Rockdale County Public Schools

Schoolwide Title I Plan

Peek’s Chapel Elementary School Plan Originated: August 2005Plan Revised: August 1, 2016

1. A comprehensive needs assessment:

Peek’s Chapel Elementary School continues to be eligible for Title 1 school wide services. The Peek’s Chapel Elementary faculty and stakeholders have met as various modalities such as a Building Leadership Team, A Strategic School Improvement Planning Team, School Council, Vertical Teams, grade level teams as well as a faculty to discuss options and design the most effective services for our student population. Upon review of all of our data, current programs, test scores, demographics, enrollment and withdrawal trends, the staff determined that there is an increased need for school wide reform strategies that include teacher observations, as well as students’ classroom performance. That said a more comprehensive instructional plan is warranted in order to meet the needs of the student population.

Peek’s Chapel Elementary opened during the 2001-2002 school year. Due to the fact that the facility was not ready at the projected completion date, students were housed at Honey Creek Elementary for one school year. The facility was completed and ready for the opening of the 2002-2003 school year. The school is located in a fast-growing suburb of Atlanta; enrollment has grown steadily since its beginning, reaching an enrollment of 637 students as of this revision. As the enrollment grew, so did the school’s transiency rate. The transient population percentage (based on the number of students who entered or withdrew during the course of the school year) was 77% in 2005-2006 and 75% in 2006-2007.

Student Enrollment 2008-2015

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

598 630 621 610 623 621 641 629

The predominant ethnic population at Peek’s Chapel Elementary School is African American. While the Hispanic population in Rockdale County has grown over the past several years, the Hispanic population of Peek’s Chapel is less than 5%. This low percentage is partially due to the fact that many of the Hispanic students in the area attend other schools in the system that house English Language Learner (ELL) programs. Peek’s Chapel has seen an increasing enrollment of African-American students; the White/Non-Hispanic student enrollment has decreased over the years.

Ethnic Background of Students

Ethnicity 2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

Native American 2% 0% .17% 0.33% .48% .49% -

Hispanic 3% 5% 3.09%

2.95% 4.33% 3.09% 5.65% 6%

Asian/Pacific Islander

0% 2% 1.89%

1.3% 1.28% 1.46% 1.09% 1%

African-American 84% 83.% 85.4%

83.93% 84.59% 86.17%

85.71% 86%

White/Non-Hispanic 8% 7% 5.5% 5.74% 4.82% 5.20% 3.45% 3%

Multi-racial 5% 3% 3.95%

5.08% 4.5% 3.58% 3.45% 4%

Our school wide plan is written for all students in the school based on the following areas of need:

A steady rate of students qualifying for the free/reduced lunch program.

2014-15 2015-16Enrollment 641 629F/R 80% 83%

Continued high numbers of students referred for special services including the following enrollments:

o Gifted Educationo Special Educationo Early Intervention Program

2015-16Gifted 11.5%Special Ed 10.7%EIP Segments 215

In addition, our high transiency rate as well as a lack of parental participation in both the classroom and Parent Teacher Association indicates that students require additional assistance in order to achieve academic success and social growth.

Focus on student growth in all academic areas, increasing the percent of students in the typical/high growth ranges. Chart below indicates the percent of SY 2016 3rd and 4th graders in each of the identified categories: *test scores including all students from initial testing in April.

ELA Math Science Social Studies

Achievement Levels 2, 3, 4 65.5% 83% 68.5% 71.50%

Increase in student reading achievement in 5TH grade

At the end of SY 2016 45% of 4TH graders scored in the below grade level Reading Status on the Milestone End of Grade Assessment.

Increase the percent of students achieving a Lexile of 650 and 850 in in 3rd and 5th grade respectively.

3rd Grade 5th Grade

% of students At/Above Lexile of 650 (3rd) 850 (5th)

43% 69%

Professional growth for individual teachers and staff to support all academic content areas and classroom management to reduce the number of minor incidences that disrupt classroom instruction.

Disorderly Conduct

Classroom disruption

Fighting

# of Incidences 95 111 41

2. Schoolwide reform strategies:

School improvement is an ongoing process at Peek’s Chapel Elementary School. Faculty and staff are committed to student growth and student achievement. They implement reform strategies that provide all students with a program of instruction that enables them to reach their highest potential. LEA funds allow for the provision of 30 (PreK-5th), five full-time Early Intervention Program teachers, and 11 paraprofessionals. In addition, four special education teachers provide instruction to meet the needs of special needs school-age students.

By using only LEA provided funds, class sizes in 5th grade fall between 25-27 students. To reduce this ratio to maximize effectiveness, Peek’s Chapel’s Title 1 funds will be used to add 1 additional classroom teacher, creating class sizes of approximately 20 students, which will in-turn reduce small groups for learning to less than 15.

In addition to reduced class sizes and small group learning, students in grades 1st -5th will be clustered based on their gifted eligibility with a gifted endorsed teacher for advanced content instruction, or participate in a gifted collaborative model. K-2nd grade gifted students will be clustered in their classes and will meet with a county gifted endorsed teacher once a week in addition to being served through the collaborative model on a daily basis. Third through fifth grade students will attend the county’s gifted program at the Program Challenge Center one day a week. EIP teachers will provide remediation initially to students based on end of the year eligibility following the RCPS EIP guidelines. As their schedules allow, they will provide services for students who are recommended by their teachers based on their at-risk status.

Grades 1-5 students will utilize STAR360 monthly to monitor their reading and math progress, focusing on scale scores and Lexile. Students will utilize student data notebooks to track and monitor their progress as well as set monthly goals. According to John Hattie’s publication Visible Learning, student goal setting/self-reported grades has an effect size of 1.44 along with teaching self-verbalization/self-questioning with an effect size of .64. In addition to STAR360, K-2 teachers will utilize Saxon Phonics to teach phonics, which phonics instruction yields an effect size of .60. Grades 3-5 will utilize Achieve3000 independently and in small groups on a regular basis, tracking and monitoring their own progress focusing on scale score and Lexile. Students will use student data notebooks to track their progress and monitor their goals. Stretch passages will be used to support below grade level readers by classroom and support teachers. The inclusion, collaborative, and resource models will be used for identified special education students in the areas of reading, math, and writing. These models will enable teachers to provide on-grade level instruction, as well as remediation activities, as needed.

As students monitor their own progress, teachers will monitor progress and student achievement through the implementation of a multi-tiered process. Grade-level teachers will continue to meet weekly within the instructional schedule in professional learning committees (PLC) to participate in professional learning, review student work, and chart student growth and achievement. Teachers will meet weekly with the schoolwide RTI Student Support Team (SST) which includes the RTI chair, assistant principal, school psychologist, principal, teacher and parent to discuss strategies, analyze student assessments, and make recommendations for continued support of identified students at the tier three level. Teachers will continue to

review multiple pieces of student achievement data, including mastery of report card standards, and will develop tier two intervention groups as needed.

Administration will lead quarterly data meetings which will include classroom teachers and support personnel. During these meetings the group will review quarterly progress and achievement based on benchmarks, STAR360 assessments, Achieve3000, and other data available. This data will guide and inform safety net caseloads to include EIP, Tier 2 groups, and tutoring in order to meet the needs of each student.

Plans are in place to continue programs that are currently effective and add new programs that will benefit and accelerate the learning of our students. These programs include:

Accelerated Reader Before/After School Tutorial Programs (Reading, and Math) Kindercamp CHAMPS (Choosing Healthy Activities and Methods Promoting Safety) 4th-5th grade Chorus 4-H Reading Bowl Team Robotic/Rockbots-LEGO Club Honors Day Programs Oratorical Showcase Spelling Bee Young Georgia Author’s Writing Competition.

Our counseling program received national recognition. In April 2008, Peek’s Chapel received designation from ASCA (American School Counselor Association) as a recognized model program. This award recognizes schools that are “committed to delivering a comprehensive, data-driven school counseling program and an exemplary educational environment”. We are one of 60 schools from 14 states to receive this year’s recognition and the first school to be recognized in Rockdale County. We are proud to announce that we have achieved ASCA accreditation for the 2012-2016 cycle.

Our goals and activities support Rockdale County Public Schools’ strategic goals of increasing student achievement, effective and efficient use of resources, and stakeholder satisfaction. In addition, the goals and activities are aligned with the AdvancED accreditation and school improvement expectations and process. Through the development and quarterly monitoring of the Strategic School Improvement Plan, progress on meeting specific goals focusing on academic achievement, quality instruction, classroom management, student engagement and parental involvement is updated regularly. The staff continues to examine the effectiveness of each program and initiative. Teachers will meet weekly to analyze test data: Georgia Milestones, RCPS SLO Assessments, county benchmarks, pretests/posttests, and weekly common assessments. They will identify strengths and weaknesses, create an instructional plan of action, and implement research-based instructional strategies in the classroom. Student success in reading, writing, math, science and social studies will be documented using county benchmarks, mastery checklists, progress reports, report cards, performance-based assessments, and weekly assessments. All Peek’s Chapel students will participate in curricular activities to master the curriculum standards as set by the state of Georgia.

3. Instruction by highly qualified (HQ) teachers.

At the heart of the school is the dedicated staff. During the 2016-2017 school year, Peek’s Chapel employs two administrators, one media specialist, a digital learning specialist, 42 teachers, and one counselor. Additionally, Peek’s Chapel employs 14 paraprofessionals with 5 classified staff. Peek’s Chapel has a 100% highly qualified, certified staff. The majority of the staff has advanced degrees; several are presently enrolled in advanced degree programs and/or additional certification classes.

Administrators attend local and state job fairs as scheduled, post available positions on TeachGA and use the school’s website to attract teacher candidates. Candidates for hire are screened first by the principal and assistant principal, and must have certification in their field and a successful completion of the GACE. Candidates are recommended to an interview team consisting of administrators, counselor and teachers as part of the hiring process. Once hired, new teachers are provided with a mentor to assist them in becoming acclimated to the school, lesson planning, classroom observing, and professional growth. New teachers also meet with the administrative team for reflection on their teaching and support of school-wide processes.

Faculty and staff members are provided training for new program initiatives which will enable them to be qualified to teach our students. Current initiatives include training for classroom management, technology, reading, and writing. Faculty and staff members are encouraged to attend workshops and training sessions offered through other programs and individuals.

Rockdale County follows the state of Georgia’s guidelines in implementing TKES (Teacher Keys Effectiveness System) as an evaluation instrument. Informal and formal evaluations are administered and supervised by the school’s administration. Teacher progress is monitored through the administration, district coaches, and mentors. As a component of Teacher Keys, teachers will utilize teacher growth plans in setting individual professional goals. Feedback to teachers and a focus on the growth of these goals are the foundational elements of the Teacher Keys.4. In accordance with Section 1119 and subsection (a)(4), high-quality 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.

The professional learning plan for Peek’s Chapel is based on the school strategic improvement plan goals, strategic plan, AdvancEd self-assessment and an analysis of staff members’ needs and is available for all faculty and staff. All training is focused on the outcome of 100% of the student body meeting or exceeding standards. Based on data analysis of the Georgia Milestones, RCPS Summative Assessments, Star EL, SRI, quarterly benchmarks and classroom performance, training sessions are planned to assist faculty and staff members in identifying areas of need and/or planning interventions and strategies. Each year staff members complete the SAI survey and school generated surveys to give feedback that is used to develop the school’s professional learning plan.

Each staff member is afforded the required time necessary to complete training. Technology training, programs that enrich the teaching of the curriculum, and training to meet the social, emotional, and behavioral needs of the student body will continue to be a part of the school’s professional learning plan.

The Strategic School Improvement Plan encompasses all areas deemed appropriate for school improvement, based on current data. Increasing student reading levels will be a focus. As a part of professional learning current materials used will be reviewed for rigor and relevance. Current practices for reading instruction will be evaluated and professional learning will be implemented to enhance any areas seen as a deficit. Teachers will receive additional training in using, interpreting, and planning instruction based on the STAR assessments and Achieve 3000. In addition, teachers in grades K-2 will be provided the opportunity to earn their reading endorsement during the 2016-2017 school year.

Target areas of professional learning will include reading, technology, math, and student engagement to reduce classroom disruptions. Teachers will continue to be encouraged to attend conferences, county level training sessions, and other school programs to gain new strategies and techniques. They are given time to collaborate with fellow teachers on a daily basis, at weekly grade level professional learning community time, and at faculty meetings. Peek’s Chapel will use a vertical team approach with representative staff members from each grade level working together to set academic goals for our students.

5. Strategies to attract high-quality highly qualified teachers to high-need schools.

Strategies to attract highly qualified teachers to our school will be employed. Administration will attend job fairs as scheduled and, along with members of the Interview Team, will seek the most qualified teachers. As positions come available, potential candidates will be invited to participate in the interview team process.

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

Parents have multiple opportunities to be involved in their child’s education at PCE. A strong PTO Board and membership support numerous activities throughout the school year, and parents are active as volunteers. In addition, parents and community members serve on the School Council, Strategic Planning Team, and Title I Committee.

At the beginning of the school year, parents and students are invited to attend Open House where students meet their teacher and parents have the opportunity to ask questions about the upcoming school year and learn about volunteering opportunities. Curriculum Nights are scheduled for each grade level during the first few weeks of each semester of school. Parents are given specific information about the curriculum, daily instructional schedule, attendance, communication, assessments, classroom and school procedures, standards-based grading and reporting, and ways to support their child at home. Communication tools for parents include school agendas, communication folders, classroom newsletters, the school’s web site, Facebook, parent/teacher conferences, phone messages, itsLearning, Infinite Campus Parent Portal, progress reports, and report

cards.

Surveys have been completed by parents to gain their input in planning training opportunities that are applicable to their needs. Parenting classes will include technology resources, math and reading strategies, and test-taking strategies. During Kindercamp, parents are provided with resources and strategies to use in assisting their child with the transition to pre-kindergarten and/or kindergarten.Parent, student and teacher conferences are held school-wide two times per school year. Additional conferences may be scheduled by the parent or teacher as needed. Parents are provided with an update on their child’s progress, areas of strength and need, and resources to assist the student and parent. A copy of each child’s Georgia Milestones/RCPS Summative Assessment scores are sent to parents along with a cover letter that explains the test scores and offers additional assistance through the school’s testing coordinator, counselor and classroom teacher. Upon completion of the quarterly benchmarks, letters are sent home to make parents aware of student results. Parents are given the option of scheduling a conference with school personnel for more information.

Parent participation in PTO membership and events is highly encouraged. PTO meetings include student performances and recognition, parent tips, and informational sessions on the curriculum, and community services. The annual fall festival involves many parents and also reaches out to include community members as they make donations to the events and/or participate in the activities. In addition, the PTO works to support classroom instruction by encouraging parents to serve as volunteers.

An informative bulletin board is located in the main hallway to provide parents with calendar dates of special events, training session details, community services, and PTO news. Parents also have the opportunity to participate in a school climate survey as they offer feedback on various components of the school. The results are analyzed by the Leadership Team and School Council. Suggestions and recommendations are taken into consideration and changes made as needed.

We encourage an environment that is friendly and inviting to all stakeholders. Through our needs assessment and climate surveys, we realize the need for and importance of parental involvement. Our goal is to make available more volunteer opportunities, resources, and training for our parents in order to strengthen that partnership between home and school.

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

A state-sponsored Pre-K program will continue to be implemented at Peek’s Chapel Elementary for the 2016-17 school year. This state funded program utilizes the Bright from the Start model. One full-time teacher and paraprofessional provide the instruction and support that aligns with the curriculum. Twenty-two students will be enrolled in the class.

The teacher ensures that communication takes place between her and the parent. Parents will meet with the teacher as they make the transition to Peek’s Chapel Elementary. The teacher will arrange a conference with parents twice a year. Areas of instruction and development will be discussed, and parents will be made aware of their child’s progress.

Local day care centers and church sponsored pre-school programs contact the Assistant Principal/site- based Transition Team Director to schedule spring visits for their Pre-K/kindergarten students. Peek’s Chapel staff members welcome these students and arrange for chaperones to tour the school, visit the kindergarten classrooms, and have a snack in the cafeteria. Information is distributed to the area pre-school programs about Round-Up and Kindercamp.

Peek’s Chapel’s Kindergarten Transition Team consisting of PCE and RCPS instructional leaders, kindergarten teachers from PCE, and area daycare teachers provides several activities for parents and students who will transition to an elementary school setting. In the spring, the annual Kindergarten Round-Up is held when students zoned to attend PCE visit the school with their parent. They are given a screening by a current kindergarten teacher in the building to help with later placement. Parents who attend Round-Up are given information about the Kindercamp that will be held in July each summer.

A Kindercamp for incoming pre-kindergarten and kindergarten students is implemented each summer. The camp is hosted by PCE staff members for incoming pre-kindergarteners and kindergarteners each school year. Parents are invited to tour the school, learn strategies to help their child in school, and make materials to assist their child in mastering academic, social and emotional skills. Administrators and staff members give parents information to assist them in the transition to school. Students tour the school and experience a modified school day. The schedule includes reading and math activities, lunchroom procedures, specials classes (art, music, PE) and story time. Students have the opportunity to ride a school bus to learn safety rules, as well as meet new friends and teachers. Providing this program for the school’s youngest students allows them to become acclimated to the school prior to the beginning of the new school year.

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.

Teacher input is sought and valued each day at Peek’s Chapel Elementary. A variety of processes are implemented as teachers have the opportunity to give feedback on varying components of the school’s structure. The Strategic Team consists of grade level representatives, a specials teacher, a special education teacher, paraprofessionals, the school counselor and administrators. This team is responsible for monitoring the progress of the action steps and delivering updates/recommendations to the faculty, staff and parents.

The Leadership Team comprised of grade level representatives, specials teacher, special education teacher, media specialist, EIP teacher, counselor, paraprofessional representative, and administrators meet monthly during the school year to discuss instructional needs and other issues that impact schoolwide student achievement. This team also meets during the summer to participate in training/team-building activities, analyze end-of-the-year data, including the Georgia Milestones/RCPS Summative Assessment data, and review the strategic school improvement plan goals.

Vertical teams for reading, writing, math, science and social studies meet during the school year to review data and plan instruction to support these academic areas. Weekly, teachers meet in grade level teams to develop strategies to increase student growth and performance and analyze common assessments. Quarterly data analysis meetings are also held to review report card mastery and

benchmark results and plan accordingly based on students’ needs. Strengths and weaknesses on standardized tests will continue to be analyzed to determine specific skills areas that need to be addressed. Additional forms of assessments that are used to monitor student progress include: performance tasks, common assessments, student work, and teacher observation. Classroom observations are conducted by administration to monitor instruction and student achievement. Administrators review test scores, demographics and other data to identify and enhance changes in students’ needs. Collaborative meetings allow teachers to plan together in order to meet the needs of our students.

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.

Student growth and mastery is monitored using an on-going process referred to as the “RCPS Cycle for Results”. As this is a cycle, the process is continually in motion, including classroom, grade level and school-level. Teachers implement this cycle as part of their daily instructional practices of pre-assessing, teaching, assessing, re-teaching and re-assessing. Grade levels work in teams with administration to implement the cycle based on quarterly assessments.

Activities to support students struggling to master curriculum standards include: Data analysis EIP RTI Instructional support from administration, instructional team, and technology specialist Collaborative planning Morning/ during the day/Extended day tutoring Tutors Paraprofessionals

Measures to ensure that students’ difficulties are identified in a timely basis (following the Cycle for Results) include:

Collaborative planning Quarterly Benchmark Administration Data analysis Progress reports/report cards Conferences RTI Attendance Support Team Classroom Assessments Writing Assessments

StarEL/Star Reading/ Star Math Student Goal-Setting and Self-Progress Monitoring (Student data notebooks) Achieve 3000 level set assessments (3rd, 4th and 5th)

10. 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.

Students at Peek’s Chapel experiencing difficulty are identified by teachers and administration and an intervention is implemented. Students are identified as being at-risk according to the following:

Scoring in performance level 1 on the Georgia Milestones/RCPS Summative Assessment in reading and/or math

Academic achievement falling below grade level expectations Little to no growth in performance/achievement levels Chronic absenteeism Little or no home support Consistent, inappropriate behavior patterns Referral to the school’s RTI, guidance counselor, social worker, and/or administration

Through the state-funded Early Intervention Program, five full-time teachers will be provided to work with students identified from state checklist. Students struggling in reading and math will receive extra support to reinforce skills they are lacking. Title I funds for the 2016-17 school year will provide for 1 additional classroom teacher, to be placed in 5th grade, to reduce class sizes and provide instructional support through the use of small instructional groups.

Students who are at-risk will receive additional small group instruction at Tier 2 or individual support at Tier 3 through the RTI process. An intervention plan will be created for each student to assist staff members working with the child. Monitoring of this process will occur by grade level teachers and the SST Team.

Staff members will work with parents in supporting the at-risk learners. Referrals will be made to the school’s social worker, psychologist, and other support systems as needed. Information and other resources will be made available through the school’s parent resource center and counseling department.

Federal and state programs that support the instructional program at Peek’s Chapel include: Early Intervention Program (EIP) Special Education for students with learning disabilities, speech and language difficulties, and

those with developmental delays ESOL Response to Intervention (RTI) Free/Reduced Meal Program

Title 1 teachers

Peek’s Chapel Title I funds will be allocated in the following manner:

Class Size ReductionsResearch has shown that small classes can have a positive influence on student achievement. Overall, smaller classes provide more opportunities for teachers to engage in instructional strategies shown by research to be related to higher student performance. Teachers are able to complete their lessons in smaller classes. Teachers are able to manage their classes better and classes function more smoothly as less time

is spent on discipline and more on learning; Students receive more individualized attention, including more encouragement, feedback, and

monitoring; Students are more attentive to their classwork; Students wait less time to receive help or have their papers checked; Students have more opportunities to participate in group lessons.

Peek’s Chapel Elementary School will use Title I funds to hire an additional 5th grade teacher to reduce class sizes to create smaller groups and focus on targeted, individualized instruction. Strategies that will be more effectively implemented across the CSR grades include: Achieve 3000 in 4th and 5th grade is based on decades of scientific research. Achieve3000 online

solutions deliver engaging, nonfiction content that supports core curriculum, Response to Intervention, English language learning, special education, and other instructional models. Reduced class sizes across the 5th grade will allow more time for students to engage with this powerful learning supplement.

The daily schedule will create multiple opportunities for students to receive instruction in a variety of settings and models including large and small groups, inclusion, and pull-out. Paraprofessionals will be utilized to assist the teachers in working with students in small, flexible, skills-based groups throughout the school day. The schedule will include blocks of time devoted specifically to reading and math. Students in kindergarten, first and second grades will be instructed through the Saxon Phonics Program to reinforce phonics skills, sight word recognition, decoding strategies, and reading comprehension. Trained paraprofessionals will support this program as they implement small groups under the guidance of the classroom teachers.

Parental Involvement Workshops will be provided for parents based on response to the yearly Title I survey.

Refreshments and childcare will be made available during the workshops. Materials and resources will also be provided for the Parent Resource Center.

Professional Learning Funds - Title II Funds will be available to provide training sessions and substitutes for teachers based on the

needs assessment and professional learning plan. Funds will also be available for registration fees and substitutes to all teachers to attend instructional conferences.

Extended Programs

Safety Net Funds Summer practice materials will be provided for at-risk students as funds allow. Tutoring sessions before, during and after the school day will be provided in the areas of

reading and math.

Title 1 Funds In July 2017, Peek’s Chapel will host a Kindercamp for incoming Pre-K and kindergarten, with

carry monies used to support Kindergarten Transition Camps.

11. Description of how individual student assessment results and interpretation will be provided to parents.

Test results for state and county assessments are provided for parents. Once results of state assessments are received at the school, parents are given a hard copy with a cover letter explaining the results. Interpretation of the results may also be given in a workshop and/or conference setting. County benchmark assessment results are sent home with an explanation of the student’s scores. Weekly classroom assessments are sent home as well. Examples of items communicated include:

Progress report/report card Benchmark reports Conference notes

Many modes of communication are in place to share assessment results and interpretation of those results to parents. School-wide practices include:

Parent/teacher conferences are held at least twice a year. Assessment results are sent home and meetings scheduled to discuss. At-risk student documentation is sent home and conferences held. Intervention plans implemented for at-risk learners and communicated to parents. Workshops focused on understanding content mastery expectations and the assessments

used to determine mastery will be held and information communicated to parents. Classroom and schoolwide newsletters to parents provide curriculum information and

resources. The school’s website and teachers’ webpages provide curriculum information and resources

to parents.

12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

Teachers and support staff members are thoroughly trained in the collaboration and analysis of data. On an ongoing basis through the implementation of the Cycle for Results teachers review multiple assessment types to identify weak areas. They work as a grade level to plan intervention strategies

and produce pre/posttests. Each student is monitored for progress. As an instructional team, administrators and teachers meet to analyze data and determine standards-based areas for focus. Intervention plans are put in place and students who are identified as at-risk for each identified standard are placed into one of many support programs. These support programs include RTI, tiers 2/3 intervention groups, extended day tutoring, flexible tutoring groups, EIP, counseling services, speech, and Attendance Support Team.

13. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

Assessments beginning at the classroom level are ongoing and analyzed each day. Numerous pieces of assessments are analyzed to determine areas of strengths and weaknesses. The results of this analysis are used to guide our instruction and intervention process. Data are collected from:

GKIDS Individual Reading Inventories EIP skills checklist Math fact inventories ITBS/CogAT RCPS Quarterly Benchmarks Georgia Milestones/RCPS Summative Assessment Mock writing assessments through Write Score StarEL/Star Reading/ Star Math Accelerated Reader Student goal-setting and self-progress monitoring (Student data notebooks)

14. Provisions for public reporting of disaggregated data.

Peek’s Chapel ensures that all stakeholders have access to our school’s data by using the following: Newsletters (Grade Level and/or Teacher) Website SchoolMessenger School Marquee Parent conferences School Council PTA Open House Curriculum Night Community Forums Title I plan/Team Strategic Planning Committee

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.

Our school improvement goals and strategic plan are reviewed multiple times during the year to monitor progress and revise based on student needs by a team consisting of administrators, teachers, parents, and community members. The Title I plan is in alignment with the two plans mentioned previously and is reviewed and revised during the school year (beginning, middle and end) by the administrators, teachers, parents, and community members.

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).

Peek’s Chapel’s Title I team members include:

Brian Travis, Principal Kelly Griffin, Assistant PrincipalGwen Strong, Counselor/Parent Valderine McKinney, Parent LiaisonChristopher Brunson, Parapro Tiffany Stovall, CounselorShawnte Mann, DLS Daryl Dawson, PTA President

17. Plan available to the LEA, parents, and the public.

All components of our Title I Schoolwide Plan including the Parent Involvement Plan, Parent Compact, School Improvement Goals, and Strategic Plan, are available to all stakeholders upon request. Our plans are also available on the school’s website and in the Parent Resource Center.

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.

All literature and correspondence can be translated into other languages and provided for parents upon request.

19. Plan is subject to the school improvement provisions of Section 1116.

Peek’s Chapel Elementary’s Schoolwide Title I Plan is subject to the school improvement provisions of Section 1116. Section 1116, of the Title I, Part A of the Elementary and Secondary Education Act, states that schools must provide Supplemental Education Services and School Choice if the school did

not make adequate yearly progress (AYP) for two years in a row. Currently, all schools in Rockdale County have made AYP.If required, Supplemental Education Services will be offered to students to increase their academic achievement. These services may include academic assistance such as tutoring, remediation, and other educational interventions, consistent with the content, curriculum and instruction used by the school district. These services will be aligned with Georgia’s achievement standards.

Principal’s Signature Date

Title I Director’s Signature Date