic intervention. JCES recognizes that school climate has a role to play in the academic achievement of its students. High expectations for achievement and behavior

5 Jenkins County Elementary School Schoolwide Title I Plan are communicated to the students throughout the school day through signs, morning announcements, and a rigorous curriculum and school-wide behavior plan. Student recognition occurs throughout the year for Perfect Attendance, Honor Roll, Principal’s List, & Accelerated Reader awards.

III. Instruction by Highly-Qualified Teachers:

JCES recognizes that the quality of instruction provided by highly-qualified teachers and staff is crucial to student achievement. Of the 62 certified teachers at JCES, only 1 teacher is provisionally certified for the 2009-10 school year and she has one more portion of the CASE to pass. She has been assigned a mentor , receives frequent observation, feedback, and support as she works to complete certification requirements. All paraprofessionals meet highly-qualified status. Parents receive notification every year in the Parent/Student handbook of the Right to Request Teacher Qualifications. Teachers and paraprofessionals are apprised annually of certification requirements. Opportunities are provided at the school, system, and RESA level for professional learning activities. According to the 2007-08 OSA Report Card of the 62 teachers, the certification levels at JCES are 24 teachers at 4 Yr Bachelor’s, 27 teachers at 5 Yr Master’s, 10 teachers at 6 Yr Specialist’s, & 1 teacher at Other level. The average years experience is 15.23.

IV. High Quality and On-going Professional Development:

Professional learning plays an important factor in increasing student achievement at JCES. JCES recognizes that the school itself must be a professional learning community working to improve student achievement. Professional learning needs are assessed through a review of student achievement data, and teacher surveys, including the GAPPS. All professional learning activities should be aligned to the JCES School Improvement Plan and impact student achievement. Based upon the needs of the JCES, the Design Team charts the course that professional learning will take for each year. Design Team members also serve as facilitators for study groups. Grade level meetings serve as another vehicle for professional learning at JCES. During common planning time, teachers review student assessment data and plan how instruction should be modified and adjusted. JCES is committed to delivering standards-based instruction and this work and training occurs during grade level meetings. During the 2009-2010 school year several other professional learning activities are planned at JCES. These include:

6 Jenkins County Elementary School Schoolwide Title I Plan Differentiation Training with Professional learning communities to develop practical classroom applications, Response to Intervention & the Pyramid of Intervention, Using Technology to Improve Instructional Practices for 21st Century Classroom Teachers (17), Continued Vertical alignment of Math curriculum to identify weaknesses, revise curriculum maps and benchmark assessments to reflect changes, and, Introduce CLASS Keys to JCES certified teachers.

Teachers and support staff are also afforded to the opportunity to attend workshops provided by CSRA RESA and other entities. These are approved and should relate to the school improvement plan.

V. Strategies used to attract High-Quality, Highly Qualified Teachers:

The teacher retention rate in Jenkins County is 89.9%. Teacher turnover at JCES is attributable to retirement or relocation. When openings occur, vacancies are posted on the TeachGeorgia website. JCES has been able to retain its teachers, in part, due to its dedication to student achievement. JCES has twice been named a “No Excuses” school by the Georgia Public Policy Foundation. JCES has made AYP for 7 consecutive years and is a Title I Distinguished School. Teachers have resources available in textbook, supplemental materials, and technology. During the 2008-09 school, JCES teachers wrote proposals and 17 were awarded with 21st Century classrooms, which included a projector, smartboard, computer, document camera, and student response system. New hires are assigned a veteran teacher as a mentor to assist in their transition to JCES.

VI. Strategies to Increase Parental Involvement:

Student achievement and school climate are enhanced by active parental involvement. JCES strives to offer occasions, both formal and informal, for parents to be involved in their child’s education. Early Release days are scheduled twice during the school year, October and March, to provide for parent conferences from 1:30-6:30 on those days. Parental participation averages around 55% of the approximately 775 students. Parent surveys are conducted during the March early release day. Results from the survey are used in School Improvement planning and to discern what other parental involvement activities are needed.

7 Jenkins County Elementary School Schoolwide Title I Plan JCES has an active Parent Teacher Organization that meets 5 times throughout the school year. This group offers much support to the faculty, staff, and students at JCES. During these meetings, parents are kept informed of achievement data, state standards, educational programming, and school events. The annual meeting of Title I is held in injunction with the Fall PTO, which is well-attended. Minutes of sign-in sheets are kept to provide documentation. JCES also has an active school council with teacher, parent and community representation that meets four times throughout the school year. JCES provides parents with a Parent/Student handbook at the beginning of the year. This handbook includes the Title I Parental Involvement Policy, school information, general policies, as well as, an activity calendar for the school year. The Title I Parent Compact is also disseminated and signed by parents, teachers, and administration at the beginning of the school year. Care is taken to ensure that communications to parents are clear and easy to understand. The federal Transact service is accessed if communications are ever needed in another language. JCES offers other activities throughout the school year for parents and other family members. Each Monday, signed papers go home with students that include the weekly class newsletter. The newsletter includes content-area information, news, grades, and notes on the child’s behavior. Other involvement activities include Grandparents Breakfasts, Family Story Nights during the Holidays, and Book Fair Family Fun Nights. Family members are welcomed at JCES and encouraged to visit their child’s classroom and eat lunch with their child. An Open Door policy is maintained by administrators to address any concerns parents may have. JCES recognizes that it must work closely with community agencies to better meet the needs of its students, parents, and community. JCES works closely with public agencies such as the Department of Family & Children’s Services, Mental Health, and Public Health to meet those needs. Jenkins County is also fortunate to have the Jenkins County Family Enrichment Center (JCEFC), which is a collaborative, umbrella agency that provides direct and indirect services to students and families. JCEFC provides funding for the JCES After- School programming that provides standards-based instruction to students throughout the school year. JCES’ school counselors work with the Golden Harvest Food Bank to provide nutritious snacks and foods for 100 students during the weekends and Holidays through the Backpack Program.

VII. Plans for assisting Pre-School children in the transition from early childhood programs to the local elementary school program

JCES works closely with PreK and Head Start to ensure a smooth transition to Kindergarten. These efforts are coordinated with the efforts of JCES Administration, PreK Facilitator & Teachers, JCES PreSchool Special Needs, and Head Start.

8 Jenkins County Elementary School Schoolwide Title I Plan The JCES PreK program consists of 5 classes and is on the same wing of the building as JCES Kindergarten classes. The PreK classes use the same facilities, lunchroom, and playgrounds, as the rest of the school. During the Spring, PreK students begin visiting Kindergarten classes and attending some exploratory classes with Kindergarten students. The PreK Resource Coordinator conducts parent meetings throughout the year to provide information and guidance to parents. The Spring meeting serves as a springboard for Kindergarten expectations and a Kindergarten transition kit is provided for all students. The PreSchool Special Needs coordinator works closely with Head Start to identify student in need of additional services. During the Spring, Head Start brings their students to JCES for an orientation tour. During Kindergarten registration each spring, students are evaluated using a locally developed Kindergarten Readiness Assessment to determine possible academic needs. Parents are provided with handbooks, supply lists, as well as, a brief orientation to JCES.

VIII. Measures to include teachers in the decisions regarding the use of academic assessments for the purpose of improving student achievement:

Data-driven instruction is important to the academic success of the students at JCES. The data is taken from summative, interim, and formative assessments. Teachers are involved in this process throughout the entire year. Initial data review begins each school year with the review of CRCT results from the previous Spring. Teachers look at how the previous years’ students performed and track for domain weaknesses that may indicate curricular or instructional concerns to address at the grade or content level. Teachers then look at the scores of their current students to determine individual strengths and weaknesses to guide planning. Teachers also give common formative assessments, primarily through Harcourt Reading and Math electronic platforms, where they can track individual student progress. EIP Reading students are given additional assessments including DIBELS and the Ekwall- Shanker Individual Reading Inventory. Students in Grades 1-5 receive the Star Reading Test and Grades 2-5 Star Math. Kindergarten students are given a baseline evaluation and assessed with the Dr. Cupp Readers placement test. Benchmark assessments are given in grades 1-5 throughout the year to gauge how students are performing in the standards that have been taught. All benchmark test items are aligned to the Georgia Performance standards for each grade and content area. The Edusoft software allows teachers to instantly generate individual and class reports, as well as, item analysis to determine which items should be retaught. Following each benchmark, grade and content- level teams meet to review results. During this time, intervention strategies are developed and the curriculum scrutinized to determine if adjustments need to be

9 Jenkins County Elementary School Schoolwide Title I Plan made in instructional delivery or pacing. Kindergarten students are assessed throughout the year using the GKIDS. Data also drives the School Improvement Planning process at JCES. The School Improvement Plan is developed by the JCES Design/Leadership Team. Membership consists of administrators, a cross-section of grade and content level teachers, support staff, and a CSRA RESA consultant. The SIP is developed using student achievement data and perception data from teachers, paraprofessionals, and parents. The rough draft of the plan is developed by the Design/Leadership Team and then goes back to grade level and content area teams for vetting and additional recommendations. The SIP is then presented to the faculty as a whole before the plan is finalized. The SIP is then presented to the Jenkins County Central Office staff and BOE. The SIP is revisited throughout the year by the Design Team to ensure that strategies are implemented and as benchmark results are available to gauge how on pace achievement goals are.

IX. Activities to ensure that students experiencing academic difficulty mastering the proficient or advanced level of academic achievement standards are provided with effective assistance:

JCES uses data to identify those students who may need additional Assistance is mastering the academic standards. All students who are on Performance Level I on Reading and/or Math are assigned to an EIP classroom for that content area. The EIP Reading and Math teachers at JCES are four of the most capable and effective teachers so these students are receiving the highest quality of instruction. EIP teachers work vigorously to meet the needs of the students using a wide array of resources and instructional practices. The EIP teachers work closely with the student’s homeroom teacher to monitor student performance. Bubble students, those narrowly scoring at Performance Level 2, are also assessed to determine strengths and weaknesses. Small group Reading and Math is provided to those students requiring additional help. Following each benchmark assessment, results are screened to determine if any other students are in need of intervention. Strategies may include tutoring, specialized centers, differentiated instruction, flexible grouping, or whole class instructional strategies. JCES utilizes technology to assist with remediation and acceleration. The Accelerated Reader program is utilized in Grades 1-5 to encourage independent reading and comprehension. The Accelerated Math program is in Grades 2-5 to provide independent practice, review, and assessment.

10 Jenkins County Elementary School Schoolwide Title I Plan X. Coordination and Integration of Federal, State, and Local Services and Programs, Including Programs Supported under NCLB Violence Prevention Programs, Nutrition Programs, Housing Programs, Head Start, Adult Education, Vocational/Technical Education, and Job Training:

Jenkins County coordinates and integrates federal, state, and local services through Title I-Part A, Title II-A, and Title VI. Title I funds will be used to provide salaries for four content area teachers and two paraprofessionals. Title I funds will also provide materials and supplies that will be used to promote academic achievement for all our students…such as books to be used for supplemental support for core content skills, math manipulatives, software for remediation/acceleration services, and computers for technology integration. Title IIA funds will be used to provide professional learning opportunities for our staff to implement strong instructional practices that will help improve academic attainment for all our students. Targeted areas for Title IIA funds include inclusion practices, Thinking Maps, Math strategies, ELL instructional strategies and Gifted Instructional Endorsement opportunities. Title IV funds will be allocated to continue the Mendez Too Good for Drugs and Too Good for Violence program for our students. The vehicles that help ensure the integration and coordination are Design Team meetings, grade level meetings, JCES Faculty & Staff meetings, and Principal Meetings with Central Office personnel. Input is solicited through teacher, paraprofessional, and parent surveys. Teachers may also request needed curricular materials or equipment each Spring during the Budget Request process. During this time, teachers may request needed items, which is then submitted to the Superintendent for consideration.

XI. How will individual student assessment results and interpretation be provided to parents?

Parents are regularly apprised of student performance and assessment results through weekly signed papers, mid-term progress reports, and 9-week report cards. CRCT results are provided to parents as soon as they are received from the state. Teachers also inform parents how students performed on each benchmark assessment in October, January, and March.

XII. Collection & disaggregation of student assessment and achievement data:

Summative state assessment data, CRCT, GKIDS, & Grade 3 & 5 Writing Assessments are collected and dissaggregated by state entities and contractors. The benchmark results are collected and disaggregated using the Edusoft software by Riverside Publishing.

XIII. Provisions for seeking statistically sounds results for each category for which assessment results are disaggregated:

State assessments, CRCT, GKIDS, & Grade 3 & 5 Writing Assessments are valid and reliable. All benchmark results are screened using the item analysis report option. A Kuder-Richardson-20 reliability score of .80 or higher is consider reliable and JCES’ benchmarks meet this reliability threshold.

XIV. Provisions for public reporting of disaggregated data:

Disaggregated data is disseminated to the public in accordance with State guidelines. Various avenues for dissemination include the State report card, Annual Yearly Progress (AYP) reports, newspaper articles, and parent meetings.

XV. The Schoolwide Plan was developed during a One-Year Period:

JCES has been a schoolwide Title I school prior to the inception of NCLB. The plan is reviewed annually.

XVI. Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers principals, other staff, students, and parents:

The plan is reviewed annually with input from all stakeholders through meetings and surveys.

XVII. Plan is available to the LEA, Parents, and the Public:

Copies of the plan are maintained with the Title I Director and JCES Principal and Assistant Principal. Copies are available upon request from any stakeholder.

XVIII. The schoolwide plan is translated to the extent feasible, Into any language to accommodate parents of Participating students:

JCES accesses Transact to provide for documents in other languages. Staff members also utilize members of the school and community who are bilingual to translate should the need arise.

XIX. Plan is subject to the School Improvement provisions of Section 1116: JCES will remain compliant with the school improvement provisions of Section 11166.