Title I Schoolwide/School Improvement Plan s3

Georgia Department of Education Title I Schoolwide/School Improvement PlanSCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATESchool Name: Montgomery County Elementary District Name: MontgomeryPrincipal Name: Brittany Deen School Year: FY16 School Mailing Address: 900 MLK DriveTelephone: 912-583-2279 District Title I Director/Coordinator Name: Karon PooleDistrict Title I Director/Coordinator Mailing Address: Montgomery County BOE 701 Dobbins Street Mount Vernon, GA 30445 Email Address: Brittany Deen- [email protected] Karon Poole- [email protected] Telephone: Brittany Deen- 912-583-2279 Karon Poole- 912-583-2301ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.)Priority School Focus School Title I Alert School Principal’s Signature: Date:Title I Director’s Signature: Date:Superintendent’s Signature: Date:Revision Date: Revision Date: Revision Date:Georgia Department of Education April 2015 ● Page 1 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan SWP Template Instructions All components of a Title I Schoolwide Program Plan and a School Improvement Plan m ust 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 first ten components in the template are required components as set forth in Section 1 114 of the Elementary and Secondary Education Act of 1965 (ESEA).  Please submit your School Improvement Plan as an addendum after the header page in thi s document. Georgia Department of Education April 2015 ● Page 2 of 25 Georgia Department of Education Title I Schoolwide/School Improvement PlanPlanning Committee Members NAME MEMBER’S SIGNATURE POSITION/ROLE Brittany Deen Principal Allen Yancey Assistant Principal Leigh Anne Helms School Improvement Specialist Michelle Rhodes Guidance Counselor Lynn Cooper ESOL/Migrant Coord. Marie Yancey EIP/RTI Coordinator Amber Durrence EIP/RTI Coordinator Gail McArthur EIP/RTI Coordinator Ashley Powell Gifted Teacher Maria McBride Pre-k representative Holly Robertson Kindergarten rep. Kaneesha Adams First grade rep. Rhonda Horne Second grade rep. Skye Joyce Third grade rep. Robin Mills Fourth grade rep. Mae Mills Fifth grade rep. Tim Suttles Special Ed. rep Nancy McDonald Rotation rep. Heather Williams Parent/School Council Member Mindy Thigpen Parent/School Council Member Christy Burns Parent/School Council Member Evelyn Carpenter Parent/School Council Member Kim Bell Parent/School Council Member Joynetta Ross Parent/School Council MemberGeorgia Department of Education April 2015 ● Page 3 of 25 Georgia Department of Education Title I Schoolwide/School Improvement PlanSWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). Response: A. Montgomery County Elementary has developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved in the initial planning were the school leadership team consisting of the principal, the assistant principal, guidance counselor, EIP teachers, ESOL/Migrant Ed. Teacher, School Improvement Specialist, Special Ed. Head Teacher, Gifted Teacher, and one representative from every grade level. Information was disseminated and suggestions gained from all of the other classroom teachers, paraprofessionals, school council, parents and community members. Meetings were held with each stakeholder group and information provided via school website. The development of school goals were created through the disaggregation of student data. This data was used to determine targeted areas for improvement. Emphasis is placed on the analysis of subgroups consisting of Economically Disadvantaged Students, English Language Learners, Students with Disabilities, and students within race subgroups. Assessment scores, attendance data, student performance, and instructional proficiency were analyzed. Regular review of the plan occurred throughout the school year. B. We have used the following instruments to obtain this information…  GKIDS  Instructional Milestones- 1st and 2nd Grades  DIBELS Next Benchmarks  MCLASS Math Benchmarks  Performance Matters Pre and Post Tests  EIP Checklists  Study Island Diagnostic in Reading and Math  Attendance  CCRPI Report  GADOE Percentile Targets  Stakeholder SurveysA systematic process is in place to collect, triangulate, and disaggregate data in several ways. Our grade level teams meet weekly to review data and determine next steps in instructional practice. Our Response to Intervention Team meets regularly to analyze data and determine appropriate interventions to struggling learners. Methods of support are provided as needed determined by the classroom teacher and RTI committee.Georgia Department of Education April 2015 ● Page 4 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). C. Migrant children are identified through the use of the Occupational Survey at the time of registration. The system liaison makes contact with each migrant family to determine case-by-case needs. Migrant students are then evaluated academically just as other students in the school system to determine academic needs. All migrant students are eligible for Title I services and receive the appropriate services needed. Specific activities to address the needs of migratory families are provided as follows: informing children and families of the services which include helping them gain access to education, health, nutrition, and social services.D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example . . .Assessment data is reviewed and disaggregated by subgroup and state standards to determine overall academic deficiency. The principal analyzes the data and conceptualizes how the entire school performed. Meetings are then held with the leadership team, grade level teachers, instructional support, school council, and parents to review data and determine next steps for overall improvement in student achievement. Grade level teams collaborate during common planning to formulate measureable goals for the year to help increase student achievement. In addition, benchmark and progress monitoring data in the areas of reading and math are continually analyzed to identify individual student needs and interventions are implemented through the RTI process. Formative testing also takes place and this data is analyzed per nine weeks to help drive teacher instruction.E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards [Georgia Standards of Excellence (GSE)]and the state student academic achievement standards including  Economically disadvantaged students  Students from major racial and ethnic groups  Students with disabilities  Students with limited English proficiency Assessment data as well as other forms of data such as attendance data and parent involvement are analyzed to help determine recommendations for increased student achievement. The “overall child” is looked at to determine needs when analyzing sub groups. Georgia Department of Education April 2015 ● Page 5 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). F. The data has helped us reach conclusions regarding achievement or other related data.The Reading First Program was implemented at Montgomery County Elementary School in 2006. Since this time, MCES has seen an increase in reading scores that again increased in 2013-2014 in all but one grade level. MCES also entered in an agreement with the Governor’s Office of Student Achievement for the past 3 years to focus on having all students read by the end of third grade. This intense program has helped teachers set specific goals in needed reading areas to help focus and streamline instruction to help all students progress. The DIBELS Next data showed that our weakest area is 4th grade with a 5% decrease from the BOY to EOY benchmark and our strongest areas are in Kdg. with a 44% increase and 5th grade with a 15% increase. When comparing the EOY data from FY14 to FY15 our area with the most growth in a year’s time was in first grade with a 13% increase. The area of least growth was fourth grade with a decrease of 20%. This was analyzed as a way to determine effectiveness in instruction, since the actual students were different. In the area of Language Arts we have determined that continued emphasis on the writing component is needed to excel on the constructed and extended responses on the Georgia Milestones Assessment. There will be a strong emphasis in this area for the 2015-2016 school year. As soon as the results from the Georgia Milestones Assessments are available, results in all subject areas will be evaluated to determine areas of need for FY16.G. The measurable goals/benchmarks we have established to address the needs were . . . Kdg.- Eighty percent of kindergarten students will accurately segment words into individual sounds through phoneme segmentation fluency activities at a rate of 40 correct phonemes per minute by the end of year DIBELS benchmark. Kdg.- Eighty percent of kindergarten students will accurately decode nonsense words at a rate of 40 phonemes per minute by the end of year DIBELS benchmark.Kdg.-Eighty percent of kindergarten students will attempt to count to 100 with an ending benchmark of 83 or more correct numbers.1st Grade- Seventy-five percent of the first grade students will increase their overall DIBELS score on the end of the year benchmark by 5% by implementing the McGraw Hill Reading Wonders series.1st Grade- Seventy-five percent of the first grade students will increase their overall MCLASS Math score on the end of the year benchmark by 5% by utilizing math vocabulary websites and differentiating instruction using MCLASS math activities throughout the year. Georgia Department of Education April 2015 ● Page 6 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). 2nd Grade- Eighty percent of second grade students will increase their reading fluency score (DORF) by 5% by the end of the year benchmark using the DIBELS assessment.2nd Grade- Eighty percent of second grade students will increase number facts by 5% by the end of the year benchmark using the MCLASS Math assessment.3rd Grade- Eighty percent of third grade students will increase reading fluency/comprehension by utilizing the McGraw-Hill curriculum. Students will increase their reading score on the End of Grade Milestones Assessment scores by 3%.3rd Grade- Eighty percent of third grade students will increase problem solving skills by working through a word problem of the day. This will increase the Math End of Grade Milestones Assessment scores by 3%. 4th Grade- Eighty percent of fourth grade students will increase reading fluency (DORF) on the end of the year DIBELS assessment by 5%.4th Grade- Eighty percent of fourth grade students will increase problem solving skills by working through a word problem of the day. This will increase the Math End of Grade Milestones Assessment scores by 3%.5th Grade- Eighty percent of fifth grade students will increase their Reading End of Grade Milestones Assessment score by 3%. 5th Grade-Eighty percent of fifth grade students will increase their overall writing by teachers implementing the cross-curricular approach to integrate Language Arts skills in the content areas. This cross curricular instruction will further develop students’ research and writing process skills resulting in a 3% increase of students meeting and exceeding the standard on the Language Arts portion of the End of Grade Milestones Assessment. In addition to this, teachers will also conduct consistent small group instruction focusing on informational text and media literacy.5th Grade- There will be a 3% increase in the 5th grade students meeting and exceeding the standard on the Math End of Grade Milestones Assessment by utilizing the Think Central component of Go Math to help differentiate instruction to master more geometry skills and concepts.Georgia Department of Education April 2015 ● Page 7 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). 5th Grade- Through utilization of the hands-on AIMS program will increase students’ knowledge of Earth Science and in turn increase the number of students meeting and exceeding the standard on the science portion of the End of Grade Milestones Assessment by 3%.1st-5th Grades- All 1st-5th grade students will improve their Social Studies score on the End of Grade Milestones Assessment by 3% through the implementation of Studies Weekly and Study Island.1st-5th Grades-All 1st-5th grade students will improve their Science score on the Georgia Milestones End of Grade Assessment by 3% through the implementation of Study Island and more hands-on activities through the Harcourt core curriculum and Georgia’s Frameworks.2. Schoolwide reform strategies that: Response: STRATEGIES FOR BEST PRACTICES Professional Development The Principal, Assistant Principal, School Improvement Specialist, RTI Coordinators, and other outside consultants facilitate professional learning. Classroom teachers also receive and then redeliver professional development to their peers at the school level. Topics that are addressed include but are not limited to: a. TKES (Teacher Keys Effectiveness System) b. Response to Intervention c. Georgia Standards of Excellence d. Five Pillars of Literacy e. Four Square Writing f. GaDOE Math Frameworks g. DIBELS Next h. MCLASS Math (K-2) i. MCLASS Math (3-5) j. SmartBoard Training k. Data Analysis Training l. Classroom Management Strategies m. SLDS- State Longitudinal Data System n. Infinite Campus- Data Input o. Performance Matters Training-(formative testing) p. Thinking Maps q. CCRPIGeorgia Department of Education April 2015 ● Page 8 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 2. Schoolwide reform strategies that: r. Harcourt/Houghton Mifflin Math series s. McGraw Hill reading series (new) t. Formative Instructional Practices modulesDifferentiated Instruction Montgomery County Elementary School meets the various needs of all students through Differentiated Instruction. Strategies utilized include:  Provide diverse opportunities for learning that challenge all students in heterogeneous classrooms.  Promote a multi-tiered approach to assist struggling students through RTI. The team analyzes current data and determines interventions to ensure that students are successful in the academic process.  Provide Gifted Education for those students who qualify.  Implement Study Island and OAS to provide students instruction on their level. Curriculum Planning The use of the L.A. and Math Frameworks as well as the subject area reading series are used at MCES and are available on GaDOE. Science and Social Studies Frameworks are also used. Teachers share a common planning time as well as an extended time each afternoon to design effective lesson plans to meet the needs of all learners. Georgia Standards of Excellence The implementation of Georgia Standards of Excellence are on display and is evident in classrooms. Teachers implement multiple strategies to teach and reinforce standards. Flexible Grouping Benchmarks from DIBELS, MCLASS, and Study Island provide data to form grouping plans within the classroom. To promote flexibility within the groups, teachers routinely progress monitor and make informed decisions to accommodate the needs of students. RTI meetings are also scheduled to further discuss the progress of students, analyze data in a team setting, and create plans of action to meet student needs. STRATEGIES TO IMPROVE READING AND LANGUAGE ARTS Georgia Standards of Excellence Georgia Standards of Excellence are used to drive our instructional program. Teachers plan lessons based on the GSE and best practices. Data is aligned with the GSE.Georgia Department of Education April 2015 ● Page 9 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 2. Schoolwide reform strategies that: Early Intervention Program Early Intervention Program (EIP) implements strategies, methods, and small group differentiated instruction based on students’ needs. Students in Tier 3 of the Response to Intervention Pyramid are supported by individualized instruction with one of the EIP teachers and students in Tier 2 will receive EIP instruction through the push-in/or pull-out model depending on which is more beneficial for the particular group of students during small group instruction. Elaborate Elaborate is a block of time used for remediation, supportive instruction, and enrichment at Montgomery County Elementary School. Our focus this year is concentrated on the area of reading and conducting structured read alouds. Teachers will incorporate a writing component into this time based on the read aloud. The use of Thinking Maps will help enhance students’ writing as well as intensive teacher modeling of writing. Writing Initiative Students participate in a weekly writing initiative each Friday for 1-5 and on Monday for Kdg. Teachers and students focus on the various writing genres and utilize the Four-Square Writing Program as a starting point for writing structure. Strategies learned from the Sue Ellen Patterson workshop will also be emphasized for extended and constructed responses. This initiative takes place during the Elaborate block therefore students showing the most need are in a small group setting. Leveled Books Leveled books are available for checkout in the Literacy Lab and can be used for small groups and guided reading. Leveled books are available with the Reading series. Teachers choose levels that are within the students’ instructional levels yet are used to increase reading skills. New Reading SeriesImplementation of a new reading series that addresses the Common Core Standards will be used beginning FY16. The teachers collaboratively chose McGraw Hill which seems to be a more rigorous series aligned to the Common Core and will help us improve on the Georgia Milestones Assessment.STRATEGIES TO IMPROVE MATHEMATICS Georgia Standards of Excellence The Georgia Standards of Excellence are used to drive our instructional program. The Harcourt/Houghton Mifflin series, Go Math has been adopted for this year and intense Georgia Department of Education April 2015 ● Page 10 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 2. Schoolwide reform strategies that: professional development will occur to implement the series with fidelity. Teachers plan lessons based on the GSE and best practices. Data is aligned with the GSE. Study Island is practiced during class and computer time to reinforce mathematics skills. Sum Dog quizzes are offered for out of school practice. Early Intervention Program Early Intervention Program (EIP) implements strategies, methods, and small group differentiated instruction based on students’ needs. Students in Tier 2 are receiving assistance through the push-in model and are served in a small group setting. Students in Tier 3 of the Response to Intervention Pyramid are supported by individualized instruction with one of the EIP teachers.Elaborate Elaborate is a block of time used for remediation, supportive instruction, and enrichment at Montgomery County Elementary School. Our focus this year is concentrated on the area of reading and conducting structured read alouds. Teachers will incorporate a writing component into this time based on the read aloud. The use of Thinking Maps will help enhance students’ writing as well as intensive teacher modeling of writing. STRATEGIES TO IMPROVE SCIENCE AND SOCIAL STUDIESAIMS (Activities Integrating Math and Science) AIMS is utilized in fourth and fifth grades. The focus is hands-on learning that is used to teach Science with the integration of Math concepts. These activities are geared toward the kinesthetic learners. Assessments are provided at the end of each activity to check for comprehension of the standards.Elaborate During the 2nd and 3rd nine weeks students in the enrichment Elaborate classes will be immersed in Science and Social Studies hands-on and project-based activities. Thinking Maps During Thinking Maps training, teachers develop an understanding of how to visually represent, or map, the critical thinking embedded in the Common Core State Standards. Thinking Maps provide students with both the scaffolds and structures to support a deeper level of understanding which will empower them to become college and career ready. Fourth grade teachers will be trained this year.Reading Through the Content Areas Teachers use reading small group center time to address science and social studies concepts and vocabulary to strengthen the understanding of the standards. Small group teacher-led instruction Georgia Department of Education April 2015 ● Page 11 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 2. Schoolwide reform strategies that: continues to concentrate on vocabulary and comprehension strategies which lead to a better understanding of science and social studies concepts. SMART Boards These interactive boards are used to enhance instruction of the Common Core Georgia Performance Standards. Teachers are provided with a subscription to Enchanted Learning and Brain Pop which supplements instruction. ELMOS and document cameras are also provided to classrooms and are utilized in effective instruction. Classroom Computers Student computers are provided in all classrooms. Computers are accessible for students and are used throughout the instructional day to help reinforce, extend, and enhance instruction. Chrome Books have been purchased for all 4th and 5th grade students and will be utilized to enhance learning in all subject areas. Teachers also assign Study Island and OAS to provide students instruction on their level.Computer Lab Students have a weekly rotation schedule in the computer lab. During this time, students are instructed in the correct use of technology. Students are able to use educational websites to reinforce, extend, and enhance instruction. The S.S. and Science components of Study Island have also been renewed to continue to help develop these standards. STRATEGIES TO IMPROVE SCHOOL DISCIPLINEHome-School Connection All students are provided with an academic agenda that provides a space for assignments to be written down daily. There is a place for student’s behavior to be documented daily. Parents are expected to sign off in the agenda each day. This expectation keeps the parent informed on the performance of the child each day. Positive Postcards Teachers send one positive postcard via mail each week. Parents are pleasantly surprised when their child receives this message in the mail. This incentive encourages students to perform to the best of their abilities and to incorporate traits of good citizens. Student of the Month This program is utilized to promote good citizenship. Teachers choose one student a month to be recognized at this ceremony. Parents are invited to attend. Students receive awards at this time, and breakfast is served. Announcements are printed in the local newspaper.Georgia Department of Education April 2015 ● Page 12 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 2. Schoolwide reform strategies that: S.O.A.R. Positive Behavior Rewards This program has been implemented to recognize and reward students exhibiting good behavior on a nine week basis. The program stands for Be Safe, On Task, Always Respectful, and Responsible.CLASS DOJO This web-based positive behavior support program will be implemented school-wide to help promote positive behavior and act as an additional communication piece with parents. Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). Response: A. The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are . . . (Strategies to be used.)There are several programs and resources utilized at Montgomery County Elementary School to ensure that the needs of our students are met so that they will be able to demonstrate academic proficiency. Benchmark Testing: School Wide Assessment Team (SWAT) assesses all students three times per year in K-5 utilizing DIBELS Next for reading and K-5 utilizing MClass for math. The Response to Intervention core team meets with grade level teachers to analyze the data from the assessments. Intervention strategies are assigned to provide the support for students in need of additional instructional time to master skills.  Writing Initiative: Students participate in a weekly writing initiative each Friday. Teachers and students focus on the various writing genres and utilize the Four-Square Writing Program as a starting point for writing structure. This initiative takes place during the Elaborate block therefore students showing the most need are in a small group setting.  Data Utilization: Teachers collate student assessment scores and anecdotal notes to show progress throughout the year.  Georgia Kindergarten Inventory of Developing Skills (GKIDS) Teachers will use this assessment to determine kindergarten readiness.  After School Prep Sessions: In conjunction with the Tri-County Family Connection, MCES has offered CRCT prep sessions and last year Georgia Milestones prep sessions. Students receive additional testing strategies as well as skill specific instruction in Reading and Math. Georgia Department of Education April 2015 ● Page 13 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan  Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).  Performance Matters Formative Assessments- This year there will be a pre and post- test and 3 check points to track student progress on the standards in all subject areas.  Student Learning Objective (SLO) Assessments will be given in one academic non- tested area this year to measure student progress as well as teacher instruction. Use effective methods and instructional strategies that are based on scientifically based research that: o strengthen the core academic program in the school. o increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum o include strategies for meeting the educational needs of historically underserved populations Response: A. We will increase the amount and quality of learning time by . . . (Before/After school, summer school, Saturday school, block scheduling)1. Providing targeted students with at least 45 minutes of extra learning with a certified teacher (ELABORATE-which includes remediation, supportive instruction, and enrichment).2. Providing differentiated instruction during small-group instructional block in Reading and Math.3. Providing after school Georgia Milestones End of Grade Assessment preparation sessions for 6 weeks prior to test. There will be one session a week for 2 hours and 15 minutes each session for intense reading and math preparation. Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include: o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and o the integration of vocational and technical education programs; andGeorgia Department of Education April 2015 ● Page 14 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan Address how the school will determine if such needs have been met; and Are consistent with, and are designed to implement, the state and local improvement plans, if any. Response: The school will utilize the following to determine if such needs have been met:  Progress monitoring of students in Math and Reading  Progress monitoring of students within the RTI process  Progress monitoring of SWD  4 1/2 week progress reports  9 week report cards  End of Grade Milestones Assessment (Spring, 2015) and GKIDS  Student Learning Objective Assessments (SLO’s)  Attendance reports  Behavior reports  Performance Matters Pre, Post, and Checkpoint Assessments  DIBELS and MCLASS Data  Study Island Data3. Instruction by highly qualified professional staff Response: Montgomery County Elementary School provides instruction to students by highly qualified teachers who meet the standards established by the state of Georgia. All certifications are on file in the county office. All but one teacher is certified to teach the subjects to which they are assigned. This fourth grade teacher will be highly qualified after she has taken the appropriate GACE assessments. All paraprofessionals have met the licensing requirements to work in a Title I School. All future teachers and paraprofessionals will also be highly qualified.4. In accordance with Section 1119 and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.Response: Montgomery County Elementary School strives to improve writing across the curriculum, improve and increase math achievement, provide standards-based instruction, integrate content across the curriculum, and improve parental involvement. In order to ensure these goals are met, MCES is committed to providing an academic community that actively supports teaching and learning through high-quality, ongoing professional development. Georgia Department of Education April 2015 ● Page 15 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 4. In accordance with Section 1119 and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.A. The faculty and staff of Montgomery County Elementary School will participate in ongoing professional development based on the needs that are determined by staff development and needs assessment surveys. Teachers and staff will participate in both whole group and/or grade level specific training/learning. Some of those professional development learning opportunities may include, but are not limited to:  Collaborative planning  Re-delivery from professional development conferences  Differentiated Instruction  Response to Intervention  Co-Teaching  Georgia Standards of Excellence  Grade level professional learning opportunities  Teacher Keys Effectiveness System  Technology  Thinking Maps  Formative Instructional PracticesB. All professional learning activities provided to the teachers and staff of Montgomery County Elementary School are aligned to the Common Core Georgia Performance Standards and the TKES. Consultants from GADOE, and RESA as well as Principals, the School Improvement Specialist, teachers and staff, and other highly-qualified outside personnel will conduct all professional learning to improve instructional practices at MCES. C. Montgomery County Elementary School is committed to closing the achievement gap for all levels of learners. Students and teachers are being held to a higher level of learning and teaching. In order to ensure this is taking place we actively conduct:  County level observations  School level walk through observations (TKES)  School level formal observations (TKES)  Common Core Webinar Professional Development  Grade level meetings  Title I funds allotment for professional development opportunities (workshops and conferences)D. Montgomery County Elementary School offers a variety of professional development activities to address academic assessments which provide ongoing instructional focus to Georgia Department of Education April 2015 ● Page 16 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan 4. In accordance with Section 1119 and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards. our school.  DIBELS Next  Daze  MClass Math  iPads  Performance Matters- Formative Testing  Study Island  Mimio Sprout  Phonics Inventory  Fry Word Inventories5. Strategies to attract high-quality highly qualified teachers to high-need schools. 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.) Retaining highly qualified teachers plays a large part in a school climate. MCES retains its teachers through support and recognition. The School Improvement Specialist position will continue enabling us to provide on-going, job-embedded professional development and support to our teaching staff. Our teacher mentor program called the E.A.G.L.E. Mentoring Team (Eager Adults Giving Leadership Experience) continues to give our new teachers guidance and support in school protocol and procedures as well as support in teaching strategies and utilized curricular programs. We are currently participating in the Teacher/Leader Induction Program process with RESA to improve our mentor program. 6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services. Response: A. Montgomery County Elementary School is continuously working to improve parental involvement. Parents can access the Parent Involvement Plan, School Compact, School Improvement Plan, and Title I School-Wide Plan via the MCES website. Parents are encouraged to provide feedback on all policies, procedures, and programs at MCES by emailing, calling, or visiting the principal, asst. principal, and/or the Parent Involvement Committee lead teacher. Montgomery County Elementary School also involves parents in the planning, review, and improvement of comprehensive school wide program plans by:  Informing parents of the guidelines of the Title I Program via Annual Meeting  Promoting parental involvement with their child, the school, and the communityGeorgia Department of Education April 2015 ● Page 17 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan  Providing parents with school performance/status via letters and website  Reviewing parents conception of school via surveys  Providing parents with written Parent Involvement Policies and School Compacts  Hosting School Council, PTO meetings, and Parent Involvement meetings  Offering conferences with parents and teacher, principal, and counselorB. Montgomery County Elementary School has developed a parent involvement policy included in our appendices that includes strategies to increase parental involvement by:  Urging parents to comply with the School Compact and utilize the Home-School Connection on a regular basis  Parent-Teacher conferences  Posting a suggestion box in commons area of the school  Offering workshops that introduce parents to strategies that will help them better assist their child.  Distributing a newsletters highlighting school activities, meeting and policies  Promoting the importance of daily attendance  Promoting the importance of being on time to school everyday  Encouraging participation in PTO and School Council  Promoting the six types of parental involvement: 1. Parenting 2. Communicating 3. Volunteering 4. Learning at home 5. Decision making 6. Collaborating with the communityC. Montgomery County Elementary School will provide individual student academic assessment results, including an interpretation of those results by:  Sending home report cards each 9 weeks  Sending home progress reports each 4 ½ weeks  Sending home Student Growth Model reports  Offering access to Parent Portal  Encouraging parent-teacher conferences  Offering explanation of school performance and assessments via Parental Involvement meetings, School Council meetings and individual conferences  Providing parents with an individualized summary of formative assessments  Holding informational meetings regarding GSE curriculum and school statusParents of students at Montgomery County Elementary School are notified of meetings and activities through letters sent home with students, postings on the school website, local community portal, One Call Now, Remind101, and two area newspapers.7. Plans for assisting preschool children in the transition from early childhood programs, Georgia Department of Education April 2015 ● Page 18 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs. Response: A. Following are the plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school plus students entering our school throughout the school year. Every spring, the Montgomery County Pre-k students as well as other students ready to enroll into kindergarten are screened on kindergarten readiness skills. Kindergarten teachers are available at this time to answer any questions parents may have about the upcoming year. At the start of every school year parents are encouraged to attend open house where students and parents can meet their teacher, tour the school, and discuss protocol and procedures for the upcoming year. New students to MCES are welcomed upon arrival and a tour of the school is offered. Parents at the time of enrollment are introduced to their child’s teacher and can visit the classroom. Policies and procedures are discussed and parents are encouraged to sign up for Parent Portal through Infinite Campus so they have immediate access to their child’s attendance, behavior, and grades. At the end of every school year, middle school policies and procedures are discussed with the fifth grade. In the past, students have had the opportunity to visit the middle school campus. Since the middle school is now on the elementary campus, visitation of the west hallway which is the middle school has not been necessary.8. Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Response: A. All teachers at MCES will continue to be involved in the decisions regarding the use of academic assessments. Each year, teachers analyze our formative assessment pre-tests to ensure validity of the test in that the standards they are teaching each nine weeks are the standards that are tested. At the beginning of the year, teachers participate in analyzing benchmark data in reading and math along with other informal inventories to help place students in flexible grouping to meet the needs of all students. Student academic needs are addressed by implementing best practices in instruction and determining appropriate interventions through the RTI process. Teachers are immersed in professional development throughout the year to strengthen instructional practices and understanding of curricular programs. Additional support is given by the School Improvement Specialist, Administration, and EIP Teachers. Regular leadership meetings, RTI meetings, and grade level team meetings contribute to the ongoing data analysis of assessment data and the progression of the overall child. Horizontal Georgia Department of Education April 2015 ● Page 19 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan and vertical team meetings will continue to occur throughout the year to involve teachers in decisions that improve individual student instruction as well as the overall instructional program, thus meeting the goal of accomplishing higher student achievement.9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. Response: A. Montgomery County Elementary is focused on providing various services for students who experience difficulty mastering proficient or advanced levels of academic achievement standards. All services shall be provided in an effective and timely manner. These activities include, but are not limited to the following:Flexible Grouping, Small Group Differentiated Instruction Teachers will utilize flexible grouping along with small group differentiated instruction to accommodate students’ strengths and weaknesses and various learning styles. Interventions will be put in place to support students who do not meet the standards in reading and math. EIP The Early Intervention Program will address the needs of students who are at risk of not reaching and maintaining grade level expectations. Students that have not performed well on state and local assessments are identified and then provided tiered interventions to enable them to obtain the necessary academic skills to reach grade level performance. Elaborate MCES scheduled this time as a remediation and enrichment component into the daily schedule. Our focus this year is concentrated on the area of reading and conducting structured read alouds. Teachers will incorporate a writing component into this time based on the read aloud. The use of Thinking Maps will help enhance students’ writing as well as intensive teacher modeling of writing. ESOL The English to Speakers of Other Languages program is an integral part of the success of our ELL students. The ESOL teacher is required to understand theories in linguistics, particularly how students acquire a second language. The ESOL teacher must be certified or hold an ESOL Endorsement to teach within the guidelines of the ESOL program. Students whose first language is not English undergo the WIDA-Access Placement Test. ESOL teachers focus on teaching vocabulary used in content area classes, so that ELLs can be successful in regular instructional periods.Georgia Department of Education April 2015 ● Page 20 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan FLP Program MCES has been identified as a Focus School and will offer a Flexible Learning Program to students who qualify based on an achievement and federal ranking scale. These students will be remediated in the area of reading and will be served twice a week during their rotation time. MCES participates in on-going professional development. Each year, teachers are given training and support in the RTI process to help identify students with academic deficiencies. Interventions are then established to help students become grade proficient. The RTI Committee meets approximately every 6 weeks to review student data to determine student progress and decide if updated interventions are needed. On-going data analysis meetings occur to help teachers identify their students’ academic needs and how they need to differentiate their instruction to meet the needs of all of their students.The Response to Intervention (RTI) process is fully implemented at MCES and has played an integral part in the success of our students. Students are identified as needing remedial support by the analysis of several different assessment measures. These include: Georgia End of Grade Milestones Assessment for FY15  Instructional End of Grade Milestones Assessment in FY15 for 1st and 2nd grades  Student Learning Objective (SLO) Assessments  DIBELS Next  MCLASS Math (K-5)  GKIDS  EIP Checklists  Performance Matters FY15  Subject Area Unit Tests  Progress Monitoring Data  Informal Decoding Inventories  Classroom fluency checksAnalyzing additional student and instructional data is pertinent to help determine instructional and student needs including the following: Student attendance  Teacher Observations/Walkthroughs  Parent/Teacher Conference Contact Logs  Teacher Lesson Plans  Research-based instructional strategies  Student counseling sessionsGeorgia Department of Education April 2015 ● Page 21 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training Response: A. MCES facilitates and integrates federal, state, and local services and programs when necessary to ensure that all students are college and career ready. Collaboration with the superintendent as well as the federal programs’ director ensures that all students receive the appropriate services (remediation, acceleration, or enrichment) from any combination of the following as determined through need and program guidelines: Title I, EIP, ESOL/Migrant, Gifted Education, and Special Education, Head Start, Violence Prevention Programs, Housing Programs, and Nutrition Programs. Student achievement data, the comprehensive needs assessment, and stakeholder surveys drive how funds are utilized. 11. Description of how individual student assessment results and interpretation will be provided to parents. Response: Once the school has received test data, parents will be notified and provided with information regarding the school’s performance/progress status, students’ performance, and the analysis of those results. In this process, the school effectively communicates a summary and explanation of the school’s curriculum and the assessments used to monitor their child’s progress throughout the year, as well as academic gains and goals that they are expected to meet. During the update of the school improvement plan a parent meeting is organized to explain past longitudinal assessment data as well as goals that will be addressed for the upcoming year. At this time, input is gained from parents to help enhance the plan.Throughout the year, there are scheduled parent conferences to explain individual student assessment data, grade-level Georgia Standards of Excellence, and future assessments. I.E.P. meetings take place periodically through the year for our special education students as well as R.T.I. meetings for Tier 2 and Tier 3 students. Parents can also access student grade information via Parent Portal on Infinite Campus.In addition to providing student assessment data to parents, Montgomery County Elementary is diligent in ensuring that parents are always informed and educated on school policies, procedures, and programs. The following means of communication have been established at MCES: Home-School ConnectionGeorgia Department of Education April 2015 ● Page 22 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan  Teacher Webpages  Parent Portal on Infinite Campus  PTO meetings  Parental Involvement Nights  Title I Annual Meeting  Emails  Phone Conferences  Face to Face Conferences  School and Class Newsletters  Parent/School Compact  Progress Reports/Report Cards  I.E.P. meetings for our Special Education Students  E.I.P. meetings for all of our Tier 3 students and any parent of a Tier 2 student that requests a meeting  One-Call Now program- (an automated messenger service used for mass communication announcements)  Remind101- mass texting program for school announcements  Class Dojo individual behavior text messages to parents12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Response: Teachers will administer state achievement assessments using secure, standardized procedures outlined by the school testing coordinator and the system testing coordinator. Following administration, tests will be sent to the appropriate scoring agency who then secures all test data. Test data is obtained by the district testing coordinator via the secure Georgia Department of Education Portal. When data is received, it is disaggregated by the principal and leadership team and then promptly shared with teachers. Besides the state summative assessment, Montgomery County Elementary utilizes many other forms of test data to help analyze student progress. Formative tests through Performance Matters are given as a pre and post- test and through three check points. Benchmark testing with DIBELS Next (K-5) and MCLASS Math (K-5) is utilized to gain more information on students’ reading and math mastery. Data is analyzed during RTI meetings to gain understanding of student needs and to help determine appropriate interventions.13. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Response: The statistical validity and reliability of the summative instrument administered are maintained by the Georgia Department of Education. Teachers and staff are continually trained on test security and administration in order to ensure that testing results will be sound reflections of student learning. Georgia Department of Education April 2015 ● Page 23 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan At the local level, teachers and staff are trained on each test to ensure that the results are valid and reliable and are understood when analyzing data. The S.W.A.T. team is responsible for the beginning, middle, and end of the year benchmarking and the teachers are responsible for the formative testing, subject-area testing, and progress monitoring of reading and math skills. Test data will be handled in a confidential manner at the system and school levels.14. Provisions for public reporting of disaggregated data. Response: The principal conducts the Annual Title I Meeting in September to review the past year’s assessment results and longitudinal assessment data. Local newspapers, radio stations, and other media outlets also provide assessment data and comparisons from surrounding districts to the public on an on-going basis. The State Report Card is available to the public through the Governor’s Office of Student Achievement. This report card provides demographic information as well as information from state mandated testing.15. Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program Response: The Title I School-wide School Improvement Plan is reviewed at the end of the school year and developed with input from administrators, teachers, staff, parents, and community members. At the beginning of the school year the plan is reviewed to make changes based on any updated data collected and then presented to the leadership team, whole staff, parents and community members, and the school council. Feedback and suggestions from all stakeholders are collected and revisions made where appropriate.16. 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). Response: Stakeholders are solicited for their input on the Title I School-wide School Improvement Plan as well as the Title I Parent Involvement Policy and Parent-Teacher-School Compact through surveys and meetings. Surveys are distributed to all stakeholders and analyzed to provide suggestions to the plan and working meetings are held to review assessment data and school goals to gain suggestions for the upcoming year. All information is available to view on the school website.17. Plan available to the LEA, parents, and the public. Response: A copy of the Montgomery County Elementary Title I School-wide School Improvement Plan will be on file at the school and with the Superintendent and the local Title I Director at the Montgomery County Board Office. Parents and the public may view the plan on the Georgia Department of Education April 2015 ● Page 24 of 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan school’s website. Copies of the plan are also available in hard copy form upon request.18. 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. Response: Translations of the plan both oral and written are provided as needed. Notifications for parent meetings and other pertinent information are posted when needed. An interpreter is also available as needed for parent meetings or conferences. 19. Plan is subject to the school improvement provisions of Section 1116. Response: The school will continue to comply with all rules and regulations of the county and state for school improvement provisions of Section 1116.Georgia Department of Education April 2015 ● Page 25 of 25

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