austin road elementary continuous school improvement 5

Austin Road Elementary

2013-2018 Targeted Assistance (TA) Continuous School Improvement 5 Year Plan

Georgia Department of Education

TA/School Improvement Plan

Adapted from Dr. John D. Barge, State School Superintendent, April 2011

of 36 January 24, 2013—Revision 1.0

Statement of Quality Assurance

Effective and timely use of data allows systems to make decisions to best utilize those interventions that are having a positive impact on student achievement. To ensure that school improvement stakeholders have a common understanding regarding the development and implementation of the Continuous School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its entirety.

http://www.smartdraw.com/specials/flowchart.asp?id=288425





School Name: Austin Road Elementary

School Mailing Address: 50 Austin Road

Stockbridge, GA 30281

LEA Name: Henry County Board of Education

LEA Title One Director/Coordinator Name: Dr. Sandra Moore

LEA Title One Director/Coordinator Signature:

Date:

LEA Title One Director/Coordinator Mailing Address: 33 North Hinton Parkway

McDonough, GA 30253

Email Address: [email protected]

Telephone: 770.957.6547

Fax: 770.957.0301





Planning Committee Members:

NAME

POSITION/ROLE

Arthur Blevins Principal

Lois Barney Assistant Principal

Olenka Golden EIP Reading Teacher

Naeem Roberts EIP Math Teacher

Makisha Williams Title ELA

Dr. Daniel Sweet Title Math

Susan Bowlin 2nd

Grade Teacher

Chi Truong 3rd

Grade Teacher





HENRY

COUNTY

SCHOOLS

Our Mission Our Vision Our Beliefs

Reaching academic excellence through technology.

To become a School of Excellence with a focus on

technology

Partnership-Quality education is a partnership between home, school, and community stakeholders working toward maximum learning and student development. Academics-All children are unique and learn at different rates and in different ways. Technology -The integration of technology, throughout the curriculum, prepares our children to excel academically. Safety-The staff provides an emotionally and physically safe environment.

Focus 1:

Student

Jan-Dec 2013 Jan-Dec 2014 Jan-Dec 2015 Jan-Dec 2016 Jan-Dec 2017

CCGPS/ GPS CCGPS- CCGPS CCGPS- CCGPS-

Austin Road Elementary: 5-Year Strategic

Plan





Achievement 3% increase in

reading, math, and writing scores as measured by the CRCT, SLOS, GA Writing Assessments, and mock writing assessments

Teacher will increase knowledge on CCGPS & Differentiation

Implementation

Across Contents

PARCC

Full Integration

PARCC

SchoolNet / RTI

RTI Full Implementation

SchoolNet

CCRPI

CCRPI

CCRPI

Implementation

DI – Rdg & Math

Full

Implementation

DI – Rdg &

Math

DI across

content areas

DI across

content areas

DI across

content areas

System Level

CCGPS-Implementation

CCRPI

SchoolNet- Assessment & RTI

CCGPS- Across Contents

CCRPI

SchoolNet- Curriculum

Instruction

CCGPS- PARCC

CCRPI

SchoolNet- Full Implementation

CCGPS- Full Integration

CCRPI

CCRPI

Focus 2:

Culture,

Climate &

Community Increase

positive behavior in students and decrease office referrals by 2%

Increase communication with parents and other stakeholders


S.O.A.R. (Safe,

Organize,

Accountable, &

Respectful) –

Positive

Behavior

Support

S.O.A.R. (Safe,

Organize,

Accountable, &

Respectful) –

Positive

Behavior

Support

S.O.A.R. (Safe,

Organize,

Accountable, &

Respectful) –

Positive

Behavior

Support

S.O.A.R. (Safe,

Organize,

Accountable, &

Respectful) –

Positive Behavior

Support

S.O.A.R. (Safe,

Organize,

Accountable, &

Respectful) –

Positive Behavior

Support

Instructional

Focus Period

Implement

Instructional

Focus Period Full Implementation

Instructional

Focus Period

Instructional

Focus Period

Instructional

Focus Period

Implement

Campus

Campus

Messenger

Parent

Workshops

Parent Portal Parent Portal





Messenger

Pilot BYOT in

TAG Class

Pilot BYOT 5th

Grade

Pilot BYOT in

Grades 3 - 5

Full

Implementation

of BYOT in

Grades 3 - 5

Full

Implementation

of BYOT in

Grades 3 - 5

System Level

Culture of

Support RTI Owner / School

Based Pyramid of

Interventions

Culture of

Support Instructional Focus

Period

Focus 3:

Quality

Assurance

Increase & maintain quality standards-based instruction


TKES/LKES TKES/LKES TKES/LKES TKES/LKES TKES/LKES

Staff Surveys on

Professional

Development

Staff Surveys on

Professional

Development

Staff Surveys on

Professional

Development

Staff Surveys on

Professional

Development

Staff Surveys on

Professional

Development

Lesson

Monitoring

Lesson

Monitoring

Lesson

Monitoring

Lesson

Monitoring

Lesson

Monitoring

Discipline

Reports

Discipline

Reports

Discipline

Reports

Discipline

Reports

Discipline

Reports

Walkthroughs

in TLE

Walkthroughs

in TLE

Walkthroughs

in TLE

Walkthroughs

in TLE

Walkthroughs

in TLE

System Level

TKES/LKES –

Year 1

System Wide

TKES/LKES Internal GAPSS Internal GAPSS

The implementation of the strategies and initiatives will be monitored through the Annual Action Plan





School Improvement Fieldbook

A Guide to Support College and Career Ready Graduates

Planning Process for Continuous Improvement

The following guidelines and steps are recommended to assist principals, leadership teams, and teachers in facilitating the continuous improvement process and in developing a

focused school improvement plan. Probing questions are to be used throughout the process to aid in collaborative analysis to plan strategic actions.

PLAN Step 1: Collect all relevant student learning data.

What data do we need to collect?

o Student learning

o Demographic

o Perception

o Process

Step 2: Analyze data to prioritize needs.

Student learning question

o What are our student’s overall strengths and areas of need?

o What are the student learning trends for the last 3 years?

Demographic questions

o How do these data influence student placement?

o How do these data influence access to rigorous coursework?

o How do these data influence school-wide policies and procedures (discipline plan, schedule, etc.)?

Perception data questions

o Do other data sources align with our perceptions?

o Are there discrepancies between “perceived” practice and “observed” practice?

Process data questions

o What do our data tell us about the effectiveness of our school practices?

o How do these processes help maximize student learning?

o How do these processes create barriers to student learning?

Step 3: Determine potential root causes. (Resource: School Leader’s Guide to Root Cause Analysis, Using Data to Dissolve Problems, Paul Preuss)

What are possible causes of these data?

What adult practices might be the cause of these data?

What student practices might be the cause of these data?

Step 4: Establish SMART Goals. (Example: The percentage of 5th Grade students exceeding the Reading portion of the CRCT (45%) in 2012, will increase by 5% to (50%) by

2013 as indicated on the Spring Administration of the GA-CRCT.)

Specific and strategic

Measurable

Attainable

Results-based and relevant

Time-bound Adapted from GaDOE August 5, 2011





DO Step 5: Identify actions, strategies, and interventions.

What will we do to support students in meeting these goals?

What research-based action from the root cause analysis will support student in meeting this goal?

What knowledge and skills (professional learning) will adults need to support students in meeting this goal?

What organizational structure might be needed to support students in meeting this goal?

When will we do these actions?

What resources will we need to implement this action?

How much will this action coast?

Who will be responsible for monitoring the implementation?

Who will be responsible for implementing the action?

Include GAPSS data RTI information when appropriate.

Step 6: Determine artifacts and evidences for monitoring. (Resource: GAPSS Implementation Resource, Green Spiral Bound Notebook)

What changes and improvements will we expect from adults and students?

How will student learning be measured?

What is the evidence for student learning?

As a result of implementing this action, adults will…

As a result of implementing this action, students will…

Step 7: Complete the school improvement plan.

Step 8: Implement the school improvement plan.

How do we make this plan operational?

What job-embedded professional learning will support implementation?

How do we prioritize our focus? Year 1; Year 2; Year 3; Year 4; Year 5

How do we narrow the Focus?

What adult and student practices will be implemented?

How do we celebrate progress?

Step 8 A Complete the Quarterly Action Plan (QAP)

CHECK/ACT Step 9: Monitor the implementation of the school improvement plan via the QAP

How will we monitor implementation?

What data will we collect?

How will data be gathered?

Who will gather the data?

When will data be gathered?

What will we look for to determine quality?

How do we determine impact on student learning?

How do we address revision?

Step 10: Quarterly monitoring visit via the QAP. Internal and External Review of School Improvement Plan

Internal Review=Peer Review of document

External Review=Meeting with Executive Officer per area to discuss application of SIP in practice highlighting revisions and modifications to plan based on

data. Answering the

questions: What is working? What is not working? What tangible evidence do you have to support your belief? Adapted from GaDOE August 5, 2011





Learning and Leadership Services School Improvement Process

2012-2013

PLAN PLAN PLAN PLAN

DO DO CHECK/ACT

Student Learning

Demographic

Perception

Process

Student Learning

What are our students’ overall

strengths and areas

of need? What are the student

learning trends for

the last three years? How does

our student data

compare to the Absolute Bar for

each Annual

measurable

Objective (AMO0

Demographic

How do these data

Influence student Placement? How

Do these data

influence access To rigorous

Coursework?

How do these data influence school-

wide policies and

procedures (discipline plan,

schedule, etc.)?

Perception

Do either data Sources align

With our

Perceptions? Are

There

Discrepancies

Between “perceived”

Practice and

“observed”

practice?

Process

What do our data tell us about the

effectiveness of

our school? practices? How do

these processes

help maximize student learning?

How do these

processes create barriers to student?

learning?

What adult practices

might be in

the cause of

the data?

What student

practices might be the

cause of the

data?

Specific

and strategic

Measurable

Attainable

Results-based

and relevant

Time Bount

Identify Actions, Strategies, and Intervention

How will we get there? What will we do to support students in meeting goals?

Determine Artifacts and Evidence

What changes and improvements will we expect from adults and students?

How will student learning be impacted?

What research-based action(s)

will support

students in meeting the

goal?

What knowledge and skills

(professional

learning) will adults need to

support students in

meeting the goal?

What organizational

structure might be

needed to support students in meeting

the goal?

When will we do these actions? What resources will we need to

implement? How much will this

action coast? Who is responsible for implementing the action?

Who will be responsible for

monitoring the implementation?

As a result of implementing this

action, strategy, or

intervention, adults will …

As a result of

implementing this action, strategy, or intervention, students will…

What is the evidence

of student learning?

Complete School

Improvement Plan

Implement the Plan

How do we make this plan operational? Monitor

How will we monitor implementation?

Review Elementary and

Secondary Education Act

(ESEA) requirements.

What job-embedded professional learning will

support implementation?

How do we narrow

the focus?

What adult and student practices will be implemented?

How do we

celebrate progress?

What data will we collect? How will data be gathered? What will we look for to

determine quality? How do we determine

impact on student learning? How will we

revise our plans?

Collect Data

What data do we need

to collect?

Analyze Data to prioritize Needs

Where are we? What are these data telling us? What are these data not telling me?

Determine Potential Root Causes

What are possible root causes? of the data?

Establish SMART Goals

What results do we want to

achieve?





Henry County Schools

Annual Action Plan RUBRIC

rlb

6/14/2012

This document is a draft of the Annual Action Plan Rubric. It is designed to serve as the monitoring tool used to determine the depth

and rigor of the content of the Annual Action Plan for all 50 schools. There are a total of 9 indicators.





Plan: The Planning is combined of What and How questions: What is required?

How much is required? Where it is required? Who should do it? When is it

required? Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART

goals? LK Instructional Leadership 1.3 Uses Student Achievement data to determine school effectiveness and directs school staff to

actively analyze data for improving results.

P 1.1 Collecting all relevant student learning data including student

learning (achievement), demographic, perception and process Not Addressed Emergent Operational Fully

Operational No evidence of the school’s

identification of the 4 types of

data to inform the development

of the Annual Action Plan.

There is some evidence of the

school leadership team

members using 1-2 types of

data to inform the development

of the Annual Action Plan.

Some teachers, leadership team

members and administrators

review data to include but not

limited to (Student learning

(achievement), demographic,

perception and process) to

inform the development of the

Annual Action Plan.

All teachers, leadership team

members and administrators

review and discuss the 4 types

of data including (student

learning (achievement),

demographic, perception and

process to inform the

development of the Annual

Action Plan.





Plan: The Planning is combined of What and How questions: What is required? How

Plan: The Planning is combined of What and How questions: What is required? How much is required? Where it is required? Who should do it? When is it required? Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals? LK Instructional Leadership 1.2 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement and improve overall school effectiveness. LK Planning and Assessment 3.9 Uses assessment information in making recommendations or decisions that are in the best interest of the learner/school/district.

P 1.2 Analyzing data to prioritize needs. Not Addressed Emergent Operational Fully Operational No formalized and systematic data analysis process is in place that allows the school to prioritize needs based on student learning questions, demographic questions, perception data questions or process data questions.

Although student achievement summative data is included as part of the school analysis process, no comprehensive review of student learning (achievement) demographic, perception, or process data is evident.

A formalized and systematic review of data to include but not limited to student learning (achievement), demographic, perception data, or process data is evident. Greater emphasis should be given to deeper questioning of these types of data targeted to determine student’s overall strengths and areas of need and trends for the last 3 years. Identify processes that create barriers to student learning, maximize student learning, determine data sources that align with perceptions, or demographic data that influences school wide policies and procedures.

A formalized and systematic review of data that includes student learning (achievement), demographic, perception, and process is fully operational in all aspects of the Annual Improvement Plan. Through the exhaustive questioning of these various data sources the school is poised to address barriers to student achievement and identify methods to maximize student achievement. This process for analyzing data will ensure that individual learners, subgroups of students and the school community as a whole are successful.





much is required? Where it is required? Who should do it? When is it required? Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals? LK Instructional Leadership 1.7 Works collaboratively with staff to identify needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum.

P 1.3 Determine potential root causes. Not Addressed Emergent Operational Fully Operational Determination of potential root causes is not evident at the school level within the Annual Action Plan. Hence, the school’s plan is not reflective of identification of possible causes from the data or if adult practices or student practices are the cause of the data.

Determination of potential root causes is apparent in some aspects of the Annual Action Plan at a cursory level. More emphasis in determining possible causes of this data and influential impacts on the data would yield greater results.

Determination of potential root causes is apparent in most of the Annual Action Plan beyond the cursory level identifying actual causes of the data. It is evident that the school has identified possible causes of their data as evidenced in their goal setting, strategies or interventions employed.

Determination of potential root causes is apparent in all aspects of the Annual Action Plan identifying actual causes of the data. It is evident that the school has identified possible causes of their data as evidenced in the goal setting, strategies and interventions employed.





Plan: The Planning is combined of What and How questions: What is required? How much is required? Where it is required? Who should do it? When is it required? Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals?

P 1.4 Establish SMART Goals Not Addressed Emergent Operational Fully Operational None of the goals written within the Annual Action Plan include the 5 components of a SMART goal framework (i.e. Specific and strategic; Measurable; Attainable; Results-based, relevant and Time-bound.

Some of the goals written within the Annual Action Plan include some components of a SMART goal framework (i.e. Specific and Strategic; Measurable; Attainable; Results-based, relevant and Time-Bound.

All of the goals written within the Annual Action Plan include all components of the SMART goal framework including (i.e. Specific and Strategic; Measurable; Attainable; Results-based, relevant and time-bound.

All of the goals written within the Annual Action Plan include all components of a SMART goal framework including (i.e. Specific and Strategic; Measurable; Attainable; Results-based, relevant and time-bound) for both achievement goals and Culture, Climate and Community goals.

Leader Keys Evaluation System- Performance Goal Setting pg. 17 of 84





DO: After planning you must realize your plan- put words into actions. DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for monitoring and implementing the Annual Action Plan.

D 1.1 Identify, actions, strategies and interventions Not Addressed Emergent Operational Fully Operational There is little or no evidence that the identified actions, strategies, and/or interventions will support individual learners, subgroups of students or the school community meets their goals. Moreover, these actions, strategies and/or interventions are not research-based, lack definition of what the adult learner will need to know and be able to do, absent of a timeline, monitoring process and vague on resources necessary for successful implementation.

A few of the identified actions, strategies, and/or interventions will support individual learners, subgroups of students or the school community meets their goals. A few of the identified actions, strategies and/or interventions are aligned to short or long term goals. However, they would be enhanced by having a timeline, monitoring process, identification of necessary resources, defining what the adult learner should know and be able to do and be research-based.

Most of the identified actions, strategies and/or interventions will support individual learners, subgroups of students or the school community meets their goals. Most of the identified actions, strategies and/or interventions are research based and aligned to short or long term goals. Most of the actions, strategies and/or interventions have a monitoring process, identifiable resources aligned to the goals, a timeline for (implementation/completion) and define what the adult learner should know and be able to do.

All of the identified actions, strategies, and/or interventions will support individual learners, subgroups of students or the school community meets their goals. All of the identified actions, strategies and/or interventions are research-based and aligned to short or long term goals. All of the actions, strategies and/or interventions have a monitoring process, identifiable resources aligned to the goals, a timeline for (implementation/completion) and define what the adult learner should know and be able to do.





DO: After planning you must realize your plan-put words into actions. DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for monitoring and implementing the Annual Action Plan.

D 1.2 Determine Artifacts and Evidences for monitoring Not Addressed Emergent Operational Fully Operational The principal and assistant principal(s) do not have a systematic approach to determine changes and improvements expected for adults and students within the plan. There is little or no evidence of how student learning will be measured or how adult instructional practices will change.

The principal and assistant principal(s) and leadership team members have a simplistic approach to determining changes and improvements expected for adults and students within the plan. This process would be enhanced with a more comprehensive approach that includes evidence of how student learning will be measured and how adult instructional practices are expected to change.

The principal, assistant principal(s) and leadership team members have a comprehensive approach for determining changes and improvements expected for adults and students within the plan. This process will be enhanced by ensuring the following are evidenced in the plan: (As a result of implementing this action, adults will… and As a result of implementing this action, students will…)

The principal, assistant principal(s) leadership team members, parents and students have a comprehensive approach for determining changes and improvements expected for adults and students within the plan. It is clearly evident how student learning will be measured and how adult instructional practices will change.





DO: After planning you must realize your plan-put words into actions. DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for implementing and monitoring the Annual Action Plan.

D 1.3 Implement the Annual Action Plan Not Addressed Emergent Operational Fully Operational There is little or no evidence within the plan that there is job-embedded professional learning, prioritization of actions, strategies and interventions, explicit expectations for adult and student practice expectations and a prescriptive manner for celebrating progress.

There is some evidence within the plan that there is job-embedded professional learning, prioritization of actions, strategies and interventions, explicit expectations for adult and student practice expectations and a prescriptive manner for celebrating progress.

The majority of the evidence within the plan shows that there is job-embedded professional learning, prioritization of actions, strategies and interventions over a (5-year) time period, explicit expectations for adult and student practice expectations and a prescriptive manner for celebrating progress.

The entire plan shows that there is clearly aligned job-embedded professional learning, prioritization of actions, strategies and interventions over a (5 year) time period, explicit expectations for adult and student practice expectations and a prescriptive and intentional manner for celebrating progress.





DO: After planning you must realize your plan-put words into actions. DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for monitoring and implementing the Annual Action Plan. LK Professionalism 7.8 Demonstrates the importance of professional development by providing adequate time and resources for teachers and staff to participate in professional learning (i.e. peer observation, mentoring, coaching, study groups, learning teams) LK Professionalism 7.9 Evaluates the impact professional development has on the staff/school/district improvement and student achievement

D 1.4 Embedded Professional Learning within plan Not Addressed

Emergent Operational Fully Operational

There is little or no evidence of job-embedded professional learning identified within the plan to support adult learning and professional growth.

There is some evidence of job-embedded professional learning opportunities identified within the plan to support adult learning and professional growth. There is little or no evidence within the plan that identifies how the anticipated effect of professional learning will change adult practices and how it will be measured.

The majority of the plan provides evidence of job-embedded professional learning opportunities that will support adult learning and professional growth. There is some evidence that identifies how the anticipated effect of professional learning will change adult practices and how it will be measured. The plan would be enhanced by identifying specific job-embedded modalities (i.e. peer observations, modeling, instructional coaching, teacher meetings)

The entire plan provides evidence for opportunities of job-embedded professional learning that will support adult learning and professional growth. There is clear evidence that identifies how the anticipated effect of professional learning will change adult practices and how they will be measured. The plan is prescriptive by identifying specific job-embedded modalities (peer observations, modeling, instructional coaching, and teacher meetings.)





Check/Act: Monitor and measure the processes and products against policies, objectives and requirements. Report the results. Take actions to continually improve process performance. CA Standard 1: Collection of data (who will collect, what will be collected, how to collect data) Determine impact on student learning. How good is good enough? (Quality) LK Planning and Assessment 3.5 Collaboratively develop implements and monitors a school improvement plan that results in increased student learning. LK Planning and Assessment 3.6 Collaboratively plans, implements, supports and assesses instructional programs that enhance teaching and student achievement and lead to school improvement.

CA 1.1 Monitor the implementation of the 5-yr Strategic Plan via the AAP (Annual Action Plan) Not Addressed Emergent Operational Fully Operational The principal and assistant principal(s) do not have a systematic approach to determine changes and improvements expected for adults and students within the plan. There is little or no evidence of how student learning will be measured or how adult instructional practices will change.

The principal and assistant principal(s) and leadership team members have a simplistic approach to determining changes and improvements expected for adults and students within the plan. This process would be enhanced with a more comprehensive approach that includes evidence of how student learning will be measured and how adult instructional practices are expected to change.

The principal, assistant principal(s) and leadership team members have a comprehensive approach for determining changes and improvements expected for adults and students within the plan. This process will be enhanced by ensuring the following are evidenced in the plan: (As a result of implementing this action, adults will… and As a result of implementing this action, students will…)

The principal, assistant principal(s) leadership team members, parents and students have a comprehensive approach for determining changes and improvements expected for adults and students within the plan. It is evident how student learning will be measured and how adult instructional practices will change.





______________________________________________________________ Principal Signature/Date

______________________________________________________________ Evaluator Signature/Date

Comments:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Rating Point Value Number of Standards Rated at

that Level

Computation

Fully Operational 3 3x ______ = Operational 2 2x ______ =

Emergent 1 1x ______ = Not Addressed 0 0x ______ =

Add the four numbers in the computation column to compute the total score Total =





CSIP Components

1. Description of instructional strategies and programs which coordinate with and support the regular

program.

Response:

A. List the grades and subject areas to be served.

At Austin Road Elementary, Title I support services will be provided for students in first through

fifth grades, in the areas of reading, English/language arts, and mathematics.

B. Describe the instructional strategies to be used.

Makisha Williams will serve as our Literacy Instructional Lead Teacher, Daniel Sweet will serve as

our Math Instructional Lead Teacher and two certified teachers will serve as math and reading tutors

for grades 1-5. In this position, they will be a resource for all classroom teachers, assisting in the

planning and delivery of professional development. The Instructional Lead Teachers will spend 25%

of their day working with grades 1-5 through collaborative teaching with instructional activities that

address specific content needs. The Instructional Lead Teachers will monitor data gathered through

assessment systems (Fountas & Pinnell Running Records, mock writing assessments, IKAN &

Gloss,) intended to provide specific skills and standards that are determined “areas of need”.

The teacher tutors will spend 100% of their day providing small group instruction with instructional

activities that address specific skills in reading, English/language arts, and mathematics. Through the

pull-out model, they will work to meet the needs of the “at risk” students in these grades.

Jessica Mitchell will serve as our Parent Involvement Paraprofessional. She will assist the Title staff

in coordinating ways to get parents involved.

C. Describe the scheduling model(s) to be used.

The Title I tutors will use the pull-out model to meet the student’s needs.

During the instructional day, the students will be provided the opportunity to work with technology

and programs (Education City, First In Math etc.) The students identified as “at-risk” are placed in

Tier III, and the teachers work with the individual students using research based strategies and collect

data to determine the student’s response to intervention. Response to Intervention is provided by the





1. Description of instructional strategies and programs which coordinate with and support the regular

program.

teachers one hour each day.

D. Describe the supplemental instructional activities that will be used.

During the instructional day, the students will be provided the opportunity to work with technology

and programs (Education City, First In Math, Starfall, United Streaming, etc.) The students

identified as “at-risk” are placed in Tier III, and the teachers work with the individual students using

research based strategies and collect data to determine the student’s response to intervention.

Response to Intervention is provided by the teachers one hour each day. Extended tutoring sessions

will be available to 1st-5

th grades during the instructional day.

2. Describe the method (s) by which children with the greatest need are selected.

Response:

A. PK-2 selection criteria

a. 1st -5th

grade students will be selected through multiple selection criteria The ILTs will create a list

of students deemed “at risk”, based upon their ranking in the following: CRCT test scores, Fountas

Pinnel Running Records, IKAN & Gloss, Math CFA’s, GRASP, and Teacher recommendation.

3. Describe the provisions made to serve all eligible children, including economically disadvantaged,

disabled, migrant, LEP, and homeless children as well as those who have participated in Head Start or

Even Start or who received services from an N or D institute during the previous two years.

Response:

Title I services will be available to all student who qualify and show the need for remediation and

further instruction during the academic school year. As students enroll, data is collected through the

use of school screeners, i.e. entrance screeners, to determine if Title services are needed.





3. Describe the provisions made to serve all eligible children, including economically disadvantaged,

disabled, migrant, LEP, and homeless children as well as those who have participated in Head Start or

Even Start or who received services from an N or D institute during the previous two years.

4. Describe the provisions for instruction by highly-qualified staff and a description of strategies used to

provide professional development opportunities to teachers and other individuals as appropriate.

Response:

A survey will be provided to the teachers to determine needs for professional learning. The

professional learning plan is differentiated by teacher needs. Austin Road Elementary’s professional

learning plan is focused on providing training to the teachers on differentiated instruction. Teachers

will meet weekly for professional learning activities. This year, along with standards-based

professional learning, the focus is on math instruction using the CRA model (concrete,

representational, and abstract). An additional focus of higher order thinking will be a professional

learning priority as well.

5. Describe the strategies planned to increase the level of parental involvement based on the LEA Parental

Involvement Policy. Policy and parent compact should be attached to the TA Plan.

Response:

At Austin Road Elementary, the parent involvement paraprofessional creates a parent involvement

plan based on a survey identifying parent concerns and needs. Six evening workshops are planned

throughout the year (Homework Box, Number Sense, Literacy Night, Moms versus Dads

Volunteering, Transitioning from Elementary to Middle School, Parent Academy, & CRCT prep

night) are planned for the parents. Make-it take-it fashion workshops will also be available for

parents a couple of times through the year.

6. Describe the procedures to be used for coordination of Title I resources with other resources to enable

children served to meet the State content standards and State student performance standards.





Response:

Resources are easily available via Literacy/Math Instructional Lead Teacher resource room and

Parent Resource Room. All instructional resources purchased are aligned with the Common Core

Georgia Performance Standards.

7. Describe the process for reviewing the progress made by participating children, on an ongoing basis and

the process for revising the program as needed to provide additional assistance to enable these children to

meet the State content standards and State student performance standards.

Response:

At Austin Road Elementary, a data room was created to help monitor student progress. The teachers

will administer a pre and post assessment at the beginning and end of each grading period. Weekly

assessments will be used to adjust instruction, as needed. Each grade level team has created a

S.M.A.R.T. goal for both reading and math and has planned specific strategies to enhance student

learning. The teachers are also provided the opportunity to plan collaboratively using the Common

Core Georgia Performance Standards every nine weeks. The Title Tutors also provide individual

data reports. (See Attachments; please double click the attachments to enlarge and expand)

8. Describe the procedures for an annual assessment of students for meeting state and local expectations.

Response:

Pre and Post CFAs will be administered to students to track possible outcomes on the CRCT and





students’ performance in grades 3-5. Students in grades 1-2 will be assessed with a mock CRCT to

determine mastery of grade level standards. Once the results are received for CRCT (3-5) in the late

spring, student performance will be reviewed and analyzed. Specific student growth will be

documented, as well as performance of grade levels, by subject area and domain content.

Departments and grade level teams will meet once during the summer months to analyze current

CRCT data and strategically plan instruction for the upcoming school year. (See Attachments;

please double click the attachments to enlarge and expand)





School Type: Elementary School

Grade Range: Grade 1 - Grade 5

Contact information for this School:

Address: 50 Austin Rd

Stockbridge, GA 30281

Phone: 770-389-6556

CURRENT STUDENT ENROLLMENT PER STUDENT SUBGROUP

Number of Students Percent*

Total Enrollment 505 -

Male - -

Female - -

FRL 306 60.59%

ELL 7 1.39%

SWD 51 10.10%

American Indian/Alaska Native 2 0.40%

Asian 4 0.79%

Black/African American 365 72.28%

White 76 15.05%

Native Hawaiian/Pacific Islander 1 0.20%

Hispanic/Latino 38 7.52%

Two or More 19 3.76%

* Many students belong to more than one student subgroup. The sum total for percent of total enrollment (shown in the right hand

column) may consequently be greater than 100%.





Benchmark Test Performance by Subject Report - Single Year

Exceeds Progressing Emerging Critical Need Total Unique

English Language and Literature 08/15/12, Kindergarten F&P Benchmark SLO 4.20% 14.60% 14.60% 66.70% 48

Total Unique 2 7 7 32


Exceeds Meets Progressing Emerging Critical Need

Total Unique

English Language and Literature 08/15/12, First Grade F&P Benchmark SLO 9.50% 8.30% 16.70% 41.70% 23.80% 84

Total Unique 8 7 14 35 20



Total Unique

English Language and Literature 08/15/12, Second Grade F&P Benchmark SLO 11.10% 23.60% 12.50% 5.60% 47.20% 72




Total Unique

English Language and Literature 08/15/12, Third Grade F&P Benchmark SLO 19.30% 18.10% 15.70% 19.30% 27.70% 83


austin road elementary continuous school improvement 5

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