Title I Schoolwide/School Improvement Plan s4

Georgia Department of Education Title I Schoolwide/School Improvement Plan

School Name: Woodlawn Elementary School

School Mailing Address: 4580 Highway 225 North, Chatsworth, GA 30705

LEA Name:

LEA Title One Director/Coordinator Name:

LEA Title One Director/Coordinator Signature: Date:

LEA Title One Director/Coordinator Mailing Address:

Email Address:

Telephone:

Dr. John D. Barge, State School Superintendent May 2012 ● Page 1 of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan

SWP Template Instructions

Notes:  All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists all components/elements marked as “Not Met” need additional development.

 Please add your planning committee members on the next page.

 The asterisk (*) denotes required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

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

Title I Schoolwide/School Improvement Plan

Planning Committee Members:

NAME POSITION/ROLE Pam Rich Principal Shalina Cochran Assistant Principal Amelia Brock Curriculum & Instruction Facilitator (CIF) Celestine Grant Kindergarten Teacher and Parent Cindy Chastain First Grade Teacher and Parent Heather West Second Grade Teacher and Parent Elizabeth Robinson Third Grade Teacher Shelley Ingram Fourth Grade Teacher and Parent Kay Gibson Fifth Grade Teacher Phyllis Bruce Sixth Grade Teacher Shalina Jackson Lead ESS (Special Education) Teacher Sarah Smith ESOL Teacher & Parent Pat Dunn Parent and Business Partner Jennifer Jones Parent Robin Keener Parent and Business Partner Pam Thornton Parent

SWP Components

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

Georgia Kindergarten Inventory of Developing Skills (GKIDS) Spring 2013 English Language Arts (CCGPS) Reading 87.8 Writing 62.2 Speaking & Listening 90.4 Language 85.6 ELA Total 83.8% Mathematics (CCGPS) Counting & Cardinality 91.7 Operations & Algebraic Thinking 79.1 Numbers & Operations in Base 10 82.4 Measurement & Data 91.7 Geometry 94.6 Math Total 89.4%

Georgia Criterion-Referenced Competency Test (CRCT) Spring 2013 Grade 3 Reading CCGPS Literary Comprehension 81% Reading for Information 59% Reading Skills & Vocabulary Acquisition 77% Level 1 Does Not Meet Standard 6% (6) Level 2 Meets Standard 51% (55) Level 3 Exceeds Standard 43% (46) English/Language Arts CCGPS Grammar & Sentence Construction 71% Research & Writing Process 74% Level 1 Does Not Meet Standard 8% (9) Level 2 Meets Standard 60% (64) Level 3 Exceeds Standard 32% (34) Mathematics CCGPS Number & Operations 70% Measurement & Data Analysis 72% Geometry 70% Algebra 77% Level 1 Does Not Meet Standard 23% (25) Level 2 Meets Standard 37% (40) Level 3 Exceeds Standard 39% (42) Science GPS

*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards.

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 at Woodlawn Elementary School, particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard include small group instruction, determined by assessments, which allows teachers to target struggling students with specific needs. Teachers and staff ensure that all children learn and are able to meet and exceed state standards to pass the GA CRCT. Teachers immediately target students who did not pass the CRCT or who scored from 800-820 in any area. The classroom teachers look for the domains that their students are weak in so that they can target these areas during the year. In all classes, remediation and acceleration activities (at least 100 minutes each week) occur to address students’ weaknesses or to accelerate those who exceed. The teachers use effective instructional methods that increase the quality and amount of time which provides each student with more intensive instruction weekly to meet his/her needs. Students receive Response to Intervention Tiered Instruction (Tiers 1-4) as well. GA CRCT bubble students (820 & below) and students that didn’t pass GA CRCT in Reading in grades 3-5 go to the computer lab and use Fast ForWord. Students that are struggling in first grade use Fast ForWord as well as all second and third grade students. Depending upon the grade level, these children may have the opportunity of having two teachers or a teacher/paraprofessional to ensure that everything is being done to ensure achievement. Students that did not pass the GA CRCT Reading or Math have a Murray County Student Instructional Plan that addresses deficiencies. Teachers remediate based on those deficiencies and progress monitor those students often. Teachers remediate standards and students based on data from the Achievement Series Pre/Post Benchmark results obtained every eight weeks. Woodlawn’s faculty and staff work closely with families to help identify students that could possibly be deemed homeless as identified by the McKinney-Vento Act, which is part of No Child Left Behind. Once a child has been deemed homeless under this act, Woodlawn works with the family to provide free before or after-school tutoring.

2(b). Are based upon effective means of raising student achievement. Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our

effective methods and instructional practices or strategies. o Diller, Debbie. Literacy Work Stations Making Centers Work. Portland: Stenhouse Publishers, 2003. o Duffy, Gerald G. Explaining Reading A Resource for Teaching Concepts, Skills, and Strategies. New York: The Guilford Press, 2003. o Beck, I., McKeown, M., and Kucan, L. Bringing Words to Life Robust Vocabulary Instruction. New York: The Guilford Press, 2002. o Bear, D., Invernizzi, M., Templeton, S., and Johnson, F. Words Their Way Word Study for Phonics, Vocabulary, and Spelling Instruction. Columbus: Merrill Prentice Hall, 2004. o Rasinski, Timothy V. The Fluent Reader Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension. New York: Scholastic Professional Books, 2003. o Tyner, Beverly. Small-Group Reading Instruction A Differentiated Teaching Model for Beginning and Struggling Readers. Newark: International Reading Association, 2004. o McCarney, Stephen B. Pre-Referral Intervention Manual Third Edition. Columbia: Hawthorne Educational Services, Inc., 2006. o The National Mathematics Advisory Panel Final Report 2008. Foundations for Success. o The National Center on Response to Intervention, 2011. “NCRTI Lists the Fast ForWord Language Series as a Successful Response to Intervention.”

2(c). Use effective instructional methods that increase the quality and amount of learning time. We will increase the amount and quality of learning time by increasing the number of instructional minutes for core subject areas. On our 160 school day calendar, grades K-3 receive 304 instructional minutes, grades 4-5 receive 338, and sixth grade receives 371 minutes. Students receive 100 minutes of math and 160 minutes of reading daily. The weekly schedule includes 101 minutes of acceleration and remediation. Last year, Woodlawn had a before and after school

2(c). Use effective instructional methods that increase the quality and amount of learning time. tutoring program from February to May. If the budget allows, we will do the same.

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). Woodlawn Elementary addresses the needs of all children particularly the targeted populations. The ELL and Excel programs provide enrichment and support for the students. Basic language skills and reading skills are integrated across the curriculum with ELL students in inclusion and pull-out models. In the classroom, the ELL students are again targeted in small groups and needs based groups which are determined by the DIBELS Next and Achievement Series Benchmark data as well as language proficiency levels. The Excel students apply digital tools to gather, evaluate, and use information; use critical thinking skills to plan and conduct research; demonstrate creative thinking and develop products using technology; and work collaboratively to support individual learning and contribute to the learning of others. Excel classroom activities are aligned to and support the Common Core Georgia Performance Standards taught in the regular classrooms. The school has many educational sites that students use weekly as they go to the computer lab. o The ESS population consists of a classroom for autistic children as well as students who have moderate to severe learning disabilities. Woodlawn also provides an ESS resource room as additional support for students who are unable to remain in a regular education classroom for all segments. Most ESS students participate in inclusion in the regular education classroom through co-teaching and others receive instruction through the pull- out model during the day. In the inclusion model, students are provided with an additional teacher or paraprofessional in the regular education classroom. o One procedure for student support is provided through the RTI process. The tiers of intervention are utilized for a 10 week period for struggling students. o Woodlawn Elementary school will increase the amount and quality of learning time by having an increase in the amount of small group instruction, needs based instruction, as well as individual instruction and is data driven. o Woodlawn Elementary provides school-wide reform strategies that are scientifically research based. CCGPS standards are posted along with student work with valid teacher commentary. Learning stems from the standards rather than the textbooks. Teachers and students are expected to know and understand the standards that are being taught during

the 8 week period. This is evident in the posting of standards, the posting of student work with teacher commentary and the conversations between teachers and students. o Best Practices are an integral part of our daily strategies and help all children learn. Learning Focused Strategies increase the quality of learning time and it incorporates: Essential Questions, Word Walls, and Activating Strategies.

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. Response: N-A

*3. Instruction by highly qualified professional staff. Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia.

*3(a). Strategies to attract highly qualified teachers to high-needs schools. A. Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. (Use HiQ Report and school staff roster. Indicate how certification deficiencies are being addressed.) Paraprofessionals at Woodlawn Elementary are all highly qualified: All paraprofessionals employed at our school have documentation in their employee record folders kept at our school which provides the information of whether a paraprofessional meets one of the following three criteria: 1. completed two years at an institution of Higher education 2. has an Associate’s degree or higher, or 3. passed the HELP assessment and completed the Paraprofessional Standards Checklist The following are the Paraprofessionals for WES:  Debbie Davis – 1,2,3,7  Jennifer Davis – 1,2,3,7  Renata Dunn -1,2,3,7  Michelle Fraser - 1,2,7  Shawn Garrison -2,6  Lisa Jones- 2, 7  Sherry Manley - 1,2,3,7  Shae Ridley – 1, 2, 3, 7  Angie Sisson – 1,5  Donna Stanley - 1,2,3,7

*3(a). Strategies to attract highly qualified teachers to high-needs schools.  Linda Starnes - 1,2,3,7  Gwen Walker - 1,2,3,7 Title I requirements, allow duties for paraprofessionals: 1. One on One tutoring 2. Assist Classroom Management 3. Provide computer lab assistance 4. Conduct parental involvement activities 5. Serve as a translator 6. Provide support in a media center 7. Provide instructional support under direct supervision of a teacher Numbers are listed by each paraprofessional to identify their duties. Teachers employed at Woodlawn Elementary All teachers at WES are highly qualified. The documentation is kept in their permanent personnel files. Kindergarten: 1. Annie Brindle 2. Michelle Coffelt 3. Karen Gibson 4. Celestine Grant 5. Gail Peden 6. Ginger Springfield First: 1. Erin Albright 2. Missy Baldridge 3. Cindy Chastain 4. Elizabeth Johnson 5. Jennifer L. Jones 6. Amanda Otts Second: 1. Tracy Abernathy 2. Nancy Hales 3. Marla Isbell 4. Angela Smith 5. Heather West Third: 1. Tiffany Beavers 2. Donna Hammond 3. Melanie Linginfelter 4. Lacey Ridley 5. Elizabeth Robinson Fourth: 1. Candyce Bates 2. Cindy Dunn 3. Adriane Ellis 4. Shelley Ingram Fifth: 1. Leta Alton 2. Kay Gibson

*3(a). Strategies to attract highly qualified teachers to high-needs schools. 3. Kirk Hemphill 4. Tiffannie King 5. Will Linginfelter Sixth: 1. Phyllis Bruce 2. Heidi Hammond 3. Jonathan Howard 4. Nick Ross 5. JoEllen Stone ESS: 1. Melodie Beavers 2. Melody Hilty 3. Shalina Jackson 4. Darlene Long 5. Mistie Owens Jennifer Weater- Media Specialist Lori Radkiewicz – Counselor ½ Time Sarah Smith- ELL Susan Pierce- Excel Cindy Hiestand – Speech Pathologist Regina Glass- ½ Science Christina Richardson – Music Brad Bates – P.E. Erika Ridley - EIP Amelia Brock-CIF Shalina Cochran – Assistant Principal Pam Rich- Principal Woodlawn Elementary School implements strategies to attract and retain highly qualified teachers in the following ways:  on site PLU’s including book studies, technology assistance and instruction, and collaborative planning horizontally and vertically  strong Mentoring program for all new teachers  teacher of the year recognition programs  Common Core GPS on site training  Best Practices training  offer courses on differentiation of instruction for all levels of learners  classroom management courses  state of the art technology in each classroom

*4. Professional development for staff to enable all children in the school Response: A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example each year, all of the factors that make up Woodlawn

*4. Professional development for staff to enable all children in the school Elementary are reviewed. This includes attendance, classroom referrals for discipline, CRCT scores, OAS scores for first and second grades, Achievement Series benchmark assessments, DIBELS Next assessments, and SRI (Scholastic Reading Inventory).

B. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. After assessing all of these schoolwide factors, professional development is based upon areas of improvement. Professional development is mostly delivered by Woodlawn’s Curriculum & Instruction Facilitator. o Each year, trainings are provided on the Common Core Georgia Performance Standards that are being implemented. o Each year, on-going technology training is implemented. Because of Title I funding, ActivBoards and projectors have been installed in most of our classrooms and document cameras have been purchased as well as IPads. During the school year as well as in the summer, teachers are offered multiple opportunities to improve skills in all academic areas as well as areas of technology. 21st Century Technology training will be provided throughout the year to engage students through the use of technology. o Woodlawn Elementary staff gathers data from every possible source in order to drive instruction. Data walls are posted where the children can see the weak areas and focus on improving these areas daily. The Achievement Series Benchmark test results are used to assess student knowledge for planning of whole group and intervention instruction. o Teachers will continue training on Webb’s Depth of Knowledge (DOK). Teachers will be expected to increase rigor in the classrooms and establish lesson plans, activities, and assessments with an emphasis on higher levels of thinking. In addition, teachers will receive training in the areas of text complexity, differentiation, interpretation of Lexile scores, academic vocabulary, closed reading, reading and writing throughout the content areas, and interactive read-alouds. o Book studies are utilized to facilitate professional growth. In 2013-2014 the following books will be utilized to foster ongoing professional development: o How to Plan Differentiated Reading Instruction o Assessment for Reading Instruction o Differentiated Reading Instruction in Grades 4 & 5 o Poverty is NOT a Learning Disability o Each year teachers are trained on the Positive Behavior Support program to enhance positive behavior throughout the school. Woodlawn named its program: “The Way of the Wolf”. The PBIS team meets monthly and disseminates the information to all staff. o Teachers are trained on our county-wide student information system, Infinite Campus. Teachers are taught the basics such as entering grades. They are also taught how to utilize the SLDS information which is the State Longitudinal Data System. The SLDS

*4. Professional development for staff to enable all children in the school enhances the ability of teachers to efficiently and accurately manage, analyze and use educational data to improve student learning, increase student achievement, and close achievement gaps. o Teachers are trained on how to successfully implement the computer based program, Fast ForWord. The program can bring about significant improvements to reading and learning in just a few months, by first, using cognitive programs to treat any underlying cognitive skill deficits, and then with reading programs that train reading fluency and comprehension. o Teachers will participate in training made available through Comprehensive Reading Solutions. Learning modules focus on literacy development. o Accommodations and differentiation training will take place. o Reading differentiation and common core math training will be provided through collaboration through N GA RESA and consultants. o PD360 Common Core Online Professional Development (www.schoolimprovement.com) will be utilized for individualized professional learning based on teacher specific needs. o The CIF and Principal attended The Ron Clark Academy Conference during the summer of 2013 which led to taking a group of teacher leaders to the Ron Clark Academy in Atlanta, GA. The information gained will be shared and redelivered to all faculty members. o The CIF and Principal attended the Fall Georgia Association of Curriculum Instructional Supervisors conference. The focus was on 21st Century Technology in all content areas. The information will be redelivered during team collaborations. o Mrs. Rich, Woodlawn’s principal, attended the summer conference (2013) sponsored by Georgia Association of Educational Leaders. GAEL promotes quality professional learning that positively impacts leadership. This conference provided current information on laws and trends in education. Mrs. Rich brought back information that was shared with the faculty and staff at Woodlawn Elementary School.

C. We have included teachers in professional development activities regarding the use of academic assessments which include: o Lexile levels o Sight word assessment o DIBELS Next o Informal Phonics Inventory o Achievement Series Benchmark assessments o Math fact fluency assessments o GA CRCT o GA Writing Tests Grades 3 & 5 o OAS o Rubrics

*4. Professional development for staff to enable all children in the school o Scholastic Reading Inventory o 21st Century Skills Assessment o Grade level common assessments o Computer based instructional programs These trainings enable teachers to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways: o Increase reading fluency of students by addressing sight word and phonics deficiencies o Increase reading comprehension o Increase mastery of Common Core Georgia Performance Standards o Improve writing proficiency o Improve student use of technology

*5. Strategies to increase parental involvement. We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by inviting them to attend our Title 1 meetings. We send invitations and information through newsletters home, web site, and through our phone texting resource, School Connect.

o Input from parents about their child’s education is extremely important. At the beginning of each school year, the parents are sent a letter which includes Reward School designation information as well as information about Title I. We are currently revising the Parental Involvement Policy and it will be sent home in October. Parents are invited to participate in the revision of the Title I schoolwide plan, after watching the Title I power point followed by group discussion. o Parents receive timely information about the Title I program. Teachers and the principal compose newsletters that include expectations, curriculum, and changes to curriculum. Parents are encouraged to volunteer so that they will know what is expected of his/her child. o In September, parents were invited to be involved in the planning, implementation, and evaluation of the Parent Involvement Policy, School-wide Title 1 Plan, School Compact and Title 1 Parental Involvement Funds. Each student received a copy of the Parental Involvement Policy at the Annual Title 1 Meeting that was held in October. o Parents are encouraged to complete a school specific “Parent Survey” yearly. Opportunities to take the survey are incorporated into Family nights and the surveys are set up in the Technology Lab specifically for that purpose. The results indicate that 82.5% of our families have internet at home so we have an area dedicated to setting up parents onto the Parent Portal of Infinite Campus at each family night. This enables them to see student grades. Parents also indicated they wanted curriculum and technology training so teachers share web sites parents can use that incorporates curriculum. o WES has a Volunteer program and loves to have parents as volunteers! Family reading nights, science nights, and curriculum nights are planned during the school year.

o Parents and community are encouraged and do participate in volunteer activities daily including but not limited to archery, chorus, and field trips. o Students are provided with “Communication Folders” to help in assisting with communication between school and home. o Parents are trained on using Infinite Campus during technology night. This is an online attendance and grading program that allows parents to log on and check the progress of their children. o School Connect is a free texting service that is offered to all parents of Woodlawn where they are sent reminders and important information about school via a text message on their cell phone. o Classroom and school wide newsletters are sent to parents to keep them up to date.

Woodlawn Elementary provides opportunities for parents to participate in programs and activities that build their capacity to assist their children in being successful in school.

On family nights, the objective is to train the parents to assist their child in many ways:

o kindergarten teachers send home Harcourt pre-decodable, decodable& independent books and explain the expectations o parents and children watch storytellers which helps parents to understand the importance of reading and speaking to their children daily o Parents are trained how to utilize educational websites. Parents of students in grades 1-6 are trained to use the OAS (On-line Assessment System) to help their children learn how to take the CRCT proficiently. This training involves parents going through the process of using and accessing information in the WES Technology lab which includes parents actually taking tests to better understand what their children will be doing. o curriculum training – parents participate during Open House to receive an overview of the curriculum, an explanation of materials to be used, and teacher expectations o Parents of 5th grade students are provided with CHAMPS materials that reinforce the concepts being taught by the CHAMPS officer. o Specific Trainings for 2013 will be: o Grade Level Specific Technology and Curriculum Tips o Infinite Campus parent portal o School Connect texting resource

A. We have developed a parent involvement policy included in our appendices that  Provide support of strengthening student academic achievement by outlining Woodlawn’s expectations for parental involvement and provide activities for parental involvement  Includes our district and school goals  Provides an explanation of Title 1  Defines our school parental involvement plan  Provides a description of how the school-parent compact is developed

 Provides a description of how Woodlawn will convene the Annual Title 1 meeting  Describes how Woodlawn will provide support for parental involvement activities  makes the comprehensive schoolwide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters)  Parent Involvement checklist included

*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. The following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school from our school. Pre-K students are given the opportunity to visit a kindergarten classroom for part of a day. They learn about the routine in “big school” as well as get used to the teachers they may have next year. Parents are invited to attend if possible and to eat lunch with their child as well. Many pre-k students are dropped off at Woodlawn in the mornings and ride a bus to the Pre-K Center. In the afternoons, Woodlawn districted pre-k students are bused back to Woodlawn to ride buses or go to the student pick-up area. Rising middle school students take a day to visit Bagley Middle School where they will be attending. This gives them a good idea of expectations and guidelines for the upcoming year. During their tour, students are made aware of all the electives, clubs, and extra-curricular activities in which they may participate.

*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. The ways teachers are involved in the decisions regarding the use of academic assessments include information gleaned from the Pre and Post Benchmark assessments from Achievement Series, SRI (Scholastic Reading Inventory), and DIBELS Next results drive the instruction needed for students. Teachers also use the results from math fact assessments. These assessments are given formally three times per school year; while students are progress monitored bi-weekly or monthly as needed. This valuable information is used to form small groups, needs based instructional groups, and individual instruction. This information helps determine which Tier of Instruction students receive. It is also used to determine which students are placed on Fast ForWord. Grade level meetings focus on strategies to increase student skills. The data also assists teachers in making decisions about best practices for each subject as well as which standards to re-teach or review. Collaboration allows common planning for essential intervention, acceleration materials as well as planning for teaching the Common Core Georgia Performance Standards and frameworks.

*8. Coordination and integration of Federal, State, and local services and programs.

This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan. Grant School Year 2013-2014 Title I, Part A: Academic Coaches; other personnel paid through Title I;3rd and 4th Improving Basic grade science lab teachers, Achievement Series; benchmark Programs Operated development; Fast ForWord; technology equipment; before/after school by Local Education instruction. Instructional supplies; technology; professional Agencies development activities

Title I, Part C: Supplies for migrant population; migrant coordinator that identifies and Education of provides outreach to families. Migrant Children Title II A: Teacher Provides funds for academic coaches, funds reimbursement for and Principal certification tests, provides funding for teacher recruitment activities, Training and provides professional development to improve differentiated Recruiting Fund instruction, provides evaluation training for administrators to improve instruction. Title IIIA: English Provides two interpreters for parent involvement; books; supplies for Language ELL population; training for teachers. Acquisition, Enhancement, & Academic Achievement IDEA Part B Achievement Series; Staff Development for core content areas, RTI, differentiated instruction, provides behavior intervention specialist, ESS social worker, ESS Transition Coordinator, ESS Parapros, Diagnostician Homeless School supplies; training for homeless liaison and social worker; travel for tutoring, tutoring

State Funds Salaries; textbooks; supplies; professional learning

Local Funds Salaries; textbooks; operations; Technology; travel(in-county)DIBELS Next assessments

Other Striving Reader Grant Federal Grant: The Striving Reader Comprehensive Literacy Grant will

provide the tools and professional development to implement the Georgia State Literacy Plan and the Common Core Georgia Performance Standards. The SRCL will help to increase student literacy through: professional development in literacy, CCGPS, and differentiation for all teachers, and upgrading technology tools such as computers, electronic readers, software programs, diagnostic tools, networks, and literacy building tools. School-to-Work N-A Opportunities Act of 1994 the Carl D. Perkins N-A Vocational and Applied Technology Act National and N-A Community Service Act of 1990. Striving Reader Federal Grant: The Striving Reader Comprehensive Literacy Grant will Grant provide the tools and professional development to implement the Georgia State Literacy Plan and the Common Core Georgia Performance Standards. The SRCL will help to increase student literacy through: professional development in literacy, CCGPS, and differentiation for all teachers, and upgrading technology tools such as computers, electronic readers, software programs, diagnostic tools, networks, and literacy building tools.

8(a). List of State and local educational agency programs and other federal programs that will be included. See above chart in Component 8.

8(b). Description of how resources from Title I and other sources will be used. See above chart in Component 8.

8(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. No Child Left Behind Act of 2001 The NCLB Act of 2001 provides guidelines and services which insure accountability for results, flexibility in the use of funds, options for parents, and implementation of scientifically research- based programs.

Southern Association of Colleges and Schools (SACS)

Woodlawn Elementary School was initially accredited by SACS in 2006.

Department of Human Resources The DHR provides referral services and support for students who have been abused or neglected. They work directly with our school counselors and social worker to provide necessary services.

Student Resource Officer Program Woodlawn Elementary has a resource officer available who helps maintain school safety. This program is a partnership with the Murray County Sheriff’s Department.

United Way of Northwest Georgia The United Way offers programs and resources to the students and families of Woodlawn Elementary School. A direct service of the United Way at Woodlawn is the 4-H Program of Murray County.

School Nutrition Program Seventy-four percent of the students at Woodlawn qualify for free and/or reduced price meals. These students are served through the school’s nutrition program which provides breakfast and lunch daily for all students.

Partners in Education These partners are made up of local businesses that provide both monetary support and volunteer hours to the school. Many partners provide incentives for student achievement and attendance, while others supply much needed volunteers to help with school activities.

CHAMPS (Choosing Healthy Activities and Methods Promoting Saftey) Fifth grade students and Eight grade students participate in this program which is sponsored by the Murray County Sheriff’s Department. The program gives students the skills they need to avoid involvement in drugs, gangs, violence and safety.

*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: Response: A. 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 additional assistance. Those activities include:

o Differentiated Reading Instruction phonics remediation

o Sight word remediation

o Oral reading fluency strategies

o Vocabulary remediation

o Computers

o I-Pads

o Leveled libraries

o Supplemental reading materials

o Needs based reading and math grouping

o Frameworks activities on GA DOE web site

o Computer Based Resources that include:

o Reading Eggs o Brain Pop o Study Island

o Education City o Fast ForWord o IXL Math

o XtraMath o Classzone o I-Ready (6th grade math)

o OAS o o

(Online Assessment System)

9(a). Measures to ensure that student weaknesses are identified on a timely basis. Measures to ensure that student weaknesses are identified on a timely basis begin when grade level teachers meet to review student assessment data. During the collaborative review, students who did not meet standards on the GA CRCT are identified. These are included with a list of students who passed the GA CRCT and scored 820 or below. These students are considered “bubble” students who are targeted for additional assistance as the new school year begins. Students that did not pass the GA CRCT Reading or Math have a Murray County Student Instructional Plan that addresses deficiencies. Teachers remediate based on those deficiencies and progress monitor those students often. Further identification of struggling students is made on an ongoing basis. Teachers use classroom assessments to determine mastery of the standards. The DIBELS Next assessment is used in determining reading difficulty and is administered three times throughout the school year. DIBELS progress monitoring takes place weekly or monthly depending upon how the student scored on the benchmark. Teachers remediate standards and

students based on data from Pre/Post Benchmark results obtained every eight weeks. Woodlawn’s faculty and staff work closely with families to help identify students that could possibly be deemed homeless as identified by the McKinney-Vento Act, which is part of No Child Left Behind. Once a child has been deemed homeless under this act, Woodlawn works with the family to provide free before or after-school tutoring.

9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses. Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses take place throughout the school year.

9c). Teacher-parent 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 n the community. Teacher-parent conferences take place throughout the school year when students show signs of struggling. Conferences take place on all students at least once a school year. Parents of students that are in Response to Intervention Tier 3 meet every four weeks to discuss student data, current interventions, and make appropriate changes to interventions as deemed by the RTI team. Many types of communication take place at Woodlawn to provide student and parent support. Some types of communication are listed below:

o Mid-quarter progress reports are sent home to parents.

o Student compacts are given to each student at the beginning of the school year and are discussed with parents. The teacher, student, parent, assistant principal, and principal sign the contract. Often these are discussed during parent teacher conferences as a reminder that all stakeholders have certain responsibilities.

o A Title 1 Parent Resource center is located in Woodlawn’s media center that contains a variety of materials parents can use to assist them with their children.

o Teachers send home a variety of information related to resources to help parents help their child be more successful.

o The half-time school counselor and school social worker are in contact with parents who have specific needs and provide community contact information that may be of assistance to them.

10. Description of how individual student assessment results and interpretation will be provided to parents. Individual student assessment results are provided to parents as soon as they are received at Woodlawn Elementary School.

 For the CRCT a copy is placed in the student’s permanent record, and the original is sent home to the parents with the student. An explanation of the scores related to meeting, not-meeting and exceeding standards is included with the score report. The parents are invited to schedule a conference for a more thorough explanation of the test results. During the school year, there is a CRCT night when parents can take sample tests. Information is also given at that time related to interpretation of test data.  Fifth grade students take the Georgia Writing Exam. When results are returned to the school, a copy of these results is sent home with an explanation related to the student’s performance on the assessment. The school has also utilized portfolio assessments for third grade students based on materials provided by the Georgia Department of Education. Information related to the results is provided to parents.  After the first report card is given for the first eight weeks of the school year, there is a Parent Night scheduled. Parents are invited to come to the school to meet with the teachers and discuss any concerns that they may have at that time. Report cards go out quarterly and parents are encouraged to set up conferences at any time during the school year.  Achievement Series benchmark pre- and post- scores are shared with parents through a letter that is sent home with students in grades 1-6. (Kindergarten students do not take Achievement Series benchmark assessments.)  DIBELS Next data are shared with parents through a letter that is sent home with students in all grade levels.

11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. The State of Georgia achievement results are valid and reliable. Assessment results for the CRCT and the GA State Writing Exam are sent to the Pupil Services Department of Murray County Schools from the Georgia Department of Education Testing Department. The test scores are then forwarded to the principal of each individual school. For the CRCT each school receives:  A disaggregated state summary report broken down by grade-level  A disaggregated system summary report broken down by grade-level  A disaggregated school summary report broken down by grade-level  Class reports listing all students, their scores for each content area, and the homeroom teacher’s name  Individual student reports For the Writing Exam each school receives:  Individual Writing Student Score Reports  Writing Test Achievement Roster  Writing Test Does Not Meet Roster

 Writing Test Conditional Administration Roster  Writing Test School and System Content Summary  School and System Student Population Summary Score reports are shared with the grade-level teachers, CIF, Assistant Principal, and Principal at Woodlawn Elementary. Students in the 3rd and 5th grade who do not meet standards in Math and Reading are then identified for the CRCT Retake to be given at the end of the school year. When those results are obtained from the state, the principal or assistant principal call each student’s parents to inform them of their retake scores.

12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. The student achievement data received from the Georgia Department of Education is valid and reliable.

13. Provisions for public reporting of disaggregated data. Provisions are in place for public reporting of disaggregated data. Woodlawn Elementary School shares student achievement data in a variety of ways.  Each grade level hallway have posters displayed with student pictures that exceeded CRCT in grades 3-6 in Reading, ELA, Math, Science and/or Social Studies.  Articles in the local newspapers  Displays on the school marquee/sign  System website  School website  GADOE web site at http://www.gadoe.k12.ga.us  Individual student reports are sent to parents/guardians  Newsletters related to school-wide performance are sent home

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 schoolwide program. Woodlawn Elementary School has operated as a School-wide Title 1 since 2007. The Title 1 plans are updated each year to reflect the needs of the school based on the comprehensive needs assessment and the evaluation of the current plan.

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 Title 1 School-wide Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principal, other staff, and parents. Committee members involved in the planning, development, and implementation of this plan are listed below.

 Pam Rich, Principal, Woodlawn Elementary School

 Shalina Cochran, Assistant Principal, Woodlawn Elementary School  Amelia Brock, Curriculum & Instruction Facilitator  Barbie Kendrick, Director of Curriculum, K-8, Murray County Schools  Woodlawn Elementary Leadership Team o Pam Rich, Principal, WES o Shalina Cochran, Assistant Principal, WES o Amelia Brock, CIF, WES o Celestine Grant, Kindergarten teacher & Parent, WES o Cindy Chastain, First grade teacher & Parent, WES o Heather West, Second grade teacher, WES o Elizabeth Robinson, Third grade teacher, WES o Shelley Ingram, Fourth grade teacher & Parent, WES o Kay Gibson, Fifth grade teacher, WES o Phyllis Bruce, Sixth grade teacher, WES o Sarah Smith, ESOL teacher & Parent, WES o Shalina Jackson, ESS Lead Teacher, WES o Pat Dunn, business partner & parent o Jennifer Jones, parent o Robin Keener, business partner & parent o Pam Thornton, parent

16. Plan available to the LEA, parents, and the public. The Title 1 plan is available to the LEA, parents, and the public. Woodlawn Elementary School’s plan is available in electronic and print format to the district LEA. The plan is available to parents at the annual Title 1 meeting and in print form in the media center at the Parent Resource bookshelf. The public will have access to the Parental Involvement Plan via the school website and is sent home with every student.

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. Due to what was reported as the primary language in homes, the plan is currently available only in English but will be available upon request in another language.

18. Plan is subject to the school improvement provisions of Section 1116. The Woodlawn Elementary School Title 1 School-wide Improvement Plan is subject to the school improvement provisions of Section 1116.

Dr. John D. Barge, State School Superintendent May 2012 ● Page 24 of 24